Written Answers Nos. 442-468
442. Deputy Niamh Smyth asked the Minister for Education the status of the permanent site plan for a school (details supplied), which was approved in 2020 and is due to expire in November 2025; when on-site building works will commence; and if she will make a statement on the matter. [2653/25]
Amharc ar fhreagraThe project for the school referred to by the Deputy is part of my Department's construction programme and will be delivered as part of a campus project which will provide a new 8 classroom primary school and accommodation, including 2 classrooms for children with special educational needs for the school referred to by the Deputy and a new 1,000 pupil post-primary school and accommodation, including 4 classrooms, for children with special educational needs.
The project currently has planning permission and has, along with a number of other projects, been brought to the level of employer-led design with a Design Team assigned to do so under the supervision of my Department’s project manager.
The project progressed to tender on the 12th December 2024. Tender returns are expected in Q1 2025.
Planning permission for the school referred to by the Deputy was granted on the 04/11/2020. In the event that an extension to the current planning permission is required, my Department's project manager will arrange for the preparation of the necessary documentation for same in due course.
My Department will continue to liaise with the school and patron body in relation to interim accommodation requirements and provide any updates in relation to progress on the school building project.
443. Deputy Aidan Farrelly asked the Minister for Education the way in which she will fulfil the pledge of achieving 400 multidenominational schools by 2030. [2656/25]
Amharc ar fhreagraThere is a commitment under the Programme for Government to seek to increase choice for parents by ensuring that families can access both multi/non-denominational and faith based education. I am liaising with my Department officials on the best way to deliver on this commitment.
444. Deputy Aidan Farrelly asked the Minister for Education the way in which she will develop the national therapy service in education; and if she will make a statement on the matter. [2657/25]
Amharc ar fhreagraI thank the Deputy for his correspondence.
It is my ambition, and as outlined in the Programme for Government, to extend therapy supports within the Education system, over time. Currently, the Department is involved in a number of initiatives in this area.
In June 2024 Minister Foley and Minister Naughton announced the Educational Therapy Support Service (ETSS). The ETSS is designed to build the capacity of teachers (and other school personnel as relevant) to provide as effectively as possible for the needs of all students, including students attending special schools. Therapists will work in classrooms with teachers to provide therapeutic, evidenced informed interventions that will benefit all students.
The ETSS is delivered through the NCSE. The ETSS provides 2 strands of support. Strand I involves Regional Therapy Support and includes Teacher Professional Learning (TPL) seminars with in-school support. It is planned that these supports will be available nationally for the 2025/2026 school year. The second strand, Strand II provides Sustained In-School Therapy for a period of 24 months, in line with the School Inclusion Model (SIM).
The NCSE intends to deliver Strand II of the ETSS initially, in its Eastern and Western regions. Dublin is the base for the Eastern region and Limerick has been identified as the most suitable hub for the Western region. This includes Kerry, Clare, Limerick, Galway, Mayo and Roscommon. The ETSS is available to all schools in these regions, including primary, post-primary and special schools following an application process through the NCSE. A number of schools in the Eastern region are currently availing of this service.
The provision of clinical therapy supports to children, including Speech and Language Therapy and Occupational Therapy, is the responsibility of the HSE, through Primary Care or the Children’s Network Disability Teams (CDNT).
Separately, through the Progressing Disability Services Oversight Group, the Department of Education is working with the Department of Health, DCEDIY and the HSE to develop and strengthen more coherent structures to enable children and young people to access therapeutic supports, including those who attend special schools.
As a result of this engagement, Phase 1 of the enhanced in-school therapy supports pilot commenced in September 2024, in six schools in the Cork and Dublin. An additional ten schools were announced as part of the pilot on 8th November 2024.
This integrated pilot programme will see the delivery of enhanced in-school therapy supports provided by the HSE’s Children’s Disability Network Teams and will be supported by the National Council for Special Education (NCSE).
The focus of this pilot is to provide the effective delivery of enhanced in-school therapy supports to children in selected special schools. This pilot will supplement existing services provided through Children’s Disability Network Teams (CDNTs). Children with special needs will continue to have access to HSE/HSE funded children’s services for individualised interventions from clinicians, such as speech and language therapists as required and in line with the child and families’ goals.
A detailed evaluation of the pilot programme will inform the future development of policy in both education and health provision.
445. Deputy Aidan Farrelly asked the Minister for Education the status of school building projects in north Kildare as of end-January 2025, in tabular form. [2658/25]
Amharc ar fhreagraSince 2020, my department has invested over €5.7 billion in our schools throughout the country, involving the completion of over 1,150 school building projects and with construction currently underway at approximately 300 other projects, which includes new school buildings some of which are being delivered in phases. These 300 projects currently at construction involve a total State investment of over €1.3bn.
