Written Answers Nos. 38-57
38. Deputy Eoghan Kenny asked the Minister for Education and Youth the measures she intends to bring forward to reduce the cost of returning to school for families in Budget 2027; whether she has engaged with the Minister for Social Protection on this matter; and if she will make a statement on the matter. [53890/26]
View answerI know that for many parents, the start of a new school year can be a financially stressful time.
That is why this Government has made affordability a central focus of our education policy.
The programme for government commits to providing free schoolbooks to all children in the free education system and introduce changes as needed to the operation of this scheme.
In 2025 the Free Books scheme was extended to Senior Cycle students in post-primary schools in the Free Education Scheme. As a result, in the last school year, for the first time, all children and young people enrolled in primary, special and post-primary schools in the Free Education Scheme were provided with schoolbooks/eBooks and core classroom resources.
The scheme will continue to be implemented in all Free Education Scheme schools in the 2026/27 academic year.
With a total funding package of over €160 million available for the coming school year, the Schoolbooks Scheme will continue to benefit almost one million children and young people and is helping to ease the financial burden facing families at back-to-school time.
I am keenly aware of the challenges faced by educators and parents in relation to the costs of digital technology, including tablets, and my department continues to work to help support schools and families meet these costs.
The Digital Strategy for Schools to 2027 and its associated implementation plan is underpinned by funding of €200m over the course of the strategy, committed to under Ireland’s National Development Plan (NDP). The funding allocation model is provided for in the National Development Plan and commits to funding to issue over the period of the NDP, applied by the Department for the Digital Strategy duration (to 2027 for the current strategy). Including the funding recently issued, to date, a total of €170 million of the €200 million committed to in the NDP for the strategy has issued to schools through the ICT grant.
I recently communicated directly with all schools and boards of management, clarifying my department’s position that there is no requirement for a personal device for Junior or Senior Cycle and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. I stressed the need for schools to engage with all parents - and not just the Parent's Association - before deciding on an approach regarding devices.
School uniform policy has traditionally been a matter for the Board of Management of each school, reflecting local needs and traditions.
As part of my department’s commitment to reducing financial pressure on families, work has commenced to review Circular 32/2017, which outlines measures to reduce the costs of school uniform and other costs. A revised circular will place a stronger emphasis on reducing costs for parents.
Schools work best when they engage openly with parents and students, listening to their views as well as keeping them informed. The Education (Student and Parent Charter) Bill, which is scheduled for Committee Stage after the summer recess, will require schools to consult parents and students on key policies and activities. It will strengthen communication, transparency and partnership, including on the management of back-to-school costs.
The Department of Social Protection provide a number of schemes to assist families with school costs.
The Back-to-School Clothing and Footwear Allowance scheme provides a once-off payment to eligible families to assist with the costs of clothing and footwear when children start or return to school each autumn. The scheme has been extended this year to include children aged 2 and 3 and now covers eligible children between the ages of 2 and 17 and 18 and 22 if returning to second level education.
As of 10 July 2026, payments totalling €48.8m have already been awarded to over 126,000 families, in respect of over 233,000 children. These payments began issuing to these families from this week.
Families on low incomes who have difficulty with additional costs associated with children returning to school can also apply for an Additional Needs Payment. These payments are administered through the Department of Social Protection’s Community Welfare Service, which can be contacted at 0818 607080.
The Department of Social Protection School Meal Scheme supports some 3,700 schools and 682,000 children across all meal types. This equates to the distribution of up to 3.4 million school meals per week. Of those all 3,200 primary schools and 550,000 children are eligible for a Hot School Meal.
The objective of the School Meals Scheme is to provide regular, nutritious food to children to support them in taking full advantage of the education provided to them. The Scheme is an important component of policies to encourage school attendance and extra educational achievement.
The School Meals budget for 2026 is €286 million. The Financial benefit to primary school families for each child in receipt of a Hot School Meal is €576 for the academic year.
As we look ahead to Budget 2027, my priority remains clear: to continue delivering on the commitments set out in the Programme for Government and to support students, staff, and families across the education sector.
In the lead-up to the Budget, my department is engaging with a wide range of stakeholders which include contributions from education partners, as well as organisations involved in broader areas of public policy. As in previous years, these submissions will be carefully considered and will help shape the specific priorities I will be advocating for in Budget 2027.
