Written Answers Nos. 447-466
447. Deputy Paula Butterly asked the Minister for Education and Youth if she will consider reopening the NCSE online portal for applications to special school places for the academic year 2026-2027, to ensure that parents who were unable to secure a place during the initial application period are afforded the opportunity to apply for an appropriate school placement for their children; and if she will make a statement on the matter. [5601/26]
View answerThe 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.
The NCSE advise that the majority of children and young people coming to them through the Parent’s Notify process are already enrolled in school supported by existing special education teachers and special needs assistants.
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.
I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October. 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.
448. D'fhiafraigh Deputy Shane Moynihan den Aire Oideachais agus Óige cé mhéad imeacht a bhí san áireamh san fhéile ‘Oíche na hÓige’ a bhí idir lámha ag an Roinn Oideachais agus ag na Boird Oideachais agus Oiliúna; astu siúd, cé mhéad imeacht a bhí ar fáil as Gaeilge; an féidir léi a chur in iúl an raibh soláthar imeachtaí Gaeilge chomh maith le himeachtaí Béarla mar sprioc don fhéile sin agus curtha san áireamh ó thús na pleanála; agus an ndéanfaidh sí ráiteas ina thaobh. [5423/26]
View answerIs tionscnamh píolótach de chuid na Roinne Oideachais agus Óige is ea Oíche na hÓige a reáchtáladh den chéad uair Dé hAoine, an 21 Samhain 2025. Ba é príomhchuspóir an tionscnaimh sin ná feasacht an phobail ar sheirbhísí oibre óige agus ar chlubanna óige a thógáil agus an luach is féidir le hobair óige a chuir ar fáil do dhaoine óga a léiriú.
De réir sonraí a chuir na boird oideachais agus oiliúna (BOOnna) ar fáil don roinn, reáchtáladh níos mó ná 400 imeacht Oíche na hÓige ar fud na tíre le cúnamh ó dheontais bheaga arna maoiniú ag an roinn. Bhí líon iarbhír na n-imeachtaí a bhí ar siúl níos airde fós mar go bhfuil an Roinn ar an eolas faoi go leor clubanna eile a reáchtáladh imeachtaí Oíche na hÓige gan aon deontas a fháil.
Cuireadh doiciméid agus ábhair phromóisin scéim Oíche na hÓige ar fáil i nGaeilge agus i mBéarla araon. Níl sonraí cruinne ag an roinn faoi líon na n-imeachtaí a reáchtáladh i nGaeilge. Fágadh pleanáil agus dearadh gach imeachta faoin gclub nó faoin tionscadal lena mbaineann. Dá bhrí sin, ba faoi gach club agus tionscadal a bhí rannpháirteach cinneadh a dhéanamh ar an teanga/na teangacha dá n-imeacht féin. Cé nach bhfuil sonraí beachta ag an roinn maidir le líon iomlán na n-imeachtaí a reáchtáladh i nGaeilge, bhí gníomhaíochtaí ar nós cluichí, ceardlanna, tráth na gceist agus dioscónna san áireamh in imeachtaí Gaeilge a cuireadh in iúl don Roinn do Oíche na hÓige 2025.
449. D'fhiafraigh Deputy Shane Moynihan den Aire Oideachais agus Óige cén fáth nach bhfuil aon saineolaí ar an oideachas trí mheán na Gaeilge ceaptha mar Leas-Chathaoirleach nó ar Rúnaíocht an Choinbhinsiúin Náisiúnta ar an Oideachas de réir an eolais a chuir an t-iarAire Nic an tSaoi ar fáil i bpreasráiteas an 13 Samhain 2025; agus an bhfuil an tAire sásta Leas-Chathaoirleach agus duine eile ar an Rúnaíocht a cheapadh atá saineolach ar an oideachas trí mheán na Gaeilge, agus duine amháin acu ag teacht ón nGaeltacht féin, le cinntiú go mbeidh ionadaíocht cheart ag an earnáil ríthábhachtach sin i struchtúr an Choinbhinsiúin Náisiúnta ar an Oideachas. [5424/26]
View answerMar is eol don Teachta Dála, fógraíodh i mí Iúil seo caite go mbunófaí an Chomhdháil um Oideachas a thabharfadh le chéile na páirtithe leasmhara go léir san oideachas.
Beidh an Chomhdháil um Oideachas ar siúl i rith 2026 agus beidh ceithre ghrúpa pháirteach ann :
• Leanaí agus daoine óga
• Tuismitheoirí agus caomhnóirí
• Fostaithe scoile agus oideachasóirí luathbhlianta
• Páirtithe leasmhara oideachais
Díreoidh an Chomhdháil ar bhunscoileanna agus iar-bhunscoileanna, ar na haistrithe laistigh den chóras oideachais, ar na gnéithe atá ag feidhmiú go maith, ar na dúshláin is gá aghaidh a thabhairt orthu, agus ar na hathruithe a d’fhéadfadh a bheith riachtanach sna blianta romhainn.
