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Wednesday, 10 Jun 2026

Written Answers Nos. 72-90

Labour Market

Questions (72)

William Aird

Question:

72. Deputy William Aird asked the Minister for Enterprise, Tourism and Employment to provide an update on the current national targets for employment participation of persons with disabilities in the open labour market; the baseline used for measuring progress; and the most recent data available on progress towards these targets, including the way in which this is being monitored across Government departments and agencies; and if he will make a statement on the matter. [44600/26]

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Written answers

The National Human Rights Strategy for Disabled People 2025-2030 sets out that, based on Census 2022, the employment participation rate of disabled people of working age in Ireland is 49%, compared to 71% for the wider working population. The ambition of the Strategy is to substantially reduce the

employment gap between disabled people and others who are in employment and to enhance the opportunities for disabled people who can earn a living, to do so.

My Department co-leads the Employment Pillar of the Strategy, alongside the Department of Social Protection and engages with employers through the Forum on the Employment of Disabled People, which is a deliverable under the Strategy. As an overarching objective, the forum seeks to raise awareness of the potential of disabled employees and act as an information exchange and a platform to showcase best practices by businesses to advance the employment of people with disabilities.

The monitoring of statutory targets for the employment of people with disabilities in the public sector is a matter for my colleague, the Minister for Children, Disability and Equality.

Disability Issues

Questions (73)

William Aird

Question:

73. Deputy William Aird asked the Minister for Enterprise, Tourism and Employment whether a formal cross-departmental implementation structure exists to ensure delivery of employment activation measures for persons with disabilities; the timelines for any forthcoming strategy updates or action plans; and if he will make a statement on the matter. [44602/26]

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Written answers

The cross-departmental implementation structures for the National Human Rights Strategy for Disabled People 2025-2030 are embedded in the strategy itself. The Delivery and Monitoring Committee, chaired by An Taoiseach, oversees the development and delivery of the strategy commitments and actions. My Department co-leads the Employment Pillar of the Strategy, alongside the Department of Social Protection. Other participating Departments are the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, in respect of the employment of disabled people in the public sector, and the Department of Children, Disability and Equality.

Employment activation measures for disabled people are a matter for my colleague, the Minister for Social Protection.

Data Centres

Questions (74)

William Aird

Question:

74. Deputy William Aird asked the Minister for Enterprise, Tourism and Employment the way in which the findings of a report (details supplied) will inform Government policy on the future development of data centre capacity under the Large Energy User Action Plan, particularly in relation to ensuring alignment with energy security, grid capacity and climate objectives; and if he will make a statement on the matter. [44603/26]

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Written answers

The Government’s Large Energy User Action Plan (LEAP) establishes the plan-led framework for the sustainable future development of those most energy intensive industries associated with strategic economic opportunities, such as semiconductors, bio-pharma and data centres.

To ensure robust alignment of future industrial development with Ireland’s wider energy security and climate objectives, LEAP provides for the coordinated planning of energy-intensive industry with enabling infrastructure, including through the development of green energy parks and the promotion of co-location with renewable generation.

The Value of Data Centres to Ireland report, complements this framework by providing a detailed and robust evidence base on both the economic benefits of data centres and their role in driving Ireland’s digital economy, as well as underpinning our competitiveness and attractiveness as a location for investment. It highlights that, beyond their direct contributions through construction and operations, data centres play a critical enabling role across a wide range of digitally intensive sectors.

The report also identifies the system-level challenges associated with continued growth in this sector, including increasing electricity demand, grid constraints and associated emissions impacts. At the same time, it points to the opportunity for data centre development to play a constructive role in Ireland’s energy transition, including through acting as anchor demand for renewable energy investment and supporting the further deployment of renewable generation capacity.

The findings of the report reinforce the efficacy of the key policy directions this Government has set, and the objectives set out in LEAP, including the importance of regional development outside the Greater Dublin Area, the co-location of data centres with renewable energy resources, and the need for a more strategic alignment regarding infrastructure delivery.

