Written Answers Nos. 136-155
136. Deputy Willie O'Dea asked the Minister for Education and Youth to publish the datasets that were used against the criteria her Department indicated were the determining factors for the selection of school construction projects in Limerick, as announced on 28 January 2026; and if she will make a statement on the matter. [13142/26]
View answerMy department’s NDP Sectoral Investment Plan 2026-2030 involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
The first tranche of 105 projects covers the initial two-year period of NDP rollout. This list includes 5 projects in County Limerick.
There are also 10 schools in County Limerick approved to undergo works as part of the Summer Works Scheme / Climate Action scheme.
These projects are in addition to €293 million in capital funding for County Limerick schools between 2020 and 2025. Over that period, a total of 54 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 6 school projects in County Limerick under construction.
Also, since 2020 a total of 103 special classes has been opened in Limerick, 12 of which were sanctioned for September 2026.
As part of the NDP Sectoral Investment Pan 2026-2030 the next tranche of projects will be finalised and published following a stakeholder engagement process to identify the next most urgent priorities. This stakeholder engagement will be undertaken in 2026 and 2027 and will include an assessment of how well existing capacity is maximised and enrolment policies and processes are prioritising local special education provision and mainstream requirements. The Department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
The criteria for identifying the first tranche of 105 prioritised projects to go to construction / tender in 2026 and 2027 included the condition of the school, projects in areas with capacity pressures, growing demographics and projects in the pipeline for a long time.
The 105 prioritised projects consist of 80 large-scale and ASA (additional school accommodation) projects along with 25 projects to be delivered under the Modular Accommodation Programme.
The 80 large-scale and ASA projects are estimated to cost just under €1.6bn.
Of the 80 projects,
• 45 projects that are already at tender stage (Stage 3)
• 35 projects that have planning permission and are at pre-tender stage (Stage 2b).
Regarding the 45 projects that are currently already at tender stage (Stage 3), these projects are being progressed on a rolling basis to ensure that the Department of Education continues to operate within NDP funding parameters. These projects include 19 new school buildings of which the majority are either special schools or primary/post-primary schools that are currently operating from interim accommodation and have an urgent need for permanent accommodation.
Regarding the 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b), these have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools. These projects include new school buildings for 12 schools – of which the majority of these schools are either special schools or primary/post-primary schools that currently are operating from interim accommodation and have an urgent need for permanent accommodation. It is envisaged that these projects will be progressed to tender over the course of 2026 and 2027 and within the context of NDP funding parameters.
The 25 modular projects primarily relate to additional SEN capacity for the 2026/27 school year. The number of modular projects is set to increase as further NCSE sanctions are issued. With over 301 SEN classes already approved for 2026/2027, additional projects will be prioritised to facilitate their opening through the Modular and SEN repurposing programmes.
137. Deputy Willie O'Dea asked the Minister for Education and Youth to provide a list of all schools in Limerick with planned capital projects that are at Stage 2B; when each project first engaged with her Department on same capital project, and when the project was listed as being at Stage 2B [13145/26]
View answerAs the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. This includes the completion of circa 300 school buildings currently in construction.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027 with a capital investment of €1.6 billon.
These prioritised projects will progress to tender and/or construction on a rolling basis over the course of 2026 and 2027 and within the context of NDP funding parameters. The timing of project progression will reflect the need to carefully manage the rollout of these projects to construction on a controlled basis to ensure that projects are delivered efficiently, align with the requirements of the Infrastructure Guidelines and Capital Works Management Framework and remain within the parameters of NDP funding.
The 105 prioritised projects consist of 80 large-scale and ASA (additional school accommodation) projects along with 25 projects to be delivered under the Modular Accommodation Programme.
The 80 large-scale and ASA projects are estimated to cost just under €1.6bn.
Of the 80 projects,
• 45 projects that are already at tender stage (Stage 3)
• 35 projects that have planning permission and are at pre-tender stage (Stage 2b).