Ceapadh an Cathaoirleach, na Leas-Chathaoirligh agus an Rúnaíocht i 2025 ag an iar-Aire Oideachais agus Óige, chun próiseas neamhspleách na Comhdhála a stiúradh. Ceapadh an Cathaoirleach agus na Leas-Chathaoirligh bunaithe ar a scileanna agus a saineolas faoi leith i mbun oibre leis na grúpaí thuasluaite, leanaí agus daoine óga, tuismitheoirí, fostaithe scoile agus i réimse na rannpháirtíochta le páirtithe leasmhara.
Ceapadh an Rúnaíocht ar bhonn saineolais shonraithe freisin, chun an próiseas daonlathach machnamhach seo a threorú, a phleanáil agus a dhearadh, nó chun ábhar a chruthú agus an tuarascáil deiridh agus na moltaí a dhréachtú.
Bunaíodh an Chomhdháil ar bhonn neamhspleách ón Roinn. Beidh a chlár oibre ceadaithe ag an Rialtas, agus é bunaithe ar an gComhrá Náisiúnta.
Tá trí phríomhghné i gceist leis an gComhrá Náisiúnta:
• suirbhé agus próiseas aighneachtaí,
• rannpháirtíochtaí le pobail scoile,
• agus ócáidí réigiúnacha, áit ar féidir le duine ar bith a bhfuil suim aige/aici in aon ghné den oideachas a thuairim a nochtadh.
Déanfaidh eagraíocht taighde neamhspleách anailís neamhspleách ar an eolas a thiocfaidh ón gComhrá Náisiúnta chun na téamaí a bheidh á bplé ag an gComhdháil i rith 2026 a aithint.
Is féidir an suirbhé agus an próiseas aighneachtaí a chomhlánú ag daoine aonair agus ag grúpaí, lena n-áirítear iad siúd a bhfuil spéis faoi leith acu sa Ghaeilge agus/nó san oideachas lán-Ghaeilge. Beidh ionadaíocht ag eagraíochtaí náisiúnta a chuireann úsáid na Gaeilge agus an t-oideachas lán-Gaeilge chun cinn, lena n-áirítear sa Ghaeltacht , sa ghrúpa páirtithe leasmhara oideachais freisin. Ina theannta sin, tá sé i gceist ag an Roinn comhrá poiblí ar an nGaeilge agus ar an oideachas lán Ghaeilge a reáchtáil mar chuid de na hócáidí réigiúnacha; foilseofar sonraí faoi seo go luath.
450. Deputy Mark Ward asked the Minister for Education and Youth the educational services that are in place for secondary pupils between the age of 13 and 15 years who have left school for a variety of reasons, including neurodiversity, to continue in educations, similar to Youth Reach; and if she will make a statement on the matter. [5438/26]
View answerOut-of-school education provision typically provides education, outside of the mainstream school setting, for children and young people who have become disengaged from mainstream education. While some of these settings, for example Youth Encounter projects (YEPs), are recognised schools, the majority are established and operate outside the recognised school system.
My department primarily supports schools in the Free Education Scheme but it does provide resources for some alternative education settings, including the Carline Learning Centre in Lucan and City Motor Sports in Dublin 8, and the Cork Life Centre. These settings may also receive funding from other sources. iScoil is a registered charity, jointly funded by the Presentation Sisters and my department. It provides educational supports to children and young people who are either eligible for, or are already receiving, support from my department under the medical strand of the Special Education Home Tuition Grant Scheme. In 2025, my department funded 180 iScoil places.
As you may be aware, in May 2022 my department announced the publication of a report on the Review of Out-of-School Education Provision. This review focused on the education provision for learners under 16 years of age who have encountered difficulties staying in mainstream education.
Arising from that review, a number of recommendations were made to inform future policy and provide a sustainable option within the education system to further serve this group of learners.
In October 2022, an implementation group was established to progress the recommendations contained in that report and to develop a standardised framework of support for young people at risk of disengaging from education.
In addition to officials from my department, membership of the group included the National Council for Special Education (NCSE), the National Association of Principals & Deputy Principals (NAPD), the Children’s Rights Alliance (CRA), Tusla Education Support Services (TESS), Jigsaw, the Department of Further and Higher Education Research Innovation and Science (DFHERIS), Education and Training Boards Ireland (ETBI), the National Parents Council (NPC), the Department of Justice and the Irish Second Level Students Union (ISSU). The group was chaired by Dr Jacinta Stewart.
The implementation group consulted widely with a range of stakeholders, agencies, and other interested parties including children and young people, parents, school leaders and practitioners from out-of-school education provision.
The implementation group has now completed its work, and I expect to receive a copy of the final report very shortly.
In addition to the work of the implementation group, I also wish to highlight a number of measures that my department has implemented or plans to implement to support those students most at risk of education disadvantage or early school leaving.
These include:
• The expansion of Anseo to additional schools. Anseo is an evidence-based multi-Dimensional Multi-Tiered System of Supports to help schools analyse and respond to attendance data.
• The national multi-media school attendance campaign, which was promoted across multiple media platforms in 2025.
• Continued investment in the Educational Welfare Service and the School Completion Programme.
