Wednesday, 5 Feb 2025

Written Answers Nos. 469-495

• Díospóireachtaí
• Aimsigh díospóireacht
  • Díospóireachtaí na Dála
  • Díospóireachtaí an tSeanaid
  • Díospóireachtaí Coiste
• Aimsigh vótáil
  • Vótálacha na Dála
  • Vótálacha an tSeanaid
  • Vótálacha Coiste
• Ceisteanna Parlaiminte
  • Ceisteanna scríofa
  • Ceisteanna ó bhéal
• Leideanna cuardaigh
• Nuair a bhíonn tionchar tromchúiseach ag aithrisí

School Facilities

Ceisteanna (469)

Paul Murphy

Ceist:

469. Deputy Paul Murphy asked the Minister for Education if funding will be made available to carry out necessary works in a special school (details supplied) given the poor and unsafe conditions. [2876/25]

Freagraí scríofa

Minister for Education

The school to which the Deputy refers has submitted an application for funding under the Emergency Works Scheme (EWS) for a new boiler and heating system in October 2024 which was immediately approved with all works completed and funding drawn down in December 2024. The school subsequently contacted the EWS team regarding its fire alarm and was advised to submit an EWS application in this regard. Given the shared nature of this school's accommodation the EWS team is engaging with the relevant schools in respect of this issue.

Question No. 470 answered with Question No. 452.

Schools Building Projects

Ceisteanna (471)

Paul McAuliffe

Ceist:

471. Deputy Paul McAuliffe asked the Minister for Education the current status of the proposed expansion works at a school (details supplied). [2906/25]

Freagraí scríofa

Minister for Education

The 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 9 Mainstream classrooms (6 Prefab replacement) and a 2 Classroom SEN base. The project was devolved to the school authority for delivery.

The Stage 2b Report was received by my department in Q4 of 2024 and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code.

All projects, including this one, will undergo the necessary due diligence outlined in the public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.

Once this review has been completed the department will contact the school authorities with the outcome for the progression of this much needed project.

School Transport

Ceisteanna (472)

Peadar Tóibín

Ceist:

472. Deputy Peadar Tóibín asked the Minister for Education to meet with representatives of a school bus campaign (details supplied). [2908/25]

Freagraí scríofa

Minister for Education

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 172,500 children, are transported daily in approximately 7,900 vehicles across 10,300 routes to primary and post-primary schools throughout the country. These daily trips cover over 100 million kilometres. this figure includes over 143,800 pupils travelling on primary and post primary services, 21,700 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine.

The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.

The total cost of the scheme in 2024 was €454m.

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

Under the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.

Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation and where there is capacity to do so.

Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.

Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places. In these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.

Temporary Alleviation Measures (TAMS) at post primary level are continued for the current school year. Under these measures, transport is provided where there is a route in operation and where capacity exists for concessionary post primary pupils who are eligible for transport to their nearest school, are attending their second nearest school and who applied and paid on time.

A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.

Bus Éireann has advised that they have received a total of 25 applications for pupils residing in the areas referred to by the Deputy for transport to post primary school. This number comprises of 2 eligible and 23 concessionary applications.

School Transport 2030 report, which was published in early 2024 marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030. The recommended changes to the future operation of the schemes include expansion of the current eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure the best value for money to the Exchequer. A phased implementation of the review’s recommendations began at the start of the 2024/2025 school year.

As indicated at the time of the launch of the review, a number of pilots were being considered by my Department in conjunction with the Department of Transport and Bus Éireann. As also indicated at the time of the launch of the review, it was intended that following closure of the application process for the 2025/2026 school year consideration would be given to further potential pilots.

A total of 14 pilot projects are underway this school year. These pilots are currently being evaluated and they will provide valuable insights into the impact of increased demand on the scheme, the potential for integrating public transport with school transport services, and opportunities to promote more sustainable modes of transport. The findings from the evaluation will guide the planning and implementation needed for a national rollout of a revised School Transport Scheme.

Further information on plans for the 2025/2026 school year will be available shortly.

All school visits and diary requests are dealt with through the Minister’s team in the Department. The team can be reached by the following email address: [e-mail]

Schools Administration

Ceisteanna (473)

John Lahart

Ceist:

473. Deputy John Lahart asked the Minister for Education whether she would consider the idea, as exists in social housing, of a mutual transfer facility for students with neurological challenges who find that the educational setting for them is either above or below their needs and whose schooling is inadequate as a consequence if they were able to mutually transfer with a child from another school whose school setting is considered inappropriate also, that a direct swap could be facilitated. [2910/25]

Freagraí scríofa

Minister of State at the Department of Education

Enabling children with special educational needs to receive a befitting education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).

