Written Answers Nos. 196-215
196. Deputy James O'Connor asked the Minister for Education and Youth the steps and stages in a building project for a school, whether it is an extension or a new building; and if she will make a statement on the matter. [53968/25]
Amharc ar fhreagraFurther to the query raised by the Deputy, I can confirm that the stages involved in a building project for a school are as set out below:
Large Scale Projects
At present, there are five stages of architectural planning involved in the delivery of major school projects. The stages reflect the Capital Works Management Framework developed by the Department of Public Expenditure & Reform.
The stages are as follows:
Stage 1 – Preliminary Design - The Preliminary Design stage includes reviewing all information provided as part of the Project Brief. Establishing and analysing all site factors and constraints which may impact on the projects viability.
Stage 2 - Design (which is divided into Stage 2a - Developed Sketch Scheme and Stage 2b - Detailed Design).
The Stage 2a includes development of the design and accurately cost plan the options agreed with the Client to a stage where the project is fully cost planned and can be prepared to lodge for statutory approvals.
The Stage 2b includes obtaining all statutory approvals, preparing a set of fully detailed Tender documents, and preparing an accurate pre-tender cost plan.
Stage 3 - Tender Action, Evaluation and Award On the completion of the examination of tenders, written authorisation of the Department must be obtained before issuing Letter of Intent and Letter of Acceptance. Once all the contract preconditions in the letter of intent have been met and the Department has given written authorisation to proceed to Contract, a letter of Acceptance can be issued. This forms the contract and is the contract and is the date for the calculation of the Contract period.
Stage 4 – Construction - All members of the Design Team are collectively responsible for the effective management of the project in order to achieve its completion on time and within budget.
Stage 5 - Handover of Works and Final Account - The Design team individually and collectively are required to effectively manage the Project, with the co-operation of the Contractor achieve a satisfactory standard of Construction, and achieve Substantial Completion of all elements of the Projects by the Contract Section/Phase handover dates and overall Contract Completion Date.
The period of time it takes to progress through each of these stages varies from project to project depending on its size and complexity.
Design Teams are appointed to progress major projects through the stages of architectural planning. In normal circumstances once a Design Team has been appointed, the project should be progressed expeditiously to the completion of Stage 2b i.e. the preparation of Tender Documents. The responsibility for the progression of the project from Stage to Stage (in accordance with the Project Brief and the Department's Design Guidelines) rests with the Design Team in agreement with the client, subject to the project timelines and the availability of funding. The written authorisation of the Department to proceed is always required prior to progression to stages 3 (tender) and 4 (contract award & construction).
Additional Accommodation Projects:
The stages are the same for ASA projects and Large Scale projects.
ASA Projects in excess of €1m, there are usually at least five interactions with the Department:
The Stage 1 report (initial design)
The Stage 2A report (detailed design)
The Department should be notified of any onerous planning conditions attached to a project
4/5. The written authorisation of the Department to proceed is always required prior to
progression to stages 3 (tender) and 4 (contract award & construction)
ASA projects with a value less than €1m, there is only one report to be provided during the design stages, and this is called the Combined Stage 1/2A report.
The level of oversight the Department will have will depend on the scope of the project but there are usually at least four interactions with the Department on Type 1 ASA projects:
The Stage 1/2A report
The Department should be notified of any onerous planning conditions attached to a project
3/4. As below, the written authorisation of the Department to proceed is always required prior to progression to stages 3 (tender) and 4 (contract award & construction).
Timelines will vary significantly depending on the size of the project and whether planning is required for same.
I can confirm to the Deputy that my officials are available to work with schools throughout all stages of the process.
197. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth her plans to review the NCSE policy requiring exclusive clinical wording for access to autism classes, in cases where a clinician recommends placement, given concerns that this may prevent children from receiving appropriate supports based on professional advice; and if she will make a statement on the matter. [53980/25]
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.
