Written Answers Nos. 369-388
369. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the number of children enrolled in the school transport scheme in 2023 and 2024; the total cost of the scheme in each year; and if she will make a statement on the matter. [35656/25]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The total number of children enrolled in the school transport scheme in was approx. 162,245 in 2023 and approx. 172,509 in 2024. These figures include pupils traveling on mainstream services and pupils travelling on dedicated services for children with special educational needs.
The cost of the school transport schemes was €382.02m in 2023 and €512m in 2024.
370. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the estimated cost to the Exchequer to provide free school transport to all primary and post-primary school students in 2025; and if she will make a statement on the matter. [35657/25]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The expenditure of school transport scheme services in 2024 was over €512 m.
It is estimated that an additional 100,000 children, above the current pupil numbers on transport, could be accommodated on the mainstream scheme by 2030.
To achieve our ambition to expand and improve the scheme, i.e. that it carries 100,000 additional students, will require increasing costs over time to €672m in 2030.
If we do not implement the recommendations of the scheme, financial and economic modelling shows that the costs of the scheme will rise to €678 in 2030 in any case.
This is because the comprehensive set of recommendations if implemented will leverage four major factors:
• Creating opportunities for SEN children to travel on mainstream transport with the appropriate supports, should they so wish.
• Creating greater access to local provision for children with SEN so that they have to travel less distance to access appropriate educational provision for their needs.
• Decreasing demographics which will see spare capacity increase over time on the buses.
• Greater integration with public transport where appropriate.
The estimated cost to operate the scheme out to 2030. It must be noted that there were certain assumptions and projections used in compiling these costs.
Building on data from the Department and Bus Éireann including profiles of the geographic distribution of School Transport Scheme users and projections for future trends in student numbers, as well as analysis of the likely impacts of different pricing policies, the projections in the attached table have been prepared.
In the Phase 3 report Indecon developed projections for the Review of the School Transport Scheme. All options project the total usage of mainstream service to peak in the short terms before slowly declining over the appraisal period.
At the time, the total costs to place a mainstream pupil on transport was approximately €1,100 per pupil with an annual increase of approx. 2.5% - 5%. Funding for future implementation of scheme amendments will be sought in the context of the annual budgetary process. All costs factored into the review costs were current costs.
With regard to the factors and outputs associated with the total review costs, a comprehensive cost benefit analysis was conducted as part of the final phase of the review. As part of this cost benefit analysis a number of options for the future operation of the scheme were considered and each option was fully costed. The cost to operate the scheme under the recommended option is set out in the published final report – School Transport 2030. There are certain assumptions and projections used in compiling these costs, as follows:
that the current years’ costs at that time were the base costs
costs will continue to grow at the current rate out to 2031
savings to be made on the SEN scheme are anticipated as a result of inclusivity on mainstream services, it was assumed in year 1 an uptake rate of 5%, increasing over the next four years to a 20% uptake rate in 4th year of implementation
it was assumed that costs associated with the reduction in parental fees and with additional services to cater for the increased demand brought about by the cost-of-living incentives, will be replaced by the review costs
Ukrainian costs will continue as required
With regard the estimated increase in the cost of transporting SEN pupils under the school transport scheme it was assumed that the cost would rise from €11,550 per pupil in 2024 to €20,250 per pupil in 2030, it should be noted that the cost per pupil for all pupils (SEN and mainstream) will increase over the period. With specific regard to the increase in the cost per pupil on SEN services, this is as a result of factors such as projected increased demand on the scheme resulting increased demand on contractor services, increased numbers of Bus Escorts and associated costs, Special Transport grants, increased contractor rates, and the move to more sustainable vehicles in line with climate action targets and the associated cost of same. It should be noted that the financial and economic analysis undertaken in the cost benefit analysis were completed in line with the guidance in the Public Spending Code, with all costs and assumptions based on information and data available to the external consultants at that point in time.
