Emer Currie
Ceist:237. Deputy Emer Currie asked the Minister for Education and Youth if a school (details supplied) is in the Cabra-Phibsborough or Finglas-Scribblestown school planning area. [49442/25]
Amharc ar fhreagraDepartmental Data
Ceisteanna (237)
Freagraí scríofa
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.
Pelletstown Educate Together National School was initially announced due to demographic reasons to serve the Scribblestown_FinglasWest school planning area however its permanent location is on a site just across the boundary with Cabra_Phibsboro_D7 school planning area. It currently prioritises enrolments from the school planning area that it was established to serve. However, it enrolments pupils from a wider area.
The department will continue to liaise with Dublin City County Council 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.
School Attendance
Ceisteanna (238)
John McGuinness
Ceist:238. Deputy John McGuinness asked the Minister for Education and Youth if her Department has a record of the number of children of school-going age who are not attending primary school or are simply refusing to attend; if a similar record exists for secondary schools; if she will provide the figures available to her Department; the number of applications submitted to her Department for home tuition and the number approved; if the criteria for the approval of home tuition is available; and if she will make a statement on the matter. [49452/25]
Amharc ar fhreagraFreagraí scríofa
Tusla Education Support Service (TESS), which includes the statutory Educational Welfare Service (EWS), is under the remit of my Department and operates under the Education (Welfare) Act, 2000.
The primary role of the EWS is to ensure that every child either attends school regularly or otherwise receives a certain minimum education, to ensure and secure every child’s entitlement to education.
Where a school has cause for concern over a child’s attendance a formal referral can be made to TESS. TESS also accepts referral from parents and other agencies. All referrals received by TESS are screened and assessed by a Senior Educational Welfare Officer and receive a response. Tusla publishes performance data, available at [2025 Performance DataTusla - Child and Family Agency] and this includes the latest data on referrals screened by TESS.
In line with the Education (Welfare) Act of 2000, all primary schools, including special schools, and post-primary schools must report annually on student non-attendance in primary and post-primary schools at an aggregated level. This data is collected using the Tusla Portal hosted by the Child and Family Agency to generate two reports. The data is presented first from the Annual Attendance Report (AAR), which provides four pieces of data:
• Total days lost by all students,
• Total students absent for 20 or more days,
• Total students suspended
• Total students expelled at the school level.
The second, the School Absence Reports (SAR), are submitted by a school as a pupil-level report. These reports provide data on those students aged over six and under 16 who are absent for a cumulative total of 20 or more days by the reason for their absence. The SAR was first published for the 2017/18 school year. These reports are published on Tusla’s website and can be accessed using the following link: www.tusla.ie/services/educational-welfare-services/publications/research-and-statistics .
The aim of my department is to meet the needs of families and to ensure every child is allocated a suitable school placement. The preferred approach is that children are educated in school settings where children may have access to fully qualified teachers, individualised education programmes, special needs assistants, school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with student peers.
The following table outlines the number of applications which were sanctioned for home tuition for the 2025/26 school year. It is important to note that in relation to children seeking a special school or class place, the number that were sanctioned is not an indicator of the number of children currently without a school place. Of the 144 children transitioning or requiring a special education needs placement (SEN), the majority are transitioning to a placement or are attending an educational setting provided by a private group provider.
Home tuition can be required for a variety reasons such as for children who are transitioning into a placement, or children who have recently moved location or are new into the country and are being supported to find a new placement or for children whose placement may be breaking down and they are being supported to seek a new placement. The National Council for Special Education advise that there are available places in special classes around the country and will continue to support children seeking a placement during the school year.
|
Year |
SEN |
Mental Health |
Medical |
No School Places, Children in Care, Maternity Related Absences |
Total |
|
2025/2026* |
519 |
54 |
23 |
37 |
633
|
* Information as of 16th September 2025
Departmental Data
Ceisteanna (239)
Ken O'Flynn
Ceist:239. Deputy Ken O'Flynn asked the Minister for Education and Youth the average daily minutes available for lunch in primary and post-primary schools for 2022 to 2025, with the distribution (median, inter-quartile range), by school; to confirm whether her Department has minimum enforceable standards for time to eat a school meal; and if not, the reason why not, given international evidence that 30 minutes seated eating time is a baseline. [49462/25]
Amharc ar fhreagraFreagraí scríofa
At primary level, circular 11/95 “Time in School” paragraph 3 states that a typical school day for Junior classes is 4 hours and 40 minutes and Senior classes 5 hours and 40 minutes with appropriate recreation i.e. 30 minutes.
The circular provides that the minimum time allocated for the ‘Recreational interval’ must not be less than 30 minutes. ?Under the Rules for National Schools, forenoon and afternoon breaks of five minutes each are also allowed. Where a recreation interval/break of a longer duration is taken (for example when children are allowed to have lunch in the classroom prior to the official commencement of the recreation interval/break), the length of the school day must be extended correspondingly.
