Written Answers Nos. 391-410
391. Deputy Conor Sheehan asked the Minister for Education and Youth if, given that core funding for Marino Institute of Education has remained stagnant in 2005, she will review the core funding settlement for the institute with a view to index linking; and if she will make a statement on the matter. [33706/25]
Amharc ar fhreagraA memorandum of understanding sets out the funding and administrative arrangements between Marino Institute of Education and my Department.
My Department funds Marino for the delivery of primary ITE programmes through capitation and free fees grants, and there has been an increase in funding since 2024 as outlined below:
• A capitation grant rate is payable for all approved intake on the primary B.Ed (General Stream) plus primary PME programme in Marino. This rate increased in 2024 from €7,193 to €7,693 (per annum).
• A capitation grant rate of €6,793 (per annum) is payable for approved intake to the primary B. Oid (through medium of Irish) for students who entered the programme from 2024. The previous rate for students already enrolled in the programme was €6,332.
• A Free Fees grant of €2,564 (per annum) is payable for an approved intake of students on the B.Ed and B.Oid programme only.
Funding for Marino is kept under review on an ongoing basis, being cognisant of the resources available to the Department.
392. Deputy Conor Sheehan asked the Minister for Education and Youth if, in light to the popularity of Irish-medium education, she has any plans to increase the number of places offered on the course at Marino Institute of Education given the shortage of teachers applying for positions in Gaeltacht schools and Gaelscoileanna; and if she will make a statement on the matter. [33707/25]
Amharc ar fhreagraThe Programme for Government includes a commitment to increase dedicated Irish-medium teacher training programmes, and I am delighted that progress has already been made in this area. Marino Institute of Education have recently announced the establishment of an Irish-medium pathway in their PME (primary teaching) programme. Supports for the pathway are being provided by my department and by COGG.
A number of teacher education actions are currently funded by my department under the Policy on Gaeltacht Education to increase the supply of teachers available to teach effectively through the medium of Irish. This includes funding for the Irish-medium B.Ed. for primary teachers referred to by the Deputy, which is delivered by Marino Institute of Education. Funding is also provided for an M.Ed. in Irish-medium and Gaeltacht Education, currently being delivered by Trinity College Dublin, and supports are provided for the Máistir Gairmiúil san Oideachas (Irish-medium PME for post-primary teachers) in the University of Galway.
With regard to the Irish-medium B.Ed. in Marino Institute of Education, two cohorts – 68 students in total – have graduated from this programme since its establishment in 2019, and a third cohort – 38 students – are due to graduate in the coming months. An increased cohort of 56 students was taken in on an exceptional basis in 2023 as part of a comprehensive plan to support teacher supply. Due to the terms of the contract between my department and Marino Institute of Education, which was awarded through a competitive tendering process, this was the maximum increase in participants that could be taken in.
Work is currently underway in my department on the development of a new policy on Irish-medium education outside of the Gaeltacht. One of the key objectives of this policy will be to consider actions we can take to increase the supply of teachers with a high standard of Irish capable of teaching in Irish-medium settings. I intend to prioritise the publication of this policy in the coming months.
393. Deputy James O'Connor asked the Minister for Education and Youth the position regarding modular accommodation for a special class at a school (details supplied); the position regarding application for associated SEN repurposing grant; and if she will make a statement on the matter. [33731/25]
Amharc ar fhreagraI can confirm that my department is in receipt of an application for capital funding under the Additional School Accommodation (ASA) scheme for modular accommodation from the school referred to by the Deputy.
My department has a significant modular accommodation programme in place to assist schools in the provision of additional capacity, including in respect of facilitating the establishment of special classes. This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects.
A Project Manager has been appointed from the Department’s Modular Framework for the school in question and has completed a comprehensive viability report of the school site. The viability report will issue to the school shortly and my department will progress the project as quickly as possible.
The SEN re-purposing application will not be progressed as my department is undertaking a modular project for the school.
I can assure the Deputy that my department is very cognisant of the urgency around the delivery of accommodation for the new school year and is working to advance matters as quickly as possible. The provision of required school places, including for children with special educational needs, is a priority for my department. My officials remain available to provide advice and assistance to the school authority throughout the ongoing project.
394. Deputy James O'Connor asked the Minister for Education and Youth if reconsideration will be given to a decision to deny additional SNA allocation to school (details supplied) for the reasons outlined; and if she will make a statement on the matter. [33734/25]
Amharc ar fhreagraThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs. The NCSE has advised my department that all schools have been informed of their SNA allocations for the 2025/26 school year.
The NCSE is responsible for the allocation of SNAs to schools, I have therefore forwarded the school's details to them for their attention and direct reply.
