Written Answers Nos. 564-583
564. Deputy Sean Fleming asked the Minister for Education and Youth to outline the situation regarding the provision of spaces in school for children with visual impairment, if they are included in the configuration for special classes; if not, if they are 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. [39429/26]
View answerThe Department of Education and Youth provides an extensive range of supports to assist pupils who are Blind or who have a Visual Impairment. The department's policy, which is provided for under Section 2 of the Education of Persons with Special Needs Act 2004, aims to ensure all children with special educational needs access appropriate education intervention in mainstream settings where possible.
My department is committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
The vast majority of students with special educational needs, including those with visual impairments, 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.
Students who have visual impairment and who are in mainstream classes at primary and post-primary level can access additional supports such as Special Education Teachers and Special Needs Assistant (SNA). Schools are advised to provide the highest levels of additional teaching support for those pupils with the highest levels of need, including pupils who may have severe levels of visual impairment. Other children who have visual impairment may attend special schools or classes, for which lower pupil teacher ratios are provided of 8:1. Currently there is a dedicated special school in Drumcondra and two special classes attached to a post-primary school, for children with greater levels of need who are blind or have a visual impairment.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. The visiting teacher service for the blind and visually impaired forms part of the NCSE support service for schools, and visiting teachers are now recruited, deployed and managed by the NCSE.
Currently, there are 16 full time visiting teacher posts and two NCSE Associates allocated across the NCSE. The visiting teachers are supported by teams of professionals and agencies such as ophthalmology services, speech and language therapists, low vision specialists, psychologists, early intervention teams and school staff. The NCSE Associates are experienced former visiting teachers who work as part-time associates with the NCSE.
The Department of Education and Youth also provides funding annually to Child Vision’s Reading Services, formerly National Braille Production, to provide all students with a registered visual impairment with transcriptions of educational material for primary and secondary schools, in both mainstream and special schools in Ireland.
Funding is also available to schools for specialised equipment for pupils who have visual impairment, under Circular 0010/2013, including Braille Equipment and Braille Keyboard
It is my priority that all of the resources and supports for children who are visually impaired are provided when they are needed, and we will continue to engage with NCSE and the relevant stakeholders on the provision of these supports.
565. Deputy Cathal Crowe asked the Minister for Education and Youth the criteria her Department used to identify schools for inclusion in the Pilot Scheme for Home School Community Liaison (HSCL); the reason that in urban areas such as Shannon, County Clare some schools were included in the pilot scheme whereas others, with an identical demographic of pupils in their catchment, were excluded; if there is any mechanism available to schools to be included in the pilot scheme for HSCL going forward; when she next expects to review the Pilot Scheme for HSCL; and if she will make a statement on the matter. [39435/26]
View answerAddressing educational disadvantage in all schools is a key priority for me as Minister for Education and Youth. A pilot project was recently introduced to extend Home-School-Community-Liaison (HSCL) provision to 130 schools that are in the DEIS Rural band and outside the DEIS programme. This pilot provides an important opportunity to trial the extension of this support to additional schools and to inform future policy development in relation to the scheme.
Schools included in the HSCL pilot project at this time are:
• DEIS Rural primary schools and urban primary schools not included in the DEIS programme that have the highest concentrations of children and young people at risk of educational disadvantage
• DEIS Rural primary schools and primary schools not included in the DEIS programme that have the highest proportions of children and young people from other countries and cultures
• Post-primary schools not included in the DEIS programme that have the highest concentrations of children and young people at risk of educational disadvantage and those with the highest proportions of children and young people from other countries and cultures
Other factors including operational clustering feasibility and regional capacity requirements were considered to ensure that the pilot project could be implemented at this time.
If a school has not been included in the recent HSCL pilot expansion it does not imply that educational disadvantage does not exist within its school community. The department recognises that some schools operate within complex local contexts and pressures which may not always be fully reflected in nationally available datasets used for pilot initiatives.
This pilot is provided in addition to the range of universal supports available to all schools to support children and young people at risk of educational disadvantage. These include:
• National Educational Psychological Service (NEPS) provides educational psychological service to all primary and post-primary schools and special schools to support the well-being, academic, social and emotional development of all learners.
• The Special Education Teaching (SET) allocation provides a unified allocation for special education support teaching needs to each school based on each school’s educational profile and also encompasses an element of English as an additional language (EAL) support allocation. Under this SET model, schools are frontloaded with resources to provide support immediately to those pupils who need it without delay.
• Free schoolbooks are provided to all children and young people in the free education system.
• Inspectorate support helps improve education provision for all children and young people. They promote best practice and school improvement by advising teachers, principals and boards of management in schools.
• Through the Department of Social Protection, the School Meals Programme provides regular, nutritious food to children to support them in taking full advantage of the education provided to them. The Hot School Meals Programme is available to all primary schools, meaning that approximately 3,700 schools and organisations and 682,000 children are now eligible for the Schools Meals Programme.
The implementation and outcomes of the HSCL pilot project will continue to be monitored and evaluated to inform future planning. Any future allocation of resources, including any potential further extension of the pilot, will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
566. Deputy Mairéad Farrell asked the Minister for Education and Youth if her attention has been drawn to the ongoing inequality of access to education for children living on Inishbofin island; if her Department will review the current transport arrangements and education supports for island children and ensure they provide genuine equality of access in practice; if she will ensure that existing supports adequately reflect the real costs and care requirements involved in educating children living on offshore islands; and if she will make a statement on the matter. [39441/26]
View answerUnder the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time are accommodated on school transport services where such services are in operation.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
The closing date for applications for the 2026/27 school year was Friday 08 May 2026. Bus Éireann has advised that at that date they had received two eligible applications from this area for the post primary scheme and no applications for the primary scheme. As there are not 10 eligible children in the area, it currently does not warrant the establishment of a new service under the terms of the scheme.
