Written Answers Nos. 496-522
496. Deputy Ged Nash asked the Minister for Education the total value of the annual mileage claims for each Ministers of State assigned to her Department in 2023 and 2024 respectively; to provide a breakdown for each year of the individual claims; the annual cost of overnight allowances related to the civilian drivers of each relevant Minister of State in 2023 and 2024; and if she will make a statement on the matter. [3247/25]
Amharc ar fhreagraThe total value of annual mileage claims for the years in question by Josepha Madigan who was a Minister of State in the Department of Education was:
2023: €14,182.46
2024: €3,737.02
The cost of overnight allowances submitted by her civilian drivers in the years in question was:
2023: €1,837
2024: NIL
Minister of State Thomas Byrne was appointed in December 2022 as a Minister of State in the Department of Education and did not submit any mileage claims to the Department in 2023 or 2024.
Minister of State Hildegarde Naughton was appointed as a Minister of State in the Department of Education in April 2024 with a Garda driver and did not submit any mileage claims in 2024.
497. Deputy Ged Nash asked the Minister for Education to list the composition of her private office, inclusive of the grade and increment of each civil servant assigned to their office; whether they are located in the private or constituency office; the value of any allowance paid to those individuals and the purpose of each allowance; and if she will make a statement on the matter. [3265/25]
Amharc ar fhreagraIn response to the information requested by the Deputy, I can confirm there are currently five civil servants working in my private office in the Department of Education and Youth, in Marlborough Street. Their grades are, two Higher Executive Officers, two Executive Officers and one Clerical Officer. In my constituency office, there are two civil servant roles, both at Clerical Officer grade, one located in Kells, Meath and one located in Marlborough Street, Dublin.
The increments received by these civil servants, are in line with standard pay scales across the civil service. Two of these civil servants are in receipt of standard civil service allowances, one in the role of Private Secretary and one on the higher duties allowance.
498. Deputy Sinéad Gibney asked the Minister for Education if she has any plans to expand Irish-medium second level school provision in Dublin Rathdown; and if she will make a statement on the matter. [3296/25]
Amharc ar fhreagraRegarding plans for increasing Irish-medium school places in the south Dublin area, it should be noted that the year of establishment, patronage model and language of instruction have yet to be determined for the new post-primary schools announced to serve the following school planning areas in the general south Dublin area: Dublin 2_Dublin 4 and Sallynoggin_Killiney_DLR/Cherrywood.
A key element of the planning for Irish-medium post-primary provision is the existing and planned enrolment for Gaelscoileanna in the area, with a view to identifying oncoming needs for post-primary Irish-medium provision which may not be catered for by the existing Gaelcholáistí in the area.
It is expected that the existing Gaelcholáistí in the south Dublin area between them have sufficient school places to accommodate demand. However, given the number of new Gaelscoileanna which have opened in recent years or are planned to open in this area, my Department is keeping the position under active review as these schools grow and the number of sixth class pupils in Gaelscoileanna increases.
500. Deputy Carol Nolan asked the Minister for Education if her attention has been drawn to the severe supply shortage of teachers currently impacting primary and post primary education; the steps that are being taken to increase the number of qualified teachers in Northern Ireland and the United Kingdom to teach here; if she will engage with the Teaching Council with the view to escalating measures that would allow for the registration of qualified teachers; and if she will make a statement on the matter. [3409/25]
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.
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. 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.
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. 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 this Government’s 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 years 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:
- 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.
- the Teaching Transforms campaign continues to promote 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.
To assist with teacher supply challenges, 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, similarly to the Covid Amendment Regulation (CAR), 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 in due course, www.teachingcouncil.ie.
The Department frequently consults stakeholders, including the Teaching Council, 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.
501. Deputy Carol Nolan asked the Minister for Education the steps she is taking to ensure that only strictly age-appropriate teaching material is communicated to pupils at primary level; if she is aware of the concerns expressed by parents on this issue, which were communicated to her predecessor; and if she will make a statement on the matter. [3410/25]
Amharc ar fhreagraI understand the Deputy's question refers to teaching and learning resources for Social, Personal and Health Education (SPHE).
Teachers and schools can choose from a list of free SPHE resources developed by the NCCA. It is not a fixed list - teachers and schools can choose what works best for their students. These resources are hosted within the NCCA's online SPHE toolkits which can be found at: www.curriculumonline.ie
Schools may choose to use a published SPHE textbook instead of the NCCA’s list of resources, and if so, parents are encouraged to read them. The content of textbooks is decided by each publisher. Should a parent have any concerns about a textbook, I would encourage them to speak to their school in the first instance.
