Maurice Quinlivan
Question:98. Deputy Maurice Quinlivan asked the Minister for Education and Youth if she will be expanding the number of DEIS+ schools in Limerick; and if she will make a statement on the matter. [53910/26]
View answerEducational Disadvantage
Questions (98)
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 small cohort of 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.
Schools in the DEIS Plus scheme will receive strengthened, research-informed supports across wellbeing, attendance, engagement, guidance, leadership capacity, community partnerships and access to services, including the introduction of a new positive mental health and wellbeing initiative to support a whole-school approach to student wellbeing.
Any future expansion of the DEIS Plus scheme will be considered over the lifetime of the DEIS Strategy to 2035 and the availability of resources.
Departmental Reviews
Questions (99)
Barry Ward
Question:99. Deputy Barry Ward asked the Minister for Education and Youth the position regarding any review ongoing within her Department into the provision of new Gaelscoileanna and Gaelcholáistí; and if she will make a statement on the matter. [52703/26]
View answerWritten answers
The Programme for Government 2025, Securing Ireland’s Future, includes a commitment to establish Gaelscoileanna and Gaelcholáistí where there is demand and to support parents choosing Irish-medium education for their children.
By way of general information, the Policy for Irish-Medium Education outside of the Gaeltacht was launched in November 2025. The policy sets out my department's vision that high-quality Irish-medium education will be available to all, in inclusive and multicultural educational settings.
The Taskforce on Models of Provision for Irish-Medium Education, which was established under the Policy for Irish-Medium Education outside of the Gaeltacht, is providing a platform for collaboration between my department and key stakeholders to identify a pathway to increase the provision of Irish-medium education. A range of organisations and stakeholders whose input will be important in agreeing recommendations in this area have nominated members to the taskforce.
Parental preferences from the primary school survey have now been published and this provides a comprehensive evidence base to underpin decision-making on the level of demand for Irish medium provision. Primary schools have been given an opportunity to reflect on the outcome of the survey and indicate to the Department by 31 October if, following local consultations, they are interested in change - including in relation to moving to Irish medium provision. This can provide a cost-effective mechanism for increasing Irish medium provision. The findings of the primary school survey, particularly parents’ expressed preferences for Irish-medium education, will play a significant role in shaping any future decisions in this area with regards both primary and post-primary provision.
Schools Building Projects
Questions (100)
Brendan Smith
Question:100. Deputy Brendan Smith asked the Minister for Education and Youth if she will ensure that a building project for a school (details supplied) will proceed to the next stage at an early date in view of the urgent need to provide much needed additional permanent accommodation; and if she will make a statement on the matter. [54152/26]
View answerWritten answers
The school to which the Deputy refers was approved to enter my Department's pipeline of projects under the Additional School Accommodation (ASA) section. The project will provide two science labs and one prep area, one home economics room, one music room, one textiles room, a two class-room special educational needs (SEN) base and ancillary accommodation. This project was devolved to the school authority to deliver.
The Stage 1 (preliminary design) report has been submitted to my department and is currently under review. In line with the Department's Infrastructure Guidelines, all school 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.
My Department recently contacted the school authority to provide an update on the project’s status and to outline the current project prioritisation process.
Progression of this project will form part of my Department’s broader work under the National Development Plan (NDP) Implementation Plan. At this point, 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.
Special Educational Needs
Questions (101)
Naoise Ó Cearúil
Question:101. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth the measures being taken to ensure that primary schools requested by her Department to provide additional mainstream places or establish new special classes receive timely confirmation of the teaching posts, special educational needs supports and associated resources required to deliver those places; and if she will make a statement on the matter. [54041/26]
View answerWritten answers
I can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post-primary level, including children and young people with special educational needs, is an absolute priority for my department.
The annual enrolment process for new Junior Infants at primary level and new first years at post-primary level is a very large-scale operation that takes place across almost 4,000 schools nationwide and involves approximately 140,000 pupils each year. My department works closely with schools, patrons, and management bodies to ensure that there are sufficient school places available to meet the needs of all children.
