Written Answers Nos. 341-360
341. Deputy Réada Cronin asked the Minister for Education and Youth if her Department is aware that a school (details supplied) applied for an emergency works grant in November 2025; the reason there has been a delay in approval of that grant; whether her Department has reviewed the school’s application re same; when the school can expect to receive the grant; and if she will make a statement on the matter. [3117/26]
View answerThe purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school. All applications for funding must meet the criteria set out in Circular Letter 0068/2020.
The school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for life safety system works on 15 December 2025.
This application has been granted funding and the project is currently with the school to progress further.
342. Deputy David Cullinane asked the Minister for Education and Youth the average class size in primary and post-primary schools in County Waterford at the end of each of the years 2020 to 2025; and the way this compares to the national average, in tabular form. [3167/26]
View answer343. Deputy David Cullinane asked the Minister for Education and Youth the average class size in primary and post-primary schools at the end of each year 2020 to 2025; and the numbers for each county, in tabular form. [3168/26]
View answerI propose to take Questions Nos. 342 and 343 together.
Please find attached requested data.
The data supplied is collated from the 2020 to 2024 Primary Class Size tables published on the DES website and can be found at the link below. We expect to publish class data for the 2025-2026 academic year in June 2026.
www.gov.ie/en/collection/class-size-information-at-individual-primary-school-level/
In post-primary schools pupil enrolments vary by subject and so the concept of average class size does not apply. Furthermore enrolments of pupils per subject is available at a school level only so average class size per subject is not available.
2020 to 2024 Primary Class Size
344. Deputy David Cullinane asked the Minister for Education and Youth the number of unfilled teaching posts and the number of days schools in County Waterford were unable to secure a substitute teacher in each of the years 2020 to 2025, in tabular form. [3169/26]
View answer345. Deputy David Cullinane asked the Minister for Education and Youth the number of unfilled teaching posts and the number of days schools were unable to secure a substitute teacher for each county in each year 2020 to 2025, in tabular form. [3170/26]
View answerI propose to take Questions Nos. 345 and 344 together.
Ensuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.
As with other sectors, recruitment challenges exist in some schools. To address teacher supply issues including the recruitment of substitutes, the Government has implemented several measures that have led to:
• an increase of 20% in initial teacher education graduates (student teachers) between 2018 and 2023, and
• over 30% increase in the number of teachers registered with the Teaching Council since 2017.
There are more qualified teachers than ever working in schools with an analysis of payroll data as of March 2025, showing there are 79,225 teachers employed in our schools across the country with 43,221 at primary level including special schools and 36,004 in post-primary schools. This analysis found that over 97% of allocated teaching posts were filled nationwide. Teacher attrition remains low, with fewer than 3% resigning or retiring annually, one of the lowest rates in the OECD.
While most teaching positions are filled, some schools face significant recruitment challenges. Payroll data from March 2025 shows the number of unfilled teaching posts remains low. Analysis of the teacher payroll shows 3.1% (1,228 posts) of primary allocations and 1.8% of allocations (621 posts) in post-primary were unutilised. This relatively low vacancy rates suggests that the vast majority of schools are well-staffed and able to meet the needs of their students.
The Department does not collect data for unfilled teaching posts from individual schools but data from the analysis of teacher payrolls for March 2025 showed the following unutilised allocated teaching posts in primary and post-primary schools per county including County Waterford.