As I am sure the Deputy appreciates, it would not be appropriate for me to outline any more specific plans at this stage of the budgetary process.
39. Deputy Maurice Quinlivan asked the Minister for Education and Youth if she will establish an independent inquiry into the concealment of an admission letter written in February 1970, by a convicted sexual abuser (details supplied) appreciating the concealment of this letter has impacted on the survivor’s accessing compensation, justice and closure; and if she will make a statement on the matter. [53911/26]
View answerMy department is examining its records to see if the letter referred to by the Deputy was brought to its attention.
Based on the information in the public domain it would seem this was a letter written from an alleged abuser to his superior in a religious order in the 1970s and therefore was internal correspondence within a religious order and not something which would ordinarily be known or expected to be known to the Department of Education.
As the Deputy will be aware, the Government takes revelations of historical sexual abuse in schools with the utmost seriousness and has established a Commission of Investigation to investigate the handling of historical child sexual abuse in day and boarding schools.
The Commission is entirely independent in the performance of its functions and is currently in establishment phase, undertaking essential preparatory work. The terms of reference of the Commission set out the scope of its work, which is focused on the investigation of the handling of allegations and concerns relating to historical child sexual abuse in schools.
Under its terms of reference, the Commission is directed to investigate the handling by schools, and persons and entities responsible for and associated with schools, of concerns of child sexual abuse, and in particular, the identification of failures to treat such concerns in a manner which adequately protected children and the causes of and responsibility of such failures. It is also directed to investigate the handling by An Garda Síochána, the Health Service Executive (or its relevant successor and predecessor organisations) and the Department of Education and Youth of concerns of child sexual abuse reported to them.
The Commission will be able to receive information from persons who wish to provide evidence relevant to its remit and it will be a matter for the Commission to determine how it will receive and assess information within its terms of reference, including whether particular individual circumstances fall within scope.
Once the Commission formally begins its evidential phase, it will set out publicly the arrangements for engaging with survivors and other witnesses.
40. Deputy Darren O'Rourke asked the Minister for Education and Youth to provide an update on the implementation of the school transport review; the measures she is taking to ensure every child who wants a place on their local school bus receives one for this September; and if she will make a statement on the matter. [54036/26]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth that has expanded significantly over the past six years. In that time, the numbers of children and young people using the service have grown from under 120,000 pupils in 2018 to over 181,000 pupils including over 24,000 pupils with Special Educational Needs in 2025 which equates to an increase of over 50%. Since 2018, investment in the scheme has more than doubled, from €200 million to €537 million.
The School Transport 2030 report was published in early 2024. The recommended changes to the schemes include expansion of the current eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure the best value for money to the Exchequer.
It was outlined at the time the Review was published that the proposed changes to the eligibility criteria would further increase demand for the scheme. Therefore, it was considered prudent to implement the changes on a phased basis.
As part of this phased rollout, 14 School Transport pilots commenced in the 2024/25 school year. A further 11 pilots were approved for the 2025/26 school year. For these pilots, the distance criteria for pupils are reduced to 2km for primary and post primary and the need for a pupil to be attending their nearest school is removed.
Due to ongoing challenges in the wider transport sector, including availability of drivers and vehicles, any expansion of services must be carefully planned and phased. While pilot projects are considered in select areas to test revised eligibility criteria, these pilots are limited in scope and capacity.
All pilots are being monitored and an evaluation of the 2025/2026 school year will be undertaken. The findings from the evaluation will guide the planning and implementation needed for a national rollout of a revised School Transport Scheme.
Implementation of the recommendations of the review will continue to be planned subject to resources being available to meet the expected increased demand.
41. Deputy Grace Boland asked the Minister for Education and Youth whether her Department has prepared a phased implementation plan to further reduce pupil teacher ratios over the lifetime of the current Government; if so, the milestones and timelines contained within that plan; and if she will make a statement on the matter. [54042/26]
View answer59. Deputy Grace Boland asked the Minister for Education and Youth whether consideration is being given to prioritising reductions in pupil teacher ratios for DEIS schools, schools with special classes, or schools experiencing sustained enrolment growth; and if she will make a statement on the matter. [54043/26]
View answerI propose to take Questions Nos. 41 and 59 together.
Priority was given in recent Budgets to reducing the pupil teacher ratios 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. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively.