The department previously announced that close to 90 projects, including 28 new school buildings, would be authorised to proceed from tender stage to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities, right around the country.
The key drivers of capital investment in the schools sector include:
• demographic growth, particularly at post primary level
• increased demand for special educational needs provision
• alignment of school place provision with new housing development
• climate action objectives including deep energy retrofit.
Since 2020, the total capital invested in Co. Kildare schools is over €327m. Since 2020, the total capital invested in North Kildare schools is over €186m.
From 2020 to date, 45 school building projects have been completed in Co. Kildare. 27 school building projects have been completed in North Kildare.
Currently there are 18 school building projects (Large Scale/ASA/Modular) under construction in Co. Kildare, of which 4 are new school projects. 9 of these school building projects are in North Kildare, of which 1 is a new school project.
There are also 53 school building projects (Large Scale/ASA/Modular) in Co. Kildare moving through the various stages of design, of which 12 are new school project. 29 of these school building projects are in North Kildare, of which 10 are new school projects.
These projects are being delivered to ambitious timeframes, and the position on individual projects evolves all the time as they advance through various stages. The status of all projects is set out at: www.gov.ie/en/collection/d73cb-building-works-for-the-construction-extension-and-refurbishment-of-schools/#school-building-projects-large-scale-additional-accommodation-scheme-current-status-lists
This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
446. Deputy Aidan Farrelly asked the Minister for Education to outline her plans to address the teacher recruitment and retention crisis. [2659/25]
Amharc ar fhreagraEnsuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.
Like many sectors, recruitment challenges exist in the education sector, especially in urban areas. While most teaching positions are filled, some schools face significant recruitment challenges.
The recruitment and appointment of teachers for teaching 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).
The most recent data shows that there are over 78,000 qualified teachers employed in Ireland. Annually, there are less than 1% resignations in the primary sector every year and 1.6% in post-primary. The number of teachers who retired over the past number of years has varied, with 932 in 2013 and 1,074 in 2023.
To address teacher supply issues, the Department has implemented several measures that have led to:
• an increase of 20% in Initial Teacher Education graduates (student teachers) between 2018 and 2023, and a 30% increase in the number registered with the Teaching Council since 2017, and
• a 16.7% increase in the number of teaching posts allocated to post-primary, and an increase of 13.3% allocated to primary between 2017/18 and 2023/24.
Recent Budget measures introduced reflect the commitment to ongoing investment in the education system to address teacher supply issues. Key initiatives include:
• Budget 2025 included a bursary for student teachers to increase the number of qualified STEM (including science, maths, chemistry, physics, engineering) teachers in post-primary schools. The bursary, a €2k payment each year for the final two years of their undergraduate initial teacher education programme, is contingent on a commitment to complete a minimum 2 year’s post-qualification teaching service in a recognised post primary school.
• Budget 2024 also included the expansion of upskilling programmes, free to teachers, aimed at increasing the number of qualified teachers in high-demand subjects and reducing out-of-field teaching. New programmes in Irish, French, politics & society, and computer science will complement existing programmes in maths, physics, and Spanish. Trinity College Dublin will deliver the new Irish upskilling programme for post-primary.
• Budget 2025 continued funding for free upskilling courses for teachers in high-demand subject areas (Irish, French, Spanish, maths, computer science, physics, politics & society).
• Budget 2024 introduced a €2,000 bursary-style fee refund for teachers graduating with a Professional Master of Education (PME) in 2024. This payment, to be made in 2025, aims to encourage newly qualified primary and post-primary teachers to take up teaching roles. A circular issued in September from my department setting out the eligibility criteria.
In addition to these recently introduced measures, the Department has developed further initiatives to address teacher supply challenges, including:
• enabling newly qualified teachers (NQTs) employed in primary schools can complete the Droichead process while employed on a Supply Panel or Principal Release Time Post. For the 2024/25 school year, 591 substitute teacher supply posts have been allocated to 167 panels, covering 2,900 schools.
• Increasing the number of student teachers registered under Route 5. There are 3,500 student teachers registered with the Teaching Council who may work as a substitute. Continuing these flexibilities allows student teachers to support schools during their placements or as substitutes.
• increasing the pool of teachers available to undertake substitute work, through the continued suspension of the usual limits on career break and job-sharing schemes and the continuation of the teaching hours’ extension scheme in post-primary schools to 2024/25 school year.
• encouraging retired teachers to work as substitute teachers; in the 2023/24 school year, over 1,700 retired teachers provided substitute cover, an increase of 12% on the previous year.
