Written Answers Nos. 337-356
337. Deputy John Paul O'Shea asked the Minister for Education and Youth the current qualification requirements for learning support (SET) teachers in Ireland, specifically, the need for candidates to hold qualifications in Irish when the majority of children availing of SET are exempt from Irish; and if she will make a statement on the matter. [31481/25]
Amharc ar fhreagraThe Teaching Council register teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016 (www.teachingcouncil.ie). As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set out in the Schedule of the Regulations.
Central to Initial Teacher Education (ITE) policy in Ireland is that all teachers teaching children with Special Educational Needs (SEN) should be qualified Primary or Post-primary teachers in the first instance.
All programmes of ITE in Ireland that lead to registration must have professional accreditation from the Teaching Council. The standards for programmes of ITE, which were revised in 2020, are published in Céim: Standards for Initial Teacher Education (2020) (www.teachingcouncil.ie/assets/uploads/2023/08/ceim-standards-for-initial-teacher-education.pdf). The standards set Inclusive Education as one of the seven core elements which must unpin all aspects of the programme of ITE.
Once qualified as a Primary or Post-primary teachers, they may then apply for professional development in the area of SEN, if desired.
In relation to the requirement for SET teachers to hold qualifications in Irish, my Department sets the minimum entry requirements for Irish, English and Mathematics for entry to primary ITE programmes. This is to ensure that primary teachers have the capacity to lead learning in these subjects which are considered as core curricular areas and particularly important in terms of supporting the development of literacy and numeracy amongst students in schools. As the first official language in Ireland, and for fundamental cultural and historical reasons which are inextricably linked to Irish identity, the study of the Irish language is a key aspect of the learning experiences that are considered appropriate for students in recognised schools in Ireland.
For these reasons, Irish is a core subject in the curriculum determined by the Minister for recognised Irish schools. The Department-established primary curriculum includes Irish as a core component and as such it is necessary to have a certain standard of Irish.
The Education for Persons with Special Educational Needs (EPSEN) Act 2004 (www.irishstatutebook.ie/eli/2004/act/30) provides that people with special educational needs are educated in an inclusive environment, as far as possible and have the same right to access and benefit from education as children who don’t have these needs.
In all educational settings, including SEN settings, schools are expected and encouraged to provide all students, to the greatest extent possible and in a meaningful way, with opportunities to participate in Irish language and cultural activities at a level appropriate to their learning needs.?
My Department is committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
338. Deputy Aidan Farrelly asked the Minister for Education and Youth to provide a schedule of the amount expended by her Department, and bodies under her aegis, on external training, simulations and advice in advance relating to appearances as witnesses at Oireachtas committees, from 2021 to date in 2025; if the supplier of services will also be provided, with a brief outline of services provided, indicating for which Oireachtas committee the services were utilised; and if she will make a statement on the matter. [31492/25]
Amharc ar fhreagraMy Department has not had any expenditure on external training, simulations or advice in advance relating to appearances as witnesses at Oireachtas committees from 2021 to date in 2025.
The information in respect of aegis bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly with this query.
339. Deputy Malcolm Byrne asked the Minister for Education and Youth the number of schools and the number of classrooms in the primary school system for the 2024-2025 school year that have 30 children or more, by county; and if she will make a statement on the matter. [31521/25]
Amharc ar fhreagraWe expect to publish final enrolments for 2024-2025 shortly. The final enrolments include the enrolment by class data and we will revert to the Deputy as soon as this data is available.
340. Deputy Séamus McGrath asked the Minister for Education and Youth if the case of pension entitlements for a person (details supplied) will be reviewed. [31523/25]
Amharc ar fhreagraI can assure the Deputy that officials in the Pension Unit of my Department will review the case in question and contact the person concerned directly.
341. Deputy Michael Cahill asked the Minister for Education and Youth the measures being taken to assist with an important matter (details supplied); and if she will make a statement on the matter. [31542/25]
Amharc ar fhreagraThe Teaching Council register teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016 (www.teachingcouncil.ie). As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set out in the Schedule of the Regulations.
Registration subject to conditions (conditional registration) is granted when an applicant for registration has not fulfilled all of the Council’s registration requirements. If conditional registration is granted, the Council will inform the teacher of the conditions applied, the measures required to meet them and the timeframe within which they must be met. Conditions are generally attached for a maximum period of three years at initial registration. This allows the teacher adequate time to address the identified conditions.