My department’s core responsibility is to ensure that schools within an area can, collectively, cater for all pupils seeking places. Where demographic data indicates that additional provision is required, my department works to ensure that available capacity is utilised in the first instance, taking account of both accommodation and staffing resources.
Where a need for additional mainstream places is identified, my department works closely with schools and patrons to support the planning and delivery of additional capacity. Schools are encouraged to highlight any accommodation or staffing requirements arising from this process. The allocation of teaching posts and associated supports is made in accordance with the published Primary Staffing schedule and the relevant Department policies.
The primary factor in determining the level of staffing resources allocated to an individual school is the applicable staffing schedule for the relevant school year, together with pupil enrolment as recorded on the preceding 30 September. The staffing schedule operates as a standardised allocation mechanism, using enrolment bands to determine the number of classroom teaching posts assigned to each school. The staffing schedule for the 2026/27 school year was published in March 2026.
At primary level, the staffing schedule plays a central role in supporting the sustainability of schools by aligning staffing resources with enrolment patterns in a clear, consistent, and equitable manner, ensuring that schools of a similar type are treated uniformly, irrespective of location.
Mainstream teachers are not allocated on a class-by-class basis but on a general allocation for the total enrolment across the school.
In cases where a school takes an additional class and enrolments are projected to increase there are options available to schools to apply for additional staffing, within the staffing arrangements (Circular 0025/2026). In general, schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts, using the projected enrolment criteria. If a school takes on an additional class and overall enrolments do not increase significantly, the teacher for that class is taken from the existing teacher allocation within the school. There is also a staffing appeals mechanism for schools to apply to an independent Primary Staffing Appeals Board, under certain published criteria.
With respect to the resourcing of new special classes, my department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. 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.
The department and the NCSE continue to make a range of supports available for schools opening special classes which include the provision of teacher and special needs assistant (SNA) resources, enhanced capitation grants, assistive technology grants, the school transport scheme, dedicated training and guidance and resource documents.
My department continues to work collaboratively with schools and education partners to support planning and timely resourcing of schools, in line with the parameters of the relevant schemes.
Youth Work Supports
Questions (102)
Aidan Farrelly
Question:102. Deputy Aidan Farrelly asked the Minister for Education and Youth when arrangements for the youth capital funding scheme for 2026 will be finalised and released; if funding will be released under the youth capital funding scheme for 2026 have to be drawn down and spent within the 2026 calendar year; and if she will make a statement on the matter. [53907/26]
View answerWritten answers
The Department of Education and Youth is committed to supporting the delivery of high-quality youth work and non-formal developmental opportunities to young people.
In this regard, there has been a significant increase in dedicated capital funding for the youth sector which will be aligned with the National Development Plan (NDP) framework. Youth capital funding of €4.0 million will be available annually to support the youth sector from 2026 to 2030. This annual capital allocation represents a significant increase of €3.5 million on the 2025 allocation and an enhancement on the annual youth capital allocations of recent years.
Work is currently underway within the department to finalise the details of the 2026 youth capital funding scheme. The €4.0 million funding available in 2026 will be utilised to support the purchase of essential equipment, upgrades to youth facilities and digital infrastructure for youth organisations and youth services.
When the 2026 youth capital funding scheme has been finalised and approved in the coming weeks, applicant organisations will be notified of the specific details of the capital scheme for 2026 including the arrangements for the drawdown of funding and requirements in relation to expenditure of approved capital funding. Clear guidance documentation on the operation of the scheme and application documentation will also be provided.
In parallel with the finalisation of the 2026 youth capital funding scheme, 2026 will serve as an important scoping and preparation year for the wider youth capital programme under the NDP to 2030, including building relationships with key external stakeholders.
Youth participation will also be a key element of this planning process. Engagement with the youth sector more broadly will ensure that investment is targeted at areas of greatest need.
Schools Building Projects
Questions (103)
Roderic O'Gorman
Question:103. Deputy Roderic O'Gorman asked the Minister for Education and Youth for an update on school planning in the Cabra-Phibsborough-D7 School Planning Area (SPA); and if she will make a statement on the matter. [54204/26]
View answerWritten answers
I wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
My department also conducts granular analysis below the level of a school planning area, particularly where a school planning area encompasses both high growth urban settlement areas and a more rural hinterland. Our analysis of school place demand in urban areas experiencing high population growth has indicated that demand in the urban area can be 10-20% higher than the school planning area as a whole.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
My department is satisfied that any unmet demand can be accommodated at present by the existing and growing schools in the area. As a result, there are currently no new school planned in the SPA.
