Written Answers Nos. 532-551
532. Deputy Emer Currie asked the Minister for Education and Youth the number of children known to the NCSE in need of a special class place in Dublin 15 for September 2026; and if she will make a statement on the matter. [29790/26]
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. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. 464 have been sanctioned to date , of which 11 are inclusive special classes. Further details on additional 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. Details of the new special classes are available on the NCSE website.
Of the 464 new special classes, 305 are being established in primary schools and 159 in post-primary schools. New special classes are being established in every county with 105 new special classes confirmed for Dublin so far.
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 achieve their full potential.
533. Deputy John Paul O'Shea asked the Minister for Education and Youth for an update on a capital project for a school (details supplied); and if she will make a statement on the matter. [29834/26]
View answerAs previously advised to the Deputy the Stage 2b (developed design) report was submitted by CETB in December 2025. The stage report remains under review from both a technical and cost perspective in accordance with my Department's Infrastructure Guidelines.
The progression of this project will be considered within the context of the Department’s broader work under the National Development Plan (NDP) Implementation Plan. While it is not currently possible to provide indicative timelines for progression to the next stage, electrical enabling works have recently been approved and will proceed in advance of the main project.
My Department wishes to reassure the Deputy that the project remains under active review and will be advanced when permitted within the wider implementation framework.
534. Deputy Claire Kerrane asked the Minister for Education and Youth to provide an update on an appeal submitted by a school (details supplied) regarding its SNA allocation; and if she will make a statement on the matter. [29971/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.
535. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if she will provide an update regarding the common admissions system (details supplied); and if she will make a statement on the matter. [29972/26]
View answerThe rollout of the pilot Single Online Application for Schools represents a significant step towards improving the school admissions system. For the first time, this system provided families with a single online application process and introduced synchronised and streamlined timelines for schools to manage admissions and issue offers.
In recent years, demographic shifts and increasing demand for special class provision for students with special educational needs have placed growing pressure on school admissions processes across the country. Complexities in the admissions process can cause unnecessary stress for families and place a significant administrative burden on schools.
In response to these challenges and a commitment in the Programme for Government to reforming the admissions process, my department is working towards a nationwide common application system. As a first step, the Apply to School pilot scheme was launched in October 2025 for the 2026/2027 admissions cycle. The pilot was introduced for 15 post-primary schools in five school planning areas namely Athenry, Celbridge, Clonakilty, Greystones and Tullamore_Killina.
While Apply to School received positive feedback, obtaining an 80% customer effort score, a key objective of the pilot project was to accumulate learnings for future developments. Detailed post-project evaluations with participating schools are currently underway and this input will be carefully considered and integrated into future iterations of the scheme. Key deliverable improvements to the system aimed at further enhancing user experiences are targeted for the next phase of the project. More complex issues, such as the expression of school preference, will be considered for future implementation following appropriate consultation with key stakeholders, and with a focus on an equitable and transparent solution.
Work is progressing on the next phase of this project which will include clarity on greater system functionality and a larger cohort of participating schools.
As part of the work towards a nationwide common admission system, schools are encouraged to coordinate their admissions policies with other schools in their area to ensure that local applicants for both mainstream and special classes are adequately catered for in local schools.
I can assure the Deputy, that department officials will continue to work in consultation with all stakeholders to develop an evidentially informed, equitable and trusted solution for the nationwide Common Application System and deliver this in an incremental way that ensures the admissions process safeguards the best interest of children.
536. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if there is an appeals process for primary school students who cannot avail of a place through the common admissions system; and if she will make a statement on the matter. [29973/26]
View answerThe Section 29 Administration Unit has clarified with the deputy's office that the reference to a "common admissions system" is not applicable to this question. The deputy has submitted a follow up question to clarify this. In this question, the deputy is asking about the appeal process for primary school students who have not secured a school place.
The department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an admission policy in accordance with the Education Act 1998 (as amended).