The purpose of the Remote Area Boarding Grant scheme is to give students who are disadvantaged because of their remoteness from schools an opportunity to attend school on the same basis as students not so disadvantaged.
The terms of this scheme are set out in Circular 16/2016 which is published on the Department’s website at: www.gov.ie/en/department-of-education/services/remote-area-boarding-grant/.
Under the terms of the scheme, a second-level school is a school which is recognised by the Department for the purpose of providing the prescribed certificate courses, which enters its students for the State examinations and is subject to inspection by the Department.
As per the circular above, the student “must be resident 4.8 km or more from a second-level school where suitable free second-level education is available and more than 3.2 km from a pick-up point on a transport service to such a school; and must be unable to obtain a place in a suitable second-level school within 25 km of his/her normal place of residence & should provide written confirmation of same”.
Students resident on offshore islands that do not have a school providing suitable free second level education may also qualify for assistance under the scheme.
For students requiring an Irish medium education the outlined criteria will be applied to the nearest second level school providing instruction through Irish.
The curriculum choices provided by a school (including the provision or otherwise of transition year) within 25 km of the applicant’s normal place of residence will not be a factor in the determination of eligibility for the award of a grant.
The maximum grant payable under the scheme may not exceed €4,947 per student per annum. The grant is payable after each school term to the school or parent/guardian, whichever is appropriate, subject to verification by the school that the student has been in full-time attendance for the period concerned and a statement of the annual maintenance charge for the boarding or lodging fees, whichever is applicable, is provided.
567. Deputy Paul Nicholas Gogarty asked the Minister for Education and Youth if her Department accepts that the Newcastle/Rathcoole/Saggart/Citywest area is experiencing significant pressure on school place capacity; if she will outline how a projected post-primary demand deficit of 691 places by 2028, as identified in records released under FOI Ref. DES-FOI-2026-0107, will be addressed in circumstances where key permanent school building projects are not expected to be completed until 2027 and 2028; the basis on which departmental projections for primary school intake in the area rely on a "no migration" assumption notwithstanding ongoing population growth and permitted residential development; whether these projections are currently under review; and if she will make a statement on the matter. [39452/26]
View answerMy department has a robust forward planning process which considers population and enrolment data.
Where demographic data indicates that additional provision is required, the aim to try and facilitate this, where possible, is by expansion of existing schools, rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040, for an increased emphasis on compact growth
New schools are only established in areas of demographic growth, as the resources available for school infrastructure must be prioritised to meet the needs of areas of significant population increase to ensure that every child has a school place.
My department conducts demographic analysis at both school planning area and settlement level. More granular analysis is carried out in areas encompassing both high growth urban settlement areas and a more rural hinterland.
The figure referred to by the deputy relates to a potential deficit in the area if an Irish Medium Post Primary school was located in the area as this model of school would draw pupils from a wider area. However, this doesn’t apply in the school planning area of Newcastle_Rathcoole.
The current enrolment of the two post primary schools in the Newcastle_Rathcoole represents 88% of the post primary school going population of the area. Post Primary school pupils living in this area attend post primary schools in other areas, also, such Tallaght and Celbridge. The demand for post primary places in this area is projected to increase in the coming years. There are capital projects, at construction, for both of these post primary schools, which will provide additional capacity, over 40% above the existing enrolment levels. This additional capacity will cater for the projected increased demand.
The building project for Coláiste Pobail Fóla is being delivered under my department’s Design and Build Programme. On completion, this campus project will deliver a new 1,000 pupil post-primary school and accommodation, including 6 classrooms, for children with special educational needs and a new 16 classroom primary school and accommodation, including 2 classrooms for children with special educational needs on the ETB-owned site at Fortunestown Lane.
The project is currently at Stage 4 - Construction. Works are progressing on site, with the project being delivered on a phased basis. The first phase, which includes the primary school and phase 1 of the post primary school, is expected to be completed in quarter 2 2026. The remaining phases of the post primary school are expected to be completed in 2027 and 2028 respectively.
My department will continue to liaise with the school and its patron body in relation to interim accommodation needs pending the delivery of the permanent school.
The large-scale project at Holy Family Community School Rathcoole includes the demolition of the existing school and the phased construction of a three storey 1,300 pupil community school with special education needs unit and PE hall.
The major building project for the school referred to is currently at an advanced stage of Architectural Planning Stage 4 – Construction.
This project is being delivered as part of the departments Traditional Programme.
Works commenced onsite August 2024 and is progressing well. Phase 1 was completed in February 2026 and is now occupied by the school. Phase 2 commenced in March 2026, and Phase 3 is expected to begin in Quarter 1 2027, with expected substantial completion in quarter 4 2027.
My department is satisfied that the delivery of these two projects will generate enough capacity to cater for all pupils living in the area.
My department will continue to liaise with South Dublin County Council in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
Zero migration projections form part of the overall demand projection model, as a baseline population profile. Full school place demand projections include for internal migration, informed by projected levels of housing completions.
