Written Answers Nos. 1183-1202
1183. Deputy Eoin Ó Broin asked the Minister for Education and Youth further to Parliamentary Question No. 424 of 16 December 2025, the timeline for the provision of the lease to the school for signing, given the school has not had any engagement with the CSSO for a very lengthy period; and if she will make a statement on the matter. [1201/26]
View answerThe CSSO is awaiting additional documentation from Tailte Eireann. These documents have been ordered and are expected to be received in the coming weeks. The lease documentation has already been prepared and is ready for issue. Once the required instruments are received the CSSO will proceed to forward the lease to the patron’s solicitor for execution.
1184. Deputy Darren O'Rourke asked the Minister for Education and Youth given the publication of the revised estimated volume in December 2025, if she can outline the Departmental funding allocation for youth affairs for 2026; if she can provide a breakdown of this funding in terms of existing levels of service, new development measures and capital funding; if she can provide a detailed breakdown of the €8 million additional funding to youth affairs being made available in Budget 2026; broken down by capital and current; and if she will make a statement on the matter. [1212/26]
View answerI am pleased to announce that, arising from Budget 2026, an additional €8 million in current and capital funding has been allocated to support the sustainability and development of youth services. Funding secured in Budget 2026 will support the implementation of Opportunities for Youth, National Strategy for Youth Work and Related Services 2024-2028.
This funding increase brings the overall core current and capital funding available to support existing youth services and infrastructure to €94.1 million for 2026, a 9.3% increase on the corresponding funding available in 2025. This investment strengthens the foundation for inclusive, high-quality provision — ensuring continuity, expanding reach, and enabling services to respond to the evolving needs of Ireland’s diverse youth population.
Core current funding of €90.1 million will be available in 2026, a €4.5 million or 5% increase on the 2025 funding allocation. This funding will support the existing level of service for youth organisations and youth services. This increased funding will allow youth services and providers to maintain and expand existing supports, enhance service delivery, and respond to emerging needs in local communities.
Capital funding of €4.0 million will be available to support youth organisations and youth services in 2026, representing a significant increase of €3.5 million compared to the 2025 allocation. This capital funding will enable targeted investment in essential upgrades to youth facilities, equipment, and digital infrastructure in a modern youth work environment to ensure safe, modern and inclusive spaces for young people. Capital investment in the youth sector will be aligned with the National Development Plan framework and forms part of the department’s approach to long-term infrastructure planning and service development.
As the Deputy will know, Ireland will host the EU presidency in the latter half of 2026. This will include a strong focus on youth, and in addition to the above core subhead funding, provision has been made separately for costs associated with the youth elements of the presidency.
1185. Deputy Darren O'Rourke asked the Minister for Education and Youth given the publication of the revised estimated volume in December 2025, if she can provide a breakdown on how the figures for the number of children and young people to benefit from engagement in a youth service figure has been worked out; how the outturn and output targets have been developed; the resources being made available to realise these figures; and if she will make a statement on the matter. [1213/26]
View answerI thank the Deputy for the question and welcome the opportunity to provide clarity on how participation figures for youth clubs and services are compiled and reported. The figures for the number of young people engaging with youth clubs and services are drawn directly from the annual reports submitted to the department. These reports are provided each year by the national youth organisations, the Education and Training Boards (ETBs), and, where relevant, by individual youth services themselves. The department compiles and analyses this reported data to inform the estimated volumes, outturns, and output targets referenced in the Revised Estimates.
It is important to note that these figures represent participation numbers per scheme and may not reflect unique individuals. Some young people may engage with multiple schemes, meaning they could be counted more than once across different programmes. However, this information remains valuable as it provides a clear picture of overall engagement levels across the youth sector, highlights the reach and activity of individual schemes, and helps identify trends in service uptake. These insights are essential for planning, resource allocation, and ensuring that programmes continue to meet the diverse needs of young people nationwide.
As the Deputy will be aware, I was pleased to announce that, arising from Budget 2026, an additional €8 million in current and capital funding has been allocated to support the sustainability and development of youth services. This increased investment underpins the 2026/27 Output Target of 460,000 young people benefiting from engagement in youth services, a figure based on internal projections that reflect planned expansions of key schemes and other enhancements across targeted and universal provision. These developments are expected to increase participation levels and strengthen the overall reach of youth services and clubs nationwide.