Under the provisions of the Education Act, 1998, the Board of Management is responsible for the day to day running of a school. The arrangement within the recreation interval/break for pupils/students to eat their lunch is a matter for each Board of Management to determine and the Department has not issued guidelines to primary or post-primary schools in this regard.
School Facilities
Ceisteanna (240)
Ken O'Flynn
Ceist:240. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of schools that lack kitchen facilities to prepare or safely reheat meals on site; and to provide a capital plan with timelines and budget to achieve minimum kitchen capacity standards, by county. [49466/25]
Amharc ar fhreagraFreagraí scríofa
The School Meals Programme is under the remit of the Department of Social Protection. I have asked the Minister for Social Protection to reply to this query directly.
Special Educational Needs
Ceisteanna (241)
Thomas Gould
Ceist:241. Deputy Thomas Gould asked the Minister for Education and Youth if she is aware that there are children due to attend the east Cork special school still awaiting a start date.; and if she will make a statement on the matter. [49497/25]
Amharc ar fhreagraFreagraí scríofa
Enabling children with special educational needs to receive an appropriate education is a priority for this government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special class and special school places are provided.
This is in keeping with policy on an inclusive education, which promotes that children will be supported to receive an education in the most inclusive setting possible.
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 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.
407 new special classes have been sanctioned for the 2025/26 school year. Of these 54 are in County Cork, 37 at primary and 17 at post primary level.
This brings to the 617 the number of special classes currently in operation in the county. There are also 16 special schools in Cork with approximately 1,060 students enrolled. One of the five new special schools for the 2025/26 school year will open in the North City area of Cork also. This school will initially enrol 24 students and will grow and expand over time.
The NCSE advise that there is sufficient special class provision to meet the level of need made known to them by the mid February deadline, across County Cork for the coming school year.
The NCSE also advise that between the new special school places and the significant expansion of both East Cork Community Special School and Rochestown Community Special School and additional places in some other special schools will provide sufficient special school places across Cork to meet the level of need known to the NCSE for the coming school year.
The NCSE and my department have worked very closely with the Cork Education Training Board (ETB) to provide these additional places for the coming school year and are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
My Department understands that the new special school, to be located initially in interim accommodation in Fermoy, will open this week and that the expanded capacity for the East Cork Community Special School will open for students very shortly.
School Transport
Ceisteanna (242)
Richard Boyd Barrett
Ceist:242. Deputy Richard Boyd Barrett asked the Minister for Education and Youth if she is aware that at least 12-children accepted into a school (details supplied) have been unable to attend school this term due to the absence of a transport provider; the immediate steps her Department will take to guarantee school transport for these children; and if she will make a statement on the matter. [49523/25]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. Bus Éireann are required to tender services in line with procurement guidelines and are responsible for the allocating and Garda vetting clearance of a contractor to operate this service.
Bus Éireann has advised that the service in question is currently in the procurement process. Once a suitable contractor has been sourced this service will commence.
In such circumstances where there is no existing suitable service available to meet a child's needs, and while Bus Éireann are in the process of establishing the service for the child referred, the Department will offer an Interim Special Transport Grant (STG) to families of eligible children towards the cost of private transport arrangements. This is based on the number of days attended from the date of application until a suitable service becomes available. The families will be contacted in the coming days in this regard.
School Transport
Ceisteanna (243)
Richard Boyd Barrett
Ceist:243. Deputy Richard Boyd Barrett asked the Minister for Education and Youth if her Department has contingency measures in place for children with additional needs when a bus provider withdraws from a route or retires; the reason such measures have not been applied in the case of students attending a school (details supplied); and if she will make a statement on the matter. [49524/25]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. Bus Éireann are required to tender services in line with procurement guidelines and are responsible for the allocating and Garda vetting clearance of a contractor to operate this service.
Bus Éireann has advised that the service in question is currently in the procurement process. Once a suitable contractor has been sourced this service will commence.
In such circumstances where there is no existing suitable service available to meet a child's needs, and while Bus Éireann are in the process of establishing the service for the child referred, the Department will offer an Interim Special Transport Grant (STG) to families of eligible children towards the cost of private transport arrangements. This is based on the number of days attended from the date of application until a suitable service becomes available. The families will be contacted in the coming days in this regard.
Question No. 244 answered with Question No. 226.
Question No. 245 answered with Question No. 228.
School Facilities
Ceisteanna (246)
John Clendennen
Ceist:246. Deputy John Clendennen asked the Minister for Education and Youth for an update on the additional accommodation scheme project for a school (details supplied); and if she will make a statement on the matter. [49536/25]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the deputy was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing 1 SET Room (prefab replacement), 1 SEN classroom and 1 Central Activities Space. The project is devolved to the school authority for delivery.