568. Deputy Martin Daly asked the Minister for Education and Youth the steps being taken to ensure that summer provision is available to students with additional needs in schools where the programme has not operated in recent years; and the obligations that apply to schools in this regard. [39488/26]
View answerDetails of the 2026 Summer Programme were communicated to schools on the 6th May 2026. All schools, including those schools who have not operated a programme in recent years, have been offered the opportunity to run a Summer Programme for children with the most complex special educational needs and those at risk of educational disadvantage.
The Summer Programme is reliant on schools and their staff choosing to participate on a voluntary basis. To encourage participation, a range of supports and measures have been introduced. For special schools, these include a bespoke pilot programme, the appointment of a national coordinator, a shorter school day and additional grant funding. For all schools, supports include key leadership roles, higher personal rates of pay for staff, enhanced capitation funding, a transport grant and earlier processing of staff payments.
A key barrier to the participation of schools previously has been the availability of staff, particularly those experienced staff already working in the schools. In 2023, to maximise the use of the Summer Programme budget, teachers and SNAs working on the school-based scheme were paid a higher personal rate of pay. Consequently, my department saw a much larger number of schools taking part, particularly in primary schools.
Schools have also been given the flexibility to engage staff that are not employed in their schools. A staff portal is available on EducationPosts.ie for teachers and SNAs to register their interest in working on the programme in Special Schools. Student teachers and students in social care, various therapies, nursing and others, including early learning and childcare practitioners, are also able to register their interest in working on this year’s Programme.
In 2024, a new role of Student Teacher Placement in Special Schools was introduced to encourage student teachers to participate in the summer programme. Paid placements ran from the 3rd week in May to the end of the Programme, greatly benefitting schools during this busy period. Special Schools were able to recruit up to two student teachers (i.e. graduate teachers and/or final year PME student teachers), bolstering the capacity of schools to deliver the programme. This role is continuing again in 2026.
All of the supports and incentives introduced in recent years have been designed to increase participation by enabling schools to offer a Summer Programme. These measures have been aimed at maximising the number of children who can access a school-based programme, with a particular focus on ensuring that children with the most complex needs receive targeted support.
569. Deputy Martin Daly asked the Minister for Education and Youth the specific training required for post-primary teachers supporting students with additional educational needs; if additional training is being considered; and if she will make a statement on the matter. [39489/26]
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 Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016.
A range of options are available to teachers in regard to training opportunities in special education. These are provided within initial teacher education (ITE) programmes for student teachers and teacher professional learning (TPL) programmes for established teachers. The programmes provided include flexible on-line opportunities right through to funding for post-graduate programmes for special education teachers.
In addition, the National Council for Special Education (NCSE) offer full school support to all staff and provide support for teachers with training needs in special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training need.
A host of skills and teaching approaches are required every day by teachers in their classrooms. The NCSE support service is vital in this regard to ensuring teachers have the training needed to support all students to ensure no matter where a child is enrolled, they are supported and provided the opportunity to reach their full potential. It is open to any school who feels it has a training need to contact the NCSE and arrange training.
In 2025, my colleague, Minister McEntee, requested the Teaching Council to make it mandatory for all student teachers to undertake one mandatory school placement in a special education setting. This is a key development and should help to ensure newly qualified teachers have the necessary skills and experience to support students with additional needs.
Budget 2026 has provided funding to support the training in the area of special educational needs and my department and the NCSE are committed to looking at further options to enhance training and supports for teachers and special needs assistants.
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.
570. Deputy Martin Daly asked the Minister for Education and Youth if guidance is available to schools where parents privately engage occupational therapists to support a child’s learning needs; and if schools can access HSE or NCSE supported OT input directly. [39490/26]
View answerWhile the provision of clinical therapy supports to children is the responsibility of the HSE, it is this government’s ambition, and as outlined in the Programme for Government, to extend therapy supports within the education system, initially in special schools, and subsequently extending to schools with special classes and mainstream provision overtime.
My department is, and has been, actively working with the Department of Health, the Department of Children, Disability and Equality and the Health Service Executive to develop and strengthen more coherent structures to enable children and young people to access therapeutic supports
Since 2021 the Government has sought to reinstate the pre-existing on-site health, and social care supports to special schools. Between 2021 and 2022 the Government provided funding for the reinstatement of 223 posts that had been historically provided, some of which have been reinstated.
As mentioned the Programme for Government commits to the introduction of an Education Therapy Service (ETS). This service, which will be delivered by the National Council for Special Education ensuring that all children can access Occupational and Speech and Language therapies in a timely and effective way. The ETS It is to supplement and not replace existing children ’s health and disability services.
On the 6th of February 2026, Minister Naughton and I announced the phased rollout of the Education Therapy Service (ETS). It is important to highlight that this is the initial phase of the ETS rollout, with a wider roll-out to further special schools in the 2026/2027 school year and this new initiative will see all schools benefit in the coming years.
The NCSE has recently completed three recruitment campaign for Senior and Staff Grade Occupational Therapists and Speech and Language Therapists, these campaigns are at various stages with some therapists onboard from late May 2026. The continued rollout of the ETS will be supported by phased recruitment campaigns throughout 2026 and 2027 to ensure therapy needs across the school system are met.
Where a school cannot access support through the ETS, the NCSE currently provides two additional strands of support to schools, Regional Therapy and Sustained In-School Therapy to both mainstream and special schools.
Sustained in-school support (SIT) is provided to schools for a defined period of 18-24 months in line with the School Inclusion Model. 22 schools in the Eastern region are currently availing of this service and 28 schools in the Western region are receiving support under SIT since September 25.
