Tuesday, 29 Sep 2026

School Transport

Questions (425)

John Brady

Question:

425. Deputy John Brady asked the Minister for Education and Youth to provide an update on the recommencement of a school transport route (details supplied); and if she will make a statement on the matter. [68219/26]

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Written answers

Minister of State at the Department of Education and Youth

Bus Éireann is responsible for the planning, timetabling of school transport routes and issuing of tickets on behalf of the Department of Education and Youth.

Bus Éireann have advised that the route referred to by the Deputy was due to commence at the beginning of the school year. However, due to a contractual matter that could no longer be fulfilled by the operator a new contractor was required. A new contractor has now been sourced, and this service is due to commence on Monday 28 September 2026.

Bus Éireann have further advised that there are 27 tickets issued for this service, and the school and families have been notified of the commencement date of this service.

School Staff

Questions (426, 447)

Richard Boyd Barrett

Question:

426. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the current number of SNA’s employed in special class and special school settings; and to make a statement on the matter. [68903/26]

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Richard Boyd Barrett

Question:

447. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the current number of special needs assistants employed in mainstream classes, by primary level and second level. [68901/26]

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Written answers

Minister of State at the Department of Education and Youth

I propose to take Questions Nos. 426 and 447 together.

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.

I fully understand having seen first-hand the central role SNAs play in the successful inclusion of students with additional and significant care needs in schools.

The number of SNAs allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. Funding for 3,000 additional SNAs is being provided to bring the total number of SNAs to over 26,000 in 2026 and into 2027.

The National Council for Special Education (NCSE) has responsibility for ensuring that all additional SNA posts funded through Budget 2026 are allocated to mainstream, special classes and special schools to meet the care needs in these sectors. The NCSE publishes details of SNAs allocated to every school on their website and the details can be accessed at the following link:

2026-2027 School Allocations - Dataset - NCSE Open Data

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 (427)

Cian O'Callaghan

Question:

427. Deputy Cian O'Callaghan asked the Minister for Education and Youth to examine the case of a person (details supplied). [68929/26]

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Written answers

Minister of State at the Department of Education and Youth

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.

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.

The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.

The school referred to by the Deputy was established for the 2025/26 school year and initially enrolled 30 students. The department and the NCSE have been supporting the school throughout its establishment and continues to do so as the school expands. An initial allocation of 1 Principal, 1 Administrative Deputy Principal, 5 teachers and 10 Special needs assistants (SNA)s were allocated to the school. For the 2026/27 school year the school enrolled an additional 24 students. These students will attend the school later in Term 1 when essential building works are complete. In the meantime, the school with the support of the NCSE, continue to support all students enrolled.

For this school year, to support the school's expansion, SNA posts have been doubled and 2 additional teaching posts have also been allocated. This includes an Administration/Home Liaison Teacher. The school is also one of 45 special schools selected for the initial roll out of the Education Therapy Service (ETS). Recruitment for these therapists is ongoing for a number of schools including the school referred to by the Deputy.

In the interim, the school has been invited to participate in dedicated Occupational Therapy (OT) and Speech and Language Therapy (SLT) Professional Learning For Special Schools Awaiting Therapist Allocation. Here staff will have direct access to therapists for follow-up coaching, support and practical guidance on implementing therapeutic strategies in the school. In addition, a member of the school's staff has already attended the NCSE's three-day professional learning programme for newly established special schools, which included therapy-led training delivered by OT and SLT professionals.

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 (428, 432)

Cian O'Callaghan

Question:

428. Deputy Cian O'Callaghan asked the Minister for Education and Youth to examine the situation at a school (details supplied); the reason school places were offered if the school was not ready to accommodate additional students; and the reason therapists were not allocated to the school. [68925/26]

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Cian O'Callaghan

Question:

432. Deputy Cian O'Callaghan asked the Minister for Education and Youth the reason a school (details supplied) does not yet have a school principal. [68915/26]

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Written answers

Minister of State at the Department of Education and Youth

I propose to take Questions Nos. 428 and 432 together.

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.

The school referred to by the Deputy was established for the 2025/26 school year and initially enrolled 30 students. The department and the National Council for Special Education (NCSE) have been supporting the school throughout its establishment and continues to do so as the school expands. An initial allocation of 1 Principal, 1 Administrative Deputy Principal, 5 teachers and 10 Special needs assistants (SNA)s were allocated to the school. For the 2026/27 school year the school enrolled an additional 24 students. These students will attend the school later in Term 1 when essential building works are complete. In the meantime, the school with the support of the NCSE, continue to support all students enrolled.