A further breakdown of the 2024 youth participation figures per scheme can be found in the table below:
|
Scheme Name |
No. Young People |
|
UBU - Your Place, Your Space |
91,855 |
|
Youth Information Centre |
58,190 |
|
Local Youth Club Grant Scheme |
62,649 |
|
Ukrainian Migrant Integration Fund |
4,925 |
|
Target Youth Employability Support Initiative |
289 |
|
Gaisce |
42,358 |
|
Léargas |
5,567 |
|
Youth Services Grant Scheme - Main |
152,392 |
|
Youth Services Grant Scheme - Pilot |
476 |
|
Volunteer Activation Fund |
25,201 |
|
LGBTI+ Youth Fund |
162 |
|
Youth Climate Justice |
1,129 |
|
Foróige's Big Brother Big Sister |
1,323 |
|
Skills Summary |
281 |
|
Foróige - Online Safety Programme |
5,836 |
|
Total |
452,633 |
In addition, SpunOut.ie recorded 828,498 visits from users based in Ireland during 2024, reflecting a significant level of online engagement by young people.
1187. Deputy Darren O'Rourke asked the Minister for Education and Youth given the publication of the revised estimates volume in December 2025, if she can provide detail on how and where planned youth service infrastructural development will be included; the reason there is no reference to youth service infrastructure in the public service activities (outputs) targets; and if she will make a statement on the matter. [1215/26]
View answerI am pleased to announce that, arising from Budget 2026, an additional €8 million in current and capital funding has been allocated to support the sustainability and development of youth services. Funding secured in Budget 2026 will support the implementation of Opportunities for Youth, National Strategy for Youth Work and Related Services 2024-2028.
This funding increase brings the overall core current and capital funding available to support existing youth services and infrastructure to €94.1 million for 2026, a 9.3% increase on the corresponding funding available in 2025. This investment strengthens the foundation for inclusive, high-quality provision - ensuring continuity, expanding reach, and enabling services to respond to the evolving needs of Ireland’s diverse youth population.
Capital funding of €4.0 million will be available to support youth organisations and youth services in 2026, representing a significant increase of €3.5 million compared to the 2025 allocation. This capital funding will enable targeted investment in essential upgrades to youth facilities, equipment, and digital infrastructure in a modern youth work environment to ensure safe, modern and inclusive spaces for young people. Capital investment in the youth sector will be aligned with the National Development Plan framework and forms part of the department’s approach to long-term infrastructure planning and service development.
The approach to capital funding distribution and use in the youth sector in 2026 through to the conclusion of the 2030 National Development Plan funding cycle is currently being developed and the department will engage with the sector on same in due course.
Regarding inclusion in the revised estimates as formal output targets, given the typically small scale of capital projects and purchases associated with youth service capital spending, these activities have historically been of the nature of minor works and purchases and therefore have not been included.
1188. Deputy Louis O'Hara asked the Minister for Education and Youth if the quota for a NEPs assessment will be increased for a school (details supplied); and if she will make a statement on the matter. [1220/26]
View answerAll schools can access NEPS support. It is important to note that under the NEPS Continuum of Support Model, a child or young person does not require a psychological assessment or diagnosis to access additional support at school. Under this model, schools take responsibility for the initial identification of children/young people with learning, emotional or behavioural difficulties and application of supports as deemed appropriate. These supports should be detailed on a child/young person’s Student Support File and Student Support Plan.
If a school has concerns that a child or young person is not making reasonable progress following this initial evidence informed support and intervention, the school may contact NEPS. I have made enquiries in relation to the details supplied by the Deputy and, at present, the school has not requested NEPS involvement in this case.
As a school-based service, requests for NEPS involvement must be made by the school principal or other designated staff member by contacting their assigned psychologist or the NEPS advisory line for schools temporarily without an assigned psychologist.
Further information on how NEPS supports children and young people through the Continuum of Support model can be found here: www.gov.ie/en/department-of-education/services/national-educational-psychological-service-neps/.