The Deputy may wish to note that work to develop a new curriculum specification for Wellbeing at Primary level, which includes SPHE and PE, is currently being undertaken by the NCCA. This follows on from the launch in March 2023 of the Primary Curriculum Framework, which sets out the purpose, structure and content for the redeveloped curriculum in all primary and special schools. It highlights what is important in primary education and why; and sets out what should be prioritised in children’s learning. The development of four other Primary curriculum specifications is also underway. Public consultation on the draft specifications commenced in March 2024 and concluded in June 2024. The feedback from the consultation was subsequently analysed and two consultation reports were published in late 2024.
These curriculum specifications will be introduced from the 2025/2026 school year and will be implemented on a phased basis, over a 5-6 year period. Professional development opportunities will be provided to school leaders and teachers.
The teacher’s professional judgement plays a key role in identifying when an issue is age and stage appropriate for a particular class. Within the classroom, the teacher has a degree of flexibility to judge how particular topics should be addressed, so that learning takes place in a way that is meeting the needs and context of their students.
It should also be noted that, in accordance with Section 30 of the Education Act, 1998, parents have a right to have their children opt out of classes which are contrary to the conscience of the parent if they so wish.
502. Deputy Eoghan Kenny asked the Minister for Education the location of each new special school to be established in 2025; the enrolment for each school and the waiting lists for each place; and if she will make a statement on the matter. [3422/25]
Amharc ar fhreagraAs 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 has 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 with special educational needs.
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 holds at a 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 (Lucan and Belmayne) and one each in counties Cork (North City), Monaghan (Castleblaney) and Tipperary (Nenagh). This will bring to 129 the number of NCSE supported special schools in the county.
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.
503. Deputy Paul Murphy asked the Minister for Education if she will provide details of the number of vacant teaching posts in primary and secondary schools in the Dublin south west constituency; how this compares to the national average, in tabular form; and if she will make a statement on the matter. [3434/25]
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.
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).
While my Department does not collect data on the recruitment by individual employers, an analysis of the Department’s payroll system is being undertaken to generate statistics on the teacher workforce. This will include statistics on the full-time equivalents (FTE), permanent and fixed contracts, with breakdowns possible by county. These data are expected to be available in the near future.
Schools that experience recruitment challenges can avail of a number of supports that my department has implemented including:
- enabling newly qualified teachers (NQTs) employed in primary schools to 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.
The most recent data shows that there are over 78,000 qualified teachers employed in Ireland. There are less than 1% resignations in the primary sector every year and 1.6% in post-primary.
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. 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
- 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 this Government’s 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.
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.
504. Deputy Joe Neville asked the Minister for Education to provide a list of schools in Kildare north that are on the waiting list for an ASD unit; and the length of these waiting lists. [3443/25]
Amharc ar fhreagraAs 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.
131 of these classes are in County Kildare , 16 are new for the 2024/25 school year, 12 at primary level and 4 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 SENO's 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 special educational needs organisers (SENOs), advisors and team managers. 120 SENO's now operate nationwide, with 6 solely focusing on Kildare. 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.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
505. Deputy Joe Neville asked the Minister for Education the provision for new primary and second level school places in Kildare north, with reference to the rapidly expanding population [3447/25]
Amharc ar fhreagraI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The Department has put in place a number of measures to support parents and post-primary schools, including in North Kildare school planning areas, with a view to helping the admissions process for 2025/26 run as smoothly as possible.
Firstly, 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.
Secondly, 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 assists 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.
Furthermore, 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 areas in North Kildare. 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. However, if a shortfall of places is identified in an area, the Department will work with schools to put the necessary solutions in place.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
My Department will continue to liaise with Local Authorities in respect of their County Development Plans and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas including in North Kildare.
506. Deputy James Geoghegan asked the Minister for Education what plans, if any, her Department has for a new school building for a secondary school in Dublin 2, 4 or 6; and if she will make a statement on the matter. [3466/25]
Amharc ar fhreagraI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure must be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The planned establishment of a new post-primary school in 2021 to serve the Dublin2_Dublin4 school planning area was announced in 2018 as a result of a countrywide demographic exercise. Further analysis has since been conducted on the necessity for the establishment of planned new schools taking into account a number of factors including the pace of delivery of the expected additional residential development in the school planning areas, associated enrolments and the capacity in existing schools in the areas.
