Tuesday, 29 Jul 2025

Departmental Data

Ceisteanna (1261, 1262)

Rory Hearne

Ceist:

1261. Deputy Rory Hearne asked the Minister for Education and Youth in respect of all primary schools in each of Dublin 1, Dublin 3, Dublin 5, Dublin 7, Dublin 9 and Dublin 11, the total number of students in each area; the total number of teachers in each area; the total number of SNAs in each area; the total funding provided to each area; the average class size in each area; the pupil-teacher ratio in each area; the number of pupils receiving free schoolbooks in each area, in tabular form; and if she will make a statement on the matter. [43905/25]

Amharc ar fhreagra

Rory Hearne

Ceist:

1262. Deputy Rory Hearne asked the Minister for Education and Youth in respect of all post-primary schools in each of Dublin 1, Dublin 3, Dublin 5, Dublin 7, Dublin 9 and Dublin 11, the total number of students in each area; the total number of teachers in each area; the total number of SNAs in each area; the total funding provided to each area; the average class size in each area; the pupil-teacher ratio in each area; the number of pupils receiving free schoolbooks in each area, in tabular form; and if she will make a statement on the matter. [43906/25]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

I propose to take Questions Nos. 1261 and 1262 together.

Please find attached requested data on enrolments, average class size and free book scheme.

Please note enrolment and class data is taken from the final primary and post primary enrolment and primary class data for 2024-2025, which can be found at the link below;

www.gov.ie/en/collection/63363b-data-on-individual-schools/

In post-primary schools pupil enrolments vary by subject and so the concept of average class size does not apply. Furthermore enrolments of pupils per subject is available at a school level only so average class size per subject is not available.

The pupil-teacher ration in Dublin is 13.2 in primary schools and 13 in post-primary schools. The ratio in primary schools is based on the number of mainstream pupils divided by the mainstream teacher allocation. The Department does not collate or publish the pupil-teacher ratio at a SPA level at this time.

With regard to the number of teachers, the Department of Education publishes details of the total number of teachers appointed to primary schools, and to Voluntary Secondary and Community and Comprehensive post primary Schools each year, and this information is available at

Teacher Statistics

This government is fully committed to supporting children with special educational needs to fulfil their 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 SNAs.

The NCSE are responsible for the allocation of SNAs to schools, my department does not have a role in the allocation process.

SNAs are not allocated to individual children but to schools as a school based resource. It is the responsibility of the Principal and Board of Management in each school to ensure that they deploy the SNA resources to support the identified care needs of their students via the Continuum of Support framework so that the child with the greatest level of need receives the greatest level of support

The NCSE publish SNA allocations for individual schools and counties for each school year and this information is available on their website, https://ncse.ie/set-hours-and-sna-allocations.

My 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 cases where a secretary is now paid from my Department’s payroll as per circular 36/2022.

My Department does not collate or publish exchequer funding at a school level at this time so it is not possible to provide total Exchequer funding for the areas sought.

Pupil details

Question No. 1262 answered with Question No. 1261.

School Staff

Ceisteanna (1263)

Rory Hearne

Ceist:

1263. Deputy Rory Hearne asked the Minister for Education and Youth her plans to address teacher recruitment shortages in Dublin; if her Department is engaging with the Department of Housing in respect of addressing housing-related issues in an effort to attract and retain teachers; to provide details of any such engagement; and if she will make a statement on the matter. [43907/25]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

Ensuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.

As with other sectors, recruitment challenges exist in some schools including in Dublin and surrounding counties. To address teacher supply issues, the Government has implemented several measures that have led to:

• An increase of 20% in Initial Teacher Education graduates (student teachers)between 2018 and 2023.

• The Teaching Council reported 94,928 teachers registered in the 2016/17 school year increasing to 122,743 teachers registered in 2023/24. Currently, the Teacher Council have reported that there are over 126,000 on the register representing a 33% increase in the number of teachers registered between 2017 and now.

• Recent data showed there were over 79,000 qualified teachers employed in Ireland with over 43,000 at primary level including special schools and over 36,000 in post-primary schools.

I am committed to addressing teacher supply and recently announced new measures including to help teachers gain permanent roles more quickly. Additionally, the Teaching Council is to streamline the registration process for eligible teachers who qualified outside of Ireland, allowing them to apply for registration and complete their induction requirements within the country.

Measures introduced in recent budgets included:

• Budget 2025 introduced a€2,000 bursaryto increase the number of qualified STEM teachers in post-primary schools payable in the final two years of their undergraduate programme, in exchange for a two-year teaching commitment.

• A €2,000 bursary, introduced in Budget 2024, for teachers graduating with a Professional Master of Education (PME) in 2024,aimed at encouraging newly qualified teachers to take up roles in primary and post-primary schools, and

• An expansion of upskilling programmes under Budget 2024 and continued in 2025, offering free courses to teachers in high-demand subjects to reduce out-of-field teaching.New programmes in Irish, French, politics & society, and computer science will commence in 2025 and complement existing programmes in maths, physics, and Spanish.

