Written Answers Nos. 411-430
411. Deputy Marie Sherlock asked the Minister for Education and Youth whether consideration has been given to lifting the mandatory retirement age of 70 for school transport providers for children with special education needs, or to a temporary lifting of the age limit of 70 for drivers to ensure continuity of service to children with special education needs; and if she will make a statement on the matter. [33866/25]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth. In the current school year over 173,000 children – including 13,400 pupils with special educational needs - are transported daily in approximately 8,200 vehicles across 10,600 routes to primary and post-primary schools throughout the country.
The retirement age for school bus drivers has been set by Bus Éireann at 70 years of age, which also applies to all Bus Éireann road passenger services.
The policy and criteria also apply to drivers nominated by private operators who operate services as part of the School Transport Scheme, provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70.
The Road Safety Authority, under the remit of the Department of Transport, committed to reviewing the upper age limit of drivers as it relates to larger vehicles/school buses. This review is now complete and is available on the Oireachtas website here: PAC - RSA report over 70s. (data.oireachtas.ie/ie/oireachtas/committee/dail/33/committee_of_public_accounts/submissions/2024/2024-09-30_correspondence-laura-byrne-higher-executive-officer-road-safety-authority-r2790-pac33_en.pdf)
Under the new Programme for Government (PFG), Government has committed to "Carry out an independent assessment on the feasibility of removing the exclusion of drivers aged over 70 from the School Transport Scheme".
I am currently engaging with stakeholders to agree the parameters of the independent assessment. I would hope this work commences before the end of the year.
More broadly, we are addressing recruitment challenges across the sector. A national recruitment campaign is underway, supported by targeted social media.
A cross-Departmental Taskforce, led by the Department of Transport and involving my Department, Bus Éireann and ETBI is also working to identify solutions to driver recruitment and retention challenges.
412. Deputy Johnny Mythen asked the Minister for Education and Youth when he will introduce a new national small schools project, as outlined in the Programme for Government. [33868/25]
Amharc ar fhreagraThe Programme for Government provides for a number of measures to support small schools, including introducing a new national small schools' project and trialling new administrative supports. The Government is very aware that small schools are an important part of the life of local communities.
The current small schools' action research project established in 2021 is due to conclude at the end of the next school year. The project has brought small schools together in local clusters, enabling them to collaborate, identify common challenges and trial innovative solutions.
It includes six clusters of small schools, two in Galway and one each in Donegal, Kerry, Wicklow and Waterford, consisting of between three and five schools per cluster. The feedback from schools has been extremely positive and this is reflected in the interim evaluation report recently published by my department.
The independent review identifies potential areas for closer collaboration and an analysis of the scalability of actions already undertaken. As the project progresses a further evaluation will take place.
Learnings from this evaluation of the current project will be invaluable and form a strong basis to inform the future policy direction in relation to all small schools, including how the Programme for Government commitment can be delivered.
413. Deputy Johnny Mythen asked the Minister for Education and Youth the steps that have been taken to reduce primary class sizes to 19, as stated in the Programme for Government. [33869/25]
Amharc ar fhreagraUnder the Programme for Government there is a commitment to aim to reduce the general pupil teacher ratio at primary level to 19:1 over the term of government and introduce targeted measures in schools with very large classes.
This will build on the progress which has been made by the previous Government. The general average of pupils to teachers in the Primary Staffing Schedule improved from 26:1 five years ago to 23:1 for the current school year; the lowest ever ratio at primary level. Average class sizes in primary schools have improved from 24.1 to 22.5 in that time, while the ratio of pupils to teachers has improved from 15:1 to 12.8:1, through the investment we are making in schools.
I am considering how best to make further progress as part of the annual budgetary process in reducing the primary pupil teacher ratio in the context of Programme for Government implementation.
414. Deputy Sorca Clarke asked the Minister for Education and Youth further to emails on 28 May and 12 June 2025, to provide an update on the urgently needed modular units for a school (details supplied). [33874/25]
Amharc ar fhreagraThe school to which the deputy refers was granted approval for the provision of two special education classrooms under my Departments Modular Accommodation Framework 2023. The use of the Department's Modular Accommodation Framework assists in ensuring lead in periods for procurement of modular accommodation are minimised to the greatest extent possible.