I can confirm that the Stage 2b (post planning) report was submitted to my Department and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. All projects, including this one, are subjected to the required due diligence as specified in the Department's infrastructure guidelines.
Furthermore, as part of the National Development Plan (NDP) allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Additional School 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.
My department is now preparing an NDP implementation plan which is due for publication later in the Autumn. This plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
The NDP implementation plan will be considered as part of the ongoing review of this school building project. Once the NDP implementation plan is finalised my Department will be in a position to inform the school of the outcome regarding the progression of this project.
School Facilities
Ceisteanna (247)
Thomas Gould
Ceist:247. Deputy Thomas Gould asked the Minister for Education and Youth the status of an emergency works application by a school (details supplied). [49538/25]
Amharc ar fhreagraFreagraí scríofa
The school in question submitted an application for funding under the Emergency Works Scheme (EWS) for universal access works.
The school in question in question have been granted funding for these works and the project is currently with the school to progress further.
School Admissions
Ceisteanna (248)
Eoghan Kenny
Ceist:248. Deputy Eoghan Kenny asked the Minister for Education and Youth the number of students in Galway city, due to enter special classes in second level this year, who had not secured places by the end of the 2024-2025 school year; and if she will make a statement on the matter. [49542/25]
Amharc ar fhreagraFreagraí scríofa
Enabling children with special educational needs to receive an appropriate education is a priority for this government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which promotes that children will be supported to receive an education in the most inclusive setting possible.
407 new special classes have been sanctioned for the 2025/26 school year. Of these 12 are in County Galway, 8 at primary and 4 at post primary level. This brings to the 180 the number of special classes currently in operation in the county. There are also 7 special schools in County Galway with 352 approximately students enrolled.
A new parents notification process was introduced by the NCSE for this school year. Almost 3,300 notifications from families of children and young people seeking a special class or special school place for the 2025/2026 school year were received by the NCSE by the mid-February cut off. Through the provision of over 2,700 new special class and special school places and the availability of approximately 1,200 places through the normal annual movement of students from primary to post-primary and finishing post-primary and special schools, sufficient capacity has been created for children and young people known to the NCSE for the start of this school year 2025/2026.
In order to support the NCSE and forward planning for the next school year 2026/2027, 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 information 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 NCSE will be actively communicating this requirement nationally also.
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.
School Admissions
Ceisteanna (249)
Eoghan Kenny
Ceist:249. Deputy Eoghan Kenny asked the Minister for Education and Youth the number of students in Galway city, due to enter mainstream classes in second level this year, who had not secured places by the end of the 2024-2025 school year; and if she will make a statement on the matter. [49543/25]
Amharc ar fhreagraFreagraí scríofa
I can assure the Deputy that the 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.
Since 2020, my department has invested over €224 million in school infrastructure across County Galway. The department is continually planning for and investing in existing and new schools to ensure that every child in the State has access to a school place.
My department is aware of pressures for school places in school planning areas, including Galway City, for the 2025/26 school year. The department has put in place a number of measures to support post-primary schools with a view to helping the admissions process for 2025/26 run as smoothly as possible.
Furthermore, the data sharing arrangements that were in place for the 2024/25 admissions process were put in place again for the 2025/26 admissions process in school planning areas that are experiencing enrolment pressures, including Galway City. The admissions data provided by schools allows the department to analyse duplicate applications as there can be significant overlap in areas. My department’s analysis of the Galway City school planning area highlights that there are more places available that sixth class students.
My department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The availability of places is a matter for each individual school in the context of their Admissions legislation. The specific data requested by the Deputy is not available at this time.
In order to assist with the enrolment of children without a school place, the department shares information on available capacity with the Education Welfare Service which is part of TESS and which operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation, and retention.
The Educational Welfare Services of the Child and Family Agency, Tusla, is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers. Contact details are available on Tusla’s website. My department will continue to work to ensure every child across the country including in Galway city school planning area has a school place.
School Admissions
Ceisteanna (250)
Eoghan Kenny
Ceist:250. Deputy Eoghan Kenny asked the Minister for Education and Youth the actions that have been taken by her Department, and its agencies, to support students who have not yet secured a school place for the year; and if she will make a statement on the matter. [49544/25]
Amharc ar fhreagraFreagraí scríofa
I can assure the Deputy that the 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.
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. Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities. Supplementary capital funding of €210 million approved by Government has brought the total capital allocation for 2025 for my department to €1.6 billion.