The Government is acutely aware of the housing challenges faced by many sectors of society. Housing remains a priority matter for Government, led by the Minister for Housing, Local Government and Heritage.Ireland's current housing plan to 2030, Housing for All, contains a suite of actions that have increased, and will continue to increase, the provision of housing through accelerating supply and increasing the affordability of homes.

Cost Rental housing is a new type of housing tenure introduced under Housing for All and is targeted at those people who do not qualify for social housing, but who face affordability pressures in the private rental market. The Government recognises the need for additional Cost Rental homes, and the need to ensure key local workers can avail of these homes, including teachers, particularly in areas of high housing demand.

The Department of Housing, Local Government and Heritage is currently exploring options for the targeting of certain Cost Rental units for key local workers, as set out in the Programme for Government. This includes opportunities to build on amendments made in last year’s Housing (Miscellaneous Provisions) Act. That legislation included new provisions related to the Cost Rental sector which are intended to improve access for certain cohorts, including those who may be categorised as key workers.

On 2 July 2025 the Minister for Housing, Local Government and Heritage made Regulations to implement ‘Allocation Plans’ for Cost Rental homes, including the new option of priority for local workers who have a link to an area though residence, place of employment, or children’s education. This will support people to live and work in their local area.

Other changes under consideration include provision for multiple-occupancy, which will mean friends and work colleagues can come together to access Cost Rental homes. The Department of Housing, Local Government and Heritage continues to develop the required legal and policy framework for the range of important changes to the Cost Rental sector.

Teaching is an attractive career choice:

• With 3,700 newly qualified teachers registered with the Teaching Council in 2024, and

• Analysis of CAO applications spanning from 2017 to 2024 indicates a sustained and robust demand for undergraduate teaching programmes. On average, 6% of first preference applications during the period from 2017 to 2024 were for either primary or post-primary teaching programmes.First preference data from the CAO published for February this year showed increases in primary first preferences of 9% and in post-primary of 5%.

My Department frequently consults and engages closely with stakeholders on teacher supply issues through industrial relations forums, sectoral meetings, and direct discussions.

I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.

Special Educational Needs

Ceisteanna (1264)

Rory Hearne

Ceist:

1264. Deputy Rory Hearne asked the Minister for Education and Youth to outline the national- and local-level coordination between core services to children attending special schools; the efforts being made to ensure enhanced coordination and effectiveness within the in-schools national therapy service; the work being carried out by her Department in respect of improving coordination between the different branches of the service that is, NEPS, CAMHS, NCSE; and if she will make a statement on the matter. [43909/25]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

This 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 Department of Education has worked with the Department of Health and the HSE services on the development of a protocol to improve the liaison process in place between schools and mental health services. This will facilitate referral pathways to local services and signposting to such services.

Educational Psychologists working in the National Educational Psychological Service (NEPS) may as part of their casework engage with local services.

The Education Therapy Service (ETS), which will be delivered by the National Council for Special Education (NCSE), will develop an embedded therapy service. It is anticipated it 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 in special schools and it is envisioned that all special schools will have access to this service within the 2026/2027 school year. This service will be expanded over time, to include special and mainstream classes.

An embedded therapy service will ensure the development of robust relationships between therapist and teachers, allowing for co-design, joint problem solving and consistency. It will also provide the opportunity for consistent collaboration with parents and existing services such as NEPS, CDNTs, Primary Care and CAMHs.

Department officials are working closely with the HSE to ensure therapy services provided in schools are aligned and integrated with existing services. The ETS is not a replacement for existing services, it is intended that it will work in a complementary manner with Primary Care and Children’s Disability services.

Additionally, my department recognises the importance of supporting student transitions into and from school settings while ensuring that students with more complex needs are supported optimally.

The National Strategy and Action Plan for Lifelong Guidance is about helping people to make better choices about their education, career and life choices, through information, advice and guidance counselling services. The proposals in the action plan include providing guidance delivered by appropriately trained professionals for students in special schools for the first time.

The NCSE has also published transition guidelines between all stages of education that are designed to assist parents to support their children to make successful transitions.

My department has two pilot programmes to support students to make optimal transitions from school. Both pilots have been expanded and the programmes remain subject to an ongoing external evaluation.

In addition, Budget 2025 has provided funding for specific targeted supports for children transitioning into new school settings.

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.

Departmental Schemes

Ceisteanna (1265)

Rory Hearne

Ceist:

1265. Deputy Rory Hearne asked the Minister for Education and Youth to outline her plans, if any, to roll out the in-school national therapy service to all schools; her plans in respect of coordination of the in-school national therapy service with existing psychology services in all schools; and if she will make a statement on the matter. [43910/25]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

The Education Plan 2025, which was announced on the 19th of June 2025, confirmed Government approval for the establishment of the Education Therapy Service (ETS). This will see therapy supports extended within the education system, initially in special schools, and subsequently expanded to schools with special classes and mainstream provision overtime. This is not to replace HSE services but rather to compliment existing supports recognising that special schools support children with complex needs.

