Written Answers Nos. 544-563
544. Deputy Emer Currie asked the Minister for Education and Youth the status of the opening of a special class (details supplied) sanctioned on 12 January 2026; whether funding has been provided to launch this class [38997/26]
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 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.
In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
546 new special classes have been sanctioned to date, including 47 inclusive special classes. Further new special classes expect to 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.
My department is currently examining the matter referred to by the Deputy. My officials will be in contact with the school authority shortly regarding this matter.
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.
545. Deputy Carol Nolan asked the Minister for Education and Youth the projected number of new special classes to be established in 2026 under the revised estimates; the number of applications currently outstanding for special class places in her constituency; when all children with special educational needs will have access to appropriate placements; and if she will make a statement on the matter. [38999/26]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
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.
In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand. 546 new special classes have been sanctioned to date, including 47 inclusive special classes. Further new special classes expect to 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.
Enrolments to individual schools are managed by a school’s board of management.
Parents may apply to enrol their child in a school of their choosing. Enrolments to schools are a matter for each board of management and parents apply directly to schools, therefore, the information requested by the Deputy is held at a local level.
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.
546. Deputy Carol Nolan asked the Minister for Education and Youth to provide the breakdown of the €1.547 billion capital allocation for school infrastructure in 2026, by county; the number of large-scale building projects planned for rural counties; and if she will make a statement on the matter. [39000/26]
View answerSince 2020, my department has invested over €6.9 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation.
Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
The NDP Implementation Plan for the Education and Youth sector along with the first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. This NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
The NDP Sectoral Investment Plan 2026–2030: Education and Youth set out the department’s approach to prioritised investment in school infrastructure. A County-by-County breakdown of funding and projects can be accessed at this link: NDP Sectoral Investment Plan 2026–2030: Education and Youth
The current status of all projects is set out under item number ten at the following link (www.gov.ie) This updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.? Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities.
547. Deputy Carol Nolan asked the Minister for Education and Youth the estimated cost of the EU Presidency allocation of €4.217 million in the 2026 Education Vote; the specific education-related events that are planned; whether this represents value for money for the taxpayer; and if she will make a statement on the matter. [39001/26]
View answerAt this time, my Department is planning for the following events to be held in Ireland during the period in which we will hold the EU Presidency:
• EU High level Group on Education and Training - this will focus on the ongoing work under the European Education Area Strategy.
• EU Youth Conference - the theme will focus information and constructive dialogue and the revision of the Youth Goals
• EU Director Generals for Youth - this meeting will likely focus on development of the new EU Youth Strategy
• Informal meeting of EU Education Ministers - this meeting will discuss key challenges across EU education and training systems.
• EU Directors -General for Schools, DG School - this meeting will focus on the theme of Strengthening Wellbeing, Skills, and Achievement.
• EU Presidency Conference on Digital/AI in Education - this will focus on the challenges and opportunities in digital/AI across the EU.
• EU Standing Group on Indicators and Benchmarks - this meeting will discuss common issues facing Member States in establishing and monitoring indicators and benchmarks in education.
My Department operates in accordance with the rules on budgetary management, securing value for money and public procurement on an ongoing basis.
548. Deputy Carol Nolan asked the Minister for Education and Youth the reason for the reduction in the number of school building projects completed in recent years as set out in her Department’s Vote performance indicators; the actions she is taking to accelerate delivery of new school buildings and avoid further delays for pupils in temporary accommodation; and if she will make a statement on the matter. [39002/26]
View answerThe Department of Education and Youth has a very strong track record of capital delivery with over 1,400 Large Scale, Additional Accommodation and Modular school building projects completed since 2020, along with over 4,000 small-scale improvement works to meet priority maintenance and advance energy efficiency and climate goals. We have 260-300 projects under construction at any one time. It is envisaged that works will be taking place at over 1,000 of our 4,000 schools during 2026. This includes projects already at construction, large-scale project roll-out, other extension projects, repurposing works for special classes, the Climate Action Summer Works Scheme and the Climate programme. This represents about 25% of the school estate.
Since 2020 the Department has invested over €7.7 billion in capital funding, of which over €6.9 billion has been invested in the School Building Programme. This investment has delivered real benefits for school communities.
