Written Answers Nos. 572-592
572. Deputy Ciarán Ahern asked the Minister for Education and Youth the grants available to parents for the purchase of laptops for students given the increasing adoption of modern technologies in teaching methods; whether funding is being made available to schools for the purchase of laptops; and if she will make a statement on the matter. [30286/26]
View answerDeputy, to be clear from the outset, the Digital Strategy for Schools to 2027, the departments strategy on ICT in schools, does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, it is concerned with the deeper embedding of digital technologies in education, to develop digital literacy and competency, critical thinking, and enhance collaborative learning. it is not merely about replacing physical textbooks and resources with digital versions accessed via a digital device.
Through the digital strategy, schools are directly funded for ICT and have autonomy to determine which infrastructure and devices (including tablets or laptops) are implemented, in line with their Digital Learning Plans. Schools must also have acceptable usage policies in place and may use ICT funding to support new curricula and assessment.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via loan schemes) where required.Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families. However, there is no dedicated funding stream for one-to-one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.
It should be noted that under the Education Act, the Boards of Management of Schools have responsibility for the day to day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Management before a decision is made.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. A number of measures are in place to support educators and parents, as part of my department’s ongoing commitment to reduce financial pressure on families and ensure every student is supported to succeed. This includes an instruction from my department to schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier - wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.). Schools should also provide a full list of required items, with guidance on best-value options. Circular 32/2017 sets out the measures to be adopted by schools to reduce the cost of school uniforms and other costs.
Under the Digital Strategy for Schools to 2027, some €200 million has been committed through the National Development Plan for school ICT, with around €170 million already allocated to schools. The most recent tranche of the ICT Grant €35 million which issued to schools in January 2026. Funding is provided through annual ICT grants based on a flat-rate per school and a per-student amount, and must be used for ICT infrastructure, including networks, classroom technology, software and shared student devices. To provide certainty for schools, the ICT grant payment timeline has been standardised, with payments now scheduled for the December/January period each year.
Additionally, to assist schools, the OGP, ASERIA (formally HEAnet), as well as my Department, have established a number of frameworks of providers of digital devices including tablets, pcs and laptops, with appropriate specifications, agreed pricing, and levels of service, as well as providing framework management. Schools are encouraged to avail of these frameworks which will enable them to comply with procurement requirements and achieve agreed, transparent, pricing.
573. Deputy Ryan O'Meara asked the Minister for Education and Youth for an update on the ongoing negotiations with school secretaries and caretakers; and if she will make a statement on the matter. [30290/26]
View answerSchool secretaries and caretakers are at the heart of the school and are the key interface between students, parents, school leaders, and other staff. Without them, our schools would be unsustainable. In supporting these vital school staff members, we also support the school community as a whole.
My Department has been engaging with Fórsa and the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation over the past number of months under the auspices of the Workplace Relations Commission in relation to a number of claims, including a claim for a comparable pension entitlement.
The matter was referred to the Labour Court. The parties remain in process, and my department remains committed and ready to engage with Fórsa to reach a resolution on this important matter. As with any industrial relations process, where engagement is sensitive and complex, the matters under discussion are confidential until this process concludes.
575. Deputy Catherine Ardagh asked the Minister for Education and Youth when schools and parents can expect a determination to issue on applications submitted for an additional year at senior cycle for students who have reached the age of 18 years-of-age; the timeframe within which such applications are assessed; and if she will make a statement on the matter. [30318/26]
View answerThe process of repeating of a year of Post-Primary Level Education is governed under Circular M02/95.
Under this Circular school management have delegated authority, within defined limits, to permit students to repeat a year at Post Primary level. Application should be made by the parents/guardian of a student directly to the school authorities, citing the reasons for the application to repeat the year. The school authorities may then consider the case in conjunction with the criteria set out in the Circular M02/95 and reply directly to the parents/guardian.
576. Deputy Naoise Ó Muirí asked the Minister for Education and Youth whether her Department has considered reducing the Professional Master of Education from two years to one year in light of current teacher shortages; and if she will make a statement on the matter. [30344/26]
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.