Central to Initial Teacher Education (ITE) policy in Ireland is that all teachers teaching children with Special Educational Needs (SEN) should be qualified Primary or Post-primary teachers in the first instance.
All programmes of ITE in Ireland that lead to registration must have professional accreditation from the Teaching Council. The standards for programmes of ITE, which were revised in 2020, are published in Céim: Standards for Initial Teacher Education (2020) (www.teachingcouncil.ie/assets/uploads/2023/08/ceim-standards-for-initial-teacher-education.pdf). The standards set Inclusive Education as one of the seven core elements which must unpin all aspects of the programme of ITE.
Once qualified as a Primary or Post-primary teachers, they may then apply for professional development in the area of SEN, if desired.
In relation to the requirement for SET teachers to hold qualifications in Irish, my Department sets the minimum entry requirements for Irish, English and Mathematics for entry to primary ITE programmes. This is to ensure that primary teachers have the capacity to lead learning in these subjects which are considered as core curricular areas and particularly important in terms of supporting the development of literacy and numeracy amongst students in schools. As the first official language in Ireland, and for fundamental cultural and historical reasons which are inextricably linked to Irish identity, the study of the Irish language is a key aspect of the learning experiences that are considered appropriate for students in recognised schools in Ireland.
For these reasons, Irish is a core subject in the curriculum determined by the Minister for recognised Irish schools. The Department-established primary curriculum includes Irish as a core component and as such it is necessary to have a certain standard of Irish.
The Education for Persons with Special Educational Needs (EPSEN) Act 2004 (www.irishstatutebook.ie/eli/2004/act/30) provides that people with special educational needs are educated in an inclusive environment, as far as possible and have the same right to access and benefit from education as children who don’t have these needs.
In all educational settings, including SEN settings, schools are expected and encouraged to provide all students, to the greatest extent possible and in a meaningful way, with opportunities to participate in Irish language and cultural activities at a level appropriate to their learning needs.?
My Department is committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
342. Deputy Michael Cahill asked the Minister for Education and Youth the number of officers in her Department dealing with applications for incremental credit; and if she will make a statement on the matter. [31547/25]
Amharc ar fhreagraThe staffing allocation for the processing of Incremental Credit applications is currently as follows:
1 Higher Executive Officer.
4 Executive Officers.
1 Clerical Officer.
343. Deputy Conor D. McGuinness asked the Minister for Education and Youth if her Department has effectively capped SNAs staffing levels for secondary schools; and if any impact assessment has been taken regarding this measure. [31552/25]
Amharc ar fhreagraI know the central role that our SNAs play in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
That is why the number of SNAs available for allocation has continued to increase annually resulting in more SNAs than ever now being employed in our schools. Budget 2025 provided for 1,600 SNAs, the largest number ever allocated in a single year, meaning the total number of SNAs available in our schools in September will be 23,179. This is more than double the number of SNAs that were in our schools 10 years ago.
It is the role of the National Council for Special Education to manage the allocations of SNAs across the country and to ensure that all of the additional SNAs provided for by this Government are allocated to schools to support those children with the highest level of need so they get the highest level of support.
The NCSE now has a full complement of staffing so have the resources and supports to ensure they can do this work effectively and in a timely manner.
It is important that we continue to meet this need across our education system and as you know the Programme for Government commits to recruitment of additional SNAs to provide greater support to students and schools. We will continue to engage through the Estimates process to ensure that we can meet the needs of all children in our schools.
344. Deputy Conor D. McGuinness asked the Minister for Education and Youth if her Department requires schools to assign resources for academic year 2025/26 from their current complement of SNAs irrespective of increased need for SNA resources. [31553/25]
Amharc ar fhreagra345. Deputy Conor D. McGuinness asked the Minister for Education and Youth the instruction her Department is giving schools that do not have enough SNA resources to cater to the needs of their pupils. [31554/25]
Amharc ar fhreagraI propose to take Questions Nos. 344 and 345 together.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
Special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs in schools. They help ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential. They are allocated to schools as a school-based resource. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the children enrolled whom SNA support has been allocated.?This provides schools flexibility in how the SNA support is utilised.
The NCSE has now allocated all additional 1,600 SNA post provided for in Budget 2025 and informed school of their SNA allocation for the 2025/26 school year. 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 (https://ncse.ie/sna-review-mainstream).