Regional therapy support provides Teacher Professional Learning (TPL) with follow on/implementation support by NCSE therapists. The focus of this support is to build the capacity of schools and to embed the learning from TPL into their teaching practice, through In-school coaching and co-facilitation of interventions, strategies and resources, with a focus on whole school (Tier 1) and targeted/school support levels(Tier 2) of a multi-tiered system of support. Regional Therapy seminars are available nationally for the 2025/2026 school year.
HSE and HSE funded organisations may provide support to individual children in their school environment. Where parents or schools privately engage occupational therapists to support a child’s learning needs, this a matter for each individual school. When external persons are employed or invited to provide services to students the school is responsible for ensuring, as far as is possible, the quality of the services provided and the safeguarding of students. All occupational therapists in Ireland must be registered with CORU and therefore must uphold CORU’s code of practice.
571. Deputy Alan Kelly asked the Minister for Education and Youth the total amount of public expenditure incurred in each of the years 2019 to 2025; the allocation or projected expenditure for 2026, in supporting the governance of recognised post-primary schools; for the purposes of the reply, to include all Departmental, agency, ETB, school-level and Department-funded third-party expenditure that is recorded or capable of being estimated in relation to boards of management, patrons, trustees, management bodies, finance sub-committees, board training and induction, financial-governance supports, the financial support services unit, audit and accountancy compliance, board travel and subsistence, legal costs, State indemnity, insurance, management-body grants or subventions, and any other identifiable governance-related support; to provide the information by year, sector, funding stream, recipient body, purpose and amount; the expenditure not separately identifiable because it is embedded in capitation, ETB administration, payroll, school-generated income or other global allocations; to set out the basis of any estimates used and the data sources consulted, including FSSU returns, ETB accounts and Departmental subheads, in tabular form; and if she will make a statement on the matter. [39511/26]
View answer573. Deputy Alan Kelly asked the Minister for Education and Youth based on annual accounts, FSSU returns, ETB accounts or any other financial data available to her Department, the aggregate amount spent by recognised post-primary schools in each year from 2019 to 2025 on governance-related items, including board expenses, travel and subsistence, audit and accountancy, legal and professional fees, insurance, board training, finance sub-committee costs, compliance costs and trustee or patron-related costs; to provide the information by sector and by category of expenditure; and, where this information is not separately available, the nearest available accounting categories; and whether her Department intends to collect such data in future. [39513/26]
View answer574. Deputy Alan Kelly asked the Minister for Education and Youth the amount of expenditure incurred by Education and Training Boards in each year from 2019 to 2025, and projected for 2026, in supporting the governance of ETB post-primary schools, including board of management administration, induction, training, policy support, compliance, appeals, legal advice, secretarial support, meeting administration and any central ETB governance-support functions; and if she will provide the information by ETB, year, category and amount. [39514/26]
View answerI propose to take Questions Nos. 571, 573 and 574 together.
My Department collates available data from school authorities as part of broader efforts to provide for an efficient and effective education system.
The Financial Support Services Unit (FSSU), funded by the Department, provides an important source of advice and support to schools on financial matters, including budgeting and cashflow management. Additionally, the FSSU assists school boards of management in meeting their financial accountability obligations under the Education Act 1998, including ensuring that certain accounts will be made available for inspection by the Minister and by parents of students in the school. The FSSU operates and collects school financial data in accordance with Department of Education and Youth Circular 0060/2017 (Primary), and Circular 0002/2018 (Voluntary and Community and Comprehensive).
For the years requested, the Department of Education and Youth holds a subset of financial data relating to primary, voluntary secondary, and community and comprehensive schools. This information is derived from the annual financial returns submitted by schools to the FSSU, a subset of which is subsequently provided to my officials to inform financial analysis and strategic decision-making.
From the subset of data currently held, the Department is unable to isolate certain specific expenditure. The table below sets out the aggregate expenditure in euros for the categories requested by the Deputy, where available.
Aggregate Governance Related Expenditure (€)
|
|
2019/20 |
2020/21 |
2021/22 |
2022/23 |
2023/24 |
2024/25* |
|
Community and Comprehensive |
|
|
|
|
|
|
|
Accounting Auditing Expense |
170,542 |
253,490 |
304,268 |
285,293 |
321,618 |
404,799 |
|
General Insurance Expense |
209,484 |
176,139 |
140,706 |
153,174 |
80,871 |
110,448 |
|
Licence Fee to Patron Trustee Expense |
8,821 |
5,203 |
6,175 |
10,921 |
4,225 |
4,107 |
|
Other Professional Fees Expense |
671,812 |
596,426 |
498,523 |
752,363 |
347,659 |
861,523 |
|
Student Insurance Expense |
125,429 |
182,000 |
183,684 |
252,548 |
307,735 |
351,188 |
|
Voluntary Secondary |
|
|
|
|
|
|
|
Accounting Auditing Expense |
1,094,123 |
1,111,311 |
1,136,251 |
1,208,467 |
1,407,945 |
1,550,877 |
|
General Insurance Expense |
7,078,880 |
7,348,350 |
7,226,927 |
7,532,734 |
8,413,624 |
8,893,425 |
|
Licence Fee to Patron Trustee Expense |
904,439 |
944,277 |
992,174 |
999,158 |
1,082,110 |
1,267,671 |
|
Other Professional Fees Expense |
1,278,171 |
1,285,035 |
1,219,094 |
1,359,332 |
1,331,113 |
1,529,922 |
|
Student Insurance Expense |
305,271 |
509,986 |
697,191 |
767,105 |
993,720 |
1,028,608 |
*2024/2025 contains data for 10 community and comprehensive schools’ roll numbers not included in the previous years’ data extract (2019-2024)
Education and training boards (ETBs) are funded by my Department via a range of pay and non-pay budget allocations in respect of their schools and head offices.