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.

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 3,300.

602 of these classes are in County Dublin, 69 are new for the 2024/25 school year, 48 at primary level and 21 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 SENOs are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENOs directly using the contact details available on the NCSE website.

The NCSE have recently recruited additional SENOs, advisors and team managers. 120 SENOs now operate nationwide, 28 of these are operating solely in County Dublin, SENOs 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. It is expected that the NCSE will sanction a number of new special classes for the 2025/26 school year in the coming weeks.

Placements in special education settings should be reviewed by schools, in consultation with parents, on an ongoing basis. My Department is completing work on revised guidelines for schools on the review of special education placements. Where a child wishes to move from one special education setting to another, the NCSE at local level are available to support this. If the Deputy wishes to share details of any child looking to do so, I would be happy to share those details with the NCSE and ask them to engage directly with the family and schools involved.

Regard would need to be given to the relevant admission policies, admission process and waiting lists for the schools involved as well.

State Examinations

Ceisteanna (474)

Malcolm Byrne

Ceist:

474. Deputy Malcolm Byrne asked the Minister for Education if she is satisfied with the current Junior Certificate grading system; if she would consider reviewing to bring in line with the Leaving Certificate grading system; and if she will make a statement on the matter. [2951/25]

Freagraí scríofa

Minister for Education

The Framework for Junior Cycle was introduced on a phased basis between September 2014 and September 2021. The Junior Cycle aims to provide students with learning opportunities that achieve a balance between learning subject knowledge and developing a wide range of skills and thinking abilities. Subject specifications and assessment arrangements were revised on a phased basis to reflect this new balance between subject knowledge and skills. The inclusion of short courses and other learning experiences in Junior Cycle programmes also provides a valuable opportunity to broaden students’ learning and skill set.

A significant aspect of the Junior Cycle reform was moving towards a balance between school-based assessment and final externally-assessed examinations, recognising that no single assessment event can provide evidence of the full range of student achievement and that all assessment in Junior Cycle should have as its primary purpose the support of student learning. In this context, it is important to note that the state-certified examination is but one element of this balanced, broader approach to assessment. All aspects of assessment contribute to providing a comprehensive picture of student achievement which is captured in the Junior Cycle Profile of Achievement (JCPA).

The implementation of the Framework for Junior Cycle continues to be reviewed, in partnership with school leaders, teachers and other education partners. As part of the process of review, the University of Limerick esd commissioned by the National Council for Curriculum and Assessment (NCCA) to conduct a longitudinal research study - Evaluating the implementation and impact of the introduction of the Framework for Junior Cycle in Irish post-primary schools. This research began in late 2020. A number of interim reports have been published, and these have highlighted the benefits being seen from the Junior Cycle reforms such as an increase in student centred learning, as well as concerns in areas such as assessment. The final report is due to be published this year and its findings will inform consideration on the ongoing implementation of Junior Cycle.

Departmental Policies

Ceisteanna (475)

Malcolm Byrne

Ceist:

475. Deputy Malcolm Byrne asked the Minister for Education how she intends to ensure that the voices of students and young people will influence Department policy; what mechanisms are and will be put in place for such purposes; and if she will make a statement on the matter. [2952/25]

Freagraí scríofa

Minister for Education

Children and young people have a right to have their voices heard and taken seriously in all matters that affect them. My department is committed to embedding a culture of participation of children and young people in policy development.

A student participation unit was established in my department in April 2023 to help my department to make sure that the voices of children and young people inform policy development across the department.

In May 2023, an expert group on student participation, chaired by Professor Laura Lundy, was established to advise my department on how best my department could progress its work in this area. The group reviewed existing structures, systems, processes, and practices in place across my department and identified any gaps in how the department meets its obligations in relation to student participation. This work was heavily informed by the views of 174 children and young people who participated in consultations and some of whom were members of the child advisory group and youth advisory group.

The expert group made five high-level recommendations which have been accepted in full by my department. The report of the expert group was published on 10 October 2024. On the same date, my department published its Student Participation Implementation Plan. This plan contains 50 actions to be implemented by end 2026. Some of the key actions my department has committed to implement are:

• a new training plan for department staff to involve children and young people in policy development

• publication of an annual report on student participation in policy development

• a student-friendly summary page in inspection reports on curriculum evaluations in primary schools and inspection reports on subject inspections in post-primary schools

• to establish child and youth advisory groups to support the work of the student participation unit

• to pilot a student participation in policy development showcase event for children and young people

• to raise awareness of the importance and benefits of children and young peoples’ participation in decision-making among students, parents, teachers, school leaders, school staff and boards of management

• to review and update the guidance to support the establishment of student councils in post-primary schools to ensure that they are representative. Guidance will also be developed for primary schools

My department will then publish an implementation report which will be heavily informed by the views of children and young people.

