Written Answers Nos. 204-223
204. Deputy Brendan Smith asked the Minister for Education and Youth the range of topics covered and the outcome of her discussions in Cork with the Members of the European Commission; and if she will make a statement on the matter. [53877/26]
View answerIreland’s EU Presidency term began on July 1.
The Presidency visit by the College of Commissioners took place in Cork on 2-3 July and represented the first collective engagement between the Government of Ireland and the European Commission during the Ireland’s Presidency term.
The visit provided an important opportunity to strengthen political relationships, establish a shared understanding of Ireland’s Presidency priorities and discuss how we will work with the Commission though our term to ensure we can deliver effectively on our policy objectives to the benefit of citizens in Ireland and across Europe.
During this discussion on the area of Education and Youth, I provided the summary of the discussions to the meeting, as well as engaging on the topics. These included matters such as AI in Education, Skills Education, Inclusion and the Protection of Young People in Digital Spaces.
During our Education and Youth Presidency of the Council, I will lead the implementation of a number of Education and Youth priorities that will seek to advance EU work on these matters, and these are set out in the Irish Presidency Programme that was published in June.
205. Deputy Maurice Quinlivan asked the Minister for Education and Youth her plans to further expand the Health Alliances for Practice-Based Professional Education and Engagement Project at the University of Limerick; and if she will make a statement on the matter. [53930/26]
View answerMy department, where possible, also aims to support innovation in our schools. The Health Alliances for Practice-Based Professional Education and Engagement (HAPPEE) project is a community partnership delivering in-school interventions in physiotherapy, occupational therapy and speech and language therapy. It is a collaboration between the University of Limerick (UL), Limerick City and County Council, St Gabriel's Foundation and six primary schools in Limerick which places UL students training to be physiotherapists, occupational therapists and speech and language therapists directly into classrooms. The UL students work with school staff, whole classes, small groups and a small number of individual children and their families to provide therapeutic supports which might otherwise be hard to access.
Under the 2026 Dormant Accounts Fund, an application from the HAPPEE project was successful. This provides funding of €130,000 for the project for 2026. It should be noted that Dormant Accounts Funding is provided annually following an application process and projects must apply annually for continued funding under the scheme.
In addition, my department, in collaboration with the Department of the Taoiseach, the Department of Children, Disability and Equality, and the Department of Health, conducted a joint research project on School Integrated Services. The concept of School Integrated Services aims to address the educational, health and social needs of children and young people by integrating multiple service providers within school settings. This research provides a comprehensive analysis of School Integrated Services both internationally and in Ireland and offers recommendations to inform national policy and practice.
The HAPPEE approach is currently being evaluated under this cross-government research project on integrated services and a UL PRIME Pupil Progress study to evaluate its potential and to inform future policy. Any further expansion of the HAPPEE project will be considered in that context.
In line with the Programme for Government commitment, the Education Therapy Service (ETS) has been established as a critical and important support for children and young people in their school environment.
The ETS will be delivered by the National Council for Special Education (NCSE) and is an additional support for children with special education needs. It is to compliment and not replace existing children’s health and disability services delivered through the HSE and other agencies. The delivery of health and social care services in a family centred manner remain within the remit of the existing children’s services. The ETS will provide supports to children and young people in their school environment focused on educationally relevant outcomes such as participation and engagement in their school environment.
On 6 February 2026, the Department of Education and Youth announced the phased roll-out of ETS starting with an initial phase of 45 special schools. It is important to highlight that this is the initial phase of the ETS roll-out which will occur on a phased basis with a wider roll-out to further special schools within the 2026/2027 school year and a new initiative which will see all schools benefit in the coming years. The continued roll-out of the ETS will be supported by phased recruitment campaigns, including a national campaign in Q3 2026, to ensure therapy needs across the school system are met.
Consultation with stakeholders is ongoing. It is imperative that ETS therapists work in an integrated manner with existing children’s services, ensuring the provision of a child centred holistic service and system for children and families. In addition to concentrated work with existing services, engagements have taken place with families, therapists and school communities regarding how this new service should be designed.