For this school year, to support the school's expansion, SNA posts have been doubled and 2 additional teaching posts have also been allocated. This includes an Administration/Home Liaison Teacher. The school is also one of 45 special schools selected for the initial roll out of the Education Therapy Service (ETS). Recruitment for these therapists is ongoing for a number of schools including the school referred to by the Deputy.

In the interim, the school has been invited to participate in dedicated Occupational Therapy (OT) and Speech and Language Therapy (SLT) Professional Learning For Special Schools Awaiting Therapist Allocation. Here staff will have direct access to therapists for follow-up coaching, support and practical guidance on implementing therapeutic strategies in the school. In addition, a member of the school's staff has already attended the NCSE's three-day professional learning programme for newly established special schools, which included therapy-led training delivered by OT and SLT professionals.

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.

Question No. 429 answered with Question No. 422.

School Staff

Questions (430)

Cian O'Callaghan

Question:

430. Deputy Cian O'Callaghan asked the Minister for Education and Youth to provide the staffing ratio for teachers, special needs assistants (SNAs), and therapeutic staff in all newly established special education classes and special schools; and to provide the current actual staffing levels versus these approved ratios in all newly established special education classes and special schools. [68932/26]

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Written answers

Minister of State at the Department of Education and Youth

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.

Teachers for special educational needs are allocated in a number of different ways depending on whether it is through mainstream, special schools or special classes. The NCSE plays a significant role in the processes for this allocation given their function in section 20 (1) (f) of the Education for Persons with Special Educational Needs (EPSEN) 2004 – 'to assess and review the resources required in relation to educational provision for children with special educational needs.'

For special schools and classes, the ratios for teacher to student is grounded in the report of the special education review committee or SERC report from 1993. While this report provides a grounding for the allocation to special schools and classes, the NCSE can also examine the allocations based on the individual needs of the school/class. There are Department circulars / guidelines and NCSE guidelines and processes in place which determine the number of teachers in place to support children with special educational needs.

When a new special school is established, there is an automatic allocation of a minimum of 1 teacher and 2 SNAs per class of 6 children but this is invariably increased based on the profile of needs of the children enrolled. Special schools are resourced by the NCSE based on an annual review of their enrolment and the profile of the children and young people enrolled in them.

Special classes are available for students with special educational needs, who because of complexity of educational need, require to spend most or all of their week in a special class. Special classes are generally resourced on the basis of student-teacher ratios specified for their designated disability category. The majority of special classes are for children with autism, which has a ratio of 1:6 teachers in primary and 1.5:6 in post primary. These ratios are included in the guidelines and originate in the SERC report. Students in special classes who meet the DoE criteria are counted twice for teacher allocation purposes: they are counted in determining teacher allocation to the special class and separately in determining the overall mainstream teacher allocation for a school. This is intended to support their inclusion in mainstream classes, as appropriate.

The recruitment and appointment of teachers and SNA positions is managed by individual school authorities. There are over 3,700 individual school authorities, responsible for this process, including boards of management at primary and post-primary schools, as well as Education and Training Boards (ETBs).

In line with the 2025 programme for Government, there is a commitment to introduce a national therapy service in education settings. The Education Plan 2025, which was announced on the 19th of June 2025, confirmed Government approval for the establishment of the Education Therapy Service (ETS). The ETS is an additional support for children with special education need and has been established as a critical and important support for children and young people in their school environment. It is to supplement and not replace family centred supports provided by existing children’s health and disability services.

In February 2026, my department announced the phased expansion of the ETS starting with in special schools. As noted, this started with an initial 45 special schools in February 2026 and a further 19 in September 2026. It is expected that the service will be expanded to additional special schools during the 2026/2027 school year. In further phases the ETS will expand to include schools with special classes and mainstream schools.

Recruitment for the ETS is ongoing with a national campaign for therapists currently active. My department is working with the NCSE to cluster schools to maximise service provision available to all special schools, in line with available resources.

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.

School Staff

Questions (431)

Niamh Smyth

Question:

431. Deputy Niamh Smyth asked the Minister for Education and Youth if she will review the case of a person (details supplied); if she will provide an update on an incremental credit application submitted to her Department; and if she will outline the expected timeframe for processing. [68937/26]

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Written answers

Minister for Education and Youth

An application form was received by my Department from the person named. However, when the application form was reviewed, my Department identified that the application form was not complete and additional information was required. My Department corresponded directly with the overseas school in this regard. Following the school’s reply on the 25th Sept. 2026, a decision on the application has issued directly to the teacher concerned.

Question No. 432 answered with Question No. 428.

