Written Answers Nos. 215-235
215. Deputy Thomas Gould asked the Minister for Education the number of children currently without a space in an ASD class, and without a special school place, respectively, with an address in Cork for the 2025-2026 school year. [18104/25]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
Through the accelerated provision of additional special class and special school places over recent years, there are now just over 28,000 students enrolled in special classes and special schools. 2,700 new places are being created and these together with the over 1,200 existing places available for enrolment will mean there is close to 4,000 places available for the coming school year. This significant level of provision means that the department and NCSE have created sufficient capacity for the children whose parents and schools have identified as requiring a place.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 375 of these classes have already been sanctioned for the 2025/26 school year. Of these 53 are in County Cork, 35 at primary and 18 at post primary level.
This will add to the 563 special classes currently in operation in the county. There are also 16 special schools in County Cork with approximately 1,060 students enrolled. One of the five new special schools for the 2025/26 school year will open in the North of the City also. This school will initially enrol 24 students.
My department and the NCSE are also working with Cork Education and Training Board to expand capacity at both Rochestown Community Special School and East Cork Community Special School.
In County Cork and indeed nationwide, the NCSE continue to engage intensely with schools and school patron bodies to confirm remaining classes. As the NCSE progress the sanctioning of the remaining special classes they will inform parents.
My department has requested the NCSE to work closely with schools and families to ensure that these children access places as quickly as possible. My department has also written to all schools opening new special classes asking them to commence their admission processes as quickly as possible.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
216. Deputy Thomas Gould asked the Minister for Education for an update on the proposed extension to a school (details supplied); and whether this will include an entrance at Lagan Grove. [18105/25]
Amharc ar fhreagraThe brief for the major building project for St Killian’s Special School is the development of a 16 classroom special school for pupils with special educational needs, at the current site of St Killian’s Special School, Old Youghal Road, Mayfield, Cork.
This major project is being delivered under the Departments ADAPT Programme.
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 original brief was to provide a new extension and refurbishment of the existing building. During Stage 1 – Preliminary Design where the Design Team assess the site suitability, existing buildings and present design options, a new replacement school building was approved by the Department as the agreed preferred design option. This will eliminate the requirement to decant the school from its current location during the construction stage of the project.
The Design Team, having received authorisation to progress Stage 2(a) – Developed Design in late February 2025, will be developing the preferred agreed design option to a stage where it can be fully cost planned and prepared to lodge for all statutory approvals, including planning permission.
Upon receipt, review and approval of the Stage 2(a) Submission, the Department will advise the School and Design Team of the further progression of the project to the next stage of architectural planning.
In relation to your query about Lagan Grove, at present there is no plans to include an entrance at Lagan Grove.
217. Deputy Malcolm Byrne asked the Minister for Education the number of primary school classrooms of 30 pupils or more and their locations around the country during the 2024-2025 academic year; and if she will make a statement on the matter. [18123/25]
Amharc ar fhreagraPlease find attached requested data. Please note that 2023-2024 is the most recent year we have final published class data for on the department website. We expect to publish class data for 2024-25 in June 2025.
The data provided is based on mainstream classes in mainstream primary schools and are collated from the relevant Class Size tables published on the department website and can be found at the link below:
www.gov.ie/en/collection/class-size-information-at-individual-primary-school-level/.
In previous budgets, reducing the pupil teacher ratios in primary schools was prioritised which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the lowest level ever seen at primary level. A three point reduction in the retention schedule assists schools that would otherwise be at risk of losing teaching posts. Teacher allocations for DEIS Urban Band 1 schools were also improved, which now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively. The 2023/24 educational statistical report shows that the average pupil teacher ratio at primary level last year was 12.8:1, while the average class size was 22.5. These ratios, brought about by recent budget improvements, are the lowest averages across the last 20 years.