It is important to remember that the majority of children with special educational needs are supported by classroom teachers, special education teachers and Special Needs Assistants to attend mainstream classes with their peers. For children with more complex needs a special class can be provided and for children with the most complex needs a special school place can be provided.
The criteria for enrolment in a special class is outlined in a number of circulars pertaining to the specific designation of the special class. My department keep this criteria under review and update these circulars accordingly in light of developments and best practice in the area of special education.
The specific criteria for enrolment in autism special classes has been clearly set out in circular letter 0039/2025 published in May this year. This gives parents and schools clarity around the criteria to be met to apply for admission to an autism special class and allows for consistency across schools.
In October 2024, my department issued a circular letter to all schools setting out a range of new measures to support the forward planning of special education. Among the new measures introduced was a request for the parents of children seeking a special education placement, including children already attending mainstream classes, to notify the NCSE of their preference for a specialist placement. This requirement was introduced to ensure that the NCSE has better awareness of where demand for specialist provision is required at a local level. In doing so it allows the NCSE to plan for and sanction the appropriate provision much earlier than in previous years.
The NCSE set up a portal in which parents could submit reports and documents regarding their child's education requirements. By doing so it has allowed the NCSE to review recommendations and reports to ensure children meet the requirements as set out by my department to enrol in a specialist placement. Once the documentation submitted has been reviewed against the outlined criteria, a letter issues to the family which notifies them if the evidence submitted supports placement in a specialist setting. This letter is important as it is required to be submitted with enrolment forms to schools and informs schools that the child meets the criteria for enrolment into a special class.
This process removes an administrative burden on schools and negates the need for schools to interpret such specialist documentation and reports with regard to departmental policy. In doing so it also ensures that every child applying to a school has an equal opportunity in securing a placement in that school.
It is important that parents continue to engage with the NCSE when seeking a special educational placement and provide the NCSE with any updated or supporting documentation as soon as possible. While the 1 October deadline has passed the NCSE continue to support and provide guidance to families regarding special education placements and available supports.
198. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth the reason the national educational psychological service withdrew a dedicated psychologist from two primary schools (detailed supplied); and if she will make a statement on the matter. [54012/25]
Amharc ar fhreagra199. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth the reason the national educational psychological service psychologist hours previously allocated to two primary schools (details supplied) were redeployed; and if she will make a statement on the matter. [54013/25]
Amharc ar fhreagra200. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth the reason for allocating only one national educational psychological service assessment annually to a primary school with over 600 pupils (details supplied); and if she will make a statement on the matter. [54014/25]
Amharc ar fhreagraI propose to take Questions Nos. 198, 199 and 200 together.
I thank the Deputy for her questions regarding service provision to specific schools by my department's National Educational Psychological Service (NEPS).
I would like to take this opportunity to outline the work of my department in this area more broadly and the role of NEPS. All schools have access to:
• a NEPS psychologist for general support and advice.
• support from a NEPS psychologist in the event of a Critical Incident.
• National and Regional Support and Development service for school staff, which is advertised through the Education Support Centres of Ireland and covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.
• access to either a NEPS psychologist or a SCPA psychologist for individual pupil casework where a priority need is established. SCPA – the Scheme for Commissioning Psychological Assessments - is operated through the use of a panel of psychologists who must meet qualification criteria set by the Department. It is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.
Where a school temporarily does not have an assigned psychologist due to a vacancy, a psychologist from the local NEPS team undertakes the role of advisory psychologist to respond to queries that the school may have. These schools continue to have access to critical incident response, advisory support, and the support and development Service delivered by their local NEPS office.
NEPS encourages all schools to use the Continuum of Support Model a continuum-based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for children and young people with learning, emotional or behavioural difficulties. Under this model, a child or young person does not require a psychological assessment diagnosis in order to access additional support at school.
My department is making every effort to recruit additional educational psychologists. Since January 2023, NEPS has supported bursaries for Trainee Educational Psychologists who are enrolled in the University College Dublin Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. This has also been extended to students enrolled in the new professional doctorate in educational psychology in Maynooth University. Those in receipt of a bursary commit to joining NEPS upon graduation. There are over 70 Trainee Educational Psychologists in receipt of a bursary who are expected to join NEPS upon graduation.