206. Deputy Michael Cahill asked the Minister for Education and Youth to address an issue (details supplied); and if she will make a statement on the matter. [53990/26]
View answerChapter 4 of the outgoing Public Service Agreement (PSA) 2024–2026 provides for Local Bargaining, a mechanism through which employers and trade unions may agree changes to structures, work practices and conditions of service in return for an agreed local bargaining payment.
A key part of the local bargaining process, agreed between the Department of Public Expenditure Infrastructure Public Service Reform and Digitalisation (DPER) and the Public Services Committee of ICTU, is that parties at sectoral level agree reform measures known as ‘management priorities’ in return for payment of agreed local bargaining claims. It is a matter for each individual union to decide to proceed to ballot on any matter, including local bargaining.
My department is considering written correspondence received from Fórsa on 9 July 2026 regarding the outcome of their recent ballots. My department remains committed to constructive engagement with Fórsa and is available to continue discussions on these matters.
207. Deputy Cian O'Callaghan asked the Minister for Education and Youth further to Parliamentary Question No. 378 of 7 July 2026, if she will provide information on the identified level of need in the school planning area (details supplied); the reason no new special classes in primary schools have been announced in the school planning area; and if she will make a statement on the matter. [53995/26]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year.
In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
584 new special classes have been sanctioned to date, including 68 inclusive special classes. This brings the total number of special classes sanctioned to date to over 4,300. Further new special classes may be confirmed in the coming weeks, if required.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs.
Of the 584 new special classes, 378 are being established in primary schools and 206 in post-primary schools. New special classes are being established in every county with 140 new special classes confirmed for Dublin.
Please find at the link below a list of new special classes sanctioned in the area referred to by the deputy. Details of all new special classes are available on the NCSE website.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation in County Dublin and indeed nationwide. 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.
208. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Youth her views on the need to develop additional accommodation for a school (details supplied). [54058/26]
View answerThe school to which the Deputy refers was approved to enter my department's pipeline of projects under the Additional School Accommodation (ASA) scheme. The project will provide one multimedia room, one textiles room, one graphics room, one construction studies room, one technology preparation room, one project store and one science lab and preparation area. The inclusion of a PE Hall or GP/Dining Hall depends on site feasibility, constraints and input from the Local Authority and Heritage Officer. This project has been devolved to Cork Education and Training Board (CETB) for delivery.
The Stage 1 (preliminary design) report outlining the proposed design and costings has been submitted to my Department and is currently under review. In line with my Department’s Infrastructure Guidelines, all projects, including this one, 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.
Once this review is complete, the outcome will be communicated to CETB, who will continue to engage directly with the school authorities to ensure they are kept fully informed of progress.
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 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.
209. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Youth her views on the need for a permanent school building for a school (details supplied). [54059/26]
View answerA 2.76 acre site at Janeville, Shannon Park, Carrigaline was acquired by the department in 2024 for the permanent building project referred to by the Deputy.
The major project for Owenabue ETNS currently at Stage 1 – Preliminary Design (assessment of site and location suitability and initial sketch scheme).
As part of the Stage 1 process the design team submit a Stage 1 report to my department which outlines a preferred design option, including the scope and extent of works to be carried out.
The Stage 1 report was received in my department in January 2025 and upon completion of the department’s due diligence review, the Stage 1 stakeholders meeting took place on 24th March 2025 where the principal, a representative from Educate Together, all design team members, the project manager and department officials were in attendance. The meeting concluded with agreement that the design team would explore further design layout options and submit a Stage 1 addendum report.
The full design team Stage 1 addendum report was received in August 2025.
The department Stage 1 addendum comments issued last month, via the project manager, for the design teams attention.
Department officials are currently working to close out Stage 1.
Since 2020, the Department of Education has provided €818.82 million in capital funding for Cork schools.
Over this period, a total of 171 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation.
12 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan.
There are currently 17 school projects in Cork under construction.
This summer, 35 schools are approved to undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 376 special classes have been sanctioned in Cork, of which 70 were sanctioned for September 2026.
210. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update, including a timeline, on the new ASD classes for a school (details supplied); and if she will make a statement on the matter. [54064/26]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
In relation to the modular project for Finglas Parochial National School, planning permission was granted on the 25 of March. The department and its project manager will be working to ensure that this project gets delivered as quickly as possible. The project will be completed as early as possible in the new school year (late Q3/ early Q4 2026). The assigned Project Manager will keep the School Authority updated regularly as the project progresses.