The first tranche of funding (45%) was released to the school authority in June 2024. The project is currently at pre-construction stage and following submission of outstanding documentation by the school authority and a full review by my Department, this project will be in a position to progress to the next stage. My Department is fully aware of the urgency in respect of this accommodation and Department officials have made contact with the school authority in relation to progressing this project as quickly as possible.
415. Deputy Ged Nash asked the Minister for Education and Youth if she is aware of an issue (details supplied) where SNAs moving from part-time roles to permanent staff roles are left without pay for the summer period preceding their first full-time term; if she and her Department have plans to address this anomaly; and if she will make a statement on the matter. [33905/25]
Amharc ar fhreagraIn line with the provisions contained in Circular 0111/2007, a Special Needs Assistant (SNA) can be retained on my Department’s payroll and receive pay over the summer months where the relevant school management authorities provide the Non-Teaching Staff (NTS) Payroll with the following:
a) Documentary evidence from the SENO for the relevant post for the 2008/09 school year, and
b) confirmation that the SNA in question is returning to the post in September 2008.
416. Deputy John Brady asked the Minister for Education and Youth the meaning of ‘complex MGLD’ in the circular 0039/2025 regarding the re-designation of special schools; and if she will make a statement on the matter. [33906/25]
Amharc ar fhreagraThe 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.
417. Deputy Mattie McGrath asked the Minister for Education and Youth her views on the fact that the NCSE has ignored five children with additional needs who have been recommended for a placement in a special class simply because they are already in mainstream, despite the fact that the NCSE has been made aware of these children and received their reports; if she is aware that the NCSE informed her that only one child associated with a school (details supplied) was eligible for a class placement, despite five other children in mainstream requiring a class placement; if she will urgently review this matter and explain how the NCSE could ignore the needs of these children; if she will review the decision not to proceed with the ASD class at the school which she had already sanctioned; and if she will make a statement on the matter. [33924/25]
Amharc ar fhreagraEnabling children with special educational needs to receive an appropriate education is a priority for this government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special class and special school places are provided.
This is in keeping with policy on an inclusive education, which promotes that children will be supported to receive an education in the most inclusive setting possible. When required, to support the participation of students with special educational needs in mainstream classes, supports such as special education teachers and special needs assistants (SNAs) are provided.
The NCSE has advised that supports have been provided to the school to support these students in their mainstream class to help them achieve their educational goals. The NCSE also advise that there are local schools with vacancies in special classes nearby should the families wish to avail of a special class setting. The NCSE will continue to monitor the situation locally and remains available to the school and parents in regard to any concerns or queries they may have regarding these supports.
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.
418. Deputy Mattie McGrath asked the Minister for Education and Youth the position in relation to the allocation of an SNA at a school in County Tipperary (details supplied); if she will ensure that the school receives an increased allocation this year; and if she will make a statement on the matter. [33937/25]
Amharc ar fhreagraThe NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I have forwarded this issue to them for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
419. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if she will outline the process in relation to school planning matter (details supplied); and if she will make a statement on the matter. [33955/25]
Amharc ar fhreagra420. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if she will outline the process for a school planning matter (details supplied); and if she will make a statement on the matter. [33956/25]
Amharc ar fhreagraI propose to take Questions Nos. 419 and 420 together.
Under the Education Act 1998, the question of enrolment policy in individual schools, including the setting of catchment areas, is the responsibility of the board of management on behalf of the school patron. The selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice. The Education (Admission to Schools) Act 2018 requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. Living in a particular catchment area is one criteria that a school may apply. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My department does not intervene in the criteria set by a school.
My department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
In 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.
New schools established since 2011 to meet demographic demand are required, in the first instance, to prioritise pupil applications from within the designated school planning area(s) which the school was established to serve. This does not preclude schools from enrolling pupils from outside of the school planning area where they have sufficient places, rather it reflects the need to accommodate in the first instance the demographic for which the school was established.
In most areas, school planning areas were based on traditional school catchment areas where all primary schools were assigned to a post-primary feeder area (typically a population centre or town), containing one or more post-primary schools. With the introduction of small areas in census 2011, these feeder areas were amended to align with census small areas. The current school planning areas take account not only of local groupings of schools, but also of natural boundaries, census small areas and other local conditions.