Regarding the 45 projects that are currently already at tender stage (Stage 3), these projects are being progressed on a rolling basis to ensure that the Department of Education continues to operate within NDP funding parameters.
These projects include 19 new school buildings of which the majority are either special schools or primary/post-primary schools that are currently operating from interim accommodation and have an urgent need for permanent accommodation.
These 105 projects will provide over 27,000 additional and modernised school places a particular priority is the expansion of capacity in our special schools.
• The first tranche of projects covers the initial two-year period of NDP rollout, and the next tranche of projects will be finalised and published afterwards (post 2027) following a stakeholder engagement process to identify the next most urgent priorities. This stakeholder engagement will be undertaken during 2026 and 2027 and will include an assessment of how well existing capacity is maximised and enrolment policies and processes are prioritising local special education provision and mainstream requirements. The Department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
• Provision of additional special classes each year to meet annual needs with target to have up to 80% of them opened through repurposing existing accommodation.
• Continued strong focus on expansion of capacity at existing special schools and opening some new special schools where necessary. This will assist with the rollout of the Education Therapy Services.
There are currently 21 Projects at Stage 2b in County Limerick of which 4 are Large Scale projects and 17 Additional Accommodation Scheme Projects. Two of these Large Scale projects are included in my recently announced NDP plan to progress to tender and/or construction over the course of 2026/2027
The current status of all projects continues to be set out under item number ten at the following link: www.gov.ie/en/department-of-education/collections/building-works-for-the-construction-extension-and-refurbishment-of-schools/#school-building-projects-large-scale-additional-accommodation-scheme-current-status-lists
This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction. The list of all projects and the stages are available on the Departments website and is updated to show progression on a monthly basis.
138. Deputy Shane Moynihan asked the Minister for Education and Youth further to Parliamentary Question No 186 of 12 February 2026, the way in which a number of schools (details supplied) performed under each of the individual criteria used to prioritise school building projects for inclusion in the education NDP sectoral plan; the relative ranking or position of each of these schools under each criterion and overall compared with projects selected for inclusion; and if she will make a statement on the matter. [13156/26]
View answerSt Thomas JNS & Scoil Áine SNS
The joint school building project will deliver two new 24 classroom primary schools with accommodation for children with special educational needs, at the current site in Lucan.
The project is currently at an early stage of Architectural Planning Stage 1 – Initial Sketch Scheme. A preferred design option has been agreed by all Stakeholders and my Department have requested the Design Team to further assess the proposed construction programme and methodology.
The stage 1 report was received by my Department in May 2025 and is currently under review. Upon completion of the review, my Department will advise both schools and their design team regarding project progression.
With regard to this campus project referenced by the Deputy, this project is at preliminary design (Stage 1) and was therefore not at an appropriate stage of readiness for inclusion in the initial tranche of projects for tender and construction.
Divine Mercy JNS & SNS
This joint school building project will deliver a new extension and refurbishment of some existing accommodation to provide a 24 classroom primary school with classrooms for children with special educational needs, at both schools.
The schedule of accommodation was recently increased to include SEN accommodation and the design options submitted by the Design Team are being evaluated by my Department.
A meeting of all stakeholders is anticipated to be held in the near future, to discuss and agree a preferred option which can be further developed and prepared to be submitted for planning permission.
Lucan Community College
The major building project for the school referred to by the Deputy is a large scale capital project for the construction of a new extension and the refurbishment of existing facilities to accommodate 1,000 pupils, including provision for Special Educational Needs (SEN) classrooms.
More than four years has elapsed since the publication of the contract notice and more than two years since the tender submission deadline. Given the passage of time since tenders were returned and the unacceptably high risk that the contract may not successfully be delivered within budget, the ETB were instructed to collapse the tender procedure in July 2025.
My Department officials have engaged with the ETB and School Principal and have proposed to progress a phase 1 of this project through my Department’s timber modular framework which offers an extremely high quality finish and fast delivery.