The Public Appointments Service undertook a recruitment campaign for Educational Psychologists recently and successful candidates will shortly be appointed.
201. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth her plans to review national educational psychological service resourcing and assessment allocations for large primary schools to ensure timely access to psychological support services for all children; and if she will make a statement on the matter. [54015/25]
Amharc ar fhreagraI thank the Deputy for her question on service provision by my department's National Educational Psychological Service.
I would like to take this opportunity to outline the work of my department in this area more broadly and the role of NEPS. All schools have access to:
• a NEPS psychologist for general support and advice.
• support from a NEPS psychologist in the event of a Critical Incident.
• National and Regional Support and Development service for school staff, which is advertised through the Education Support Centres of Ireland and covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.
• access to either a NEPS psychologist or a SCPA psychologist for individual pupil casework where a priority need is established. SCPA – the Scheme for Commissioning Psychological Assessments - is operated through the use of a panel of psychologists who must meet qualification criteria set by the Department. It is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.
The National Educational Psychological Service (NEPS) works with schools using a problem-solving model to help schools identify need and interventions to support those needs. Under this model, NEPS encourages schools to use a continuum-based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they wish to for advice. If the school has concerns that a pupil is not making reasonable progress following evidence informed support and intervention, the school may prioritise the involvement of the NEPS psychologist to support the identification of need process. The Continuum of Support is the framework developed by NEPS for schools to identify, plan and provide support for those students who experience difficulties with their learning. Students do not require a psychological assessment, or a diagnosis in order to access additional support at school.
My department is making every effort to recruit additional educational psychologists. Since January 2023, NEPS has supported bursaries for Trainee Educational Psychologists who are enrolled in the University College Dublin Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. This has also been extended to students enrolled in the new professional doctorate in educational psychology in Maynooth University. Those in receipt of a bursary commit to joining NEPS upon graduation. There are over 70 Trainee Educational Psychologists in receipt of a bursary who are expected to join NEPS upon graduation.
The Public Appointments Service undertook a recruitment campaign for Educational Psychologists recently and successful candidates will shortly be appointed.
Furthermore, my department’s Wellbeing Policy Statement and Framework for Practice provides schools with a framework to support the well-being and mental health of their school community. This framework is founded on research and international best practice as to how schools can best support the well-being and mental health of children and young people. The framework encourages schools take a whole school, preventative, and reflective approach to school self-evaluation to identify and prioritise the needs of their own school communities in relation to the promotion of well-being and mental health
This framework encourages schools to:
• provide children and young people with opportunities to build core social and emotional skills and competencies,
• provide children and young people with opportunities to experience supportive relationships within the school setting and to learn through those relationships and,
• provide children and young people with opportunities to be part of a school environment and culture that feels both physically and psychologically safe, an environment in which children and young people feel a sense of belonging and connectedness, in which they feel their voice is heard, and they feel supported.
A dedicated well-being portal has also been developed and is now available, bringing together all the well-being supports and resources that have been developed by the department and the department’s support services, at the following link: www.gov.ie/en/department-of-education/campaigns/wellbeing-in-education/
It may also be of interest to the deputy that, in 2023, my department allocated €5 million to establish the Counselling in Primary Schools Pilot, a pilot programme of counselling and mental Health supports for primary schools in 2023. In Budget 2025, the pilot received additional funding to further develop the programme. The Counselling in Primary Schools Pilot 2023-2025 consists of two strands. Strand 1 provides one-to-one counselling to support small numbers of children in schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary. The Department of Education and Youth created panels of pre-approved private counsellors to provide counselling supports under the pilot. In October 2024, the department announced the extension of Strand 1 of the Counselling in Primary Schools Pilot to 61 urban DEIS primary schools in Dublin North City and Dublin South-West in areas with some of the highest levels of disadvantage in the State.