As stated above, the question of enrolment in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school patron and my department does not seek to intervene in decisions made by schools in such matters. It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a board of management of a school, or a person acting on behalf of the board, refuses to enrol a student in a school.
Further information on the Section 29 appeals process is available on my department's website www.education.ie. The Education Welfare Service (EWS) of the Child and Family Agency (Tusla) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.
421. Deputy Naoise Ó Muirí asked the Minister for Education and Youth to provide an outline of the revised divestment process; when it will commence; the targets for same; and if she will make a statement on the matter. [33957/25]
Amharc ar fhreagraThere are currently 172 primary schools with a multi-denominational or inter-denominational ethos. This includes:
• 51 of the 52 new primary schools established since 2011 having a multi-denominational ethos
• 32 areas now have increased multi-denominational provision as a result of the reconfiguration or divesting process undertaken since 2011.
For historical reasons, most primary schools are State-aided parish schools, with the local Bishop as patron. It is recognised, including by the Catholic patrons, that more diverse provision is required to cater for our changing society.
The Programme for Government commits to seeking to increase choice for parents by ensuring that families can access both multi/non-denominational and faith-based education.
The schools reconfiguration process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to meet demand from parents and to accelerate the delivery of multi-denominational schools. When a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property.
My Department has just published a comprehensive Education Plan 2025 that outlines a significant body of work that I am undertaking this year to deliver for everyone in our school and youth services’ communities.
There are over 100 actions in this plan including a commitment to launch a survey of primary school parents and guardians and pre-school parents and guardians on their preferences on important aspects of school provision and choice, such as the future patronage and ethos of their school. I intend to launch the survey in quarter 3 of 2025. I will announce further details in due course.
422. Deputy Tom Brabazon asked the Minister for Education and Youth if it can be ensured that a child (details supplied) can avail of an appropriate school place in time for the coming school year.; and if she will make a statement on the matter. [33989/25]
Amharc ar fhreagraMy department’s main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.??Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some students not obtaining a place in the school of their first choice.
In accordance with the provisions of the Education (Admission to Schools) Act 2018, schools are required to clearly set out their selection criteria in their admission policies. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the school’s admission policy.??
Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed. An appeal may be made under Section 29 (1)(c)(ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.
Tusla Education Support Service (TESS) have received no referral has to date for this pupil. At this time, TESS advise that parents make applications to both local schools and schools outside of their immediate locality. This parent may contact TESS directly, and they will assist the parent in securing a school place for Finian. EWS contact details are: tess.dne@tusla.ie or telephone: 01 7718815.
423. Deputy Michael Cahill asked the Minister for Education and Youth to take into consideration the circumstances of a school in County Kerry (details supplied); to provide a third temporary autism class for the school for the academic year 2025-2026 only; and if she will make a statement on the matter. [34038/25]
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 NCSE advice that they are providing support and advice to the school regarding what supports are available to them to support the students already enrolled in the school's special classes.
This year the NCSE focused on medium and larger primary schools with available accommodation and no existing special class to open a new special class for the 2025/26 school year.?This will ensure that classes can open quickly as existing accommodation can be reconfigured in a more streamlined and efficient manner but also that new provision is established in as many schools as possible. This provides parents more options when deciding which schools to apply to and ensures that provision continues to grow in a diverse number of schools across regions.?This should also help in reducing the distances that some children are travelling to access a special class place.
However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
424. Deputy Emer Currie asked the Minister for Education and Youth to provide a timeline as to when she expects her Department to conduct a survey of primary school parents and guardians on their preferences on important aspects of school provision and choice; when she expects the results of this survey to be published; and if she will make a statement on the matter. [34082/25]
Amharc ar fhreagraThere are currently 172 primary schools with a multi-denominational or inter-denominational ethos. This includes:
• 51 of the 52 new primary schools established since 2011 having a multi-denominational ethos
• 32 areas now have increased multi-denominational provision as a result of the reconfiguration or divesting process undertaken since 2011.
For historical reasons, most primary schools are State-aided parish schools, with the local Bishop as patron. It is recognised, including by the Catholic patrons, that more diverse provision is required to cater for our changing society.