My department is satisfied that the existing demand can be accommodated at present by the existing and growing schools in the school planning areas. As a result, the establishment of the planned new school has been deferred.
The pace of delivery of additional residential development in the school planning areas, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements.
My department will continue to liaise with the Local Authorities in respect of the projected completion of planned residential developments with a view to identifying any potential long-term school accommodation requirements across school planning areas.
507. Deputy Réada Cronin asked the Minister for Education the steps she is taking to reduce the number of exemptions from studying Irish at second level; the number of special assistant teachers that currently provide Irish language support to second-level students; what measures are being taken to improve the number regarding same; and if she will make a statement on the matter. [3494/25]
Amharc ar fhreagraWhile the number of exemptions held at post primary level have increased from 9.37% in 2017/18 to 13.36% in 2023/24, the number held at primary level have decreased from 3.25% to 2.05% over the same period. Overall, the increase at both primary and post primary is from 5.62% in 2017/18 to 6.98% in 2023/24. The number of exemptions must be viewed in the broader context:
- School enrolments at Post-Primary level have increased from 357,408 in 2017/18 to 416,575 in 2023/24, representing an increase of 16.5% at post-primary level.
- Over 18,000 students have enrolled from Ukraine alone over the last 3 years, 11,267 at primary level and 6,846 at post primary.
- At post-primary level, over 86,153 children have come into the education system from abroad in the last 5 years.
- The number of children with more complex special educational needs is increasing and this is evidenced by the almost 1,700 new special classes that have been provided in mainstream schools over the last five years and special school enrolments are increasing by 300 each year.
- There will be an estimated almost 28,000 students with special educational needs enrolled in special classes and special schools in the 2024/2025 school year. This will equate to almost 3% of our overall primary and post-primary student population.
- New circulars were introduced in 2022/23 and so there will be a cohort of students at all levels who would not have previously met the criteria for an exemption from the study of Irish under previous circulars.
Specific steps taken to reduce the number of exemptions include:
- Developed guidelines and FAQs and provide ongoing information to relevant stakeholders (school management bodies, unions, Principal reps etc) and have engaged with them on the effective use of the relevant Circulars
- Continue to provide ongoing support, including a Helpline to respond to queries from schools and parents and advise on the circumstances in the Circulars which must be met before an application for an exemption can be considered.
- Wrote to all primary and post-primary schools reminding them of the criteria for granting exemptions. Department officials continue to closely monitor the granting of exemptions by schools and wrote to all schools advising them of resources available to support teaching and learning of Irish.
- Wrote separately to primary and post-primary schools where it was considered that the level of exemptions granted was high.
- Provided a number of objectives and actions in the new Literacy, Numeracy and Digital Literacy strategy to foster and promote the Irish language (resources, support for parents, support for teachers, etc).
- Ongoing funding of Irish sector bodies such as Foras na Gaeilge to implement initiatives to support teaching and learning of Irish.
- Furthermore, the Department is taking steps to strengthen supports for Irish language education more generally. These include:
- The Gaeltacht Education Policy and developing a new policy for Irish-Medium Education outside the Gaeltacht.
A new Unit has been established within my Department to develop a policy framework and action plan to support the teaching and learning of Irish in English-medium schools.
- additional resources to COGG, a dedicated agency to support the teaching and learning of Irish,
- to promote the Irish Language and the benefits of bilingualism
- to create a digital hub for quality resources for Irish in English medium schools
- to provide language upskilling courses for primary school teachers and delivered in Education Centres across the country in summer 2024
- to develop PE through Irish resources for Primary level
- to progress the Content and Language Integrated Learning (CLIL) project
- teacher education and training including the introduction of a BOide programme with increased places and through Oide to empower teachers to use differentiated approaches.
- Curricular reform to strengthen the teaching and learning of Irish with the introduction of The Primary Language Curriculum/Curaclam Teanga na Bunscoile, reform at Junior Cycle level with L1 and L2; and reform at Senior Cycle underway-
- The creation of a dedicated GaelAonad in Oide, with specific responsibility for the curricular area of Irish and schools operating through the medium of Irish.