Deputies are also welcome to raise such matters with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
395. Deputy Mairéad Farrell asked the Minister for Education and Youth if she will provide an update on a school and it's emergency works scheme application (details supplied) following extensive damage caused by storm Éowyn; and if she will make a statement on the matter. [33754/25]
Amharc ar fhreagraThe school in question submitted an application for funding under the Emergency Works Scheme (EWS) for fabric defect works. The EWS area is acutely aware of this issue and has been engaging extensively with the school in question for some time. In this regard, some of the documentation submitted was provided in the wrong format and the EWS area has advised the school on what additional detail is needed. Once this has been received the EWS team will review the revised application and will engage further with the school as appropriate. The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
396. Deputy James O'Connor asked the Minister for Education and Youth if she will provide an update on an extension for a school (details supplied); and if she will make a statement on the matter. [33774/25]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation scheme to provide a 2 classroom SEN base and 1 mainstream classroom. The project is devolved to the School Authority for delivery.
I can confirm that my Department awaits a Stage 1 report for review. Once the Stage 1 submission is received it will be reviewed from both a technical and cost perspective in accordance with the requirements of the Public Infrastructure Guidelines. Planning, tendering and construction stages will then follow.
It is now within the remit of the school authority to progress this very important project.
397. Deputy James O'Connor asked the Minister for Education and Youth if she will provide an update on an extension of a school (details supplied); and if she will make a statement on the matter. [33775/25]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings for a project to provide 6 General classrooms, 2 classroom SEN base, 1 Technical Graphics room, 1 Woodwork room, 2 Science rooms and shared preparation areas, 1 Home Economics room under the Additional School Accommodation Scheme.
I am pleased to advise that this project received my departments approval to progress to Stage 3 (Tender) in October 2024 and confirmation issued to the school authority. A recent update from the school design team advised that this project was progressing through the tendering process. It is now within the remit of the school authority to progress this project accordingly.
My department will continue to engage with the school authority to provide practical advice and assistance on this much needed project.
398. Deputy Jen Cummins asked the Minister for Education and Youth the plans to include rural DEIS schools in the Home School Liaison Programme; and if she will make a statement on the matter. [33782/25]
Amharc ar fhreagra399. Deputy Jen Cummins asked the Minister for Education and Youth why rural Deis schools are not given the same access to the Home School Liaison Scheme as urban schools; and if she will make a statement on the matter. [33783/25]
Amharc ar fhreagraI propose to take Questions Nos. 398 and 399 together.
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 school books and free hot school meals.
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.
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.
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. Urban primary schools having the very highest levels of disadvantage are classified with DEIS Urban Band 1 status.
Research published by the Educational Research Centre in 2013 The Achievements and Characteristics of Pupils Attending Rural Schools Participating in DEIS has shown that educational outcomes for pupils in DEIS rural schools are more positive than outcomes for pupils in DEIS urban schools. DEIS rural primary schools performed on a par with urban non DEIS schools in testing under the National Assessment of Mathematics and English Reading (NAMER). Therefore, the allocation model provides a lower level of resources to DEIS rural schools, reflecting these findings.
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.
DEIS rural primary schools have access to a range of supports under the DEIS programme including a DEIS grant, the school meals programme, access to planning supports and a range of professional development supports provided through Oide, the new integrated support service for teachers and school leaders.
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.
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, 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.
400. Deputy Jen Cummins asked the Minister for Education and Youth the plans to improve the quality and accessibility of examinations.ie. [33787/25]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations, including the examinations.ie website. In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
401. Deputy Richard Boyd Barrett asked the Minister for Education and Youth for a full list of all documents, reports, strategies, and resources that have been “unpublished” by her Department over the past ten years (details supplied), including all such materials that have been “unpublished” by divisions, sections and units of her Department that became part of the Minister’s Department following a transfer of functions; and who “unpublished” the materials under a different Minister or Department. [33804/25]
Amharc ar fhreagraI can confirm that the Department of Education and Youth does not systematically ‘unpublish’ documents, reports, strategies or resources.
The article the Deputy has supplied refers to a technical issue affecting some links on Gov.ie, resulting from a major system upgrade completed in April 2025.
The Office of the Government Chief Information Officer (OGCIO) manages Gov.ie and completed the system upgrade.
During the migration of content to the new system, some links became broken and were replaced with the text, 'Item has been unpublished or removed', rather than returning an error. The items were not in fact ‘unpublished’.
The department is committed to the open publication of government information and is working to ensure that all affected links on the Gov.ie pages it manages are restored and working correctly.
402. Deputy Jen Cummins asked the Minister for Education and Youth her plans to support families who choose home schooling; and if she will make a statement on the matter. [33820/25]
Amharc ar fhreagraThe Constitution acknowledges the family as the primary and natural educator of the child and sets out the rights and duties of the State in the matter of education. The Constitution makes explicit that the State does not oblige parents to send their children to any particular type of school. Parents are free to provide education in their homes, in private schools, or in schools recognised or established by the State.