• continuing the Teaching Transforms campaign, which promotes the teaching profession and encourage students to follow a career in teaching. Promotion campaigns have been developed to coincide with the CAO closing date and change of mind deadline in recent years.
Teaching is an attractive career choice:
• With 3,700 newly qualified teachers registered with the Teaching Council in 2024 and over 126,000 now on the register.
• Analysis of CAO applications spanning from 2017 to 2024 indicates a sustained and robust demand for undergraduate teaching programmes. On average, 6% of first preference applications during the period from 2017 to 2024 were for either primary or post-primary teaching programmes.
• The new pay deal will mean that teachers’ starting salary will increase to €46,000 rising to a maximum of €85,000 per year which compares well internationally.
The Department frequently consults stakeholders on issues such as teacher supply through industrial relations forums, sectoral meetings, and direct discussions with teacher unions. Additionally, a project, supported by UNESCO and the EU Directorate-General for Structural Reform Support, began recently, focusing on strategic workforce planning for teachers in Ireland. I intend to set out further measures in the coming weeks to improve teacher supply.
447. Deputy Eoghan Kenny asked the Minister for Education how she plans for schools to recover the school days missed in the academic year 2024/2025 following adverse weather conditions; and if she will make a statement on the matter. [2666/25]
Amharc ar fhreagra464. Deputy Cathal Crowe asked the Minister for Education whether schools that were forced to close due to snowfalls, storms and electrical or water outages in January 2025 will be required to make up for these days before the end of the 2024/2025 academic year; and if she will make a statement on the matter. [2843/25]
Amharc ar fhreagraI propose to take Questions Nos. 447 and 464 together.
The decision to close a school in response to a severe weather event is a matter for individual school management authorities around the country, taking into consideration the full guidance and direction available from the principal response agencies. Individual school management authorities are best placed to do this in light of local weather conditions, which can vary significantly in regions. Any decision to close is taken in the interest of child safety, having assessed the local risks and having consulted, as appropriate, with school transport operators.
Guidance is available to schools on responding to severe weather on the Winter Ready website provided by the Office of Emergency Planning as part of the whole of government response to severe weather experienced in recent years via the following link: www.gov.ie/en/publication/e1d49a-schools-and-severe-weather-be-winter-ready/
The Departments guidance for schools in relation to making up for time lost due to unforeseen closures, which includes unforeseen closures due to weather conditions, is set out in appendix B of Circular 0072/2022 available via the following link: www.gov.ie/en/circular/0a2b0-standardisation-of-the-school-year-in-respect-of-primary-post-primary-schools-for-the-years-202324-202425-and-202526/
As outlined in Circular 0072/2022, significant flexibility is given to schools to make up tuition hours lost due to unforeseen circumstances. It is the responsibility of individual boards of management to ensure that the terms of circular 0072/2022 are met in full.
448. Deputy Denise Mitchell asked the Minister for Education when a place in a local secondary school will be available for a child (details supplied) who requires a place in a mainstream school with SNA support; the steps being taken to ensure that this child has a place in a local secondary school; and if she will make a statement on the matter. [2677/25]
Amharc ar fhreagraMy department’s main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some student not obtaining a place in the school of their first choice.
In accordance with the provisions of the Education (Admission to Schools) Act 2018, schools are required to clearly set out their selection criteria in their admission policies. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the school’s admission policy.
TUSLA’s Education Support Service (TESS) which is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500. For ease of reference, I have provided you with a link to the relevant phone numbers for the Education Welfare Officers who are part of TESS assigned to various areas around the country. See: www.tusla.ie/get-in-touch/local-area-offices
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of Special Needs Assistants (SNAs). The department does not have a role in making individual school determinations and the school should liaise with the NCSE directly in the event that additional supports are required.
SNAs play a central role in the successful inclusion of students with additional and significant care needs into schools. They help ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
SNAs are allocated to schools as a school-based resource. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the children enrolled whom SNA support has been allocated. This provides schools flexibility in how the SNA support is utilised. The school can apply to the NCSE for a review of its SNA allocation if it is insufficient to meet the needs of its students.
Detailed information on the NCSE SNA Review process is published on the NCSE website, ncse.ie/.
All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
449. Deputy Séamus McGrath asked the Minister for Education for an update on the progress of a second modular building as a SEN base to a school (details supplied); and if she will make a statement on the matter. [2714/25]
Amharc ar fhreagraI can confirm to the Deputy that my department is in receipt of an Additional Schools' Accommodation (ASA) application from the school in question.