The NCSE can also make a local special educational needs officer (SENO) available to the school to discuss the deployment of SNA supports in the school and provide advice as to how to put these supports to the best advantage of the students. NCSE in-school support is also available to schools to offer further guidance and support.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
346. Deputy Conor D. McGuinness asked the Minister for Education and Youth if she is aware of the situation in a school (details supplied) where a pupil that will enter the school in September requires 2 SNAs but sanction has only been given for 1.5, with the recommendation that .5 be reallocated from another child; if this is the policy of her Department; if she considers this an outworking of the SNA cap; and if she will make a statement on the matter. [31555/25]
Amharc ar fhreagraSpecial needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs in schools. They help ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential. They are allocated to schools as a school-based resource. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the children enrolled whom SNA support has been allocated.?This provides schools flexibility in how the SNA support is utilised.
The NCSE has now allocated all additional 1,600 SNA post provided for in Budget 2025 and informed school of their SNA allocation for the 2025/26 school year. 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 (https://ncse.ie/sna-review-mainstream).
The NCSE can also make a local special educational needs officer (SENO) available to the school to discuss the deployment of SNA supports in the school and provide advice as to how to put these supports to the best advantage of the students. NCSE in-school support is also available to schools to offer further guidance and support.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
347. Deputy Conor Sheehan asked the Minister for Education and Youth if she will consider amending Circular 0072/2022 (details supplied) to allow teachers to engage in remote or online teaching during unforeseen closures due to storms or extreme weather; and if she will make a statement on the matter. [31562/25]
Amharc ar fhreagraThe decision to close a school in response to a severe weather event is a matter for individual school management authorities around the country, taking into consideration the full guidance and direction available from the principal response agencies, especially the local authority. Individual school management authorities are best placed to do this in light of local weather conditions, which can vary significantly in regions. Any decision to close is taken in the interest of child safety, having assessed the local risks and having consulted, as appropriate, with school transport operators.
The departments guidance for schools in relation to making up for time lost due to unforeseen closures, which includes unforeseen closures due to weather conditions, is set out in appendix B of Circular 0072/2022 available via the following link: https://assets.gov.ie/239624/188a6d07-ea46-4bec-a4b9-6538128159da.docx
As outlined in Circular 0072/2022, significant flexibility is given to schools to make up tuition hours lost due to unforeseen circumstances. The arrangements do not currently provide for remote teaching.
My department will be reviewing this circular later this year. This will also include setting out the dates of the standardised breaks for the 2026/27, 2027/28 and 2028/29 school years.
348. Deputy Darren O'Rourke asked the Minister for Education and Youth the cost of increasing the free-of-charge summer programme for students with special education needs to provide a place for every child with special educational needs across the State. [31572/25]
Amharc ar fhreagraDetails of the 2025 Summer Programme were published on the 13th of February 2024. For this year’s programme, funding of €62 million was secured in Budget 2025 to ensure its continuance. Between 2021 to 2024, €40 million in funding had been allocated each year to the Summer Programme. The level of funding this year represents a 55% increase on the funding previously provided and all of this funding will be utilised to meet the needs of our most vulnerable children.
All schools have an opportunity to run a programme for those children who need it the most. These children can continue to be supported, nurtured and encouraged to engage in a fun and inclusive educational setting.
The main priority again in 2025 is ensuring that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
Since 2019, the Summer Programme has gone from strength to strength. In 2024, over 1,600 schools and more than 59,000 children took part in the Summer Programme. This is compared to the more than 300 schools and 13,000 children who took part in 2019. In 2025, over 1,800 schools have registered to run more than 2,000 individual summer programme schemes. It is anticipated that the number of children taking part in these schools will be even higher again this year, continuing the positive upward trend in participation seen in previous years.
The Summer Programme is reliant on schools and their staff choosing to participate on a voluntary basis. To encourage schools to run a Summer Programme, a range of supports and measures have been introduced. For special schools, these include a bespoke pilot programme, a national coordinator, a shorter school day and additional grant funding. For all schools, supports include key leadership roles, higher personal rate of pay for staff, enhanced capitation, a transport grant and earlier staff payments.
