Written Answers Nos. 481-500
481. Deputy Mark Wall asked the Minister for Education and Youth the up-to-date position with the provision of a new school building in County Kildare (details supplied); and if she will make a statement on the matter. [51751/25]
Amharc ar fhreagraThe brief for this project is to provide a new permanent school for the school referred to by the Deputy, and this project is designed to be delivered in 2 phases; Phase 1 will deliver accommodation for 425 students and Phase 2 will deliver the remaining accommodation to provide for a Long Term Projected Enrolment of 1000 students, at the former Magee Barracks site in Kildare.
The Design Team lodged their initial application for planning permission for the preferred design option with the Local Authority in October 2023. The Design Team subsequently received a substantial Request for Further Information (RFI) from the Local Authority in respect of the planning application. Following the Design Teams RFI response to the Local Authority, the Design Team received the Local Authority’s initial decision to grant planning permission, with conditions, on 09 October 2024.
The initial grant of planning decision was appealed to An Bord Pleanala and the Design Team received An Bord Pleanala’s decision to grant planning permission in early February 2025.
The project is currently at Architectural Planning Stage 3 – Tender Action and Award. The Design Team issued the tender to the Departments Design & Build Framework of Contractors, with a return date in May 2025. The Design Team have recently reviewed the tenders received and have submitted their report to the Department with their recommendations, for review and approval.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this 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 Large-Scale projects and 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.
482. Deputy Ken O'Flynn asked the Minister for Education and Youth the timeline for the introduction of the revised primary school curriculum; and if she will make a statement on the matter. [51770/25]
Amharc ar fhreagraThe redeveloped Primary School Curriculum is for all children attending primary and special schools and consists of the Primary Curriculum Framework (2023) and five curriculum area specifications, including:
• Arts Education (including Art, Drama and Music)
• Language (including Irish, English and Modern Foreign Languages)
• Social and Environmental Education (including History and Geography)
• Science, Technology, Engineering and Mathematics Education (STEM) Education
• Wellbeing (including Physical Education and Social, Personal and Health Education).
The 2025/2026 school year will be an introductory year focusing on the Primary Curriculum Framework. From the 2025/2026 school year, schools that feel ready may choose to begin working with any of the new curriculum specifications at their own pace. This flexible approach recognises that each school is on its own journey and may be at a different stage of readiness to engage with the redeveloped curriculum.
From the 2026/2027 school year, schools will introduce one curriculum area each year, with each area taking two years to fully enact. From the second year onward, two areas will be in progress simultaneously - one in its first year and another in its second. Schools can choose the order of enactment, but the Wellbeing specification must be one of the first three areas selected.
An optional consolidation year will be available to schools at any point during the enactment process. This allows schools to pause the enactment of a new curriculum area for one year in order to focus on strengthening and embedding the curriculum areas already in progress. The consolidation year is designed to give schools the flexibility to progress at a pace that suits their unique contexts, ensuring sustained quality and meaningful enactment.
483. Deputy Ken O'Flynn asked the Minister for Education and Youth the additional funding being provided to schools to support the implementation of the revised primary school curriculum, by teacher training, classroom resources and administrative supports; and if she will make a statement on the matter. [51771/25]
Amharc ar fhreagraSignificant investment of over €9 million was made available to primary and special schools at the end of 2024. This was to ensure that schools have essential resources and materials to deliver a curriculum that meets the needs of all learners. The first of the grants were specifically aimed at supporting the areas of Science, Technology, Engineering and Mathematics (STEM) education and Arts education.
There will be multi-annual funding to support all areas of the curriculum, with future allocations depending on budgetary considerations and emerging needs as we roll out the curriculum nationwide.
This investment demonstrates the Department’s ongoing commitment to enhancing primary education and supporting all primary and special schools in providing a robust, well-rounded age-appropriate curriculum.
2025 figures are unavailable, however, in 2024 my Department invested in the region of €74 million in the professional development of our teaching staff. As well as direct programme delivery, running and administration costs, this figure includes the cost of over 415 seconded teacher educators and funding for substitute teacher cover in schools, where deemed appropriate. Given the integrated nature of design, development and product adopted by Oide and other PLE providers, it is not possible to completely disaggregate the costs associated with curriculum changes, digital skills, teaching methods, inclusive education and leadership.