In the ETB sector, a financial allocation is made to each ETB to fund its schools and head office, and the grant is based on the overall student numbers across the ETB and its non-pay head office running costs. ETBs are given a high level of autonomy in the management and appropriation of this grant, and each is allowed to distribute in line with its own priorities and identification of need. Funding for ETB post-primary schools is provided in line with the funding arrangements applicable to all post-primary schools.
The data requested for the ETB sector is not readily available as accounts for post-primary schools in this sector are incorporated into the overall accounts of the ETBs.
My Department has a comprehensive plan to improve data quality to ensure that comparable financial data is available for primary and post-primary schools.
572. Deputy Alan Kelly asked the Minister for Education and Youth the amount of funding provided in each year from 2019 to 2025, and projected for 2026, to the financial support services unit or any equivalent body for post-primary school financial governance, board financial oversight, finance sub-committee support, school-accounting compliance, audit/accountancy guidance, chart-of-accounts support and related training or guidance; and if she will provide the information by year, amount, purpose and source of funding, in tabular form. [39512/26]
View answerThe FSSU has been hosted by the JMB since 2005 when it was established as a support mechanism for voluntary secondary schools and in recent years expanded to schools in the primary and community and comprehensive sectors. In collaboration with the Department of Education, it was agreed that the FSSU would operate under the aegis of the JMB, the Joint Managerial Body which is the management body for secondary schools. This agreement has a background in a shared concern by both the Department and the JMB about the need to establish a standardised financial control and reporting framework for the safeguarding and accountability of State and other funding supports. The JMB is the employer of the FSSU staff and provide day to day supports including HR administration, accounting, payroll etc.
The Financial Support Services Unit (FSSU) provides a range of practical financial governance supports to schools to assist Boards of Management in meeting their statutory obligations under the Education Act 1998 and relevant department circulars. These supports are available to primary, voluntary secondary, community and comprehensive schools.
The FSSU develops and provides nationally standardised templates to support consistent and compliant financial management, including annual school accounts templates, monthly income and expenditure tracking templates, budget monitoring and cashflow management tools and financial policies and procedures templates
The FSSU delivers financial management training for Boards of Management, principals and school secretaries, bursars and treasurers. Training topics include budgeting and financial planning using the FSSU standardised templates, preparation of end of year accounts, training for newly appointed principals and Revenue and Charities Regulator responsibilities
All Boards of Management in primary, voluntary secondary, and community and comprehensive schools are required to prepare an annual budget. The FSSU supports schools in this process by providing practical guidance on budgeting and financial planning, standard budget templates and targeted training and ongoing advice
Through these supports, schools are assisted to forecast day to day operational costs, monitor cash flow throughout the school year, align expenditure with capitation grants and other income and make informed financial decisions
The FSSU also promotes strong financial governance by encouraging schools to plan, control expenditure, and avoid budgeting for a deficit without the required approval, while supporting compliance with financial reporting, accountability, and oversight requirements.
Please find a table below outlining the payments made by the Department of Education and Youth to the JMB for the operation of FSSU in the Financial years 2019 to 2025 inclusive. It should be noted that the payments made in 2026 is not readily available as expenditure in respect of 2026 has not been finalised to date.
|
Payments made by the Department of Education and Youth to the JMB to operate the FSSU |
|
|
Financial Year |
Amount |
|
2019 |
€1,111,506.54 |
|
2020 |
€1,169,851.07 |
|
2021 |
€1,122,011.83 |
|
2022 |
€1,107,532.25 |
|
2023 |
€1,064,668.39 |
|
2024 |
€1,239,731.95 |
|
2025 |
€1,482,605.27 |
|
Total |
€8,297,907.30 |
575. Deputy Paul Lawless asked the Minister for Education and Youth her position on the increasing practice in post-primary schools of requiring students to purchase a personal laptop as part of their education; if such a requirement is mandated, recommended, or optional under Department policy; and if she will make a statement on the matter. [39515/26]
View answerI have this week communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving cert and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parents Association - before deciding on an approach regarding devices.
However, the decision on the deployment of technology in schools remains the decision of the schools and school management. I will continue to engage with educational stakeholders on this matter.
The provision and use of digital devices in post-primary schools is a matter for the board of management, having regard to their unique circumstances, educational programmes and the needs of their students. Schools are best placed to determine how technology can support teaching and learning in their settings, including decisions relating to device usage.
Accordingly, there is no Department requirement for students to use personal digital devices for schoolwork or homework. Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via device loan schemes) where required. Schools are 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.
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.
Should concerns arise in individual cases relating to the affordability of such devices for parent(s)/guardian(s), they are advised to raise these with the school in the first instance, or with the school’s Board of Management where necessary. Where a school decides to implement a one-to-one device policy, schools are recommended to put in place a device loan scheme (i.e., a scheme to loan devices to students for use, where needed).
576. Deputy Paul Lawless asked the Minister for Education and Youth if any element of the junior certificate cycle or leaving certificate curriculum requires students to have access to a personal laptop outside of school; if project work associated with the revised senior cycle programmes can be fully completed using existing school information technology facilities; and if she will clarify her Department's guidance to schools in this regard. [39516/26]
View answer581. Deputy Paul Lawless asked the Minister for Education and Youth her assessment of the impact of the revised senior cycle programme, particularly the increased emphasis on continuous project-based assessment across multiple subjects; the way she intends to address concerns that this has created an expectation that students must have access to a personal laptop; and if she will make a statement on the matter. [39522/26]
View answerI propose to take Questions Nos. 576 and 581 together.