There are 21 primary schools and 8 post-primary schools in the SPA with a number of projects at various stages of the architectural design process, which will provide additional capacity in the coming years.
Details of large-scale projects being delivered under the school building programme may be viewed on my department's website at www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The department will continue to liaise with Dublin City Council in respect of their county development plan and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
Schools Building Projects
Questions (104)
Pádraig O'Sullivan
Question:104. Deputy Pádraig O'Sullivan asked the Minister for Education and Youth to provide a full list of all school building projects currently at Stage 2A and Stage 2B in County Cork, including the school name, roll number, project description, current stage and expected timeline for progression, in tabular form; and if she will make a statement on the matter. [53894/26]
View answerWritten answers
Since 2020, the Department of Education has provided over €800 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 school extension or provision of modular accommodation. There are currently 17 Schools in Cork under construction.
Twelve further school project will go to tender or construction in 2026 or 2027, and this summer, 35 schools are approved to undergo works as part of the Climate Action Summer Works Scheme. In addition to this 70 special classes are sanctioned for September 2026.
There are currently 47 projects progressing through Stage 2a of the architectural planning process in County Cork, reflecting solid momentum within the county’s school building pipeline. All projects continue to undergo detailed technical and cost assessment in line with Government Infrastructure Guidelines, with progression managed carefully across the wider capital programme. Department officials have recently intensified engagement with schools whose Stage 2a reports have been under examination for some time, ensuring each project is fully considered within overall prioritisation and programme management. Projects already at Stage 2a are strongly positioned for progression to Stage 2b, which will continue on a rolling basis within available capital funding and in line with key priorities such as special education needs and maximising accommodation capacity. Urgent accommodation requirements will continue to be met through mechanisms including the SEN Repurposing Scheme, modular accommodation and the Emergency Works Scheme.
The Department is targeting 2027 for the publication of the next tranche of priority projects to proceed to tender. Projects will need to be at an appropriate stage of readiness to be considered as part of the next tranche.
Prioritisation will be informed by departmental analysis, engagement with patrons and schools, available funding, and, where relevant, findings from the Department's school estate energy and condition survey, which is due to be completed by the end of this year.
In relation to the specific questions raised by the Deputy, it is important to note that the status of all projects is set out at www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
School Management
Questions (105)
Eoin Ó Broin
Question:105. Deputy Eoin Ó Broin asked the Minister for Education and Youth to reverse the decision to remove a teaching position from a school (details supplied), given this decision will have a detrimental impact both for the students and the future development of the school. [50294/26]
View answerWritten answers
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The enrolment of the school referred to by the Deputy fell from 381 pupils to 354 pupils, which is 19 pupils below the threshold required to retain the 16th class teacher. As a result, the school's mainstream staffing is to reduce to 15 in September.
The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The appeal submitted by the school was unsuccessful. The Appeals Board operates independently of the Department and its decision is final.
Departmental Data
Questions (106)
Joe Cooney
Question:106. Deputy Joe Cooney asked the Minister for Education and Youth the steps her Department is taking to establish a fully independent, stand-alone Gaelcholáiste in County Clare; if she will address the limitations impacting students who wish to complete second-level education through the medium of the Irish language; and if she will make a statement on the matter. [53903/26]
View answerWritten answers
The Programme for Government 2025, Securing Ireland’s Future, includes a commitment to establish Gaelscoileanna and Gaelcholáistí where there is demand and support parents choosing Irish-medium education for their children.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth.
In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to Gaelcholáistí.
Where parental patronage and language preference demand for school places has an emphasis for Irish medium education but the overall demographic growth in the area does not warrant the establishment of a Gaelcholáiste an alternative of establishing an Irish medium unit, or Aonad in an English-medium school can be considered.