Further information on my department’s Student Participation Unit including recently published reports can be found at gov.ie/itstartswithyou.

Public Sector Staff

Ceisteanna (476, 499)

Timmy Dooley

Ceist:

476. Deputy Timmy Dooley asked the Minister for Education the number of public sector workers in each of the local electoral areas in County Clare, per sector (details supplied), in tabular form; and if she will make a statement on the matter. [2973/25]

Donna McGettigan

Ceist:

499. Deputy Donna McGettigan asked the Minister for Education the number of public sector workers in each of the local electoral areas in County Clare under headings (details supplied), in tabular form; and if she will make a statement on the matter. [3375/25]

Freagraí scríofa

Minister for Education (Deputy Helen McEntee)

I propose to take Questions Nos. 476 and 499 together.

I wish to advise the Deputy that the following staff are employed in County Clare, in respect of the areas of the Education Sector for which my Department has responsibility.

Please note, whereas data can be provided on a per County basis, no indicators are available to identify local electoral areas within Counties, and this information is therefore not available.

School Staff as at September 2024

Level	County	Whole Time Equivalent Posts	Total Number of Persons Employed
Post Primary	Clare	752.7	805
Primary	Clare	961.69	1,059
Non Teaching Staff	Clare	446.8	561

What is included in this figure is all teaching staff at primary and post primary level, in the case of schools paid by the Department of Education Payroll, all Special Needs Assistants (SNAs), caretakers and administrative staff. The figures also include Teachers and SNAs employed in Education and Training Board (ETB) schools, but excludes administrative and caretaking staff in ETB schools, as well as staff employed within the ETB itself.

Other Public Servants employed in County Clare

Organisation/employee type	31 December 2024 (Headcount)
Organisation/employee type	31 December 2024 (Headcount)
Department of Education staff - Co. Clare
National Education Psychologists	7
Inspectors	4
Administrative staff	1
National Council for Special Education (6 Advisors and Visiting Teachers and 4 Civil Servants	10

Please note, details of the total number of staff who are employed in the early years and pre school sector can be obtained from the Department of Children, Equality, Disability, Integration and Youth.

Details of the number of persons employed in the Higher or Further Education Sector can be obtained from the Department of Further Higher Education, Research, Innovation and Science.

Ministerial Staff

Ceisteanna (477)

Aidan Farrelly

Ceist:

477. Deputy Aidan Farrelly asked the Minister for Education to provide a schedule of special advisers attached to her, as of 29 January 2025; and the official grade and or title held by that special adviser. [2994/25]

Freagraí scríofa

Minister for Education

As of 29 January 2025, there are two special advisers attached to my Department for the purpose of assisting me in the performance of my duties as Minister of Education and Youth. Mr. Patrick Cluskey provides advice on policy matters and Ms. Cliona Doyle provides assistance with press and media matters.

The salary scale for a Special Adviser to a government Minister is the same as the Civil Service Principal Officer pay scale.

Departmental Correspondence

Ceisteanna (478, 480)

Paula Butterly

Ceist:

478. Deputy Paula Butterly asked the Minister for Education if a response will issue to matters raised in correspondence (details supplied); and if she will make a statement on the matter. [3069/25]

Ged Nash

Ceist:

480. Deputy Ged Nash asked the Minister for Education to advise on a policy matter (details supplied) based on correspondence the Minister has received; and if she will make a statement on the matter. [3125/25]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 478 and 480 together.

The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016.

The Teaching Council is the regulator of the teaching profession in Ireland. Their role is to protect the public by promoting and regulating professional standards in teaching. They do this through the statutory registration of teachers, ensuring a highly qualified teaching profession, whose members meet and uphold high standards of professional competence and conduct.

The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).

In accordance with 1.1 of Department Circular 31/2011, schools should ensure that people appointed to teach are registered teachers with qualifications appropriate to the sector and suitable to the post for which they are employed.

Currently teachers who have qualified outside of the Republic of Ireland (ROI) can apply to register with the Teaching Council as a primary teacher under Route 1 when they have evidence that they are a fully qualified teacher in the country in which they qualified.

To be a fully qualified teacher they must provide evidence that they have completed a recognised teacher education qualification and programme of induction and provide an official letter confirming they are a fully qualified primary teacher from the relevant teacher registration body or Competent Authority or Ministry of Education in that country.

For teachers who qualified in the UK this means that they must submit a letter from the Teaching Regulation Agency (TRA) stating that they have Qualified Teacher Status (QTS) in the UK and have completed the induction period in the UK. Therefore, you would need to complete the induction period in the UK in order to be eligible to apply for registration under Route 1.