• Roll out the new Neart post-primary programme, involving a partnership between NEPS and Jigsaw, providing a comprehensive suite of mental health and wellbeing resources, training, and programmes for post-primary schools over the next two years.
• The development of a new DEIS Strategy, which will focus on improving the opportunities and achievement levels of children and young people at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports, ensuring that schools receive the right support at the right time.
• The commitment to deliver a DEIS plus scheme for schools with the highest concentration of educational disadvantage, to improve educational outcomes, particularly in literacy and numeracy.
• The publication of Traveller and Roma Education Strategy (TRES) 2024–2030 and its Implementation and Action Plan 2024–2026.
• Revision of the Developing a Code of Behaviour; Guidelines for Schools.
• Increased funding for school summer programmes, ensuring that our most vulnerable children and young people can access school-based summer learning experiences.
• Continue the roll-out and the evaluation of the Counselling and Mental Health Wellbeing Pilot in primary schools.
The primary aim underpinning all of this work is to build capacity at school level and equip schools to ensure every child and young person can have a positive school experience.
451. Deputy Matt Carthy asked the Minister for Education and Youth the procedures involved in the calculation of the ancillary services grant for primary schools; and if she will make a statement on the matter. [5442/26]
View answer452. Deputy Matt Carthy asked the Minister for Education and Youth if there are plans to review the ancillary services grant for schools scheme; and if she will make a statement on the matter. [5443/26]
View answerI propose to take Questions Nos. 451 and 452 together.
The Ancillary Services Grant is payable to recognised primary schools and special schools in the Free Education Scheme. The grant is intended to cater for the cost of employing Secretarial and Caretaking staff. It is up to the BOM to allocate this funding as per their priorities. As per Circular 0040/2009 the capitation grant provided for general running costs and the ancillary services grant provided for Secretarial and Caretaking services may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.
After Forsa accepted the Workplace Relations Commission (WRC) agreement about salaries and leave for grant-funded school secretaries, the secretaries who accepted the agreement were added to the Department of Education and Youth’s payroll from September 2023. Because of this, the ancillary-related grant funding has been updated, since schools are no longer paying these salaries directly.
Since the 2023/24 school year, schools have been paid the usual ancillary grant amount, minus the amount that schools previously paid to grant-funded secretaries prior to their acceptance of the new terms and conditions. Schools provided the Department with these details and this information is now being used to reduce the ancillary-related grant funding. Schools should be in no way disadvantaged by this, as the grant is reduced only by the amount they previously paid to their secretaries.
To date we have issued correspondence to schools with details of the arrangements for each interim period since September 2023.
Work is ongoing to identify a method of standardising the reduction to the ancillary-related grants for the longer term where school secretaries are being paid on the Department’s payroll. Note the reductions may change when a permanent model for ancillary-related grant reductions has been finalised.
453. Deputy Matt Carthy asked the Minister for Education and Youth if she is aware of the case of a school (details supplied) that has received a total of €25 through the ancillary services grant over the past two years; if she will investigate how such an inadequate amount could be awarded; and if she will make a statement on the matter. [5444/26]
View answerThe Ancillary Services Grant is payable to recognised primary schools and special schools in the Free Education Scheme. The grant is intended to cater for the cost of employing Secretarial and Caretaking staff. It is up to the BOM to allocate this funding as per their priorities. As per Circular 0040/2009 the capitation grant provided for general running costs and the ancillary services grant provided for Secretarial and Caretaking services may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.
After Forsa accepted the Workplace Relations Commission (WRC) agreement about salaries and leave for grant-funded school secretaries, the secretaries who accepted the agreement were added to the Department of Education and Youth’s payroll from September 2023. Because of this, the ancillary-related grant funding has been updated, since schools are no longer paying these salaries directly.
Since the 2023/24 school year, schools have been paid the usual ancillary grant amount, minus the amount that schools previously paid to grant-funded secretaries prior to their acceptance of the new terms and conditions. Schools provided the Department with these details and this information is now being used to reduce the ancillary-related grant funding. Schools should be in no way disadvantaged by this, as the grant is reduced only by the amount they previously paid to their secretaries.
To date we have issued correspondence to schools with details of the arrangements for each interim period since September 2023.
In some situations, the salaries of ancillary staff in a particular school may have been higher than the ancillary grant due to the school, and the school may have funded this difference via other revenue streams. In situations where the salary that a school was paying their secretary was higher than the ancillary grant due to the school, prior to them being added to the Department of Education and Youth’s payroll, then the ancillary grant is reduced to NIL. This should not impact the school’s financial position.
The rate of ancillary services grant has not decreased and continues to be paid based on the relevant enrolments in the school multiplied by the rates set out in Circular 0017/2021. As the grant is based on the enrolments, the amount paid to a school may fluctuate as enrolments increase or decrease from year to year.
Work is ongoing to identify a method of standardising the reduction to the ancillary-related grants for the longer term where school secretaries are being paid on the Department’s payroll. Note the reductions may change when a permanent model for ancillary-related grant reductions has been finalised.