The ETS will be delivered by the National Council for Special Education (NCSE). The service will assign therapist/s to special schools and employ a multi-tiered model of support, which includes supports at a universal, targeted and individualised level. Ensuring children with the greatest level of need receive the greatest level of support

It is anticipated that the Education Therapy Service (ETS) will commence in 45 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 in special schools 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).

ETS therapists will work with teachers in schools to collaboratively design and deliver educationally relevant interventions. They will also work in partnership with school communities, NCSE colleagues and where appropriate NEPS and HSE professionals to promote the participation and inclusion of all students and particularly those with special education needs across all levels of a multi-tiered system of support, providing individualised/intensive educational support for students with the greatest level of need.

Furthermore, the Department of Education and Youth has worked with the Department of Health and the HSE services on the development of a protocol to improve the liaison process in place between schools and mental health services. This will facilitate referral pathways to local services and signposting to such services.

Question No. 1266 answered with Question No. 1165.

Oideachas trí Ghaeilge

Ceisteanna (1267)

Brendan Smith

Ceist:

1267. D'fhiafraigh Deputy Brendan Smith den Aire Oideachais agus Óige cad iad na moltaí, má tá aon mholtaí ann, chun Gaelscoil nó Gaelscoileanna eile a bhunú i gContae an Chabháin; an moladh, má tá aon cheann ann, chun Gaelcholáiste a bhunú i gContae an Chabháin; agus an ndéanfaidh sí ráiteas ina thaobh. [43921/25]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

Chun pleanáil do sholáthar scoile agus anailís a dhéanamh ar na sonraí déimeagrafacha ábhartha, roinneann an roinn an tír ina 314 limistéar pleanála scoile agus baineann sí úsáid as córas faisnéise geografaí atá comhdhéanta de shonraí ó fhoinsí éagsúla, lena n-áirítear sonraí daonáirimh ón bPríomh-Oifig Staidrimh, sonraí sochar linbh agus sonraí rollú scoile, chun a shainaithint cén áit a dtiocfaidh an brú ar áiteanna scoile ar fud na tíre chun cinn agus cén áit a mbeidh cóiríocht bhreise scoile ag teastáil ag leibhéal na bunscoile agus na hiar-bhunscoile.

D’fhéadfadh mórfhorbairtí cónaithe nua an t-éileamh ar áiteanna scoile a athrú ag an leibhéal áitiúil. Chuige sin, agus mar chuid den anailís dhéimeagrafach ar éileamh, déanann an Roinn faireachán ar an ngníomhaíocht pleanála agus tógála san earnáil tithe cónaithe. Is é atá i gceist leis sin anailís a dhéanamh ar fhoinsí sonraí ó údaráis áitiúla agus ón bPríomh-Oifig Staidrimh, mar aon le caidreamh a dhéanamh le húdaráis áitiúla agus leis an earnáil foirgníochta. Ar an mbealach sin, déantar faisnéis atá cothrom le dáta faoi fhorbairtí cónaithe nua suntasacha a fháil agus a chur san áireamh sa chleachtadh anailíse déimeagrafaí. Is gá déanamh amhlaidh chun a chinntiú go mbíonn an phleanáil bonneagair scoile ag coinneáil suas le hathruithe déimeagrafacha ag an leibhéal áitiúil, áit a mbíonn an staid ag athrú i gcónaí de bharr forbairtí beartaithe nua cónaithe.

I gcás go dtugtar le fios i sonraí déimeagrafacha go bhfuil soláthar breise ag teastáil, tá seachadadh an tsoláthair bhreise sin ag brath ar imthosca gach cáis ar leith. Is féidir go soláthrófar é trí na nithe seo a leanas:

• Úsáid a bhaint as acmhainn neamhúsáidte reatha laistigh de scoil nó de scoileanna,

• Acmhainn scoile nó scoileanna a mhéadú,

• Scoil nua nó scoileanna nua a sholáthar.

Má tá cóiríocht bhreise ag teastáil, féachfaimid leis an gcóiríocht sin a sholáthar, a mhéid is féidir, trí scoileanna atá ann cheana a leathnú, seachas trí scoileanna nua a bhunú. Tá leathnú scoileanna atá ann cheana ag teacht leis na mórchuspóirí atá ag an Rialtas faoi Thionscadal Éireann 2040, a mhéid a bhaineann le béim mhéadaithe a chur ar dhlúthfhás. Maidir le hiar-bhunscoileanna, ní mór d’iar-bhunscoileanna nua acmhainn a bheith acu chun idir 600 dalta agus 1,000 dalta a rollú, agus ní mór dóibh a bheith ina scoileanna comhoideachais. Is féidir, áfach, go mbeidh feidhm ag tairseach níos ísle, mar atá 400 dalta, maidir le Gaelcholáistí, ag féachaint don rogha atá ann aonad lán-Ghaeilge a bhunú laistigh de scoil lán-Bhéarla.

Ní bhunaítear scoileanna nua ach amháin i limistéir ina bhfuil fás déimeagrafach i réim toisc nach mór tús áite a thabhairt do na hacmhainní atá ar fáil le haghaidh bonneagar scoile chun freastal ar riachtanais na limistéar ina bhfuil fás suntasach faoin daonra i réim chun a chinntiú go mbíonn áit scoile ag gach leanbh.