Table: Unutilised Teaching Posts as at March 2025
|
County |
Primary Unutilised Posts |
Post-primary Unutilised Posts |
Total Unutilised Posts |
|
Carlow |
16.5 |
6.1 |
22.6 |
|
Cavan |
14.8 |
11.6 |
26.4 |
|
Clare |
19.2 |
14.1 |
33.3 |
|
Cork |
137.7 |
93.8 |
231.4 |
|
Donegal |
21.9 |
53.8 |
75.7 |
|
Dublin |
512.1 |
120.9 |
633.0 |
|
Galway |
32.8 |
25.1 |
57.9 |
|
Kerry |
9.8 |
37.2 |
47.0 |
|
Kildare |
93.0 |
18.9 |
111.9 |
|
Kilkenny |
15.6 |
19.1 |
34.7 |
|
Laois |
24.9 |
9.6 |
34.4 |
|
Leitrim |
6.0 |
6.6 |
12.6 |
|
Limerick |
20.8 |
18.0 |
38.9 |
|
Longford |
5.0 |
-2.4 |
2.6 |
|
Louth |
36.5 |
-13.5 |
23.0 |
|
Mayo |
27.3 |
17.1 |
44.4 |
|
Meath |
54.0 |
53.4 |
107.4 |
|
Monaghan |
7.9 |
2.6 |
10.5 |
|
Offaly |
12.7 |
8.2 |
20.9 |
|
Roscommon |
1.0 |
15.4 |
16.4 |
|
Sligo |
14.1 |
18.7 |
32.8 |
|
Tipperary |
22.5 |
27.5 |
50.0 |
|
Waterford |
20.9 |
15.8 |
36.7 |
|
Westmeath |
26.9 |
8.6 |
35.4 |
|
Wexford |
36.3 |
11.0 |
47.3 |
|
Wicklow |
37.6 |
24.2 |
61.8 |
|
Total |
1227.7 |
621.4 |
1849.1 |
As substitutable leave absences may be filled by schools in several ways and given that data on how these absences are filled are held by individual schools, it is not possible to provide accurate data on the number of days schools were unable to secure a substitute teacher.
A substitute teacher may be recruited locally by a school, and a claim for payment for the teacher may be submitted to my Department, via the Online Claims System. Alternatively, the absence may be covered by schools under a number of schemes, which are managed locally by schools.
The Supervision and Substitution Scheme allows for the supervision of students during breaks and before and after school and allows for substitution to cover certain categories of teacher absences. With effect from the beginning of the 2013/14 school year, participation in the Supervision and Substitution scheme is compulsory for teachers, save for those who had availed of the opt-out arrangements before this date. All schools therefore provide cover for a significant number of substitutable absences, arising over the school year, through the Supervision and Substitution scheme.
For primary schools, substitute teacher supply panels are also in place. For the 2025/26 school year, 587 substitute teacher supply posts have been allocated to 168 panels, covering 2,905 school. This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave. Absences covered by the teacher supply panels are recorded locally by the schools and the schools are not required to claim for the substitutable leave to my Department.
My Department has also continued the suspension of the usual limits on career break and job-sharing schemes and extended the Teaching Hours Extension Scheme for post-primary teachers to the current school year 2025/26 to increase the pool of teachers available to undertake substitute work in schools.
A range of measures have been introduced to address teacher supply. In 2025, a measure was announced to enable teachers gain permanent roles more quickly and more recently regulations were approved to allow teachers who qualified overseas to undertake their induction in the State.
Budget 2025 introduced a €2,000 bursary for student teachers in STEM fields, to increase the number of qualified STEM teachers in post-primary schools. Upskilling programmes have been expanded: registered post-primary teachers, regardless of employment status, can avail of free upskilling programmes, including in Irish, foreign languages and STEM subjects. These flexible programmes boost teachers’ employment opportunities while addressing subject-specific teacher shortages. New programmes in Irish, French, politics & society, and computer science commenced in 2025, with over 160 teachers registered on these programmes and complement existing programmes in maths, physics, and Spanish.
A comprehensive workforce plan for the education sector, a commitment under the Programme for Government is in development. Additionally, preparations are being made to host an education convention, a Programme for Government commitment, that will bring together all stakeholders to share their experiences, expectations, and hopes for the future of our education system.
A 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.
The profession is attractive, with strong demand for teacher education programmes, with 3,600 newly qualified teachers, including 1,800 post-primary teachers registered with the Teaching Council in 2025. 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. 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.
My Department frequently consults and engages closely with stakeholders on teacher supply issues through industrial relations forums, sectoral meetings, and direct discussions. Further measures to strengthen the teaching workforce will be considered to ensure that schools have the support needed to provide an excellent education for every student.