National Educational Psychological Service

Questions (75)

Mattie McGrath

Question:

75. Deputy Mattie McGrath asked the Minister for Education and Youth the number of children per school that are assessed by the National Educational Psychological Service (NEPS) per year; the reason all children who have been recommended for an assessment do not have access to this service; if there is any funding available for families who have not been selected for assessment by the NEPS service to privately obtain an assessment for dyslexia when screening results strongly suggest dyslexia; the number of psychologists employed by NEPS; the number of children assessed by psychologist per year; and if she will make a statement on the matter. [44197/26]

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Written answers

I would like to take this opportunity to outline the work of NEPS.

All schools have access to:

• General support and advice from a NEPS psychologist, either through the school’s assigned psychologist or through the NEPS Advisory Support Line.

• Support from a NEPS psychologist in the event of a Critical Incident.

• National and Regional Support and Development service for school staff which covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.

• Access for individual casework where a priority need is established to either a NEPS psychologist or a private educational psychologist on the Scheme for Commissioning Psychological Assessments (SCPA) panel.

NEPS does not operate waiting lists. In common with other psychological services and best international practice, NEPS operates on a consultative model of service. NEPS psychologists provide a casework service for approximately 9000 children per annum nationwide. The psychologists may work directly with a child or young person, known as Direct Casework and this includes assessment, or the psychologist may work through teachers or teachers/parents to provide a psychological service for a child/young person, known as Indirect Casework. Assessments are only one aspect of the NEPS service.

NEPS encourages schools to support children and young people using the Continuum of Support, whereby school staff use a problem-solving approach evidence-based approach to intervention for children and young people experiencing difficulties in the school context, including those experiencing literacy difficulties. This process includes initial screening at school level. Response to intervention is monitored and recorded in the Student Support File. The teachers, parents and child or young person are involved in this process. Under this model diagnosis is not required for a child or young person to access a number of supports that can be implemented at school level in mainstream classes such as special education teaching support and SNA support.

If a school has concerns that a child or young person is not making reasonable progress following evidence informed support and intervention, the school may prioritise the involvement of NEPS to support the identification of need process.

Each year, NEPS staffing levels are evaluated and capacity to serve schools is established. There is currently a nationwide shortage of educational psychologists which has resulted in vacancies. Currently, NEPS employs 236 educational psychologists (WTE).

Since January 2023, NEPS has supported bursaries for trainee educational psychologists enrolled in University College Dublin's Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. This has also been extended to students enrolled in the new professional doctorate in educational psychology in Maynooth University. Those in receipt of a bursary support the work of NEPS through trainee placements in the service as part of their studies and commit to joining NEPS upon graduation.

With regard to future staffing levels, my department is making every effort to recruit additional educational psychologists to address the shortage. Public jobs run an annual recruitment campaign for the recruitment of educational psychologists.

As a school based service, NEPS does not provide funding for private educational psychological assessments directly to parents. However, my Department’s Scheme for Commissioning Psychological Assessments (SCPA), provides access to a panel of private educational psychologists. The scheme is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.

Schools Building Projects

Questions (76)

Claire Kerrane

Question:

76. Deputy Claire Kerrane asked the Minister for Education and Youth to provide an update on a school project (details supplied) approved in November 2024, but yet to progress; when the project will progress; and if she will make a statement on the matter. [44198/26]

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Written answers

The school referred to by the deputy was approved to enter my Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing 2 Special Education Tuition Rooms and ancillary. The project is devolved to the school authority for delivery.

I can confirm that the combined Stage 1/2a report was submitted to my Department in Quarter 1 of 2026. Following review, a number of issues were identified, including matters relating to scope, design, costing and supporting documentation. These have been formally referred back to the school and its design team for clarification and revision, and it is now a matter for the school to address the observations raised.

Departmental Meetings

Questions (77)

Eoghan Kenny

Question:

77. Deputy Eoghan Kenny asked the Minister for Education and Youth if she will engage with groups (details supplied) regarding the formalising of a coalition of external workshops and education providers; if her Department would contribute to funding a feasibility study; and if she will make a statement on the matter. [44202/26]

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Written answers

Choices regarding educational services are made by individual schools and their boards of management, not by my Department. Schools are free to choose whatever resources they feel supports the delivery of the curriculum in their school. My Department does not endorse products, publications or services from individual providers, nor does it have a role in how external providers may choose to engage with each other.