My department continues to review our overall approach to educational psychological support in our schools to support children and young people to reach their potential.
202. Deputy Michael Lowry asked the Minister for Education and Youth the progress that has been made, and if a final decision will be made, on the provision of additional time allocation for dyslexic students, taking part in State exams with a professional diagnosis, that have not received a language exemption from the school management or her Department; and if she will make a statement on the matter. [54021/25]
Amharc ar fhreagraI can advise the Deputy that the Programme for Government commits to developing an appropriate mechanism to allow additional time for students with specific needs and in certain circumstances, and also to ensure that those who use assistive technology can do so in State examinations.
The State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations, and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme.
I welcome that the SEC is currently undertaking a comprehensive review of the scheme in which it intends to give consideration to these and all relevant issues.
I have asked the SEC to respond directly to the Deputy with further detail about the RACE scheme and the ongoing system wide review of the scheme.
203. Deputy Niall Collins asked the Minister for Education and Youth when it is expected that the Teaching Council (Registration) Regulations 2016 will be updated in order to facilitate a person (details supplied) who has achieved a portion of their qualifications/work experience overseas to apply to have said qualification/work experience recognised in Ireland, this being a crucial action to assist with current teacher supply challenges; and if she will make a statement on the matter. [54029/25]
Amharc ar fhreagraThe Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule.
The qualifications of teachers who qualified outside of the Republic of Ireland are assessed on an individual and holistic basis for the purposes of registering as a teacher. Qualifications are assessed for comparability with graduates of initial teacher education programmes accredited by the Teaching Council. All applications from teachers who qualified abroad are processed in line with the EU Directive 2005/36/EC and are assessed in the same manner, regardless of whether they qualified within or outside the EU. The EU Directive provides for the assessment of qualifications for the purposes of recognition, and this recognition may be subject to conditions.
To assist further with teacher supply challenges, I announced last April that I would work with the Teaching Council to introduce a proposal to enable eligible teachers who have qualified outside of Ireland to apply for registration and complete their induction requirement here.
I see this as an important step in encouraging more teachers to work and start their careers here in Ireland and I am pleased to note that significant progress has been made towards realising this measure.
Under the Teaching Council Act, the Council makes regulations for the purposes of registration through statutory instrument, including to amend or replace existing regulations. A further Statutory Instrument (SI) was required to establish the proposed creation of this timebound provision. A new set of registration regulations were drafted which included the provision for induction in the state for teachers qualified outside of the state, and on that basis engagement with the Data Protection Commissioner (DPC) was required. A proportionality impact assessment was carried out. There was also consultation with various stakeholders. Legal advice was sought to ensure that the new regulations are appropriate and proportionate, with no legal impediments, which requires more time than applies to an amending an SI.
It is expected that primary and post-primary teachers, who qualified outside of the Republic of Ireland and apply to complete their induction here under the new provision, will be subject to meeting eligibility and qualifications requirements prior to approval.
I am pleased to inform you that the final draft of the new Registration Regulations has been received from the Teaching Council and is progressing through the required procedures so that it can be laid before the Houses of the Oireachtas to be implemented shortly.
Please refer to the Teaching Council website, www.teachingcouncil.ie, for updates regarding the making of the new Registration Regulations, and for information on accessing the timebound provision for overseas qualified applicants to register and complete their induction in the State.
204. Deputy Pat the Cope Gallagher asked the Minister for Education and Youth the current position regarding the Saint Columba's College building project now that the tender report has been submitted since July 2025; and if she will make a statement on the matter. [54082/25]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is currently at Stage 3, Tender Action & Award.
The brief for this project is to provide a new extension and refurbishment of existing retained buildings on current restricted site to provide accommodation for 1000 pupils.
The Design Team have recently submitted the Main Contractor tender report to my Department which is currently under review by the multidisciplinary team.