The National Council for Special Education (NCSE) has the responsibility for planning and coordinating school supports for children with special educational needs.
The Department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2025/26 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level
The provision of education for children with special needs is an ongoing priority for government. The numbers of special classes, special education teachers and special needs assistants (SNAs) are at unprecedented levels.
In 2024, the department spent over €2.7 billion on special education and further progress will be made in 2025 as an additional €159 million has been dedicated to providing supports for children with special educational needs.
Over a quarter of the entire education budget has been dedicated to special education in recent years.
The main supports this funding provides for are special classes, SNAs and special education teachers.
The NCSE has advised that there are 3,336 special classes in operation nationwide for this school year. These classes can provide for over 21,000 students. 408 of these are new for the current school year – 289 at primary and 119 at post-primary level.
Of the 124 special schools nationwide, 4 special schools have been established for this school year and further capacity has been expanded in 11 other special schools. Five more will be added for the 2025/26 school year in counties Cork, Dublin, Monaghan and Tipperary. This will bring to 16 the number of new special schools opened in recent years. Over 9,000 students are currently enrolled in special schools.
An additional €159 million in funding will be made available to provide for a further 768 teachers, and a further 1,600 SNAs to be recruited in 2025, to deliver up to 2,700 new places for children with special educational needs.
In addition, a dedicated special education innovation fund in recognition of the need to continually evolve and examine best practice to support children with special educational needs has received funding. Funding has been secured for targeted measures to help children with special educational needs with planning and transitioning to and from the various level of our education system. It has also been provided for supporting teachers and SNA’s in their enhanced training requirements.
The largest investment in the Summer Programme has also been secured.
This €62 million investment will allow the department to continue to prioritise the most vulnerable children in our society, those with the most complex special educational needs and those from disadvantaged backgrounds, to access the additional support that they need during the summer.
I can advise the Deputy that the application from the school in question is currently being considered by my officials. Once the assessment process has been finalised the school authority will be notified of the decision directly.
450. Deputy David Cullinane asked the Minister for Education her position regarding the findings of any reports commissioned by, or otherwise furnished to, her or her Department regarding defects at a school (details supplied); the details of such reports; whether any investigations have been carried out relating to such matters; the action taken to date; further actions planned; and if she will make a statement on the matter. [2715/25]
Amharc ar fhreagraMy department are reviewing the independent roofing report for the school building project referred to by the Deputy.
My department will update the school and their patron body once the review is complete.
451. Deputy Eamon Scanlon asked the Minister for Education the status of the development of a new school application (details supplied); and if she will make a statement on the matter. [2729/25]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy will be delivered under my Department's ADAPT Programme.
The ADAPT Programme uses a professional external Programme Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the design stages of architectural planning to Tender and Construction.
The brief for this project is the development of a new 12 Classroom primary school with additional classrooms for pupils with Special Education needs, on a green-field site.
Following receipt and review of the Stage 1 Addendum during May 2024, the major building project was approved to progress to Stage 2(a) of Architectural Planning – Developed Design, where the preferred agreed design option can be developed to a stage where the project is fully cost planned and the scheme can be prepared to lodge for statutory approvals with the local authority.
On receipt and review of the Stage 2(a) Submission from the Design Team, the Stage 2(a) Stakeholders meeting can then be arranged. Following that meeting, the school authorities and design team will be advised regarding project progression.
452. Deputy Michael Cahill asked the Minister for Education to assist a school in south Kerry (details supplied) with the setting up of a special classroom for children with specific needs and autism; and if she will make a statement on the matter. [2747/25]
Amharc ar fhreagra470. Deputy Michael Healy-Rae asked the Minister for Education the status of an application by a school (details supplied); and if she will make a statement on the matter. [2877/25]
Amharc ar fhreagraI propose to take Questions Nos. 452 and 470 together.
As you are aware enabling children with special educational needs to receive an education is a priority for government. Thanks to considerable investment in special education in recent years the vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs. Almost 1,700 classes have been sanctioned by the NCSE in the last 5 years, 11 new special schools have been established and many more expanded. For this school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to over 3,330.
98 of these classes are in County Kerry , 7 are new for the 2024/25 school year, 5 at primary level and 2 at post-primary level. Budget 2025 provides funding for another 400 special classes and 300 special school places nationwide.
Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. Local special educational needs organisers (SENOs) are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENO's directly using the contact details available on the NCSE website.
The NCSE have recently recruited additional SENO's, advisors and team managers. 120 SENO's now operate nationwide, with four solely operating in County Kerry. SENO's play an important role in ensuring there is adequate special educational provision within local areas and are currently visiting schools nationwide to conduct planning meetings. Over 1,000 school planning visits have occurred in recent months. These planning visits have been key to the NCSE in determining what new provision can be provided and it is expected that the NCSE will sanction a number of new special classes in the coming weeks.