This year, the Department of Social Protection and the Department of Education have partnered together in a pilot project designed to combat holiday hunger. Schools who are eligible to avail of the School Meal Programme during school term will be able to make meals available during this year's Summer Programme. This will help to alleviate the costs for schools associated with running a Summer Programme and for parents. It will also be in addition to the other supports and measures already in place.
All the supports and incentives introduced, both in 2025 and in previous years, have been developed and designed to increase participation by allowing all schools (Primary, Special and Post Primary) to provide the Summer Programme. These measures are aimed at maximising the number of children who can participate in a school-based programme with a specific focus on ensuring children with the most complex needs receive the targeted support.
Despite these measures and incentives, it is a matter for schools to decide if they wish to run a school-based programme. Where a school-based programme is not being run or a place is unavailable, the Home-based Programme will be available for those children with complex special education needs.
349. Deputy Darren O'Rourke asked the Minister for Education and Youth the estimated cost of increasing teacher numbers by 1,850, 2,000 and 3,000, in tabular form. [31573/25]
Amharc ar fhreagraThe estimated costs requested by the Deputy are provided in tabular form in the attached file.
Estimates are based on the cost of New Entrant teachers at primary and post-primary level, and are inclusive of both substitution costs and Employer PRSI.
Values are calculated on the basis of the starting point of all new entrants in 2024 and applied to the salary scales in place on 01/01/2025.
PRIMARY TEACHERS - ESTIMATED COST OF ADDITIONAL POSTS
|
Number of additional posts |
1850 |
2000 |
3000 |
|
Estimated Cost |
€103,803,500 |
€112,220,000 |
€168,330,000 |
POST-PRIMARY TEACHERS - ESTIMATED COST OF ADDITIONAL POSTS
|
Number of additional posts |
1850 |
2000 |
3000 |
|
Estimated Cost |
€104,543,500 |
€113,020,000 |
€169,530,000 |
Notes:
1. The above estimates are based on the costs of employing New Entrant teachers.
2. Values are calculated on the basis of the starting point of all new entrants in 2024 and applied to the salary scales in place on 01/01/2025.
3. Figures include substitution costs and the cost of Employer PRSI.
350. Deputy Darren O'Rourke asked the Minister for Education and Youth the estimated cost of extending DEIS supports to an additional 50 schools. [31574/25]
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 Youth, 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.
It would cost in the region of €8 million to extend DEIS supports to an additional 50 schools, but the final figure would depend on a number of factors, including the size of the schools involved.
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.
Schools were identified for inclusion in the DEIS programme based on their standardised disadvantage score. Schools with the highest levels of concentrated disadvantage are included in the DEIS programme, with those urban primary schools having the very highest levels of disadvantage being assigned to Urban Band 1.
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.
351. Deputy Darren O'Rourke asked the Minister for Education and Youth the funding being provided to Traveller/Roma/refugee supports in schools. [31576/25]
Amharc ar fhreagraMy department is committed to advancing educational equity for all learners, with targeted attention to groups at risk of disadvantage, including Traveller, Roma, and refugee students. To this end, the Traveller and Roma Education Strategy (TRES) 2024–2030, along with its Implementation and Action Plan 2024–2026, was published in July 2024. It represents a six-year, cross-sectoral strategy to improve participation, experience, and outcomes for these communities across early years, school, further, and higher education.
In terms of direct funding:
• €1.5 million was secured in 2024 to establish 15 Community Link Worker roles in 2025, focused on schools with high Traveller and Roma enrolments. These peer-led roles aim to strengthen engagement between schools, families, and communities, and will be evaluated over their initial 18-month term.
• Two national TRES coordinators have been appointed to support implementation of the strategy, with a combined annual cost of approximately €157,000.
• Under the Creative Youth Programme, two initiatives—Creative Clusters and BLAST (Bringing Live Arts to Students and Teachers)—were launched with a specific Traveller and Roma focus. Funding for these initiatives amounts to circa €250,000.
• An independent evaluation of the STAR-based Creative Youth initiatives is currently underway with an allocated cost of €45,000.
• Funding of €100,000 has also been secured for transition supports in 2025. These initiatives aim to ease the progression from primary to post-primary education for Traveller and Roma children, a point at which dropout risk is heightened.
• 10 HSCL posts in 14 non-DEIS post-primary schools with high levels of Traveller and Roma students at an annual cost of €700,000.