In relation to the number of special assistant teachers, each recognised school is provided with an allocation of Special Education teachers based on the profile of additional learning need in each school. Each post primary school must allocate the resources using the continuum of support framework on the basis of the identified need of pupils. They must apply the principle that the greatest level of support is provided to those students with the greatest level of identified need. On the 10th of December 2024, my department issued revised and updated guidelines to schools on the usage and deployment of special education resources. The guidelines provide that under no circumstances should an exemption from the study of Irish be used as a prerequisite to accessing additional special education teaching support.
The work being progressed as outlined above, demonstrates that my commitment and the Government’s commitment to the Irish language is strong.
508. Deputy Peter 'Chap' Cleere asked the Minister for Education the current status on the new development at a school (details supplied); when it is due to be completed; and if she will make a statement on the matter. [3530/25]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the departments pipeline of school buildings projects to provide the following accommodation: 2 General Classrooms, 4 SET room, 1 Graphics room & project store, 1 Home Economics Room, 2 Science labs & prep area, 1 construction room & prep area, 2 Classroom SEN base and Central activities room and 1 GP dining area plus Ancillary.
The project has been devolved for delivery to Kilkenny Carlow Education Training Board.
I can confirm that the project is currently at Stage 2a (detailed design) following my departments approval to progress in August 2024. The Department is currently awaiting the Stage 2a report from the design team of the delivery body for review.
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.
At this stage, it is not possible to predict when a significant school building project of this nature will go to construction, nor when it will be completed, as progress depends upon many contingent factors that can arise. My department will continue to engage with the school authority to provide practical advice and assistance on this important project.
509. Deputy Darren O'Rourke asked the Minister for Education the status of the school inclusion model; the name and number of schools involved; the progress to date and future plans for expansion; and if she will make a statement on the matter. [3562/25]
Amharc ar fhreagraThe 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.
Therapists work with their NCSE team as well as collaborating with other service providers such as NEPS and HSE funded services (Primary Care, CDNT, CAMHS etc.). The educational supports offered by NCSE therapists include:
- Teacher Professional Learning (TPL) with follow on/implementation support by NCSE therapists to build the capacity of schools to embed the learning from TPL into their teaching practice.
- In-school coaching and co-facilitation of interventions, strategies and resources, with a focus on whole school (Tier 1) and targeted/school support levels (Tier 2) of a multi-tiered system of support.
- Sustained in-school therapy support, to work intensively with identified schools over an 18-24 month ‘cycle of support’ period.
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 will be available to all schools in these regions, including primary, post-primary and special schools following an application process through the NCSE.
22 schools in the Eastern region, as listed in the table, are currently availing of this service.
It is planned that the Stand II will be available in the Western Region for the 2025/2026 school year.
|
1. Powerstown |
20384J |
|
2. Our Lady of Consolation |
20064O |
|
3. Our Lady of the Wayside |
19764M |
|
4. St Patrick's Loretto NS Bray |
17537O |
|
5. St Patrick's Drumcondra |
11525A |
|
6. Talbot Senior NS |
19510E |
|
7. Gaelscoil Phadraig, Dun Laoghaire |
20056P |
|
8. Malahide /Portmarnack ET |
20445D |
|
9. St Laurence's NS |
19573F |
|
10. Carnew NS |
18242A |
|
11. The Harold's school, Glasthule |
20141G |
|
12. City west and saggart communty national schools |
20398U |
|
13. St John of God artane |
19920A |
|
14. Holy Family Senior NS |
19877C |
|
15. Stewarts Hospital Special School |
19032R |
|
16. St Vincent's special school |
19039I |
|
17. St Paul's Monasterevin |
61702D |
|
18. St Joseph's Secondary School |
60343T |
|
19. Firhouse Educate together |
68307J |
|
20. Synge Street |
60470D |
|
21. Trinity Comprehensive Ballymun |
81017A |
|
22. St Pauls Secondary school |
60902G |
510. Deputy Darren O'Rourke asked the Minister for Education the extent and estimated cost of damage to school buildings across the State resulting from storm Éowyn; and if she will make a statement on the matter. [3563/25]
Amharc ar fhreagra511. Deputy Darren O'Rourke asked the Minister for Education her plans for financial aid to schools impacted by damage from storm Éowyn; and if she will make a statement on the matter. [3564/25]
Amharc ar fhreagraI propose to take Questions Nos. 510 and 511 together.
Following the recent weather events and associated fallout from Storm Éowyn the Department of Education’s Planning and Building Unit and in particular the Emergency Works Scheme (EWS) have been in contact with a number of schools who have suffered damage. The EWS team has provided guidance and support to a number of schools who have suffered damage from the storm. The Department understands that all of these schools remain open while the necessary repair solutions are being put in place.