1189. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the total number of teachers employed by her Department in primary school, by county and employment status, in tabular form; and if she will make a statement on the matter. [1228/26]
View answer1190. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the total number of teachers employed by her Department in secondary schools, by county and employment status, in tabular form; and if she will make a statement on the matter. [1229/26]
View answer1191. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the total number of teachers employed by her Department in secondary schools that are located in the Dún Laoghaire constituency; and if she will make a statement on the matter. [1230/26]
View answer1192. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the total number of teachers employed by her Department in primary schools that are located in the Dún Laoghaire constituency; and if she will make a statement on the matter. [1231/26]
View answerI propose to take Questions Nos. 1189, 1190, 1191 and 1192 together.
This Government is fully committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
There are more qualified teachers than ever working in schools with over 97% of allocated teaching posts filled according to an analysis of the teacher payroll in March 2025. This analysis found that there were over 79,000 teachers employed nationwide in our schools with over 43,000 at primary level including special schools and 36,000 in post-primary schools. Teacher attrition remains low, with fewer than 3% resigning or retiring annually, one of the lowest rates in the OECD.
As with other sectors of the economy, recruitment challenges exist. To address these, several targeted measures have been implemented that have led to:
• an increase of 20% in Initial Teacher Education graduates between 2018 and 2023,
• an over 30% increase in the number of teachers registered with the Teaching Council between 2017 and 2025, and
• an increase in allocated teaching posts of 11,752 between 2018/19 and 2024/25.
The recruitment and appointment of teachers for teaching positions is managed by individual school authorities. There are over 3,700 individual school authorities, responsible for this process, including boards of management at primary and post-primary schools, as well as Education and Training Boards (ETBs).
85% of newly appointed primary teachers in 2024/25 are on full-time, mostly fixed-term contracts. Over 75% of new post-primary teachers are employed full-time. 93% of teachers with 5+ years’ experience hold permanent full-time or pro-rata contracts.
The data in the following tables is from an analysis of the primary and post-primary teacher payrolls from March 2025. The data includes the headcount broken down between permanent contracts, including contracts of indefinite duration (CID) and temporary/fixed term contracts by county. The data for education and training boards (ETBs) is not available by county and is provided by ETB. The data is not available by constituency.
Table 1: Primary Teachers
|
County |
Permanent/CID |
Temporary/Fixed Term |
Total Headcount |
|
Carlow |
582 |
59 |
641 |
|
Cavan |
733 |
83 |
816 |
|
Clare |
1046 |
112 |
1158 |
|
Cork |
4960 |
658 |
5618 |
|
Donegal |
1427 |
148 |
1575 |
|
Dublin |
10186 |
1949 |
12135 |
|
Galway |
2383 |
268 |
2651 |
|
Kerry |
1238 |
159 |
1397 |
|
Kildare |
1950 |
309 |
2259 |
|
Kilkenny |
768 |
88 |
856 |
|
Laois |
842 |
114 |
956 |
|
Leitrim |
274 |
33 |
307 |
|
Limerick |
1842 |
214 |
2056 |
|
Longford |
425 |
58 |
483 |
|
Louth |
1283 |
164 |
1447 |
|
Mayo |
1146 |
134 |
1280 |
|
Meath |
1840 |
247 |
2087 |
|
Monaghan |
554 |
57 |
611 |
|
Offaly |
766 |
103 |
869 |
|
Roscommon |
618 |
61 |
679 |
|
Sligo |
540 |
70 |
610 |
|
Tipperary |
1462 |
145 |
1607 |
|
Waterford |
1042 |
133 |
1175 |
|
Westmeath |
836 |
122 |
958 |
|
Wexford |
1378 |
177 |
1555 |
|
Wicklow |
1255 |
193 |
1448 |
Table 2: Post-primary Teachers (excl ETBs)
|
County |
Permanent/CID |
Temporary/Fixed Term |
Total Headcount |
|
Carlow |
318 |
39 |
357 |
|
Cavan |
256 |
43 |
299 |
|
Clare |
530 |
75 |
605 |
|
Cork |
2589 |
500 |
3089 |
|
Donegal |
678 |
85 |
763 |
|
Dublin |
5137 |
1340 |
6477 |
|
Galway |
1332 |
196 |
1528 |
|
Kerry |
711 |
130 |
841 |
|
Kildare |
915 |
155 |
1070 |
|
Kilkenny |
371 |
79 |
450 |
|
Laois |
345 |
70 |
415 |
|
Leitrim |
104 |
22 |
