Written Answers Nos. 260-273
260. Deputy Erin McGreehan asked the Minister for Education and Youth to provide an update on the Exceptional No Service Interim Grant, noting that it was made available to families affected when Bus Éireann issued tickets for the 2025/2026 school year and difficulties subsequently arose with a small number of contracted services in certain localities (details supplied). [52357/26]
View answerThe Department of Education and Youth were aware that at the commencement of the 2025/26 school year, a small number of school transport services are delayed, even though tickets were issued.
Bus Éireann, which runs the scheme, has advised that some school bus routes could not start due to a lack of contractors or drivers or appropriately sized vehicles. In some areas, contractors pulled out or there were no bids received through the procurement process.
Where this has happened, students may not have a school transport service.
Where a service cannot be provided immediately, an Exceptional No Service Interim Grant is payable by the Department where a pupil on mainstream has been issued a ticket but transport is not in place at the start of the school year due to operational difficulties. The grant is based on the number of days the child attends school. Families do not need to apply; they will be contacted directly by the Department’s School Transport Section.
The Exceptional No Service Interim Grant will be made available to families retrospectively. This payment will be paid as an exceptional measure and will be calculated from the date the service was due to commence up to the date that a service in provided for affected pupils. As the payment is based on the number of days a child attends school up until the time a service has commenced, it cannot be paid in advance.
This grant is linked to ticket holders and will amount to €5 per day per family and is based on the number of days pupils attended school from 25th August 2025 until a service commenced.
School Transport officials of my department have contacted the family referred to by the Deputy, but to date the additional information required by the department has not been sent by this family referred and therefore payment cannot issue until received.
261. Deputy Roderic O'Gorman asked the Minister for Education and Youth the status of the school building programme for a school (details supplied); when her Department will grant permission to pass Stage 2(b); if the school’s building programme on the list of building programmes issued in January 2026; and if she will make a statement on the matter. [52358/26]
View answerThe school to which the Deputy refers was approved to enter my departments pipeline of school building projects under the Additional Schools Accommodation (ASA) scheme to provide eight mainstream classrooms, a two classroom special educational needs (SEN) base and ancillary.
This project is currently at stage 2a (developed design). The stage 2a report was submitted by the school authority in May 2026 and is currently under review. In line with my Department’s Infrastructure Guidelines, all projects are subject to the necessary technical and cost assessment as part of this process. Given the complexity of the evaluation and the need to ensure full cost compliance and alignment with the National Development Plan, this review is necessarily thorough.
While it is not possible to provide indicative timelines for advancement to further stages, the project remains under active review and will be progressed when the wider implementation framework permits. Progression to the next phase is contingent on the outcome of the review and the project’s alignment with the prioritisation framework under the National Development Plan.
262. Deputy Seán Kyne asked the Minister for Education and Youth to confirm that a teacher (details below) has the 34 years of service as a teacher to qualify for voluntary early retirement; whether their query form 1 application for a statement of retirement benefits could be issued; and if she will make a statement on the matter. [52359/26]
View answerI wish to inform the Deputy that an official from the Pensions Unit of my department has recently contacted the person concerned to discuss their retirement options. An updated statement of retirement benefits has also issued. I understand the person concerned based on the information available to my department, is eligible to retire in October this year.
263. Deputy Brendan Smith asked the Minister for Education and Youth f approval will issue in respect of a new service for a school (details supplied); and if she will make a statement on the matter. [52363/26]
View answerAddressing educational disadvantage in all schools remains a key priority for my department.
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.
The HSCL scheme is a core element of the DEIS programme and forms part of the wider Tusla Education Support Service (TESS). HSCL coordinators are teachers assigned to work directly with parents, guardians, school staff and community services to strengthen engagement between home, school and community.
The overarching aim of HSCL is to improve attendance, participation and retention, particularly for children and young people experiencing educational disadvantage.
Schools included in the HSCL pilot project were identified using nationally available data relating to concentrations of educational disadvantage. Operational factors, including clustering feasibility and regional capacity requirements, were also considered to support implementation of the pilot at this stage.
While St Felim’s NS, Ballinagh was not included in the recent HSCL pilot expansion, this does not imply that educational disadvantage does not exist within the school community.
My 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.
264. Deputy Brendan Smith asked the Minister for Education and Youth if a new service has been extended to schools (details supplied); and if she will make a statement on the matter. [52364/26]
View answerAddressing educational disadvantage in all schools remains a key priority for my department.
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.
The HSCL scheme is a core element of the DEIS programme and forms part of the wider Tusla Education Support Service (TESS). HSCL coordinators are teachers assigned to work directly with parents, guardians, school staff and community services to strengthen engagement between home, school and community.
The overarching aim of HSCL is to improve attendance, participation and retention, particularly for children and young people experiencing educational disadvantage.
Schools in both Cavan and Monaghan will benefit from the expansion of the HSCL scheme.