Schools in financial difficulty are encouraged to contact the Department for advice and support. The Department is committed to offering all available and appropriate supports to schools, which may include an advance in capitation grant funding or other measures.
The Department is constantly engaging with a number of schools in this respect. Schools that have contacted the Department have been referred to the FSSU. Officials from the Department will make contact with the school. We encourage this school to engage with the FSSU, and the school’s Patron, in order to work to rectify any financial challenges at the school.
454. Deputy Cathal Crowe asked the Minister for Education and Youth the number of school building projects that have been completed, on a local authority basis since 2020; the funding allocated for same, by county; the breakdown of the total number of projects currently under construction, per county; the breakdown of the total number of projects currently in planning and design, per county, since 2020, in tabular form; and if she will make a statement on the matter. [5445/26]
View answerSince 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of almost 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. In addition, repurposing, and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation. This significant investment has delivered real benefits for school communities.
Due to the substantial volume of projects involved, it is not feasible to provide a detailed list at local authority level in this response. ?However, the table below sets out expenditure and project completions since 2020 at county level. If the Deputy requires further information on a specific local authority, we can assist further. Additionally, the current status of all projects, including completions, is set out under item number ten at the following link (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
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. Building on this allocation, my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place requirements.
In delivering Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to maximise the capacity of the existing school estate as much as possible in the first instance, and to provide additional capacity through a targeted and prioritised rollout of projects over the 2026–2030 period to meet the most urgent needs.
The NDP Implementation Plan for the Education and Youth sector and the first tranche of projects to progress to tender or construction will be published by my department shortly. This NDP Implementation Plan will optimise outputs from the 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.
DEY Expenditure and School Building Programme Completed and in Construction – End December 2025
|
County |
*Total DEY Capital Expenditure 2020-31/12/2025 (€m) |
LS/ASA/Modular Completions 2020-2025 |
SEN Repurposing Completions 2020-2025 |
School Building Projects in Construction (LS/ASA/Modular) |
SEN Repurposing School Building Projects in Construction |
|
Carlow |
50.16 |
24 |
3 |
5 |
2 |
|
Cavan |
92.61 |
24 |
7 |
4 |
2 |
|
Clare |
155.25 |
28 |
3 |
7 |
2 |
|
Cork |
767.68 |
157 |
47 |
20 |
14 |
|
Donegal |
220.78 |
66 |
6 |
14 |
0 |
|
Dublin |
1794.95 |
244 |
123 |
64 |
21 |
|
Galway |
250.85 |
88 |
13 |
17 |
4 |
|
Kerry |
145.15 |
66 |
15 |
9 |
3 |
|
Kildare |
397.08 |
47 |
25 |
9 |
3 |
|
Kilkenny |
207.11 |
43 |
14 |
5 |
2 |
|
Laois |
144.77 |
29 |
11 |
9 |
2 |
|
Leitrim |
27.82 |
7 |
3 |
2 |
1 |
|
Limerick |
293.2 |
54 |
8 |
6 |
5 |
|
Longford |
43.36 |
15 |
4 |
2 |
0 |
|
Louth |
118.56 |
27 |
12 |
5 |
4 |
|
Mayo |
159.04 |
61 |
4 |
16 |
1 |
|
Meath |
459.49 |
62 |
13 |
14 |
9 |
|
Monaghan |
104.41 |
24 |
10 |
4 |
2 |
|
Offaly |
105.88 |
30 |
4 |
4 |
0 |
|
Roscommon |
67.84 |
28 |
5 |
8 |
2 |
|
Sligo |
71.61 |
24 |
2 |
6 |
3 |
|
Tipperary |
176.12 |
67 |
15 |
8 |
2 |
|
Waterford |
142.68 |
32 |
11 |
7 |
3 |
|
Westmeath |
174.15 |
31 |
3 |
10 |
4 |
|
Wexford |
174.6 |
58 |
28 |
7 |
3 |
|
Wicklow |
254.93 |
42 |
15 |
8 |
3 |
|
Total |
6600.1 |
1378 |
404 |
270 |
97 |
* * Non county expenditure of 745.58m is due to payments to PM’s/Vesting certs/ETBs etc. where the funding is not directly attributable to a Roll number.
455. Deputy Cathal Crowe asked the Minister for Education and Youth the details of the expenditure on ICT in schools since 27 June 2020, on a local authority basis, in tabular form; and if she will make a statement on the matter. [5446/26]
View answerAs the Deputy is aware, I recently announced €35 million in funding to support digital learning in schools. €35 million in grant funding for Information and Communications Technology (ICT) will have issued to all recognised primary and post-primary schools by the end of January 2026. This ICT funding is being provided to schools to enable the continued embedding of digital technologies in their teaching, learning and assessment This is the third tranche of ICT funding under the Digital Strategy for Schools to 2027.
The Digital Strategy for Schools to 2027 and it's associated implementation plan is underpinned by funding of €200m over the course of the strategy, committed to under Ireland’s National Development Plan (NDP). The funding allocation model is provided for in the NDP, with funding to issue over the period of the NDP, applied by the Department for the Digital Strategy duration (to 2027 for the current strategy).