In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio shows the ratio of pupils to teachers improve from 16:1 to 12.8:1. In addition to the reductions in the teacher allocation ratio, 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.
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 which will be considered as part of the annual budgetary process.
42. Deputy Claire Kerrane asked the Minister for Education and Youth to provide an update on a new school build (details supplied); and if she will make a statement on the matter. [52567/26]
View answerThe major building project for the school referred to by the Deputy is now at an advanced stage of Architectural Planning - Stage 2(b) - Detailed Design, which includes the application for statutory approvals, which have been secured, and the preparation of tender documents.
The brief for the project is to provide a new 16 classroom primary school with an additional classrooms for pupils with special educational needs.
My Department received the Stage 2b submission report from the Design Team in March 2025. My Department commenced a detailed review of this report by the multi disciplinary team and comments were issued to the Design Team requesting clarification. The Design Team have addressed these comments and the responses to those queries are currently under ongoing detailed review.
Since 2020, the Department of Education has provided €272.83 million in capital funding for Galway schools. Over this period, a total of 89 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. 10 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan. There are currently 18 school projects in Galway under construction.
This summer, 20 schools are approved to undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 110 special classes have been sanctioned in Galway, of which 32 were sanctioned for September 2026.
43. Deputy John McGuinness asked the Minister for Education and Youth the timeframe for granting approval to schools in Carlow and Kilkenny that are waiting to move to the next stage of their capital projects. [54162/26]
View answerMy department’s process for delivering a school building project under the large-scale programme or additional school accommodation programme involves five core stages. These stages are reflective of the Capital Works Management Framework and the Infrastructure Guidelines. The stages range from preliminary design through to completion and handover. My department’s Design Team Procedures set out the requirements to be followed at each stage in the process. These procedures are available on my department’s website: www.gov.ie/en/department-of-education/collections/school-building-and-design/#design-team-procedures-cost-plans-model-forms-tender-communication-guidance-and-technical-notes
In order for a pipeline project to move from one stage to the next, confirmation is required that the project is compliant with all technical and cost requirements relevant to that project stage. Other factors that influence the timing for progress include the relative prioritisation of the project and the timing of affordability within annual NDP funding parameters, taking account of overall programme requirements.
Delays can on occasion occur due to factors beyond the department’s control, for example challenges in acquiring a site, planning permission issues, procurement difficulties or adverse weather while the project is at construction. Such issues are not unique to the school building programme, and the department manages such challenges as they arise.
Overall, my department endeavours to manage the school building programme, across an estate incorporating 4,000 schools, to ensure that projects are delivered to meet the most urgent needs in the shortest possible timeframe.
My department is delivering significant projects in County Carlow and County Kilkenny and continues to progress further important projects. There are currently 4 school projects in County Carlow and 3 in County Kilkenny under construction.
In addition to those in construction, 25 large-scale and additional accommodation projects are progressing through the pipeline.
Of these school projects 3 in County Carlow and 3 in County Kilkenny have been included in a priority tranche of projects due to move to tender or construction during 2026 and 2027 under the Department's National Development Plan implementation programme.
There are also a further 6 projects in County Carlow and 7 in County Kilkenny underway through the Modular Programme and the Climate Action Summer Works Scheme.
The Department is targeting 2027 for the publication of the next tranche of priority projects to proceed to tender. 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.
Since 2020, the Department of Education has provided in the region of €54 million in County Carlow schools and over €214 million in County Kilkenny schools in capital funding.
Over this period, a total of 26 schools in County Carlow and 46 schools in County Kilkenny have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation.