126 |
|
Limerick |
807 |
132 |
939 |
|
Longford |
225 |
34 |
259 |
|
Louth |
707 |
123 |
830 |
|
Mayo |
695 |
98 |
793 |
|
Meath |
540 |
124 |
664 |
|
Monaghan |
226 |
28 |
254 |
|
Offaly |
314 |
74 |
388 |
|
Roscommon |
255 |
54 |
309 |
|
Sligo |
324 |
45 |
369 |
|
Tipperary |
742 |
119 |
861 |
|
Waterford |
592 |
107 |
699 |
|
Westmeath |
504 |
80 |
584 |
|
Wexford |
776 |
112 |
888 |
|
Wicklow |
492 |
129 |
621 |
Table 3: Post-primary Teachers - ETBs
|
ETB |
Permanent/CID |
Temporary/Fixed Term |
Headcount |
|
Cavan and Monaghan ETB |
448 |
120 |
568 |
|
City of Dublin ETB |
255 |
181 |
436 |
|
Cork ETB |
1101 |
252 |
1353 |
|
Donegal ETB |
497 |
88 |
585 |
|
Dublin and Dun Laoghaire ETB |
1387 |
532 |
1919 |
|
Galway and Roscommon ETB |
570 |
188 |
758 |
|
Kerry ETB |
278 |
38 |
316 |
|
Kildare and Wicklow ETB |
947 |
452 |
1399 |
|
Kilkenny and Carlow ETB |
416 |
108 |
524 |
|
Laois and Offaly ETB |
252 |
180 |
432 |
|
Limerick and Clare ETB |
720 |
165 |
885 |
|
Longford and Westmeath ETB |
292 |
76 |
368 |
|
Louth and Meath ETB |
873 |
429 |
1302 |
|
Mayo, Sligo and Leitrim ETB |
355 |
200 |
555 |
|
Tipperary ETB |
443 |
89 |
532 |
|
Waterford and Wexford ETB |
513 |
132 |
645 |
It was announced in 2025 that newly appointed teachers will be able to gain permanency more quickly. Additionally, my Department has introduced a STEM bursary and expanded post-primary teacher upskilling programmes which are in addition to more flexible substitution measures, extended to the current school year. The Teaching Transforms campaign continues to promote the teaching profession and encourages students to follow a career in teaching. A campaign coinciding with the CAO closing date in February is currently under way.
A comprehensive workforce plan for the education sector, a commitment under the Programme for Government is in development. Additionally, a new project, supported by UNESCO and the EU Commission, will create a strategic plan for managing Ireland’s teaching workforce is part of the workforce planning activity currently underway. This two-year project will involve consultations with key stakeholders to develop recommendations with a report due in 2026.
Teaching is an attractive career choice with 3,600 newly qualified teachers registered with the Teaching Council in 2025 and increases in CAO first preferences for both primary (9%) and post-primary (5%) teaching programmes. Salaries are competitive, starting at €44,879 (primary) and €46,448 (post-primary) and rising to €85,000 under the current pay deal. Around 6% of first-choice CAO applications from 2017–2024 were for teaching, showing steady demand. In 2025, first preferences rose by 9% in primary and 5% for post-primary teaching.
My Department frequently consults and engages closely with stakeholders on issues such as teacher supply through industrial relations forums, sectoral meetings, and direct discussions with teacher unions. I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
1193. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the number of teachers assigned to a school (details supplied) broken down by full-time and part-time roles; and if she will make a statement on the matter. [1232/26]
View answerThe school referred to by the Deputy currently has an allocation of 5 whole time equivalent posts, 2 of which are Contracts of Indefinite Duration.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority and the deployment of teaching staff in the school is in the first instance a matter for the school management authorities.
1194. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the concerns of families that have children attending a school (details supplied) related to accessing school transport, the actions she will take to address these concerns; and if she will make a statement on the matter. [1233/26]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation and where there is capacity to do so.
Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places. In these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
Bus Éireann has advised that all eligible children who applied on time and paid on time for school transport for the 2025/26 school year to the school referred to by the Deputy were accommodated on services. The school transport section has a meeting arranged with the principal of the school this week to discuss the schools transport concerns.