A TRES Oversight Group and a Traveller and Roma Education Forum, both including representation from Traveller and Roma organisations have been established to monitor progress, oversee implementation, and ensure community-informed evaluation.
In line with the National Traveller and Roma Inclusion Strategy (NTRIS II), the Department remains committed to a whole-of-government approach to addressing systemic disadvantage and ensuring all learners can thrive in an inclusive education system.
My department’s approach is to prioritise integration and inclusion into mainstream education for all children and young people who arrive into the State seeking international protection.
In March 2022, in response to the outbreak of war in Ukraine, Regional Education and Language Teams (REALT) were established to support the needs of Ukrainian children arriving in Ireland. These teams now also support children who arrive seeking international protection arrivals to find a place and enrol in school.
The primary role of REALT is to assist children in finding school places, to support schools to meet the needs of these children as they arise and to co-ordinate the provision of education services to children and families across their defined area. The teams ensure that clear, accessible information flows are in place between schools, local education support services and national support structures.
All children and young people up to the age of 18 years, irrespective of their immigration status, have access to free primary and post-primary education in the same manner as Irish nationals. A school must admit all students applying where it is not oversubscribed, and places are available. Schools must also include a statement in its admission policy stating that the school will not discriminate in its admission on any of nine specified grounds, including race and religion.
If a situation arises where there is no additional capacity in any local schools for a child who is seeking international protection, the REALT co-ordinator will then seek to identify capacity in another area and to organise school transport to those locations.
Where all capacity in a reasonable transport radius has been exhausted, the REALT will then engage with local schools and my department’s Planning and Building Unit to identify an appropriate solution.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and encompasses the Language Support (EAL) allocation that schools were allocated in previous years. All schools are advised in the first instance to review whether the needs of newly enrolled pupils can be met from within existing allocations.
My department plays an important role in supporting the wellbeing and mental health of our young people. The approach set out in the department’s wellbeing policy is a whole school and preventative approach, which provides children and young people with opportunities to build core social and emotional skills and competencies. The framework also enables students to experience supportive relationships within the school setting and be part of a school environment and culture that feels both physically and psychologically safe.
In June 2023, the Department of Education launched a pilot of counselling and wellbeing supports in primary schools in selected counties. The Pilot includes two strands and works to support children’s wellbeing and mental health in schools.
Strand 1 sees direct counselling supports being provided to primary schools for the first time. Strand 2 of the pilot is the establishment of a new type of support to schools from Education Wellbeing Teams and involves the introduction of Education Wellbeing Practitioners to provide enhanced in-school supports for selected schools.
Neart – the Irish word for strength, is the new national programme of mental health and wellbeing resources and training for post-primary schools. These comprehensive supports have been developed by Jigsaw in partnership with NEPS.
The Cineáltas: Action Plan on Bullying was published on 1st December 2022, is a whole-education approach, which aims to prevent and address bullying in all its forms, including racist bullying, cyberbullying, gender identity bullying, and sexual harassment. Cineáltas is grounded in a child-rights-based approach and aligns with UNESCO’s Whole Education Approach to bullying prevention. It is built around four core principles: prevention, support, oversight, and community. By fostering a collective vision and providing a clear roadmap, the initiative ensures that students, parents, school staff, and the wider community work together to create inclusive and supportive school environments and by addressing identity-based and racist bullying.
352. Deputy Darren O'Rourke asked the Minister for Education and Youth the amount of funding provided, per pupil, for technological devices for school use in DEIS schools across the State. [31577/25]
Amharc ar fhreagraAs the Deputy is aware, I recently announced €35 million in funding to support digital learning in schools. €35 million in grant funding for Information and Communications Technology (ICT) is issuing to all recognised primary and post-primary schools. This ICT funding is being provided to schools to help them continue to use digital technologies in their teaching, learning and assessment and which represents the third tranche of ICT funding under the Digital Strategy for Schools to 2027. To note, the funding is for ICT infrastructure, which can include but is not limited to, digital devices.
The Digital Strategy for Schools to 2027 and its associated implementation plan is underpinned by funding of €200m over the course of the strategy, committed to under Ireland’s National Development Plan (NDP). The funding allocation model is provided for in the National Development Plan and commits to funding to issue over the period of the NDP, applied by the Department for the Digital Strategy duration (to 2027 for the current strategy).