To support school authorities in providing the best possible education to their students, clear guidance is provided on the engagement of outside speakers and on the use of external resources to assist in delivering the curriculum. This guidance is most recently outlined in updated circular 0042/2018 for primary schools and 0043/2018 for post primary schools.

Special Educational Needs

Questions (78)

Shónagh Ní Raghallaigh

Question:

78. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the number of schools in South Kildare that have had SET hours reduced; the overall gross reduction; and if she will make a statement on the matter. [44204/26]

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Written answers

The primary responsibility for the education of all pupils, including those with special education learning needs, is the class teacher or subject teacher.

The special education teaching (SET) allocation provides schools with additional teaching hours to support the learning needs of students in mainstream classes who have been identified using the Continuum of Support framework as requiring additional support.

The SET allocation model is designed to distribute additional teaching resources across the entire school system. This is to ensure that additional teaching resources are available to support students with the greatest level of learning need.

It is important to understand that SET resources are distributed to schools based on learning needs across the entire system.

For 2026/27 school year there will be more than 15,000 Special Education Teachers (SET) allocated to support children and young people with special education needs in mainstream classes.

It should be noted that in the last 5 years in County Kildare, the number of special classes has increased by 63%, the number of SNAs overall has increased by 30% and the number of special education teachers has increased by 18%.

As has always been the case, the allocation of SET resources to schools will see some schools gaining hours while others may see a reduction in hours where there is change in the enrolment number and local demographics.

In Kildare, there has been a reduction in enrolments of over 660 in 73 schools. In 27 of these schools the profile change was significant which resulted in a reduced SET allocation. These reductions have been reallocated to 41 schools in Kildare whose profile of need have increased along with an additional 4.5 SET teaching posts allocated to support this need.

In addition, a total of 6 Kildare schools submitted a SET Review request to the NCSE. These are presently being processed by the NCSE and each school will be advised of the outcome before the end of the school year.

My Department and the NCSE are committed to delivering an education system that is of the highest quality where every child and young person feels valued and actively supported and nurtured to reach their full potential.

Special Educational Needs

Questions (79)

James O'Connor

Question:

79. Deputy James O'Connor asked the Minister for Education and Youth if a school (details supplied) will be included in the current round of special class allocations; and if she will make a statement on the matter. [44211/26]

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Written answers

This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.

The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.

The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest. Schools seeking to establish new special classes should continue to engage with the NCSE at local level.

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.

565 new special classes have been sanctioned to date, including 56 inclusive special classes. Further new special classes may be confirmed in the coming weeks.

Of the 565 new special classes, 366 are being established in primary schools and 199 in post-primary schools. New special classes are being established in every county with 66 new special classes confirmed for Cork so far.

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.

Departmental Programmes

Questions (80)

Shónagh Ní Raghallaigh

Question:

80. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the number of schools that have applied for funding under the Solar for Schools Programme; the number approved to date; and the total generating capacity expected to be installed under the scheme. [44220/26]

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Written answers

The Schools PV Programme is a key strand of my Department’s climate action programming, supporting schools to reduce their energy costs, while making progress towards the 2030 and 2050 climate targets.

The programme provides eligible schools with up to 6 kilowatts peak of roof-mounted solar photovoltaic (PV) installations on their roofs, which equates to approximately 14 solar panels.

The Schools PV Programme is funded by the Climate Action Fund in line with the Government’s recognition that taking action on climate change is central to Ireland’s social and economic development.

The overall programme will see up to 24 megawatts of installed renewable energy provision on schools with associated savings in the region of €5.5 million per year across 4,000 schools.

Since the launch of the programme in November 2023, there has been a really positive response in terms of applications for solar panels from schools and we are seeing the impacts today as PV panels are being installed on school roofs around the country.

To date, 3,800 schools, 98% of all eligible schools, have completed the expression of interest stage of the scheme. 98% of schools who expressed interest and are eligible under the scheme, 3,345 schools, have progressed to tender stage with 93 % of those, 3,114 schools, so far approved for funding.