There are more qualified teachers than ever working in Ireland. As of November 2025, there are over 75,000 teachers employed in Irish schools, including 34,600 at post-primary level, 39,300 at primary level and 1,870 in special schools. This analysis found that just 0.7% of allocations (247 posts) in post-primary and 2.5% of allocations (996 posts) in primary were unutilised.? Few teachers resign, with less than 3% of the teaching workforce resigning or retiring annually from contracted teaching posts.
Teaching is an attractive profession, and there are a significant number of newly qualified teachers graduating annually. Over 3,600 newly qualified teachers registered with the Teaching Council in 2025 and CAO data shows a consistent demand for undergraduate ITE programmes. Salaries are competitive, currently starting at €45,379 (primary) and €46,948 (post-primary) and rising to €85,411 under the current pay deal.
Changes to the duration and content of initial teacher education programmes were made in response to recommendations in the National Strategy to Improve Literacy and Numeracy among children and Young People 2011-2020. What had been the ‘H-Dip’ of 18 months at primary and 1 year at post-primary became the two-year Professional Master of Education for both. The standards were arrived at following extensive research and consultation with regard to the programme that would be required in order to develop the skills, knowledge, understanding, and professional values expected of newly qualified teachers.
The extended duration allows for substantial periods of school placement and a number of mandatory elements in all programmes (eg: literacy and numeracy/ ICT in teaching and learning/Inclusive and Global Citizenship Education). These standards were recently updated by the Council in Céim (2020) which reaffirms that post-graduate ITE programmes shall be a minimum of two years’ duration.
While there are currently no plans to reduce the current duration of the postgraduate ITE programmes, the Department’s ongoing approach is to continue to develop and implement measures to improve the availability of teachers.
These include improving tenure for teachers; teachers taking up their first contract in a viable post will be eligible for a permanent position after one year, subject to successful re-appointment through a competitive process.
New regulations now allow teachers who qualified overseas to complete their induction in Ireland and incremental credit is also available to teachers returning from abroad, depending on the teaching experience gained.
Budget 2025 introduced a €2,000 annual bursary for student teachers in STEM fields (including maths, chemistry, physics, biology, computer science and engineering) during the final two years of their undergraduate teacher education, with a requirement to complete at least 2 years of post-qualification teaching in a recognised post-primary school.
In addition, free upskilling programmes for teachers are offered in high-demand subjects: Irish, French, politics & society, and computer science, maths, physics, and Spanish. These flexible programmes boost teachers’ employment opportunities while addressing subject-specific teacher shortages.
A project focused on strategic workforce planning for teachers in Ireland, led by UNESCO and supported by the EU Commission, is developing recommendations for addressing the main factors affecting teacher supply in Ireland. These recommendations will form the basis for the development by my Department of a strategic plan for the teaching workforce in Ireland.
Increases in teaching posts have outpaced student population growth in both primary and post-primary schools. Since 2018/2019, there has been an increase of 15% in teaching posts at primary and 20% at post-primary.
Budget 2026 has seen an increase of 1,042 teacher posts, including 860 additional teachers working across various Special Educational Needs settings.
I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
577. Deputy Darren O'Rourke asked the Minister for Education and Youth following comments by the Taoiseach (details supplied), to outline the original number of teachers that were to be provided, and the additional number provided for in this announcement; the original number of special needs assistants that were to be provided, and the additional number provided for in this announcement; and the number of applications referenced by the Taoiseach; and if she will make a statement on the matter. [30345/26]
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 NCSE has verified that 7,860 children and young people notified to them by 1 October 2025 meet the requirements for a special class or special school place for the 2026/2027 school year. Further children have come forward after this date, and this will continue right up to September 2026.
Approximately 7,000 of the 7,860 children and young people have a diagnosis of autism. There are generally an adequate number of available places for children and young people with other diagnosis. The focus therefore continues to be on providing new places for children and young people with autism.
That data continues to be reviewed and analysed by the NCSE, who continue to engage with families. It is the experience of the NCSE that some families who contacted them may decide not to apply for a special education place. This may be where a place is not in a particular school of choice of where a student is already being supported appropriately in their existing school.