By way of general information, parental preferences from the primary school survey have now been published and this provides a comprehensive evidence base to underpin decision-making on the level of demand for Irish medium provision. The survey will also provide a useful guide to inform both future primary and post-primary provision.
With respect to Co. Clare, there is sufficient existing and oncoming post primary school capacity to meet the forecasted school place needs, including the completed expansion of Ennis Community College. While school places will continue to be kept under review, there are currently no plans to establish a new school to meet demographic requirements in Co. Clare.
My department will continue to liaise with Clare County Council in respect of their county development plan and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
Finally, my department is fully committed to supporting Irish medium provision and has invested over €500m over the last 6 years in building new school buildings and modernising existing facilities for Irish medium schools across the country. My department will continue to support Irish medium provision as part of NDP rollout during the 2026 to 2030 period.
Education Standards
Questions (107)
Tony McCormack
Question:107. Deputy Tony McCormack asked the Minister for Education and Youth whether she is satisfied with current literacy and numeracy outcomes and the measures being taken to improve standards across the education system; and if she will make a statement on the matter. [54051/26]
View answerWritten answers
Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024-2033: Every Learner from Birth to Young Adulthood sets out a clear vision and a comprehensive approach to supporting all children and young adults in developing literacy and numeracy skills. It builds on the success of Literacy and Numeracy for Learning and Life (2011–2020) including:
- Improved literacy and numeracy outcomes nationally
- Embedded assessment, standardised testing and School Self-Evaluation in schools
- Narrowed achievement gaps between DEIS and non-DEIS schools
- Strengthened teacher professional practice and school improvement processes.
While building on these successes, the strategy seeks to address ongoing challenges in literacy, numeracy and digital literacy, with a particular focus on inclusion, equity and improving outcomes for all learners. It sets out a comprehensive programme of actions across early learning and care, primary, post-primary and further education settings, including strengthening teaching and learning, enhancing assessment practices, supporting professional learning for educators, promoting digital literacy, and improving support for learners at risk of educational disadvantage. The strategy also places a strong emphasis on evidence-informed practice, collaboration with parents and communities, and monitoring progress to ensure every learner can develop the literacy, numeracy and digital literacy skills needed to thrive in education, work and society.
Assessment
All forms of assessment, including standardised tests, supports the teacher in identifying the next steps in children’s learning in literacy and numeracy and ensures that learning outcomes and learning experiences are tailored to meet the needs of students.
Standardised testing in reading and mathematics is carried out in 2nd, 4th and 6th class each year in primary school. Primary schools are required to report aggregate test results to the Department of Education annually; however, the Department does not publish the data. The results are used by schools to support teaching and learning, monitor pupils’ progress, identify students who may require additional support, and inform school self-evaluation and improvement planning.
In addition, Ireland participates in a number of national and international assessments that measure literacy and numeracy achievement at both primary and post-primary levels. These assessments provide valuable insights into educational outcomes, facilitate international comparisons, and help identify areas for improvement and reform.
- PIRLS: Progress in International Reading Study (PIRLS) measures the reading achievement of pupils in grade 4 (Fourth Class). The report of the 2021 test results was published in May 2023. Ireland retained its place among a subset of high-achieving countries; no EU or OECD country achieved a score that was significantly higher than Ireland’s score in that year. The comparative national trend for Ireland is also positive, with Ireland’s mean score of 577 on PIRLS 2021 being 11 points higher than the comparable national score in 2016 and 25 points higher than in 2011.
- PISA: Programme for International Student Assessment (PISA) assesses the knowledge and skills of 15-year-olds in science, reading, mathematics, and an innovative domain that changes each cycle. Results for the 2022 cycle of PISA were published in December 2023. These show that Ireland performs to a very high level in reading literacy with mean score of 516, which was significantly higher than the OECD average of 476. Performance in mathematics and science is also strong; Ireland’s mean score on the overall mathematics scale was 492, significantly higher than the OECD average of 472. Ireland’s mean score in science was 504, significantly higher than the OECD average of 485. The results of the 2025 PISA cycle are due for publication on 8th September 2026.