The Programme for Government commits to seeking to increase choice for parents by ensuring that families can access both multi/non-denominational and faith-based education.
The schools reconfiguration process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to meet demand from parents and to accelerate the delivery of multi-denominational schools. When a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property.
My Department has just published a comprehensive Education Plan 2025 that outlines a significant body of work that I am undertaking this year to deliver for everyone in our school and youth services’ communities.
There are over 100 actions in this plan including a commitment to launch a survey of primary school parents and guardians and pre-school parents and guardians on their preferences on important aspects of school provision and choice, such as the future patronage and ethos of their school. I intend to launch the survey in quarter 3 of 2025. I will announce further details in due course.
425. Deputy Peadar Tóibín asked the Minister for Education and Youth the infrastructure projects being built or commissioned by her Department that are currently late in their delivery; and the infrastructure projects currently over budget; and if she will make a statement on the matter. [34089/25]
Amharc ar fhreagraThe information requested by the Deputy is not readily available
The information being sought will be collated and will be forwarded directly to the Deputy once available
426. Deputy Darren O'Rourke asked the Minister for Education and Youth the measures she is taking to ensure reasonable accommodations for standardised testing in primary schools, such as increased time for dyslexic children is taking place at the moment. [34145/25]
Amharc ar fhreagraSchools are advised that all pupils be included in Standardised Testing whenever possible. A principal may decide that it is possible to include a pupil in testing only if special accommodations are made. This can be done provided that:
• The accommodation next to the pupil’s result is noted.
• Results are interpreted cautiously, as the test has been taken outside of standardisation conditions.
• If the pupil is in 2nd, 4th or 6th class of primary school, the principal will mark them as exempted on returns to the Department (i.e., you do not include their result in this report).
Accommodations could include, but are not limited to:
• a child taking the test at a different level than their class level.
• taking the test in a quiet room.
• extra time for comfort breaks.
• taking the test with the support of a Special Needs Assistant.
• reader for the mathematics test (whether a human reader or a digital device that reads text aloud).
• answering a paper test using the test booklet rather than an answer sheet (applies from primary Level 3 (3rd class) upwards).
• using coloured overlays.
Please note that it is not usually advisable to supply a reader for a reading test as a reasonable accommodation. If schools choose to do this, they should note that the construct assessed is no longer reading literacy, but rather aural vocabulary knowledge / aural comprehension skills. While the raw score of a child taking a reading test that is read aloud may still offer some useful information about the child’s language knowledge more generally, the standardised score cannot be interpreted in relation to the norm group due to the change in construct assessed.
The use of assistive technology (Pen scanners, screen readers, eye gaze technology) with the Drumcondra tests is considered an accommodation and the following needs to be considered when administering the tests with such technology:
• If assistive technology is used, the test results must be interpreted cautiously as the test was conducted outside standardisation conditions.
• Please note that if a pen scanner or screen reader technology is used for a reading test, what is being assessed is no longer independent comprehension of printed text, but rather listening language and comprehension skills. While the raw score (number of questions answered correctly) may still offer some useful information about the child’s language knowledge more generally, the standard score will not be readily interpretable as the comparison with the population is no longer a like-for-like one.
• The online Drumcondra tests are compatible with browser-based apps. Please confirm with the technology provider that it can communicate with browser-based applications. If it can, then the online test should work properly. We recommend scheduling a test session before the student uses the technology to ensure it works correctly.
Information for schools is available at:
• www.tests.erc.ie/test-administration-faqs
• www.gov.ie/en/department-of-education/services/standardised-testing-in-primary-schools/
Additional guidance about exemptions and reasonable accommodations
Ultimately, the decision to exempt a particular pupil lies with the school principal, considering the pupil’s needs, abilities and best interests.
427. Deputy Eoghan Kenny asked the Minister for Education and Youth if an increase in school funding per head of student is being considered for Budget 2026 within her Department; and if she will make a statement on the matter. [34155/25]
Amharc ar fhreagraMy Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of Capitation grant is €200 per pupil in primary schools and €345 per student in post-primary schools.
Primary schools with fewer than 60 pupils are paid the Capitation and the Ancillary grants on the basis of having 60 pupils. At post-primary level, schools with fewer than 200 students receive ancillary-related grants on the basis of having 200 students.