My Department published its NDP Sectoral Investment Plan for Education and Youth in January 2026, with an allocation of €7.55 billion over the period 2026 to 2030. This plan places a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs. A first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. Prioritisation will continue to identify further tranches of projects to proceed to tender and construction over the NDP period, with stakeholder consultation to commence in June 2026 and the next tranche of projects to be published in Q4 2026/Q1 2027. Our NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
Under the previous National Development Plan (NDP) and Vote 26 (Education) performance targets, the Department of Education operated an official baseline target of delivering between 150 to 200 completed school building projects per year which the Department achieved each year. Moving into the new 2026–2030 NDP cycle, the indicator shifts to focus on the rollout of 300 projects currently active at construction (the majority expected to complete between 2026 and 2027) alongside a new priority list of 105 newly sanctioned school building projects.
549. Deputy Carol Nolan asked the Minister for Education and Youth if the Revised Estimates include any specific ring-fenced funding to support small rural schools facing enrolment pressures or potential closure; if she will commit to protecting the viability of rural schools; and if she will make a statement on the matter. [39003/26]
View answerThe Government understands and recognises the value that small schools play in their communities and wishes to support schools to continue in this important role.
Delivering on the Programme for Government commitment to introduce a new national small schools’ project for all small primary schools, of which there are approximately 1,300, is an important element of achieving this aim.
The pilot small schools project has run since 2021 providing an opportunity for 26 small schools in six clusters to trial new ideas to support the sustainability of small schools in the longer term.
To date the department has provided funding through an innovation fund that has cost €195,000 towards the pilot. Other associated costs such as substitutional cover and retained posts are estimated to cost in the region of €1 million for the duration of the current pilot project.
A final evaluation of the project is commencing shortly and is expected to be completed by the year end.
This evaluation is an important feature of the pilot project, as learnings from the final evaluation will form the basis of developing a new plan to support the sustainability of small schools and to give effect to implementing the Programme for Government commitment.
The staffing schedule is an allocation mechanism that uses enrolment bands to determine the number of classroom teaching posts allocated to a school. This is a long-standing arrangement for allocating teaching posts to our primary schools in a fair and equitable way based on their respective enrolment. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally, irrespective of location.
Schools are currently allocated mainstream teaching posts on an average basis of 23 pupils for every one teacher. This is the lowest ratio level ever seen.
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
It is acknowledged that, overall, the number of children enrolled in primary schools across the country is declining, although some areas experiencing population growth remain exceptions to this trend. This demographic change has implications for teacher numbers at school level.
In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio shows the ratio of pupils to teachers improve from 16:1 to 12.8:1.
In addition to the reductions in the teacher allocation ratio, a three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
In the case of small schools, the schedule provides particularly favourable retention thresholds. For example, a small school may retain it's second mainstream teaching post with as few as 11 pupils, it's third post at 45 pupils, and it's fourth post at 75 pupils.
550. Deputy Emer Currie asked the Minister for Education and Youth the number of special classes launched in Dublin 15 in 2025 at primary school level, broken down per school; the number of places made available to students already enrolled in the school; the number of places made available externally, in tabular form; and if she will make a statement on the matter. [39013/26]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE publishes the list of special classes in mainstream schools on its website www.ncse.ie. The NCSE’s published list indicates that 407 new special classes were established for the 2025/2026 school year, 291 at primary level and 116 at post-primary level.
Of the new special classes established in mainstream primary schools for the 2025/2026 school year, 81 are located in County Dublin. Ten of these are in mainstream primary schools within the Dublin 15 postal district.
|
School Roll Number |
Local School Name |
Number of new special classes established for the 2025/26 school year |
|
18046A |
Scoil Bhríde Buachaillí |
1 |
|
18047C |
Scoil Bhríde Cailíní |
1 |
|
18778S |
St Mochta's Clonsilla |
2 |
|
19470S |
St Francis Xavier Senior School |
2 |
|
19545A |
St Patrick's Junior School |
1 |
|
19605P |
Blakestown Junior School |
1 |
|
19755L |
Sacred Heart of Jesus NS Huntstown |
1 |
|
20394M |
Gaelscoil An Chuilinn |
1 |
All ten of the new special classes in mainstream primary schools within the Dublin 15 postal district for the 2025/2026 school year were established as autism special classes. Each autism special class at primary level is allocated 1 teacher and 2 Special Needs Assistants to provide for six children and young people.
Each school prepares and publishes their own admissions policy and runs their own admissions process in line with the Education (Admissions to Schools) Act 2018. The published admission policy sets out the selection criteria for admission to school. The annual admission notice sets out the number of places that are available and the timeline for accepting and processing applications for admission.