School Curriculum

Questions (433)

Matt Carthy

Question:

433. Deputy Matt Carthy asked the Minister for Education and Youth if she will engage with the NCCA/SEC and other appropriate bodies to ensure that American football and other minority sports are designated as approved options within the invasion games category within the official LCPE curriculum as the current specification explicitly lists just six approved physical activities and results in the exclusion of others; and if she will make a statement on the matter. [68866/26]

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Written answers

Minister for Education and Youth

As the Deputy is aware, through the Senior Cycle Redevelopment programme, the specifications for all Leaving Certificate curricular subjects are scheduled to be redeveloped by 2029, in annual groupings referred to as tranches. The revised specification for Leaving Certificate Physical Education (LCPE) will be implemented in schools for those starting fifth year from the 2026/27 school year.

The new specification includes an Additional Assessment Component (AAC), called the Physical Education Project, worth 50% of the final available marks. The LCPE Additional Assessment Component provides an opportunity for students to demonstrate their understanding and application of physical education knowledge and skills described in the learning outcomes across the specification.

LCPE was first introduced in 2018. The National Council for Curriculum and Assessment (NCCA) initiated an early enactment review process in the 2022/2023 school year when students had completed the curriculum and assessment arrangements as set out in the specifications. The full report of the early enactment review was published in March 2023 and is available on the NCCA website.

In 2024, as part of the development process for the Tranche 2 subjects, the NCCA convened a Development Group to redevelop the specifications for Leaving Certificate Physical Education. Challenges identified in the early enactment review were considered, including difficulties reported about monitoring and assessing students’ activities when pursued outside of school, and also challenges with oversight of learning and assessment when engagement occurs primarily outside the PE class.

While the opportunities for students to undertake assessment in external pursuits was recognised, concerns were raised regarding the practicalities of teachers being able to authenticate such work. Further concerns related to equitable access for all students to curriculum-based learning experiences, with significant consideration given to ensuring that the role of performance is framed in a way that supports inclusive, school-based learning rather than reliance on external participation in outside activities. In addition, the need for assessment arrangements, recognising organisational limitations relating to the availability of examiners with relevant expertise across all physical activities was discussed by the Group.

While not all activities can be accommodated within the arrangements for assessment for certification, the subject continues to value and support students’ engagement in a wide range of physical activities beyond the school environment. The specification, including Appendix 2 that outlines the list of physical activities eligible for selection to demonstrate student learning for the AAC, will be reviewed following the completion of examinations by the first cohort of students.

The guidelines to support the AAC associated with the revised PE specification are available on www.curriculumonline.ie. This provides clear guidance on how to complete the AAC and how to meet clear descriptors of quality.

State Examinations

Questions (434)

Cian O'Callaghan

Question:

434. Deputy Cian O'Callaghan asked the Minister for Education and Youth the way in which the State Examinations Commission will authenticate Additional Assessment Components for home educated and medically vulnerable Leaving Certificate candidates; and if she will ensure that students who are unable to maintain a full, physical school attendance are not adversely impacted as a result of these Additional Assessment Components which require work completed to be authenticated by a school teacher. [68863/26]

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Written answers

Minister for Education and Youth

As the Deputy will be aware, the Programme for Government commits to ‘continue the programme of reform of Senior Cycle to ensure that students benefit from up-to-date curricula, more diverse skills development and assessments, and reduced stress levels.’

The State Examinations Commission (SEC) has statutory responsibility for administering the State examinations and for setting authentication requirements for any coursework components in line with overall examinations and assessment policy. Prior to the implementation of revised subject specifications and assessment arrangements under the Senior Cycle Redevelopment programme, 28 existing Leaving Certificate subjects already included assessment components beyond written examinations, including oral examinations, practical performance tests, and coursework. The policy rationale underpinning AACs is to reward students for demonstrating a broader range of skills and competencies than can be assessed through terminal written examinations alone.

To protect examination integrity and ensure inter-candidate equity, the SEC advises that it requires all coursework to be authenticated. Coursework completion and authentication is an ongoing process of engagement and oversight over by class teachers, rather than a single ‘point in time’ engagement. Regular, comprehensive engagement with the student and oversight of the development of the work over the period enables teachers to authenticate any work being submitted to the SEC and enables principals to verify that the coursework has been undertaken in line with the SEC rules.

Each piece of coursework presented for assessment to the SEC must be the student’s own, individual work completed in full compliance with the SEC’s www.examinations.ie/docs/viewer.php?q=f6aceaad84e313de562fc03dc827478372eaaad9 The rules for the completion, authentication and submission of Coursework apply to the eight new Coursework AACs for first examination in 2027, and they also applied to all coursework completed at the 2026 examinations, and indeed to all Coursework completed in all previous years.