Home tuition funding was available for all relevant children for 2025/26. Some availed of this option and stayed in their existing settings with overage ECCE exemptions, continuation of private autism preschool funding or otherwise. Some availed of the 2 hours per child daily offering by the school in the church/community hall. Some children have subsequently secured alternative placements during the school year/ for this coming September 2026 with the places now offered to new children.
The department and the NCSE want to reassure families that they will be supported in seeking a placement and that the NCSE remains available to provide advice and support to all families seeking specialist placement. It's important to note that the majority of children with special educational needs are supported to attend mainstream classes with their peers, through the provision of resources such as Special Education 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.
211. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update, including a timeline, of the new ASD classes for a school (details supplied). [54065/26]
View answerThe school to which the Deputy refers was sanctioned to open two special classes for September 2026 by the National Council for Special Education (NCSE). The school received two €30,000 Start Up Grants (total €60,000).
The school submitted two separate applications for additional funding under the Department's Additional Accommodation Scheme in February and April 2026. The applications were reviewed by my Department’s Professional & Technical Unit at the time and based on the information provided the applications were approved. An initial letter of approval was issued to the school on 28 May 2026.
The projects have now been devolved to the school authority to progress to the next step as outlined in the initial approval letter.
Officials at my Department will continue to liaise with the school to ensure these vital projects are progressed in a timely manner.
212. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update including a timeline of the new ASD classes for a school (details supplied). [54066/26]
View answerAs the Deputy is aware, this school was approved under the Department's Additional School Accommodation (ASA) Scheme for a repurposing works project to provide two special educational needs (SEN) classrooms, to be delivered in two phases.
The project is being delivered on a devolved basis by the school authority, with support from the Joint Managerial Body (JMB). The Department has approved the project to Stage 3 (tender stage), and the school authority is expected to submit the Stage 3 report shortly.
As the Stage 3 report has not yet been received, it is not possible at this time to provide a definitive timeline for the project. Once submitted, the report will be reviewed by the Department and, subject to the necessary approvals and requirements, the project will be progressed to the next stage of delivery as quickly as possible.
213. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update including a timeline of the new ASD classes for a school (details supplied). [54067/26]
View answerThe school to which the Deputy refers have been granted capital funding for Two x special education classroom plus ancillary accommodation under my Department’s SEN Reconfiguration and Modular Accommodation programme.
This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects.
Rogerson Reddan (RR) have been appointed, from my Department’s Framework, to design and tender this schools project. This is a collaborative process between the Project Manager, School Authority and the Department.
The building is substantially complete and is earmarked for handover to the school in August 2026.
My Department is fully aware of the urgency in respect of this accommodation and will be working closely with the Project Managers and School Authority to keep it updated on overall project delivery and timelines.
214. Deputy David Maxwell asked the Minister for Education and Youth if she is aware of concerns raised by Irish teachers returning from teaching overseas regarding the Teaching Council registration process; the number of applications for registration from teachers qualified and experienced overseas that are currently awaiting determination; the average processing time for such applications over the past three years; whether her Department has engaged with the Teaching Council regarding reported delays, inconsistent registration outcomes and barriers faced by returning Irish teachers; whether consideration is being given to introducing a dedicated registration pathway for Irish teachers returning from recognised education systems abroad; and if she will make a statement on the matter. [54071/26]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2025 (www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf). As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule of the Regulations.
As a statutory body, the Teaching Council is mandated by law to properly determine and to authenticate the relevant standards and qualifications of all applicants for registration, including those who have qualified outside of Ireland. My department has no role in relation to individual teacher registration.
Fully qualified teachers who have qualified outside of the Republic of Ireland (ROI) are eligible to apply for registration with the Teaching Council, which includes the process of evaluating their qualifications for the purposes of registration.
The qualifications of teachers who qualified outside of ROI are assessed to ensure they are of a comparable standard to those achieved by graduates of accredited Initial Teacher Education programmes in ROI. All applications from teachers who qualified outside of ROI are processed in line with EU Directive 2005/36/EU (Mutual Recognition of Professional Qualifications) and are assessed under its general system in the same manner, regardless of whether the applicant qualified within or outside of the EU. Further details on this process can be found on the Teaching Council website.