218. Deputy Danny Healy-Rae asked the Minister for Education if she will provide on update on a matter (details supplied) regarding Leaving Certificate students; and if she will make a statement on the matter. [18125/25]
Amharc ar fhreagraFollowing the implementation of calculated grades in 2020 and the dual approach of examinations and accredited grades in 2021, two types of intervention have been implemented in recent years: adjustments to examination and assessments arrangements, and a post-marking adjustment to outcomes. This post-marking adjustment has ensured that results in the aggregate have remained the same on average since 2021.
As is widely recognised, it is appropriate to return over time to normal arrangements for Leaving Certificate outcomes and on 17 April 2024, it was announced by the then-Minister that the return to normal Leaving Certificate outcomes would begin in 2025.
It was announced that this would be done gradually in line with the commitment that there would be no “cliff edge” in overall results.
I am very conscious of the stress of the exam period on students and do not want to add to this stress. While grade inflation must be reduced, it must be done in a way that’s as fair as possible.
The then-Minister announced a gradual reduction in line with the commitment that there would be no “cliff edge” in overall results. The aim is to minimise, in so far as possible, the impact on students. The State Examinations Commission (SEC) will again apply a post-marking adjustment after all marking is complete, which, this year, will bring results in the aggregate to a point broadly midway between the 2020 and 2021 levels. Results in the aggregate in 2025 are expected to be above 2019 levels by at least 5.5 percentage points on average.
In addition, the examinations and assessment adjustments that have applied in recent years continue to apply for students in 2025. These assist students by leaving intact the familiar overall structure of the examinations, while incorporating additional choice for students in the examinations. In some cases, the adjustment measures provide more time for tuition by, for example, reducing preparatory work for practical examinations.
Access to higher education is a matter for the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). This Department is working closely with DFHERIS, which has emphasised it is strongly committed to supporting students as evidenced in the creation of additional places in a number of high-demand courses over the past number of years. These additional places have been created in medicine, nursing, pharmacy, and therapy disciplines among others. Further additionality is in place for 2025, including a new programme in dentistry.
This Department has been advised that the proportion of higher education entrants who completed their Leaving Certificate the previous year is typically around 13% and that there are no indications at this time that the proportion of students applying with pre-2025 Leaving Certificate results varies significantly this year compared to previous years.
219. Deputy Michael Cahill asked the Minister for Education if urgent assistance will be provided to a school in County Kerry (details supplied); and if she will make a statement on the matter. [18140/25]
Amharc ar fhreagraTackling educational disadvantage and supporting students to fulfil their full potential in life is a key priority for me as Minister for Education, and for the Government. The DEIS programme is a key policy of Government to tackle concentrated educational disadvantage at school level. It provides a targeted range of supports and is additional to the universal supports provided to all schools, such as the introduction of free school books and free hot school meals.
My department invests over €180 million annually to provide additional supports to almost 1,200 schools in the DEIS programme which supports approximately 260,000 students.
The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. 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 two 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 different DEIS status 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 DEIS programme 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, extra resources must be targeted as closely as possible at those students with the greatest level of need.
As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle disadvantage. A new DEIS Plan will be published in 2025. This plan will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.
Meeting the educational needs of children and young people arriving from Ukraine and other countries is a priority for the Government, and my department is determined to support the efforts of school communities across the country who have shown huge commitment and generosity.
Under the special education model, schools are provided with a baseline teaching allocation to assist with learning and literacy difficulties, including those arising from English Additional Language (EAL) needs. This support is available to all schools, irrespective of their DEIS status.
For schools experiencing an influx of students from Ukraine or other countries, the Additional Temporary Special Education Support Scheme has been established. This scheme is designed to provide schools with additional SET based on graduated thresholds of additional enrolments, ensuring that the educational needs of these students are met in the most inclusive manner possible.
My department also provides specific English Language support to schools with pupils newly arrived into the country that have English as an additional language. Approximately 1,000 additional teaching posts have been allocated to support schools with newly arrived entrants.
Schools may also apply for further language support through the staffing appeals process. Having considered the circumstances outlined by the school and having regard to the high number of pupils requiring EAL support, additional support may be approved to meet the educational needs of such pupils.
