Written Answers Nos. 254-278
254. Deputy Liam Quaide asked the Minister for Education and Youth the current staffing levels at a service (details supplied); the catchment area served; if it extends beyond County Cork; and her plans for further investment in staffing levels. [50947/25]
Amharc ar fhreagra255. Deputy Liam Quaide asked the Minister for Education and Youth the number of young persons attending a service (details supplied); and the average number attending on a daily basis. [50948/25]
Amharc ar fhreagraI propose to take Questions Nos. 254 and 255 together.
The department is dedicated to enhancing the delivery and development of youth work services, including the service in question, and opportunities for young people across the country. Arising from Budget 2025, over €88 million has been allocated for current and capital expenditure for the benefit of young people, an increase in funding of €7 million, or almost 9%, on the 2024 budget. Over the period from 2020 to 2025, the level of current Exchequer funding for youth services and programmes will have increased by over 34%.
Budget 2026 will be considered by Government in the context of the annual estimates process. As this is ongoing, the Deputy will appreciate that it would not be appropriate for me to comment further at this stage.
The department though is committed to ensuring continued support for key priorities and developments through the implementation of Opportunities for Youth the national strategy for youth work and related services.
The answers to the Deputy's questions regarding the service in question are provided in the table below:
|
Youth attendance: |
• Regular members: 112 • Occasional attendees: 101 • Total engaged since start of year: 152 • Average daily attendance: 22-35 |
|
Average daily attendance: |
• Between 22 and 35 young people attend daily across various activities, including structured groups, drop-in sessions, one-to-ones, and coaching/mentoring |
|
Current staffing levels: |
• 1 full-time project coordinator: (35 hours) • Youth worker: 1 (20 hours contracted) • CE worker: 1 • Students on placement: 2 (until Christmas) |
|
Catchment area served: |
• The service covers Mitchelstown Town. Young people from the wider hinterland attend and avail of the service due to proximity of schools in Mitchelstown. |
|
Extension beyond County Cork: |
• The service does not operate physically beyond County Cork, but young people from the wider hinterland attend due to the border location. |
256. Deputy Brian Brennan asked the Minister for Education and Youth the status of progress of a school building project (details supplied); and if she will make a statement on the matter. [50863/25]
Amharc ar fhreagraThe school referred to by the Deputy were approved a project under the Additional Accommodation Scheme to deliver a 3 Classroom SEN Base.
This project has been devolved for delivery to the Kildare and Wicklow Education and Training Board (KWETB). The Department approved this project to planning (Stage 2b) in May 2024.
Recently the department has contacted officials within the delivery body for an update on planning permission status and a general project update.
We await confirmation from the delivery authority about recent progress on this much needed project.
257. Deputy Ciarán Ahern asked the Minister for Education and Youth if her Department remains committed to developing a school at an already identified and designated site (details supplied); to provide an update on same; and if she will make a statement on the matter. [50884/25]
Amharc ar fhreagraI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
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.
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.
In the department's submission to the South Dublin CDP in 2021 it was noted that the site on Stocking Avenue is to cater for the future needs of the Ballycullen/Oldcourt area where there is further significant proposed residential development. The department regards this site as vital to meet the future needs of the area and it is readily deliverable to meet a school need in terms of location, access and services.
The requirement to establish a new school at Stocking Avenue is currently under review following the recent grant of planning permission for large residential developments in the area and planning activity on residentially zoned lands that remain undeveloped.
Another influencing factor is the impact of the National Planning Framework Implementation Guidelines issued by the Minister for Housing, Local Government and Heritage to all local authorities recently, identifying the housing growth requirements for each local authority area.
While these growth requirements will be kept under review and updated again before 2030, the Guidelines set out the housing demand scenario to 2040 for each local authority, based on ESRI modelling of population growth and structural housing demand and assumptions relating to unmet demand. Each local authority has been tasked to reflect these new targets by updating their individual development plans. This will result in changes to land use zonings for residential development in settlements and towns across the Country. The Department will continue to actively engage with Local Authorities, such as South Dublin County Council, to ensure that these changes in settlement patterns are reflected in the projections for school place demand at a local level.