The SEC’s consolidated Coursework Rules and Procedures, published in November 2025, bring together longstanding coursework requirements previously set out in SEC circulars. The SEC also issues annual subject-specific instructions on coursework requirements and their acceptance, published in the Schools/Circulars/Orals and Practicals section of www.examinations.ie. Consistent application of these rules is essential to maintaining the integrity, fairness, and public confidence in the State examinations system. Ensuring equity and academic integrity is a shared responsibility of myself as Minister, my Department, and the SEC, as well as schools, teachers, students, and their families. School-based authentication remains central to ensuring fair and reliable assessment.

Some students may not be following a programme of study for the Leaving Certificate examination in a recognised post-primary school or other centre recognised by the SEC to provide the certificate examinations. Some students may be in receipt of home-tuition, or being home-schooled, or may be studying independently. Other students may be attending a recognised school but may wish to take an additional subject outside of their base school.

Any Coursework completed by a student on their own or with private tuition outside a school, or other recognised examination centre, cannot be accepted for assessment by the SEC. This is because it is not possible to have such work authenticated by a class teacher and verified by a principal, as required, in line with the rules which apply to all other candidates.

The requirements are developed to ensure that all candidates complete Coursework under the same conditions and adhere to the same process of authentication. This is to ensure inter-candidate equity and to ensure the authenticity of all Coursework presented for assessment.

For the SEC to accept coursework for assessment which has not been authenticated would represent an unfairness to the general body of candidates required to comply with the rules which safeguard the integrity of the examinations system.

However, there are arrangements that these candidates may be able to make with a recognised school or centre which will enable them to complete and submit valid coursework to the SEC for assessment.

As the Deputy will know, my Department operates a Home Tuition Grant scheme. The purpose of which is to provide funding towards the provision of a compensatory educational service which includes for Students, enrolled in schools, with a significant medical condition, which has caused, and is likely to continue to cause, major disruption to their attendance at school. On approval of home tuition, parents/guardians are provided with information regarding the regulations governing the completion, acceptance, and authentication of coursework for the certificate examinations.

In order to fulfil the requirements for the submission of valid coursework for assessment, students in receipt of home-tuition and their tutors may be able to liaise with a recognised school, such as the school the student previously attended, or other recognised examination centre. Such schools/centres may, at their discretion, facilitate a candidate in completing the coursework in that school or centre. The SEC may be able to accept such coursework for assessment provided that the teacher can authenticate the work and the School Principal can verify that the conditions for the completion of valid coursework have been fulfilled.

This also applies to other students in out of school environments who may also be able to attend a recognised school, or other recognised examination centre. Such schools/centres may, at their discretion, facilitate a candidate in completing the coursework in that school or centre.

It is the responsibility of each candidate, and, as appropriate, their parent/guardian(s), to familiarise themselves with the regulations and requirements of the SEC in relation to coursework to ensure that they can comply with the arrangements.

A person who is not a recognised pupil of a post-primary school, may be admitted to the Leaving Certificate examinations as an external candidate provided that certain conditions are met under the Rules and Programmes for Secondary Schools. The SEC operates a separate application process for external candidates, and a Memorandum of Instructions is provided in order that external candidates fully understand the terms and conditions under which they can be accepted as an examination candidate. These rules include a requirement that they must first seek the permission of the school principal in the school they wish to sit the various components of their examinations including oral examinations, practical and project work including coursework, as well as the written examinations. External Candidates must provide evidence of the permission of the school principal(s) to the SEC using the School Permission Form available on the SEC website.

My officials and I will continue to engage with the SEC and all our education partners to ensure the redevelopment of senior cycle responds to the needs of our students, preparing them for their future lives in education and the workforce while upholding the high standards of fairness and equity for which the Leaving Certificate is known.

Special Educational Needs

Questions (435, 436, 437, 438, 439)

Richard Boyd Barrett

Question:

435. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the number of pupils with SEN who had no suitable school place in the last school year; and to make a statement on the matter. [68899/26]

View answer

Richard Boyd Barrett

Question:

436. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the number of pupils currently in special schools; and to make a statement on the matter. [68898/26]

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Richard Boyd Barrett

Question:

437. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the number of pupils in special classes at second level; and to make a statement on the matter. [68897/26]

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Richard Boyd Barrett

Question:

438. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the number of pupils in special classes at primary level; and to make a statement on the matter. [68896/26]

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Richard Boyd Barrett

Question:

439. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the total number of pupils with special educational needs in mainstream primary school classrooms, mainstream secondary school classrooms; and to make a statement on the matter. [68895/26]

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Written answers

Minister of State at the Department of Education and Youth

I propose to take Questions Nos. 435 to 439, inclusive, together.