However, to assist with teacher supply challenges in the context of a demographic need, the Teaching Council has proposed the creation of a timebound provision within the revised Teaching Council (Registration) Regulations, 2016.

This timebound provision, once enacted, would enable eligible teachers who have qualified outside of the Republic of Ireland (ROI) to apply for registration and complete their induction requirement in the ROI. It is expected, similar to the Teaching Council (Registration) (Amendment) Regulations 2023, that primary and post-primary teachers who qualified outside of the Republic of Ireland and apply to complete their induction here under the new provision will be subject to meeting eligibility and qualifications requirements prior to approval.

The implementation of the revised Teaching Council (Registration) Regulations is subject to a staged Proportionality Assessment process in line with the 2018 EU Proportionality Test Directive. Subject to the outcome of the Proportionality Assessment process, the timebound provision is intended to open to applications from the implementation date of the revised Registration Regulations. It is anticipated that the timebound provision could open in the first quarter of 2025, however, the exact timeline for opening applications is dependent on the implementation date of the revised Registration Regulations. Further information relating to the Proportionality Assessment will be available on the Teaching Council, www.teachingcouncil.ie/ in due course.

School Accommodation

Ceisteanna (479)

Brian Stanley

Ceist:

479. Deputy Brian Stanley asked the Minister for Education to give the go-ahead for the provision of two modular classrooms which are urgently required for a school (details supplied); to address this with senior officials in her Department to alleviate the current shortage of space in the school; and if she will make a statement on the matter. [3071/25]

Freagraí scríofa

Minister for Education

Since 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.

I wish to advise the Deputy that the National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide. Over the last two years, the department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year. The Department continues to work with the NCSE in relation to the short-term requirements for special class and special school places and the more strategic and longer-term requirements. School property matters are the domain of the school patron and the Department is aware that the NCSE is currently engaging with the patron of the school in question in this regard.

My Department has already approved a building project to the school which will provide four additional special education classrooms and the project is currently at design stage.

Question No. 480 answered with Question No. 478.

Schools Building Projects

Ceisteanna (481)

Seán Ó Fearghaíl

Ceist:

481. Deputy Seán Ó Fearghaíl asked the Minister for Education if her Department has approved an extension to an existing school (details supplied), which is to meet the needs of children on the autism spectrum; why provision has not been made in this extension for changing or toilet facilities; and if she will make a statement on the matter. [3128/25]

Freagraí scríofa

Minister for Education

The school referred to by the Deputy was approved to enter the Department's pipeline of school buildings for a project to provide a 1 Class SEN base and reconfiguration works to provide an ASD class.

I can confirm that my Department approved this project to proceed to Stage 2b (post planning approval). My Department is currently awaiting the submission of a Stage 2b report from the school for review.

In accordance with my Departments Schedule of Accommodation for a 1 Class SEN base, the ancillary services of 1 toilet and shower for assisted users and 1 toilet for independent users is provided. Should the school authority wish to apply for further additional accommodations outside of the approved project brief, they should submit an application to my Departments Additional Needs Assessment Unit.

Whilst this project has been devolved to the school authority for delivery, my Department is engaged directly with the school to provide whatever practical assistance and advice is necessary to implement this important project for the wider school community.

School Curriculum

Ceisteanna (482)

Mairéad Farrell

Ceist:

482. Deputy Mairéad Farrell asked the Minister for Education when information will be published about changes to senior cycle subjects, which can be used to help 5th year students pick their final year subjects; and if she will make a statement on the matter. [3157/25]

Freagraí scríofa

Minister for Education

As the Deputy is aware, since March 2022, an ambitious programme of work for a reimagined Senior Cycle of education has been progressing, including redevelopments to the Leaving Certificate Established (LCE), the Leaving Certificate Applied (LCA), Leaving Certificate Vocational Programme (LCVP) and Transition Year (TY) programmes.