Data available to the NCSE shows that approximately 75% of the children and young people who came forward by the 1 October deadline are already enrolled in school. Nearly 1,400 are younger pre-school children.
As in previous years, the priority group for access to specialist placements for 2026/27 school year are for those without a school place namely:
• Younger children moving into primary school,
• children moving from primary to post primary school, and
• children without a school place such as those moving from one area to another or where a previous placement has broken down.
Budget 2026 initially provided for 3,000 new places. There are over 2,500 places also available through the normal annual movement of students from primary to post-primary and finishing school. The funding approved by Government last week will allow us to provide further new special class and special school places over and above the 3,000 new places already budgeted for.
This work continues and new special classes will continue to be confirmed over the coming weeks. Each of these new special classes will be allocated 1 teacher (1.5 teachers at post-primary) and 2 special needs assistants (SNA)s.
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.
578. Deputy Eoin Hayes asked the Minister for Education and Youth the views of parents of early years children; and if she will make a statement on the matter. [30347/26]
View answer579. Deputy Eoin Hayes asked the Minister for Education and Youth the views of parents whose children currently attend multi-denominational schools; and if she will make a statement on the matter. [30348/26]
View answer580. Deputy Eoin Hayes asked the Minister for Education and Youth the criteria used to decide which responses from the National Primary School Survey were included in the reported outcomes; and if she will make a statement on the matter. [30349/26]
View answer581. Deputy Eoin Hayes asked the Minister for Education and Youth if she will commit to releasing the full dataset, or a more detailed breakdown of responses, of the National Primary School Survey; and if she will make a statement on the matter. [30351/26]
View answerI propose to take Questions Nos. 578, 579, 580 and 581 together.
On 4 November 2025, my department published a 'Framework and action plan for delivery of increased choice for parents on education provision at primary level'. The main focus of this framework and action plan was an online, school-specific survey. The survey ran from 4 November to 16 December 2025.
Through the survey, my department is obtaining clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).
The results of the survey will help my department to plan how education at primary level is provided.
As set out in the framework and action plan, initial high-level summary results are to be published in early 2026, with a Q2 2026 timeframe for the school-level data.
In line with this commitment, I recently announced the high-level national and county summary results in respect of the preferences of parents with children currently in primary school. My department is continuing its detailed analysis of the survey data and is preparing finalised school-specific reports. These school reports will also include the preferences of parents and guardians of children who are not yet in primary school and will be issued to all primary schools, including multi-denominational primary schools, in May. This is in line with the Q2 2026 timeframe that was previously stated by my department.
The preliminary national findings indicate that:
• Approximately 60% of parents in denominational schools wish to retain that ethos.
• Approximately 73% of parents in the 276 single-sex primary schools favour a move to co-education.
• Approximately 87% of parents in English-medium schools support maintaining English as the primary language of instruction.
While these figures provide a national overview, it is important to note that it is the preferences within each individual school community that will determine future direction. Demand for change, or continuity, will vary from school to school. A good response rate at individual school level will also be relevant in assessing the parental preferences.
582. Deputy Conor D. McGuinness asked the Minister for Education and Youth for an update on the application by a school (details supplied) for additional classroom spaces, which are urgently needed to accommodate the growing school population and increased demand for Gaelscoil education.; and if she will make a statement on the matter. [30391/26]
View answerAs the Deputy is aware, I have recently published the NDP (National Development Plan) Sectoral Investment Plan for the Education and Youth Sectors. 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. Two school projects in county Waterford were included in the 105 prioritised projects in the first tranche of projects to progress to tender or construction over the course of 2026 and 2027. This list of projects was prioritised from those projects in the department’s pipeline which were sufficiently advanced to enable them to go to tender or construction over the course of 2026 and 2027.
A department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects. This process will involve engagement with key stakeholders and individual schools.
The school's accommodation needs will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron. Once a decision has been made the school authority will be contacted directly.
583. Deputy Michael Healy-Rae asked the Minister for Education and Youth if any supports will be introduced for families due to the rise in school bus costs for the 2026/27 academic year; and if she will make a statement on the matter. [30401/26]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Demand for school transport has grown significantly, with the number of students using the scheme rising from over 120,000 in 2019 to 181,000 in 2025. More than 24,400 children and young people with special educational needs now use SEN transport services, an 82% increase since 2018, reflecting the Government’s commitment to supporting safe and reliable school transport for all eligible students.