Where a board of management decides to refuse admission, a parent/guardian can appeal that decision under Section 29 of the Education Act 1998 (as amended) and an independent appeals committee, appointed by the Minister for Education, will be appointed to consider the appeal. The role of the Section 29 appeals committee is to examine the application for admission and consider if it was correctly processed by the school, in accordance with the school’s admission policy. The Section 29 appeals committee cannot consider matters that are not provided for within the school’s admission policy.
It is important to note that if a child has been refused admission due to the school being oversubscribed, and a parent or guardian wishes to appeal this decision they must firstly make a written request to the school seeking a review of the board of management’s decision. This request for a review to the board of management is time bound and must be made within 21 calendar days from the date of the decision by the school to refuse admission to their child. A Section 29 appeal must be made no later than 63 days from the date of the school’s original decision.
If a child has been refused admission for a reason other than the school being oversubscribed, a parent or guardian may, but is not required to, request a review by the board of management within 21 calendar days from the date of the decision by the school to refuse admission to their child. Where a child has been refused admission for a reason other than the school being oversubscribed and a parent or guardian does not choose to seek a review by the board of management, they may make an appeal to an independent appeals committee no later than 63 calendar days from the date of the school’s decision to refuse admission.
Full details on the Section 29 appeals process for refused admission are available on the Gov.ie website at the links below:
www.gov.ie/en/publication/8248c-appeals-in-relation-to-refusal-to-admit-a-student-due-to-a-school-being-oversubscribed/
www.gov.ie/en/publication/31c4f-appeals-in-relation-to-refusal-to-admit-a-student-for-a-reason-other-than-the-school-being-oversubscribed/
A Section 29 appeal can be made online, and all supporting documentation uploaded via www.section29appeals.gov.ie/. The relevant procedures for appeals where admission was refused due to oversubscription and appeals where admission was refused due to a reason other than oversubscription, are also available at the same link.
The department cannot initiate a Section 29 appeal on a student’s behalf. An appeal can only be made by a parent / legal guardian or a student who has reached the age of 18 years or a person appointed by the Child and Family Agency (Túsla). This person is then known as "The Appellant".
It may further be useful for you to be aware that the Educational Welfare Services within Túsla Education Support Services (TESS) is the legal body which can assist parents who are experiencing difficulty in securing a school placement for their child.
Contact details for TESS are available at the following link www.tusla.ie/tess/get-in-touch/ or by email at tessinfo@tusla.ie.
537. Deputy James Geoghegan asked the Minister for Education and Youth to review correspondence (details supplied) regarding an application by a school; and if she will make a statement on the matter. [29974/26]
View answerI can confirm to 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 to repurpose existing school accommodation for a Special education classroom.
The Deputy will be aware that 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 met 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 these projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities.
I can confirm that the school's application is under assessment in this context and the school authorities will be contacted directly when a decision has been made.
538. Deputy Cathal Crowe asked the Minister for Education and Youth if a teacher (details supplied) would, in light of Circular 0038/2026, and their qualifications and experience, be eligible to teach in an autism class or special class within a post-primary school setting; if so, whether this teacher would be remunerated on a post-primary salary scale; and if she will make a statement on the matter. [29975/26]
View answerThe Deputy refers to Circular 0038/2026, which details the provision of a dedicated Post of Responsibility – the Senior Cycle Level 1 and Level 2 Programme Co-ordinator - to support the enactment of Senior Cycle Level 1 and Level 2 Learning Programmes.
Level 1 and Level 2 Learning Programmes at Senior Cycle are currently being implemented in both mainstream and special schools, and thus, special schools may avail of the role, subject to meeting certain eligibility criteria. As per the circular, an addendum to Circular 0038/2026 setting out in further detail its operation in special schools, in line with the parameters herein, will be provided by the end of May 2026.
In more general terms, as the Deputy will know, the Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2025. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule. My department has no role in the registration of individual teachers.