The current status of all projects is set out under item number ten at the following link (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 Building Projects in construction in Counties Carlow and Kildare
|
Roll Number |
School Name |
Townland |
County |
School Level |
Project Type |
|
00977B |
Ballyconnell NS |
Ballyconnell |
Carlow |
Primary |
Extension |
|
02124E |
SN Molise |
Bagenalstown |
Carlow |
Primary |
Extension |
|
17501Q |
Bennekerry NS |
Bennekerry |
Carlow |
Primary |
Extension & Refurbishment |
|
19784S |
St. Laserian's MXD NS |
Leighlinbridge |
Carlow |
Primary |
Extension |
|
15340I |
Carigeen NS |
Carrigeen |
Kilkenny |
Primary |
Extension |
|
16406R |
Bennettsbridge NS |
Bennettsbridge |
Kilkenny |
Primary |
Modular Project |
|
61560J |
St. Kieran's College |
Kilkenny City |
Kilkenny |
Post Primary |
Modular Project |
School Building Projects to proceed to tender/construction in 2026/2027 in Co. Carlow and Co. Kilkenny
|
Roll Number |
School Name |
Townland |
County |
School Level |
Project Type |
|
17501Q |
Bennekerry NS |
Bennekerry |
Carlow |
Primary |
Extension & Refurbishment |
|
19315G |
St. Laserian's Special School |
Carlow Town |
Carlow |
Special Education |
Modular Project |
|
61150N |
Presentation De La Salle College |
Bagenalstown |
Carlow |
Post Primary |
New School Building |
|
19383A |
St. Patrick's Special School |
Kilkenny City |
Kilkenny |
Special Education |
Extension |
|
16406R |
Bennettsbridge NS |
Bennettsbridge |
Kilkenny |
Primary |
Modular Project |
|
17589K |
SN Chiaran Naofa |
Stoneyford |
Kilkenny |
Primary |
Modular Project |
44. Deputy James O'Connor asked the Minister for Education and Youth the status of a school building development (details supplied); if her Department will provide an update on the timeline for the approval of Stage 2b; if the file has not been examined if it will be expedited (details supplied).; and if she will make a statement on the matter. [54197/26]
View answerThe school referred to has been approved to enter my Department’s school building programme under the Additional School Accommodation Scheme for the provision of one mainstream classroom.
A combined Stage 1/2a (Developed Design) report was submitted to the Department in February 2026. In July 2026, Department officials sought further clarification on aspects of the submission. The project will be reviewed further when the requested information has been received.
As the project is currently under review, it is not possible at this stage to provide a definitive timeline for its progression. Advancement to the next phase will be subject to the outcome of the assessment process and the project’s prioritisation within the framework of the National Development Plan.
45. Deputy Richard Boyd Barrett asked the Minister for Education and Youth if she will ensure that the SNA allocation at a school (details supplied) is restored and that the school principal receive confirmation of same as a matter of urgency. [54077/26]
View answerAt the outset I would like to clarify so that there is no confusion regarding the matter raised, there is no change to the allocation of permanent SNA support to Holy Family NS, issued by the NCSE and advised to the school in June.
The matter raised here relates to a separate temporary scheme of support that was introduced in August 2022 due to the rapidly increasing arrival of Ukrainian and International Protection (IPAS) pupil and was put in place to support schools with large Ukrainian/IPAS enrolments.
The scheme of support has worked well since its introduction and remains in place for the 2026/27 school year.
Schools where 15 or more Ukrainian/IPAS pupils are enrolled are allocated for SNA resources based on a graduated scale of enrolment and is available on Gov.ie
This temporary allocation is reviewed ahead of each school term based on the enrolment thresholds and schools are advised where their enrolments meet the threshold.
The allocation approval letter issued each term clearly outlines to all schools who are entitled to additional temporary SNA resources based on enrolments numbers that the allocation ceased on a specific date at the end of the term.
In the case of the school raise in the question the last allocation of 0.5 of an SNA ceased on the 19/12/2025.
The school enrolment has not reached the threshold of enrolment since that date for an allocation to be made.
As the scheme is predicated on the actual enrolment data in a school at each review date it is therefore not possible to allocated on a temporary basis ahead of the review.
46. Deputy Rose Conway-Walsh asked the Minister for Education and Youth to provide an update on progress for a school (details supplied); and if she will make a statement on the matter. [54124/26]
View answerThe 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.
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.
The Policy for Irish-Medium Education outside of the Gaeltacht was launched in November 2025. The policy sets out the 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 the 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.
The work of this taskforce will inform the approach in considering the Irish-medium post-primary provision in areas such as Castlebar. In every area, the proximity and capacity at existing Irish-medium provision will form part of the consideration. The current good capacity at Coláiste Muire, Tuar Mhic Éadaigh, which provides post-primary education through the medium of Irish, will be relevant when examining the requirement for additional provision in the Castlebar area.
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.
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.