The NCCA has published the schedule for the revision of all Leaving Certificate Established subjects and the Leaving Certificate Vocational Programme link modules in five annual tranches from 2025 to 2029 and this is available online here: https://ncca.ie/en/senior-cycle/senior-cycle-redevelopment/schedule-of-senior-cycle-subjects-for-redevelopment/

Revised specifications for Business, Biology, Chemistry, Physics, Arabic, Latin, and Ancient Greek (known as the Tranche 1 subjects) are planned for introduction for fifth years from the start of the next school year, i.e. school year 2025/26. These revised specifications can be accessed here: Senior Cycle Subjects | Curriculum Online

In addition, there are also two new subjects (1) Drama, Film and Theatre Studies, and (2) Climate Action and Sustainable Development, planned for introduction in a number of selected schools in the 2025/2026 school year. Students can see which schools have been selected to introduce the new subjects here: www.gov.ie/en/publication/3cc80-phase-one-schools/

Students entering fifth year who wish to pursue the Leaving Certificate Vocational Programme (LCVP) student from the start of the 2025/26 school year, also benefit from changes introduced in September 2022 providing access to the LCVP Link Modules (Preparation for the World of Work and Enterprise Education) without meeting the vocational subject grouping criteria or the Modern European Language (MEL) requirements set out in Circular Letter 0040/2013. An updated LCVP Programme Statement reflecting these changes is available at the following link: Leaving Certificate Vocational Programme (LCVP) | Curriculum Online

Students choosing to follow the LCA Programme from the start of the 2025/2026 school year, may be interested to know that since September 2022, they may now access LCE Mathematics and an LCE Modern Foreign Language (MFL), subject to their school’s timetabling. Students may study LCE Mathematics either in addition to LCA Mathematical Applications, or instead of LCA Mathematical Applications. In such cases, students would subsequently receive an integrated statement of results from the State Examinations Commission.

From the start of school year 2025/26, students entering year one of the Leaving Certificate Applied (LCA) programme will be required to study the new Senior Cycle Social, Personal and Health Education (SPHE) curriculum specification. The new specification for Senior Cycle SPHE will replace the current Social Education modules 1 and 4. An updated LCA Programme Statement reflecting these changes for students entering LCA in the 2025/26 school year is available at LCA-Programme-Statement_Dec-2024.pdf .

In addition, the initial curriculum areas and modules for the Senior Cycle Level 1 and Level 2 Learning Programmes are now available. The Level 1 and Level 2 Learning Programme Statement, initial curriculum areas and modules are available here: www.curriculumonline.ie/senior-cycle/level-1-and-level-2-learning-programmes/

Students are encouraged to keep up to date with developments by accessing the dedicated Senior Cycle Redevelopment website, which provides information for students on what senior cycle redevelopment means for them at: www.gov.ie/en/publication/45b09-senior-cycle-redevelopment-what-does-this-mean-for-me/

The Department has, to date, issued nine Information Notes for schools. These notes provide updates to school communities on the roll-out of the Senior Cycle Redevelopment programme. The Department has requested all schools to circulate the Information Notes to students, parents and staff in each school, and to the wider school community. The Information Notes that have issued to schools can be found here: www.gov.ie/en/publication/f53c6-senior-cycle-redevelopment/#information-notes

Schools Building Projects

Ceisteanna (483)

Emer Currie

Ceist:

483. Deputy Emer Currie asked the Minister for Education for an update on the new building for a school (details supplied), including overall student intake and the timings and phases for construction and delivery; and if she will make a statement on the matter. [3167/25]

Freagraí scríofa

Minister for Education

The major building project for the school referred to by the Deputy will be delivered under my Department's ADAPT programme. ADAPT is an acronym for the "Accelerated Delivery of Architectural Planning and Tendering".

The ADAPT programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.

The project brief is to provide a new 20 classroom Special Educational Needs School located at Blanchardstown Road North, Blanchardstown, Dublin 15.

Following the appointment of a Design Team in Quarter 2, 2024 the project progressed to Stage 1 - Preliminary Design (assessment of site and location suitability and initial sketch scheme).

The Stage 1 Report was submitted to my Department on 20th November 2024.

Upon completion of my Departments due diligence review, the Stage 1 stakeholders meeting took place on 4th December 2024, with the Principal, a representative from DDLETB, all Design Team members, the Project Manager and Department officials in attendance. Following the meeting, the project was approved to progress to Stage 2(A) of Architectural Planning.

Stage 2(a) – Developed Design - is a crucial element of the architectural planning process as it is at this stage that the design is developed to a stage where it can be fully cost planned and prepared to lodge for statutory approvals.

Until the project design is at a stage where statutory approvals, planning permission, etc are secured by the Design Team, it will not be possible to provide timings or phases for construction and delivery.

The Project Manager and Design Team will continue to engage directly with the school authorities to keep them informed of progress.

Special Educational Needs

Ceisteanna (484, 487)

Emer Currie

Ceist:

484. Deputy Emer Currie asked the Minister for Education for any details on the general location of an additional special school in Dublin north; the projected student intake; and if she will make a statement on the matter. [3169/25]

Denise Mitchell

Ceist:

487. Deputy Denise Mitchell asked the Minister for Education the plans in place for a new special needs school at a location (details supplied); the time frame for the completion of works; whether the new building will be a temporary or permanent structure; the number of students it is envisaged this school will accommodate; and if she will make a statement on the matter. [3174/25]

Freagraí scríofa

Minister of State at the Department of Education

I propose to take Questions Nos. 484 and 487 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.