To date, 84% of schools approved for funding, 2,607 schools, have confirmed their installations as complete and further new installations continue to be confirmed regularly.

The installations not only support schools in cutting their carbon emissions and energy costs but also serve as valuable educational tools, engaging pupils and the broader school community in learning about the benefits of solar technology.

Special Educational Needs

Questions (81)

Matt Carthy

Question:

81. Deputy Matt Carthy asked the Minister for Education and Youth the status of the new special class for a school (details supplied); if her Department will provide the resources necessary to ensure that this class will be operational by the new school year; when formal details will be provided to the school; and if she will make a statement on the matter. [44228/26]

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Written answers

This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.

The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.

The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest. Schools seeking to establish new special classes should continue to engage with the NCSE at local level.

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.

565 new special classes have been sanctioned to date, including 56 inclusive special classes. Further new special classes may be confirmed in the coming weeks.

Of the 565 new special classes, 366 are being established in primary schools and 199 in post-primary schools. New special classes are being established in every county with 10 new special classes confirmed for Cavan.

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.

Oideachas trí Ghaeilge

Questions (82)

Aengus Ó Snodaigh

Question:

82. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais agus Óige an bhfuil an tOrdú ón Aire a d’eisigh an tAire Joe McHugh fós i bhfeidhm, arbh Ordú é inar treoraíodh gur Gaelscoil a bheidh in aon scoil nua a bhunófar mura raibh Gaelscoil sa Cheantar Pleanála Oideachais cheana, agus sa chomhthéacs sin ar thuig sí agus í ag freagairt cheist 40807/26 ar 28/05/2026 nach bhfuil aon Ghaeloideachas i gCeantar Pleanála Oideachais Bhaile Átha Cliath 10 nó Bhaile Átha Cliath 12. [44229/26]

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Written answers

New school entities 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.

Primary school enrolment figures peaked in 2019/20 and are currently 10% lower than peak levels. The current demographic profile indicated further reductions in demand in the short term.

In terms of existing provision in the Dublin 10/12 area, there appears to be sufficient capacity to meet current demand.

The demand for schools is influenced by changes in population due to migration which can be driven by the completion of new residential developments. The department is aware of plans for significant new residential developments in Ballyfermot and the wider Dublin 10 & 12 area, including the proposed City Edge Project. The department is engaging with Dublin City Council in regards to the school place demands associated with these residential developments. It is envisaged that a number of new school entities may be required to meet the needs of this new area.

If there is no existing Irish-medium provision in a school planning area, and a new primary school is being established to meet demographic demand, the new school will be designated as a gaelscoil before the Online Patronage Process System for that area opens. This will happen unless there are particular local circumstances where this would not be appropriate.

When the department announces that a new school(s) entity is required, a prospective patron can choose the school(s) it wishes to apply for and complete an application form in that regard for each school, for submission to the department. My department provides details on the OPPS of the school(s) and the list of applicant patrons which have applied for patronage of the school(s). Parents can then access the OPPS website, which allows them to access the appropriate survey for their area, to input the details of the eligible child(ren) and to select their preferred patron. Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process and to whether at post-primary level a school would take the form of a gaelcholáiste or whether, if English-medium, the school would include an Irish-medium unit or "aonad".

Through the Primary School Survey, which ran from 4 November to 16 December 2025, my department has obtained clear information on the preferences of parents and guardians, on a number of important areas of primary school provision, including language of instruction (English or Irish).

Where the survey results show demand for change, Boards of Management will have the opportunity to consider being included in the first group of schools to action the survey results, following a period of engagement and consultation with their community.

My department will publish all school-specific reports on the gov.ie website in June.

The department will continue to liaise with local authorities in respect of their county development plans, and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.

Ní bhunaítear scoileanna nua ach amháin i gceantair ina bhfuil fás déimeagrafach, toisc ní mór tosaíocht a thabhairt do na hacmhainní atá ar fáil do bhonneagar scoile chun freastal ar riachtanais na gceantar ina bhfuil méadú suntasach ar an daonra, lena chinntiú go bhfuil áit scoile ag gach leanbh.