484. Deputy Ken O'Flynn asked the Minister for Education and Youth the measures her Department is putting in place to address the potential increase in workload for teachers arising from the revised primary curriculum; and if she will make a statement on the matter. [51772/25]
Amharc ar fhreagraOne of the key principles and changes in the new curriculum is increased flexibility for teachers and school leaders. The curriculum provides flexibility and choice to teachers and school leaders as they support each child’s learning journey and in their holistic development. Schools will have greater flexibility in deciding how time is allocated in the curriculum. By delineating some of the time on a monthly basis, the framework gives schools and teachers greater flexibility in deciding how best to use time across the curriculum. It also reduces the likelihood of a particular curriculum area receiving too much or too little attention, thereby ensuring that children have a broad and balanced learning experience.
It is important that we support teachers to roll out the curriculum. There is a significant reduction from 23 curriculum books to 6 more succinct documents that minimise duplication and unnecessary repetition. The specifications also help to address curriculum overload through the use of broad Learning Outcomes rather than very detailed, prescriptive content objectives.
The collaborative process through which each of the specifications were developed enabled the identification of connections across curriculum areas. Each specification provides clarity on the purpose of the primary curriculum through the inclusion of a common set of Principles and Key Competencies. The curriculum enables teachers, as skilled, agentic professionals, to use their knowledge of curriculum, pedagogy and children to enable them to make judgements on how best to enact the curriculum in their school context.
485. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of teachers and school leaders consulted in the development of the revised primary curriculum; the form such consultations took; and if she will make a statement on the matter. [51773/25]
Amharc ar fhreagraIn redeveloping the new primary curriculum, my Department and the National Council for Curriculum and Assessment (NCCA) placed a strong emphasis on consultation and collaboration. Wide-ranging engagement was undertaken to ensure that the voices of those most directly involved in education – including children, parents, teachers, school leaders, and a broad range of stakeholders – were central to shaping the new curriculum.
Teachers and school leaders were engaged at multiple stages of the process. Structured opportunities were provided through Curriculum Seminars, which brought together educators from across the country to explore draft proposals and offer detailed feedback. School leaders also participated in a series of dedicated Leading Out seminars, designed to reflect the distinct perspective and responsibility of principals and leadership teams in implementing curriculum change at school level. In addition, Reimagining the Curriculum seminars offered another forum where educators could engage in deeper discussion, considering how a modern curriculum should meet the evolving needs of children and society.
These consultation events were not only informative but also highly participatory, encouraging open dialogue, professional reflection, and the exchange of practical insights from classroom experience. The contributions of teachers and school leaders, alongside those of children, parents, and other stakeholders, have been vital in ensuring that the redeveloped primary curriculum is both ambitious and grounded in the realities of school life.
In addition, the Schools Forum, a network consisting of 60 primary schools, special schools, post-primary schools and preschools from across the country worked together to explore research, bringing their school experiences to discussions. Detailed work on the curriculum specifications was also carried out with 5 separate Schools Networks.
Consultation with parents was also a crucial aspect of the redevelopment process. In-person and online focus groups were held with parents from diverse backgrounds. During the consultation parents/guardians’ questionnaires were conducted in order to gather feedback on the Draft Curriculum Specifications. Parents/guardians were invited to participate in a questionnaire indicating their priorities and expectations for the Primary Curriculum Specifications. The importance of a partnership approach with parents was consistently highlighted across the consultation process.
The NCCA have published a report on the consultation process which can be found here.
486. Deputy Ken O'Flynn asked the Minister for Education and Youth the steps being taken to ensure that the revised primary curriculum adequately meets the needs of children with special educational needs and those in disadvantaged schools; and if she will make a statement on the matter. [51774/25]
Amharc ar fhreagraThe Primary Curriculum Framework which was published in 2023, and the new curriculum specifications is equally for all primary and special schools and for all learners with all their varied backgrounds, needs and abilities. They support boards of management in their statutory duties to ensure that appropriate education is provided for all children in our schools.
The new curriculum specifications have been developed for the five curriculum areas and their associated subjects for all learners, and toolkits will be provided to support learning, teaching, and assessment. Advancements in special education and Irish Sign Language (ISL), as a recognised language of Ireland, will also be progressed in line with Department of Education and wider policy
In the special school context the National Council for Special Education (NCSE) has been involved throughout the development process and will continue that involvement as we work towards enactment of the curriculum in the schools. The intended learning for children will be drawn from an age-appropriate primary or post-primary curriculum to ensure children have access to, participate in and benefit from an education that is inclusive and appropriate to their abilities and needs.
Significant investment of €9 million was made available to primary and special schools at the end of 2024. This was to ensure that schools have essential resources and materials to deliver a curriculum that meets the needs of all learners. The first of the grants were specifically aimed at supporting the areas of Science, Technology, Engineering and Mathematics (STEM) education and Arts education.