In 2024, receipts from school transport charges amounted to approximately €24m. If school transport fees were to be abolished and eligibility criteria remained the same, the cost of providing free transport to each child availing of school transport would be approximately an additional cost of €24m on the total cost of transport for the year. However, the introduction of Free Transport would mostly increase the demand for school transport , which would also increase the cost of the scheme. The figure of €24m is based on current patterns of school transport uptake and assumes that all other costs and factors remaining the same.
371. Deputy Barry Heneghan asked the Minister for Education and Youth for an urgent update regarding a school merge (details supplied); and if she will make a statement on the matter. [35684/25]
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 primary staffing arrangements for the 2025/26 school year are set out in Circular 0011/2025.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally, irrespective of location. It is an important feature of the staffing schedule that all schools are treated equally and fairly.
Under 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. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively. In addition, there has been a three-point reduction in the retention schedule, which has helped schools that would otherwise be at risk of losing teaching posts.
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.
Howth Primary School is due to have a reduction in teaching posts for the 2025/26 school year due to a fall in enrolments.
The staffing arrangements includes an appeals mechanism for schools to submit a staffing appeal under certain published criteria.
The staffing appeals criteria are set out in Circular 11/2025, and they include specific appeals for small schools, enrolments in the previous October, projected enrolments, accommodation difficulties, infant class sizes, and language support.
The Department did not receive a staffing appeal from Howth primary school.
Class sizes in schools are affected by a variety of factors, including enrolment fluctuations and accommodation available.
Schools are best placed to determine the appropriate numbers in any class and so 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. School authorities should also, where possible, use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.
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.
372. Deputy Barry Heneghan asked the Minister for Education and Youth if her Department will provide an urgent update regarding a school (details supplied); and if she will make a statement on the matter. [35685/25]
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 primary staffing arrangements for the 2025/26 school year are set out in Circular 0011/2025.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally, irrespective of location. It is an important feature of the staffing schedule that all schools are treated equally and fairly.
Under 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. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively. In addition, there has been a three-point reduction in the retention schedule, which has helped schools that would otherwise be at risk of losing teaching posts.
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.
The school referred to by the Deputy is due to have a reduction in teaching posts for the 2025/26 school year due to a fall in enrolments.The staffing arrangements includes an appeals mechanism for schools to submit a staffing appeal under certain published criteria.The staffing appeals criteria are set out in Circular 11/2025, and they include specific appeals for small schools, enrolments in the previous October, projected enrolments, accommodation difficulties, infant class sizes, and language support.
The school referred to by the Deputy submitted a staffing appeal to the March meeting of the Primary Staffing Appeals Board under the projected enrolments criteria. Having considered the staffing appeal from the school, the Primary Staffing Appeals Board determined that the grounds of the appeal did not meet the requirements set out in Circular 0011/2025. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
Class sizes in schools are affected by a variety of factors, including enrolment fluctuations and accommodation available. Schools are best placed to determine the appropriate numbers in any class and so the configuration of classes and the deployment of classroom teachers are done at local school level.
My 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. School authorities should also, where possible, use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.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.
373. Deputy Paul Murphy asked the Minister for Education and Youth if she is aware of a case (details supplied); and if she will instruct her Department to review this case and ensure that the child in question is able to attend the special school in the 2025-2026 school year. [35690/25]
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.
Special schools funded by my department are classified as primary national schools. They are intended, in accordance with the provisions of rule 64(1) of the Rules for National Schools, to provide an education to children and young people, with special educational needs, aged from 4 years to until the end of the school year in which they reach their 18th year.
Special schools may however seek approval from my department for an exemption from rule 64(1) in respect of students over the age of 18 who are pursuing courses leading to accreditation on the National Qualifications Framework.
A request for an exemption from rule 64(1) can only be made by a school where in addition to the above:
The student requires one additional year in order to complete their course
Retaining the student in the school for another school year will not prevent a younger student being enrolled there and
Plans are in place to transition the student to a post-school setting at the end of the school year
Special schools are invited each year to make applications to my department for exemptions from rule 64(1) in respect of students who meet the above criteria. Where the criteria is met, my department will approve the exemptions.