Tá seacht limistéar pleanála scoile ann i gCo. an Chabháin. Ag leibhéal na bunscoile, bhain sé limistéar pleanála scoile buaic rollaithe amach cheana féin, agus bainfidh an ceann eile buaic amach i mbliana. Ag leibhéal na hiar-bhunscoile, bhain ceithre limistéar pleanála scoile buaic rollaithe amach cheana féin, agus bainfidh na trí cinn eile buaic amach roimh an mbliain 2029.

Tugtar le fios i réamh-mheastacháin dhéimeagrafacha nach bhfuil aon eintiteas nua scoile ag teastáil ar an gCabhán chun freastal ar an éileamh ar áiteanna scoile.

Tá obair ar siúl sa roinn ar pholasaí nua a fhorbairt don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht. Beidh an polasaí sin mar chuid de chreat foriomlán na Straitéise 20 Bliain don Ghaeilge agus cuirfidh sé le héachtaí an Pholasaí don Oideachas Gaeltachta. Áirítear leis na cuspóirí don pholasaí nua iniúchadh a dhéanamh ar an dóigh ar féidir tuilleadh deiseanna a chruthú le haghaidh Gaelscoileanna agus Gaelcholáistí a bhunú mar chuid den phróiseas pátrúnachta Mar chuid den Straitéis 20 Bliain don Ghaeilge 2010-2030, ghabh an roinn uirthi féin deiseanna a chruthú le haghaidh oideachas lán-Ghaeilge a leathnú lasmuigh den Ghaeltacht. Mar shampla, cé nach mór don chuid is mó d’iar-bhunscoileanna nua acmhainn a bheith acu chun idir 600 dalta agus 1,000 dalta a rollú, tá feidhm ag tairseach níos ísle, mar atá 400 dalta, maidir le Gaelcholáistí, ag féachaint don rogha atá ann aonad lán-Ghaeilge a bhunú laistigh de scoil lán-Bhéarla.

Lasmuigh den phróiseas pátrúnachta le haghaidh scoileanna nua, féadfaidh aon phátrún iar-bhunscoile dul i dteagmháil leis an roinn chun iniúchadh a dhéanamh ar aonad lán-Ghaeilge a bhunú in iar-bhunscoil atá ann cheana. Ina theannta sin, féadfaidh scoileanna dul i dteagmháil leis an roinn chun iniúchadh a dhéanamh ar aistriú ó scoileanna lán-Bhéarla ina nGaelscoileanna.

Leanfaidh an roinn le hidirchaidreamh a dhéanamh le Comhairle Contae an Chabháin maidir leis an bplean forbartha contae agus aon phleananna gaolmhara limistéir áitiúil uaithi d’fhonn sainaithint a dhéanamh ar aon riachtanais cóiríochta scoile a d’fhéadfadh a bheith ann ar fud limistéir pleanála scoile san fhadtéarma.

School Transport

Ceisteanna (1268)

Robert Troy

Ceist:

1268. Deputy Robert Troy asked the Minister for Education and Youth in view of the review of the school transport scheme in 2024, and the opportunity provided to bring forward pilot routes, if she will prioritise a pilot route from Delvin to Mullingar, given the substantial demand for this route. [43944/25]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

The School Transport 2030 report was published in early 2024 following a comprehensive analysis and review of the scheme as it currently operates. The recommended changes to the future operation of the schemes include expansion of the current eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure the best value for money to the Exchequer. It is proposed to expand access to the scheme so that an additional 100,000 pupils can be carried by 2030.

A phased implementation of the review’s recommendations began at the start of the 2024/2025 school year where the Department began testing the feasibility of a number of approaches through a series of pilot programmes; these pilot programmes are held in conjunction with the National Transport Authority, the Department of Transport and Bus Éireann.

A total of 14 pilot projects took place in the 2024/2025 school year. These pilots are being evaluated to provide valuable insights into the impact of increased demand on the scheme, the potential for integrating public transport with school transport services, and opportunities to promote more sustainable modes of transport.

It is intended to continue current pilots for the upcoming school year. They will be monitored during the year and a further evaluation will take place at the end of the 2025/2026 school year. The findings from these evaluations will guide the planning and implementation needed for a national rollout of a revised School Transport Scheme.

Work is also underway to identify where further pilot programmes might be conducted subject to resources. A number of approaches are being examined including the use of a Geographic Information System (GIS) to identify how many additional children would become eligible and where they are located. A digital mapping project of all existing school bus routes is being developed and there is ongoing collaboration with the Department of Transport, Bus Éireann and the National Transport Authority in regard to planned expansion of public transport routes to explore where integration may be possible.

Implementation of the recommendations of the review will continue to be planned subject to resources being available to meet the increased demand.