When recruiting people to teaching positions, employers must comply with the registration requirements of the legislation under the Teaching Council Act and with S.I. No. 32/2014. Section 30 of the Teaching Council Act which requires that an applicant for a teaching position in a recognised school be registered with the Teaching Council in order to be paid from Oireachtas-voted funds.
In accordance with 1.1 of Department Circular 31/2011, schools should ensure that people appointed to teach are registered teachers with qualifications appropriate to the sector and suitable to the post for which they are employed.
The recruitment and appointment of teachers to fill teaching posts, however, is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012)
Further information can be found in Circular 0044/2019.
539. Deputy Michael Murphy asked the Minister for Education and Youth when she intends to publish full details of the 2026 July Summer Programme for children with special educational needs; the reason for the delay in issuing this information to schools and families; the steps being taken to ensure that schools have sufficient time to recruit the necessary staff to deliver the programme; and if she will make a statement on the matter. [30008/26]
View answerDetails of the 2026 Summer Programme are expected to be announced in early May. While it is acknowledged that details of the Summer Programme are typically announced earlier, the finalisation of arrangements for the 2026 programme was delayed pending confirmation that the Department of Education and Youth would receive the additional funding required to support all aspects of education.
All schools will be offered the opportunity to run a summer programme for children with the most complex special educational needs and those at risk of educational disadvantage.
Once details are announced, schools will be invited to apply to run a school-based programme. Further information, including access to the application portal and the programme overview, will be communicated directly to all schools.
In the interim, schools are asked to begin prioritising those children in special schools and special classes for the school-based Summer Programme.
As in previous years, the home-based Summer Programme will be available to those children who have complex special educational needs for whom a school-based Summer Programme is unavailable.
540. Deputy Pa Daly asked the Minister for Education and Youth the expected publication date of the updated progress report on the implementation of the recommendations of the Out of School Education Provision review; and if she will make a statement on the matter. [30019/26]
View answer541. Deputy Pa Daly asked the Minister for Education and Youth whether a draft or interim version of the Out of School Education Provision report is available for public review; and if she will make a statement on the matter. [30020/26]
View answer542. Deputy Pa Daly asked the Minister for Education and Youth whether any supplementary materials are available summarising the current work of the Out of School Education Provision implementation group; and if she will make a statement on the matter. [30021/26]
View answerI propose to take Questions Nos. 540, 541 and 542 together.
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, several 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 these recommendations 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 implementation 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, taking on board the views of 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 group did not produce an interim or draft report or any supplementary materials.
The Implementation Group’s report is currently being carefully deliberated by my department to ensure that issues raised by the Implementation group can be addressed. I expect to receive the final report shortly and it is envisaged that the final report will be published later in 2026.
543. Deputy Eamon Scanlon asked the Minister for Education and Youth the current status of the proposed classroom extension at a school (details supplied); the reasons for the delays in the progression of this project; and if she will make a statement on the matter. [30029/26]
View answerThe school referred to by the deputy was approved to enter the departments pipeline of school buildings for a project to provide one mainstream classroom.
I can confirm that the Department approved this project to proceed to Stage 2b in April 2025. The Stage 2b post planning report was recently received by my department and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Infrastructure guidelines. All projects, including this one, will undergo the necessary due diligence outlined in the public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
The school was advised to engage with the Department’s Emergency Works Section (EWS) in relation to the wastewater drainage matter. Initial contact has been made, and further engagement by the school is required to progress this issue.
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. 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, my 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.
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.