47. Deputy Naoise Ó Muirí asked the Minister for Education and Youth the process used to review schools' eligibility for DEIS status; the criteria used to determine whether schools enter or exit the programme; the planned reforms to ensure the DEIS model better reflects changing patterns of disadvantage; and if she will make a statement on the matter. [53965/26]
View answerAddressing educational disadvantage in all schools is a key priority for me as Minister for Education and Youth. The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. This model took into consideration the significant educational disadvantage experienced by Traveller and Roma learners and of students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme, and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie. It is important to stress that schools not identified through the refined DEIS identification model does not in any way imply that the department is saying that disadvantage does not exist within in the school community.
The DEIS Strategy to 2035 sets out a long-term plan to address educational disadvantage in all schools and work to ensure that any child or young person experiencing educational disadvantage is supported through their education journey.
The DEIS Strategy implementation plan 2026-2028, under the strategic objective 2.2, sets out to develop an agile resource allocation model to support children and young people at risk of educational disadvantage in all primary and post-primary schools.
These actions focus on the continued enhancement of the data available to measure school level disadvantage and for the development of a more flexible resource allocation model that can react to change in school needs and provide the right resources at the right time.
• 2.2.1 Align the allocation of DEIS resources to the refined DEIS identification model and most up to date data. Timeline for completion: 2028
• 2.2.2 Develop a new DEIS resource allocation model that: supports schools with the highest concentrations of children and young people at risk of educational disadvantage; supports children and young people at risk of educational disadvantage in all schools; is dynamic and has the potential to adjust to changes in a school’s levels of need including amalgamations; uses objective data to equitably allocate resources to schools. Timeline for completion: 2027
• 2.2.3 Conduct an impact assessment on any potential changes to the allocation of resources to schools, ensuring that no child or young person is negatively impacted. Timeline for completion: 2027
In light of these actions and current budget constraints there is currently no intention to conduct a review of DEIS banding or to expand the DEIS programme to include new schools. Any future additional allocation of resources under the DEIS programme will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
There are also a range of universal supports available to all schools to support children and young people at risk of educational disadvantage. These include:
• National Educational Psychological Service (NEPS) provides educational psychological service to all primary and post-primary schools and special schools to support the well-being, academic, social and emotional development of all learners.
• The Special Education Teaching (SET) allocation provides a unified allocation for special education support teaching needs to each school based on each school’s educational profile and also encompasses an element of English as an additional language (EAL) support allocation. Under this SET model, schools are frontloaded with resources to provide support immediately to those pupils who need it without delay.
• Free schoolbooks are provided to all children and young people in the free education system.
• Inspectorate support helps improve education provision for all children and young people. They promote best practice and school improvement by advising teachers, principals and boards of management in schools.
• Through the Department of Social Protection, the School Meals Programme provides regular, nutritious food to children to support them in taking full advantage of the education provided to them. The Hot School Meals Programme is available to all primary schools, meaning that approximately 3,700 schools and organisations and 682,000 children are now eligible for the Schools Meals Programme.
48. Deputy Darren O'Rourke asked the Minister for Education and Youth if she will commit to urgently re-engage with SNAs and their representatives in the wake of their rejection of workforce development plan proposals in order to reach resolution; the date on which this will take place; if she will immediately introduce those measures agreed as part of the local bargaining clause in the meantime; and if she will make a statement on the matter. [54035/26]
View answerThe 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.
49. Deputy Seán Crowe asked the Minister for Education and Youth to report on the exclusion of a school (details supplied) from the DEIS Plus programme given the clear meeting of the criteria involved; if the programme will be reopened for applications; if so, the date; and if she will make a statement on the matter. [53956/26]
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 small cohort of schools with the highest concentrations of children and young people at risk of educational disadvantage.
It is important to stress that a school not identified through the DEIS Plus model does not in any way imply that the department is saying that disadvantage does not exist within that school community. DEIS Plus schools were identified using a refined, rules-based model built on nationally available pupil-level administrative data. The model draws on a range of indicators associated with persistent and intergenerational disadvantage, including small-area deprivation, lone parenthood and unemployment, Traveller and Roma identity, and children living in State-funded emergency accommodation or international protection accommodation. These indicators are applied consistently across all schools using enrolment data from the past three years.
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, as set out in Circular 0045/2026, opened on 27 April and closed on 25 May.
The appeal process was designed to ensure that the DEIS Plus identification model was applied consistently 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 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.