The department will continue to liaise with South Dublin County Council in respect to variations to 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 including the Ballycullen, Firhouse and Oldcourt areas.
258. Deputy Paul McAuliffe asked the Minister for Education and Youth the progress of a school extension project (details supplied); and if she will make a statement on the matter. [50885/25]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter the department’s pipeline for a project under the Additional School Accommodation (ASA) Scheme. The project will provide 9 Mainstream classrooms and a 2 Classroom SEN base.
The project was devolved to the school authority for delivery.
I am pleased to confirm that this project has been approved to proceed to Stage 3 (tender), with formal notification issued to the school in March 2025. The department now awaits submission of the tender report.
My department will continue to engage with the school authority to provide practical advice and assistance on the project.
259. Deputy Paul Murphy asked the Minister for Education and Youth her plans to provide an ASD unit at a school (details supplied); and the timeline for this provision. [50917/25]
Amharc ar fhreagraThe school referred to was approved to enter the Department’s pipeline of school buildings for a project providing two special educational needs classrooms. The project is devolved to Dublin and Dún Laoghaire ETB for delivery.
The project is at an early stage of the architectural design process and I can confirm that my Department recently received confirmation that a Design Team is appointed. My Department now awaits the initial preliminary design (Stage 1) report. When received this report will be reviewed from a technical and cost perspective in accordance with the requirements of the Public Spending Code. All projects, including this one, will undergo the necessary due diligence outlined in the public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
It is now within the remit of Dublin and Dún Laoghaire ETB to progress this project accordingly.
260. Deputy Paul Murphy asked the Minister for Education and Youth if she will review the case of a child (details supplied) who has been diagnosed with autism while in secondary school and needs a place in an ASD unit; and in view of the fact the child’s current school does not have such a unit, to be facilitated in transferring to another school with an appropriate unit. [50918/25]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. Deputies are welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
Local special educational needs organisers (SENOs) remain available to support and advise parents on the options available at a local level for students with special educational needs. If the Deputy wishes to provide the parent's contact details I will ensure that the NCSE contacts the parents in this regard. Parents can also contact their local SENOs directly using the contact information available on the NCSE's website.
I wish to stress that any family seeking a special educational placement for the 2026/27 school year should make contact with the NCSE before the 1 October 2025.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of 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 is actively communicating this requirement nationally also.
The earlier date will 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.
Parents can make initial contact, submit reports and provide consent forms directly via the NCSE’s website (ncse.ie/notify-ncse-special-class-special-school), emailing parentsnotify@ncse.ie or calling 01 603 3346.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
261. Deputy Mark Ward asked the Minister for Education and Youth when the primary and secondary school’s which are planned to be constructed in the CSW-S2 area of the Clonburris SDZ will be constructed and opened in view of the fact that South Dublin County Council have reported that they have requested these be prioritised and discussions are ongoing with her Department; the timeframe for when these schools will be constructed, staffed and opened; and if she will make a statement on the matter. [50945/25]
Amharc ar fhreagraI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
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.
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.
There are multiple sites, zoned for educational purposes, to cater for the future needs of the Clonburris SDZ where there is significant proposed residential development.
Earlier this year, my department facilitated the relocation of Lucan East ETNS to a newly constructed school building in Kishogue. This school is well located to meet the increasing demand from the new residential area in Clonburris and can be extended in the future to facilitate additional capacity.
The pace of delivery of additional residential development in the Clonburris SDZ area, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of further school requirements in the area.
The department will continue to liaise with South Dublin 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.
262. Deputy Mark Ward asked the Minister for Education and Youth when the former site of a school (details supplied) will be re-purposed as a building for special needs education in view of the fact that South Dublin County Council have reported that discussions are ongoing with her Department in relation to this school being repurposed, when this school will be fully staffed and opened; and if she will make a statement on the matter. [50946/25]
Amharc ar fhreagraAs the Deputy is aware, a new special school is being established on the site referred to for the 2025/26 school year. The former school building on this Department owned site is being repurposed for the new school. The repurposing works to facilitate the school opening have been completed. The outcome of the statutory approval process, which enables the occupation of the building is awaited.