Grants were calculated as follows:
• Fixed payment per school: €500.00
• Per-pupil payment: €14.03
• DEIS/SEN rate per pupil: €16.13
This ensured that schools received appropriate funding based on their size and specific needs.
487. Deputy Ken O'Flynn asked the Minister for Education and Youth the supports that will be provided to rural and smaller schools to implement the revised primary school curriculum; and if she will make a statement on the matter. [51775/25]
Amharc ar fhreagraTeachers and school leaders will receive support through:
• Teacher professional learning through Oide, National Council for Special Education (NCSE) and PPLI/Languages Connect
• whole-school closure days
• in-school support
• online resources to include National Council for Curriculum and Assessment (NCCA) toolkits
Professional Learning
Teacher professional learning will be facilitated by Oide for all primary schools and by NCSE for all special schools. Small schools will be clustered together for the professional learning where teachers collaborate off-site or participate in online communities led by Oide professional learning leaders. These initiatives aim to enhance school sustainability and provide focused training through shared expertise and resources.
The professional learning will support:
• Teachers and school leaders to develop their understanding of the over-arching messages from the Primary Curriculum Framework.
• Teachers and school leaders to develop their understanding and enactment of the new curriculum specifications.
• School leaders and teachers to lead curriculum change in their own school contexts.
PPLI/Languages Connect will support the introduction of Modern Foreign Languages.
Whole-School Closure Days
In the 2025/2026 school year Oide will facilitate 2 whole-school closure days to introduce the foundational aspects of the curriculum specifications through the Primary Curriculum Framework for all primary schools. The NCSE will facilitate 2 whole-school closure days for all special schools.
Online Resources
The curriculum will be also supported through development of online curriculum toolkits by the NCCA which will provide guidance to teachers and support progression in learning as children move across the various stages.
The toolkits will contain:
• Guidance related to important aspects of primary education such as assessment, and school / classroom planning.
• Examples of children’s learning across the curriculum areas and subjects.
• Support materials for teachers providing examples of effective pedagogical approaches, foster rich learning experiences and encourage connections with the home and community.
While initial material is currently available, the online toolkits will continue to be developed in the years ahead.
The areas of History and wellbeing are being prioritised, with resources to coincide with the launch of the curriculum specifications.
Funding
Significant investment of over €9 million was made available to primary and special schools at the end of 2024. This was to ensure that schools have essential resources and materials to deliver a curriculum that meets the needs of all learners. The first of the grants were specifically aimed at supporting the areas of Science, Technology, Engineering and Mathematics (STEM) education and Arts education.
There will be multi-annual funding to support all areas of the curriculum, with future allocations depending on budgetary considerations and emerging needs as we roll out the curriculum nationwide.
This investment demonstrates the Department’s ongoing commitment to enhancing primary education and supporting all primary and special schools in providing a robust, well-rounded age-appropriate curriculum.
488. Deputy Ken O'Flynn asked the Minister for Education and Youth if her Department has conducted an assessment of the risks associated with the rollout of the revised primary curriculum, including teacher capacity and resource gaps; and if she will make a statement on the matter. [51776/25]
Amharc ar fhreagraBased on stakeholder engagement, the NCCA have published a document on Conducive Conditions intended to support and guide curriculum change. These include timing and pacing, resourcing, communications, stakeholder engagement and so on. It is a valuable support document which my officials are considering and working through.
These conditions are:
• Timing and pacing – teachers and school leaders will need time to reflect on and share their experiences and expertise.
Pacing
o The Primary languages Curriculum 2019 and the Primary Mathematics Curriculum 2023 are being enacted and support continues to be provided. The 2025/2026 school year will be an introductory year focusing on the Primary Curriculum Framework.
o From the 2025/2026 school year, schools that feel ready may choose to begin working with any of the new curriculum specifications at their own pace. This flexible approach recognises that each school is on its own journey and may be at a different stage of readiness to engage with the redeveloped curriculum.
o From the 2026/2027 school year, schools will introduce one curriculum area each year, with each area taking two years to fully enact.
o From the second year onward, two areas will be in progress simultaneously - one in its first year and another in its second. Schools can choose the order of enactment, but the Wellbeing specification must be one of the first three areas selected.
o An optional consolidation year will be available to schools at any point during the enactment process. This allows schools to pause the enactment of a new curriculum area for one year in order to focus on strengthening and embedding the curriculum areas already in progress. The consolidation year is designed to give schools the flexibility to progress at a pace that suits their unique contexts, ensuring sustained quality and meaningful enactment.