The NCSE continue to assess what additional provision is required in local areas and what schools have capacity to accommodate required provision. The NCSE will progress the sanctioning of new special classes over the coming weeks and will advise parents in turn on the location of new special classes for the 2025/26 school year. The NCSE are prioritising medium to large primary schools with no special class or just one special class to open a new special class.
Any school who expresses an interest in opening a new special class is to be commended. However, it may not be possible to open special classes in every school.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
453. Deputy Matt Carthy asked the Minister for Education if she will publish the Ministerial brief she received following the recent formation of the Government. [2756/25]
Amharc ar fhreagraThe brief that I received on my appointment as Minister for Education and Youth is currently being reviewed for publication and will be made available on my Department's website in the near future.
455. Deputy Brian Brennan asked the Minister for Education for an update on an application for additional accommodation by a school (details supplied); and if she will make a statement on the matter. [2782/25]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings for a project to provide 2 Mainstream classroom, 1 Technology room and a Preparation Area, 1 Science Laboratory and Preparation area, 1 Art room and Project Store and a 2 Classroom Special Education Needs Base under the Additional School Accommodation Scheme. The project was devolved to the school authority for delivery.
A Stage 1 Design Report for the project was received by my department in Q3 of 2024 and is being reviewed from both a technical and cost perspective in accordance with the requirements of the public Infrastructure Guidelines. All projects, including this one, undergo the necessary due diligence outlined in the public Infrastructure Guidelines. Once this review has been completed the Department will contact the school authorities with the outcome for the progression of this much needed project.
456. Deputy Rory Hearne asked the Minister for Education to provide an update on progress made since May 2024 regarding the development of the permanent buildings for a community college (details supplied); if a definitive timeline for the construction of the new buildings can be provided; and if she will make a statement on the matter. [2797/25]
Amharc ar fhreagraSince 2020, my department has invested over €5.7 billion in our schools throughout the country, involving the completion of over 1,150 school building projects and with construction currently underway at approximately 300 other projects, which includes new school buildings some of which are being delivered in phases. These 300 projects currently at construction involve a total State investment of over €1.3bn.
Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
It is intended that the campus project referred to by the Deputy will be delivered under my Department's ADAPT Programme which uses a professional external Project Manager to co-ordinate and drive the Integrated Project Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
The ADAPT 4 Programme will be led by Integrated Project Teams (IPT’s), consisting of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects. AECOM as the Programme Manager are overseeing the procurement and appointment of the IPT’s. A 2-stage procurement process for the IPT appointment is ongoing with Stage 1 complete and Stage 2 underway.
It is not possible to provide a timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.
My Department will keep the school and their patron body informed of the progression of this shared educational campus and will continue to liaise in relation to interim accommodation pending delivery of the permanent accommodation for the school.
457. Deputy Mairéad Farrell asked the Minister for Education if she is working with secondary schools in Galway city to ensure that all students in sixth class will have a school place in September 2025; and if she will make a statement on the matter. [2809/25]
Amharc ar fhreagraIt is an absolute priority of my Department to ensure that every child in the State has access to a school place and we are continually investing in existing and new schools to ensure that this is the case.
My Department has put in place a number of measures to support post-primary schools, including in the Galway City School Planning Area, in managing and effectively coordinating their admissions processes. These include:
• The Department has improved the central Post-Primary On-line Database IT system that schools use to register student enrolments. This is an important improvement and is available to assist schools to manage the enrolment process and provide real-time notification to schools where a new student has accepted a school place in more than one school. This will help identify duplicate enrolments at a very early stage.
• The Department has written to all parents and guardians of children in sixth class with advice and guidance regarding the admissions process for post-primary for the 2025/26 school year. This letter advised parents to apply to multiple schools in areas where there is high demand and requested parents to take steps to avoid holding multiple places.
• The successful data-sharing arrangements that were implemented for the 2024/25 admissions process in areas of enrolment pressure have been put in place again for the 2025/26 process, including for Galway City. It is expected that, as in previous years, the data sharing will provide confidence that there is sufficient school place availability in the majority of areas. My Department is liaising closely with schools to ensure that this data is provided as soon as possible, and once it is received the actual requirement for places can be established. However, if a shortfall of places is identified in an area, the Department will work with schools to put the necessary solutions in place.