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.
374. Deputy Pádraig O'Sullivan asked the Minister for Education and Youth if an application for a contract of indefinite duration for a person (details supplied) will be expedited; and if she will make a statement on the matter. [35701/25]
Amharc ar fhreagraAn official from my Department has been in direct contact with the teacher concerned. Following review of the application, the conditions for award of a contract of indefinite duration (CID ) in the specific case were not met and the teacher and the school have been informed accordingly. The school may submit a new application in due course.
375. Deputy Conor D. McGuinness asked the Minister for Education and Youth the status of an appeal for the July Provision for a child (details supplied); and if she will make a statement on the matter. [35709/25]
Amharc ar fhreagraThe Summer Programme is an educational programme which is run during the summer months. Sometimes referred to as July Provision, the Summer Programme was established to support the educational provision for children with severe/profound general learning disability and children with Autism by extending the school year for four weeks annually, typically into the month of July.
My department's main priority remains that those children with the most complex needs, especially in special schools, should have access to a school-based summer programme. 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. In 2025, school meals are also to be provided during the programme as part of the Holiday Hunger initiative.
Where a school-based programme is not being run or a place is unavailable, the Home-based Programme continues to be available for children with complex special education needs. However, 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, although the school registered the child for the home-based summer programme, they had confirmed that there was a place available on their school-based programme. The parent subsequently received an email confirming the child was not eligible for a place on the home-based programme.
However, as it is recognised that there might be limited exceptional circumstances where the home-based programme could be provided instead of a school-based programme, the parent was invited to contact the Summer Programme team and to appeal the decision. To strengthen the appeal, the parent was requested to forward a letter of support from the school stating that the home-based programme is more suitable for child.
It is my understanding in this case that additional information has been provided by the school and, accordingly, a place on the home-based programme will shortly be approved for the child.
376. Deputy Conor D. McGuinness asked the Minister for Education and Youth the status of an appeal for the July Provision for a child (details supplied); and if she will make a statement on the matter. [35710/25]
Amharc ar fhreagraThe Summer Programme is an educational programme which is run during the summer months. Sometimes referred to as July Provision, the Summer Programme was established to support the educational provision for children with severe/profound general learning disability and children with Autism by extending the school year for four weeks annually, typically into the month of July.
As a direct response to Covid-19, the Summer Programme has been significantly expanded to include more children with complex special educational needs.
My department's main priority remains that those children with the most complex needs, especially in special schools, should have access to a school-based summer programme. 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. In 2025, school meals are also to be provided during the programme as part of the Holiday Hunger initiative.
Where a school-based programme is not being run or a place is unavailable, the Home-based Programme continues to be available for children with complex special education needs. However, 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, although the school registered the child for the home-based summer programme, they had confirmed that there was a place available on their school-based programme. The parent subsequently received an email confirming the child was not eligible for a place on the home-based programme.
However, as it is recognised that there might be limited exceptional circumstances where the home-based programme could be provided instead of a school-based programme, the parent was invited to contact the Summer Programme team and to appeal the decision. To strengthen the appeal, the parent was requested to forward a letter of support from the school stating that the home-based programme is more suitable for child.
It is my understanding in this case that additional information has been provided by the school and, accordingly, a place on the home-based programme will shortly be approved for the child.
377. Deputy Darren O'Rourke asked the Minister for Education and Youth considering the rising population and increasing demand in Dunshaughlin, Ratoath and Ashbourne, the measures she is taking to secure additional ASD classes in schools in these areas. [35714/25]
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.
Through the accelerated provision of additional special class and special school places over recent years, there are now just over 28,000 students enrolled in special classes and special schools. 2,700 new places are being created in 2025 and these, together with the over 1,200 existing places which will become available due to children and young people moving on from primary schools and post primary schools, will mean that there is close to 4,000 places available for the coming school year. The National Council for Special Education (NCSE) has engaged in a process with parents and schools to identify children requiring a place for the 2025/26 school year and the 3,900 places available should meet the need that exists.