School Transport

Ceisteanna (1269)

Mark Ward

Ceist:

1269. Deputy Mark Ward asked the Minister for Education and Youth if exceptions can be made for the school transport scheme in the case of a school (details supplied); if she will acknowledge that their new temporary location was not originally recognised by Bus Éireann and prohibited them from applying before the closing date; if she will acknowledge that since the application portal reopened following their new location being recognised by Bus Éireann parents were only able to apply for late applications; whether allowances can be made for this school given the exceptional circumstances; and if she will make a statement on the matter. [43985/25]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.

The school referred to by the Deputy is currently located in interim accommodation on a school campus site in Citywest, Dublin. Bus transport has been provided for the school to this location by the Planning and Building Unit. This is a private arrangement and is not within the remit of my Department's School Transport Scheme. The site in Citywest is outside the School Planning Area (SPA) and this is the reason transport was provided.

It is intended that the school will move to modular accommodation on an interim site in Newcastle for September 2025. My Department has advised the school and patron body that the private bus transport arrangement will not be provided to the Newcastle site. The reason for this is that the Newcastle site is within the SPA.

Bus Éireann has advised that the new location of Rathcoole ETNS has been updated on their system and they have completed the re-assessment of all new applications to this school for the 2025/26 school year.

Bus Éireann is responsible for the planning and timetabling of school transport routes. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally. A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.

The closing date for new applications for school transport services for the 2025/26 school year was Friday 25 April 2025. Any new applications made after the closing date are considered late applications and this may mean that a seat is not available.

The closing date for payment or entering medical card details was 06 June 2025. Payments or medical card details submitted after the deadline date will be deemed late. A late submission of payment or medical card details may mean that a seat is not available.

Bus Éireann will review applications/services over the coming summer months. Routes may be altered or extended depending on the number and location of eligible children who will be availing of school transport for the following school year. Once routes have been finalised, Bus Éireann will assign tickets for each school transport service. Tickets will begin to issue in mid-July and will continue to issue throughout July and August. Families who are unsuccessful in obtaining a seat will be notified via email and a refund will issue.

School Admissions

Ceisteanna (1270)

Paul McAuliffe

Ceist:

1270. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update on a school place for a pupil (details supplied). [43986/25]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

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. 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) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS have not received a referral for this child to date. At this time, TESS advise that parents make applications to both local schools and schools outside of their immediate locality. The parent may contact TESS directly and they will assist the parent in securing a school place. Educational Welfare Services (EWS) contact details are: tess.dne@tusla.ie or telephone: 01 7718815.

Special Educational Needs

Ceisteanna (1271)

Paul McAuliffe

Ceist:

1271. Deputy Paul McAuliffe asked the Minister for Education and Youth the number of additional ASD class places allocated at both primary and post primary in Dublin 9 and 11 in 2025; and when they will be operational. [43987/25]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

This 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) is the national agency with responsibility for the provision of special education places. This year the NCSE has sanctioned 407 new special classes for the coming school year bringing to 3,742 the number of special classes in our schools. The NCSE has published a list of these classes, which is broken down by county, on their website.

Of the 407 new special classes 103 are in County Dublin, 81 at primary and 22 at post primary level. This brings to 705 the number of special classes currently in operation in the county. The vast majority of these classes are autism classes.

There are also 40 special schools in Dublin with approximately 2,600 students enrolled. Two of the five new special schools for the 2025/26 school year will open in Lucan and Belmayne also.

With the number of special classes doubling in the last five years, this now means that there are more classes than ever ensuring greater numbers of children can access places in their local school.

Furthermore the number of special class places in our schools will exceed demand. Combined with 300 new special school places this brings to 2,700 the number of new school places for children with special educational needs.

This year, the approach taken was to maximise the use of existing accommodation in schools to ensure new special classes could open as quickly as possible for the 2025/26 school year. The NCSE also prioritised schools which did not have an existing special class. This has ensured that 80% of the new classes sanctioned are in schools with available accommodation.

Where schools require modular accommodation for new special classes, these projects are being fast-tracked by my department to deliver this accommodation as early as possible. In a small number of instances where a delay in new special class accommodation is expected such as where new modular classrooms are being provided, contingency arrangements are being made with the relevant schools with the support of the NCSE.

The NCSE has advised my department that the vast majority of children seeking a special school or special class place have now been assigned a school place. They are working very closely with the remaining families to ensure that they are being kept updated as the remaining special class and special school places are being finalised by a small number of schools.

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.

Schools Building Projects

Ceisteanna (1272)

Paul McAuliffe

Ceist:

1272. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update on the new education campus in Whitehall, Dublin 9 including four schools; and the timeline for construction and completion. [43988/25]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

The major building project referred to by the Deputy will deliver a shared educational campus which will provide 2 new 1,000 pupil post primary schools with 6 classrooms for children with special education needs, a new 8 classroom primary school with accommodation and 2 classrooms for children with special education needs and a new 20 classroom special school at the Swords Road campus in Whitehall.

The project will be delivered under my Department's ADAPT 4 Programme – Programme Innovate. This programme will be led by Integrated Project Teams consisting of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects.