My Department is working to get greater clarity in this respect and will continue to liaise with school authorities and patrons. The nature of the admissions processes is quite complex as offers and acceptances continue to transact and there can often be significant overlap across areas and schools. In that context, while some applicants may not yet have received an offer of a school place for 2025/26, families can be assured that all children who require a school place will be provided with one.
The Educational Welfare Services of the Child and Family Agency, Tusla, is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers. Contact details are available on Tusla’s website.
The Department will continue to work to ensure every child across the country including in Galway city has a school place.
458. Deputy Brian Brennan asked the Minister for Education the status of a new school building project (details supplied); when the school will receive written confirmation of approved design; and if she will make a statement on the matter. [2811/25]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter the department’s pipeline for a project under the Additional School Accommodation (ASA) Scheme. The project will provide 1 Technology & Prep area and a 3 classroom SEN base. The project was devolved to the school authority for delivery.
A stage 1 report was received in Q3 2024, this was reviewed by the Department and a resubmission of the stage 1 report was required. A revised stage 1 report was received in December 2024.
The project remains under careful review from a technical and cost perspective as we are committed to a thorough evaluation to ensure compliance with costs, procedural standards, and the project scope. It is not possible to estimate the duration of this review however my department will endeavour to review as early as possible.
Once the Stage 1 report review is concluded my department will be in touch with the school authority on how best to progress this important project.
459. Deputy Cathy Bennett asked the Minister for Education if she plans to open an education centre in County Cavan; if she will outline her considerations and plans in relation to same; and if she will make a statement on the matter. [2813/25]
Amharc ar fhreagraCavan Part Time Education Support Centre (ESC) was removed from the registers of ESCs in January 2022 due to failure to convene a management committee. This was following extensive engagement between my Department, the chairperson of Cavan part-time ESC and the chairperson of Monaghan ESC who were the full time ESC associated with Cavan.
Cavan is part of the region covered by Monaghan ESC. Following the closure of Cavan Part-Time ESC Monaghan ESC applied for and was granted additional funding to support the provision of Teacher Professional Learning to teachers in the Cavan region.
Cavan schools are included on all correspondence issued from Monaghan ESC to schools. All teachers in the Cavan region may attend all courses provided by Monaghan ESC. For teachers in the west of Cavan who may find Monaghan ESC too far to travel to they may attend courses in Carrick on Shannon ESC.
Monaghan ESC provide a number of courses in outreach venues in Cavan where possible. The current management committee in Monaghan ESC includes representation from Cavan schools. There are no plans to reopen an education support centre in County Cavan.
460. Deputy Cathy Bennett asked the Minister for Education the basis upon which special education hours are allocated to a school; the format of an assessment or pre-assessment; the training provided; and if she will make a statement on the matter. [2814/25]
Amharc ar fhreagraI would like to thank the deputy for the question
The SET model is an allocation model to provide schools with additional teaching hours to support the teaching needs of their students in mainstream classes. The mainstream class teacher has primary responsibility for the progress and care of all children in their classrooms, including children with additional learning needs.
All data utilised in the model is sourced from within the education sector and is therefore fully validated and assured. The only external data being used within the model is the HP Index of deprivation which is used by all government departments for identification of disadvantage.
It is important to understand that SET resources are distributed to schools based on learning needs across the entire system. School profiles are updated annually.
The allocation model provides schools with autonomy to manage and deploy additional teaching support within their school, based on children and young peoples identified learning needs. Schools must deploy their SET resources in line with the Continuum of Support. The guiding principle of the continuum is that the student with the greatest level of need should receive the greatest level of support.
The Inspectorate, NEPS and the NCSE in conjunction with my department provide schools with Guidelines to aid schools in Supporting Children with Special Educational Needs in Mainstream Classes. The guidelines were updated and published on the 10th December 2024 along with information for parents/guardians and for children and young people. They outline how schools are expected to support children and young people with special education needs that have been identified through the continuum of support.
The following link provides access to the guidelines and the continuum of support framework for your information:
www.gov.ie/en/publication/688f1-set-guidelines-and-supporting-documentation-to-aid-schools-in-supporting-childrenyoung-people-with-special-education-needs/
461. Deputy Cathy Bennett asked the Minister for Education the mechanism by which schools are financially supported regarding costs associated with oil, electricity, and insurance; and if she will make a statement on the matter. [2815/25]
Amharc ar fhreagraMy 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.
The current standard rate of Capitation grant is €200 per pupil in primary schools and €345 per student in post-primary schools.
Primary schools with fewer than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils. At post-primary level, schools with fewer than 200 students receive ancillary-related grants on the basis of having 200 students.