544. Deputy Michael Murphy asked the Minister for Education and Youth Education when a teacher returning to the State can expect a final determination on incremental credit for overseas teaching experience; whether this determination can be made in advance of a contract of employment being signed; and if she will outline any plans to ensure salary certainty for returning teachers prior to taking up a position. [30039/26]
View answer545. Deputy Michael Murphy asked the Minister for Education and Youth the extent to which teaching experience delivering the International Baccalaureate curriculum is recognised for incremental credit purposes; and the way this position is reconciled with the recognition of the International Baccalaureate for entry into third-level education in the State. [30040/26]
View answer546. Deputy Michael Murphy asked the Minister for Education and Youth the number of applications received in each of the past five years for the recognition of overseas teaching experience for incremental credit purposes; the number approved, refused or partially approved; and if she will outline any plans to improve data collection in this area. [30041/26]
View answer547. Deputy Michael Murphy asked the Minister for Education and Youth whether fluency in the host country's language is a factor in assessing overseas teaching experience for incremental credit; and if so, the way this requirement is applied in the case of Irish teachers working in international or private schools abroad. [30042/26]
View answer548. Deputy Michael Murphy asked the Minister for Education and Youth whether a review of the policy governing the recognition of overseas teaching experience is underway; and if she will consider reforms to ensure that experienced teachers returning to the State are treated in a fair and transparent manner. [30043/26]
View answer600. Deputy Michael Murphy asked the Minister for Education and Youth the criteria used by her Department to assess overseas teaching experience for the purpose of incremental credit; the extent to which teaching experience gained in private and international schools is recognised; and whether a review of these criteria is planned. [30579/26]
View answerI propose to take Questions Nos. 544, 545, 546, 547, 548 and 600 together.
I propose to take PQs 30039, 30040, 30041, 30042, 30043 and 30579/26 together.
In the first instance I would like to draw the Deputy’s attention to my replies to his recent and similar questions in this matter, namely PQ 27806/26, 27806/26 and 27809/26.
The criteria for the award of incremental credit are set out in my Department’s Circular 10/2001 for Primary teachers, and Circulars 29/2007 and 29/2010 for Post-Primary teachers. These circulars provide for the award of incremental credit in respect of prior teaching service, including overseas teaching service, both within and outside the EU, and/or relevant non-teaching service.
The incremental credit scheme is open to teachers employed in Oireachtas funded teaching posts.
Teachers must be on the Department of Education’s teacher payroll or teaching in an Education and Training Board school before an application can be processed. Following receipt of a completed application form, entitlement is assessed by officials in my Department, or an ETB, within the scope of the agreed scheme. Applications are processed in date of receipt order.
The award of incremental credit is not an automatic entitlement, and there is no contractual entitlement to incremental credit. Where the criteria set out in the circulars have been met an award of incremental credit can be made. Where a teacher applies to have their prior service recognised under the teaching service category, that service should be deemed to be the equivalent of approved teaching service for the purpose of the relevant circular.
Criteria such as whether the school is subject to state funding, whether the school offers a range of studies which incorporates all of the courses prescribed on the national curriculum of the State in which the school is located, whether the school prepares students for a recognised second-level State examination and qualification, can be of relevance when examining claims relating to private schools, as well as the length of time the school has been in existence; such criteria must be satisfied for service at that school to be recognised for incremental credit.
Fluency in the host country's language is not a factor in assessing an application; however, the school is required to confirm if the teacher’s service was satisfactory in all respects.
As the International Baccalaureate is not classified as a recognised second-level State examination and qualification in Ireland, a school which solely provides for the International Baccalaureate does not satisfy the criteria for the award of Incremental credit. Prior teaching service which consists of preparing students for the International Baccalaureate is deemed not to be equivalent to approved teaching service. The International Baccalaureate is, however, recognised for academic purposes and can be compared to other qualifications in the National Framework of Qualifications (NFQ).
The criteria for the award of incremental credit for teachers were agreed under the auspices of the Teachers Conciliation Council (TCC) and are subject to review by way of an incremental credit committee, which is a sub-committee of the TCC, and which meets on an ongoing basis.