A recent review of the School Transport Scheme found that having a fee helps make better use of resources and prevents seats on school buses from going unused, helping to protect and sustain the scheme for all families who need it.
The School Transport Scheme will remain heavily subsidised by the State, with over 92% of the overall cost covered. For the 2026/27 school year, a primary school ticket will cost the equivalent of 55 cent per school day, and a post-primary ticket will cost approximately 60 cent per school day. No family will pay more than €1.32 per day, regardless of how many children use the service. Transport will continue to be provided free of charge for eligible medical card holders and all eligible children and young people with special educational needs (SEN) using transport services.
The closing date for applications and payments or entering medical card details for the 2026/27 school year is Friday 08 May 2026 and payments/medical card details received after this date will be considered late and a service may be full to capacity at that stage.
584. Deputy Emer Currie asked the Minister for Education and Youth the main policy achievements of her Department since 22 January 2025; and if she will make a statement on the matter. [30475/26]
View answerI refer the Deputy to my response to PQ 23074/26 provided on 25 March 2026 which provided information on the significant achievement of my Department between January 2025 and 25 March 2026. Since that date, the following additional policy achievements of my Department are of note.
Special Education
Together with the Minister for Special Education and Inclusion, Michael Moynihan TD, I announced the sanctioning of 40 new special classes and 5 inclusive special classes for the 2026/27 school year. This will bring to over 432 the number of new special classes confirmed for the next school year. Five inclusive special classes have also been sanctioned as part of a new approach to supporting students with additional needs. The new approach allows students to learn mainly in mainstream settings while receiving targeted support in special classes, helping more children attend their local schools.
The establishment of four new special schools for the upcoming school year 2026/2027 was also announced. These are a vital step in ensuring that children and young people with special educational needs have access to the specialist supports and environment they need to thrive and reach their full potential. The four new special schools will be established through the repurposing of existing school accommodation and are in Balbriggan and Citywest in Co. Dublin, Bray in Co. Wicklow, and Monasterevin in Co. Kildare.
I announced a €2 million investment to expand training and supports for schools responding to behaviours of concern, with a clear focus on improving outcomes and experiences for children. These supports will enhance schools’ capacity to support children in distress, prioritising early intervention, de-escalation and wellbeing, while ensuring staff are equipped to respond safely and appropriately.
Digital
I was pleased to announce the establishment of a special taskforce to advise on the use of artificial intelligence (AI) in schools. The AI in Schools External Advisory Taskforce will support the Department in developing a coherent national approach to the safe, responsible and effective use of AI across the school system. Invitations for membership have issued to relevant stakeholders.
Climate Action
I was also able to confirm €500,000 in funding for ten youth-led climate justice projects as part of the Youth Climate Justice Fund. This measure is part of Government’s ongoing commitment to supporting young people to lead on climate change within their own communities.
585. Deputy Thomas Gould asked the Minister for Education and Youth whether any funding is available for low-cost full-scale productions of Leaving Certificate plays to ensure that all students have the opportunity to see these scripts as they were originally intended. [30532/26]
View answerEach year my Department advises schools of the list of prescribed texts for Leaving Certificate English for students entering fifth year. Requirements are different for students studying Higher Level and Ordinary Level. School authorities and teachers are asked to note that no specific text is compulsory, although at Higher Level one of the listed Shakespeare plays must be studied. There is no funding stream in my Department to support specific theatres or theatre companies in staging performance of any of these or other dramas.
However, the Deputy may wish to note that Leaving Certificate Drama, Film and Theatre Studies was introduced in September 2025 on a phased basis in a number of selected schools. The introduction of this new subject is being supported by a comprehensive package of supports. These supports include the provision of all the necessary technical resources such as cameras, lenses, and audio equipment necessary to teach the subject. All Phase One schools in the free education scheme receive an annual Implementation Support grant of €50 per student to support engagement with the new subject. Schools in the free education scheme have also received a once-off ICT grant of €6,000 to support the ICT requirements of the subject.