To date, a total of €100 million of the €200 million committed to in the NDP for the strategy has issued to schools through the ICT grant. While the NDP commitment did not guarantee a specific amount in each year however, it is anticipated that issuing €35m in 2025, as announced by the Minister, will enable the balance of €65 million remaining to issue to schools over the remaining years of the current strategy to 2027.
This funding demonstrates the ongoing commitment to supporting and enabling schools to ensure the continued embedding of digital technologies in teaching learning and assessment.
The information sought by the Deputy in relation amount of funding provided, per pupil, for technological devices for school use in DEIS schools across the State.
|
- |
Total Amount for 2023/2024 per capita only * |
Total Amount for 2024/2025 per capita only |
|
Primary |
€6,733,020 |
€4,293,862 |
|
Post Primary |
€5,424,027 |
€3,585,671 |
The funding allocation model applying to the ICT Infrastructure Grant payments for 2024/2025 as outlined in the ICT Grant circular, in relation to DEIS is as follows:
1.All schools, primary, post-primary and special schools will receive a lump sum of €2,000 (€1,000 in respect of fee-charging schools) per school.
2.A per capita amount will be paid as follows:
a. €27.86 per pupil on the rolls on the 30th of September 2023 in DEIS category primary schools.
b.€33.44 per student on the rolls on the 30th of September 2023 in DEIS category post-primary schools.
* circular with details of funding breakdown for ICT grant 2023/2024 can be found at www.gov.ie/en/department-of-education/circulars/grant-scheme-for-ict-infrastructure/
Under the Education Act, the Boards of Management of Schools have responsibility for the day to day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Managements before a decision is made.
Schools, in conjunction with parents, are responsible for decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements.
Oide-Technology in Education (the area within my department's support service for teachers specialising in digital technology in teaching and learning, formerly PDST-TiE) offer advice and supports to schools on digital learning. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools.
It is the responsibility of each individual school to select the resources, if any, that it will use to support its implementation of the curriculum.
Tackling educational disadvantage and supporting students to fulfil their full potential in life is a key priority for me as Minister for Education and Youth, 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 schoolbooks 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.
As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle disadvantage. That is why I am committed to publishing a new DEIS Plan in 2025. Building on the expansion of the DEIS programme in 2022, the new DEIS plan will work towards a more flexible system of supports to ensure that a school can receive the right support at the right time.
353. Deputy Darren O'Rourke asked the Minister for Education and Youth the funding provided for the HSCL scheme to schools currently and the estimated cost of a 5%, 10% and 20% increase in this funding, in tabular form. [31578/25]
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 Youth, 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 Home School Community Liaison (HSCL) scheme is one of the key supports provided by my department as part of the overall DEIS programme. Tusla Education Support Service manage the HSCL scheme on behalf of my department. The scheme seeks to promote partnership between parents, teachers and community family support services, with a view to supporting improved attendance, participation and retention.
All DEIS urban primary schools and all DEIS post-primary schools are included in the HSCL scheme, which currently serves 687 DEIS schools, catering for approximately 207,000 children and young people. The scheme is delivered by 528 full-time HSCL coordinators, who are teachers in these schools and assigned to HSCL duties either in individual schools or in clusters of schools. Over €36 million is spent annually on the pay costs of Home School Community Liaison coordinators in urban primary and post-primary DEIS schools.
In addition to the above, a pilot project to support Traveller and Roma pupils, under the National Traveller and Roma Inclusion Strategy, is in operation in 4 locations with 1 HSCL coordinator assigned in each location. A further 10 HSCL Coordinators support attendance, participation and retention among Traveller and Roma students, across 14 non-DEIS post-primary schools.
For DEIS schools included in the HSCL scheme it is a requirement that at least 10% of the annual DEIS grant to each school should be allocated for use on HSCL activities and made available to the HSCL coordinator.
The total DEIS Grant paid to post-primary schools for the 2024-2025 school year was €5,615,813 and the total DEIS Grant paid to primary schools was €15,966,383. DEIS Grants for the upcoming school year 2025/2026 will issue to schools in the coming weeks.
As Minister, I have committed to the publication of a new DEIS Plan later in 2025, and any expansion to the role of the HSCL coordinator will be examined in the context of the new plan. 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.