I have this week written to all post-primary schools regarding the use of digital devices in schools. and I have highlighted two key points. Firstly, there is no requirement for students to have their own laptop or device for Junior or Senior Cycles. Secondly, I am concerned about financial pressure being placed upon parents and that where schools are considering introducing a student device policy that they need to engage with all parents including those who may not active members of the Parent's Association before deciding on an approach regarding devices.
The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any devices or technologies in teaching and learning, rather it advocates for the deeper embedding of digital technologies in teaching and learning to develop digital literacy and competence, critical thinking and collaborative practice. It is not merely focused on using digital devices as an alternative to physical textbooks or resources.
Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology.
As I state above, 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 note the Deputy refers to continuous assessment and would draw the Deputy's attention to continuous assessment referring to ongoing assessment carried out by teachers throughout the learning process. This includes activities such as class tests, homework and informal checks for understanding. Continuous assessment is primarily used to support teaching and learning by providing feedback to students and informing instruction, and it is usually internally assessed.
Classroom-Based Assessments (CBAs) at Junior Cycle level emphasise the importance of formative assessment in supporting teaching and learning. CBAs provide students with opportunities to demonstrate their understanding and skills in a way which would not be possible in a formal examination. A particular purpose of the CBAs is to facilitate developmental feedback to students during their engagement with the task and at the end of the process.
The tasks cover a broad range of activities including oral presentations, written work of different types, practical or designing and making activities, artistic performances, scientific experiments, projects, or other suitable tasks. Work related to the CBA is best seen as an integral part of ongoing assessment and routine classroom practice. CBAs for Junior Cycle do not require each student to have their own computer, laptop, or other device.
CBAs take place during normal class time and provide students with opportunities to demonstrate their understanding and skills in a way which would not be possible in a formal examination. Teachers guide, support, and supervise students throughout these assessments. Students learn from the feedback and advice they receive during the process.
At Leaving Certificate level, Additional Assessment Components (AACs) and their current equivalents are formal, structured assessment tasks that form part of the state examinations and take a variety of forms including oral and practical tests as well as coursework. AACs under the Senior Cycle redevelopment programme and their current equivalents are designed to assess students’ skills and key competencies, in a way that a terminal written examination cannot. Instead of relying solely on a final examination, students will learn through exploring, analysing and investigation. This spreads the assessment load, helps develop critical thinking, and prepares them better for college and the workplace. Students have consistently told us this is how they prefer to learn.
I am committed to Senior Cycle Redevelopment and the implementation of the programme of work involved as well as ensuring the ambitions underpinning Junior Cycle are realised.
As of September 2025, the revised Leaving Certificate tranche one subject specifications are the established curriculum being followed by students in those subjects. These specifications do not require each student to have their own computer, laptop, or other device.
My Department is committed to ensuring that enactment of Senior Cycle Redevelopment contributes positively to student experience including through revised assessment arrangements that allow all students?demonstrate?their strengths and learning. There is no requirement currently under the new subject specifications for students to have their own laptops or devices; or devices of a particular type. Decisions on device use rest with school boards of management, who are?advised to prioritise?affordability and equity and to consult with parents.? It is acknowledged that in respect of some subjects' access to particular supports or facilities is necessary to allow students experience the subject learning outcomes as intended. In such instances, supports have been provided to schools and where necessary as the Senior Cycle Redevelopment programme is implemented further consideration will be given as to how best to support schools.
The Department is committed to an ongoing process of identifying the resources required to realise the vision for a redeveloped Senior Cycle that meets the needs of all our students. The commitment to resourcing can be evidenced by the December 2024 Science Implementation Support Grant that issued to all schools to the value of €12 million. In addition, in December 2025 my Department provided a once-off ICT grant and guidance note to support the schools offering the new Leaving Certificate subject Drama, Film and Theatre Studies (DFTS) in determining and meeting their individual school specific ICT needs in respect of realising the film editing requirements of that specification. Individual devices are not required to realise the Drama, Film and Theatre Studies learning outcomes. This grant was in addition to the direct provision of technical resources (film, lighting, audio equipment) and free access to online streaming platforms. Schools offering Drama, Film and Theatre Studies, or Climate Action and Sustainable Development (CASD) have also received other supports including a subject department establishment grant for CASD schools, new annual support grants and additional teacher allocations.
In May 2025, the []Senior Cycle Redevelopment Implementation Support Measures document was published which also contains a package of further measures designed to support the implementation of the Senior Cycle Redevelopment programme in schools.
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.
My officials will continue to engage with all our education partners to ensure the redevelopment of senior cycle responds to the needs of our students to ensure they are prepared for their future lives in education and the workforce.
577. Deputy Paul Lawless asked the Minister for Education and Youth her views on schools including schools participating in DEIS requiring families to purchase high-cost digital devices. [39517/26]
View answerI have this week communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving cert and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents and not just the Parent's Association before deciding on an approach regarding devices.
However, the decision on the deployment of technology in schools remains the decision of the schools and school management. I will continue to engage with educational stakeholders on this matter.
It is the responsibility of each individual school and board of management to select the digital resources, if any, that it will use to support its implementation of the curriculum. The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, rather it advocates for the deeper embedding of digital technologies in teaching and learning to develop digital literacy and competence, critical thinking and collaborative practice. It is not merely focused on using digital devices as an alternative to physical textbooks or resources.