My department works closely with the National Council for Special Education (NCSE) on the forward planning of new special classes and additional special school places. Building on successive budgets, Budget 2025 secured funding for up to 400 new special classes in mainstream schools, and an additional 300 special school places for the 2025/26 school year. This will deliver 2,700 new places for children.

Part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education appropriate to their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children seeking a special school place in a region.

Almost 1,700 new special classes have been opened over the last 5 years and 11 new special schools have been established in recent years. For this school year alone, over 400 new special classes have been sanctioned with classes provided in every county. Four new special schools also opened in counties Meath, Kildare, Wexford and Limerick.

As you are aware five new special schools will be established for the next school year, two in County Dublin and one each in counties Cork, Monaghan and Tipperary. This will bring to 129 the number of NCSE supported special schools in the county. The special school in Dublin north will be located in Balgriffin Park, Belmayne.

Dedicated working groups have been established by my department to work through the details in relation to the establishment of the new special schools.

It is envisaged that existing buildings will be repurposed, in the first instance, to facilitate the opening of the new special schools for the 2025/26 school year. This will allow the schools to open as quickly as possible.

The exact initial capacity of each special school will be considered further and confirmed shortly. Special schools generally operate on the basis of 1 teacher and at least 2 SNAs per class grouping of 6 children. Further supports can be provided if required to meet the needs of the children enrolling in the school.

Parents and families looking to apply for admission to the new special school will be supported and guided by the NCSE at a local level and kept updated on developments.

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 reach their full potential.

Special Educational Needs

Ceisteanna (485)

Emer Currie

Ceist:

485. Deputy Emer Currie asked the Minister for Education for an update on the special schools pilot providing delivery of in-school therapy supports to children in selected special schools, in addition to existing services being provided through children’s disability network teams (CDNTs); if there are plans to extend this scheme to other special schools such as a school in Dublin (details supplied) which has recently accepted 12 new students but has not been given any additional supports or wrap-around services from the nearest CDNT; and if she will make a statement on the matter. [3171/25]

Freagraí scríofa

Minister of State at the Department of Education

I thank the Deputy for her correspondence.

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, 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, and as you may be aware, 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, 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).

Officials from my department have been liaising with our colleagues in DCEDIY and The Health Service Executive (HSE) who have advised that all six schools in Phase 1 have filled most of the therapy posts assigned as part of the pilot. This includes three of the Cork area schools and one of the Dublin area schools in Phase 1, who have now filled all therapy posts allocated as part of the pilot.

All schools in Phase 1 of the pilot are receiving some provision of additional in-school therapy supports, with recruitment efforts ongoing by HSE and the Lead agencies to fill outstanding posts, to scale up provision to targeted levels. The recruitment campaigns for Phase 1 schools are at various stages, with some staff due to commence in post and others at a late stage in the recruitment process.

The ten schools in Phase 2 of the pilot will come on board on a phased basis in 2025, with recruitment to these schools in the early stages. While recruitment efforts are ongoing, the children in each of the sixteen special schools continue to receive supports through their local CDNT.

A detailed evaluation of the pilot programme will inform the future development of policy in both education and health provision. Any future extension of this pilot will be a matter for Government.

My Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.

Special Educational Needs

Ceisteanna (486)

Niamh Smyth

Ceist:

486. Deputy Niamh Smyth asked the Minister for Education if she will urgently review the case of a child (details supplied). [3172/25]

Freagraí scríofa

Minister of State at the Department of Education

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.

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.

The NCSE has advised my department that they are aware of the circumstances of the student referred to by the Deputy. The NCSE are engaging with both the school and the parents of the student in order to ascertain what supports the student requires in order to start school next September. The NCSE will continue to support the family at local level.

SNAs are allocated to schools as a school-based resource. Principals/board of managements then 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.

At any stage where a schools feels like it has insufficient SNA support to meet the needs of its students an application can be submitted to the NCSE requesting a review of its allocation. Detailed information on the NCSE's SNA review process is published on the NCSE's website. Each case is individually assessed and is based on the student profile of each school.

Following the outcome of the review, the NCSE can make a local special educational needs officer (SENO) available to the school to discuss their current deployment of SNA supports in the school and to put these supports to the best advantage of the students. NCSE in-school support is also available to schools to offer further guidance and support.

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 reach their full potential.

Question No. 487 answered with Question No. 484.