Time and space
o There is a call for more non-contact time per year (school closures) to support the enactment of the Primary school curriculum. Consideration of time is being undertaken by the Department at present.
• Communications – It is important to have timely communications to the system. A communications group to include officials from the Department and relevant agencies and support services has been set up to ensure consistent, timely and co-ordinated communications related to the curriculum are shared with teachers, school leaders, parents, children and education partners and stakeholders. These include circulars, information notes, webinars and videos.
• Securing resources – significant resourcing is being put in place to support the implementation of the primary curriculum as it is rolled out including:
• Professional learning programme of support through the Support Services.
• Online resources developed by the NCCA, the NCSE and Oide.
• Publication of supports such as the Preparation for Teaching and Learning Guidance. Other support documentation such as Guidance for Whole School Planning will be provided in the coming months and years.
• Over €9m in grants for the purchase of resources for the STEM and the Arts curricula was provided in December 2024. There is a commitment to multiannual funding with money being sought in the estimates process.
• Alignment and coherence – A key focus of the redeveloped primary curriculum has been ensuring clear progression and alignment in children’s learning. As the curriculum was developed, the NCCA also updated Aistear: the Early Childhood Curriculum Framework (2024). This created an opportunity to connect children’s learning in early childhood settings with what they experience in primary and special schools. Play and playful learning are now included across the Primary School Curriculum to support this connection.
Similarly, alignment with the Framework for Junior Cycle has been considered in Stage 4. This is reflected in the inclusion of the Key Competencies, which link closely to the Key Skills of Junior Cycle, ensuring a smooth transition for children as they progress.
Coherence ensures that all parts of the curriculum fit together in a meaningful way. Particular attention was given to maintaining a consistent structure across curriculum areas and stages.
The curriculum also identifies opportunities for integration, so children can make connections between different areas of learning. This supports deeper understanding while avoiding unnecessary repetition, ensuring learning experiences are logical, connected, and purposeful.
• Distributed leadership - in designing professional learning programmes as the curriculum is rolled out, the professional development services will consider inclusion of a focus on learning, teaching and assessment approaches and strategies that nurture the concepts of teacher and child agency. The professional development programme will have a focus on school leadership to promote deep engagement and reflection and support them in leading out on the new curriculum in their schools.
• Stakeholder engagement – meaningful stakeholder engagement is essential, and we will continue to build on the very solid foundations already in place through the very comprehensive engagement of all stakeholders over the years in the development of the Framework and the curriculum specifications.
• Enhanced professional learning – the teacher education continuum has undergone considerable change over the last decade with the extension of both under-graduate and post-graduate courses, the enactment of Céim standards, the publication of the Cosán framework and so on. ITE is an important time in a teacher’s learning journey, and we will work with ITE providers to ensure student teachers are provided with opportunities to gain a thorough knowledge and understanding of the Primary School Curriculum.
489. Deputy Ken O'Flynn asked the Minister for Education and Youth the evaluation framework that will be used to measure the effectiveness of the revised primary curriculum once introduced; and if she will make a statement on the matter. [51777/25]
Amharc ar fhreagraThe National Council for Curriculum and Assessment (NCCA) provides me with advice on matters relating to the curriculum for early childhood education, primary and post-primary schools. The Council also advises on assessment procedures used in schools, including examinations as part of the curriculum.
The last two decades have seen considerable evolution of NCCA’s curriculum review and development processes. An example includes the introduction, at post-primary, of early enactment reviews of individual subjects and modules. The purpose of these reviews is to monitor early enactment of the curriculum specification in schools. This involves consultations with teachers, children/students, school leaders and wider stakeholders, primarily through school visits, online surveys, and written submissions. Findings are published on the NCCA website, with necessary minor adjustments identified in the findings subsequently made to the specifications. These reviews have also informed the development of further supports, such as more tailored professional learning to assist schools’ work with the curriculum.
It is anticipated that early enactment reviews will be carried out in the coming years to monitor schools’ experience with the redeveloped Primary School Curriculum. Such reviews will incorporate close work with schools and public consultation.
490. Deputy Thomas Gould asked the Minister for Education and Youth the number of children attending special schools in Cork for whom a school transport place has been sanctioned but a tender has not yet been awarded. [51810/25]
Amharc ar fhreagra491. Deputy Thomas Gould asked the Minister for Education and Youth the number of tenders for the provision of school transport to special schools in Cork that were not filled which had been filled last year. [51811/25]
Amharc ar fhreagraI propose to take Questions Nos. 490 and 491 together.