The annual enrolment process for new Junior Infants at primary and new First Years at post-primary is a very large-scale operation that is transacted at close to 4,000 schools across the country, involving some 140,000 pupils. It is important to note that enrolment pressures can be driven by duplications of applications, applications from outside an area, and school of choice factors. Notwithstanding the above, in some areas demographic pressures and other factors are driving a requirement for additional school places.
The department has taken a number of steps to help ensure the admissions process for 2025/26 runs smoothly, including improvements to the Post Primary Online Database student registration system to help identify students that have accepted multiple places, writing to parents of sixth class children with advice on the admissions process, and strengthening the data-sharing arrangements with schools in areas of enrolment pressure.
In order to assist with the enrolment of children without a school place, the department shares information on available capacity with the Education Welfare Service which is part of Tusla’s Educational Support Service (TESS) and which operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation, and retention.
The Educational Welfare Services of the Child and Family Agency, Tusla, is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers. Contact details are available on Tusla’s website.
While some applicants may not yet have received an offer of a school place for 2025/26, families can be assured that all children who require a school place will be provided with one.
School Admissions
Ceisteanna (251)
Eoghan Kenny
Ceist:251. Deputy Eoghan Kenny asked the Minister for Education and Youth the steps that have been taken to improve the school admission system; if she is aware of groups of parents forming to call for improvements to be made to the system; and if she will make a statement on the matter. [49545/25]
Amharc ar fhreagraFreagraí scríofa
The rollout of the pilot Single Online Application for Schools marks a significant step towards improving the school admission system and fulfilling the Programme for Government commitment to introduce a nationwide common application system.
As the Deputy will be aware, the pilot will involve five towns: Athenry, Celbridge, Clonakilty, Greystones, and Tullamore. Other areas will be taken into consideration for future iterations of the pilot.
The pilot will provide a single online application form for parents or guardians who want to apply for a first-year place for their child in participating schools, including for special classes. Parents will be able to apply to any or all schools within their pilot area on one online application.
In recent years, demographic shifts and increasing demand for special class provision for students with special educational needs have placed growing pressure on school admissions across the country. Duplicate applications, families choosing specific schools, and students applying from outside the local area can make it seem like schools are more full than they are. These factors can give an incomplete picture of how many places are available in schools.
In response to these challenges and a commitment in the Programme for Government to reforming the admissions process, my department is working towards a nationwide common application system. As a first step, the pilot Single Online Application for Schools is set to launch in October 2025 for the 2026/27 admissions cycle. This initiative aims to streamline the application process, improve transparency, and support more effective planning and equitable access to school places. Importantly, it also aims to lay the groundwork for a robust, nationwide system.
Applications will open from 01 October 2025 for first year post-primary school places in September 2026 and detailed information for parents and guardians will be available shortly. I can assure the Deputy that my department is continuing to work closely with schools, patrons, management bodies and other key stakeholders in the five pilot areas.
Arts Funding
Ceisteanna (252)
James O'Connor
Ceist:252. Deputy James O'Connor asked the Minister for Culture, Communications and Sport his plans to extend the basic income for the arts scheme; and if he will make a statement on the matter. [49340/25]
Amharc ar fhreagraFreagraí scríofa
I know that the BIA support is hugely valued by artists in receipt of it, it has also been the subject of much positive commentary at home and in an international context and makes an important statement about the value placed on the arts in Ireland.
The Programme for Government commits to assessing the Basic Income for the Arts pilot research scheme to maximise its impact, which is why I announced an extension of six months to February 2026 allow for further assessment of the pilot data. This will give sufficient time to engage in stakeholder consultation and to evaluate the data which will provide the evidence base for Government to make decisions on the next steps.
An online public consultation closed on 5 September with over 17,000 submissions received, 90% of which were in favour of BIA being continued. A sectoral stakeholder forum also took place on 10 September to discuss the BIA.
My Department has been undertaking a comprehensive research programme and I recently published a report examining the first 24 months of the scheme. This research found that BIA recipients are 6 percentage points more likely to have worked in the arts in the previous six months, and that they spend on average 11 weekly hours more on their creative practice than the control group. They are also 14 percentage points more likely to have completed new works in the previous six months, and complete on average 3.9 pieces of work more than the control group. They also invest more financially in their practice compared to the control group.
In addition, BIA recipients are better able to afford basic necessities compared to the control group, and have higher life satisfaction. They are also 15 percentage points less likely to have felt downhearted or depressed, and 16 percentage points less likely to have experienced anxiety.
A cost-benefit analysis paper has also been prepared. It compares the benefits and costs arising from the BIA in order to determine its net value. My Department is currently reviewing it.
No decisions on a successor scheme have yet been made. A Government decision will be required on a successor scheme to the pilot, and I intend to bring forward proposals for a permanent intervention in the context of Budget 2026 discussions, based on the ongoing evidence arising from the research programme and current stakeholder engagement.