According to information provided through the Eircode system and the An Post addressing guidelines, the routing key D15 is assigned to the geographic area corresponding to the traditional Dublin 15 postal district. All addresses, including school addresses, located within the traditional Dublin 15 postal district are issued Eircodes beginning with the routing key D15. Schools with an Eircode beginning with the routing key D15 are classified as being located within the traditional Dublin 15 postal district for the purposes of this response.
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.
551. Deputy Emer Currie asked the Minister for Education and Youth the number of special classes launched in Dublin 15 in 2025 at secondary school level, broken down per school; the number of places made available to students already enrolled in the school; the number of places made available externally, in tabular form; and if she will make a statement on the matter. [39014/26]
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) publishes the list of special classes in mainstream schools on its website www.ncse.ie. The NCSE’s published list indicates that 407 new special classes were established for the 2025/2026 school year, 291 at primary level and 116 at post-primary level.
Of the new special classes established in mainstream post-primary schools for the 2025/2026 school year, 22 are located in County Dublin. Five of these are in mainstream post-primary schools within the Dublin 15 postal district.
|
School Roll Number |
Local School Name |
Number of new special classes established for the 2025/26 school year |
|
70081V |
Rath Dara Community College |
2 |
|
76062B |
Castleknock Community College |
2 |
|
76574F |
Eriu Community College |
1 |
All five of the new special classes in mainstream post-primary schools within the Dublin 15 postal district for the 2025/2026 school year were established as autism special classes. Each autism special class at post-primary level is allocated 1.5 teachers and 2 Special Needs Assistants to provide for six children and young people.
Each school prepares and publishes their own admissions policy and runs their own admissions process in line with the Education (Admissions to Schools) Act 2018. The published admission policy sets out the selection criteria for admission to school. The annual admission notice sets out the number of places that are available and the timeline for accepting and processing applications for admission.
According to information provided through the Eircode system and the An Post addressing guidelines, the routing key D15 is assigned to the geographic area corresponding to the traditional Dublin 15 postal district. All addresses, including school addresses, located within the traditional Dublin 15 postal district are issued Eircodes beginning with the routing key D15. Schools with an Eircode beginning with the routing key D15 are classified as being located within the traditional Dublin 15 postal district for the purposes of this response.
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.
552. Deputy Emer Currie asked the Minister for Education and Youth the number of special classes launched in Dublin 15 in 2026 at primary school level, broken down per school; the number of places made available to students already enrolled in the school; the number of places made available externally, in tabular form; and if she will make a statement on the matter. [39015/26]
View answer553. Deputy Emer Currie asked the Minister for Education and Youth the number of special classes launched in Dublin 15 in 2026 at secondary school level, broken down per school; the number of places made available to students already enrolled in the school; the number of places made available externally, in tabular form; and if she will make a statement on the matter. [39016/26]
View answerI propose to take Questions Nos. 552 and 553 together.
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.
A list of all mainstream and special schools is available on my department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE [website] (www.ncse.ie/special-classes).
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.
In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
546 new special classes have been sanctioned to date, including 47 inclusive special classes. 355 are being established in primary schools and 191 in post-primary schools. New special classes are being established in every county with 128 new special classes confirmed for Dublin so far. Further new special classes expect to 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.
Under the Education Act, 1998 each school must publish an Admissions Policy and an Annual Admissions Notice. The published admission policy sets out the selection criteria for admission to school. The annual admission notice sets out the number of places that are available and the timeline for accepting and processing applications for admission.
This information should be published on the school’s website and be available on request by contacting the school directly.
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.
554. Deputy Emer Currie asked the Minister for Education and Youth the number of special classes launched in Dublin 15 in 2024 at primary school level, broken down per school; the number of places made available to students already enrolled in the school; the number of places made available externally, in tabular form; and if she will make a statement on the matter. [39017/26]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE publishes the list of special classes in mainstream schools on its website www.ncse.ie. The NCSE’s published list indicates that 408 new special classes were established for the 2024/2025 school year, 289 at primary level and 119 at post-primary level.
Of the new special classes established in mainstream primary schools for the 2024/2025 school year, 48 were located in County Dublin. Seven of these were in mainstream primary schools within the Dublin 15 postal district
|
SRN |
Local School Name |
Number of new special classes established for the 2024/25 school year |
|
18047C |
Scoil Bhríde Cailíní |
1 |
|
19601H |
Mountview JNS |
1 |
|
19644C |
St Ciaran's NS Hartstown |
1 |
|
19694R |
Scoil Mhuire Senior School |
1 |
|
19850F |
Ladyswell National School |
2 |
|
20137P |
Mary, Mother of Hope NS |
1 |
All seven of the new special classes in mainstream primary schools within the Dublin 15 postal district for the 2024/2025 school year were established as autism special classes. Each autism special class at primary level is allocated 1 teacher and 2 SNAs to provide for six children and young people.