Disadvantaged Status

Ceisteanna (488)

Johnny Guirke

Ceist:

488. Deputy Johnny Guirke asked the Minister for Education her plans, if any, to consider a school (details supplied) for the DEIS programme, similar to the national school in the same area; and if she will make a statement on the matter. [3179/25]

Freagraí scríofa

Minister for Education

My department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.

Following the largest expansion of the DEIS programme to date in 2022, benefitting 361 schools, the programme now includes in the region of 1,200 schools and supports approximately 260,000 students. This expansion added an additional €32million to the department’s expenditure on the DEIS programme from 2023, bringing the overall allocation for the programme to over €180million.

The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.

It is possible for neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. The designation of neighbouring schools to DEIS or non DEIS does not mean that there is no educational disadvantage present in one school but that the concentrated level of educational disadvantage of the two schools is different.

The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools.

The DEIS Plan is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, then extra resources need to be targeted as closely as possible at those students with the greatest level of need. This will involve further development of the DEIS programme to create a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data.

To support this, work my department invited the OECD Strength Through Diversity: Education for Inclusive Societies project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland.

In July 2024 my department welcomed the publication by the OECD Education for Inclusive Societies project of the ‘Review of Resourcing Schools to Address Educational Disadvantage in Ireland'. The OECD review sets a number of recommendations for future policy, to further improve equity and ensure every child and young person at risk of educational disadvantage is supported to achieve their potential in education.

Over the coming months my department will work with other government departments and agencies, the education partners, and stakeholders across the education sector to develop tangible actions informed by the recommendations set out. These actions will aim to build on the success of the DEIS programme through the development of a dynamic resource allocation model that can respond to changing levels of need and ensure that all children and young people in both DEIS and non-DEIS schools are supported to achieve in education.

Disadvantaged Status

Ceisteanna (489)

Johnny Guirke

Ceist:

489. Deputy Johnny Guirke asked the Minister for Education the number of DEIS schools in County Meath; and the location and name of these schools, in tabular format. [3180/25]

Freagraí scríofa

Minister for Education

There are 12 Primary Schools in the DEIS programme in Co Meath.

Official Name	-	-	-
AINE NAOFA N S	Fairgreen	Navan	Co. Meath
GILSON NATIONAL SCHOOL	Church Street	Oldcastle	Co. Meath
MERCY CONVENT N S	Railway Street	Navan	Co. Meath
KILMAINHAM WOOD N S	Kilmainhamwood	Kells	Co. Meath
S N BHEINN NAOFA B	Duleek		Co. Meath
S N BHEININ NAOFA C	Duleek		Co. Meath
S N MHUIRE	Abbey Road	Navan	Co. Meath
S N COLUMBAIN	Killaconnigan	Mullingar Road, Ballivor	Co. Meath
S N MHUIRE	CUL RONAIN	BAILE IOMHAIR	CO MEATH
ST OLIVER PLUNKETT NS	Blackcastle	Navan	Co. Meath
Navan Educate Together NS	Commons Road	Navan	Co. Meath
SCOIL NAOMH EOIN	Clonmagadden Valley	Windtown	Co. Meath

There are 4 post-primary schools in the DEIS programme in Co Meath:

Official School Name
Boyne Community School	Trim		Co. Meath
Beaufort College	Trim Rd	Navan	Co Meath
O'Carolan College	Nobber		Co Meath
Coláiste Clavin	Enfield Road	Longwood	Co Meath

Departmental Contracts

Ceisteanna (490)

Denise Mitchell

Ceist:

490. Deputy Denise Mitchell asked the Minister for Education if her Department, or any body under its aegis, currently outsources cleaning services and/or service officer/security officer roles to private companies; the value and length of any related contract, by body, in tabular form; and if she will make a statement on the matter. [3193/25]

Freagraí scríofa

Minister for Education

The information sought by the Deputy in regard to the cleaning services and security services provided by private companies is set out in the table.

In regards to cleaning services, the contract is apportioned to multiple locations and includes services provided to Department of Further, Higher Education, Research, Innovation and Science (Marlborough Street, Tullamore, 52 St Stephens Green (DFHERIS), ESBS Blanchardstown, NEPS James Joyce Street).

The information in respect of aegis bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the final table below, should the Deputy wish to contact the aegis bodies directly with her query.