The information on the DEIS grant requested by the Deputy is contained in the following table:
|
DEIS Grant |
Total Grant Paid to School |
10% HSCL |
5% Increase |
10% Increase |
20% Increase |
|
Urban Primary |
€12,317,150 |
€1,231,715 |
€1,293,300.75 |
€1,354,886.50 |
€1,478,058 |
|
Rural Primary |
€3,649,233 |
N/A |
N/A |
N/A |
N/A |
|
Post-primary |
€5,615,813 |
€561,581.30 |
€589,660.37 |
€617,739.43 |
€673,897.56 |
354. Deputy Darren O'Rourke asked the Minister for Education and Youth the estimated cost of providing trauma-informed care training to teachers in DEIS schools and then an overall cost for all teachers. [31579/25]
Amharc ar fhreagraMy Department is committed to supporting the emotional wellbeing of all children including those who may have experienced trauma.
The National Educational Psychological Service (NEPS) has engaged in extensive national training of school staff in the area of trauma-informed practice and have developed a eLearning course for school staff - ‘Introducing a Trauma Informed Approach: The Stress Factor - Getting the Balance Right’ which looks at the sources and impact of stress on children and young people including trauma and adverse experiences. It demonstrates how to create environments to reduce stress and focuses on developing skills that all children and young people need to better manage in school. NEPS psychologists are available to support schools implement trauma informed approaches in school following participation on the training. As a follow up to the elearning, NEPS will deliver a new live training called Understanding Trauma- Using a Trauma Informed Approach in Schools. This training builds on the learnings from e-Learning course by: further exploring the relationship between stress and trauma; looking at some contributary factors to trauma; Looking at how neuroscience theory and research has informed understanding of the impact of trauma; guiding schools to establish a trauma informed approach, providing practical school-based trauma-informed approaches to promote safety and connection in schools. A new standalone Trauma Informed Practice resource for schools will also be available in the autumn for schools to use. Training is provided as part of the NEPS service with no cost to schools.
A dedicated wellbeing portal can be accessed via ‘Wellbeing in Education’ on Gov.ie, bringing together all the wellbeing and mental health supports and resources that have been developed by the Department and the Department’s support services.
There are many professional learning opportunities available to support teachers and school leaders to engage with aspects of wellbeing. Each academic year the Department of Education and Youth updates a Directory of Wellbeing Teacher Professional Learning (TPL) for teachers. This document provides an overview of the Teacher Professional Learning (TPL) opportunities provided by the Department, its agencies, support services, other Government Departments and their agencies and includes information on how to access these supports.
My Department in partnership with Jigsaw have recently announced to school leaders details of Neart: the new national programme of mental health and wellbeing resources and training for post-primary schools. The new programme complements the supports already available in schools such as the provision of guidance counselling and the work of the National Educational Psychological Service (NEPS), as well as other existing wellbeing programmes and initiatives including Student Support Team training.
The NEART programme provides supports to students, parents and school staff;
Supports for school staff will:
- build capacity of staff to promote whole school approaches to wellbeing and mental health awareness
- enhance training and support for Student Support Teams to raise awareness of positive mental health and wellbeing
- provide e-learning opportunities for staff on mental health and wellbeing promotion
- provide wellbeing and self-care webinars and e-learning courses for school staff.
As part of this programme of work Jigsaw and NEPS have co delivered trauma informed training to teachers this term. The Neart webpage https://jigsaw.ie/neart/ provides all the relevant information schools require about the programme of supports and what’s on offer throughout 2025.
The details of the DEIS plus scheme are currently in development. The process will be evidence-informed, using available data, and focused on delivering the Programme for Government commitment to support schools with the highest levels of educational disadvantage. The scheme will be part of the department’s work to continually improve how we resource schools, both DEIS and non-DEIS, to support children and young people at risk of educational disadvantage.
355. Deputy Darren O'Rourke asked the Minister for Education and Youth the number of nurture rooms open and active in schools across the State. [31580/25]
Amharc ar fhreagraThe provision of appropriate accommodation for all pupils including pupils with special education needs is a priority for this department. This is in two respects: firstly, in ensuring that there is sufficient provision for pupils with special education needs and secondly in designing school accommodation that meets the needs of all users and enhances the learning experience.
Nurture Groups are short-term focused interventions for children and young people with social, emotional, and behavioural difficulties. They emphasise emotional literacy, language development, and positive relationships and are based on attachment theory and draw on trauma-informed practices. Nurture Groups involve small groups of children temporarily withdrawn from mainstream classes to develop specific skills. Many variations of Nurture interventions are used, and some schools also use Nurture principles and implement whole-school approaches to Nurture.