220. Deputy Matt Carthy asked the Minister for Education further to Parliamentary Question No. 79 of 26 March 2025, if she will intervene to ensure that a person (details supplied) finally receives an assessment for dyslexia and ensures that the assigned psychologist meets with the parents to outline the way in which the pupil can be supported, as indicated in the previous Parliamentary Question responses considering that this family have engaged extensively with the school and have been unable to secure a timeframe for these supports; and if she will make a statement on the matter. [18145/25]
Amharc ar fhreagraI have made enquiries in relation to the pupil referred to and I understand that assigned psychologist is due to meet with the student's mother this week with an assessment of student to follow in the coming weeks.
221. Deputy Michael Lowry asked the Minister for Education if she will examine a request from a person (details supplied) regarding the ongoing school transport situation between Templederry, Nenagh, County Tipperary to attend secondary schools in Thurles, County Tipperary [18147/25]
Amharc ar fhreagraThe 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 daily 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 in 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 expenditure on the scheme in 2024 was €512m.
Bus Éireann has advised that the pupils in the area in question are deemed concessionary to schools in the referred town as it is not their nearest post-primary centre and there is no service available.
The Bus Éireann family portal is now open for new applications for school transport services for the 2025/26 school year. The closing date for new applications is Friday 25 April 2025.
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 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Eligible children who complete the application process and pay or enter their medical card details on time will get a seat on a school bus service, if a service is available.
Children who are not eligible for school transport but complete the application and pay or enter their medical card details on time will be considered for any spare seats available after eligible children have been accommodated. These spare seats are called concessionary seats.
There may be more demand than availability for concessionary seats. In such cases, Bus Éireann will use a selection process to allocate tickets for the spare seats.
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.
Temporary alleviation measures will continue for the 2025/26 school year at post-primary level. This means that, if there are available services and enough capacity, transport will be provided for concessionary pupils who are eligible for transport to their nearest school but are attending their second nearest school or post-primary centre. This is only if they apply on time and pay or enter medical card details on time.
The 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 2024/2025 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.
222. Deputy Mark Wall asked the Minister for Education the transport costs incurred by her Department for children additional needs who travel to either a special education class or special school settings in Kildare for the past five years, by mode of transport, in tabular form; and if she will make a statement on the matter. [18153/25]
Amharc ar fhreagraThe 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 daily 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 in 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 expenditure on the scheme in 2024 was €512m.
The information required is not readily available in the format requested by the Deputy as costs are not attributed on a per county of school basis, and is dependant on the number of days operated on a per route basis. Routes can cover a number of schools in an area that may not be in the same county. The estimated total cost of providing school transport nationally including escort grant payments to schools, and Special Transport Grant payments to families is currently approximately half the overall school transport expenditure.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, children are eligible for transport where they are attending the nearest recognised school that is or can be resourced to meet their special educational needs.
The National Council for Special Education through its network of Special Education Needs Organisers (SENOs) acts in an advisory role to my Department on the suitability of placements for children with special educational needs.
A pupil with special educational needs is eligible for school transport if s/he is attending the nearest recognised: mainstream school, special class / special school or a unit, that is or can be resourced, to meet the child's special educational needs under Department of Education and Skills criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
Parents should contact their school principal who will assist in making an application for school transport to the SENO that is affiliated with the school the child is attending.
Further details of this scheme can be found on the Department's website: www.gov.ie/en/service/07a71-school-transport/#children-with-special-educational-needs.
223. Deputy Michael Cahill asked the Minister for Education if alterations to an autism unit in a school in County Kerry can be approved (details supplied); and if she will make a statement on the matter. [18159/25]
Amharc ar fhreagraThe school to which the Deputy refers was approved a SEN reconfiguration, 1 modular mainstream classroom, 1 modular SET room and 1 modular Art room under the SEN Reconfiguration and Modular Accommodation programme 2024. This work is being delivered under the services of KSN project managers.
The brief agreed by the school authority and currently being delivered is for the reconfiguration of one classroom. The current request by the school principal is for works to a second room. The school authority at the initial time of engagement with the department did not request works to this room. If works are required to this second room the school authority will need to make a new application for grant funding under the Additional School Accommodation scheme (ASA).
