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Thursday, 16 Jul 2026

Written Answers Nos. 1-17

Special Educational Needs

Questions (4)

Eoghan Kenny

Question:

4. Deputy Eoghan Kenny asked the Minister for Education and Youth the rationale for setting 1 September 2026 as the closing date for applications for special school and special class places for the 2027-2028 school year; the exceptions that will apply where parents are unable to provide the required documentation by that date; the consultation undertaken by her Department and the National Council for Special Education with parents before introducing this deadline; and if she will make a statement on the matter. [53885/26]

View answer

Written answers

In its third year, the Parents Notify process has proven an effective means for my department and the National Council for Special Education (NCSE) to plan specialist placements. Schools and families have become familiar with the process facilitating a significant increase in special class and school places.

The circular letter issued earlier this month reiterates the need for parents seeking a specialist placement for their child to inform the NCSE and reminds schools that admissions policies must not include clauses preventing children with the most complex need accessing specialist school places.

The action required from parents by 1 September 2026 is to notify the NCSE that their child may require a specialist placement for September 2027. Parents provide basic information such as the child's name, PPS number, date of birth, home address and Eircode.

Supporting documentation are to be provided to the NCSE by 15 September 2026, or as reasonably practicable thereafter. The first step for parents is to engage with the child's local Special Educational Needs Organiser (SENO) who will provide guidance on the process.

Schools will not commence admissions processes for the 2027/28 school year before October 2026, with post-primary schools typically beginning admissions processes from then. Primary schools and special schools generally commence their admissions processes later. Rather than approaching individual schools parents should engage with their SENO for support.

Early notification enables the NCSE and my department to forecast demand, identify where additional specialist provision may be required, and ensure sufficient funding and school places are in place.

There is agreement in principle by the Special Education Consultative Forum which includes parent representative bodies and advocacy groups on the importance of good forward planning to provide sufficient places and school admission policies which support children who require specialist placements.

Questions Nos. 5 to 7, inclusive, answered orally.

Special Educational Needs

Questions (8)

Barry Heneghan

Question:

8. Deputy Barry Heneghan asked the Minister for Education and Youth whether, when considering the provision of modular accommodation for special education classes in schools, her Department assesses the wider curricular, accommodation and long-term development needs of the school, including projected enrolment growth, specialist teaching spaces and future permanent accommodation requirements; and if she will make a statement on the matter. [54251/26]

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Written answers

My department’s approach is to maximise use of the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 to meet the most urgent needs.

The requirement for both mainstream and special education school places is kept under ongoing review using a geographical information system and the latest available data on local school capacity, population, child benefit, enrolments and residential development activity. Engagement with local school authorities also helps identify where pressure for school places across the country may arise and where additional school accommodation is needed at primary and post-primary level.

A number of factors are considered by my department in determining the most appropriate construction method to meet a school’s accommodation requirements, including the timing and duration of that accommodation need, and other school-specific factors. Modern methods of construction are an increasingly important feature of the construction landscape. The department’s modular programme is part of this and provides permanent and sustainable accommodation solutions.

The Department of Education engages intensely with the NCSE in relation to the forward planning of new special education places. This work involves a detailed review of statistical data in relation to forecasting demand, an analysis of existing school accommodation capacity and a particular focus on the provision of special classes.

Approximately 85% of the 584 additional special classes sanctioned by the NCSE for the upcoming school year are being established in repurposed existing classrooms with a further 10% being delivered as part of traditional building rollout and the remaining 5% involving the provision of a new modular classroom.

If a school has other additional accommodation requirements, this can also be assessed and considered by my department. Where my department is satisfied that there are such urgent mainstream or curriculum prioritised needs, this can also be dealt with as part of a modular accommodation project subject, of course, to relevant technical and site capacity considerations. However, it is important to note that special class provision is the focus and priority for modular accommodation projects.

Questions Nos. 9 and 10 answered orally.

Education Policy

Questions (11)

Barry Heneghan

Question:

11. Deputy Barry Heneghan asked the Minister for Education and Youth if, in light of the recently published parental preference survey for the Killester, Raheny, Clontarf School Planning Area showing that 62.1% of parents favour multi-denominational primary education and 87.6% favour co-educational primary education, the steps her Department will take to ensure the availability of a co-educational, multi-denominational post-primary school in the area; if she will consider the reconfiguration or patronage transfer of an existing school to meet demonstrated parental demand. [54060/26]

View answer

Written answers

The Programme for Government commits to seeking to increase choice for parents by ensuring that families can access both multi/non-denominational and faith-based education.

The recently published Primary School Survey provides information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including co-education or single-sex school provision, patronage/ethos and language (education through Irish or through English).

Decisions about the future direction of primary schools arising from the Primary School Survey should be led by school communities themselves. It is important that schools are given the time and space to reflect carefully on their results and to engage fully with parents and the wider school communities before making decisions.

There are 26 mainstream primary schools in the Killester Raheny Clontarf school planning area. 2 of these schools are under multi-denominational patronage, the remaining 24 schools are under denominational (religious) patronage. Responses to the survey from parents with children in primary school indicate a preference for a change to multi-denominational patronage in 12 of these (24) denominational schools.

11 of the 26 mainstream primary schools in Killester Raheny Clontarf are co-educational. Responses to the survey from parents with children in primary school indicate a preference for a change to co-educational education in 14 of the remaining 15 single-sex schools.

Schools have been asked to inform my department and their patron by 31 October 2026 if the school requests to be included in the first group of schools to action the survey results.

At national level, there is a significantly more diversity of provision at post-primary level compared to primary level. My department’s main focus in relation to reconfiguration is therefore at primary level in the first instance. However, my department will be looking at the outcomes from the primary school survey process in due course to determine if there is any feedback and learnings that would be relevant and applicable for post-primary level in the future.

Questions Nos. 12 to 17, inclusive, answered orally.
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