346. Deputy Emer Currie asked the Minister for Education and Youth the number of children eligible for junior infant places residing within the Castleknock, Dublin 15, school planning area; and if she will make a statement on the matter. [3171/26]
View answerI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Child benefit data is made available by the Department of Social Protection which is used as the basis for the projections of the future demand for junior infants in a local area. This data is geocoded which provides the geographic view of current & future school place demand.
According to the latest child benefit data, the estimated number of children of junior infant age residing in the Castleknock_D15 school planning area was 127 as of September 2025, with a projected increase to 143 by September 2026. There is capacity in the four primary schools in the Castleknock_D15 school planning area for over 184 pupils.
The requirement for junior infant places will be reviewed in line with updated child benefit data received from the Department of Social Protection.
347. Deputy Emer Currie asked the Minister for Education and Youth the number of children eligible for junior infant places residing within the Carpenterstown, Dublin 15, school planning area; and if she will make a statement on the matter. [3172/26]
View answerI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Child benefit data is made available by the Department of Social Protection which is used as the basis for the projections of the future demand for junior infants in a local area. This data is geocoded which provides the geographic view of current & future school place demand.
According to the latest child benefit data, the estimated number of children of junior infant age residing in the Carpenterstown_D15 school planning area was 193 as of September 2025, with a projected increase to 205 for September 2026. There is capacity in the three primary schools in the Carpenterstown_D15 school planning area for over 250 junior infant pupils.
The requirement for junior infant places will be reviewed in line with updated child benefit data received from the Department of Social Protection.
348. Deputy Malcolm Byrne asked the Minister for Education and Youth for an update on the pilot school bus scheme, including outlining any additional services that were provided for the 2025-2026 school year; the additional services planned for the 2026-27 school year; and if she will make a statement on the matter. [3189/26]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
A phased implementation of the School Transport Review’s recommendations began at the start of the 2024/2025 school year where the Department began testing the feasibility of a number of approaches through a series of pilot programmes; these pilot programmes are held in conjunction with the National Transport Authority, the Department of Transport and Bus Éireann.
A total of fourteen pilot projects took place in the 2024/2025 school year and will continue for the current school year.
Following the closing date for payment for the 2025/2026 school year the Department, in collaboration with Bus Éireann, assessed where dedicated school transport/pilots may be successfully delivered, and a further eleven pilots were approved. The Department has asked Bus Éireann to review where additional capacity may be available for concessionary pupils who paid on time and would become eligible if the revised school transport scheme criteria was rolled out in full. Some of these pilots are operational and the remainder are going through procurement. Once this work is complete, I will be in a position to share the full details of the pilots.
Due to ongoing challenges in the wider transport sector, including availability of drivers and vehicles, any expansion of services must be carefully planned and phased. While pilot projects are being considered in select areas to test revised eligibility criteria, these pilots are limited in scope and capacity.
All pilots – including those which commenced in the 2024/2025 school year – are being monitored and a further evaluation will take place at the end of the 2025/2026 school year. Findings from these evaluations will guide the planning and implementation needed for a national rollout of a revised School Transport Scheme.
349. Deputy Ann Graves asked the Minister for Education and Youth the options available for a child (details supplied) to access an appropriate secondary school place; to ensure immediate engagement with her Department, NCSE, and relevant authorities, clear signposting regarding escalation routes, emergency measures, or interim supports available; the way her Department plans to meet its statutory obligations for this child. [3212/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
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.
350. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if her special education section has reviewed the evaluation of the WALK PEER Programme that was completed by persons (details supplied); her plans to provide feedback on the report; and if she will make a statement on the matter. [3219/26]
View answerI can advise the Deputy the Special Education Section in my Department has recently received the evaluation report. Officials from the Special Education Section have arranged a meeting with representatives from WALK on the 22nd January to discuss the findings and recommendations contained in the report.
Those findings and recommendations in the report, as well as those arising from other transition programmes will inform discussions for the Inter-Departmental group recently established to develop a National Transitions Policy. This work will be undertaken in the context of the National Human Rights Strategy for Disabled People.