The Department understands that the patron (Dublin Dun Laoghaire ETB) is completing the recruitment process for the remaining teaching and special needs assistant posts.
263. Deputy Cian O'Callaghan asked the Minister for Education and Youth if she will review the case of a child (details supplied) who despite having all documentation required, including psychologist reports, HSE service statements, multidisciplinary assessments, as well as a NCSE eligibility letter, is unable to secure a place in an ASD classroom for September 2026 as there are none available in their area; and if she will make a statement on the matter. [50957/25]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. Deputies are welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
The NCSE has advised that the local special educational needs organiser is working closely with the student’s family regarding options for school placements and other special education supports for the 2026/27 academic year.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of 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 is actively communicating this requirement nationally also.
The earlier date will 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.
Parents can make initial contact, submit reports and provide consent forms directly via the NCSE’s website (ncse.ie/notify-ncse-special-class-special-school), emailing parentsnotify@ncse.ie or calling 01 603 3346.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
264. Deputy Cathal Crowe asked the Minister for Education and Youth if she will review a request made by a school (details supplied) to have an additional SNA approved; and if she will make a statement on the matter. [50958/25]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I have forwarded this issue to them for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
My department has been steadily building on the number of special needs assistants (SNAs) in our education system. By the end of this year there will be over 23,000 SNAs in our mainstream classes, special classes and special schools, committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential.
SNA posts are allocated to schools as a school-based resource. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the children enrolled whom SNA support has been allocated.?This provides schools flexibility in how the SNA support is utilised.
Schools can apply for a SNA review from the 15th September to October 24th via the NCSE school portal. This is to support the earlier announcement of allocations for the 2026/27 school year to align with the release of the annual staffing schedule, this was requested by schools to allow them to plan better. In addition, it also supports our SNA workforce and the implementation of the SNA redeployment scheme.
Where an emerging requirement for further SNA support arises outside this time the school can contact their NCSE special education needs organiser (SENO) as in previous years, to discuss the need for a SNA review.
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.
265. Deputy Peadar Tóibín asked the Minister for Education and Youth regarding the devices purchasing framework for schools contract with a company (details supplied), if devices are being used to replace free schoolbooks in schools; the cost to parents for devices under the contract; and the way in which this meets the commitment of lowering the cost of school resources for parents. [50985/25]
Amharc ar fhreagraIt is the responsibility of each individual school to select the digital resources, if any, that it will use to support its implementation of the curriculum. The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, and it is concerned with the deeper embedding of digital technologies in education, to develop digital literacy and competency, critical thinking, and enhance collaborative learning. it is not merely about replacing physical textbooks and resources with digital versions accessed via a digital device.
It should be noted that under the Education Act, the Boards of Management of Schools have responsibility for the day to day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Management before a decision is made.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. A number of measures are in place to support educators and parents, as part of my department’s ongoing commitment to reduce financial pressure on families and ensure every student is supported to succeed. My department's Education Plan 2025 commits to reviewing Circular 32/2017 which sets out the measures to be adopted by schools to reduce the cost of school uniforms and other costs.
A revised circular will put a greater emphasis on reducing costs for parents, with a working group including the National Parents Council to be established, and consultation with children and young people to follow.
Schools, in conjunction with parents, are responsible for decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements.
The Digital Strategy for Schools to 2027 was published in 2022 and is underpinned by funding of €200m over the course of the strategy to support its implementation, which was committed to under Ireland’s National Development Plan (NDP).
Under this current strategy a total of €135m has issued to schools, with the most recent tranche of funding of €35 million issued to all recognised primary, special schools and post-primary schools in May 2025. This funding issued directly to schools, as they are best placed to determine the needs of their own students and have autonomy to do so. This funding can be used on ICT infrastructure as required in the schools, and can provide for loan schemes for devices for students as appropriate.