- TIMSS: Trends in International Mathematics and Science Study (TIMSS) assesses mathematics and science in 4th Grade (4th Class primary) and 8th Grade (2nd Year post-primary) students. The results of the 2023 cycle showed that Ireland’s mean scores in both grades were significantly above TIMSS international averages. Ireland’s mean achievement at Fourth Grade in Mathematics and Science were similar to the two previous cycles (2019 and 2015) and statistically significantly higher than 2011. Ireland’s mean achievement at Eighth Grade in Mathematics and Science remained relatively stable over the three most recent cycles that Ireland participated in at this grade (2015, 2019 and 2023).
- NAMER: National Assessment in Mathematics and English Reading is a national assessment at primary level. In 2021 2nd Class pupils completed English Reading tests, while 6th Class pupils completed Mathematics tests. These results show that overall 2nd class pupils’ performance on reading was similar to 2014. 24% of pupils performed at or below Level 1 compared with 22% in 2014. 44% of pupils performed at or above level 3 in 2021 compared with 46% in 2014. Overall 6th class pupils’ performance in mathematics in 2021 was broadly similar to 2014. 27% of pupils performed at or below Level 1 in compared with 27% in 2014. 41% of pupils performed at or above Level 3 compared to 42% in 2014.
- Curriculum cohesion
Key competencies and key skills play a central role in curriculum development in Ireland by providing a shared vision of the knowledge, skills, values, and dispositions that learners should develop throughout their education. Rather than focusing solely on subject content, curriculum specifications are designed to support the development of broader competencies.
The Irish curriculum demonstrates strong cohesion across all stages of education through a progressive framework of competencies that supports learners from primary school to senior cycle.
At primary level, the Key Competencies foster skills such as being well, Being a digital learner, being an active citizen, being an active learner, being creative, being a communicator and using language and being mathematical. These are built upon through the Junior Cycle Key Skills, which further develop students’ capacity to be creative, communicate effectively, manage information and thinking, work with others, manage themselves, and stay well. At Senior Cycle, the Key Competencies continue this progression by emphasising managing learning and self; thinking and solving problems; being creative; communicating; working with others; participating in society; cultivating wellbeing with literacy and numeracy, supporting the key competencies.
Embedded within these frameworks is a strong and consistent emphasis on literacy, numeracy, and digital literacy, which are recognised as fundamental enablers of learning and participation. Literacy supports students in communicating, understanding, and engaging critically with information across all subjects. Numeracy develops problem-solving, reasoning, and the confident application of mathematical understanding in everyday contexts. Digital literacy equips learners with the skills to access, evaluate, create, and communicate information effectively in an increasingly digital world. Together, these competencies and skills provide a coherent continuum of learning, ensuring that students deepen their knowledge, skills, values, and dispositions as they progress through the education system, while developing the essential capabilities needed to thrive as confident, active, and lifelong learners in the twenty-first century.
School Accommodation
Questions (108)
Natasha Newsome Drennan
Question:108. Deputy Natasha Newsome Drennan asked the Minister for Education and Youth if there are any legal requirements in relation to the minimum space requirement for children in classrooms; if she has examined the matter; and if she will make a statement on the matter. [54063/26]
View answerWritten answers
My department has in place detailed design guidelines for Primary & Post Primary School Accommodation. These guidelines, are available on my department's website at: www.gov.ie/en/publication/7e515-technical-guidance-documents
In primary schools, a mainstream classroom of 80m² in area is provided in the design of new school buildings and extensions to existing buildings. At post primary level, specifications vary with the purpose of the classroom.
The purpose of the Additional School Accommodation (ASA) scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or other schools in the area.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. The Department will continue to build on the aforementioned progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, there will continue to be a strong emphasis on maximising existing capacity across the school estate and also ensuring that school admissions policies and processes are targeted at meeting local mainstream and special class requirements.
My department’s National Development Plan allocation of €7.55 billion equates to an average of €1.51 billion per annum and in the region of €5 billion will be invested in the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and annual September Needs programmes.
My department’s Climate Action Summer Works Scheme continues to support the upgrading and modernisation of school facilities through a devolved, multi-annual funding model. It is also open to schools to use their Annual Minor Works Grant to make improvements to existing school stock as appropriate.