My Department is fully aware of the urgency in respect of this accommodation and will be working with the school to keep it updated on overall project delivery and timelines.
224. Deputy Michael Cahill asked the Minister for Education if door access can be facilitated for a school in County Kerry (details supplied), as this has been a drawn out and arduous process for the school; and if she will make a statement on the matter. [18160/25]
Amharc ar fhreagraThe school to which the Deputy refers was approved a SEN reconfiguration, 1 modular mainstream classroom, 1 modular SET room and 1 modular Art room under the SEN Reconfiguration and Modular Accommodation programme 2024. This work is being delivered under the services of KSN project managers.
The brief agreed by the school authority and currently being delivered is for the reconfiguration of one classroom. The current request by the school principal is for works to a second room. The school authority at the initial time of engagement with the department did not request works to this room. If works are required to this second room the school authority will need to make a new application for grant funding under the Additional School Accommodation scheme (ASA) and the school authority has been advised of this by their assigned project manager.
My Department is fully aware of the urgency in respect of this accommodation and will be working with the school to keep it updated on overall project delivery and timelines.
225. Deputy Aengus Ó Snodaigh asked the Minister for Education the steps being taken to ensure that school secretaries have public service pensions similar to those paid by the State in same schools, teachers, SNAs who are paid by the same Department; and if she will make a statement on the matter. [18214/25]
Amharc ar fhreagraAs you are aware, the Department of Education has been providing a payroll service for former grant funded school secretaries with effect from 1st September 2023. The provision of this payroll service is part of a package agreed with Fórsa, the trade union representing school secretaries, following a series of engagements at the Workplace Relations Commission (WRC) in 2022. The agreement provided for secretaries, who signed up for the package, to be moved to a pay scale aligned with that of Grade III/CO and for some enhanced terms and conditions including improved leave entitlements and maternity provisions. This was implemented under Circular 0036/2022. The agreement however did not grant public servant status to school secretaries and therefore this cohort do not have access to the Single Public Service Pension Scheme.
The school remains the employer of school secretaries and it is their obligation to provide access to a PRSA scheme for employees. For secretaries who are paid through the Department-administered payroll, a facility is now being offered to join a PRSA scheme administered by Cornmarket with contributions being deducted at source. Secretaries who wish to avail of this option can contact Cornmarket directly – the participation of individuals in any scheme is a matter between the individual and the service provider.
Any changes to the terms and conditions agreed for these secretaries under Circular 0036/2022 can occur only under industrial relations processes and any such proposals would need to be considered in detail by this Department and the Department of Public Expenditure, NDP Delivery and Reform.
226. Deputy Shónagh Ní Raghallaigh asked the Minister for Education if she has met with parents who slept outside her Department recently; and if she will make a statement on the matter. [18220/25]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
Both I as Minister for Special Education and Inclusion and the Minister for Education, Helen McEntee met with some of these parents last month. There was positive engagement on the issues parents face when seeking a suitable special educational placement and the broader systemic issues impacting the provision of school places for children with special educational needs. I have asked to meet the group again to discuss their concerns further. Of course, I also meet many parents on an ongoing basis.
I have reassured the parents that an additional 2,700 specialist places, made up of 400 new special class and 300 additional special school places will be provided for the next school year. On top of this, there will be over 1,200 places available through the normal annual movement of students progressing from primary to post-primary and students graduating from post-primary or special schools. There also remains special class vacancies in some areas of the country.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 375 of these classes have already been sanctioned for the 2025/26 school year, 264 at primary and 111 at post primary level. This will add to the 3,335 special classes currently in operation in the country. There is now also 129 special schools across the county. Five are new for the 2025/26 school year and many others are expanding. A complete list of special classes; broken by location and class designation is available on the NCSE website.
Currently nationwide the NCSE continue to engage intensely with schools and school patron bodies to confirm further classes. As the NCSE progress the sanctioning of the remaining special classes they will inform parents.