To further assist schools, the OGP, HEAnet, as well as my Department, have established a number of frameworks of providers of digital devices including tablets, pcs and laptops, with appropriate specifications, agreed pricing, and levels of service, as well as providing framework management. Schools are encouraged to avail of these frameworks which will enable them to comply with procurement requirements and achieve agreed, transparent, pricing.
266. Deputy Peadar Tóibín asked the Minister for Education and Youth the consultation that took place with parents prior to the issuing of the NSCE Guidelines for the Review of SNA Allocations 2025/2026; the reason support for emotional regulation or social skills have been excluded; and if she will make a statement on the matter. [50994/25]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
SNAs play a central role in the successful inclusion of students with additional and significant care needs in schools by helping to ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
My department has been steadily building on the number of special needs assistants (SNAs) in our education system. This September there will be over 23,000 SNAs allocated to schools. working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential. This is the highest number ever.
I can reassure you that that the allocation of SNAs for special classes and mainstream schools has not changed. The NCSE guidelines issued relate solely to SNA reviews and there is no change to the allocation process for schools or special classes.
All schools can apply for a review where they require additional SNA support, and we encourage schools to contact the NCSE to do this.
Schools can apply for a SNA review from the 15th September to October 24th via the NCSE school portal. This is to support the earlier announcement of allocations for the 2026/27 school year to align with the release of the annual staffing schedule, this was requested by schools to allow them to plan better. In addition, it also supports our SNA workforce and the implementation of the SNA redeployment scheme.
Where an emerging requirement for further SNA support arises outside this time the school can contact their NCSE special education needs organiser (SENO) as in previous years, to discuss the need for a SNA review. This has not changed.
The NCSE guidelines for SNA reviews for 2025/26 are based on existing parameters and circulars relating to the role of the NCSE. The criteria for the determination of a school’s allocation have not changed and are outlined in circular 30/2014. Any school who has a special class or who is opening a new special class will be allocated the base number of SNAs according to class category and this will not be reduced.
I wish to assure you where additional SNA resources are necessary to support the needs of students in a school, this will be provided as it has been in previous years.
Finally, I want to assure you that my Department and the NCSE, through all of our policy and guidance such as resource allocations, take a child centred focus and approach to ensure that all children in our schools with special education care needs are provided with a supportive environment and the resources needed to help them develop and be prepared for life after school.
267. Deputy Brendan Smith asked the Minister for Education and Youth if she will give detailed consideration to issues outlined in correspondence (details supplied) regarding the provision of supports for children with additional needs; and if she will make a statement on the matter. [51008/25]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
SNAs play a central role in the successful inclusion of students with additional and significant care needs in schools by helping to ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
My department has been steadily building on the number of special needs assistants (SNAs) in our education system. This September there will be over 23,000 SNAs allocated to schools. working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential. This is the highest number ever.
I can reassure you that that the allocation of SNAs for special classes and mainstream schools has not changed. The NCSE guidelines issued relate solely to SNA reviews and there is no change to the allocation process for schools or special classes.
All schools can apply for a review where they require additional SNA support, and we encourage schools to contact the NCSE to do this.
Schools can apply for a SNA review from the 15th September to October 24th via the NCSE school portal. This is to support the earlier announcement of allocations for the 2026/27 school year to align with the release of the annual staffing schedule, this was requested by schools to allow them to plan better. In addition, it also supports our SNA workforce and the implementation of the SNA redeployment scheme.
Where an emerging requirement for further SNA support arises outside this time the school can contact their NCSE special education needs organiser (SENO) as in previous years, to discuss the need for a SNA review. This has not changed.
The NCSE guidelines for SNA reviews for 2025/26 are based on existing parameters and circulars relating to the role of the NCSE. The criteria for the determination of a school’s allocation have not changed and are outlined in circular 30/2014. Any school who has a special class or who is opening a new special class will be allocated the base number of SNAs according to class category and this will not be reduced.