AECOM as the Programme Manager are overseeing the procurement and appointment of these Integrated Project Teams and the procurement process for the team for this project at the Whitehall campus is currently being concluded.

Upon appointment, the Integrated Project Team will begin the initial stage of architectural planning – Stage 1, where a site and current building assessment is carried out, and initial design sketch schemes are created.

Further details on the Department of Education and Youth’s capital programme will be published in Autumn 2025.

Schools Building Projects

Ceisteanna (1273)

Paul McAuliffe

Ceist:

1273. Deputy Paul McAuliffe asked the Minister for Education and Youth the status of the new school building for Gaelscoil Uí Earcáin in Finglas; the anticipated timeline for delivery; and if an appropriate site location has been secured. [44004/25]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

The major building project for the school referred to by the deputy is currently at Stage 2(a) of Architectural Planning – Developed Design, where the preferred design option is developed to a stage where the project can be fully cost planned, and prepared to lodge for statutory approvals.

This major project is being delivered under the Departments ADAPT Programme.

The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.

The brief for this project is to provide a new replacement 16 classroom primary school plus accommodation for pupils with special educational needs at the existing site in Finglas. The current school building will remain in operation until the replacement school is delivered and will be demolished thereafter.

The Department has reviewed the Stage 2(a) Submission. The Stage 2(a) Stakeholders meeting between the School Authorities, Design Team, Project Manager, and the Department, was held on 15th January 2025. The meeting concluded with a request for the Design Team to submit a Stage 2(a) Addendum report addressing issues raised by the Department at the meeting.

The Department have recently received the Stage 2(a) Addendum report. Upon review of the Stage 2(a) Addendum report, the Department will advise all Stakeholders regarding the further progression of the project.

As you are aware the Government has now concluded the review of the National Development Plan which sets out the capital allocations for each Government Department for the 2026 to 2030 period.

The NDP outcome involves an allocation of €7.55bn for the Department of Education & Youth for the 2026 to 2030 period. I intend to prioritise investment in special education and school places as part of €7.55 Billion in funding for 2026-2030.

Each Department is now tasked to develop implementation plans based on their NDP Allocations. Our target will be to have this done and published in the Autumn. This will involve the Department’s Planning & Building Unit undertaking a review and analysis to determine the optimum outputs to be achieved from the €7.55bn allocation with a strong emphasis on maximising existing capacity and in relation to project delivery ensuring a continued focus on affordability, value for money and functionality.

School Accommodation

Ceisteanna (1274)

Paul McAuliffe

Ceist:

1274. Deputy Paul McAuliffe asked the Minister for Education and Youth when temporary accommodation will be provided to meet growing demand in Glasnevin post-primary schools; and if she will make a statement on the matter. [44005/25]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

The Government has now concluded the review of the National Development Plan which sets out the capital allocations for each Government Department for the 2026 to 2030 period.

The NDP outcome involves an allocation of €7.55bn for the Department of Education & Youth for the 2026 to 2030 period. This equates to an average of €1.51bn per annum with some front-loading in the initial period as set out in the table below:

						Department of Education & Youth - Breakdown of €7.55bn into annual allocations for 2026-2030 period
	2026	2027	2028	2029	2030	Total
	€bn	€bn	€bn	€bn	€bn	€bn
NDP funding allocation	1.60	1.60	1.55	1.40	1.40	7.55

Each Department is now tasked to develop implementation plans based on their NDP Allocations. Our target will be to have this done and published in the Autumn. This will involve my Department’s Planning & Building Unit undertaking a review and analysis to determine the optimum outputs to be achieved from the €7.55bn allocation with a strong emphasis on maximising existing capacity and in relation to project delivery ensuring a continued focus on affordability, value for money and functionality.

Some key points to note in relation to the NDP funding include the following:

• It will facilitate the completion of circa 300 school building projects currently in construction to deliver over 22,300 school places in new and modernised accommodation across primary, post-primary and special schools. Most of these projects are expected to be completed over the course of 2026 and 2027.

• Its use will place a strong emphasis on supporting children with special educational needs in relation to the annual requirements for special classes and places in special schools through continuing to maximise and re-purpose existing capacity as much as possible and through the provision of modular accommodation where determined necessary by the Department. It is envisaged that this will involve the provision of circa. 14,000 school places in special classes and special schools over the course of the 2026 to 2030 period to meet necessary annual requirements.

• In relation to project rollout for Large-Scale projects and Additional Accommodation Scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.

It is open to any of the post-primary schools in Glasnevin to submit an application under my department's Additional School Accommodation (ASA) scheme, if they do not have sufficient accommodation to cater for their current cohort of pupils and teachers. This includes funding for repurposing of existing school accommodation for Special educational needs and where a class has been sanctioned by the NCSE.

Any application submitted will be assessed by my officials and a decision will issue to the school authorities directly.

School Facilities

Ceisteanna (1275)

Paul McAuliffe

Ceist:

1275. Deputy Paul McAuliffe asked the Minister for Education and Youth if she will publish the list of Dublin 9 and Dublin 11 schools awaiting major works approval; and if she will make a statement on the matter. [44006/25]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

The Government has now concluded the review of the National Development Plan which sets out the capital allocations for each Government Department for the 2026 to 2030 period.