351. Deputy Ann Graves asked the Minister for Education and Youth the plans for new primary schools for Donabate tied to ADAPT 4 (Phase 2) with delivery projected between 2026-2030; if not, the reason; whether secondary schools are planned for Donabate; and if her Department plans to deliver a permanent building for the Gaelscoil in Donabate. [3228/26]
View answerThere is a proposed campus project to provide for 2 permanent primary schools at a site in Corbalis, Donabate. This proposed development is for a new permanent school for the school referred to by the Deputy - Gaelscoil na Mara Donabate - which will provide a new 16-classroom primary school and 4 classes for pupils with special educational needs and includes for a TBC (to be confirmed) new 8-classroom primary school (with an option to expand to 16-classrooms for this TBC primary school also).
This project is planned to be delivered as part of Phase 2 of my Department's ADAPT 4 Programme which uses a professional external Programme Manager to co-ordinate and drive the Integrated Project Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
This programme is being led by Integrated Project Teams consisting of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects.
The Project Manager was appointed in Q3 2023 and is in the process of preparing documentation for the tender process for the appointment of IPTs for the Phase 2 bundle of projects.
There is post primary school capacity available in the existing Donabate Community College. There are currently no plans to develop a second post primary school in Donabate.
In July 2025, the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation the department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
The Department's National Development Plan (NDP) Implementation Plan for the Education and Youth sector will be published shortly and the first tranche of projects to progress to construction will be published in January. This NDP sectoral investment plan will optimise outputs from the Department's NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
The Department will continue to liaise with the school’s patron body in relation to the school’s interim accommodation needs pending delivery of the permanent school building and provide updates on progress and next steps.
352. Deputy Robert O'Donoghue asked the Minister for Education and Youth to provide further funding for a school (details supplied) to provide resources for an additional class in the coming school year of 2026/2027; and if she will make a statement on the matter. [3244/26]
View answerIn order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
While my department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that enrolment pressures can be driven by duplications of applications, applications from outside an area, and school of choice factors. Notwithstanding the above, in some areas, demographic pressures and other factors are driving a requirement for additional school places.
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
The demand for post primary school places in the school planning area referred to by the deputy are reducing and are projected to continue to reduce. My department is not aware of any pressure for places for 2026/27 but will continue to monitor this school planning area with regard to any requirements for the provision of additional places.
353. Deputy Mark Wall asked the Minister for Education and Youth if additional works can be considered for a school in County Kildare (details supplied); and if she will make a statement on the matter. [3246/26]
View answerThe Large Scale Capital Project referred to by the Deputy is being delivered under the Department of Education’s Traditional Programme.
The project brief for the school referred to was to provide a 28 Classroom School with associated services, site and external works.
The works referred too by the Deputy were not included in the scope of works for the school. The building works has been completed and handed over to the school authorities.
354. Deputy Mark Wall asked the Minister for Education and Youth the position regarding emergency works for a school in County Kildare (details supplied); and if she will make a statement on the matter. [3247/26]
View answerAs the Deputy maybe aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property, or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).
In the case of the school in question it should be noted that a site visit was carried out by a member of the Department's technical unit recently in order to assist the school with guidance on how to address some of the accommodation issues the school faces. The EWS team subsequently contacted the school patron with advice on next steps on how to apply for EWS funding to remediate the emergency issues, including advice on sequencing the works in a manner that ensures the affected classrooms can be brought back into use as a matter of urgency. To date no EWS application has been received from the school in question.
355. Deputy Marie Sherlock asked the Minister for Education and Youth the number of early intervention classes for each county, between the years 2020 to 2025; the number of new openings in each county in each of those years; and if she will make a statement on the matter. [3265/26]
View answerThe Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme. Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care. There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.
It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter. This trend has also been noted as students’ progress from primary level to post-primary. Where the NCSE identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class. Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants are allocated to each class.
Early intervention classes are available in mainstream and special school settings for children aged 3 -5 years old with a diagnosis of autism. There is also a small number dedicated to children who are deaf/hard of hearing. These classes are intended to provide early support to children before they start school and can aid their transition to junior infants.
A list of schools with special classes, broken by location and class designation is published annually on the NCSE website. Also attached is a list of early intervention classes broken down by county for the school years 2020/2021 - 2025/26.