The Department have carried out an enabling works for minor works to secure the former Scoil Mhuire building as decant accommodation in advance of the major project, and this accommodation is being used by the school authorities in the interim following previous storm damage to prefab accommodation at St. Columba's College.
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 roll-out 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 roll-out 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.
205. Deputy Michael Healy-Rae asked the Minister for Education and Youth if someone working with an ETB on a fixed-term contract for the fifth time could be given a full-time job (details supplied); and if she will make a statement on the matter. [54085/25]
Amharc ar fhreagraEducation and Training Boards (ETBs) were established under the Education and Training Boards Act, 2013 which provides that each ETB is a statutory body having its own corporate status. It is therefore the responsibility of each ETB to manage the day-to-day operation of the organisation, including the management and employment of staff, subject to adherence to relevant recruitment processes and requirements and the provisions of statutory obligations.
Accordingly, issues relating to the contractual arrangements for individual staff members are a matter between the staff member and the ETB concerned.
Should a staff member have any concerns in this regard, they are advised to raise any such issue directly with the ETB in the first instance.
206. Deputy Grace Boland asked the Minister for Education and Youth in light of the Supreme Court ruling (details supplied) the steps her Department has taken to review and update its policies to ensure full compliance with the clarified duty to provide reasonable accommodations for students with disabilities; and if she will make a statement on the matter. [54095/25]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations, and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme. I have asked the SEC to respond directly to the Deputy in relation to her question.
207. Deputy Grace Boland asked the Minister for Education and Youth if her Department will revise its approach to explanatory notes on Leaving Certificates for students who receive accommodations, to avoid disclosing disabilities and prevent potential discrimination in future employment or education opportunities; and if she will make a statement on the matter. [54096/25]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations, and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme. I have asked the SEC to respond directly to the Deputy in relation to this query.
208. Deputy Grace Boland asked the Minister for Education and Youth to outline the guidance that has issued to schools regarding the scope and nature of reasonable accommodations, particularly in relation to dyslexia, ADHD and other learning disabilities; and if she will make a statement on the matter. [54097/25]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations, and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme.
I have asked the SEC to respond directly to the Deputy with further detail about the guidance issued to schools regarding the scope and nature of reasonable accommodations.
209. Deputy Grace Boland asked the Minister for Education and Youth how her Department is ensuring that schools consistently apply reasonable accommodations across the country; the mechanisms in place to monitor compliance; and if she will make a statement on the matter. [54098/25]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations, and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme.
I have asked the SEC to respond directly to the Deputy with further detail in relation to the issues raised.
210. Deputy Grace Boland asked the Minister for Education and Youth to outline the avenues available to students and families who believe they have been denied appropriate accommodations; if her Department will consider establishing a dedicated appeals process; and if she will make a statement on the matter. [54099/25]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations, and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme.
I have asked the SEC to respond directly to the Deputy with further detail about the avenues available to students and families who believe they have been denied appropriate accommodations and about the RACE appeals process.
211. Deputy Grace Boland asked the Minister for Education and Youth if her Department has introduced or updated training programmes for school staff on disability rights and inclusive education following a Supreme Court judgment; and if she will make a statement on the matter. [54100/25]
Amharc ar fhreagraIt has been a long standing policy within my department that children with special educational needs be 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.
My department and the National Council for Special Education (NCSE) are committed to ensuring that no matter where a child is enrolled they have access to the required supports to enable them to achieve their educational goals. At the heart of this are the 44,000 special education teachers and special needs assistants (SNAs) dedicated to ensuring each child is valued and is actively supported and nurtured to reach their full potential.
Supporting this is the variety of differentiated teaching approaches encouraged by my department to accommodate the varying levels of ability in classrooms. This facilitates the inclusion of all learners to access the school curriculum in a meaningful way.
A range of options are available to teachers and SNAs in regard to training opportunities in special education. These are provided within initial teacher education (ITE) programmes for student teachers and teacher professional learning (TPL) programmes for established teachers. Other options include short, flexible on-line opportunities and funding for placement on graduate and post-graduate programmes.