All appeals submitted by schools are undergoing a detailed technical review in accordance with the published criteria. It would not be appropriate to comment on the outcome of any individual appeal in advance of the completion of that process. The process will be complete in the coming days and schools will be notified of the outcome of their appeal.
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.
50. Deputy Martin Daly asked the Minister for Education and Youth the procurement and governance arrangements that apply to major school capital projects and the safeguards in place to ensure transparency, competition, and value-for-money. [54048/26]
View answerMy department’s procurement and governance arrangements are designed to ensure transparency, competition, and value for money throughout the delivery of the school building programme. Major school capital projects are procured and delivered in accordance with procedures, technical guidance and design guidance published by the Department of Education and Youth, as well as the Capital Works Management Framework (CWMF), the Infrastructure Guidelines and Irish and EU public procurement legislation.
Arrangements and key safeguards to ensure transparency and competition include:
• Public advertising of all major school capital contracts on eTenders and the Official Journal of the European Union (OJEU)/TED (where the estimated contract value exceeds the relevant EU thresholds)
• The use of standardised procurement documentation, procedures, and evaluation methodologies.
• The inclusion of objective selection and award criteria within tender competitions.
• Conflict of interest controls and procedures throughout procurement processes.
• The award of design consultant appointments and school building construction contracts based on the Most Economically Advantageous Tender (MEAT).
Arrangements and key safeguards to ensure achieving value for money include:
• Application of cost and floor area norms for schools
• The use of standardised layouts and specifications across the school building programme
• Standardised procedures for the procurement and construction of all major school capital projects which aligns with the Capital Works Management Framework (CWMF) and complies with Irish and EU public procurement legislation
• An extensive suite of technical guidance documents which assist in controlling project scope and project costs.
• Framework agreements which support the efficient delivery of the school building programme as part of the Department's overall procurement strategy
• Robust stage approval and review processes throughout the project lifecycle which challenge project scope, design solutions, specifications, and cost assumptions before projects progress to the next stage.
51. Deputy Eoin Ó Broin asked the Minister for Education and Youth to provide an update on the funding for the new build and refurbishment of a school (details supplied). [50295/26]
View answerThe major building project for the school referred to by the Deputy is a large scale capital project for the construction of a new extension and the refurbishment of existing facilities to accommodate 1,000 pupils, including provision for Special Educational Needs (SEN) classrooms.
Due to the passage of time and the high risk of progressing the project in its totality, a decision was made to phase the project.
Phase 1 of the project is currently being delivered under my Department's Modular Framework to deliver 9 general classrooms and 2 specialist classrooms to meet the current needs of the school.
Phase 1 also includes the repurposing of part of the existing accommodation to include additional classrooms for children with Special Educational Needs in the interim.
The subsequent phases of the Project to deliver the remaining accommodation is currently under review and my Department will be in contact with the School and Patron body once this has review has been completed.
Subsequent phases will be considered, in due course, as part of our overall prioritisation processes for future tranches of project rollout that are deliverable within parameters of NDP funding.
Since 2020, the Department of Education has provided €1.9 billion in capital funding for Dublin schools. Over this period, a total of 273 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. 20 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan. There are currently 43 school projects in Dublin under construction.
This summer, 53 schools are approved to undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 541 special classes have been sanctioned in Dublin, of which 140 were sanctioned for September 2026.
52. Deputy Eoghan Kenny asked the Minister for Education and Youth the number of children who have applied for a special school or special class place for the 2026-2027 school year who have yet to be offered an appropriate placement; the counties affected; the measures being taken to ensure that every child has an appropriate school place before the commencement of the new school year; and if she will make a statement on the matter. [53888/26]
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. 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.
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.
53. Deputy James O'Connor asked the Minister for Education and Youth the number of applications for the school transport scheme, by county, for the 2025-2026 and 2026-2027 school years; the number of applicants in Cork county that applied for the scheme on time for 2026-2027; the number of applicants for special school transport; the changes that will occur for September 2027 compared to September 2026 in relation to the number of school buses, in tabular form; and if she will make a statement on the matter. [54198/26]
View answerThe school transport scheme has expanded significantly over the past six years. In that time, the numbers of children and young people using the service have grown from under 120,000 pupils in 2018 to over 181,000 pupils in 2025, which equates to an increase of close to 50%.