In line with the provisions of Section 14(1) of the Education (Welfare) Act, 2000, Tusla’s Alternative Education Assessment and Registration Service (AEARS) is responsible for the regulation of the provision of education for children in places other than in a recognised school, including children who are home schooled or who are enrolled in a non-recognised independent school. This is to ensure that such children receive a certain minimum education.
Parents who wish to educate their child in a place other than a recognised school, including in their home, are required to make an application to AEARS to have their child included on the Section 14 Statutory Register. Tusla's AEARS will then make an assessment of the educational provision to determine if the child is eligible to be placed on the Section 14 Statutory Register. Assessments are carried out by an authorised person in line with the ‘Guidelines on the Assessment of Education in Places other than a Recognised School’, issued by my Department.
There is no funding available from my Department for families to assist with the cost of education, where parents choose to educate their child in a place other than in a recognised school.
403. Deputy Peadar Tóibín asked the Minister for Education and Youth the steps she is taking to address reports of staff exhaustion in schools, particularly among SNAs and teaching staff, due to a lack of adequate supports and resources during the current school term; and if she will make a statement on the matter. [33842/25]
Amharc ar fhreagraTo assist schools in terms of Wellbeing supports, my Department has put in place an Occupational Health Strategy as a supportive resource for staff and leaders in schools. The aim of the Occupational Health Strategy is to promote the health and wellbeing of employees in the workplace, with a strong focus on prevention. The Occupational Health Strategy comprises the Employee Assistance Service and the Occupational Health Service.
The Employee Assistance Service is provided by Spectrum.life and is a self-referral service where school staff have access to a dedicated free-phone confidential helpline. The service is available 24 hours a day, 365 days a year. The helpline number is 1800-411057.
The Employee Assistance Service provides advice to all school staff on a range of issues including wellbeing, bereavement, conflict and mediation. Where appropriate, short-term counselling is available to all school staff and their family members.
The service provides support and advice to managers to help them deal with health and wellbeing issues personally and in the workplace. It also provides a series of webinars and presentations to promote wellbeing in schools. To enhance the supports that are available, Spectrum Life has developed a comprehensive package of supports specifically aimed at school leaders which is currently being rolled out.
A Wellbeing in Education platform bringing together resources for school staff, students and parents to support wellbeing and resilience has been included on gov.ie (www.gov.ie/en/department-of-education/campaigns/wellbeing-in-education/). This platform provides links to an extensive range of resources available to schools from the Department’s support services and agencies and the HSE and the Department of Health.
The Department introduced a new leadership framework in 2018 which allows for flexibility in identifying and prioritising the evolving leadership and management needs of schools. This shared or distributive leadership model supports school leaders in the overall management and operation of schools. It provides for the assignment and re-assignment of post holders to specific roles and responsibilities to meet a school’s evolving needs.
Today, 1 in 3 primary school teachers hold management positions. In budget 2024, this Department provided for an additional 1,000 posts of responsibility (Assistant Principal II) for the 2024/25 school year. In budget 2025, the Department provided for a further 1,000 posts of responsibility (Assistant Principal II) for the 2025/2026 school year.
My Department is currently looking toward Education 2050 and how we take the best elements of our schools and build on this to create a system for future generations. The small schools project is an example of school communities coming together to explore and trail new ideas for the future including how admin supports can assist teaching principals with their administrative duties. It is acknowledged by my department that implementing policies while teaching can be challenging.
The project has brought small schools together in local clusters, enabling them to collaborate and identify common challenges and trial innovative solutions. New ideas are being trialled to determine whether these might help to make the role of a teaching principal and small schools more sustainable. The project has shown that small schools collaborating and working together offers promise for the future.
The schools participating across the six clusters in this project have developed good working relationships and have already provided valuable insights and ideas into supports that can be developed and replicated across small schools and I am delighted that the project is continuing for a further two years to allow further time for current ideas to be developed and some new ideas to emerge.
Effective school leadership, and governance, means effective schools. The existing models of leadership and governance of our schools, whilst very effective, also carry challenges for teachers, school principals, as well as boards of management, and the sector as a whole. Recognising these challenges, my department is now putting an increased focus on leadership and governance at school level and across the sector nationally.
My officials, in conjunction and consultation with education partners will examine current policy and practice to see what elements are serving school communities well and what elements we can improve on.
405. Deputy Niall Collins asked the Minister for Education and Youth if a child (details supplied) can avail of tutor summer provision if the dates and activities in the school-based summer provision do not suit the child; and if she will make a statement on the matter. [33853/25]
Amharc ar fhreagraWhere a school-based programme is not being run or a place is unavailable, the Home-based Programme will be available for children with complex special education needs. Due to the strong preference for students to take part in school-based programmes, the home-based programme is not available where a school-based programme is being provided.