1195. Deputy Louis O'Hara asked the Minister for Education and Youth if her Department is engaging with counterparts in Britain on curriculum development, teacher exchanges or shared educational initiatives [1260/26]
View answerMy Department engages with our counterparts in the UK Department for Education very regularly on a bilateral basis, including in the context of the Common Travel Area Forum (specifically under the CTA Education MOU) and under the Ireland-UK Leaders Summit structures on a range of Education and Youth aspects.
This has resulted in action to engage on the identification on some priority policy areas for cooperation in the period ahead. Once agreement is reached, work will proceed in a structured manner to be agreed.
As an example, the UK consulted with this Department and Agencies on their review of curriculum during 2025.
Cooperation on aspects of Education policy and practice continues between relevant policy areas and Agencies as required.
1196. Deputy Eoin Ó Broin asked the Minister for Education and Youth the options available to a family who remain unable to secure a school placement for their child for the current school year (details supplied) and who advise assistance has not been provided by the education welfare officer; and if she will make a statement on the matter. [1282/26]
View answerTusla Education Support Service (TESS), which includes the statutory Educational Welfare Service (EWS), is under the remit of my department and operates under the Education (Welfare) Act, 2000. The primary role of the EWS is to ensure that every child either attends school regularly or otherwise receives a certain minimum education to ensure and secure every child’s entitlement to education.
Educational welfare officers (EWOs) are based throughout the country to offer advice and guidance to parents who need support in ensuring that their child attends schools regularly. They work with children, young people and their families who are experiencing difficulty with school attendance; this is done through, home visits, educational welfare conferences and collaboratively working with different agencies. The main priority of the work is around the welfare of children and young people and to ensure that concerns around attendance are addressed before attendance becomes a crisis issue. EWOs also support parents and guardians who are experiencing difficulty in securing a school placement for their child.
All referrals received by the EWS are screened and assessed by a senior educational welfare officer and receive a response to indicate whether the case has been allocated to an EWO, the case is on a waiting list, or the referral has not met the criteria for intervention by an EWO and the reasons why.
Referrals to the EWS may be made throughout the school year. A referral for a child without a school place is prioritised by the EWS and an EWO is assigned immediately to support families who are in this situation. It will remain an open case until such time as a school place is offered and accepted.
The young person in question is 16 years and five months old and is therefore outside the scope of the EWS, under the Education Welfare Act, 2000, with regard to compulsory school attendance. However, an EWO is providing guidance and assistance to the family in applying for a school place, including assistance in relation to an application to my department for home tuition.
1197. Deputy Emer Currie asked the Minister for Education and Youth the number of school secretaries in each Dublin 15 SPA (details supplied), in tabular form; and if she will make a statement on the matter. [1329/26]
View answerBoards of Management are each responsible for the employment of ancillary staff in their schools. As a result, it is not possible to provide this information for the period requested, as it is not held by the Department of Education & Youth.
1198. Deputy Emer Currie asked the Minister for Education and Youth the number of school caretakers in each Dublin 15 SPA (details supplied), in tabular form; and if she will make a statement on the matter. [1330/26]
View answerBoards of Management are each responsible for the employment of ancillary staff in their schools. As a result, it is not possible to provide this information for the period requested, as it is not held by the Department of Education & Youth.
1199. Deputy Willie O'Dea asked the Minister for Education and Youth if she will review the procedures for allocating the number of posts of responsibility and the remuneration for principalship and deputy principalship within special schools given at present only the number of teachers employed directly by the board is recognised by her Department; and if she will make a statement on the matter. [1367/26]
View answerMy Department actively engages with the representative bodies for special schools, in order to help to address some of these additional challenges these schools face over their mainstream counterparts.
Following close engagement with special schools and awareness of the challenges they face, a number of new measures have been introduced to support them. Firstly, the appointment of new posts for administrative deputy principals in all special schools has been instrumental in assisting principals with leadership and management functions and to support learning and parental and community engagement.
Secondly, the allocation of 100 post-primary teaching posts to ensure a greater range of the national curriculum subjects can be taught to improve student progression and transition.
There has also been an increase in funding to ensure that the Summer Programme continues to expand for students with special educational needs.