In relation to access for students to screened performances, a dedicated Drama, Film and Theatre Channel has been established with the Irish Film Institute (IFI) to allow registered teachers of Phase One schools free access in the classroom to prescribed material. Schools have also been provided with a free subscription to the Drama Online National Theatre Collection 2 in order to access prescribed materials.
586. Deputy Thomas Gould asked the Minister for Education and Youth the number of children in Cork currently entitled to a school place in September 2026 who have not yet received that place. [30534/26]
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. 432 have been sanctioned to date and 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. 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 55 for Cork 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.
587. Deputy Thomas Gould asked the Minister for Education and Youth the number of children in Cork who are entitled to special school transport who do not currently have access to this transport. [30535/26]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
As part of this operation, Bus Éireann manages the procurement tender process and contract management arrangements to include services provided by private contractors for both the mainstream and special educational needs (SEN) schemes.
In the current school year over 24,000 pupils are travelling on dedicated school transport services for children with special educational needs. This figure includes 2,728 pupils travelling on such services to schools in Cork.
Applications under the special educational needs scheme are currently received all year round. When the application has been processed by School Transport Section and it has been confirmed that the pupil is eligible for transport, it is sent to Bus Éireann. Bus Éireann assesses each application to identify the options available.
Where children can be facilitated on an existing service, applications are processed immediately, and arrangements put in place with families involved. Where a new service must be established there is a lead in period for this process that includes issues such as route design, procurement and vetting of contractors.
At the beginning of the 2025/26 school year, Bus Éireann reported that difficulties had arisen in sourcing contractors for services under the scheme. In some cases, these services were secured for the 2025/26 school year and due to reported driver/contractor unavailability at short notice, services could not commence as expected. In other cases, zero bids were received for a service, despite repeated efforts to procure one.
Transport challenges for SEN services have been concentrated in some parts of the country, particularly Dublin, Cork, Galway, Kildare and Meath.
As of 23 April 2026 there are circa 80 pupils who are sanctioned under the SEN scheme awaiting transport to Cork schools, which is around 3% of those approved for SEN transport in Cork.
I want to assure the Deputy and the families concerned that Bus Éireann is prioritising the arrangement of transport solutions for these pupils. It is worth noting that applications for SEN transport are accepted all year round, and are generally bespoke door to door transport arrangements, some are individual services depending on the exact pupil requirements. Over 7000 new applications for the SEN scheme have been received nationally for the current school year.
In such circumstances where there is no existing suitable service available to meet a child's needs, and while Bus Éireann are in the process of establishing the service for the child, the Department will offer an Interim Special Transport Grant (STG) to families of eligible children towards the cost of making private transport arrangements. This is based on the number of days attended from the date of application until a suitable service becomes available. Families can contact corkschooltransport@education.gov.ie if they require more information about the grant.
588. Deputy Thomas Gould asked the Minister for Education and Youth the amount paid out under the exceptional grant for parents of children entitled to special school transport who do not receive this transport in Cork, in each of the past five years, in tabular form. [30536/26]
View answerI wish to advise the Deputy the Exceptional Interim Grant relates to the mainstream school transport scheme. The grant payable under the scheme for pupils with special educational needs is known as the Special Transport Grant or STG.
The STG may be provided to families of eligible children or young people on either an interim or full time basis in situations including, but not limited to, the following:
• Bus Éireann cannot provide a transport service and a family is waiting on the commencement of the service.
• a child's or young person’s behavioural difficulties or medical needs are such as to make the provision of a transport service unsuitable.
• an escort is considered necessary, and the provision of such support is not available.
• the cost of establishing/maintaining a service is considered prohibitive.
The information cannot be provided in the manner requested by the Deputy. The Department does not retain the information broken down by counties as some children do not attend school in the county they reside. There is also no distinction between the processing of the STG on an interim or full time basis. While it’s not possible to provide the county breakdown, the total annual cost of the STG for the last 5 years nationally is between €2.9m and close to €4m per year.