The proposal relates to Phase 1 of the school extension, covering a gross internal floor area of 1,500 m² includes the superstructure and internal finishes containing additional accommodation for 204 pupils and 4 additional classrooms for pupils with Special Educational Needs with sufficient flexibility to cater for subsequent phases on the site.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
St. Kevin's Community College, Clondalkin
I wish to advise the Deputy that my department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
I can confirm to the Deputy that the school's application is being considered by my officials and they have been in contact with the school authorities in relation to this application. My officials remain available to work with the school authorities throughout this process. I can assure the Deputy that the application will be progressed as soon as possible and an official decision will issue to the school authorities directly.
Regarding the schools mentioned above, of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
This list includes 20 projects in County Dublin. The Deputy will be aware that there are two priority projects in Lucan on the list for rollout, modular extensions at Lucan Community College and Lucan Boys NS.
These projects are in addition to €1,794.95 million in capital funding for Dublin schools between 2020 and 2025. Over that period, a total of 244 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 64 school projects in Dublin under construction.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at the schools referred to above will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
139. Deputy Niamh Smyth asked the Minister for Education and Youth if she will review the case of a person (details supplied); the status of their PME scheme application; and if she will make a statement on the matter. [13163/26]
View answerThis Government is 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.
A range of measures have been introduced to support schools in their recruitment efforts. One such measure is the PME Fee Refund Scheme. Over 1,800 applications were received and over 1,500 teachers have been paid to date. The PME Fee Refund Scheme has now closed, and no further applications are being considered.
My Department published Circular 0069/2024 Professional Master of Education (PME) Fee Refund Scheme in September 2024. This circular provides the eligibility criteria and application process for the scheme. The circular also states that applicants must be newly qualified teachers that have successfully completed a PME programme in 2024 calendar year.
The Department verified with the Teaching Council which applicants completed a PME in 2024. To qualify, applicants must have finished their PME and been added to the Register of Teachers in 2024.
My Department has contacted the person referred to in the question in relation to their application and informed them of both the outcome of, and of a review, of their application.
140. Deputy Cathal Crowe asked the Minister for Education and Youth if she will urgently give approval for a school in County Clare (details supplied) to open an autism class for September 2026; and if she will make a statement on the matter. [13164/26]
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.
My department and the National Council for Special Education (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. The NCSE began sanctioning new special classes last month, which is several months earlier than last year. 301 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.
The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies or capacity and assess their capability with consideration to demographical and statistical data.
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.
141. Deputy John Lahart asked the Minister for Education and Youth the basis on which the recent SNA review determination was made in respect of a school (details supplied); if she will address the serious concerns raised regarding the credibility, transparency and integrity of the SNA review process in this case, given that the initial decision to reduce the school’s SNA allocation was only reversed after it was pointed out that the review had proceeded without the full documentation; the measures being taken to ensure that special schools are not placed in unsafe positions by being required to manage pupils with complex medical needs, including type 1 diabetes and epilepsy, without access to appropriate nursing or clinical support, pending the provision of such supports; and if she will make a statement on the matter. [13167/26]
View answerThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
As the matter raised relates to a NCSE process. 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 matters 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.
142. Deputy Johnny Guirke asked the Minister for Education and Youth for an update on funding for the proposed new school building projects for a school (detail supplied); and if she will make a statement on the matter. [13177/26]
View answer143. Deputy Johnny Guirke asked the Minister for Education and Youth for an update on funding for the proposed new school building projects for a school (details supplied); the stage it is at with her Department; and the expected start date; and if she will make a statement on the matter. [13178/26]
View answerI propose to take Questions Nos. 142 and 143 together.