The Teaching Council receives approximately 680 eligible applications annually from teachers who have qualified outside of the ROI. Applications from outside the ROI are assessed on a holistic basis taking account of all relevant qualifications held by the applicant and their professional experience.
The Teaching Council currently has two dedicated application pathways for teachers who have qualified outside of the Republic of Ireland:
1. Recognition Applications assessed in line with the EU Directive 2005/36/EC
Teachers who have qualified outside of the Republic of Ireland (ROI) and who are eligible to teach in the country in which they obtained their qualification can apply for recognition as a teacher with the Teaching Council. A person deemed to be a fully qualified teacher has completed a recognised teacher education qualification and programme of induction. A person must provide an official letter, confirming they are a fully qualified teacher, from the relevant teacher registration body or Competent Authority in the country of qualification.
Where substantial differences between the applicant's training and the training in Ireland are identified, the applicant will be given the option of compensating for the substantial difference(s) via an aptitude test or adaptation period. In many instances, applicants put forward multiple qualifications for assessment.
From 1 January to 30 June 2026, 351 teachers who qualified outside of Ireland have completed their registration with the Teaching Council. As of 13 July 2026, there are 154 applications from teachers who qualified outside of Ireland awaiting determination (63 for primary registration; 91 for post-primary registration). Of the 154 applications, 55 will be presented to the Qualifications Panel for decision on 20 July 2026 and the remaining 99 applications are in progress.
In line with EU Directive 2005/36/EC, applicants are advised that the application process may take up to 12 weeks from receipt of all required documentation. The current average processing timeline is 7 weeks for primary applicants and 8 weeks for post-primary applicants. The average processing times for overseas applicants to the register since 2023 are as follows:
|
- |
2023 |
2024 |
2025 |
Q1 2026 |
|
Primary |
5 weeks |
7 weeks |
6 weeks |
7 weeks |
|
Post-primary |
8 weeks |
7 weeks |
6 weeks |
8 weeks |
2. Recognition Application received under the Timebound Provision
In the Council’s recently revised registration regulations, there is a timebound provision which allows teachers who qualified in another country but have not completed any necessary induction there, to apply to register with the Teaching Council (in certain limited circumstances) and to complete induction here in the Republic of Ireland. This provision opened for applications in October 2025 and will remain open until 30 December 2027. To be eligible for registration under this provision, teachers must have completed a teacher education qualification outside of the country that is of an equivalent standard to an Irish teacher education qualification. This means that no qualification shortfalls should be identified between their teacher education qualification and that of the Irish standard, save for the Irish Language Requirements for primary teachers and History & Structure of the Irish Education System for post -primary teachers.
Under this provision, as of 13 July 2026, there are 33 applications awaiting determination (17 for primary registration; 16 for post-primary registration). Of the 33 applications, 14 will be presented to the Qualifications Panel for decision on 20 July 2026 and the remaining 19 applications are in progress.
The following are the numbers of those registered under the Timebound Provision to date (13 July 2026):
|
Registered under Timebound Provision |
22 October 2025 - 13 July 2026 |
|
Primary |
37 |
|
Post-primary |
51 |
The Teaching Council is independent in its registration function and is best placed to answer any query that an individual may have in relation to assessment of their qualifications.
215. Deputy Colm Burke asked the Minister for Education and Youth the reason a school’s (details supplied) SEN re-purposing grant was refused; if the school can re-apply given that there will be five SEN classes and challenges with accommodation; and if she will make a statement on the matter. [54098/26]
View answerThe school to which the Deputy refers was sanctioned to open one autism inclusion class for September 2026 by the National Council for Special Education (NCSE). The school received a €30,000 Start Up Grant to establish the class.
Autism inclusion classes are sanctioned on the basis that there are no physical space requirements and as such, additional funding cannot be provided under the SEN Repurposing Small Scale Works Scheme.
The Department is undertaking investigative works at this school during the summer period and the accommodation challenges the school refers to will be considered during this time.