Of the 400 new special classes places provided for in Budget 2025, the NCSE has advised that 399 of these classes have already been sanctioned for the 2025/26 school year. Of these 22 are in County Meath, 17 at primary and 5 at post primary level.
This will add to the 156 special classes currently in operation in the county. There are also 3 special schools in County Meath with approximately 222 students enrolled.
In order to support the NCSE and forward planning my department recently published Circular 0039/2025. This circular informs school management and patrons of new measures introduced to support forward planning going forward and reiterates the need for parents to inform the NCSE that they are seeking a special educational placement for their child. An earlier date of 1 October has been set in which parents must do so. This notification will provide the NCSE with valuable insights as to which children will continue to require a special class as they progress to post primary level and details on students who require a place for the first time. The earlier date will also allow for earlier sanctioning of classes for the 2026/27 school year, and it is the aim of the NCSE to sanction the majority of new special classes by 31 December 2025.
The NCSE, in line with their statutory role, will be engaging with schools and school patron bodies to secure additional special classes for the 2026/2027 in areas where there is a known level of need.
378. Deputy Ann Graves asked the Minister for Education and Youth to clarify a matter regarding a school (details supplied). [35718/25]
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 primary staffing arrangements for the 2025/26 school year are set out in Circular 0011/2025.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally, irrespective of location. It is an important feature of the staffing schedule that all schools are treated equally and fairly.
Under 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. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively. In addition, there has been a three-point reduction in the retention schedule, which has helped schools that would otherwise be at risk of losing teaching posts.
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.
St. Cronan's NS is due to have a reduction in teaching posts for the 2025/26 school year due to a fall in enrolments.
The staffing arrangements includes an appeals mechanism for schools to submit a staffing appeal under certain published criteria.
The staffing appeals criteria are set out in Circular 11/2025, and they include specific appeals for small schools, enrolments in the previous October, projected enrolments, accommodation difficulties, infant class sizes, and language support.
The Department did not receive a staffing appeal from St. Cronan's National School.
Class sizes in schools are affected by a variety of factors, including enrolment fluctuations and accommodation available.
Schools are best placed to determine the appropriate numbers in any class and so 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. School authorities should also, where possible, use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.
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.
379. Deputy Jennifer Whitmore asked the Minister for Education and Youth whether Greystones is one of the areas to be included in the pilot common application system for the 2025-2026 admissions process; if not, if she would include it in light of the annual enrolment difficulties in the area; and if she will make a statement on the matter. [35727/25]
Amharc ar fhreagraThe provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority of mine.
My Department has a very significant capital programme that is providing additional capacity around the country, underpinned by a robust forward planning process. Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects and with construction currently underway in over 325 other projects, which includes new school buildings some of which are being delivered in phases. Additionally, my officials work very closely with schools and patrons to ensure that there are sufficient places available each year. Good data-sharing between schools and my department is critical to this process.
The Education (Admission to Schools) Act 2018, is an important piece of legislation which has introduced a more parent-friendly, equitable and consistent approach to how school admissions policy operates for the almost 4,000 primary and post-primary schools. Under this legislation, schools manage the enrolment of around 140,000 children into Junior Infants and First Year every year and this runs smoothly in most cases. Both Junior Infant and First Year intake numbers are declining nationally year on year, and there were unfilled first year places in September 2024 across every county. However, I am acutely aware that there can be stresses for families when there is high demand for places in an area or in a particular school.
It is in that context that the Programme for Government sets out a commitment to roll out a nationwide common application system to reduce stress on parents and students during application periods. Common application systems are in place in a small number of specific areas, such as at post primary level in Limerick and Ennis, and for primary special classes in Dublin 15. There are a lot of benefits to the system, particularly in terms of identifying capacity pressures at an early point and avoiding duplication on waiting lists. I believe that the introduction of a common application system can be a game changer, particularly for parents and children with special educational needs.