The school referred to by the Deputy was approved to enter the Department's pipeline for a project under the Additional School Accommodation (ASA) scheme. The project will provide seven mainstream classrooms (prefab replacement), two Special Education Tuition (SET) rooms, one Staffroom and ancillary. Also incorporated with this is an Emergency Works Scheme (EWS) project for structural works to the Junior building of this school. This project has been devolved to Louth Meath Education and Training Board (LMETB) for delivery.
The Stage 2b report was submitted to the Department and is currently under review from a technical and cost perspective in accordance with the requirements of the Infrastructure Guidelines. All projects, including this one, will undergo the necessary due diligence outlined in the Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program. Due to the detailed nature of the evaluation process, the need to ensure full cost compliance, and the requirement to align the project with the prioritisation framework under the National Development Plan, it is not possible to provide a definitive timeline for the review at this stage
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
144. Deputy Johnny Guirke asked the Minister for Education and Youth for a list of schools awaiting funding for the small works grant in County Meath; and if she will make a statement on the matter. [13179/26]
View answerAs agreed with the Deputy’s office this reply refers to the Minor Works Grant.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Under Project Ireland 2040, a commitment was given that the Minor Works Grant and ICT grants would be paid in either December or January of the school year. In recent years, my department’s approach has been to pay the Minor Works Grant to schools in advance of the start of the following school year, in order to facilitate a better lead in period for schools to plan any maintenance or minor works during the summer period.
Since 2020, €330 million in Minor Works Grants and Enhanced Minor Works Grants, have been allocated to schools. This includes the payment of Minor Works Grants totalling almost €30 million for the school year 2026/2027 which has issued in December 2025
Primary and special schools in Meath need not apply for Minor Works Grant aid. Under the scheme, funding is made available to all primary and special schools on the following basis:
€5,500 basic grant plus €18.50 per mainstream pupil and €74 per special needs pupil enrolled in the school on the 30th of September of the year prior to the issue of the grant. The €74 rate applies to a special needs pupil attending a special school or attending a special class attached to a mainstream school.
Schools have the autonomy to use this funding for maintenance and small-scale improvements to school buildings and grounds. Given that each school setting is different, individual schools are best placed, to decide how best to use this funding to address their particular needs.
The remainder of the 200 million from the NDP Sectoral Investment to schools in December 26/January 27.
This funding underpins the ongoing commitment to supporting and enabling schools to continue to embed the use of digital technologies to enhance teaching, learning and assessment.
145. Deputy Naoise Ó Muirí asked the Minister for Education and Youth the accommodations currently available to Leaving Certificate students with type 1 diabetes, particularly in circumstances where a student experiences a hypoglycaemic episode during an examination; and if she will make a statement on the matter. [13189/26]
View answer146. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if her Department or the State Examinations Commission is undertaking a review of reasonable accommodations for students with chronic health conditions, including type 1 diabetes; the timeline for this work; and if she will make a statement on the matter. [13190/26]
View answer147. Deputy Naoise Ó Muirí asked the Minister for Education and Youth the extent of engagement between her Department, the State Examinations Commission and clinical experts or diabetes advocacy organisations to ensure that examination arrangements reflect current best practice in diabetes management; and if she will make a statement on the matter. [13191/26]
View answerI propose to take Questions Nos. 145 to 147, inclusive, together.
The State Examinations Commission (SEC) has operational responsibility for the delivery of the State examinations including the scheme of Reasonable Accommodations at the Certificate Examinations (RACE). I have asked the SEC to reply to you directly in relation to the issues raised.
148. Deputy Jen Cummins asked the Minister for Education and Youth the plans to address the impact the latest SNA review has had on schools where SNA allocation has been reduced; and if she will make a statement on the matter. [13196/26]
View answer149. Deputy Jen Cummins asked the Minister for Education and Youth the number of schools that have lost SNAs after the most recent review, by county, in tabular form. [13197/26]
View answerI propose to take Questions Nos. 148 and 149 together.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide. The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed. The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised, we have paused the review of the SNA allocations.