My department has requested the NCSE to work closely with schools and families to ensure that these children access places as quickly as possible. My department also intends to write to all schools opening new special classes asking them to commence their admission processes as quickly as possible.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
227. Deputy Thomas Gould asked the Minister for Education to consider extending the free schoolbooks scheme to include tablet devices at second level. [18228/25]
Amharc ar fhreagraAs Minister for Education, I want to ensure that all children and young people have the opportunity of access to education that empowers them to thrive and realise their full potential.
On 5th February I announced details of the final phase of the free schoolbooks scheme with the extension of the scheme to Senior Cycle, including Transition Year, students in post-primary schools in the Free Education Scheme. From the start of the 2025/26 school year, for the first time, all children and young people enrolled in primary, special and post-primary schools in the Free Education Scheme will be provided with schoolbooks and core classroom resources.
A total funding package of over €170 million is available in 2025 under the schoolbooks scheme and the scheme will benefit almost one million children and young people and will help to ease the financial burden facing families at back-to-school time.
My department has published guidance for post-primary schools around the operation of the Post-primary Schoolbooks Scheme, in continued engagement with all stakeholders. Schoolbooks can include eBooks where they are used alongside or in place of physical books. Parents/guardians of students will not be asked to purchase schoolbooks or to make a financial contribution to the school towards the cost of schoolbooks.
Funding under the Post-primary Schoolbooks Scheme does not extend to including the purchase of digital devices by schools.
However, it is recognised that some post-primary schools have, over the past number of years, moved away from the use of schoolbooks, including eBooks. Teachers in these schools have generated their own bank of resources for students. Students access these resources in the main through digital devices. Such schools may still require a small number of schoolbooks each year, such as English plays and novels. When schools that use teacher-generated resources and content have eliminated the cost of all required schoolbooks and classroom resources, as detailed in the scheme guidance, they may use any surplus funding to cover other resources associated with teacher-generated resources such as purchasing or subscribing to educational apps. If surplus funding remains, schools may use the funding to facilitate the provision of a digital device loan scheme to students, as required.
Schools may use surplus funding for digital media support, which relates to teaching and learning within curricular requirements. Decisions regarding the use of digital technology, such as ebooks and ipads, in schools is a matter for the board of management/ETB of each school. Schools are advised to consult with members of the school community including parents/guardians when planning for the introduction of digital technologies, with cost and other implications being fully considered.
228. Deputy Darren O'Rourke asked the Minister for Education further to Parliamentary Question No. 420 of 25 March 2025, if she will provide a list of the schools referred to the FSSU; and if she will make a statement on the matter. [18229/25]
Amharc ar fhreagraSchools are autonomous entities, managed by their own boards of management. Schools in financial difficulty are encouraged to contact my Department for assistance. The FSSU is a source of financial advice and support to schools, and schools that are referred to the FSSU by my Department receive appropriate assistance and guidance from that unit. The Department is in regular contact with the FSSU concerning schools in financial difficulty, and other matters. It would not be appropriate for my Department to provide a list of schools referred to the FSSU.
229. Deputy Thomas Gould asked the Minister for Education further to Parliamentary Question No. 375 of 4 March 2025, the status of the engagements undertaken with the school to date to progress the school’s development plan. [18230/25]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
The department continues to engage with the school to progress the application for the provision of additional accommodation at the school. The school recently submitted a development plan with feasibility study. This plan is currently being re-considered by management and the school will contacted in the coming days to discuss the proposed revised brief.
Through the accelerated provision of additional special class and special school places over recent years, there are now just over 28,000 students enrolled in special classes and special schools. 2,700 new places are being created and these together with the over 1,200 existing places available for enrolment will mean there is close to 4,000 places available for the coming school year. This significant level of provision means that the department and NCSE have created sufficient capacity for the children whose parents and schools have identified as requiring a place.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 375 of these classes have already been sanctioned for the 2025/26 school year. Of these 53 are in County Cork, 35 at primary and 18 at post primary level.