The Department of Education's Planning and Building Unit can advise and assist schools including in relation to the remit of the Emergency Works Scheme for State-owned buildings. School authorities should contact their insurance provider for advice and guidance in relation to any damage to school buildings due to the storm. Where schools were without power and had notified the Department, this information was passed on to the National Emergency Coordination Group. School patrons and school management bodies are also a source of advice for schools in relation to such matters.
The main purpose of the Emergency Works Scheme (EWS) is to provide for unforeseen emergencies that impact on school buildings. An emergency is defined as a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action and, in the case of a school, if not corrected would prevent the school or part thereof from opening. As part of the solution for schools that have been critically affected by Storm Éowyn, and as per normal procedure under the EWS, each school will submit a consultant's report detailing the proposed solution and associated costings.
As repairs works are still ongoing and schools continue to liaise with their insurers it is not possible to put a cost on the repairs which will be carried out as a result of Storm Éowyn.
512. Deputy Darren O'Rourke asked the Minister for Education the way she plans to address the staffing crisis in secondary schools as identified in a survey (details supplied); and if she will make a statement on the matter. [3565/25]
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.
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. 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.
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. 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 this Government’s 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 years 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.
513. Deputy Darren O'Rourke asked the Minister for Education the indicative timeline for works on a new building at a school (details supplied); and if she will make a statement on the matter. [3566/25]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved for delivery to the National Development Finance Agency (NDFA) as part of a programme of school building projects. This school is in the bundle referred to as ‘Project Boyne’.
The brief for this project comprises of the development of a new build Post Primary school to accommodate a long-term projected enrolment of 1,000 pupils and will include a 6 classroom SEN base.
The project is currently at Stage 3 (Tender) of the architectural design process. Following the submission and departmental review of the Tender Assessment Report, approval for stage 4 construction will follow in due course.
While the project is at this stage, it is not possible to provide a timeline for project completion. However, the NDFA as the devolved delivery body will continue to engage directly with the school authority to keep it informed of progress.
514. Deputy Darren O'Rourke asked the Minister for Education her plans to expand and improve the DEIS scheme; and if she will make a statement on the matter. [3567/25]
Amharc ar fhreagraMy 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.
515. Deputy Darren O'Rourke asked the Minister for Education her plans to introduce a DEIS+ scheme; and if she will make a statement on the matter. [3568/25]
Amharc ar fhreagraThe Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of the Department of Education to address concentrated educational disadvantage at school level.
Supplementing universal supports, the DEIS programme provides a targeted and equitable way to address concentrated educational disadvantage that promotes equity and has benefits for students. My department now spends over €180 million annually providing additional supports to just under 1,200 schools in the DEIS programme.
Within the DEIS programme, 306 primary schools with the highest levels of educational disadvantage are now included in DEIS Urban Band 1 which means they receive the highest level of support available. DEIS Urban Band 1 schools receive access to an enhanced staffing allocation and lower thresholds for the allocation of leadership posts. This means children in DEIS Urban Band 1 schools have more contact time with their teachers. DEIS Urban Band 1 schools also have access to the support of Home School Community Liaison (HSCL) coordinators, access to the school completion programme (SCP) and receive additional funding by way of a DEIS grant. The National Educational Psychological Service (NEPS) provides priority access to their services for schools in this DEIS band. School leaders and teachers in these schools also receive priority access to professional learning through Oide, to support them to meet the needs of their pupils.
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 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. This review found that while Ireland has a comparatively equitable education system, and the DEIS programme is a key instrument in that, gaps remain in relation to the outcomes for children from areas of high deprivation.
My department has held a programme of consultation with principals and teachers and with children and young people. This included a number of principals from these most acutely disadvantaged schools and provided rich data for the team to inform this work. My department also recently held a workshop with over 100 stakeholders, to consider the findings from the OECD review and the consultations.
Informed by the findings and recommendations of the review, my department recently introduced two measures to support children and young people in schools with very high levels of disadvantage. Strand 1 of the Counselling in Primary Schools Pilot was extended to 61 urban DEIS primary schools in Tallaght, Clondalkin, Finglas, Ballymun and Darndale. Secondly, an allocation of €1.25 million in funding was provided to establish 12 Community Link Worker roles to support Traveller and Roma children and young people and those most at risk of educational disadvantage.