Outsourced cleaning services

-	Value of contract	Length of contract
Contract A	€752,000(Ex Vat)	3 Years
Contract B	€25,774(Ex Vat)	2 Years
Contract C	€18,000(Ex Vat)	5 Years
Contract D	€19,000(Ex Vat)	2 Years
Contract E	€4,689 in 2024 (Ex Vat)	Overstay
Contract F	€17392.32(Ex Vat)	2 Years
Contract G	€10280.4(Ex Vat)	2 Years
Contract H	€9568(Ex Vat)	2 Years
Contract I	€7894.98(Ex Vat)	2 Years
Contract J	€7333(Ex Vat)	2 Years
Contract K	€6885.84(Ex Vat)	2 Years
Contract L	€11157.12(Ex Vat)	2 Years
Contract M	€7,921.0 spent in 2024	Overstay
Contract N	€4,6491.96 spent in 2024	Overstay
Contract O	€1,836.48 spent in 2024	Overstay

Outsourced Security Officers

-	Value of Contract	Length of contract
Contract A	€624,175.68 (Ex Vat)	2 Years
Contract B	€10,725(Ex Vat)	5 Years
Contract C	28,333(Ex Vat)	5 Years

Name of Body	Dedicated Email address for the Members of the Oireachtas as at 16 May 2024	Designated Official Responsible for assisting Oireachtas Members as at 16 May 2024
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta	[e-mail]	[e-mail]
Educational Research Centre	[e-mail]	[e-mail]
National Council for Curriculum and Assessment	[e-mail]	[e-mail]
State Examinations Commission	[e-mail]	[e-mail]
The Teaching Council	[e-mail]	[e-mail]
National Council for Special Education	[e-mail]	[e-mail] and [e-mail]
Residential Institutions Statutory Fund – Caranua	[e-mail]	[e-mail]

Departmental Contracts

Ceisteanna (491)

Denise Mitchell

Ceist:

491. Deputy Denise Mitchell asked the Minister for Education if her Department, or any body under its aegis, currently directly employs cleaners and/or service officers; if so, the number of staff employed in each role; the value and length of any related contract, by body, in tabular form; and if she will make a statement on the matter. [3211/25]

Freagraí scríofa

Minister for Education

The information sought by the Deputy in regard to directly employed cleaners and service officer is set out in the second table. The information in respect of aegis bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the first table, should the Deputy wish to contact the aegis bodies directly with her query.

Contact E-Mail Addresses for State Bodies under the Remit of the Department of Education as at 16 May 2024
Name of Body	Dedicated Email address for the Members of the Oireachtas	Designated Official Responsible for assisting Oireachtas Members
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta	[e-mail]	[e-mail]
Educational Research Centre	[e-mail]	[e-mail]
National Council for Curriculum and Assessment	[e-mail]	[e-mail]
State Examinations Commission	[e-mail]	[e-mail]
The Teaching Council	[e-mail]	[e-mail]
National Council for Special Education	[e-mail]	[e-mail] [e-mail]
Residential Institutions Statutory Fund – Caranua	[e-mail]	[e-mail]

-	Number of staff	Value of contract	Length of contract
Directly Employed Cleaners	14	As per Forsa Payscale	Until Retirement/Transfer/Resignation
Directly Employed service officers	11	As per Forsa Payscale	Until Retirement/Transfer/Resignation

School Management

Ceisteanna (492)

Paul McAuliffe

Ceist:

492. Deputy Paul McAuliffe asked the Minister for Education if her Department can clarify when they first have records of a school (details supplied). [3228/25]

Freagraí scríofa

Minister for Education

My Department has no readily available records outlining when the school referred to by the Deputy, began operating from its current location.

However, the school's most recent additional school accommodation application states that they are operating from this location since the late 1960's.

Departmental Communications

Ceisteanna (493)

Cian O'Callaghan

Ceist:

493. Deputy Cian O'Callaghan asked the Minister for Education if she will accept the invitation to visit a school (details supplied); and if she will make a statement on the matter. [3230/25]

Freagraí scríofa

Minister for Education

All school visits and diary requests are dealt with through my office in the Department. The team can be reached by the following email address - [e-mail] - and they can liaise with the school in question.

School Patronage

Ceisteanna (494, 495)

Paul Murphy

Ceist:

494. Deputy Paul Murphy asked the Minister for Education when the planned national survey of parental preferences relating to school ethos, gender mix and education through English or Irish will be carried out; and if she will make a statement on the matter. [3238/25]

Paul Murphy

Ceist:

495. Deputy Paul Murphy asked the Minister for Education if the commitment in the programme of the previous Government to deliver 400 multi-denominational schools by 2030 still stands despite its omission from the current Programme for Government; the steps she plans to take to increase the number of multi-denominational schools; and if she will make a statement on the matter. [3239/25]

Freagraí scríofa

Minister for Education

I propose to take Questions Nos. 494 and 495 together.

There 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. Any survey of primary school communities will be considered in this context.

Question No. 495 answered with Question No. 494.

• Written Answers Nos. 442-468
• Written Answers Nos. 496-522