In the case of the child concerned, it was open to the school to register the child for the home-based summer programme. If the school confirmed that there was no place available on their school-based programme, the parent would have received an email confirming the child’s eligibility for the home-based programme.
However, it is also recognised that there may be limited exceptional circumstances where the home-based programme could be provided instead of a school-based programme. If the school confirmed that a place was available, the parent could have contacted the Summer Programme team directly via email at homebasedsummerprogram@education.gov.ie to appeal the decision and to outline their circumstances. To strengthen the appeal, it would have been recommended that the parent also enclose a letter of support from the school stating that the home-based programme is more suitable for child.
Finally, the online portal for the home-based summer programme, which was open from the 19th of May to the 13th of June 2025, is now closed. If the school wishes to register the child for the home-based programme, the school should contact the Summer Programme team to discuss a possible late registration.
406. Deputy John Brady asked the Minister for Education and Youth if pupils currently enrolled in a school (details supplied) who have a diagnosis of MGLD will have to move to mainstream education under her Department’s plan to re-designate special schools; and if she will make a statement on the matter. [33861/25]
Amharc ar fhreagra407. Deputy John Brady asked the Minister for Education and Youth if pupils with a diagnosis of MGLD and no other diagnosis or dual diagnosis will have to move to mainstream education under the Department’s plan to re-designate special schools; and if she will make a statement on the matter. [33862/25]
Amharc ar fhreagraI propose to take Questions Nos. 406 and 407 together.
I propose to take PQs 406 and 407 together.
The government is committed to the provision of additional special school places for children with more complex educational needs. Over 300 new special school places are being provided for the coming 2025/2026 school year. Five new special schools are being established in addition to the eleven new special schools opened over the last few years. Special school capacity is also being expanded across a number of special schools.
It’s important to note that it is not the intention to exclude children who require a special school place from accessing certain special school settings, but rather allow children with complex educational needs apply to their local special school. Currently, there are instances whereby children with complex needs cannot apply for admission to their local special school simply because they don’t meet the narrow designation of that special school. In that regard, along with providing additional special school capacity, my department and the National Council for Special Education (NCSE) also consider that it is necessary to look at the profile of our existing special schools.
This is not a new departure. The NCSE report that over half of these mild general learning disability (MGLD) special schools have diversified to allow children with more complex needs in their communities who require a special school setting enrol in their local special school. I wish to thank schools who have worked with us to broaden their designation and my department will continue to support schools in this endeavour so that more special schools can better support children with complex needs in their local community.
There are approximately 30 of our 129 special schools that were originally designated as schools for children with a MGLD. The establishment of these special schools predated the significant expansion in the range of supports offered in mainstream schools through additional special education teaching and special needs assistant resources and through the rapid expansion in special class provision.
It is noted that many of the children enrolling in MGLD special school do so around the transition point from primary to post-primary. The new senior cycle level 1 and level 2 programmes offers a new curriculum pathway for students with special educational needs at post-primary level now also.
408. Deputy John Brady asked the Minister for Education and Youth the number of SNAs employed in County Wicklow in 2020, 2021, 2022 and 2023; the number that will be employed in the 2025-2026 academic year, in tabular form; and if she will make a statement on the matter. [33863/25]
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 number of special needs assistants (SNA) continues to increase, in 2019 there were 15,950 SNA posts allocated to schools nationwide. This figure has been built on year on year by successive budgets as outlined in the table below.
|
Budget |
2025 |
2024 |
2023 |
2022 |
2021 |
2020 |
|
Allocation |
1,600 |
1,216 |
1,194 |
1,165 |
990 |
1,064 |
|
Rolling Figure |
23,179 |
21,579 |
20,363 |
19,169 |
18,004 |
17,014 |
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.
As the Deputy knows, it is the role of the NCSE 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.
I have therefore forwarded your query to them for their direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
It is important to remember that when the NCSE allocates a SNA post, 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 therefore rests with the employer.
409. Deputy John Brady asked the Minister for Education and Youth the number of new SNA posts allocated for the 2025-2026 academic year in comparison to 2024-2025; the number of these who are full-time contracts; the number who are part-time; and if she will make a statement on the matter. [33864/25]
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 number of special needs assistants (SNA) continues to increase, in 2019 there were 15,950 SNA posts allocated to schools nationwide. This figure has been built on year on year by successive budgets as outlined in the table below.
|
Budget |
2025 |
2024 |
2023 |
2022 |
2021 |
2020 |
|
Allocation |
1,600 |
1,216 |
1,194 |
1,165 |
990 |
1,064 |
|
Rolling Figure |
23,179 |
21,579 |
20,363 |
19,169 |
18,004 |
17,014 |
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.
As the Deputy knows, it is the role of the NCSE 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.
It is important to remember that when the NCSE allocates a SNA post, 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 therefore rests with the employer.