Increase in HSCL by county
|
County |
Count of all schools by county (primary and post-primary) |
% of schools with HSCL support after new allocations |
% of schools gaining HSCL |
|
Cavan |
86 |
14% |
9% |
|
Monaghan |
74 |
18% |
8% |
Schools included in the HSCL pilot project were identified using nationally available data relating to concentrations of educational disadvantage. Operational factors, including clustering feasibility and regional capacity requirements, were also considered to support implementation of the pilot at this stage.
A school not selected for participation in the recent HSCL pilot expansion does not imply that educational disadvantage does not exist within the school community.
My 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.
265. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the status of an application for a school building project (details supplied); and if she will make a statement on the matter. [52380/26]
View answerThe school to which the Deputy refers was approved to enter my Department’s pipeline of school building projects under the Additional Accommodation Scheme (ASA) to provide three mainstream classrooms, a two-class special educational needs (SEN) base, and repurposing works of existing accommodation to provide two mainstream classrooms. Delivery of this project has been devolved to the school authority.
This project is currently at Stage 2b (Detailed Design). My Department is awaiting submission of the Stage 2b Report from the School Authority and, upon receipt, will undertake a detailed assessment of the submission.
In line with the Department’s Infrastructure Guidelines, all projects are subject to technical and cost compliance assessments. Given the complexity of this project, and the need to ensure value for money and alignment with National Development Plan (NDP) objectives, the Stage 2b review process will necessarily be comprehensive and thorough.
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. Progression of this project will form part of my Department’s broader work under the NDP Implementation Plan.
266. Deputy Keira Keogh asked the Minister for Education and Youth when an SNA application for a school (details supplied) will be approved; and if she will make a statement on the matter. [52381/26]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with care needs including the allocation of Special Needs Assistant (SNA) resources.
The number of SNAs allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. Funding for 3,000 additional SNAs is being provided to bring the total number of SNAs to over 26,000 in 2026 and into 2027.
SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
As the matter raised in the question relates to SNA allocation to a school and my department has no role in the SNA allocation or review process, I am forwarding this to the NCSE for their direct reply.
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.
267. Deputy Thomas Gould asked the Minister for Education and Youth the way in which a person working part-time in a post primary school can achieve Droichead registration if they do not work the required 200 hours in an academic year, if they are unable to increase their hours even temporarily due to caring commitments. [52396/26]
View answerThe Teaching Council is the body with the statutory authority and responsibility for the regulation and registration of the teaching profession in Ireland, including the Droichead registration condition. This is provided for under the Teaching Council Acts 2001-2015.
Droichead is an integrated professional induction framework for newly qualified teachers (NQTs). This integrated framework includes both school- based induction and additional professional learning activities to address the needs of teachers as they begin their careers.
Droichead plays a central role in the continuum of teacher education, supporting teachers as they transition from initial teacher education into the teaching profession.
Its main objective is to support the professional learning of NQTs during the induction phase, thus laying the foundations for subsequent professional growth and learning for the next phase of their career. All teachers must complete the Droichead process in full. The Teaching Council endeavours to apply the process equally and transparently to all NQTs.
A review of the Droichead policy was recently carried out by the Teaching Council, and this involved feedback and engagement from a number of stakeholders. Details of the policy review can be found on the Teaching Council website on the following webpage: www.teachingcouncil.ie/news/updated-droichead-policy-published-following-comprehensive-review/.
268. Deputy Willie O'Dea asked the Minister for Education and Youth if she will increase investment in the youth work sector to increase service provision. [52404/26]
View answer269. Deputy Willie O'Dea asked the Minister for Education and Youth if she will increase capital funding for youth hubs and infrastructure to support connection, service provision and prevention. [52405/26]
View answerI propose to take Questions Nos. 268 and 269 together.
As the Deputy is aware, arising from Budget 2026, an additional €8 million in current and capital funding has been allocated to support the sustainability and development of youth services. This brings the overall core current and capital funding available to support existing youth services and youth work infrastructure to €94.1 million for 2026, representing a 9.3% increase on the corresponding funding available in 2025.
In 2026, the core current funding allocation of €90.1 million supports existing youth services and youth organisations across both targeted and universal provision for young people. This significant investment contributes directly to sustaining and enhancing participation levels across all youth funding schemes, which now involve over 450,000 young people nationwide.
Furthermore, capital funding of €4.0 million will be available to support youth organisations and youth services in 2026, representing a significant increase of €3.5 million compared to the 2025 allocation. This capital funding will enable targeted investment in essential upgrades to youth facilities, equipment, and digital infrastructure in a modern youth work environment to ensure safe, modern and inclusive spaces for young people.
All capital investment in the youth sector will be aligned with the National Development Plan framework and forms part of the department’s approach to long-term infrastructure planning and service development. This marks the first time that the youth sector has had clear visibility and certainty regarding capital funding over a multi-year period. Establishing a defined capital envelope under the National Development Plan provides a more stable and predictable basis for planning, allowing youth organisations, education and training boards to prepare projects in a structured and strategic way. It also supports better value for money and more coherent long-term development of youth facilities nationally.
Regarding Budget 2027; this will be considered by government as part of the annual estimates process. As this process is currently underway, the deputy will appreciate that it would not be appropriate for me to comment further at this stage.