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth. As part of this Bus Éireann is obliged to tender all works, goods and services in line with European Directives on public procurement.
Over 148,000 mainstream tickets have issued to date for the 2025/26 school year, which is already almost 3% more than the total tickets issued for the full 2024/25 school year. Over 23,000 pupils are travelling on dedicated school transport services for children with special educational needs, including over 2,500 travelling on such services in Cork.
Bus Éireann has reported that difficulties have arisen in some localities with a small number of contracted services for a small number of families assigned to Special Educational Needs transport services. This has affected some children who had a service in the 2024/25 school year as well as new applicants. In some cases services could not commence as expected due to driver/contractors being unavailable at short notice. In other cases, zero bids were received for a service, despite repeated efforts to procure one.
Transport challenges for SEN services are concentrated in some parts of the country, particularly Dublin, Cork, Galway, Kildare and Meath.
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, the Department will offer an Interim Special Transport Grant (STG) to families of eligible children towards the cost of making 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 of the affected children will be contacted directly by the School Transport Section in my Department with details of this grant.
492. Deputy Darren O'Rourke asked the Minister for Education and Youth for an update on the SNA Workforce Plan; the date on which it will be published; and if she will make a statement on the matter. [51808/25]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
My department recognises the role and value of SNAs. The SNA service comprising more than 23,000 SNAs plays a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special schools and special classes.
Work on the first Special Needs Assistant Workforce Development Plan (the plan) is in the final stages and expected to be presented for Minister’s consideration in the coming weeks.
It has involved significant consultation with SNAs and other stakeholders including school management bodies, the unions, schools, parents and children.
The Plan will encompass an understanding of the SNA role and how they and other stakeholders can be supported to provide the most effective service to children with significant additional care needs in our schools.
Key areas that the plan will address are:
• Pillar 1 - Review and Development of the SNA role
• Pillar 2 - Establishment of a Quality Assurance Framework
• Pillar 3 - Establishment of a SNA Learning and Development Programme
• Pillar 4 - Supporting SNA Recruitment, Retention and Diversity
• Pillar 5 - Development of a Communications Strategy
The SNA Workforce Development Plan will deliver an enhanced Special Needs Assistants service which provides the best care in our schools to students with significant care needs.
This will set out a pathway for supporting our highly valued and important SNA workforce in our school system.
To date research and analysis for the Plan includes:
a) Separate focus groups with SNAs, school leaders and teachers. Reports are published on www.gov.ie.
b) The first national survey of SNAs for which the report is published on www.gov.ie The survey received 7,401 responses, comprising 35% of the SNA workforce.
c) The Role of Special Needs Assistants: Report on the Consultation with Children and Young People is imminent.
I am pleased that my department has established this dedicated unit to deliver the SNA Workforce Development Plan which will ensure an enhanced SNA service is provided to children with significant care needs.
My department remains committed to delivering this plan imminently, and to continued engagement with stakeholders to ensure that SNAs are equipped to provide the highest standard of care and inclusion for students in our schools.
494. Deputy Cormac Devlin asked the Minister for Education and Youth the current and five-year trend in average primary class size and pupil teacher ratio, by local authority area, and by DEIS status; the number of classes with 30 or more pupils; the estimated teacher accommodation and current expenditure required to reduce the national average by one point and two points in 2026, with options to prioritise largest classes first; and if she will make a statement on the matter. [51879/25]
Amharc ar fhreagraThe general average of pupils to teachers in the Primary Staffing Schedule improved from 26 : 1 five years ago to 23 : 1 for the current school year, the lowest level ever seen at primary level. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively. In addition, there has been a three-point reduction in the retention schedule, which has helped schools that would otherwise be at risk of losing teaching posts. Average class sizes in primary schools have improved from 24.1 to 22.2 during the same period.
Each one point reduction in the staffing schedule at primary level for DEIS and non-DEIS schools requires between 350 - 400 additional teaching posts, at a cost of approximate cost between €26.7 - €30.5 million per annum. The salary costings will rise in line with the Public Sector Pay Agreement 2024-2026.
The estimated one-off capital cost of reducing the pupil teacher ratio by one point at primary level is circa €25 to €35 million. This estimated cost is based on certain assumptions regarding the number of new teaching posts generated and available accommodation capacity.
The Statistics Section of my Department's website contains extensive data in relation to our schools, including information on pupil teacher ratio and the number of classes in each individual school.