Including the €35m due to issue shortly, a total of €170 million of the €200 million committed for in the NDP for the strategy will have issued to schools through the ICT grant. While the NDP commitment did not guarantee a specific amount in each year it is anticipated that providing €35m this year, will enable the balance of €30 million to issue to schools over the remaining years of the current strategy to 2027.
This funding underpins the ongoing commitment to supporting and enabling schools to ensure the continued embedding of digital technologies in teaching learning and assessment, and builds on the €210m in grants that issued under the previous Digital Strategy for Schools 2015-2020.
The information requested is not held in the format referred to, however, please find attached ICT grant funding provided to primary and post primary schools, in tabular form for the period requested by County.
Schools can also use their Minor Works Grant funding for ICT infrastructure, however as this is not-ring fenced for that purpose the amount assigned for such infrastructure cannot be provided.
In addition, new schools and school extension projects receive an allocation for ICT infrastructure as part of furniture and equipment grant funding. The allocation for post-primary level depends on the schedule of accommodation for each school and the defined room usage/subject offering. At primary level, a per classroom allocation of some €6,000 is provided. This information is not readily available in tabular form.
|
|
2020-2021 |
2020-2021 |
2021-2022 |
2021-2022 |
2021-2022 NRRP |
2021-2022 NRRP |
2023-2024 |
2023-2024 |
2024-2025 |
2024-2025 |
2025-2026 |
2025-2026 |
|
|
|
Primary Total |
Post-primary Total |
Primary Total |
Post-primary Total |
Primary Total |
Post-primary Total |
Primary Total |
Post-primary Total |
Primary Total |
Post-primary Total |
Primary Total |
Post-primary Total |
Full Total |
|
Carlow |
€375,496 |
€370,686 |
€414,383 |
€325,376 |
€436,631 |
€255,515 |
€409,283 |
€337,935 |
€296,716 |
€227,522 |
€291,109 |
€226,749.96 |
€3,967,401 |
|
Cavan |
€529,420 |
€353,995 |
€574,455 |
€312,938 |
€642,502 |
€280,365 |
€567,771 |
€336,102 |
€418,191 |
€226,966 |
€412,680 |
€231,859.80 |
€4,887,244 |
|
Clare |
€677,893 |
€574,885 |
€781,669 |
€468,692 |
€891,974 |
€355,904 |
€777,244 |
€485,590 |
€579,546 |
€319,596 |
€568,925 |
€324,801.08 |
€6,806,719 |
|
Cork |
€2,949,971 |
€2,757,219 |
€3,382,982 |
€2,278,309 |
€3,413,971 |
€1,903,001 |
€3,280,552 |
€2,366,934 |
€2,336,421 |
€1,608,872 |
€2,313,796 |
€1,622,956.34 |
€30,214,985 |
|
Donegal |
€1,070,581 |
€937,396 |
€1,149,496 |
€737,785 |
€1,796,251 |
€799,719 |
€1,151,890 |
€774,006 |
€869,644 |
€527,890 |
€863,298 |
€532,754.56 |
€11,210,711 |
|
Dublin |
€5,898,317 |
€5,395,595 |
€7,115,804 |
€4,654,654 |
€7,376,040 |
€3,909,691 |
€6,853,203 |
€4,808,434 |
€4,692,604 |
€3,256,997 |
€4,627,087 |
€3,322,564.06 |
€61,910,989 |
|
Galway |
€1,537,994 |
€1,297,981 |
€1,735,401 |
€1,123,099 |
€2,002,662 |
€939,651 |
€1,703,508 |
€1,169,926 |
€1,240,283 |
€793,173 |
€1,231,023 |
€805,832.86 |
€15,580,532 |
|
Kerry |
€878,286 |
€747,543 |
€937,282 |
€609,199 |
€1,085,022 |
€508,590 |
€933,852 |
€633,477 |
€695,217 |
€437,250 |
€687,118 |
€435,062.84 |
€8,587,899 |
|
Kildare |
€1,239,402 |
€1,244,378 |
€1,452,289 |
€1,037,712 |
€1,352,339 |
€856,271 |
€1,410,427 |
€1,060,254 |
€978,266 |
€714,896 |
€974,701 |
€731,912.24 |
€13,052,846 |
|
Kilkenny |
€564,973 |
€544,335 |
€622,354 |