I wish to assure you where additional SNA resources are necessary to support the needs of students in a school, this will be provided as it has been in previous years.
Finally, I want to assure you that my Department and the NCSE, through all of our policy and guidance such as resource allocations, take a child centred focus and approach to ensure that all children in our schools with special education care needs are provided with a supportive environment and the resources needed to help them develop and be prepared for life after school.
268. Deputy Michael Murphy asked the Minister for Education and Youth if she will review the recently published National Council for Special Education SNA review process guidelines for 2025–2026, in view of concerns raised by parents, schools and SNAs that the narrowed eligibility criteria, short application window, and redeployment of allocations risk reducing supports for children with complex needs; and the consultation which took place with key stakeholders in advance of these guidelines being finalised. [51057/25]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
SNAs play a central role in the successful inclusion of students with additional and significant care needs in schools by helping to ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
My department has been steadily building on the number of special needs assistants (SNAs) in our education system. This September there will be over 23,000 SNAs allocated to schools working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential. This is the highest number ever.
I can reassure you that that the allocation of SNAs for special classes and mainstream schools has not changed. The NCSE guidelines issued relate solely to SNA reviews and there is no change to the allocation process for schools or special classes.
All schools can apply for a review where they require additional SNA support, and we encourage schools to contact the NCSE to do this.
Schools can apply for a SNA review from the 15th September to October 24th via the NCSE school portal. This is to support the earlier announcement of allocations for the 2026/27 school year to align with the release of the annual staffing schedule, this was requested by schools to allow them to plan better. In addition, it also supports our SNA workforce and the implementation of the SNA redeployment scheme.
Where an emerging requirement for further SNA support arises outside this time the school can contact their NCSE special education needs organiser (SENO) as in previous years, to discuss the need for a SNA review. This has not changed.
The NCSE guidelines for SNA reviews for 2025/26 are based on existing parameters and circulars relating to the role of the NCSE. The criteria for the determination of a school’s allocation have not changed and are outlined in circular 30/2014. Any school who has a special class or who is opening a new special class will be allocated the base number of SNAs according to class category and this will not be reduced.
I wish to assure you where additional SNA resources are necessary to support the needs of students in a school, this will be provided as it has been in previous years.
Finally, I want to assure you that my Department and the NCSE, through all of our policy and guidance such as resource allocations, take a child centred focus and approach to ensure that all children in our schools with special education care needs are provided with a supportive environment and the resources needed to help them develop and be prepared for life after school.
269. Deputy Michael Murphy asked the Minister for Education and Youth the progress to date with the primary school divestment programme; the reasons for its limited outcomes since 2018; and her plans to ensure that families have access to greater choice in multi-denominational and non-denominational education, in view of Census 2023 findings which show a significant decline in the proportion of the population identifying as Roman Catholic. [51058/25]
Amharc ar fhreagraMost primary schools are State-aided parish schools, with the local Bishop as school patron. It is recognised, including by the Catholic school patrons, that an educational landscape is needed which more accurately reflects the reality of our increasingly diverse society and meets the expectations parents have for their children.
The Programme for Government commits to seeking to increase choice for parents by ensuring that families can access both multi/non-denominational and faith-based education.
The opportunities for the establishment of new multi-denominational primary schools have declined. Demographic trends and projections at primary school level nationally have peaked.
In order to maximise the use of the existing school estate, my department has developed the schools recon?guration process. The schools reconfiguration process aims to meet demand from local school communities and to accelerate the delivery of multi-denominational schools by transferring schools to multi-denominational patrons, where school communities support this. The patronage divesting process involves establishing new schools in vacant or to-be-vacated school premises, vacated for example due to amalgamation or closure. This differs from the transfer of patronage of existing “live” schools as provided by the reconfiguration/transfer of patronage process.
When a school transfers from the patronage of one patron to another, the school remains open with the same roll number, operating from the same school property and with the same school staff and pupils.