Shroich figiúirí rollaithe bunscoile buaicphointe in 2019/20 agus tá siad 10% níos ísle ná na buaicleibhéil faoi láthair. Léirigh an phróifíl déimeagrafach reatha tuilleadh laghduithe ar an éileamh sa ghearrthéarma.

Maidir le soláthar reatha i gceantar Bhaile Átha Cliath 10/12, is cosúil go bhfuil dóthain acmhainne ann chun freastal ar an éileamh reatha.

Bíonn tionchar ag athruithe ar an daonra de bharr imirce ar an éileamh ar scoileanna, agus is féidir na hathruithe sin a spreagadh trí fhorbairtí nua cónaithe a chur i gcrích. Tá an roinn ar an eolas faoi phleananna d’fhorbairtí cónaithe suntasacha nua i mBaile Formaid agus i gceantar níos leithne Bhaile Átha Cliath 10 & 12, lena n-áirítear Tionscadal Imeall na Cathrach atá beartaithe. Tá an Roinn i dteagmháil le Comhairle Cathrach Bhaile Átha Cliath maidir leis na héilimh ar áiteanna scoile a bhaineann leis na forbairtí cónaithe seo. Meastar go mbeidh gá le roinnt eintiteas scoile nua chun freastal ar riachtanais an cheantair nua seo.

Mura bhfuil soláthar lán-Ghaeilge ann cheana féin i limistéar pleanála scoile, agus má tá bunscoil nua á bunú chun freastal ar an éileamh déimeagrafach, ainmneofar an scoil nua mar ghaelscoil sula n-osclófar an Córas Próisis Pátrúnachta Ar Líne don limistéar sin. Tarlóidh sé seo mura bhfuil cúinsí áitiúla ar leith ann a d’fhágfadh nach mbeadh sé oiriúnach.

Nuair a fhógraíonn an roinn go bhfuil gá le heintiteas scoile/scoileanna nua, is féidir le pátrún ionchasach an scoil/na scoileanna ar mian leo iarratas a dhéanamh orthu a roghnú agus foirm iarratais a chomhlánú ina leith sin do gach scoil, lena cur faoi bhráid na roinne. Soláthraíonn mo roinn sonraí faoi OPPS na scoile/na scoileanna agus liosta de phátrúin na n-iarratasóirí a rinne iarratas ar phátrúnacht na scoile/na scoileanna. Ansin, is féidir le tuismitheoirí rochtain a fháil ar shuíomh gréasáin OPPS, rud a ligeann dóibh rochtain a fháil ar an suirbhé cuí dá gceantar, sonraí an linbh/na leanaí incháilithe a ionchur agus an pátrún is fearr leo a roghnú. Tá roghanna na dtuismitheoirí, chomh maith le breithnithe eile amhail fairsinge na héagsúlachta soláthair i limistéar ar leith (lena n-áirítear soláthar trí mheán na Gaeilge), ríthábhachtach don phróiseas cinnteoireachta agus chun a chinneadh cibé acu a bheadh scoil ag leibhéal na hiar-bhunscoile ina gaelcholáiste nó, dá mba scoil trí mheán an Bhéarla í, an mbeadh aonad meán-Gaeilge inti.

Tríd an Suirbhé Bunscoile a bhí ar siúl ón 4 Samhain go dtí an 16 Nollaig 2025, fuair mo roinn faisnéis shoiléir faoi roghanna tuismitheoirí agus caomhnóirí ar roinnt réimsí tábhachtacha de sholáthar bunscoile, lena n-áirítear teanga teagaisc (Béarla nó Gaeilge).

Sa chás go léiríonn torthaí an tsuirbhé éileamh ar athrú, beidh deis ag Boird Bhainistíochta machnamh a dhéanamh ar a bheith san áireamh sa chéad ghrúpa scoileanna chun torthaí an tsuirbhé a chur i ngníomh, tar éis tréimhse rannpháirtíochta agus comhairliúcháin lena bpobal.

Foilseoidh mo roinn gach tuairisc a bhaineann go sonrach leis an scoil ar shuíomh gréasáin gov.ie i mí an Mheithimh.