€437,023 |
€602,911 |
€398,344 |
€605,413 |
€448,012 |
€433,785 |
€303,010 |
€427,973 |
€301,920.80 |
€5,690,055 |
|
Laois |
€446,227 |
€398,007 |
€600,122 |
€334,822 |
€630,284 |
€295,315 |
€579,516 |
€347,530 |
€417,633 |
€234,305 |
€416,298 |
€240,967.36 |
€4,941,027 |
|
Leitrim |
€209,154 |
€187,557 |
€229,469 |
€147,164 |
€290,720 |
€97,111 |
€231,748 |
€150,126 |
€176,852 |
€104,288 |
€176,674 |
€102,606.80 |
€2,103,470 |
|
Limerick |
€1,098,190 |
€1,023,290 |
€1,250,540 |
€858,999 |
€1,287,425 |
€650,436 |
€1,229,424 |
€873,054 |
€885,463 |
€585,988 |
€879,036 |
€589,050.38 |
€11,210,896 |
|
Longford |
€272,748 |
€283,162 |
€308,437 |
€223,958 |
€406,502 |
€198,764 |
€301,700 |
€240,764 |
€221,000 |
€162,072 |
€219,499 |
€164,331.08 |
€3,002,936 |
|
Louth |
€760,096 |
€791,875 |
€886,571 |
€680,533 |
€906,536 |
€591,166 |
€862,098 |
€715,030 |
€600,237 |
€480,397 |
€597,125 |
€491,083.04 |
€8,362,746 |
|
Mayo |
€876,592 |
€712,027 |
€936,110 |
€582,131 |
€1,371,240 |
€483,021 |
€923,755 |
€597,912 |
€707,261 |
€409,270 |
€703,567 |
€413,037.98 |
€8,715,925 |
|
Meath |
€1,165,853 |
€982,134 |
€1,361,484 |
€837,081 |
€1,193,989 |
€687,147 |
€1,307,965 |
€878,163 |
€914,451 |
€594,397 |
€899,927 |
€608,632.80 |
€11,431,223 |
|
Monaghan |
€417,417 |
€371,413 |
€452,077 |
€302,301 |
€500,160 |
€254,106 |
€447,667 |
€310,941 |
€332,328 |
€216,143 |
€333,643 |
€217,844.36 |
€4,156,041 |
|
Offaly |
€500,052 |
€439,624 |
€546,823 |
€347,321 |
€598,471 |
€330,985 |
€535,121 |
€359,176 |
€388,824 |
€241,385 |
€388,193 |
€242,031.16 |
€4,918,005 |
|
Roscommon |
€470,313 |
€249,544 |
€508,263 |
€221,212 |
€653,391 |
€172,995 |
€506,103 |
€243,218 |
€388,495 |
€169,614 |
€387,054 |
€173,243.10 |
€4,143,445 |
|
Sligo |
€426,783 |
€326,896 |
€454,689 |
€273,133 |
€540,160 |
€217,224 |
€435,222 |
€283,989 |
€329,884 |
€195,273 |
€328,533 |
€197,599.04 |
€4,009,386 |
|
Tipperary |
€1,019,462 |
€919,190 |
€1,101,009 |
€735,633 |
€1,250,480 |
€572,750 |
€1,078,082 |
€778,503 |
€803,453 |
€525,862 |
€795,991 |
€534,731.16 |
€10,115,145 |
|
Waterford |
€676,657 |
€626,570 |
€761,007 |
€513,584 |
€794,934 |
€437,373 |
€737,620 |
€530,796 |
€525,682 |
€356,988 |
€519,544 |
€354,437.10 |
€6,835,193 |
|
Westmeath |
€544,734 |
€555,828 |
€635,256 |
€440,972 |
€679,351 |
€384,013 |
€627,997 |
€452,738 |
€453,797 |
€304,917 |
€454,131 |
€305,337.92 |
€5,839,072 |
|
Wexford |
€860,157 |
€835,991 |
€994,942 |
€712,865 |
€1,122,404 |
€603,006 |
€973,495 |
€735,727 |
€691,272 |
€495,817 |
€689,380 |
€502,110.60 |
€9,217,164 |
|
Wicklow |
€794,186 |
€780,768 |
€929,313 |
€658,586 |
€893,585 |
€552,061 |
€904,288 |
€696,517 |
€630,377 |
€474,056 |
€625,653 |
€482,707.48 |
€8,422,099 |
|
Total |
€26,260,955 |
€23,707,888 |
€30,122,228 |
€19,855,079 |
€32,719,935 |
€16,734,524 |
€29,374,944 |
€20,614,854 |
€21,007,680 |
€13,966,944 |
€20,811,957 |
€14,156,166 |
€269,333,156 |
|
*To Note, no ICT Grant funding issued in 2022-2023 school year.
|
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456. Deputy Cathal Crowe asked the Minister for Education and Youth the number of Ukrainian pupils enrolled in Irish schools at primary level; the number enrolled at post-primary level, by county as of 1 January 2026, or latest date available, in tabular form; and if she will make a statement on the matter. [5447/26]
View answerPlease find attached requested data. Data supplied is as of 22nd January 2026 and is sourced from the primary and post-primary databases.