I wish to confirm to the Deputy that the configuration of classes and the deployment of classroom teachers are done at local school level. My department’s guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account, for example, classroom accommodation, fluctuating enrolment etc. However, the enrolment policies in place and compliance for existing schools is a matter for the individual school authorities.
Special Educational Needs
Questions (109)
Naoise Ó Cearúil
Question:109. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth the basis on which the 1 September 2026 closing date for the NCSE parents notify portal for special class and special school placements for the 2027-28 school year was determined; whether consideration has been given to concerns raised by schools that the deadline falls before many schools have reopened following the summer break, limiting opportunities for engagement and support during the application process; and if she will make a statement on the matter. [54040/26]
View answerWritten answers
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.
In order to support the NCSE and forward planning my department published Circular 0063/2026. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
This notification process will provide the NCSE with critical information on children who continue to need a special class as they progress to post-primary level as well as details on students who require a place for the first time.
This year to facilitate earlier sanctioning of classes for the 2027/28 school year, an earlier date of 1 September was set for parents with necessary documentation to be provided by 15 September 2026 or as soon as is reasonably practicable thereafter.
The Parents Notify process provides the NCSE and the department with essential information on the potential need for specialist placements in schools to support forward planning of special education provision.
The NCSE will continue to engage with parents/guardians and schools on this, to ensure relevant information is provided as quickly as possible to facilitate comprehensive forward planning. The NCSE also require the most recent version of the student support plan which provides useful information on how a child or young person is supported in their current setting. The NCSE routinely access student support plans as part of their ongoing support to schools and will work with individual parents and schools on this when schools return in the Autumn.
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.
Special Educational Needs
Questions (110)
Richard Boyd Barrett
Question:110. Deputy Richard Boyd Barrett asked the Minister for Education and Youth whether she will reconsider implementing the Special Needs Assistants Workforce Development Plan following a rejection of the plan by SNAs in a trade union ballot (details supplied). [54078/26]
View answerWritten answers
The number of special need assistants (SNAs) has grown significantly, to support the increasing number of students with special education needs, both in mainstream schools and in special schools. By the end of this year there will be approximately 26,000 SNAs in our education system.
In recognition of the importance of the SNA role, my department established a dedicated unit to work with SNAs and all of the associated stakeholders over the last two years to deliver strategic policy and reform to support the SNA workforce. This collaborative work culminated in the publication on 3 June 2026 of the first SNA Workforce Development Plan.
Built around five strategic pillars, the plan recognises the vital contribution SNAs make to supporting children and young people with additional educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities.
The actions set out in the SNA Workforce Development Plan were developed through extensive engagement between my department, Fórsa and other education stakeholders.
Direct stakeholder consultation on the Plan included nationwide focus groups with SNAs, teachers and school leaders, consultation with children and young people, a survey of SNAs with which more than 13,000 SNAs engaged and a number of online webinars with SNAs and school leaders.
I note the outcome of the recent ballot by members of Fórsa to not accept the Plan. While I am disappointed by this outcome my department remains committed to constructive engagement with Fórsa and remains available to engage in relation to these matters.
My department is now corresponding with Fórsa, following receipt of written correspondence from them regarding the outcome of the ballots. My department will continue to work with all stakeholders to achieve sustainable improvements for the SNA workforce in pursuit of 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.
Pupil-Teacher Ratio
Questions (111)
Tom Brabazon
Question:111. Deputy Tom Brabazon asked the Minister for Education and Youth the measures her Department is taking to increase the number of primary school teachers and to reduce the pupil-to-teacher ratio in primary schools as committed to in the programme for Government. [53935/26]
View answerWritten answers
Teacher numbers at primary level have reached the highest ever level in the current school year. Currently there are over 43,000 teaching posts allocated across the primary school system. This represents an increase of just over 5,000 teachers when compared with the 2019/20 year and this has led to a steady improvement in the pupil:teacher ratio and average class size during this period. In recent budgets, prioritisation was given to reducing the pupil teacher ratio in primary schools, which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. A three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
Budget 2026 provided an increase of €845 million in core current funding for education and youth on the figure allocated for 2025, while the total investment figure also includes €1.6 billion allocated for 2026 as part of the National Development Plan 2026 – 2030.