Leanfaidh an roinn de bheith i dteagmháil le húdaráis áitiúla maidir lena bpleananna forbartha contae, agus aon phleananna ceantair áitiúla gaolmhara d’fhonn aon riachtanas féideartha fadtéarmacha maidir le cóiríocht scoile a aithint ar fud na limistéir pleanála scoile.

Schools Building Projects

Questions (83)

Louise O'Reilly

Question:

83. Deputy Louise O'Reilly asked the Minister for Education and Youth if she will provide an update on the much needed extension for a school (details supplied); and if she will make a statement on the matter. [44249/26]

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Written answers

The school referred to was approved to enter my department's pipeline of school buildings under the Additional School Accommodation scheme for a project to provide five mainstream classrooms (one prefab replacement), one special education tuition (SET) room, a two-classroom special educational needs (SEN) base and ancillary. The project is devolved to the school authority for delivery.

A Stage 2b report has been received by my department and is currently under review from both a technical and cost perspective. All projects, including this one, will undergo the necessary due diligence outlined in the Public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.

Although this project is not within the first tranche of school building projects recently published in the NDP Sectoral Investment Plan, it remains part of my department’s overall pipeline of school building projects. The NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.

As part of planning ahead for the next tranche of projects to progress to tender, the department led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.

Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, my department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.

Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.

The accommodation needs at this school will be considered as part of the ongoing overall department led prioritisation process, in consultation with the school’s patron and school authorities.

Disadvantaged Status

Questions (84)

Louise O'Reilly

Question:

84. Deputy Louise O'Reilly asked the Minister for Education and Youth education if consideration was given to DEIS+ status for a school (details supplied); if this was considered and ruled out and if she will provide details of the decision making process; and if she will make a statement on the matter. [44250/26]

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Written answers

Addressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me as Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year and was launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of DEIS. DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.

This approach ensures that additional resources are directed where they can have the greatest impact and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.

The DEIS Strategy to 2035 also acknowledges that students at risk of educational disadvantage are present in all schools. It therefore focuses on improving outcomes, encouraging innovation and ensuring schools can access the right supports when needed.

As part of the DEIS Plus identification process, the DEIS Plus identification model was applied nationally to DEIS Urban Band 1 primary schools and DEIS post-primary schools. Using this model, schools were identified for inclusion in the DEIS Plus scheme through an objective and data-based approach that applies nationally available indicators consistently across all schools. A paper detailing the DEIS Plus Identification model is available on gov.ie.

Following an assessment of the past three years’ enrolment data, only those schools identified as having the highest concentrations of children and young people at risk of educational disadvantage were included in the scheme. If a school was not identified for inclusion, this does not imply that there is no disadvantage within the school community. While many schools experience significant need, not all met the threshold for inclusion at this stage.

The department also recognises that some schools are operating in the context of complex local pressures within their wider communities. While these challenges are often well understood locally, they are not always captured in datasets that can be fairly and consistently applied across the entire school system. A rules-based national model must consider all schools on the same basis; it cannot substitute locally held knowledge for data that are not available or comparable nationwide.

Schools will continue to be supported through the range of additional resources provided through the DEIS programme and wider DEIS Strategy to 2035 measures. Any future allocation of resources will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.

Departmental Programmes

Questions (85)

Shónagh Ní Raghallaigh

Question:

85. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she is aware of delayed payments for teachers on the Home Tuition Programme; and if she will make a statement on the matter. [44298/26]

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Written answers

As part of the home tuition scheme, the Department of Education and Youth acts as a payroll agent only on behalf of parents/legal guardians who have been approved for grant payments under the scheme. The Department does not have any contractual relationship with the home tutor who is, in the context of home tuition, self-employed.

For convenience and for planning purposes, the payment claim form and other documents that set out the rules for claiming payment are published on the Department of Education and Youth website for each academic year during the preceding summer.

As set out in the directions on the payment claim form, and to comply with governance rules concerning the home tuition payment scheme, it is the responsibility solely of the parent/legal guardian to complete and submit forms for payment processing. When signing the payment claim form, both the parent/legal guardian and tutor have agreed to this condition.