My department has published a comprehensive Education Plan 2025 that outlines a significant body of work being undertaken this year to deliver for everyone in our school and youth services’ communities.
There are over 100 actions in this plan including a commitment to launch a survey of primary school parents and guardians and parents and guardians of children not yet in school on their preferences on important aspects of school provision and choice, such as the future patronage and ethos of their school. I intend to launch the survey in the coming period. Further details will be announced in due course.
270. Deputy Michael Cahill asked the Minister for Education and Youth to urgently review the recently published 2025/2026 SNA Review Guidelines and their impact on Children by the NCSE until such time as proper consultation with schools, SNAs, and parents can take place; to consider the important measures (details supplied); and if she will make a statement on the matter. [51067/25]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
SNAs play a central role in the successful inclusion of students with additional and significant care needs in schools by helping to ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
My department has been steadily building on the number of special needs assistants (SNAs) in our education system. This September there will be over 23,000 SNAs allocated to schools working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential. This is the highest number ever.
I can reassure you that that the allocation of SNAs for special classes and mainstream schools has not changed. The NCSE guidelines issued relate solely to SNA reviews and there is no change to the allocation process for schools or special classes.
All schools can apply for a review where they require additional SNA support, and we encourage schools to contact the NCSE to do this.
Schools can apply for a SNA review from the 15th September to October 24th via the NCSE school portal. This is to support the earlier announcement of allocations for the 2026/27 school year to align with the release of the annual staffing schedule, this was requested by schools to allow them to plan better. In addition, it also supports our SNA workforce and the implementation of the SNA redeployment scheme.
Where an emerging requirement for further SNA support arises outside this time the school can contact their NCSE special education needs organiser (SENO) as in previous years, to discuss the need for a SNA review. This has not changed.
The NCSE guidelines for SNA reviews for 2025/26 are based on existing parameters and circulars relating to the role of the NCSE. The criteria for the determination of a school’s allocation have not changed and are outlined in circular 30/2014. Any school who has a special class or who is opening a new special class will be allocated the base number of SNAs according to class category and this will not be reduced.
I wish to assure you where additional SNA resources are necessary to support the needs of students in a school, this will be provided as it has been in previous years.
Finally, I want to assure you that my Department and the NCSE, through all of our policy and guidance such as resource allocations, take a child centred focus and approach to ensure that all children in our schools with special education care needs are provided with a supportive environment and the resources needed to help them develop and be prepared for life after school.
271. Deputy Michael Cahill asked the Minister for Education and Youth to review the case of a school (details supplied) to allow for a fourth teacher; and if she will make a statement on the matter. [51071/25]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The primary school staffing arrangements for the 2025/26 school year are set out in Circular 0011/2025. These arrangements contain an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The school referred to by the Deputy submitted an appeal to the June meeting of the Appeals Board. The appeal was unsuccessful as the school was not projecting sufficient enrolment to appoint the fourth teacher. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
272. Deputy Ged Nash asked the Minister for Education and Youth the number of schools which have applied and been approved for the solar for schools programme since its inception; the cost to the Exchequer involved to date; if new school building designs now incorporate solar panels by default; the average wait time experienced by applicants from the installation of panels to connection to the grid, by year, in tabular form; and if she will make a statement on the matter. [51074/25]
Amharc ar fhreagraThe Schools PV Programme provides eligible schools with up to 6 kilowatts peak of roof-mounted solar photovoltaic (PV) installations on their roofs, which equates to approximately 14 solar panels.
The Schools PV Programme is funded by the Government’s Climate Action Fund in line with the Government’s recognition that taking action on climate change is central to Ireland’s social and economic development. It is assisting schools in reducing their energy costs and carbon footprint as part of the response to meeting the 2030 and 2050 Climate Action Plan targets for the schools’ sector.
The overall programme will see up to 24 megawatts of installed renewable energy provision across 4,000 schools.
The installation of solar PV panels schools directly assists schools to reduce their carbon emissions and energy costs, while also educating pupils and the wider school community about the benefits of solar technology.