It is important to note that where the number of Early Intervention Classes has fallen within a county this normally reflects where the NCSE have redesignated the class as a primary special class to support the students transitioning from early years to primary school.
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.
356. Deputy Aidan Farrelly asked the Minister for Education and Youth if she will provide a schedule of the number of applications made to the emergency works grant scheme in 2023, 2024, 2025 and to date in 2026; the number that were approved, rejected and granted on appeal; and if she will provide a schedule of the amounts granted, by county for each year. [3269/26]
View answer358. Deputy Aidan Farrelly asked the Minister for Education and Youth the number of schools currently in a backlog to have their emergency works grant scheme assessed and or approved. [3274/26]
View answerI propose to take Questions Nos. 356 and 358 together.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.
It should be noted that all applications received into the EWS are assigned and assessed shortly after receipt of the application. Where an application meets the criteria and has provided all required information it is normally approved within days of initial receipt. However, in the majority of cases further engagement with the applicant school is required and the application(s) in question remain in a status of 'awaiting assessment' until such time as the required information in received. As such, there is no formal backlog within the Department pertaining to the EWS
With respect to applications made, application approved and rejected under the emergency works grant scheme in 2023, 2024, 2025 and to date in 2026 please see below, any applications not approved or rejected remain live on the system:
|
Year |
Number of applications |
Approved |
Rejected |
|
2023 |
1114 |
834 |
199 |
|
2024 |
1265 |
918 |
163 |
|
2025 |
1414 |
751 |
368 |
|
2026 to date |
37 |
3 |
3 |
In respect of the amount granted, the below table sets out the amounts of EWS funding drawndown per county for the years 2023 to 2025. It should be noted that while projects have been approved in 2026, spend is only recorded when it is drawndown by the relevant school authority.
|
County |
2025 |
2024 |
2023 |
|
Carlow |
432,430.48 |
807,932.81 |
507,365.41 |
|
Cavan |
927,305.66 |
1,070,036.33 |
1,716,229.38 |
|
Clare |
1,470,832.21 |
2,011,998.09 |
741,774.91 |
|
Cork |
6,424,826.73 |
7,332,247.75 |
4,870,879.66 |
|
Donegal |
2,034,546.69 |
1,919,526.30 |
1,339,332.57 |
|
Dublin |
22,070,746.24 |
28,883,727.30 |
13,873,469.66 |
|
Galway |
4,513,251.58 |
3,464,773.48 |
2,088,365.60 |
|
Kerry |
1,645,854.63 |
2,794,703.31 |
2,114,805.82 |
|
Kildare |
2,490,725.04 |
3,908,593.04 |
1,353,295.47 |
|
Kilkenny |
1,227,760.39 |
1,395,867.17 |
1,025,518.03 |
|
Laois |
515,535.39 |
519,510.16 |
212,967.98 |
|
Leitrim |
321,760.91 |
317,401.96 |
347,376.72 |
|
Limerick |
4,651,335.49 |
4,633,698.89 |
3,024,761.19 |
|
Longford |
666,318.23 |
1,422,850.27 |
691,174.79 |
|
Louth |
1,608,037.43 |
1,253,376.84 |
588,768.61 |
|
Mayo |
2,522,165.66 |
3,167,684.54 |
1,989,837.62 |
|
Meath |
2,843,623.12 |
2,160,218.92 |
378,413.71 |
|
Monaghan |
1,027,145.82 |
935,535.86 |
941,412.09 |
|
Offaly |
2,945,288.12 |
831,529.19 |
625,305.71 |
|
Roscommon |
1,157,688.04 |
1,110,670.89 |
704,384.15 |
|
Sligo |
649,863.70 |
1,178,257.15 |
378,917.46 |
|
Tipperary |
3,678,319.55 |
5,159,717.40 |
3,033,713.34 |
|
Waterford |
2,576,090.91 |
2,472,829.56 |
1,485,796.13 |
|
Westmeath |
1,799,818.76 |
1,376,708.44 |
133,965.82 |
|
Wexford |
2,088,411.17 |
3,926,692.61 |
1,144,020.04 |
|
Wicklow |
3,357,024.89 |
2,332,946.28 |
996,950.81 |
|
County to be Classified |
517,188.41 |
175,478.85 |
191,875.92 |
|
Total |
76,163,895.25 |
86,564,513.39 |
46,500,678.60 |
357. Deputy Niamh Smyth asked the Minister for Education and Youth if she will review the case of a person (details supplied) in relation to the recognition of teaching service abroad for incremental credit following a career break; the status of this application; the expected timeframe for a decision; and if she will make a statement on the matter. [3271/26]
View answerThe criteria for the award of incremental credit are set out in the Department of Education’s Circulars 10/2001 for Primary teachers, and 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and outside the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Teaching service given outside the Republic of Ireland by a qualified teacher in a school or college which is equivalent to a primary or post primary school in the Republic of Ireland may qualify for the award of incremental credit.