As part of the capitation package in Budget 2025 I am pleased to have secured over €30 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This represents an increase of circa 12% on current standard rates and enhanced rates. This increase is on top of the circa 9.2% increase from last year’s budget. This will bring the standard rate of Capitation grant to the level of €224 per pupil in primary schools and €386 per student in post-primary schools from September 2025. Enhanced rates will also be paid in respect of pupils with special educational needs and Traveller pupils. Schools should also ensure that they are availing of the available OGP procurement frameworks and getting best value for money for all school expenditure.
The Financial Support Services Unit (FSSU), funded by my Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. Contact details for FSSU can be found on www.fssu.ie.
462. Deputy Cathy Bennett asked the Minister for Education the funding available to schools regarding the purchase and installation of solar panels; and if she will make a statement on the matter. [2816/25]
Amharc ar fhreagraThe first phase of the Schools Photovoltaic (PV) Programme was launched in November 2023.
The scheme provides eligible schools with up to 6 kilowatts peak of roof-mounted solar photovoltaic (PV) installations on their roofs, which equates to approximately 14 solar panels.
Since the launch of the first phase of the programme late last year, more than 1,100 schools have been approved for PV panels on their roofs in eleven areas around the country. More than 1,000 installations have been confirmed so far in Clare, Donegal, Galway, Kerry, Kilkenny, Leitrim, Limerick, Offaly, Waterford, Wicklow and the Dublin City Council area.
The second phase was launched on 11th November 2024 to all eligible schools in the remaining counties - Carlow, Cavan, Cork, Dublin, Kildare, Laois, Longford, Louth, Mayo, Meath, Monaghan, Roscommon, Sligo, Tipperary, Westmeath and Wexford.
This means that up to 4,000 primary, post-primary and special schools in the country are now eligible for PV panels.
The Solar for Schools Programme is funded by the Government’s Climate Action Fund in line with the Government’s recognition that taking action on climate change is central to Ireland’s social and economic development. It is assisting schools in reducing their energy costs and carbon footprint as part of the response to meeting the 2030 and 2050 Climate Action Plan targets for the schools’ sector.
The solar PV panels in schools are being connected to the electricity grid, so that solar energy can power other homes and businesses when schools are closed at weekends and during school holidays.
The typical amount a school can save will depend on a number of factors. However, by way of example, a school with a 6 kW Solar PV installation could expect to save in the region of €1200-1600 per annum on their bill, including credit for their electricity export.
The overall programme will see up to 24 megawatts of installed renewable energy provision on schools with associated savings in the region of €5.5 million per year across 4,000 schools.
Monitoring software is also being provided to each school to allow review and discussion of the energy generated each day for staff and students.
As well as the obvious financial and climate benefits, the visibility of the solar panels on schools is also delivering the added benefit of encouraging discussion and uptake of the technology in the wider community.
As an ongoing active delivery programme, further funding details are not being released at this time.
463. Deputy Michael Healy-Rae asked the Minister for Education to examine the case of a person (details supplied) pending service history confirmation; and if she will make a statement on the matter. [2820/25]
Amharc ar fhreagraI wish to advise the Deputy that the post primary payroll section of my Department, has sent to the teacher concerned, details of his service history in respect of the schools whose staff members are paid on the Department of Education payroll.
My Department provides a payroll service in respect of the salaries of post primary teachers who are employed in Community and Comprehensive, or Voluntary sector, schools.
Teachers in Education and Training Board (ETB) schools, however, are paid by the ETBs. The teacher concerned should therefore request details of his service history in Coláiste na hInse, Meath, directly from Louth Meath ETB Home - Louth & Meath Education and Training Board.
465. Deputy Cathal Crowe asked the Minister for Education if she will consider introducing a scheme, similar to extra personal vacation days, whereby teachers who provide in excess of 20 hours per academic year of extra-curricular service in their schools would be entitled to paid leave days; and if she will make a statement on the matter. [2844/25]
Amharc ar fhreagraExtra Personal Vacation (EPV) Leave is available to a primary teacher who has completed a department approved summer course only. EPV Leave is not available to post-primary teachers.
The maximum EPV Leave entitlement in a school year is 5 school days, regardless of the number of summer courses completed by a teacher.
An application for EPV Leave is subject to the prior approval of their employer. In line with the school’s policy on teacher absences, an employer must consider the teacher’s application for the proposed EPV Leave, in the context of other statutory and non-statutory leave at that time. The welfare and educational needs of the pupils must take precedence over all other considerations.
As with current practice, any amendments to the terms and conditions of employment are normally outlined by way of a Circular Letter, following detailed consultations and negotiations which take place under the auspices of the Teacher Conciliation Council (TCC).