Under the Programme for Government there is a commitment to aim to reduce the general pupil teacher ratio at primary level to 19:1 over the term of government and introduce targeted measures in schools with very large classes.
I am considering how best to make further progress as part of the annual budgetary process in reducing the primary pupil teacher ratio in the context of Programme for Government implementation.
495. Deputy Cormac Devlin asked the Minister for Education and Youth the current capitation grant rates at primary level (mainstream, special school, and special class top-ups); the aggregate annual outturn for capitation since 2019; her assessment of the adequacy of the €224 standard rate against schools' non-pay running costs; the full-year cost of increasing the standard rate by €75 per pupil in 2026 (including pro-rata adjustments for special settings); and if she will make a statement on the matter. [51880/25]
Amharc ar fhreagraThe estimated cost of increasing the primary school capitation grant by €75 per pupil from €224 to €299 for the period 1 September to 31 December would be an additional 13.4 million. The estimated additional cost of maintaining such an increase for a full year, from 1 January to 31 December 2027 would be a further 26.6 million.
The Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years, including an over €30 million permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs through Budget 2025. This represents an increase of circa 12% on current standard rates and enhanced rates. This has resulted in the standard rates increasing from €200 to €224 for primary schools and from €345 to €386 per student in post-primary schools with effect from September 2025. Over the last two Budgets there has been a circa 22% increase in the level of capitation grant rates paid to schools. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils.
The current primary capitation rates are contained in Circular 0040/2025 which is published on my Department’s website at Revision of Capitation Grant Rates for Recognised Primary Schools in the 2025/26 school year, www.gov.ie/en/department-of-education/circulars/revision-of-capitation-grant-rates-for-recognised-primary-schools-in-the-202526-school-year/
In addition to these grants, €45 million in cost-of-living supports issued in November 2024 to support all recognised primary and post-primary schools in the Free Education Scheme. This additional funding announced in Budget 2025 is designed to assist schools with increased day-to-day running costs such as heating and electricity. This funding was paid at a rate of €36 per pupil in primary schools and €55 per student in post-primary schools. Enhanced rates were also paid in respect of pupils with special educational needs and Traveller pupils. Schools should also ensure that they are availing of the available OGP procurement frameworks and getting best value for money for all school expenditure.
The Department is aware that costs and funding can pose a problem for schools, and is constantly working to address this matter, and to enhance the financial and other supports available to schools. While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department will continue to seek and prioritise the funding required to meet the ongoing costs of running schools.
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. Contact details for FSSU can be found on www.fssu.ie.
The annual primary capitation expenditure from 2019 to 2024 is included in the table below. It should be noted that the 2025 capitation expenditure is not readily available as expenditure in respect of 2025 has not been finalised to date.
Primary Expenditure
|
Year |
Annual Total for Capitation |
|
|
€ |
|
2019 |
111,511,104 |
|
2020 |
116,645,545 |
|
2021 |
118,105,614 |
|
2022 |
118,165,827 |
|
2023 |
119,737,353 |
|
2024 |
124,561,620 |
496. Deputy Cormac Devlin asked the Minister for Education and Youth the number of primary schools with three or more special education teacher (SET) posts, by local authority area; if she will introduce dedicated special educational needs coordinator (SENCO) posts at assistant principal level in such schools in 2026; the projected full-year cost, timeline, and CPD framework for SENCO implementation; and if she will make a statement on the matter. [51881/25]
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.
Allocations of special education teaching (SET) posts for the school year 2025/26 have been provided to schools. The NCSE has also published SET allocations on their website: www.ncse.ie/set-hours-and-sna-allocations For easy of reference this allocation is broken down by school type and county.
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.
It is expected principals will allow time, from within this allocation for the special education teacher(s) for information gathering and assessment, reviewing, monitoring and coordinating provision for children with special educational needs. This would include transition planning for the identified students.
Children with special educational needs require targeted support with transitions, tailored to their needs identified in Student Support Plans. The Programme for Government commits to recruitment of additional special education teachers and SNAs to provide greater support to students and schools.
Where primary schools open a number of special classes administrative principal and deputy principal posts are provided. There has also been a significant increase in the number of posts of responsibility allocated to primary schools in recent years.
In acknowledgement of the particular challenges facing special schools, my department has provided for an administrative deputy principal in all special schools from the beginning of the last school year and additional post-primary teaching hours to reflect the growing number of post-primary aged students in our special schools.