Accordingly, there is no Department requirement for students to use personal digital devices for schoolwork or homework. Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology.
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.
Under this current digital strategy for schools, a total of €170m has issued to schools, with the most recent tranche of funding of €35 million issued to all recognised primary, special schools and post-primary schools in January 2026. A standard funding formula incorporating both a flat rate lump sum and a per capita amount for each pupil/student enrolled has been used to calculate the grant due to each school. An enhanced per capita rate applies to pupils/students enrolled in DEIS and Special schools and to pupils in mainstream special class primary settings. This funding issued directly to schools, as they are best placed to determine the needs of their own students and have autonomy to do so. This funding can be used on ICT infrastructure as required in the schools and can provide for loan schemes for devices for students as appropriate.
This funding demonstrates the ongoing commitment to support schools to embed the use of digital technologies in teaching learning and assessment, providing funding to support each school in its digital learning planning, fairly and transparently, regardless of the individual approach taken by the school.
The DEIS Strategy to 2035 sets out a whole-system, evidence-based approach to addressing educational disadvantage in all schools. It recognises that disadvantage exists across the system and aims to ensure every child and young person is supported to reach their full potential. The DEIS Plus scheme will provide enhanced, targeted supports to 121 schools with the highest concentrations of children and young people at risk of educational disadvantage. The investment secured in Budget 2026 of?€16.5m?first year?and?€48m full year is?the?biggest?full-year?investment?in targeted supports to address educational disadvantage since the establishment of the DEIS programme in 2006.
There are also a range of universal supports available to all schools to support children and young people at risk of educational disadvantage. These include:
• National Educational Psychological Service (NEPS) provides educational psychological service to all primary and post-primary schools and special schools to support the well-being, academic, social and emotional development of all learners.
• The Special Education Teaching (SET) allocation provides a unified allocation for special education support teaching needs to each school based on each school’s educational profile and also encompasses an element of English as an additional language (EAL) support allocation. Under this SET model, schools are frontloaded with resources to provide support immediately to those pupils who need it without delay.??
• Free schoolbooks are provided to all children and young people in the free education system.
• Inspectorate support helps improve education provision for all children and young people. They promote best practice and school improvement by advising teachers, principals and boards of management in schools.?
• Through the Department of Social Protection, the School Meals Programme provides regular, nutritious food to children to support them in taking full advantage of the education provided to them. The Hot School Meals Programme is available to all primary schools, meaning that approximately 3,700 schools and organisations and 682,000 children are now eligible for the Schools Meals Programme.
•
578. Deputy Paul Lawless asked the Minister for Education and Youth if guidance has been issued to schools regarding procurement models for digital devices, including rental schemes, leasing arrangements, or shared-use models; if schools are permitted to recommend specific suppliers or devices; and the safeguards in place to ensure value for money and avoid undue financial pressure on families. [39518/26]
View answerI have this week communicated directly with all schools and boards of management, clarifying the departments position that there is no requirement for a personal device for junior or leaving cert and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, the need for schools to engage with all parents - not just the Parents Association - before deciding on an approach regarding devices.
However, the decision on the deployment of technology in schools remains the decision of the schools and school management. I will continue to engage with educational stakeholders on this matter.
The provision and use of digital devices in post-primary schools is a matter for the board of management, having regard to their unique circumstances, educational programmes and the needs of their students. Schools are best placed to determine how technology can support teaching and learning in their settings, including decisions relating to device usage.
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.
Schools, in conjunction with parents, are responsible for all decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements. They are also responsible for the type of digital technology used in their schools.
Accordingly, there is no Department requirement for students to use personal digital devices for schoolwork or homework. Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology.
Oide-Technology in Education (the area within my department's support service for teachers specialising in digital technology in teaching and learning), offer advice and supports to schools on digital learning. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools. Oide- TiE also provide advice sheets on technical and purchasing considerations for schools.
The Digital Strategy for Schools to 2027 and its associated implementation plan is underpinned by funding of €200m over the course of the strategy, committed to under Ireland’s National Development Plan (NDP). The funding allocation model is provided for in the National Development Plan and commits to funding to issue over the period of the NDP, applied by the Department for the Digital Strategy duration (to 2027 for the current strategy). Including the funding recently issued, to date, a total of €170 million of the €200 million committed to in the NDP for the strategy has issued to schools through the ICT grant.
This funding demonstrates the ongoing commitment to support schools to embed the use of digital technologies in teaching, learning and assessment. The funding issues directly to schools as they are best placed to determine their requirements, and the associated circulars outlines how the funding can be used, including that it can provide for loan schemes for devices for students as appropriate.
It should also be noted that the Digital Strategy for Schools to 2027, does not mandate or prescribe a policy of one-to-one devices in schools, and all schools are funded fairly and transparently to provide infrastructure in accordance with their digital learning plan, regardless of the particular approach chosen. The intention of the strategy is for the deeper embedding and use of digital technologies in teaching and learning, to develop digital competence and literacy among students, fostering critical thinking and collaborative learning. It is not merely concerned with replacing physical texts with online material, for example.
To assist schools, the OGP, Asiera, as well as my Department, have established 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.
The Schools Procurement Unit (SPU) established by my Department is the central support resource for providing guidance to all primary and post-primary schools (except ETB schools) on any procurement-related issue. The SPU delivers free advice and practical support to schools to help them achieve improvements in their procurement processes, practices and outcomes.