The NDP outcome involves an allocation of €7.55bn for the Department of Education & Youth for the 2026 to 2030 period. This equates to an average of €1.51bn per annum with some front-loading in the initial period as set out in the table below:

						Department of Education & Youth - Breakdown of €7.55bn into annual allocations for 2026-2030 period
	2026	2027	2028	2029	2030	Total
	€bn	€bn	€bn	€bn	€bn	€bn
NDP funding allocation	1.60	1.60	1.55	1.40	1.40	7.55

Each Department is now tasked to develop implementation plans based on their NDP Allocations. Our target will be to have this done and published in the Autumn. This will involve my Department’s Planning & Building Unit undertaking a review and analysis to determine the optimum outputs to be achieved from the €7.55bn allocation with a strong emphasis on maximising existing capacity and in relation to project delivery ensuring a continued focus on affordability, value for money and functionality.

Some key points to note in relation to the NDP funding include the following:

• It will facilitate the completion of circa 300 school building projects currently in construction to deliver over 22,300 school places in new and modernised accommodation across primary, post-primary and special schools. Most of these projects are expected to be completed over the course of 2026 and 2027.

• Its use will place a strong emphasis on supporting children with special educational needs in relation to the annual requirements for special classes and places in special schools through continuing to maximise and re-purpose existing capacity as much as possible and through the provision of modular accommodation where determined necessary by the Department. It is envisaged that this will involve the provision of circa. 14,000 school places in special classes and special schools over the course of the 2026 to 2030 period to meet necessary annual requirements.

• In relation to project rollout for Large-Scale projects and Additional Accommodation Scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.

The current status of all projects is listed on a county by county basis at www.gov.ie and this is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.

Attached is a list of applications for Additional School Accommodation in Dublin 9 and 11 areas, that are currently at assessment stage.

School_Name	Roll number	School_Planning_Area	Edu_Org_Type
Finglas Parochial NS	18205R	Scribblestown_FinglasWest	Primary
ST CANICES B N S	18682F	FinglasEast_BallymunD11	Primary
HOLY SPIRIT B N S	19208F	FinglasEast_BallymunD11	Primary
ST OLIVER PLUNKETT N S	19546C	Scribblestown_FinglasWest	Primary
Holy Child National School	20338C	Whitehall_SantryD9	Primary
Beneavin De La Salle College	605511O	FinglasEast_BallymunD11	Post Primary
St Kevins College	60581M	Whitehall_SantryD9	Post Primary

Educational Disadvantage

Ceisteanna (1276)

Paul McAuliffe

Ceist:

1276. Deputy Paul McAuliffe asked the Minister for Education and Youth how she is addressing teacher shortages in DEIS secondary schools in Ballymun and Finglas; and if she will make a statement on the matter. [44007/25]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

Ensuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.

As with other sectors, recruitment challenges exist in some schools including in Dublin. To address teacher supply issues, the Government has implemented several measures that have led to:

• An increase of 20% in Initial Teacher Education graduates (student teachers)between 2018 and 2023.

• The Teaching Council reported 94,928 teachers registered in the 2016/17 school year increasing to 122,743 teachers registered in 2023/24. Currently, the Teacher Council have reported that there are over 126,000 on the register representing a 33% increase in the number of teachers registered between 2017 and now.

• Recent data showed there were over 79,000 qualified teachers employed in Ireland with over 36,000 in post-primary schools.

Tackling educational disadvantage and supporting students to fulfil their full potential in life is a key priority for me as Minister for Education and Youth, and for the Government. The DEIS programme is a key policy of Government to tackle concentrated educational disadvantage at school level. It provides a targeted range of supports and is additional to the universal supports provided to all schools, such as the introduction of free schoolbooks and free hot school meals.

Schools also have access to other universal supports such as wellbeing supports for students through the National Educational Psychological Service (NEPS), additional teaching hours under the English as an Additional Language (EAL) scheme and advisory support from the Department’s Inspectorate.

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.

A new DEIS Plan will be published in 2025. This plan will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.

Any future expansion of the programme, and overall allocation of resources to schools to tackle educational disadvantage, will be considered within the context of the DEIS plan and availability of resources.

I am committed to addressing teacher supply and recently announced new measures including to help teachers gain permanent roles more quickly. Additionally, the Teaching Council is to streamline the registration process for eligible teachers who qualified outside of Ireland, allowing them to apply for registration and complete their induction requirements within the country.

Measures introduced in recent budgets included:

• Budget 2025 introduced a €2,000 bursary to increase the number of qualified STEM teachers in post-primary schools payable in the final two years of their undergraduate programme, in exchange for a two-year teaching commitment.

• Budget 2024 introduced a PME fee refund scheme: a €2,000 bursary for teachers graduating with a Professional Master of Education (PME) in 2024,aimed at encouraging newly qualified teachers to take up roles in primary and post-primary schools, and

• An expansion of upskilling programmes under Budget 2024 and continued in 2025, offering free courses to teachers in high-demand subjects to reduce out-of-field teaching.New programmes in Irish, French, politics & society, and computer science will commence in 2025 and complement existing programmes in maths, physics, and Spanish.