The Government is committed to considering what additional supports and resources are required in the area of special education in the upcoming Budget. We will continue to engage through the estimates process to ensure that no matter where a child is enrolled they are actively supported and nurtured to reach their full potential.
497. Deputy Cormac Devlin asked the Minister for Education and Youth to publish the evaluation findings and lessons learned from the small schools pilot project; the number and location of participating schools; if she will bring forward a plan and costing to expand the model nationally in 2026, including cluster governance templates, additional administration days for teaching principals, ICT supports, and transport arrangements; and if she will make a statement on the matter. [51882/25]
Amharc ar fhreagraThe Programme for Government provides for a number of measures to support small schools, including introducing a new national small schools' project and trialling new administrative supports. The Government is very aware that small schools are an important part of the life of local communities.
The current small schools' action research project established in 2021 is due to conclude at the end of this school year. It includes six clusters of small schools, two in Galway and one each in Donegal, Kerry, Wicklow and Waterford, consisting of between three and five schools per cluster.
The interim evaluation report has been published by my department, linked here:www.gov.ie/en/department-of-education/press-releases/minister-mcentee-publishes-small-schools-project-evaluation/ The independent review identifies potential areas for closer collaboration and an analysis of the scalability of actions already undertaken. A further evaluation will take place over the final phase of the project.
Learnings from the evaluation of the current project will be invaluable and form a strong basis to inform the future policy direction in relation to all small schools, including how the Programme for Government Commitment can be delivered.
498. Deputy Cormac Devlin asked the Minister for Education and Youth to provide 2024/2025 teacher supply and vacancy data at primary level, by local authority area (including fixed-term, permanent, and substitution coverage rates); the measures taken to improve recruitment and retention in high-vacancy regions; if she will align any class-size reductions in Budget 2026 with a phased, supply-led rollout and publish an options paper on targeted incentives; and if she will make a statement on the matter. [51883/25]
Amharc ar fhreagraThis Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
Like many sectors, recruitment challenges exist in the education sector, especially in urban areas. While most teaching positions are filled, some schools face acute recruitment challenges.
The recruitment and appointment of primary teachers for teaching positions is managed by over 3,000 individual school authorities, independently of the Department.
While my Department does not collate the data requested for primary schools by local authority area, there are data available by county from an analysis of the teacher payroll.
Nationally, the number of unused allocated primary teaching posts according to the most recent analysis in March was 1,228 (3.1%). This analysis has been taken at a point in time of the relevant data, and schools continually recruit throughout the year.
The following table provides the number of allocated and unused teaching posts in primary schools. These data also provide the number of permanent contracts, and fixed term contracts for individual teachers as of March 2025. The table also provides data on the number of substitutes employed in primary schools in each county. There were 16,910 individual substitute teachers employed in primary schools across Ireland during the 2024/25 school year with some substitutes working in more than one county. Please note that the number of full-time equivalent (FTE) allocated posts is provided, while the number of individuals who held permanent or fixed term contracts is provided.
Table: Teacher Supply Data
|
County |
Payroll (full time equivalents (FTE)) |
Allocated teaching posts (FTE) |
Unutilised allocated teaching posts (FTE) |
% Utilised allocated teaching posts |
Permanent contracts (individuals) |
Fixed term Contracts (individuals) |
*Substitutes (individuals) |
|
Carlow |
534.5 |
551 |
-16.5 |
97.0 |
582 |
59 |
380 |
|
Cavan |
682.2 |
697 |
-14.8 |
97.9 |
733 |
83 |
448 |
|
Clare |
976.8 |
996 |
-19.2 |
98.1 |
1046 |
112 |
579 |
|
Cork |
4547.82 |
4685.5 |
-137.68 |
97.1 |
4960 |
658 |
2033 |
|
Donegal |
1411.1 |
1433 |
-21.9 |
98.5 |
1427 |
148 |
634 |
|
Dublin |
9539.4 |
10051.5 |
-512.1 |
94.9 |
10193 |
1950 |
4379 |
|
Galway |
2236.88 |
2269.7 |
-32.82 |
98.6 |
2383 |
268 |
1141 |
|
Kerry |
1199.92 |
1209.7 |
-9.78 |
99.2 |
1238 |
159 |
623 |
|
Kildare |
1842 |
1935 |
-93 |
95.2 |
1950 |