Each school prepares and publishes their own admissions policy and runs their own admissions process in line with the Education (Admissions to Schools) Act 2018. The published admission policy sets out the selection criteria for admission to school. The annual admission notice sets out the number of places that are available and the timeline for accepting and processing applications for admission.
According to information provided through the Eircode system and the An Post addressing guidelines, the routing key D15 is assigned to the geographic area corresponding to the traditional Dublin 15 postal district. All addresses, including school addresses, located within the traditional Dublin 15 postal district are issued Eircodes beginning with the routing key D15. Schools with an Eircode beginning with the routing key D15 are classified as being located within the traditional Dublin 15 postal district for the purposes of this response.
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.
555. Deputy Emer Currie asked the Minister for Education and Youth the number of special classes launched in Dublin 15 in 2024 at secondary school level, broken down per school; the number of places made available to students already enrolled in the school; the number of places made available externally, in tabular form; and if she will make a statement on the matter. [39018/26]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE publishes the list of special classes in mainstream schools on its website www.ncse.ie. The NCSE’s published list indicates that 408 new special classes were established for the 2024/2025 school year, 289 at primary level and 119 at post-primary level.
Of the new special classes established in mainstream post-primary schools for the 2024/2025 school year, 21 were located in County Dublin. Three of these were in mainstream post-primary schools within the Dublin 15 postal district.
|
SRN |
Local School Name |
Number of new special classes established for the 2024/25 school year |
|
68306H |
Edmund Rice College |
2 |
|
91315O |
Scoil Phobail Chuil Mhin |
1 |
All three of the new special classes in mainstream post-primary schools within the Dublin 15 postal district for the 2024/2025 school year were established as autism special classes. Each autism special class at post-primary level is allocated 1.5 teachers and 2 SNAs to provide for six children and young people.
Each school prepares and publishes their own admissions policy and runs their own admissions process in line with the Education (Admissions to Schools) Act 2018. The published admission policy sets out the selection criteria for admission to school. The annual admission notice sets out the number of places that are available and the timeline for accepting and processing applications for admission.
According to information provided through the Eircode system and the An Post addressing guidelines, the routing key D15 is assigned to the geographic area corresponding to the traditional Dublin 15 postal district. All addresses, including school addresses, located within the traditional Dublin 15 postal district are issued Eircodes beginning with the routing key D15. Schools with an Eircode beginning with the routing key D15 are classified as being located within the traditional Dublin 15 postal district for the purposes of this response.
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.
556. Deputy Ryan O'Meara asked the Minister for Education and Youth if an applicant’s (details supplied) forms under the Supports for Survivors of Residential Institutional Abuse Act 2025 which were submitted in March 2026, have been received and processed; when they can expect further correspondence on the matter; and if she will make a statement on the matter. [39033/26]
View answer557. Deputy Ryan O'Meara asked the Minister for Education and Youth when an applicant (details supplied) will receive their specific medical card under the Supports for Survivors of Residential Institutional Abuse Act 2025; and if she will make a statement on the matter. [39034/26]
View answerI propose to take Questions Nos. 556 and 557 together.
The applicant concerned was informed directly by the Department on 14 May that their application had been processed by the Department and that their information had been shared with the HSE.
While it is an operational matter for the HSE, I understand that the HSE has begun issuing the new medical cards to survivors and I would expect that the HSE will be in contact with the applicant directly very soon.
558. Deputy Mark Ward asked the Minister for Education and Youth if she will report on the teacher allocation for a school (details supplied) for the upcoming year; the reason this decision was made; if the reduction in teacher numbers can be reviewed; and if she will make a statement on the matter. [39035/26]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The enrolment of the school referred to fell below the required threshold for the retention of the 14th class teacher.
The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The Appeals Board operates independently of the Department and its decision is final.
559. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth the steps being taken to address the shortage of primary school places in a school (details supplied); the measures that are available to support families who cannot access a local school place for their children; and if she will make a statement on the matter. [39067/26]
View answerMy 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.
Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some students not obtaining a place in the school of their first choice.
In accordance with the provisions of the Education (Admission to Schools) Act 2018, schools are required to clearly set out their selection criteria in their admission policies. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the school’s admission policy.
Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed. An appeal may be made under Section 29 (1)(c)(ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child.
TESS can be contacted at 01-7718500 (tessinfo@tusla.ie) for assistance. More information is available on their website on the following link: www.tusla.ie/tess/tess-ews/.