Central to TPL is Oide, a Department of Education and Youth funded TPL service. All Oide TPL programmes are designed and underpinned with the fundamental principles of Universal Design for Learning (UDL), a framework that facilitates the inclusion of all learners to access the school curriculum in a meaningful way.
In addition, the NCSE offer full school support to all staff and provide support for teachers with training needs in special education, through the NCSE support service. This service manages, co-ordinates and develops a range of supports in response to identified training need. Any school who feels it has a training need can contact their local special education needs organiser to arrange training.
My department is also working on a range of measures to develop a more inclusive education system where the majority of children with special education needs are supported to attend their local school with their siblings and peers. This work is led by our commitment to the United Nations Convention on the Rights of Persons with Disabilities which is one of the foundation stones for the NCSE policy advice on inclusive education, which advocates for the progressive realisation of an inclusive system.
212. Deputy Grace Boland asked the Minister for Education and Youth if her Department will publish data on the number of students receiving accommodations; the types of supports provided; any complaints or legal actions taken under the Equal Status Acts; and if she will make a statement on the matter. [54101/25]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations, and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme.
I have asked the SEC to respond directly to the Deputy with further detail about the number of students receiving accommodations, the types of supports provided and any complaints or legal actions taken under the Equal Status Acts.
213. Deputy Grace Boland asked the Minister for Education and Youth the number of school buildings in north County Dublin currently being utilised for after-school services; and if she will make a statement on the matter. [54108/25]
Amharc ar fhreagraThe Programme for Government commits to expand the provision of after-school and childcare in school buildings and campuses, in tandem with the school building programme, to provide better access for parents and communities.
While the primary role of my department is the provision of primary and post primary school education, my department has a stated policy of encouraging the use of school facilities for a wider community use, where appropriate.
In June 2024 my department published revised “Procedures on the use of School Buildings and School Sports Facilities outside of School Hours” which cater for a wide range of local level arrangements, including early learning and childcare, use by sports club, recreational use, community use and other services on school property where circumstances permit.
In general, my department recognises that the use of school premises for community or after-school purposes is managed at local level and school authorities have a considerable degree of autonomy in relation to how their respective premises are managed and utilised. A school must obtain the permission of their patron and the property owner before permitting the use of the school premises for after school activities.
My department conducts an annual Schools Data Collection survey (SDC) each October which asks schools a range of questions in relation to the day-to-day operation of the schools.
The 2025/2026 school year SDC will reflect the full operation of the new procedures on after school use.
My department will be analysing the returns from school over the course of Q4 2025 and Q1 2026 in relation to responses on specific questions including after-school usage.
214. Deputy Grace Boland asked the Minister for Education and Youth the number of school buildings in north County Dublin currently being utilised for breakfast club services; and if she will make a statement on the matter. [54109/25]
Amharc ar fhreagraThe funding and policy for the School Meals Programme is under the responsibility of the Department of Social Protection.
I fully support the objective of the School Meals Programme, which is a vital component of cross-departmental policies, and which encourage school attendance and educational achievement.
215. Deputy Grace Boland asked the Minister for Education and Youth the role of her Department in encouraging or facilitating the use of school buildings for after-school and breakfast club services, including any updated guidelines or funding supports; and if she will make a statement on the matter. [54110/25]
Amharc ar fhreagraThe Programme for Government 2025 commits to expand the provision of after-school and childcare in school buildings and campuses, in tandem with the school building programme, to provide better access for parents and communities.
My department actively encourages the use of school facilities, where feasible, for community purposes outside of school hours.
To support schools in facilitating after-school and childcare arrangements, my department has published 'Procedures on the Use of School Property and School Sports Facilities Outside of School Hours'.
These procedures provide clear guidance for schools on how their buildings and facilities may be used outside of regular school hours, including for after school and childcare services.
Each school can refer to these procedures when considering such arrangements, ensuring that any use aligns with governance and safety standards.