This will add to the 263 special classes currently in operation in the county. There are also 16 special schools in County Cork with approximately 1,060 students enrolled. One of the five new special schools for the 2025/26 school year will open in the North of the City also. My department and the NCSE are also working with Cork Education and Training Board to expand capacity at both Rochestown Community Special School and East Cork Community Special School.
In County Cork and indeed nationwide, the NCSE continue to engage intensely with schools and school patron bodies to confirm further classes. As the NCSE progress the sanctioning of the remaining special classes they will inform parents.
My department has requested the NCSE to work closely with schools and families to ensure that these children access places as quickly as possible. My department has also written to all schools opening new special classes asking them to commence their admission processes as quickly as possible.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
230. Deputy Thomas Gould asked the Minister for Education if there is any assistance her Department can provide in securing an SNA post in a school with relevant qualifications. [18232/25]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
By the end of the year there will be over 20,800 special educational teachers and 23,400 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. This will mean we will have over 44,000 teachers and SNAs working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential.
Allocations of special education teaching (SET) posts for the next school year have recently been provided to schools and SNA allocations will be confirmed by the NCSE to schools in the coming weeks. The NCSE also publish SET and SNA allocations on their website: www.ncse.ie/set-hours-and-sna-allocations.
The NCSE continue to prioritise the full allocation of the additional 1,600 SNA posts provided in Budget 2025 to schools to ensure that those children with the highest level of need get the highest level of support.
As the NCSE allocated SNAs to schools, the board of management as the employer, is responsible for filling the vacancy. The decision on whether to employ a full time SNA to fill a full-time post or to employ an equivalent number of part time SNAs rests with the employer.
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.
If a school 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.
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.
231. Deputy Mark Ward asked the Minister for Education if she will contact Bus Éireann to deliver a options for students of a school (details supplied) in their new temporary location; if she will facilitate school transport options for students living in both the City West and Rathcoole who are attending the school given the nature of the temporary location; and if she will make a statement on the matter. [18233/25]
Amharc ar fhreagraThe 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 expenditure on the scheme in 2024 was €512m.
Under the current terms of the School Transport Scheme, children are eligible for transport at post-primary level where they reside not less than 4.8 km 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.
The school referred to by the Deputy is currently located in interim accommodation on a school campus site in Citywest, Dublin. Bus transport has been provided for the school to this location. This is a private arrangement and is not within the remit of my Department's School Transport Scheme.
It is intended that the school will move to modular accommodation on an interim site in Newcastle for September 2025. My Department has advised the school and patron body that the private bus transport arrangement will not be provided to the Newcastle site.
My Department will continue to liaise with the school and patron body in relation to their interim accommodation requirements pending delivery of the school’s permanent school building project in Rathcoole.
232. Deputy Mark Ward asked the Minister for Education when a permanent school building will be delivered for a school (details supplied); the stage this process is in at the moment; and if she will make a statement on the matter. [18235/25]
Amharc ar fhreagraThe permanent school building project for the school referred to by the Deputy, when complete, will provide a new 16 classroom primary school and accommodation including 4 classrooms for children with special education needs, on the permanent site for the school.
The planning application was submitted to the local authority in December 2023. A Request for Further Information (RFI) was received from the local authority in February 2024 and this was responded to in November 2024. An initial grant of planning was received from the local authority on 13th December 2024, however, this is now the subject of third party appeals to An Bord Pleanála. It is not possible to provide a timeframe for the progression of the project to tender and construction until such time as the necessary statutory approvals have been secured.
My Department will continue to liaise with the school and patron body in relation to interim accommodation pending delivery of the permanent school and to provide any updates in relation to progress on the school building project.
233. Deputy Claire Kerrane asked the Minister for Education if a DEIS Band 1 school (details supplied) will lose its 10th teacher (details supplied; and if she will make a statement on the matter. [18237/25]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The school referred to by the Deputy submitted an appeal to the March meeting of the Appeals Board. The Board deemed the appeal ineligible as the grounds of the appeal did not meet the criteria set out in Circular 0011/2025. The Appeals Board operates independently of the Department and its decision is final.