I would like to note that the department hopes to build on the progress achieved through Budget 2026 and previous years. The department remains committed to advancing key priorities and will continue to explore opportunities for investment that respond to the evolving needs of young people.
270. Deputy Louis O'Hara asked the Minister for Education and Youth if a redress scheme will be provided for survivors of historic sexual abuse suffered at the hands of members of an organisation (details supplied); and if she will make a statement on the matter. [52484/26]
View answerThe organisation in question is an independent voluntary organisation governed by its independent Board. As such, the establishment of a redress scheme is a matter for the organisation to determine.
The organisation receives some of its funding from the Department of Education and Youth. My officials engage regularly with the organisation to ensure proper governance in relation to department funding.
This funding supports the delivery of the organisation's programme, including its safeguarding functions.
My officials are satisfied that safeguarding is a priority for the organisation and that it has appropriate safeguarding structures.
271. Deputy Michael Cahill asked the Minister for Education and Youth to urgently address the deep frustration and disappointment with the administration of this year's Primary School Summer Programme by her Department; if she will address the issues highlighted in correspondence (details supplied); and if she will make a statement on the matter. [52519/26]
View answerDetails of the 2026 Summer Programme were communicated to all schools on the 6th May 2026. All schools have been offered the opportunity to run a school-based programme for children with the most complex special educational needs and those at risk of educational disadvantage.
Where a school does not intend to run a school-based programme or there is no place on the programme for an eligible child, schools were invited to make an application for the home-based programme.
It is important to note that staffing allocations are made to schools based on the number of children they are catering for in accordance with the published terms and conditions of the programme.
The staffing allocation for special class groups in the Primary School Scheme is typically the same as the special class resource allocation which exists during the school year. Where this is not the case, the Department will engage directly with individual schools so that all of the children enrolled in special classes can partake.
The staffing allocation for pupils with special educational needs and/or pupils at risk of educational disadvantage enrolled in mainstream classes is more favourable than during the school term. For each group of 12 pupils participating, one teacher and one Special Needs Assistant (SNA) is allocated. This is compared to the pupil teacher ratio of one teacher for every 23 pupils during term-time.
As communicated to all schools at the outset, it was intended that schools would be engaged with on an individual basis confirming the number of pupils approved to participate in this year’s programme, along with their school’s assigned staffing allocation. This approach ensures that each school receives clear, tailored information to support effective planning and that every child eligible for the Summer Programme is accommodated with the appropriate resources in line with the published programme terms.
In relation to the school referred to by the Deputy, department officials have engaged directly with the school to ensure that each eligible child continues to be supported under the Summer Programme.
A Department helpline is available for schools and parents at 090 648 4292 to address any specific queries regarding this year’s Summer Programme. Queries concerning the school-based scheme can be directed to the schoolsummerprogramme@education.gov.ie. Queries concerning the Home-based scheme can be directed to the homebasedsummerprogram@education.gov.ie.
272. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department has issued guidance, circulars or advice to boards of management regarding the management of situations where a member of teaching staff transitions gender while employed; whether such guidance addresses the school's obligations under equality legislation, communication with staff, students and parents, and the ethos of denominational schools; and if she will make a statement on the matter. [52525/26]
View answerI can confirm to the Deputy that my Department has not issued guidance, circulars or advice to boards of management regarding the management of situations where a member of teaching staff transitions gender while employed.
273. Deputy Darren O'Rourke asked the Minister for Education and Youth if she will review and amend the criteria requiring survivors of institutional abuse to pay up front for education courses before they can claim for them (details supplied); and if she will make a statement on the matter. [52549/26]
View answerEducation support payments are available for eligible survivors in accordance with a scheme established under the Supports for Survivors of Residential Institutional Abuse Act 2025. As is required by the Act, this scheme is being implemented in accordance with criteria which were published in March of this year.
Two types of support payment are available under the scheme – a standard “informal” payment of €600 to support applicants’ self-development and wellbeing and a separate “formal” payment ranging from €500 to €2,000 for those applicants who wish to pursue more formal education and training leading to a recognised award.
With regard to the €600 payment, applicants are free to use this as they wish to further their own self-development and wellbeing and are not required to specify how they intend to use this payment.
To avail of a formal education support payment, applicants are required to provide information on the course concerned, including the course provider, the relevant award and whether the course is full-time or part-time. This information is required to determine whether the course falls within the terms of the scheme and the payment which would apply.
It should be noted that the applicable support payment is not related to the cost of the course concerned. It depends only on the level of the award to which the course leads and whether the course is full-time or part-time. Once received, applicants can then utilise the support payment as they see fit to support their learning.
Before a payment can be made, and in addition to the information set out above, applicants must also provide confirmation that they have registered for the course and that the applicable fee, if any, has been paid. As the Deputy will appreciate, it is not possible to provide significant funding to applicants before they have enrolled on the course.
However, once approved, my Department can issue those payments very quickly, with payments typically issuing within one week of approval. I would also note that my Department is implementing the scheme as flexibly as possible. In that regard, where an applicant has paid an appropriate deposit, or is paying a course fee over a period of time, this is regarded as sufficient confirmation.