|
|
|
|
|
|
County |
Primary2 |
County |
Post primary |
|
County |
Total to date |
County |
Total to date |
|
Donegal |
960 |
Dublin |
801 |
|
Dublin |
959 |
Donegal |
697 |
|
Cork |
897 |
Cork |
645 |
|
Kerry |
849 |
Kerry |
573 |
|
Wexford |
583 |
Tipperary |
383 |
|
Tipperary |
544 |
Mayo |
370 |
|
Mayo |
539 |
Wexford |
347 |
|
Galway |
442 |
Galway |
332 |
|
Clare |
378 |
Clare |
265 |
|
Limerick |
358 |
Limerick |
263 |
|
Waterford |
322 |
Waterford |
254 |
|
Offaly |
314 |
Wicklow |
213 |
|
Wicklow |
303 |
Louth |
206 |
|
Cavan |
261 |
Leitrim |
189 |
|
Leitrim |
261 |
Offaly |
175 |
|
Westmeath |
260 |
Sligo |
170 |
|
Sligo |
252 |
Cavan |
168 |
|
Meath |
250 |
Westmeath |
160 |
|
Roscommon |
248 |
Kildare |
153 |
|
Louth |
247 |
Meath |
148 |
|
Laois |
204 |
Laois |
142 |
|
Kildare |
201 |
Kilkenny |
124 |
|
Kilkenny |
170 |
Roscommon |
124 |
|
Carlow |
149 |
Longford |
103 |
|
Longford |
131 |
Carlow |
98 |
|
Monaghan |
95 |
Monaghan |
69 |
|
Total |
10,177 |
Total |
7,172 |
Note: Data is for the number of Ukainian pupils currently enrolled, 22nd January 2026, in a primary, post-primary or special school. Enrolment data is sourced from the Primary and Post-Primary Online Databases.
457. Deputy Ryan O'Meara asked the Minister for Education and Youth the number of new special classes planned for both primary and secondary schools in Newbridge, County Kildare; and if she will make a statement on the matter. [5487/26]
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 the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
My Department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. NCSE have begun sanctioning new special classes this month, which is several months ahead of last year. 263 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
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.
458. Deputy Barry Ward asked the Minister for Education and Youth the position regarding a review of procedures for schools to have maintenance work carried out in order to minimise the administrative requirements placed on schools; and if she will make a statement on the matter. [5502/26]
View answer459. Deputy Barry Ward asked the Minister for Education and Youth her views on the merits of creating a section within her Department that carries out small scale repairs to school buildings, similar to ones used by many local authorities across the country to avoid the need to tender for private companies for relatively small jobs; and if she will make a statement on the matter. [5503/26]
View answer460. Deputy Barry Ward asked the Minister for Education and Youth her views on whether an unreasonable burden is placed on schools seeking repairs for relatively small repairs such as broken windows and minor leaks; the actions she will take to ensure that this process is as streamlined as possible; and if she will make a statement on the matter. [5504/26]
View answer461. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the frustration of school principals in relation to the administrative burden they are put under regarding small repairs to their school building; if she will engage with representative groups to address these complaints; and if she will make a statement on the matter. [5505/26]
View answerI propose to take Questions Nos. 458, 459, 460 and 461 together.
The department recognises good maintenance as essential to protecting investment in school buildings and to ensuring an appropriate and welcoming environment for teaching and learning.
In the first instance school authorities are responsible for maintenance of school buildings. The Maintenance Guidance Manual for Schools provides schools with a simple and user-friendly manual that guides them on good practice in relation to maintenance of their school buildings. The manual was comprehensively updated and relaunched as a web-based resource in June 2024. In advance of publication, the Department engaged extensively with school stakeholders, who provided positive feedback on both the content and the user-friendly format of the updated version.
The department has several initiatives, and funding supports to assist schools regarding their maintenance responsibilities. This includes the Minor Works Grant, Climate Action Summer Scheme and Emergency Works Scheme. It is noted that the level of spend associated with small repairs, such as broken windows and minor leaks is often below procurement thresholds and can therefore be achieved through either single, or a small number of quotes. This reduces significantly on the level of administrative burden required for schools while allowing, often local, SMEs to carry out the works and build ongoing relationships with schools within their locality. Additionally, Building Officers are available across patron bodies to provide support to schools with building projects.
Building Maintenance Managers have been appointed within the department’s Planning and Building Unit to support schools by developing a strategic nationwide approach to school building maintenance. This includes the development of an Energy and Condition Survey which will bring together, for the first time, detailed condition data on the school estate. This survey is ongoing with close to 3,000 schools assigned to a surveyor. The inventory will be updated as assessments are completed, facilitating a live picture of condition across the school estate.
462. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth if she will review the allocation of special education teaching hours and special needs assistant posts to a school in Celbridge (details supplied); whether additional resources will be considered for the 2025-2026 school year; and if she will make a statement on the matter. [5512/26]
View answer465. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth to review the level of learning support available to students with additional educational needs in a school (details supplied), particularly in core subjects; and if she will make a statement on the matter. [5515/26]
View answer466. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth if consideration will be given to sanctioning additional SNA hours for a school (details supplied) to ensure consistent daily access to sensory regulation supports for students who require them; and if she will make a statement on the matter. [5516/26]
View answer467. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth the criteria and data used to determine SET and SNA allocations for post-primary schools in County Kildare; the basis for the allocation provided to a school (details supplied); and if she will make a statement on the matter. [5517/26]
View answer468. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth further to her recent visit to a school (details supplied), if she will initiate an immediate review of the school’s resourcing needs and consider interim supports pending a full review; and if she will make a statement on the matter. [5518/26]
View answerI propose to take Questions Nos. 462, 465, 466, 467 and 468 together.