In order for service under this scheme to be recognised, the following criteria must be satisfied:
• The service must have been satisfactory,
• The service must have been remunerated,
• The service must have been full time.
The school in which the service was given must have been:
• Subject to State inspection,
• Offer a range of studies which incorporates all the courses prescribed on the national curriculum of the state in question.
Regarding the person named, their application on receipt was incomplete in relation to the above criteria and clarification was requested from the school overseas. Officials in the incremental credit unit of my department corresponded directly with the person concerned in this regard. Following receipt of a reply from the school in question a decision on the application issued awarding the maximum credit allowable under the terms of the scheme will be made.
359. Deputy Aidan Farrelly asked the Minister for Education and Youth the number of schools that reported closures, outside of planned closures such as end of term, bank holidays and so on, in each of the years 2024 and 2025; and the number of school days lost in each of those years as a result. [3275/26]
View answerThe decision to close a school in response to a severe weather event or in other unforeseen circumstances is a matter for individual school management authorities around the country, taking into consideration the full guidance and direction available from the principal response agencies. Individual school management authorities are best placed to do this in light of local weather conditions, which can vary significantly in regions. Any decision to close is taken in the interest of child safety, having assessed the local risks and having consulted, as appropriate, with school transport operators.
Guidance is available to schools on responding to severe weather on the Winter Ready website provided by the Office of Emergency Planning as part of the whole of government response to severe weather experienced in recent years via the following link: gov.ie - Schools and Early Learning and Childcare Services Severe Weather – Be Winter Ready
The Departments guidance for schools in relation to making up for time lost due to unforeseen closures, which includes unforeseen closures due to weather conditions, is set out in appendix B of Circular 0072/2022 available via the following link: link: gov.ie - Standardisation of the School Year in respect of Primary & Post-Primary Schools for the years 2023/24, 2024/25 and 2025/26
As outlined in Circular 0072/2022, significant flexibility is given to schools to make up tuition hours lost due to unforeseen circumstances. It is the responsibility of individual boards of management to ensure that the terms of circular 0072/2022 are met in full.
Schools are not required to report every closure to the Department and so the data requested by the Deputy is not available. However the Department has commenced work on scoping an IT solution to enable schools to advise the Department of closures or other issues. Officials from my Department will engage with schools and other relevant stakeholders to identify the most appropriate mechanism to facilitate real time data being available on school closures.
360. Deputy Michael Healy-Rae asked the Minister for Education and Youth the reason it will cost up to €317 for students to sit the junior certificate exams (details supplied); and if she will make a statement on the matter. [3278/26]
View answerFollowing the Government’s Budget 2026 announcement, the temporary measures that applied for the past number of years, under which examination entry fees were waived, are no longer in place.
The State Examination's Commission (SEC) published details on this last year. Schools have also been notified that examination entry fees will apply in 2026, at the same level as when they were last charged in 2019; that is €116 per entry for a Senior Cycle/Leaving Certificate candidate and €109 per entry for a Junior Cycle candidate. Full details of the fee collection arrangements will be notified to school authorities by the SEC in due course.
It should be noted that the rate of examination entry fees which will apply for the 2026 examinations has not been increased since 2012. Additionally, in line with the arrangements which applied when fees were last charged, candidates who hold a full medical card, or who are covered for all services on a parent or guardian’s full medical card, are exempt from examination fees.