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 are committed to ensuring that every child can access required supports to enable them to achieve their educational goals. At the heart of this are the special education teachers and special needs assistants (SNAs) dedicated to ensuring each child is valued and is actively supported and nurtured to reach their full potential.

My department and the NCSE have sanctioned 587 new special classes for the school year 2026/27, including 70 inclusive special classes. This is one of many ways my department is actively engaging to meet the increased demand. This brings the total number of special classes sanctioned to date to over 4,300. Forward planning has already commenced ahead of the 2027/28 school year.

Generally, special classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) at primary level and at post-primary level, schools receive 1.5 teachers and 2 SNAs.

A list of all mainstream and special schools is available on my department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE ncse.ie/special-classes

Enrolments to individual schools are managed by a school’s board of management. Parents may apply to enrol their child in a school of their choosing. Enrolments to schools are a matter for each board of management and parents apply directly to schools.

Special schools support children and young people aged between 4 and 18 years of age with the most complex special educational needs and ensure positive links are established and fostered between the home, school and other agencies for these students.

Preliminary enrolment data for special schools is available on the Gov.ie page - www.gov.ie/en/department-of-education/collections/primary-schools-enrolment-figures/#20242025

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.

Question No. 436 answered with Question No. 435.

Question No. 437 answered with Question No. 435.

Question No. 438 answered with Question No. 435.

Question No. 439 answered with Question No. 435.

School Staff

Questions (440)

Richard Boyd Barrett

Question:

440. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the full annual cost of providing one classroom teacher per 20 pupils at second level; and to make a statement on the matter. [68894/26]

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Written answers

Minister for Education and Youth

Teacher allocations to all schools are approved annually by my department in accordance with established rules based on recognised pupil enrolment on the previous 30 September.

At post-primary level, the current staffing arrangements provide for a pupil-teacher ratio of 19:1 to all second level schools in the free education scheme and 23:1 to schools in the fee charging sector.

At post-primary level, increasing the pupil-teacher ratio from 19:1 to 20:1 would result in a reduction of approximately 1,058 teaching posts. The estimated exchequer savings associated with such a change would be €29 million in the first year and €86 million per annum thereafter.

School Staff

Questions (441)

Richard Boyd Barrett

Question:

441. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the full annual cost of providing one classroom teacher per 19 pupils in primary school; and to make a statement on the matter. [68893/26]

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Written answers

Minister for Education and Youth

At primary level, classroom teachers are allocated to schools at a general average of 1 classroom teacher for every 23 pupils. In DEIS Band 1 schools, teachers are allocated at a lower ratio, at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively. Each one point reduction in the staffing schedule at primary level for DEIS and non-DEIS schools requires between 350 and 400 additional teaching posts, at an approximate cost of between €28 to €32 million per annum. To reduce the staffing schedule by four points, from 23:1 to 19:1, would cost between €112 and €128 million. Salary costings will rise in line with pay agreements.

The estimated one-off capital cost of reducing the pupil teacher ratio by one point at primary level is circa €25 to €35 million; and between €100 and €140 million to reduce by four points. This estimated cost is based on certain assumptions regarding the number of new teaching posts generated and available accommodation capacity.

Departmental Funding

Questions (442)

Richard Boyd Barrett

Question:

442. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the total annual figure for increasing the secondary school capitation grant to €500 per pupil; and to make a statement on the matter. [68892/26]

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Written answers

Minister for Education and Youth

The Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.

This commitment builds on the progress made in recent years. The Department of Education and Youth has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406.

This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, and DEIS Plus primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.

The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three budgets have resulted in an increase in the level of mainstream capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.

The department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.

OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools are encouraged to avail of the available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the department, is an important source of advice and support to schools on procurement matters- www.spu.ie

The Financial Support Services Unit (FSSU), funded by the department, is an important source of advice and support to schools on financial matters.

The Government remains committed to funding recognised primary and post-primary schools under the Free Education Scheme to help meet day-to-day running costs as set out in the Programme for Government. The priority is to continue to deliver on Programme for Government commitments. Budget 2027 negotiations are ongoing, and any further funding measures will be considered as part of that process.

The estimated cost of increasing capitation grant funding by €94 per student to all post-primary schools in the Free Education Scheme effective from September 2027 would be approximately €12.6 million first year cost and €37.8 million full year cost.

Departmental Funding

Questions (443)

Richard Boyd Barrett

Question:

443. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the total annual figure for increasing the primary school capitation grant to €400 per pupil; and to make a statement on the matter. [68891/26]