There are twelve payment periods for home tutors in this academic year. These were planned to allow for a consolidated and organised pay issue structure in the Department’s Special Needs and Tuition Grants section, which processes home tuition payments. The deadline for submission of the payment claim form for each of the periods is set out on the form itself. The dates that were selected by the Department provide adequate time for the postal submission of the form after the close of each period. The payment dates for monies being lodged to tutor bank accounts are aligned with immutable pay issue dates for the Department’s Non-Teaching Staff (NTS) Payroll, which also issues payments to c. 30,000 SNAs, caretakers and secretaries.

When received and to ensure good governance standards, each payment claim form is reviewed to ensure validity and scheme compliance. Where it is determined that discrepancies exist or that additional verification is required, the Department contacts the parent/legal guardian only. Currently this process results in the original payment claim form being returned to the parent/legal guardian for review and annotation. In each case a preaddressed, pre-paid envelope is enclosed to promote prompt return of the claim form. Where it arises that a payment claim form misses a deadline, it automatically transfers to the next pay issue date. To ensure data and process integrity, amendments to signed paper documents cannot be accepted by phone or e-mail.

Claim forms are to be submitted to my Department at the end of the period in which tuition has been provided and every effort is made to process these claims as soon as possible after the claim form is received from the facility. However, delays may be experienced from time to time if forms are incomplete or not submitted promptly by the provider. I can assure the deputies that every effort is being made to keep any delays to a minimum.

In line with the Department of Education and Youth Statement of Strategy 2025-28, devising a digital solution that would see the home tuition payments claim process move online is being explored. Until such a system can be put in place, the Department will continue to minimise disruption to payment processing while ensuring that governance standards and scheme integrity are upheld.

School Staff

Questions (86)

Shónagh Ní Raghallaigh

Question:

86. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth her views on whether the teacher supply panel is operating efficiently; and if she will make a statement on the matter. [44299/26]

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Written answers

As part of the COVID-19 supports provided to schools in 2020, additional funding of €41.2 million was allocated to provide primary schools with substitute staff.

This funding allowed for the expansion of the Substitute Teacher Supply Panel from a pilot scheme consisting of 6 Supply Panels to 132 Supply Panels nationwide, with almost 380 newly appointed Supply Panel teachers employed, providing substitute cover to over 2,500 schools across the country. The posts are allocated to the base schools in the cluster and teachers are employed by those schools.

The scheme has expanded continuously since then and currently there are 168 Supply Panel clusters, with 587 posts allocated to the scheme, providing substitute cover in 2,905 schools. The recruitment and appointment of teachers to fill the Supply Panel teaching posts is a matter for the individual base schools.

The Department of Education engages in a constant review process of existing panels to ensure effectiveness of those panels and to review the creation of new panels where viable. The latest usage report on the supply panels show an efficiency rate of 93% across all the existing panels.

School Staff

Questions (87)

Cathal Crowe

Question:

87. Deputy Cathal Crowe asked the Minister for Education and Youth if her Department intends to issue an information or technical note to extend the temporary suspension of the 90-day limit for primary school teachers on career breaks undertaking substitute teaching work for the upcoming school year; the anticipated date of publication for this directive; and if she will make a statement on the matter. [44312/26]

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Written answers

The terms and conditions of the Career Break Scheme for teachers are contained in the department’s Circular Letter 54/2019 (Chapter 7). A Career Break is a period of unpaid special leave for not less than 1 school year. It may be extended on an annual basis provided the total period of the Career Break does not exceed 5 years at any one time, subject to an overall maximum of 10 years absence during a teacher’s career.

Under the Career Break Scheme, a teacher may not be employed in an approved teaching or special needs assistant post funded by monies provided by the Oireachtas.

However, in exceptional circumstances, an employer may appoint a qualified teacher on Career Break for substitute teaching purposes subject to a maximum of (a) 90 days in a school year at primary level and (b) 300 hours in a school year at post primary level.

The aforementioned substitute teaching restrictions were suspended for the last number of school years in response to issues raised in relation to teacher supply.

Information Note TC/IN 0005/2025 titled ’Temporary changes to the Career Break Scheme for Registered Teachers employed in Recognised Primary and Post Primary Schools-2025/26 School Year’ published in June 2025, informed employers and teachers of the temporary change to the Career Break Scheme for the 2025/26 school year. As stated in the Information Note, this is a temporary arrangement and is due to cease at the end of the 2025/2026 school year.