My department is taking lessons from the implementation of these systems and building on the recent experience of data-sharing with schools to pilot an early iteration of a common application system at post primary level in a small number of areas for the 2026/27 admissions process. This will inform development towards the Programme for Government commitment for a national system.
Engagement with key stakeholders is currently ongoing and I expect to be in a position to confirm the pilot towns shortly.
380. Deputy Peadar Tóibín asked the Minister for Education and Youth the reason the summer camp services in a school (details supplied) have not been run in the past number of years. [35830/25]
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 been given an opportunity to run a programme over the summer months 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 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 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 ultimately a matter for schools such as that referred to 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 is available for those children with complex special education needs.
381. Deputy Peadar Tóibín asked the Minister for Education and Youth the reason the free bus service to school drops for over-18-year-olds with disabilities who are still in education have ceased (details supplied). [35831/25]
Amharc ar fhreagraThe National Council for Special Education acts in an advisory role to the Department of Education and Youth on the suitability of placements for children with special educational needs.
Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO).
School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
Special schools funded by the Department are intended to cater for children and young persons with special educational needs from 4 years until the end of the school year in which they reach their 18th year. At that point, the Department of Health/Health Service Executive assumes direct responsibility for young adults with special educational needs who are over 18 years.
Accordingly, the details referred to by the Deputy in this case is outside of the remit of the School Transport Schemes.
382. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will address the concerns raised in correspondence regarding mild general learning disability designation of schools (details supplied); and if she will make a statement on the matter. [35864/25]
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) 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 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.
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.
384. Deputy Séamus McGrath asked the Minister for Education and Youth if she will review and streamline the process for engagement with the payroll section in her Department in cases in which a teacher reduces their work hours and substitutes for part of their working week to care for their child (details supplied); and if she will make a statement on the matter. [35908/25]
Amharc ar fhreagraThe payment of teachers on carer's leave is a manual process. The school employer is required to notify the Payroll Section of my Department of the days worked by the teacher while on carer's leave during the payroll period. My Department has implemented a Customer contact form https://cs.education.gov.ie/ which allows schools to submit the required information through an online form. This allows efficient processing for payment of the days worked while on carer's leave.
385. Deputy Eoin Ó Broin asked the Minister for Education and Youth the plans for increased ASD class capacity at primary level for boys in the Clondalkin area for 2025-2026, and 2026-2027, given some ASD classes in the locality are situated in mixed-sex junior schools that progress to single-sex female senior schools and do not cater for boys in their ASD units; and if she will make a statement on the matter. [35925/25]
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.
My department works closely with the National Council for Special Education (NCSE) on the forward planning of new special classes and additional special school places. Building on successive budgets, Budget 2025 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.
The information held on the department's Geographical Information System, particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.
The provision of special classes in senior national schools for children transitioning from junior national schools is always a key focus for the NCSE in terms of sanctioning new special class provision.
In order to support the NCSE and forward planning my department recently published Circular 0039/2025. This circular informs school management and patrons of new measures introduced to support forward planning going forward and reiterates the need for parents to inform the NCSE that they are seeking a special educational placement for their child. An earlier date of 1 October has been set in which parents must do so. This notification will provide the NCSE with valuable insights as to which children will continue to require a special class as they progress to post primary level and details on students who require a place for the first time. The earlier date will also allow for earlier sanctioning of classes for the 2026/27 school year, and it is the aim of the NCSE to sanction the majority of new special classes by 31 December 2025.
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.
386. Deputy Eoin Ó Broin asked the Minister for Education and Youth the reason there is currently no appeals mechanism available to schools via the NCSE website; when it will be available; and if she will make a statement on the matter. [35926/25]
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, including the allocation of special needs assistants (SNAs). The NCSE has advised my department that all schools have been informed of their SNA allocation for the 2025/26 school year.