There is currently no plan to introduce a scheme similar to EPV Leave Scheme, for teachers who participate in or facilitate extra-curricular services in schools.
466. Deputy Holly Cairns asked the Minister for Education the supports that are being provided by her Department to national schools under the threat of closure due to low enrolment numbers. [2870/25]
Amharc ar fhreagraI wish to advise the Deputy that the decision-making authority for any school closure is the patron/trustees of the schools, subject to the approval of my Department.
In previous budgets, reducing the pupil teacher ratios in primary schools was prioritised which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the lowest level ever seen at primary level. A three point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
Any proposed closure involves extensive consultation at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers and local communities.
The Patron and relevant stakeholders are also advised to consider the implications that any school closure proposal may have on factors such as staffing, school furniture/equipment and school records so that an informed decision can be made.
My Department in considering such applications must assess the implications, if any, of proposed school closures in the context of how this change may impact the viability of other schools in the area and any future implications for school place availability. My Department must also consider any associated capital implications that may be warranted as a result of such a change.
467. Deputy Holly Cairns asked the Minister for Education the supports and guidance given to national schools in regards to the leasing of sections of their premises to pre-schools. [2871/25]
Amharc ar fhreagraMy Department supports and encourages the use of school buildings for community and recreational purposes, where feasible, including childcare and after school uses.
My Department has recently published the Procedures on the use of school property and school sports facilities outside of school hours. These Procedures are available for each school to refer to for guidance in relation to the use of school buildings outside of school hours, including any planned pre school, after school and creche arrangements.
The decision on the use of school property is a matter for the property owner taking into consideration the current and future requirements of the school, the students and the staff. It is important that any proposed arrangement does not impede upon the future development of the school, given that the priority for schools is educational provision for its pupils.
468. Deputy Holly Cairns asked the Minister for Education the current collaboration between the Department of Children, Disability and Equality and her Department in terms of signposting the level of need for assessments of needs and disability services among students and the timely provision of those services; and if she will make a statement on the matter. [2872/25]
Amharc ar fhreagraThe Assessment of Need (AON) process is provided for under the Disability Act 2005 and is under the remit of the Health Service Executive (HSE).
The National Council for Special Education (NCSE) is required to assist the HSE in undertaking an educational assessment of the needs of children who have applied to the HSE for an AON. The Department and the NCSE have worked intensively to ensure that the process put in place to support the educational component of the AON fulfils legal obligations and is one that is rooted in existing assessment practices in schools.
The Department is committed to supporting and monitoring the impact of the AON process on schools and will continue to work with the education stakeholders to ensure that schools are supported within this process.
The Educational Therapy Support Service (ETSS) was established in June 2024. The expansion of therapy services within the NCSE is expected to build on the achievements and impacts of this element of the School Inclusion Model (SIM) pilot programme, which provided support to 75 schools as part of the pilot.
The ETSS service is designed to build the capacity of teachers (and other school personnel as relevant) to provide as effectively as possible for the needs of students. This will mean that therapists will work in classrooms with teachers to provide, for example, language programmes which have been co-designed by teachers and speech and language therapists.
The ETSS, initially, will comprise of 39 speech and language/occupational therapists embedded into the NCSE regional structure and it the ambition of the department to build this service over time to ensure that schools across the country will be able to access the support of those therapists. They will be supported by 5 existing Behaviour Practitioner posts. The Behaviour Practitioners in the NCSE will support schools to promote engagement and participation for all students using a behavioural frame of reference.
With regard to disability services, the provision of clinical therapy supports to children, including Speech and Language Therapy and Occupational Therapy, is the responsibility of the HSE, through Primary Care or the Children’s Network Disability Teams (CDNT).
Through the Progressing Disability Services Oversight Group, the Department of Education is working with the Department of Health, the Department of Children, Equality, Disability, Integration and Youth' (DCEDIY) and the HSE to develop and strengthen more coherent structures to enable children and young people to access therapeutic supports, including those who attend special schools.
As a result of this engagement, Phase 1 of the enhanced in-school therapy supports pilot commenced in September 2024, in six schools in the Cork and Dublin areas. An additional ten schools were announced as part of the pilot on 8th November 2024, with phased onboarding of schools to the pilot over the course of the 2024/2025 academic year.
This integrated pilot programme will see the delivery of enhanced in-school therapy supports provided by the HSE’s Children’s Disability Network Teams and will be supported by the National Council for Special Education (NCSE). This pilot supplements existing services being provided through Children’s Disability Network Teams (CDNTs).
My Department will continue to engage with DCEDIY and Department of Health on the provision of therapies for children and young people in our education system.