Nurture Groups are often referred to as Nurture Rooms possibly because of a confusion about the terminology but also possibly because many of them are part time and therefore the emphasis is sometimes on the room rather than the group dynamic.
In order to make accommodation provision to meet the needs of students, my department has close engagement with the National Council for Special Education (NCSE) which has responsibility for coordinating and advising on the education provision for children nationwide. When the NCSE sanction a special class in a school, the school can apply to my department for capital funding to re-configure existing spaces within the school building to accommodate the class or to construct additional accommodation. Similarly, where special schools wish to expand provision, the school can apply to my department for capital funding to accommodate additional placements.
Such classrooms for pupils with special educational needs are included as standard in the accommodation brief for new school buildings and major extension projects. The overall accommodation suite for students with special education needs also generally includes ancillary accommodation such as a Central Activities Space, a Multi Activity Room and Quiet Spaces as well as an outdoor Secure Play Area and Sensory Garden.
Because of the many variations of Nurture groups and ancillary accommodation that schools can avail of we do not have an accommodation type specifically defined as a nurture room and therefore do not have data on the number of nurture rooms open and active in schools.
As Nurture is a programme of support whose interventions need to be embedded in the school’s Continuum of Support process, there is advice for schools in Circulars 0042/2018 and 0043/2018 in the use of programmes and/or external facilitators in promoting wellbeing consistent with the Department of Education and Youth’s Wellbeing Policy Statement and Framework for Practice.
356. Deputy Darren O'Rourke asked the Minister for Education and Youth if she has any intention to remove the Irish language requirement for SET’s, particularly when some SET teachers are already working in a classroom without the Irish language for a year or two before they are required to return to studies to meet the Irish language criteria. [31605/25]
Amharc ar fhreagraThe Teaching Council register teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016 (www.teachingcouncil.ie). As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set out in the Schedule of the Regulations.
Registration subject to conditions (conditional registration) is granted when an applicant for registration has not fulfilled all of the Council’s registration requirements. If conditional registration is granted, the Council will inform the teacher of the conditions applied, the measures required to meet them and the timeframe within which they must be met. Conditions are generally attached for a maximum period of three years at initial registration. This allows the teacher adequate time to address the identified conditions.
Central to Initial Teacher Education (ITE) policy in Ireland is that all teachers teaching children with Special Educational Needs (SEN) should be qualified Primary or Post-primary teachers in the first instance.
All programmes of ITE in Ireland that lead to registration must have professional accreditation from the Teaching Council. The standards for programmes of ITE, which were revised in 2020, are published in Céim: Standards for Initial Teacher Education (2020) (www.teachingcouncil.ie/assets/uploads/2023/08/ceim-standards-for-initial-teacher-education.pdf). The standards set Inclusive Education as one of the seven core elements which must unpin all aspects of the programme of ITE.
Once qualified as a Primary or Post-primary teachers, they may then apply for professional development in the area of SEN, if desired.
In relation to the requirement for SET teachers to have a high standard of Irish, my Department sets the minimum entry requirements for Irish, English and Mathematics for entry to primary ITE programmes. This is to ensure that primary teachers have the capacity to lead learning in these subjects which are considered as core curricular areas and particularly important in terms of supporting the development of literacy and numeracy amongst students in schools. As the first official language in Ireland, and for fundamental cultural and historical reasons which are inextricably linked to Irish identity, the study of the Irish language is a key aspect of the learning experiences that are considered appropriate for students in recognised schools in Ireland.
For these reasons, Irish is a core subject in the curriculum determined by the Minister for recognised Irish schools. The Department-established primary curriculum includes Irish as a core component and as such it is necessary to have a certain standard of Irish.
The Education for Persons with Special Educational Needs (EPSEN) Act 2004 (www.irishstatutebook.ie/eli/2004/act/30)provides that people with special educational needs are educated in an inclusive environment, as far as possible and have the same right to access and benefit from education as children who don’t have these needs.
In all educational settings, including SEN settings, schools are expected and encouraged to provide all students, to the greatest extent possible and in a meaningful way, with opportunities to participate in Irish language and cultural activities at a level appropriate to their learning needs.
My Department is committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