589. Deputy Thomas Gould asked the Minister for Education and Youth if she will review a cut in SET hours for a school (details supplied). [30549/26]
View answerThis government is fully committed to supporting children 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 Special Education Teaching (SET) allocation model is a standardised allocation model that provides schools with additional teaching hours to support the identified and recorded teaching needs of students in mainstream classes. The mainstream class teacher has primary responsibility for the progress and care of all children in their classrooms, including children with additional learning needs.
The SET allocation model is a distribution model to ensure that the children with the greatest level of need in mainstream can get access to additional teaching support. It provides a transparent means of allocating Special Education Teaching (SET) resources to best meet the needs of children and to ensure consistency and equity in the system.
The SET allocation model distributes the total available number of Special Education Teaching posts in line with each school’s profile of need.
The model makes an allocation based on a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests (in the Primary school model) and Junior Cycle data (in the Post Primary model) to reflect levels of overall additional learning need in the schools. It also incorporates data on students who have been granted exemptions from tests as this indicates additional learning need is required by them. As all children and young people from disadvantaged areas may not attend a DEIS school, the model applies a small value to schools based on individual pupils Eircode and the HP deprivation index and this is to ensure that schools who are not in receipt of the additional DEIS resources are allocated resources to support their potential additional learning need.
This September, the SET support will grow again with more than 15,200 SETs working in mainstream classes in schools nationwide.
As is the case every year, where needs change resources follow with teaching hours moving to the schools where children need them most.
For any school that received a reduction in their allocation, this is due to changes in the profile of the school including demographic changes and enrolment reduction.
In the case of the school referred to by the Deputy, the learning needs profile of the school has reduced and this resulted in their SET Allocation being adjusted by 7.5 hours. The enrolment in the school has also reduced by over 9.97%, the school has an allocation of 172.5 additional teaching hours per week which is 7 full time SET Posts and 0.84 hours of a shared post.
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.
590. Deputy Barry Ward asked the Minister for Education and Youth the position regarding any work ongoing in relation to putting in place support mechanisms for children classed as twice exception that also have an advanced learning need (details supplied); and if she will make a statement on the matter. [30558/26]
View answerInclusive education is at the core of the department’s policy which requires differentiated teaching approaches to cater for the varying levels of ability in the classroom, from providing additional supports to those experiencing difficulty to ensuring appropriate levels of challenge and enrichment for exceptionally able students.
Under the section in the Programme for Government to support students with additional educational needs there is a commitment to introduce a specific programme to support students with exceptional abilities.
In 2007, the NCCA in conjunction with the United Kingdom’s Council for the Curriculum, Examinations and Assessment (CCEA) developed and published “Exceptionally Able Students - Draft Guidelines for Teachers”. These guidelines were never fully approved by the NCCA Council and their continued existence in draft form lessens their impact.
The Inspectorate has raised concern about provision for exceptionally able students in a number of its main publications together with commentary on the quality of teaching and learning in individual school reports.
To provide a coherent vision for provision in the short and longer term, the Department established an internal working group. The working group is jointly chaired by Special Education Section and the Curriculum and Assessment Policy (CAP) Unit.
The group has been tasked with, inter alia, to examine and develop best practice under the following 4 areas:
Scoping out existing supports for students with exceptional abilities.
Examining how other education systems provide for students with exceptional abilities.
Devising guidance for schools; Reviewing draft guidelines for teachers on meeting the needs of students with exceptional abilities published by the NCCA in 2007.
Developing a policy to support best practice in schools.
The Department is currently developing policy and best practice on a number of fronts. This includes new initiatives and pilots in a number of schools and education centres.
The Department is currently engaging with the Inspectorate, the NCSE, OIDE and parents to identify schools and teachers currently working with students with exceptional abilities to observe the practices and measures they are implementing to support the students.
The NCSE provides advisory support directly to schools who require support on an individual basis. It should be noted that NCSE previously provided a specific learning opportunity for schools and teachers interested in this area. However, it was dropped due to low take up.
OIDE, through their school support model provides bespoke supports to schools who have identified specific needs for gifted students and responds by facilitating collaborative conversations among staff as to how best to collectively support their students through a planned and coherent approach.