234. Deputy Gary Gannon asked the Minister for Education if her Department has assessed current school capacity in the East Wall and Sheriff Street area in anticipation of a significant rise in population due to the completion of large-scale housing developments; whether there are plans to expand existing schools or build new ones; if demographic modelling has been carried out to inform future educational infrastructure needs in this part of Dublin’s north inner city; and if she will make a statement on the matter. [18244/25]
Amharc ar fhreagraI 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 of Education.
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.
Since 2020, my department has invested over €1.3 billion in school infrastructure in Dublin. This significant capital investment includes new state of the art, modern school accommodation for 500 pupils at Scoil Chaitriona which is at Stage 2a. The extension project at Rosmini Community School to cater for 350 pupils and 2 special education classrooms has been recently delivered. At primary level, a new 16 mainstream classroom school for Gracepark ETNS, has been completed and 10 classroom and 6 special education classrooms extension and refurbishment project for St. Laurence O’ Toole NS is at Stage 5 of construction. New school building projects for Gaelscoil Áine and Central Senior Mixed School to cater for 8 mainstream classrooms and Special education classrooms are at Stage 1. In addition to this there are a number of extension project which when completed will provide additional school places in the school planning areas in this part of Dublin’s north inner city.
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.
There are more first year places available across the Drumcondra_Marino SPA than there are sixth class children enrolled in primary schools. For the 2024/25 year, there was a surplus of first year places available with over 9% of available first year places not being filled. It is expected that there will be a similar surplus for the 2025/26 school year.
With regards to Primary school places, while enrolments are projected to increase until 2027, there is sufficient capacity in the area to cater for this increase.
My Department continues to proactively plan for school place needs, using the most up to date data. Information on current and projected future population, and the impact of future residential development in each town, are all considered as part of this planning process. Engagement with school patrons is another important component of the Department’s planning process.
I want to assure the Deputy that my Department will continue to work to ensure every child across the country, including the Dublin’s north inner city area, has a school place in 2025/26 and beyond.
235. Deputy Michael Cahill asked the Minister for Education if she will review the criteria for DEIS inclusion for schools that have seen a large increase in pupils due to the war in Ukraine and allow for these schools to access DEIS funding as a matter of urgency; and if she will make a statement on the matter. [18257/25]
Amharc ar fhreagraTackling educational disadvantage and supporting students to fulfil their full potential in life is a key priority for me as Minister for Education, and for the Government. The DEIS programme is a key policy of Government to tackle concentrated educational disadvantage at school level. It provides a targeted range of supports and is additional to the universal supports provided to all schools, such as the introduction of free school books and free hot school meals.
My department invests over €180 million annually to provide additional supports to almost 1,200 schools in the DEIS programme which supports approximately 260,000 students.
The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. 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 two 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 different DEIS status 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 DEIS programme 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, extra resources must be targeted as closely as possible at those students with the greatest level of need.
As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle disadvantage. A new DEIS Plan will be published in 2025. This plan will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.
Meeting the educational needs of children and young people arriving from Ukraine and other countries is a priority for the Government, and my department is determined to support the efforts of school communities across the country who have shown huge commitment and generosity.
Under the special education model, schools are provided with a baseline teaching allocation to assist with learning and literacy difficulties, including those arising from English Additional Language (EAL) needs. This support is available to all schools, irrespective of their DEIS status.
For schools experiencing an influx of students from Ukraine or other countries, the Additional Temporary Special Education Support Scheme has been established. This scheme is designed to provide schools with additional SET based on graduated thresholds of additional enrolments, ensuring that the educational needs of these students are met in the most inclusive manner possible.
My department also provides specific English Language support to schools with pupils newly arrived into the country that have English as an additional language. Approximately 1,000 additional teaching posts have been allocated to support schools with newly arrived entrants.
Schools may also apply for further language support through the staffing appeals process. Having considered the circumstances outlined by the school and having regard to the high number of pupils requiring EAL support, additional support may be approved to meet the educational needs of such pupils.