As the NCSE is responsible for the allocation of SNAs to schools, I have 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.
It is open to any school which feels like it has insufficient SNA support to meet the needs of its students to submit to the NCSE a request seeking a review of its allocation. Detailed information on the NCSE's SNA review process is published on the NCSE's website.
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.
387. Deputy Eoghan Kenny asked the Minister for Education and Youth for an update on the communication made with a union (details supplied) regarding the proposed strike action being taken by all school secretaries in the next academic year; and if she will make a statement on the matter. [35930/25]
Amharc ar fhreagraSchool secretaries are at the heart of the school and are the key interface between students, parents, school leaders and other staff. Without them, our schools would be unsustainable. In supporting these vital school staff members, we also support the school community as a whole.
Since September 2023 my department has been providing a payroll service for former grant funded school secretaries. This happened on foot of an agreement reached in 2022, under the auspices of the WRC, that secretaries would move to a centralised pay roll managed by the Department and receive new terms and conditions of employment. These included a pay scale aligned with that of Grade III/CO in ETBs, improved annual leave entitlements, improved maternity provisions and paid sick leave in excess of the statutory requirement.
I acknowledge that Forsa are looking to further improve terms and conditions for secretaries and caretakers and recognise that for them, public service status and access to a public service pension is understandably an important objective. The full, comprehensive cost of pension parity requires detailed analysis and information has been provided to the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation to assist in this regard.
The issue of public service status is complex and needs to have regard to the state of the public finances and the repercussive effects of any such proposals for other grant-funded groups of non-public servants. For those reasons, any proposals must be considered in detail by my own officials and those in Department and the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation as the granting or otherwise of public servant status is not within the scope of this Department.
My department has received formal notification from FÓRSA about the results of their recent ballot and are currently considering that correspondence. As the Deputy will appreciate, industrial relations matters involve detailed and complex work with all stakeholders on sensitive issues in order to engage meaningfully and it would be inappropriate for me to comment further outside of that engagement process.
388. Deputy Carol Nolan asked the Minister for Education and Youth if she will ensure that a school (details supplied) is a recipient of all supports outlined in the Education Plan 2025 and, in particular, supports offered through the new education therapy service, which will see therapists working in special schools in the next school year; and if she will make a statement on the matter. [35932/25]
Amharc ar fhreagraThe Education Plan 2025 outlines the Department’s key annual priorities and commits to driving a substantial, multifaceted agenda—including education and youth policy, school infrastructure, inspections, psychological supports, governance, reform, and parliamentary processes. With a large and complex workload, the plan focuses on delivering impactful reforms and initiatives this year, while building momentum for future priorities. As outlined in the Education Plan 2025, the Department operates according to the principles of consistent improvement, innovation, evaluation and sharing learning which will underpin evidence informed policy development and programme delivery.
Regarding the Education Therapy Service (ETS), it is planned that this service will commence in special schools and subsequently extend to schools with special classes and mainstream provision.
It is anticipated that the Education Therapy Service (ETS) will commence in some special schools at a later stage in the 2025/26 school year. Further roll out of the service will occur on a phased basis with a wider roll-out commencing in the 2026/27 school year.
The development and delivery of this service will be informed by detailed engagement with our colleagues in the HSE and stakeholders and will build on the NCSE’s work previously completed through the Educational Therapy Support Service (ETSS).
Initially the service will include the disciplines of Occupational Therapy and Speech and Language Therapy, over time further disciplines such as physiotherapy may be included.
The ETS will work alongside existing services such as CDNT’s and NEPS to ensure all children and young people have the opportunity to access supports in the right place at the right time, maximising their opportunities to fully reach their potential and engagement in their education. This service is not a replacement for existing services, it will work in an integrated and complimentary way with other children’s services.
Work is ongoing on the establishment of the ETS and discussions regarding schools for inclusion in the initial roll-out is at a very early stage. However, it is envisioned that all special schools will have access to this service within the 2026/2027 school year.