This 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.
The Special Education Teaching (SET) Allocation Model is a standardised allocation model that provides schools with additional teaching hours to support the teaching needs of students in mainstream classes.
When the model was introduced, it replaced a diagnosis led model with one based on need. This ensures the allocation supports all students that require a level of additional teaching support as identified through the Continuum of Support framework.
Special needs assistant (SNA) posts are allocated to schools as a school-based resource. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the students enrolled whom SNA support has been allocated. This provides schools flexibility in how the SNA support is utilised.
If a school feels like it has insufficient SNA support to meet the needs of its students an application can be submitted to the NCSE requesting a review of its allocation. Detailed information on the NCSE's SNA review process is published on the NCSE's website. Each case is individually assessed and is based on the student profile of each school.
By the end of the 2026 calendar year there will be over 21,000 special educational teachers and almost 25,000 SNAs in our mainstream classes, special classes and special schools. This will mean we will have almost 46,000 teachers and SNAs working in our education system committed to supporting and nurturing students with special educational needs, enabling them to achieve their best outcomes and reach their full potential.
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.
463. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth whether additional NEPS capacity or resources will be provided to a school (details supplied) in Celbridge to ensure timely assessments for students; and if she will make a statement on the matter. [5513/26]
View answerEach year, NEPS staffing levels are evaluated and capacity to serve schools is established. There is currently a nationwide shortage of educational psychologists which has resulted in vacancies. Due to this shortage, schools may temporarily be without an assigned NEPS psychologist.
Where a school temporarily does not have an assigned psychologist due to a vacancy, it continues to have access to a range of NEPS services including:
• The NEPS Advisory Support Line is available to the school. This line provides access for schools without as assigned psychologist to support and advice from a Senior Educational Psychologist in NEPS via a designated phone line available from Monday to Friday.
• Support from a NEPS psychologist in the event of a Critical Incident.
• The NEPS’ National and Regional Support and Development service for school staff also continues to be available to schools. This service covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.
• Access, through the Scheme for Commissioning Psychological Assessments (SCPA), to a private educational psychologist on the SCPA panel for individual casework where a priority need is established. In order to join the panel, private educational psychologists must meet qualification criteria set by the Department. The scheme is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.
My department is making every effort to recruit additional educational psychologists to address the shortage in the medium to long term. Since January 2023, NEPS has supported bursaries for trainee educational psychologists enrolled in University College Dublin's Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. This has also been extended to students enrolled in the new professional doctorate in educational psychology in Maynooth University. Those in receipt of a bursary support the work of NEPS through trainee placements in the service as part of their studies and commit to joining NEPS upon graduation. There are over eighty trainee educational psychologists in receipt of a bursary who are expected to join NEPS upon graduation.
The Public Appointments Service recently completed a recruitment campaign for Educational Psychologists and successful candidates are now being appointed to NEPS.
464. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth to review the scheme for the commissioning of psychological assessments, given schools’ difficulty securing psychologists at her Department’s approved rate; whether consideration will be given to expanding the panel or revising the rate where NEPS capacity is unavailable; and if she will make a statement on the matter. [5514/26]
View answerEach year, NEPS staffing levels are evaluated and capacity to serve schools is established. There is currently a nationwide shortage of educational psychologists which has resulted in vacancies. Due to this shortage, schools may temporarily be without an assigned NEPS psychologist.
Where a school temporarily does not have an assigned psychologist due to a vacancy, it continues to have access to a range of NEPS services including:
• The NEPS Advisory Support Line is available to the school. This line provides access for schools without as assigned psychologist to support and advice from a Senior Educational Psychologist in NEPS via a designated phone line available from Monday to Friday.
• Support from a NEPS psychologist in the event of a Critical Incident.
• The NEPS’ National and Regional Support and Development service for school staff also continues to be available to schools. This service covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.
• Access, through the Scheme for Commissioning Psychological Assessments (SCPA), to a private educational psychologist on the SCPA panel for individual casework where a priority need is established. In order to join the panel, private educational psychologists must meet qualification criteria set by the Department. The scheme is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.
My department continues to promote the panel in order to recruit additional members. Recently, the fee paid to those on the SCPA panel was increased from €550 to €750. There are currently 53 psychologists on the panel which represents an increase when compared to the 2024 panel.
My department is making every effort to recruit additional educational psychologists to address the shortage in the medium to long term. Since January 2023, NEPS has supported bursaries for trainee educational psychologists enrolled in University College Dublin's Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. This has also been extended to students enrolled in the new professional doctorate in educational psychology in Maynooth University. Those in receipt of a bursary support the work of NEPS through trainee placements in the service as part of their studies and commit to joining NEPS upon graduation. There are over eighty trainee educational psychologists in receipt of a bursary who are expected to join NEPS upon graduation.
The Public Appointments Service recently completed a recruitment campaign for Educational Psychologists and successful candidates are now being appointed to NEPS.