Since the launch of the programme in November 2023, 3,073 schools have applied Since the programme’s launch in November 2023, 3,073 schools have applied for funding to install solar panels. Of these, 3,035 have been approved for funding, and 1,998 schools have so far confirmed completion of their installations.
Connection to the grid is also included in the scheme, to allow excess generated renewable solar energy to be exported to the grid when schools are closed. There is no wait time for connection to the grid. 6 kWp (kilowatt peak) was specifically chosen such that the grid connection process is covered under the ESB Networks ‘NC6 inform and fit’ notification process. Unlike the NC7 and NC8 mini and small-scale generator connection processes (which covers installations greater than 6 kWp), there are no additional costs for schools under the NC6 process and there are no grid restrictions limiting export.
Schools will be able to choose an energy supply company offering the best value tariffs for both the import and export of electricity, with the opportunity to maximise their remuneration during the summer months and other times when the school is not occupied, under the Clean Export Guarantee (CEG) scheme.
All new school buildings designed since 2018 will typically include for the provision of solar panels.
As this is an ongoing active delivery programme, financial information is not available for release at this time.
273. Deputy Willie O'Dea asked the Minister for Education and Youth if she will consider providing funding to an organisation (details supplied) who provide trained therapy dogs to schools, resulting in improved attendance and literacy levels for children with autism; and if she will make a statement on the matter. [51078/25]
Amharc ar fhreagraEnabling children with special educational needs to receive an appropriate education is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special class and special school places are provided.
This is in keeping with policy on an inclusive education, which promotes that children will be supported to receive an education in the most inclusive setting possible.
By the end of this year there will be close to 21,000 special educational teachers and over 23,000 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. This will mean we will have over 44,000 teachers and SNAs working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential.
The NCSE is the statutory body responsible for the provision of special education and allocating supports for children with special educational needs.
Matters in relation to the provision of health-related services to children with special educational needs should be generally directed to the Health Service Executive (HSE) or to the Department of Children, Disability and Equality.
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.
274. Deputy Ken O'Flynn asked the Minister for Education and Youth the steps taken since 1 September 2025 to address reports from parents of suspensions and inadequate provision at a designated special school in Cork; the dates of any inspections carried out since that date; the number of additional SNAs and specialist teachers allocated in response; and the timeline for the completion and publication of a full compliance report. [51081/25]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The Department of Education and Youth works closely with school's patron who provide high-quality special education in their schools. My department has also actively engaged with parents and the school to address concerns raised.
The department’s Inspectorate has conducted several visits to the school referred to by the Deputy since its opening in 2021, including four advisory visits in 2024/25.
There are now 17 special schools in County Cork. The department has provided substantial investment and tailored supports to ensure these schools are equipped to meet the needs of their communities.
The National Council for Special Education (NCSE) is responsible for the allocation of special education resources such as special education teachers and special needs assistants (SNAs). Allocations are based on an annual review of enrolments and the profile of the students enrolled. The NCSE has confirmed to my department that school referred to by the Deputy currently has 48 students enrolled. Its resource allocation for the 2025/26 school year is 8 teachers, 1 exceptional teaching posts and 23 SNAs. 19 post-primary hours have also been allocated. All special schools are also allocated a principal and admin deputy principal post.
It is open to schools to apply to the NCSE for a review of their resource allocation if they feel an increase is required. The NCSE will examine each request individually with consideration to each school's student profile.
The NCSE continues to provide support to both schools and families and remains available to assist and advise as required. Families seeking further support can contact the NCSE directly using the contact details available on the NCSE's website.
The school patron body for the school referred to by the Deputy has also introduced a range of supports for this school. Work is nearing completion of the revision of the national guidelines relating to school Codes of Behaviour with a particular focus on schools working to support children with special educational needs.
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.
275. Deputy Michael Cahill asked the Minister for Education and Youth to urgently put in place supports for industrial and reformatory school survivors (details supplied) preventing the commencement of the planned hunger strike. [51083/25]
Amharc ar fhreagraI am very conscious of the enormous trauma which has been endured by all survivors of abuse.