579. Deputy Emer Currie asked the Minister for Education and Youth the progress made to date regarding additional accommodation project under the school capital programme (details supplied); and if she will make a statement on the matter. [39520/26]
View answerAs previously outlined, the Stage 1 report was received by the Department in February 2026 and is currently under review. Given the detailed nature of the evaluation process, including the need to ensure full cost compliance and alignment with the prioritisation framework under the National Development Plan, this review is necessarily thorough. The school authority will be informed once this review has been completed.
580. Deputy Emer Currie asked the Minister for Education and Youth the position regarding a project (details supplied); and if she will make a statement on the matter. [39521/26]
View answerAs previously advised to the Deputy, the school referred to was approved to enter my Department's pipeline of projects under the Additional School Accommodation (ASA) scheme.
The project received approval from my Department to commence construction in January 2026. More recently, Department officials were notified by the school authorities that construction has now commenced. Expected completion to coincide with the start of the new school year.
582. Deputy Paul Lawless asked the Minister for Education and Youth the planning or impact assessment carried out by her Department prior to the introduction of the revised senior cycle programme in relation to students' access to digital devices; if the financial burden on families of providing laptops was considered; and the measures put in place to mitigate this. [39523/26]
View answer583. Deputy Paul Lawless asked the Minister for Education and Youth the additional resources, funding, or supports that have been provided to post-primary schools to meet the increased digital and project work demands arising from the revised senior cycle programme; and if such supports are intended to remove the need for families to purchase personal laptops. [39524/26]
View answer584. Deputy Paul Lawless asked the Minister for Education and Youth if her Department considers it necessary for each post-primary student to have their own personal laptop in order to fully participate in the revised senior cycle programme; and if not, the alternative arrangements that should be in place within schools. [39525/26]
View answerI propose to take Questions Nos. 582, 583 and 584 together.
I am committed to Senior Cycle Redevelopment and the implementation of the programme of work involved. The redevelopment of Senior Cycle is guided by the vision of a Senior Cycle that delivers “equity and excellence for all”.? As of September 2025, the revised Leaving Certificate tranche one specifications and their associated Additional Assessment Components (AACs) are the established curriculum being followed by students. These subject specifications for Leaving Certificate do not require each student to have their own computer, laptop or other device.
Additional Assessment Components (AACs) are designed to assess students’ skills and key competencies, in a way that a terminal written examination cannot. Instead of relying solely on one final exam, students will learn through exploring, analysing and investigation. This spreads the assessment load, helps develop critical thinking, and prepares them better for college and the workplace. Students have consistently told us this is how they prefer to learn.
The?Department is committed to ensuring that enactment of Senior Cycle Redevelopment contributes positively to student experience in Senior Cycle including through revised assessment arrangements that allow all students?demonstrate?their strengths and learning. There is no requirement currently under the new subject specifications for students to have their own laptops or devices; or devices of a particular type. Decisions on device use rest with school boards, who are?advised to prioritise?affordability and equity and to consult with parents.? It is acknowledged that in respect of some subjects access to particular supports or facilities is necessary to allow students experience the subject learning outcomes as intended. In such instances, supports have been provided to schools and where necessary as the Senior Cycle Redevelopment programme is implemented further consideration will be given as to how best to support schools.
The Department is committed to an ongoing process of identifying the resources required to realise the vision for a redeveloped Senior Cycle that meets the needs of all our students. The commitment to resourcing can be evidenced by the December 2024 Science Implementation Support Grant that issued to all schools to the value of €12 million. Schools had the autonomy to use the grant to address any locally identified needs, which could include equipment or storage.
Schools are also supported through the enhanced science subject grant, which has seen an effective doubling of the previous rate from this year and the expansion of the grant to include Agricultural Science and the most popular science subject Biology. This represents approximately €3m in annual subject grant funding in addition to the €12m funding which issued to schools in December 2024 under the Science Implementation Support Grant.
In addition, in December 2025 my Department provided a once-off ICT grant and guidance note to support the schools offering the new Leaving Certificate subject Drama, Film and Theatre Studies (DFTS) in determining and meeting their individual school specific ICT needs in respect of realising the film editing requirements of the Drama, Film and Theatre Studies specification. Individual devices are not required to realise the Drama, Film and Theatre Studies learning outcomes. Schools in the Free Education scheme received a €6,000 grant payment. Schools outside the Free Scheme (i.e. those who are fee charging schools) received this grant on a 50% basis. This is grant is in addition to the direct provision of technical resources (film, lighting, audio equipment) and free access to online streaming platforms. Schools offering Drama, Film and Theatre Studies, or Climate Action and Sustainable Development have also received other supports including a subject department establishment grant for CASD schools, new annual support grants and additional teacher allocations.
In May 2025, the Senior Cycle Redevelopment Implementation Support Measures document was published which also contains a package of further measures designed to support the implementation of the Senior Cycle Redevelopment programme in schools. A dedicated working group has been established comprising the Department, teacher unions, management bodies and other relevant agencies to identify the approach and mitigating measures for senior cycle redevelopment.
Further, the department's strategy on ICT in schools, the Digital Strategy for Schools to 2027, does not mandate or prescribe the use of any particular devices or technologies in teaching and learning. The Strategy 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
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.
Additionally. through the digital strategy, €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.
Schools are directly funded for ICT and have autonomy to determine which infrastructure and devices (including tablets or laptops) are utilised, 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 device 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, including the requirement for devices. 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.