An extension of these provisions for the 2026/27 school year is currently under consideration and will require further consultation with the relevant stakeholders.

Once a decision has been made, it will be circulated to the relevant stakeholders.

School Accommodation

Questions (88)

Shónagh Ní Raghallaigh

Question:

88. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the number of schools currently using temporary accommodation, including prefabricated classrooms; the duration for which such accommodation has been in use in each case; and the plans in place to provide permanent accommodation. [44346/26]

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Written answers

As part of its forward planning, my Department is currently conducting an integrated energy and condition profile for 4,000 schools across the school estate. This will provide a nationwide and systematic approach for identifying and determining priorities for investment in the school estate to address decarbonisation, condition and maintenance requirements. Work on this survey is well advanced and it is envisaged that the survey and validation process will be completed by the end of 2026. In relation to the questions raised by the Deputy, it is envisaged that this survey when completed and validated, will provide standardised and evidence based data on the condition of the school estate. Furthermore, the department has initiated a new strategic review of school rental accommodation which will address the policy issues which the Deputy has alluded to.

The NDP Sectoral Investment Plan for the 2026 to 2030 will involve an investment of €7.55 billion – circa. €5 billion of which will be to support project delivery and €2.25 billion to support the operation of the school estate in terms of maintenance and improvement works etc.

There are a range of schemes in place to support school authorities in terms of dealing with condition issues in their school buildings e.g. minor works grant scheme, climate action summer works scheme and emergency works scheme. There is also a very clear responsibility on individual school authorities to ensure that they operate a good maintenance regime and my Department provides good guidance on same as well as funding and technical support via its various schemes.

It is also important to note that the use of Modern Methods of Construction (MMC) reflects the Government’s broader commitment to developing modern, sustainable infrastructure. MMC enhances the productivity, efficiency, and environmental sustainability of school accommodation delivery. The Modular Accommodation Framework is a key part of the Department’s strategy for the provision of good quality functional accommodation to meet the permanent accommodation requirements for prioritised individual schools. Offsite construction minimises disruption in live school environments, while factory precision and strict quality control deliver robust, low-maintenance buildings. Today’s modular buildings represent a major advancement from earlier prefabricated forms and, since December 2018, all new builds — including modular — must meet the Near Zero Energy Building (NZEB) standard, ensuring high energy efficiency and sustainability.

As part of NDP rollout, it is envisaged that there will be continued strong rollout of the Modular Accommodation Programme to meet additional permanent accommodation requirements that are deemed urgent and necessary by the Department and that cannot be met from within existing school capacity. While the intended lifespan of individual units may currently vary, modular units provided from the Department’s framework have a design life of 60 years.

Schools Building Projects

Questions (89, 90, 91)

Barry Ward

Question:

89. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the permanent school building project for a school (details supplied); and if she will make a statement on the matter. [44358/26]

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Barry Ward

Question:

90. Deputy Barry Ward asked the Minister for Education and Youth the position regarding a timeline for the completion of the permanent school project (details supplied); and if she will make a statement on the matter. [44359/26]

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Barry Ward

Question:

91. Deputy Barry Ward asked the Minister for Education and Youth if she will facilitate a meeting with the management of a school (details supplied) in relation to delays in progressing their permanent school building; and if she will make a statement on the matter. [44360/26]

View answer

Written answers

I propose to take Questions Nos. 89, 90 and 91 together.

The project for the school referred to by the Deputy will provide a new 1,000 pupil post-primary school building and accommodation, including 4 classrooms, for children with special educational needs on the permanent site for the school. The project, which has planning permission, will be delivered under my Department's Design and Build Programme.

Earlier this year my department published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.

The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.

I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects. As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and will ultimately inform the next tranches of programme rollout to tender. My Department’s Planning and Building Unit will be consulting with stakeholders as part of the confirmation of further priority projects for rollout to tender in future tranches. This consultation will include meetings with patrons and management bodies in June.

Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs.

The accommodation needs for the school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.

Question No. 90 answered with Question No. 89.
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