As part of the capitation package in Budget 2025 I am pleased to have secured over €30 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This represents an increase of circa 12% on current standard rates and enhanced rates. This increase is on top of the circa 9.2% increase from last year’s budget. This will bring the standard rate of Capitation grant to the level of €224 per pupil in primary schools and €386 per student in post-primary schools from September 2025. Enhanced rates will also be paid in respect of pupils with special educational needs and Traveller pupils.
In addition to these grants, €45 million in cost-of-living supports issued in November 2024, to support all recognised primary and post-primary schools in the Free Education Scheme. This additional funding announced in Budget 2025 is designed to assist schools with increased day-to-day running costs such as heating and electricity. This funding was paid at a rate of €36 per pupil in primary schools and €55 per student in post-primary schools. Enhanced rates were also paid in respect of pupils with special educational needs and Traveller pupils.
Schools should also ensure that they are availing of the available OGP procurement frameworks and getting best value for money for all school expenditure.
The Financial Support Services Unit (FSSU), funded by my Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. Contact details for FSSU can be found on www.fssu.ie.
The Department of Education and Youth is aware that costs and funding can pose a problem for schools, and is constantly working to address this matter, and to enhance the financial and other supports available to schools.
While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department of Education and Youth will continue to seek and prioritise the funding required to meet the ongoing costs of running schools.
428. Deputy Denise Mitchell asked the Minister for Education and Youth the reason the allocation of teaching resources at a school (details supplied) has been reduced; if she is aware that this reduction will result in class sizes of over 35 pupils; to clarify what reductions have been made to the special education teaching resources of the school, and the reasoning why; if these reductions can be reversed; and if she will make a statement on the matter. [34181/25]
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 schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The primary school staffing arrangements for the 2025/26 school year are set out in Circular 0011/2025. These arrangements contain an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. Information and application forms are available in Circular 0011/2025. The appeal submitted by the school was unsuccessful. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
There is no change to the school's Special Education Teaching allocation for the 2025/26 school year.
The configuration of classes and the deployment of classroom teachers are done at local school level. The Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.).
429. Deputy Alan Kelly asked the Minister for Education and Youth if she will support the retention of the mild general learning difficulties class in a school (details supplied) that has been in existence since the 1970s and now is being closed despite the requirement for it and the fact that children with Downes syndrome and other children with learning difficulties will now have to travel over 40km each way to a special school, if they can get a place, in order for their requirements to be met. [34184/25]
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.
My department works closely with the NCSE on the forward planning of new special classes and additional special school places. Building on successive budgets, Budget 2025 secured funding for up to 400 new special classes in mainstream schools, and an additional 300 special school places for the 2025/26 school year. This will deliver 2,700 new places for children and will bring the total number of special classes nationwide to over 3,700. 155 of these are in County Tipperary of which 17 are new for the 2025/26 school year.
As the deputy is aware special classes are sanctioned based on known demand in local areas. This is important so that students are not required to travel long distances in order to access a special education placement. The NCSE has confirmed that they have been engaging with the school referred to by the Deputy in relation to the future of the mild general learning disability (MGLD) class in the school. The NCSE advise that there is no known demand in the area for this class going forward, although there is demand for another autism class.
As a result, it is anticipated that the class will be reclassified as a class for children with autism. The NCSE has discussed this matter with the school at a local level. The NCSE will continue to monitor the level of need at local level and engage with the school.
430. Deputy Willie O'Dea asked the Minister for Education and Youth if her Department is correct to state that a teacher (details supplied) would only receive an annual pension of €1982.65 after over 17 years of teaching; if there is a way for this individual to buy back credits; and if she will make a statement on the matter. [34185/25]
Amharc ar fhreagraThe individual in question is enrolled in two different pension schemes with the Department of Education. The benefits statement they are referring to pertains to their membership in the Single Public Service Pension Scheme. Public sector employees, including teachers, who joined the public service on or after January 1, 2013, or had a break in service of 26 weeks or more, are typically members of this scheme.
Additionally, the individual has preserved benefits from the Post Primary Teachers Pension Scheme. I can confirm that officials from Pension Unit of the Department have recently communicated with the individual regarding their retirement benefits under this scheme. A statement confirming the benefits accrued in their previous pension scheme has been sent by post.