In addition, the new Junior Cycle Framework incorporates a modernised curriculum across all subjects and a balanced range of assessment modes that provides a learner experience appropriate to the needs of the 21st century. It provides students with learning opportunities that strike a better balance between learning knowledge and developing a wide range of skills and thinking abilities.
In April 2024 the Department commissioned a piece of research to review the education provision within the school system and childhood and care settings for students with exceptional abilities across a number of jurisdictions (UK, Finland, Canada and Australia). Dublin City University (DCU) successfully tendered for this research.
In November 2024 the completed report was submitted to the Department by DCU. The findings and the recommendations in the report are being considered by the internal working group in consultation with other sections and stakeholders including parents and students. These consultations will inform policy formulation and best practice going forward.
This working group has recently commenced engagement with the NCCA with a view to reviewing, updating and publishing the guidelines in line with current best practice at the earliest possible opportunity.
The Department is currently supporting a number of programmes to test best practice and to create a network of schools and education centres throughout the country that can provide support and advice for exceptionally gifted students in their region. These include:
Saibhriú:• This pilot programme, established in 2025 and funded through the Dormant Accounts Fund, will foster local collaboration between primary and post-primary schools to establish how they can most effectively work together to support the needs of students who are exceptionally able and gifted. The pilot has been extended for 2026.
Summer Course for Teachers: • The Department via Mayo Education Centre hosted a summer course for teachers in 2025. Plans are underway to extend this course in 2026.
Summer Programme for Students:• In Summer 2025 two schools were invited to participate in a summer programme for exceptionally gifted students in their locality. This programme is funded through the existing Summer Programme scheme and was, in addition to the summer programmes, running in the schools. It is proposed to extend this programme to an additional small number of schools for summer 2026.
591. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the research carried out by a person (details supplied) into the supports required by children classed as twice exceptional that also have an advanced learning need (details supplied); and if she will make a statement on the matter. [30559/26]
View answerThe Department is currently developing policy and best practice on a number of fronts.
To provide a coherent vision for provision of education to children classed as twice exceptional, the Department established an internal working group. The working group is jointly chaired by Special Education Section and the Curriculum and Assessment Policy (CAP) Unit.
In April 2024 the department commissioned a piece of research to review the education provision within the school system and childhood and care settings for students with exceptional abilities across a number of jurisdictions (UK, Finland, Canada and Australia). Dublin City University (DCU) successfully tendered for this research.
In November 2024 the completed report was submitted to the Department by DCU. The findings and the recommendations in the report are being considered by the internal working group.
I am not aware of the research by Dr Orla Dunne referred to in your question but I have asked the internal working group on Exceptional Abilities to consider this research and report back to me.
The Department is currently supporting a number of programmes to test best practice and to create a network of schools and education centres throughout the country that can provide support and advice for exceptionally gifted students in their region. These include:
Saibhriú:• This pilot programme established in 2025 and funded through the Dormant Accounts Fund will foster local collaboration between primary and post-primary schools to establish how they can most effectively work together to support the needs of students who are exceptionally able and gifted. The pilot has been extended for 2026.
Summer Course for Teachers; • The Department via Mayo Education Centre hosted a summer course for teachers in 2025. Plans are underway to extend this course in 2026.
Summer Programme for Students• ; In Summer 2025 two schools were invited to participate in a summer programme for exceptionally gifted students in their locality. This programme is funded through the existing Summer Programme scheme and was in addition to the summer programmes running in the schools. It is proposed to extend this programme to an additional small number of schools for summer 2026.
592. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to a letter sent to her office by a board of management of a school (details supplied); the actions she will take to address the concerns raised; and if she will make a statement on the matter. [30565/26]
View answerThe correspondence referred to by the Deputy has been discussed with the patron of the school and a response has also issued directly to the school principal.
The school referred is currently accommodated in the completed Cherrywood ETNS school building and in modular accommodation on an adjacent Minister-owned site pending delivery of the school’s permanent project on the Abilene site.
Following consultation and agreement with the school and its patron body, two additional mainstream classrooms and one Science Lab will be provided in modular accommodation to meet the requirements for the 2026/27 school year.
The Department continues to liaise with the school and its patron body in relation to progress and programme for delivery.