309 |
1012 |
|
Kilkenny |
694.4 |
710 |
-15.6 |
97.8 |
768 |
88 |
411 |
|
Laois |
797.92 |
822.8 |
-24.88 |
97.0 |
842 |
114 |
516 |
|
Leitrim |
275 |
281 |
-6 |
97.9 |
274 |
33 |
224 |
|
Limerick |
1723.18 |
1744 |
-20.82 |
98.8 |
1842 |
214 |
869 |
|
Longford |
424 |
429 |
-5 |
98.8 |
425 |
58 |
290 |
|
Louth |
1205.5 |
1242 |
-36.5 |
97.1 |
1283 |
164 |
582 |
|
Mayo |
1095.7 |
1123 |
-27.3 |
97.6 |
1146 |
134 |
626 |
|
Meath |
1701 |
1755 |
-54 |
96.9 |
1840 |
247 |
1031 |
|
Monaghan |
555.1 |
563 |
-7.9 |
98.6 |
554 |
57 |
359 |
|
Offaly |
758.3 |
771 |
-12.7 |
98.4 |
766 |
103 |
486 |
|
Roscommon |
610.5 |
611.5 |
-1 |
99.8 |
618 |
61 |
492 |
|
Sligo |
512.9 |
527 |
-14.1 |
97.3 |
540 |
70 |
352 |
|
Tipperary |
1372.5 |
1395 |
-22.5 |
98.4 |
1462 |
145 |
775 |
|
Waterford |
982.08 |
1003 |
-20.92 |
97.9 |
1042 |
133 |
455 |
|
Westmeath |
800.14 |
827 |
-26.86 |
96.8 |
836 |
122 |
529 |
|
Wexford |
1286.72 |
1323 |
-36.28 |
97.3 |
1378 |
177 |
694 |
|
Wicklow |
1195.39 |
1233 |
-37.608 |
96.9 |
1255 |
193 |
770 |
*Substitutes may work in more than one county.
To support schools 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,
• a record number of registered teachers; 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.
• the highest number of teachers employed. Recent data showed there were over 79,000 qualified teachers employed in Ireland with over 43,000 at primary level including special schools.
• The rate of resignation and retirement is very low by any standard at less than 3%, and is consistent with previous years.?
I recently announced new teacher supply measures including a measure to assist teachers to gain permanent roles more quickly. Additionally, the Teaching Council is to streamline the registration process for teachers who qualified outside of Ireland.?There has been significant investment in measures to support schools to recruit teachers, including:?
• introducing the PME fee refund scheme,
• encouraging retired teachers to work as substitute teachers,
• facilitating those teachers on career break, or job-sharing to work as substitute teachers,
• developing, with the support of the Irish Primary Principals Network, educationposts.ie, a service to support schools’ recruitment efforts,
• promoting the teaching profession through the Teaching Transforms campaign, and?
• commencement of workforce planning for teachers. 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. These findings will be incorporated into a workforce strategy for the school workforce. ????
Under the Programme for Government there is a commitment to aim to reduce the general pupil teacher ratio at primary level to 19:1 over the term of government and introduce targeted measures in schools with very large classes.
This will build on the progress which has been made by the previous Government. The general average of pupils to teachers in the Primary Staffing Schedule?improved from 26: 1 five years ago to 23 : 1 for the current school year, the lowest ever ratio at primary level. More favourable ratios are implemented for DEIS Urban Band 1 schools. ?Average class sizes in primary schools have improved from 24.1 to 22.2 through the investment we are making in schools.
My Department frequently consults and engages closely with stakeholders on issues such as teacher supply through industrial relations forums, sectoral meetings, and direct discussions with teacher unions.
I am considering further measures to strengthen the teaching workforce to ensure that schools have the support needed to provide an excellent education for every student.
500. Deputy Paul Murphy asked the Minister for Education and Youth if she is aware of a case (details supplied); and if she will instruct her Department to reduce class sizes and ensure that the school has an appropriate number of teachers. [51961/25]
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 school referred to by the Deputy had its staffing reduced by one teacher in the current school year due to a drop in enrolments, whereby the school had 23 less pupils than the previous year.
Under the Programme for Government there is a commitment to aim to reduce the general pupil teacher ratio at primary level to 19:1 over the term of government and introduce targeted measures in schools with very large classes.
This will build on the progress which has been made by the previous Government. The general average of pupils to teachers in the Primary Staffing Schedule improved from 26 : 1 five years ago to 23 : 1 for the current school year, the lowest ever ratio at primary level. More favourable ratios are implemented for DEIS Urban Band 1 schools. Average class sizes in primary schools have improved from 24.1 to 22.2 through the investment we are making in schools.
I am considering how best to make further progress as part of the annual budgetary process in reducing the primary pupil teacher ratio in the context of Programme for Government implementation.