Officials at my Department will continue to engage and liaise with the school authority.
216. Deputy Colm Burke asked the Minister for Education and Youth the current status of an application by a school (details supplied) under the emergency works scheme; when decisions will be issued; and if she will make a statement on the matter. [54097/26]
View answerAs the Deputy may be aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property, or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of the minimal scope of works required to remedy an emergency situation.
The school referred to by the Deputy has submitted an application for funding under the Emergency Works Scheme (EWS) in respect of fabric defect works. The application is currently being assessed by the Department’s technical team.
As part of the assessment process, arrangements are being made for a site visit to the school to enable the Department’s technical team to evaluate the scope and extent of the works required. The findings of this assessment will inform the Department’s consideration of the application.
The EWS team is fully aware of the urgency of this matter and is progressing the necessary steps as quickly as possible. The school will be kept informed of developments throughout the process.
217. Deputy Pat the Cope Gallagher asked the Minister for Education and Youth the current position regarding the application for funding under the summer works scheme in respect of a science laboratory project at a school (details supplied); the current status of the assessment of the application; if funding will be approved and made available in sufficient time to allow the project to be completed before the commencement of the 2026-2027 academic year, given the urgent need for these works; and if she will make a statement on the matter. [54100/26]
View answerThe purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis that, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis across a number of categories of works.
My Department recognises the importance of the proposed Climate Action & Science labs refurbishment projects. Throughout, my department has engaged extensively with the relevant Education and Training Board (ETB) to progress the works and to support the project’s advancement. In doing so, the Department must ensure that all proposals meet the necessary technical, procurement and governance requirements, particularly given the obligation to safeguard public funds.
I am happy to inform the deputy that the final check for compliance has now been completed and the ETB should receive formal approval to proceed shortly.
218. Deputy Thomas Gould asked the Minister for Education and Youth for an update on the population review into Mallow and the proposed extension of a school (details supplied). [54108/26]
View answerI can confirm to the Deputy that an application for major capital works was received from the school in question.
The completion of the Department’s nationwide Energy and Condition Survey is awaited and the NDP Implementation Plan which will allow an effective prioritisation of finite capital investment. The determination of a long-term pathway forward for the school will form part of this wider process.
The department constantly monitors demographic requirements in the context of current and planned residential development activity. The pace of delivery of additional residential development in school planning areas, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements. The department regularly engages with Cork County Council in respect of its Development Plan and Local Area Plans, with a view to identifying any potential long-term school accommodation requirements across all settlements throughout the county, of which Mallow is one. The current variation to the County Development Plan 2022-2028 relates to proposed increases in housing target numbers for Mallow. The department is engaging with the various consultation phases of the statutory plan process that applies to this variation. The outcome of this process is still to be determined as the adoption date of the variation into the County Development Plan has yet to be identified by the Council.
The department will continue to liaise with the school authority in this regard.
219. Deputy Thomas Gould asked the Minister for Education and Youth if there are plans to progress a special school for second-level age students in Cork. [54109/26]
View answerThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
There continues to be an increasing need to provide additional special school places to support students with complex needs. To meet this need, sixteen new special schools have been established in recent years, and capacity has been expanded in a number of others. Five of these were established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary.
The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork.
When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
In planning for increased special school places, my department and the NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
Part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation in County Cork and indeed nationwide as to where new special schools are required.
220. Deputy Thomas Gould asked the Minister for Education and Youth the number of children eligible for a special school place aged 12 years or up availing of the Home Tuition programme in the 2025-2026 school year. [54110/26]
View answerThe Home Tuition Grant Scheme is available to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school.
Home tuition is provided as an interim measure only. It is a short-term measure and should not be regarded as an optional alternative to a school placement.
Under the scheme, funding may be provided for children with special educational needs who are seeking a Special School or Special Class placement and who meet the eligibility criteria.
For the 2025/26 school year, there were 23 children who were sanctioned home tuition and who were aged 12 years or older (or turned 12 during the 2025/26 school year) while awaiting an appropriate special school placement.
The Department continues to work closely with the National Council for Special Education (NCSE) and school patrons to ensure that sufficient special education placements are available to meet identified needs and that home tuition remains an interim support measure pending the provision of an appropriate school placement.