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, and particularly those experiencing high levels of disadvantage, are supported to achieve their potential in education.
516. Deputy Darren O'Rourke asked the Minister for Education for an update on plans to move children from the special care unit at a school (details supplied); to detail the healthcare and teaching staff that will be allocated to the new special care unit at the school; and if she will make a statement on the matter. [3569/25]
Amharc ar fhreagraMy department understands that the Health Service Executive (HSE) has primary responsibility for the special care unit referred to by the Deputy. Matters in relation to the provision of HSE services and the deployment of HSE staff should be directed to the HSE or to the Department of Children, Disability, and Equality.
517. Deputy Darren O'Rourke asked the Minister for Education the number of spaces available for incoming first year students in mainstream secondary schools within the school planning area of Ashbourne, County Meath; and if the schools have sufficient capacity for all sixth-class pupils currently enrolled in mainstream primary schools within the school planning area of Ashbourne, County Meath. [3570/25]
Amharc ar fhreagra518. Deputy Darren O'Rourke asked the Minister for Education the number of spaces available for incoming first-year students in mainstream secondary schools within the school planning area of Laytown, County Meath; and if the schools have sufficient capacity for all 6th class pupils currently enrolled in mainstream primary schools within the school planning area of Laytown, County Meath. [3572/25]
Amharc ar fhreagra519. Deputy Darren O'Rourke asked the Minister for Education the number of spaces available for incoming first-year students in mainstream secondary schools within the school planning area of Dunshaughlin, County Meath; and if the schools have sufficient capacity for all 6th class pupils currently enrolled in mainstream primary schools within the school planning area of Dunshaughlin, County Meath. [3573/25]
Amharc ar fhreagra520. Deputy Darren O'Rourke asked the Minister for Education the number of spaces available for incoming first-year students in mainstream secondary schools within the school planning area of Ashbourne, County Meath; and if the schools have sufficient capacity for all 6th class pupils currently enrolled in mainstream primary schools within the school planning area of Ashbourne, County Meath. [3574/25]
Amharc ar fhreagra521. Deputy Darren O'Rourke asked the Minister for Education the number of spaces available for incoming first-year students in mainstream secondary schools within the school planning area of Ratoath, County Meath; and if the schools have sufficient capacity for all 6th class pupils currently enrolled in mainstream primary schools within the school planning area of Ratoath, County Meath. [3575/25]
Amharc ar fhreagra522. Deputy Darren O'Rourke asked the Minister for Education the number of spaces available for incoming first-year students in mainstream secondary schools within the school planning area of Dunboyne, County Meath; and if the schools have sufficient capacity for all 6th class pupils currently enrolled in mainstream primary schools within the school planning area of Dunboyne, County Meath. [3576/25]
Amharc ar fhreagraI propose to take Questions Nos. 517 to 522, inclusive, together.
I can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.
As the Deputy may be aware, in order to plan for school place needs my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While my Department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications
- School of choice
- Single sex schools
- External draw
Notwithstanding the above, in some areas demographic pressures and other factors are driving a requirement for additional school places.
Where demographic data indicates that additional provision is required, the delivery of such additional capacity is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools
- Extending the capacity of a school or schools
- Provision of a new school or schools
My 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. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process may 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 pupils not obtaining a place in the school of their first choice.
The availability of places is a matter for each individual school in the context of their Admissions legislation. Enrolment data for previous school years is available on the Department website. Provisional enrolment data for the 2023/24 school year is available on the Departments website at www.gov.ie.
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.
There are currently several active projects at post-primary level in progress across the school planning areas of Ashbourne, Dunboyne, Dunshaughlin, Laytown and Ratoath which will increase capacity. These projects include new school building projects for Franciscan College, Laytown and Colaiste Rioga, Dunshaughlin which will provide for a 1,000 pupils. Both projects are currently at procurement stage. In addition, there are a number of extension projects active including for De Lacy College, Ashbourne, Colaiste na Hinse, Laytown and Dunshaughlin Community College.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on the Department's website, at www.gov.ie, and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
My Department will continue to keep the school place requirements in the school planning areas of Ashbourne, Dunboyne, Dunshaughlin, Laytown and Ratoath as with other areas across Co. Meath and the country, under review. I want to assure the Deputy that my Department will continue to work with patrons and school authorities to ensure every child will have a school place for the next school year.