In addition to these budgetary measures, my Department is also working closely with the NCSE to further support special schools in relation to a range of issues relating to administration, curriculum and training.
My department and the NCSE will continue to support all schools including special schools to ensure we deliver an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
I recognise the key role school leadership plays in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.
The Department has committed to annually revising the allocation of Posts of Responsibility to take into account retirements during the school year which has ensured that the current level of Posts of Responsibility (POR’s) is maintained in the school system. New POR threshold tables are produced each year to distribute these PORs equitably across all schools. Currently one in three teachers hold a promotional post within our schools.
Recent Budgets have provided for an additional 1000 posts of responsibility at both primary level and post-primary level. 500 AP II posts were allocated to primary schools in the 2024/25 school year. For the 2025/26 school year, the equivalent of 500 AP II posts is being distributed as 110 AP I and 251 AP II for the purposes of fully restoring all PORs in primary schools. Any further improvement would have to be considered in the context of the overall budgetary process.
The Public Service Agreement PSA 2024-2024 provides for a local bargaining process to deal with outstanding adjudications, commitments, recommendations, awards and claims. Any additional amendments to teacher Terms and Conditions, including pay and allowances, can only be achieved through engagement and collective bargaining agreements between the Government and the Public Service unions. This is one of the matters that may come under consideration under the local bargaining provision of the PSA 2024-2026 and as matters under industrial relations processes are confidential to the parties it would not be appropriate for me to comment any further at this time.
1200. Deputy Willie O'Dea asked the Minister for Education and Youth to review the NCSEs procedures to ensure the NCSE will accept interim confirmation letters from CDNT psychologists where full reports are delayed, in order to ensure timely access to appropriate educational placements (details supplied). [1368/26]
View answer1201. Deputy Willie O'Dea asked the Minister for Education and Youth the number of children nationally have been refused a letter of eligibility for special class placements due to not meeting the NCSE October deadline (details supplied); and if she will make a statement on the matter. [1373/26]
View answerI propose to take Questions Nos. 1200 and 1201 together.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
I am happy to advise that the NCSE are this week formally sanctioning 168 (105 primary and 63 post-primary) new special classes in 159 schools across the country for the next school year 2026/2027. This is the first tranche of new special classes being sanctioned and is a number of months ahead of last year. The NCSE expect to continue to sanction further new special classes over the coming weeks. The earlier sanctioning of these classes will provide clarity for parents and allow schools more time for the planning and establishment of new special classes. Details of the new special classes are available on the NCSE website.
An earlier date of 1 October was set for parents to complete the Parents Notify process this year. I understand this earlier date may not suit every family. However, it was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It will also support forward planning and equip the NCSE with timely information as to what students would be leaving school, transitioning to post-primary specialist places or those seeking specialist placement and entering the education system for the first time.
This information is critical when examining where provision needs to be placed to meet demand. This earlier date in October coincides with when schools begin enrolment processes so affords parents the opportunity to enrol in existing classes. Many mainstream schools, particularly at post-primary level commence admissions processes for the following school year on 1 October annually.
The new timeline will afford greater lead in times for schools that require repurposing or major building works to get works complete and allow schools to recruit staff and undertake the training needed so that children are fully supported in these placements. The NCSE expect to start sanctioning new special classes for the 2026/27 school year shortly.
With any date for applications for supports, it is important that those who come forward after that date are assured that they are not forgotten or excluded from the system. I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October in their existing placement with appropriate supports. However, it is critical that the NCSE has as much local information as possible, as early as possible, to effectively plan what new provision is required.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
1202. Deputy Emer Currie asked the Minister for Education and Youth for an update on building works at a school (details supplied); and if she will make a statement on the matter. [1385/26]
View answerThe school referred to was approved to enter the Department's pipeline of school buildings under the Additional School Accommodation scheme for a project to provide a two classroom Special Education Needs (SEN) base.
This project is devolved to the school authority for delivery.
My Department is currently awaiting the submission of the Stage 1 (preliminary design) report. To date, a number of surveys have already been completed for this project. Once the Stage 1 report is received, it will be evaluated from both a technical and cost perspective in accordance with the requirements of the Public Spending Code.
My Department will continue to work closely with the school authority to provide any necessary guidance and support on this project.