221. Deputy Thomas Gould asked the Minister for Education and Youth the number of children that received a NEPS assessment in Cork in 2025; and the number on the waiting list. [54111/26]
View answer226. Deputy Thomas Gould asked the Minister for Education and Youth the number of NEPS psychologists employed in Cork in each of the past five years respectively, in tabular form. [54144/26]
View answerI propose to take Questions Nos. 221 and 226 together.
I would like to take this opportunity to outline the role 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.
• 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.
I can advise the deputy that 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 is made up of six administrative regions with a number of counties in each region. It is therefore not possible to provide assessment figures for individual counties. I can advise the deputy, however, that NEPS psychologists provide a casework service for approximately 9000 children per annum nationwide. This casework service is in addition to the other supports provided by NEPS which are outlined above.
NEPS encourages schools to support children and young people using the Continuum of Support, whereby school staff use a problem-solving approach, including school screening (assessment) and evidence-based intervention, for children and young people experiencing difficulties in the school context. The response to intervention is monitored and recorded in the Student Support File. The teachers, parents and child are involved in this process. Under this model, a diagnosis is not required for a child or young person to access supports that can be implemented at school level in mainstream classes, such as special education teaching 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.
County Cork is part of NEPS Region 5 along with Counties Clare and Kerry. Prior to the school year 2024/25 Cork was part of the Mid Munster region. This region also included Cork and Tipperary South. In the 2020/21 school year there were 30 whole time equivalents working in the Mid Munster region. There are currently 42 whole time equivalents working across NEPS region 5. In 2022 there were 225 whole-time equivalent psychologists employed in NEPS and today there are 235.
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.
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.
222. Deputy Thomas Gould asked the Minister for Education and Youth the number of schools that applied for DEIS Plus status; the schools that were not accepted; and whether she intends to extend the scheme further. [54112/26]
View answerAddressing 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.
Schools were not required to apply for inclusion in the DEIS Plus scheme, rather, they were identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
The Department of Education and Youth is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS Plus scheme. Schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their enrolment data were invited by the department to have that outcome reviewed through a formal appeal process.
The appeal process was designed to ensure that the DEIS Plus identification model was applied consistently, transparently and fairly across all eligible schools. Schools were afforded the opportunity either to correct inaccuracies identified in enrolment data submitted through POD or PPOD, or to request verification that the model had been correctly applied to their existing data.
The grounds for appeal were limited to matters directly related to the enrolment data underpinning the model. Following completion of this process, schools will be notified in writing of the outcome of their appeal.
The appeal process opened on 27 April 2026 and closed on 25 May 2026. The process is in its final stages. It would not be appropriate to comment on individual schools or on the status of any individual appeal until that process has concluded. It is anticipated that schools will be informed of the outcome in July 2026.
Any future expansion of the DEIS Plus scheme will be considered within the context of the DEIS Strategy to 2035 and the availability of resources.
223. Deputy Thomas Gould asked the Minister for Education and Youth the number of SET hours allocated in Cork per student in the 2025-2026 school year; and the number for the 2026-2027 school year. [54113/26]
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 primary responsibility for the education of all pupils in primary schools, including those with special education learning needs, is the class teacher.
Special education teachers provide additional teaching support to students in mainstream classes with an identified and recorded special educational learning needs in the student support plan aligned with the Continuum of Support framework.
The Special Education Teaching (SET) Allocation Model is a standardised allocation model that provides schools with additional teaching hours to support the teaching needs of students in mainstream classes based on the school’s profile of need.
It is important to understand that SET Resources are allocated as a whole school resource and not to individual pupils.
Each school must adhere to Circular 0064/2024 (The operation/application and deployment of Special Education Teacher resources) by ensuring that their SET allocation is deployed based on the student support plan for pupils and ensuring that those pupils with the greatest level of identified and recorded need receive the greatest level of learning support based on the Continuum of Support Framework.
Therefore, the information requested is only available in the individual school.
The NCSE publishes the SET allocation for each school on their website by county and the allocations for 2026/27 school year can be accessed at: www.ncse.ie/ncse/data-and-statistics/set-hours-special-class-teachers-and-sna-allocations/