Officials from my Department recently met with the group to listen to their concerns and I am aware of the issues raised.
I also spoke with members of the Group who were present during the recent passage of legislation which enables the provision of ongoing health and education supports for survivors of abuse in residential institutions.
It is regrettable that they have chosen to take this action and I would urge them to safeguard their health and wellbeing.
The response of the State to this issue to date has been significant, and has included the establishment of a redress scheme, the provision of funding supports through Caranua and other initiatives.
The provision of new and ongoing health and education supports, which will be rolled out by my Department very shortly, marks a new phase in the State’s response. My Department has also engaged Sage Advocacy, a specialist independent advocacy organisation, to provide advocacy supports to survivors wishing to engage with relevant services.
276. Deputy John McGuinness asked the Minister for Culture, Communications and Sport if he will consider creating or extending funding streams through Sport Ireland or other sporting organisations to ensure that amateur athletes in equestrian sport can access grants when competing internationally; if he will introduce specific measures to directly support grassroots equestrian sport; if this will be considered in the context of the sports capital programme; and if he will make a statement on the matter. [51061/25]
Amharc ar fhreagraSport Ireland, which is funded by my Department, is the statutory body with responsibility for the development of sport, increasing participation at all levels and raising standards. It provides funds to Horse Sport Ireland in pursuit of the development of equestrian sport. My Department also provides capital funding through the Community Sport Facilities Fund to equestrian bodies.
I have referred the Deputy's question on whether specific measures should be provided to support grassroots equestrian sport to Sport Ireland for a direct reply. I would ask the Deputy to inform my office if a reply is not received within 10 days.
277. Deputy Ruth Coppinger asked the Minister for Culture, Communications and Sport the role his Department had in the dispersion of NFL starters kits (details supplied); and if he will make a statement on the matter. [50949/25]
Amharc ar fhreagraThe NFL launched an NFL Flag schools initiative earlier this month, attended by Minister O'Donovan, for every post-primary school across the island of Ireland in partnership with Sport Ireland and American Football Ireland.
The initiative saw the delivery of NFL Flag starter kits to more than 900 post-primary schools on the island of Ireland, for students aged 12–16 years. This initiative and the dispersion of starter kits was led by the NFL.
The Department is currently at an advanced stage of finalising a memorandum of understanding with the NFL and Sport Ireland to develop a flag football legacy programme to enable young people to discover and play American Flag Football. The programme will align with the overall aims of the National Sports Policy 2018 – 2027, and the Sport Ireland Strategy 2023 – 2027, to increase levels of participation in sport, with a particular focus on diversity and inclusion.
278. Deputy Michael Cahill asked the Minister for Culture, Communications and Sport to consider introducing a murals scheme for all towns and villages across County Kerry, as such a scheme will enhance the attractiveness of these towns and villages and encourage visitors to stop, shop and stay; and if he will make a statement on the matter. [51005/25]
Amharc ar fhreagraThe Creative Ireland Programme is an all of government initiative within my department with the ambition to transform our lives, society and economy by increasing the connection to our collective creativity.
Within the Creative Ireland Programme, Creative Communities is a partnership between my Department and Ireland’s 31 local authorities, supported by the Department of Housing, Local Government and Heritage.
Each local authority has developed its own Culture and Creativity Strategy 2023-2027 and receives Creative Ireland funding for projects that deliver on the principles and values of Creative Communities, including broadening access to, and participation in, cultural and creative activities. This can include activities such as community murals.
Since 2020, the Culture and Creativity team in Kerry County Council has delivered a Murals Programme across various locations in the county, such as the Green Mile, Killarney Municipal District and Listowel Municipal District, and worked in partnership with local organisations such as the Tralee Tidy Towns Association. This popular initiative received €118,300 in Creative Ireland funding, which supported the creation of 19 murals.
Should the Deputy wish to contact the Kerry County Council Creative Communities Engagement Officer, details are available here: www.creativeireland.gov.ie/en/kerry.