It is demand-led based on the number of eligible children who apply and pay on time. Families are required to register their details on the Bus Éireann Family Portal to have their eligibility for transport assessed and to make applications under the scheme.
Applications for transport under the special educational needs scheme are still being received. As of 09 July 2026, 4,607 applications have been received but this number is expected to rise.
Planning for the 2027/28 school year will begin later this year; on that basis, information on September 2027 is currently not available.
The application data requested by the Deputy is not readily available and is currently being collated by Bus Éireann. It will be forwarded directly to the Deputy when it is available.
54. Deputy Seán Kyne asked the Minister for Education and Youth if she plans to establish an additional reading class west of Galway city to compliment the class in Renmore; and if she will make a statement on the matter. [53301/26]
View answerAt present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In pursuit of a more inclusive education system, it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The National Council for Special Education (NCSE) offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
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. Of the 584 new special classes sanctioned, 378 are in primary and 206 are in post-primary level with 32 in County Galway including a new Development Language Disorder (DLD) special class in Renmore, Galway. Further new special classes may be confirmed in the coming weeks, if required.
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 Galway and indeed nationwide as to where new special schools are required.
55. Deputy Paul McAuliffe asked the Minister for Education and Youth further to Parliamentary Question No. 370 of 7 July 2026, the latest developments in relation to the new school build for a school (details supplied). [53957/26]
View answerThe major building project for the school referred to by the Deputy is being delivered as part of my Department’s ADAPT Programme.
The ADAPT Programme uses a professional external Project Manager to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The new building will provide purpose-built accommodation for students with special educational needs, ranging in age from 4 to 18 years. This will comprise of 20 mainstream classrooms, along with additional specialised rooms including Art, Home Economics, Woodwork, a Library, GP Room, Dining Space, Sensory Room, dedicated therapy rooms and all associated ancillary accommodation. The accommodation will take into consideration the specific needs of the students of Scoil Chiaráin.
The project is at an advanced stage of Architectural Planning Stage 3 – Tender Action and Award.
Following the withdrawal of the first placed Tenderer, the procurement process is ongoing.
My Department is working closely with the school authority and the Design Team regarding the completion of this process. The next step is the authorisation to issue the Letter of Intent. Once the Letter of Intent issues, there is a minimum 14-day standstill period before there can be further progression of the project. The period between Letter of Intent and Letter of Acceptance varies depending on the project.
Department officials will keep the school authorities updated on progress and next steps.
Since 2020, the Department of Education has provided €1.9 billion in capital funding for Dublin schools. Over this period, a total of 261 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. 20 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan.. There are currently 54 school projects in Dublin under construction.
This summer, 53 schools are approved to undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 515 special classes have been sanctioned in Dublin, of which 114 were sanctioned for September 2026.
56. Deputy Eoghan Kenny asked the Minister for Education and Youth the basis for her Department's decision not to implement the local bargaining measures for special needs assistants, notwithstanding that those measures were approved by union members in a separate ballot; whether any provision of the Public Service Agreement 2024-2026, the Local Bargaining Agreement or any other agreement made implementation of those measures conditional upon acceptance of the SNA Workforce Development Plan; and if she will make a statement on the matter. [53886/26]
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.
57. Deputy Emer Currie asked the Minister for Education and Youth for an update on a school project (details supplied); if she will consider this project as a coeducational school building following the recent findings of the Primary School Survey; and if she will make a statement on the matter. [52409/26]
View answerThe joint major building project for the schools referred to by the Deputy is currently at Stage 2(a) of Architectural Planning - Developed Design - which is a crucial element of the architectural planning process as it is at this stage that the design is developed to a stage where it can be fully cost planned and prepared to lodge for statutory approvals.
The Addendum Stage 2a report is under review by department officials and upon completion of that review a date for the Stage 2a stakeholders meeting will be scheduled.
As part of the Stage 2a process and Addendum report review decant solutions must be considered.
Department officials visited the schools on Friday 27th March 2026 and discussed potential options for a decant solution with the school authorities.
These options are currently being explored further and department officials met again with the school authorities and design team lead on 18th June 2026.
Department officials will continue to engage and update the school authorities of progress on the decant solution.
In June, my department issued primary schools with their school-specific survey results and explanatory information, marking the next stage in the process of engaging school communities on the future direction of their 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 Primary School Survey results.