Through the TCC, the teacher unions have lodged a claim concerning the recognition of private post primary teaching service outside the EU towards the award of incremental credit. The Department examined this as part of the budgetary process, however, it was not possible to secure funding to progress this request. My Department is continuing to examine ways in which the matter may be progressed in the future.
Statistical data on the breakdown of the number of number of applications for overseas teaching experience in the last 5 years is not collated by my department and is not currently available.
549. Deputy Duncan Smith asked the Minister for Education and Youth to ensure that a child (details supplied) can remain in a school as the appeal against their expulsion is being carried out or until such time that an appropriate alternative educational setting is found given a long period outside of a formal school setting would be detrimental for the health and education of this student; and if she will make a statement on the matter. [30053/26]
View answerEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
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. Parents and schools can contact the NCSE directly using the details available on the NCSE's website: www.ncse.ie/seno-contact-information. Local special educational needs organisers (SENOs) are available to offer advice, support and guidance as required to ensure students with special educational needs are supported to achieve their full potential.
The Board of Management is the body charged with the direct governance of a school and the department or the Inspectorate does not have the power to instruct schools to follow a particular course of direction with regard to individual complaints.
The Department of Education and Youth does not have a role in investigating or responding to parental complaints of this nature as it is not directly involved in the day-to-day management of schools. The department’s role in such circumstances is to clarify how complaints against a school or a member of its staff may be progressed.
As you may be aware the agreed procedures that should be used at school level is that the parent should direct the complaint to the school principal in the first instance and then to the Board of Management, if necessary. If they remain dissatisfied after having brought your concern to the attention of the school’s board of management, they may write to the school patron/trustee.
Parents may also refer a complaint to The Office of the Ombudsman for Children who may independently investigate complaints about schools recognised by the Department of Education and Youth, provided the parent has firstly and fully followed the school's complaints procedures.
The key criterion for any intervention by the Ombudsman for Children is that the administrative actions or non-actions of a school has, or, may have, adversely affected the child. The Office of the Ombudsman for Children may be contacted at: Millennium House, 52-56 Great Strand Street, Dublin 1; tel. 1800 20 20 40 or (01) 865 6800 or email oco@oco.ie.
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 achieve their full potential.
550. Deputy James Geoghegan asked the Minister for Education and Youth the total spending on programmes targeting educationally disadvantaged schools in 1997, 2002, 2007, 2012, 2017, 2023 and 2025; the amount of this which is the provision of extra teachers as distinct from other supports; and if she will make a statement on the matter. [30089/26]
View answerThe DEIS programme is the departments key policy for addressing educational disadvantage, providing a range of targeted supports to schools, including additional teaching posts, enhanced capitation, home school community liaison (HSCL) services and School Competition Programme (SCP) supports.
The department invests over €180 million annually which provides additional supports to almost 1,200 schools, benefitting over 250,000 students.
In budget 2026, funding was provided for the introduction of the DEIS Plus scheme, with an allocation of €16.5 million in 2026, increasing to €48 million in 2027. This represents a significant enhancement of overall investment in DEIS supports. This brings the overall investment in DEIS supports to €196.5m for 2026 and to €228m from 2027.
Expenditure on DEIS is not allocated under a single discrete budget line, as supports are delivered across a number of programme areas within the department’s vote including teacher allocations, capitation funding, HSCL services, the SCP and other targeted measures.
Over the period in question, there has been continued investment in these supports for schools, including the expansion of DEIS in 2022 and the implementation of the DEIS Strategy to 2035, including the introduction of the DEIS Plus scheme.
551. Deputy James Geoghegan asked the Minister for Education and Youth the total spending on programmes targeting children with special education needs in 1997, 2002, 2007, 2012, 2017, 2023 and 2025; the amount of this which is the provision of extra teachers as distinct from other supports; and if she will make a statement on the matter. [30090/26]
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 information requested by the Deputy is currently being prepared and the available information will be forwarded to the Deputy's office as soon as it is compiled.
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 achieve their full potential.