Minister Naughton and I, as well as the Tánaiste and the Taoiseach, are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
150. Deputy Ken O'Flynn asked the Minister for Education and Youth the national criteria and methodology used by the NCSE in determining annual SNA allocations to primary schools; whether this methodology has changed for the 2026/27 school year; and if she will make a statement on the matter. [13225/26]
View answer151. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of primary schools notified of a reduction of two or more SNA posts for the 2026/27 school year and if she will provide a county-by-county breakdown [13226/26]
View answer152. Deputy Ken O'Flynn asked the Minister for Education and Youth whether any impact assessment has been carried out on the educational and care implications of SNA allocation reductions; and if she will outline same [13227/26]
View answer153. Deputy Ken O'Flynn asked the Minister for Education and Youth the total number of SNAs allocated to primary schools in Cork for the 2024-2025, 2025-2026 and projected 2026-2027 school years respectively [13228/26]
View answerI propose to take Questions Nos. 150 to 153, inclusive, together.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide. The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed. The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised, we have paused the review of the SNA allocations.
Minister Naughton and I, as well as the Tánaiste and the Taoiseach, are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The 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.
154. Deputy Jen Cummins asked the Minister for Education and Youth whether, in deciding if a school is given DEIS status, the number of children in private rental accommodation using HAP is taken into consideration. [13229/26]
View answerThe DEIS programme is a key policy of Government to tackle concentrated educational disadvantage at school level. Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS Strategy and introduce the DEIS Plus scheme, which will commence in this year.
The new DEIS Strategy will include a focus on developing more innovative approaches to addressing educational disadvantage in all schools and working towards a more flexible system of support to ensure that a school can receive the right support at the right time. This will involve a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data.
Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. Information on how schools were identified for inclusion in the DEIS programme to date can be found here: assets.gov.ie/static/documents/the-refined-deis-identification-model.pdf
155. Deputy Jen Cummins asked the Minister for Education and Youth the reason schools are not being consulted when DEIS allocation is being reviewed. [13230/26]
View answerThe DEIS programme is a key Government policy aimed at addressing concentrated educational disadvantage at school level. Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over investment of over €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to introduce the DEIS Plus scheme and support the implementation of the new DEIS Strategy.
The OECD’s 2024 Review of Resourcing Schools to Address Educational Disadvantage in Ireland highlighted the role of the DEIS programme in providing an education system that consistently outperforms many other OECD countries but also exhibits relative socio-economic fairness, making it one of the stronger performers globally. The review also highlighted as a positive, the level to which the Department involves stakeholders in policy development and decision making in relation to tackling educational disadvantage.
Throughout 2024 and 2025, the Department carried out consultation workshops, focus groups and other engagements with principals, deputy principals, teachers, the Home School Community Liaison officers, the School Completion Programme team, and education partners and stakeholders, including children and young people. This work has been extremely important in informing policy development in this area.
A DEIS Plus Design Advisory Group was established to inform the development of the DEIS Plus scheme. This group includes principals, Home School Community Liaison and School Completion Programme coordinators who work directly with students experiencing high levels of educational disadvantage. Members of this group have provided information about daily challenges faced by students, such as reliance on school meals and the impact of intergenerational trauma. They have also highlighted "what works" and how we can build on that through DEIS Plus.
The new DEIS Strategy will set out the Department of Education and Youth’s strategic vision, goals, and objectives to tackle educational disadvantage in all schools. The Strategy has a focus on developing more innovative approaches to addressing educational disadvantage and working towards a more flexible system of support to ensure that all schools can receive the right support at the right time. This will involve a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data.
Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Data supplied by schools, through enrolment data supplied to the Department by school through the Primary Online Database and the Post-primary Online Database, is central to the application of that model. Further information on the model can be found here: assets.gov.ie/static/documents/the-refined-deis-identification-model.pdf
Any future expansion of the DEIS programme and overall allocation of resources will be determined within the context of the new DEIS Strategy, which will be published in the coming weeks.