In addition, other key initiatives introduced include:

• A new project, supported by UNESCO and the EU Commission, will create a strategic plan for managing Ireland’s teaching workforce. The project aims to consider the sustainability of the teaching profession in Ireland, with a focus on the factors that impact teacher supply.This two-year project will involve consultations with key stakeholders to develop recommendations.

• Development of the Teaching Transforms campaign, which promotes the teaching profession and encourage students to follow a career in teaching. The campaigns use digital, radio and video media, and have been developed to coincide with the CAO closing date and change of mind deadline in recent years.

These measures reflect the commitment to ongoing investment in the education systemto address teacher supply and are designed to ensure a steady flow of qualified teachers into the profession.

Teaching is an attractive career choice:

• With 1,856 newly qualified post-primary teachers registered with the Teaching Council in 2024 and over 126,000 in total now on the register.

• First preference data from the CAO published for February this year showed increases in first preferences in post-primary of 5%.

• Teacher’s pay has increased significantly in recent years with a new entrants’ current rate of €45,829 for post-primary teachers. The new public service pay agreement means further increases to €46,000, which represents an over 46% increase on the 2013 salary. The new pay deal will mean that teachers’ salary will increase to a maximum of €85,000 per year which compares well internationally.

My Department frequently consults and engages closely with stakeholders on issues such as teacher supply through industrial relations forums, sectoral meetings, and direct discussions.

I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.

School Enrolments

Ceisteanna (1277)

Paul McAuliffe

Ceist:

1277. Deputy Paul McAuliffe asked the Minister for Education and Youth the number of post-primary school places projected to be needed in Dublin 11 by 2027; and whether current school building plans are sufficient to meet this demand. [44059/25]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

As the Deputy may be aware, 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.

Dublin 11 includes FinglasEast_Ballybun_D11 and part of Scribblestown_FinglasWest school planning areas. FinglasEast_Ballybun_D11 projected peak year was 2022 with enrolments decreasing thereafter. The projected enrolments for 2027 is 456. Scribblestown_FinglasWest projected peak year is 2030. The projected enrolments for 2027 is 1640.

Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:

• Utilising existing unused capacity within a school or schools,

• Extending the capacity of a school or schools,

• Provision of a new school or schools.

If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school. New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.

The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on the Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.

The department will continue to liaise with Fingal and Dublin City County Councils in respect of their county development plan and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.

Special Educational Needs

Ceisteanna (1278, 1279)

Paul McAuliffe

Ceist:

1278. Deputy Paul McAuliffe asked the Minister for Education and Youth if she will provide details of the number of school SEN places sanctioned earlier in 2025; and the date when they will be operational. [44060/25]

Amharc ar fhreagra

Paul McAuliffe

Ceist:

1279. Deputy Paul McAuliffe asked the Minister for Education and Youth if she will provide details of the number of children who sought a SEN place for the academic year 2025/2026; and the number who had to be offered home provision as no place was available. [44061/25]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education

I propose to take Questions Nos. 1278 and 1279 together.

The National Council for Special Education (NCSE) is the national agency with responsibility for the provision of special education places. This year the NCSE has sanctioned 407 new special classes for the coming school year bringing to 3,742 the number of special classes in our schools. A list of these class is available from the NCSE's website.

There are new classes in every county in Ireland and with the number of special classes doubling in the last five years, this now means that there are more classes than ever ensuring greater numbers of children can access places in their local school. Furthermore the number of special class places in our schools will exceed demand.

Combined with 300 new special school places this brings to 2,700 the number of new school places for children with special educational needs.

This year, the approach taken was to maximise the use of existing accommodation in schools to ensure new special classes could open as quickly as possible for the 2025/26 school year. The NCSE also prioritised schools which did not have an existing special class. This has ensured that 80% of the new classes sanctioned are in schools with available accommodation.

Where schools require modular accommodation for new special classes, these projects are being fast-tracked by my department to deliver this accommodation as early as possible. In a small number of instances where a delay in new special class accommodation is expected such as where new modular classrooms are being provided, contingency arrangements are being made with the relevant schools with the support of the NCSE.

The NCSE has advised my department that the vast majority of children seeking a special school or special class place have now been assigned a school place. They are working very closely with the remaining families to ensure that they are being kept updated as the remaining special class and special school places are being finalised by a small number of schools.

My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.

Question No. 1279 answered with Question No. 1278.

School Admissions

Ceisteanna (1280)

John Clendennen

Ceist:

1280. Deputy John Clendennen asked the Minister for Education and Youth to provide an update on a suitable school placement for a child (details supplied) for September 2025; and if she will make a statement on the matter. [44073/25]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

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. 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) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS have advised that they have received a referral form for this child on the 21st July 2025. TESS will contact the parent and NCSE regarding a suitable school place for the child. The EWO for this case can be contacted at Mary.Oneill51@tusla.ie.