This funding reflects the Government’s continued commitment, under the Programme for Government, to ensuring that every child and young person can learn, thrive and reach their full potential. It builds on the progress made in recent years, while recognising that further work is needed to make education more inclusive and equitable for all.
Funding has been provided for 860 special education teachers, across special schools and mainstream settings, along with more than 1700 SNAs; a €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 latest figures in relation to pupil:teacher ratio shows an improved ratio of pupils to teachers from 15:1 to 12.8:1 at primary level when comparing the 2019/20 school year to the 2024/25 school year. In the same period, the primary staffing schedule improved from 26:1 to 23:1 and average class sizes at primary have improved from 24:1 to 22.2:1.
The Government has significantly invested in our schools and in our teacher workforce in recent years. The Programme for Government commits to make further progress in this area with an aim to reduce the general pupil:teacher Ratio at primary level to 19:1 over the term of government.
Schools Building Projects
Questions (112)
Emer Currie
Question:112. Deputy Emer Currie asked the Minister for Education and Youth if she will progress a new school building for a school (details supplied) to accommodate the needs of students in Blanchardstown village and Blanchardstown west school planning area; and if she will make a statement on the matter. [52408/26]
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As the Deputy is aware, my department has recently received an application from the school in question for large scale capital funding to provide a new school building.
Applications for large scale projects require detailed analysis in line with public Infrastructure Guidelines and must consider a wide range of factors including the school’s accommodation requirements, the condition of existing accommodation, site constraints, available accommodation capacity across schools in the area, demographics in the school planning area, school building projects already in train and projected demand for places in the school planning area.
My department has published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. In line with the NDP Sectoral Plan, capital investment will be targeted and prioritised to meet the most urgent and prioritised needs, focusing on maximising the capacity of the existing school estate as much as possible in the first instance.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis and in consultation with patrons to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities.
The Department led Energy and Condition Survey of the school estate will provide an additional evidence base for assessing priorities and will give a good picture of the nature of accommodation at all schools and will facilitate good strategic overview and decision-making on relative priorities between schools for further investment in the existing school estate.
It is in this context that the school's application will be considered and in due course a decision on this application will be communicated directly to the school authority.
Special Educational Needs
Questions (113)
Maeve O'Connell
Question:113. Deputy Maeve O'Connell asked the Minister for Education and Youth for an update on the delivery of special classes in Dublin Rathdown. [52411/26]
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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.
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.
Details of the new special classes are available on the NCSE website.
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.
Special Educational Needs
Questions (114)
Richard Boyd Barrett
Question:114. Deputy Richard Boyd Barrett asked the Minister for Education and Youth further to Parliamentary Question No. 459 of 16 June 2026, wherein a detailed breakdown of children without an appropriate school place for September 2026 was requested, whether her Department holds the requested data on unmet need for appropriate school places; and the way in which she will ensure that all children can access education suitable to their needs by September 2026. [55291/26]
View answerWritten 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.
My department and the National Council for Special Education (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. Details of the new special classes are available on the NCSE website.
The NCSE has verified that 7,860 children and young people notified to them by 1 October 2025 meet the requirements for a special class or special school place for the 2026/2027 school year. Further children have come forward after this date, and this will continue right up to September 2026.
Approximately 7,000 of the 7,860 children and young people have a diagnosis of autism. There are generally an adequate number of available places for children and young people with other diagnosis. The focus therefore continues to be on providing new places for children and young people with autism.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.
Schools Refurbishment
Questions (115)
Richard Boyd Barrett
Question:115. Deputy Richard Boyd Barrett asked the Minister for Education and Youth whether she will intervene urgently to repair a roof at a local school hall (details supplied). [55292/26]
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As the Deputy maybe aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. 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 a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.
The Department currently has no Emergency Works Scheme application from the school in question in respect of roof works. If the school considers that the condition of the roof meets the criteria of an emergency as outlined above, it should submit an application under the Emergency Works Scheme for consideration.
Applications must be made by completing the online Emergency Works Application Form, which is available through the Esinet system.