560. Deputy Malcolm Byrne asked the Minister for Education and Youth the measures in place to promote financial literacy in Irish schools. [39122/26]
View answerOpportunities to promote financial literacy are embedded throughout the Irish school curriculum from Primary, to Junior Cycle, and into Senior Cycle. This commitment is reflected in the National Financial Literacy Strategy 2025–2029, as well as in Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024–2033.
At primary level, the Primary Curriculum Framework (2023) identifies seven key competencies, including Being mathematical, which encourages children to apply mathematical thinking in real world situations. The redeveloped Primary Mathematics Curriculum (2023) strengthens this further by including Money as a standalone strand unit. This allows children to gradually build their understanding of money, its value, its uses, and how to work confidently with notes and coins in meaningful contexts.
In the Junior Cycle, financial literacy is explicitly highlighted in Statement of Learning 14 of the Framework for Junior Cycle, which focuses on students making informed financial decisions and developing strong consumer skills. The eight key skills of Junior Cycle, including being numerate, being literate, setting personal goals, and making considered decisions also contribute directly to financial literacy. Subjects including Mathematics, Business Studies, Home Economics, and the Level 1 and Level 2 Learning Programmes for students with general learning disabilities provide structured opportunities for students to deepen their financial knowledge and skills.
The redeveloped Senior Cycle, places a strong emphasis on key student competencies, including those linked to financial literacy. A Transition Year micro module on financial literacy, developed by the NCCA, supports students in exploring their own financial habits and understanding the importance of being financially informed.
Within Leaving Certificate subjects, financial literacy continues to be strengthened. The revised Leaving Certificate Business specification helps students understand how business connects to their own lives while building financial and business literacy. The draft specification for Leaving Certificate Home Economics includes Family Resource Management, where students learn about consumer empowerment, decision making, and managing household finances. The redevelopment of the Mathematics and Accounting specifications will further enhance students’ numeracy and financial literacy skills.
Finally, the new specification for Life, Community and Work (formerly LCVP) supports students in preparing for life beyond school. Through its two modules, Me and My Future and Community and Work, students learn how to make informed decisions as they plan for their future pathways.
561. Deputy Duncan Smith asked the Minister for Education and Youth if her attention has been drawn to Ukrainian school children due to sit Junior Certificate exams in June (details supplied); and if she will make a statement on the matter. [39327/26]
View answerIn 2022, in response to the war in Ukraine, my department established REALT (Regional Education and Language Teams) to assist children and young people who arrived from Ukraine, to enrol in schools. Each team has a REALT coordinator, and they assist families who arrive from Ukraine.
Officials in my department are aware of the case referred to by the Deputy and contacted the relevant REALT coordinator regarding this case. Efforts are underway to confirm a school placement for this student in the new location referred to by the Deputy should their family choose to move there. Once the intentions of this student's family are confirmed, the State Examinations Commission will arrange a school transfer to facilitate the student to sit their examinations in a school in the new location, if required.
The accommodation arrangements for families from Ukraine fall under the remit of my colleague, the Minister for Justice, Home Affairs and Migration. Officials in my department continue to engage with officials in his department to minimise the disruption to children’s education arising from proposed relocations.
562. Deputy Michael Healy-Rae asked the Minister for Education and Youth the status of a special class (details supplied); and if she will make a statement on the matter. [39427/26]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
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.
In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
546 new special classes have been sanctioned to date, including 47 inclusive special classes. 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.
Of the 546 new special classes, 355 are being established in primary schools and 191 in post-primary schools. New special classes are being established in every county with 17 for Kerry so far.
Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school.
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.
563. Deputy Sean Fleming asked the Minister for Education and Youth to outline the situation regarding the provision of spaces in school for children with Down syndrome; if they are included in the configuration for special classes or are they included in mainstream classes or can they go on an inclusive basis between the special class and the mainstream; and if she will make a statement on the matter. [39428/26]
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 promotes that students will be supported to receive an education in the most inclusive setting possible.
The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.
My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
Classes are established under a particular designation of student need, e.g., Mild/Moderate/Severe to Profound Learning Disability or for particular conditions e.g. Autism or Deaf/Hard of Hearing. Enrolment into these classes is closely linked to its designation. This ensures that these classes continue to meet the needs of the students for which they were intended and for this reason, a diagnosis and/or professional report is required in order for students to be enrolled.
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.
In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
546 new special classes have been sanctioned to date, including 47 inclusive special classes. More new special classes will be confirmed in the coming weeks.
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.
