Written Answers Nos. 408-427
408. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth for an update on the construction of the new building for a school (details supplied); and if she will make a statement on the matter. [54594/25]
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 Pleanála and the Design Team received An Bord Pleanála’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 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.
409. Deputy Grace Boland asked the Minister for Education and Youth the projected timeline and steps her Department will take regarding the need for, planning and delivering of a new secondary schools or schools in an area (details supplied); and if she will make a statement on the matter. [54606/25]
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.
There are currently two projects at post primary level in the Swords school planning area, which when completed will cater for demand in the area.
• Loreto College (Roll no 60810B). 1,000 pupil school and 6 special education classrooms. This is at Stage 2a. Stage 2A involves the preliminary design, site surveys and cost estimates.
• St Finians CC (70120F). Extension to provide long term projected enrolments of 1,000 and 6 special education classrooms. This is at Stage1. Stage 1 is the preliminary design stage where the design team in conjunction with the school authorities, will analyse all the constraints of the site, develop a preferred design option and ensure that the preferred option is the best option for the delivery of the brief.
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.
Based on analysis undertaken, it is deemed that there is not a sufficient unmet demand in the Swords school planning area to establish a new post primary school entity.
The pace of delivery of additional residential development in the Swords SPA, 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 Fingal 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.
410. Deputy Ryan O'Meara asked the Minister for Education and Youth if there are plans to make provisions for teachers who currently remain on the supplementary redeployment panel each year; and if she will make a statement on the matter. [54609/25]
Amharc ar fhreagraThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent/CID holding teachers, to other schools that have vacancies.
At primary level, schools are required under the panel arrangements to fill their vacancies from the Main Redeployment Panel. Once all teachers on the Main Panel have been redeployed, permanent vacancies are offered to teachers on the Supplementary Redeployment Panel, comprised of eligible fixed-term (temporary/substitute) and part-time teachers. At that point, fixed-term vacancies may be advertised through open competition.
Once a redeployment panel has been exhausted in an area, schools with permanent vacancies in that area may proceed to open competition to fill these vacancies. It is open to any teacher to apply for these vacancies as they arise.
The Supplementary Panel closes on the first working day of November; the last day by which permanent positions may be filled. It is open to teachers on the Supplementary Panel to apply for vacancies as advertised throughout the year.
The redeployment arrangements are reviewed each year, in consultation with the Education Partners, including the Teacher Union. Arrangements for next year’s redeployment will be reviewed towards the end of the year.
411. Deputy Ryan O'Meara asked the Minister for Education and Youth the current criteria to be granted a contract of indefinite duration for primary teachers; and if she will make a statement on the matter. [54610/25]
Amharc ar fhreagraIn 2015 the Department implemented the recommendations of the Report of the Expert Group on Fixed-Term and Part-Time Employment in Teaching established under the Haddington Road Agreement (also known as the Ward Report) which provided for fixed-term contract teachers to acquire permanent positions more easily and quickly and enable part-time teachers to gain additional hours. The current circulars governing the award of Contracts of Indefinite Duration (CIDS) are circulars 0023/2015 (primary teachers) and 0024/2015 (post-primary and ETB teachers).
These circulars outline the criteria which must be met in order to obtain a CID. Implementation of the Ward Report saw the qualification period for the granting of an initial CID reduced from a period of continuous employment in excess of three years with the same employer to a period of (fully Oireachtas funded) continuous employment in excess of two years with the same employer. The Ward Report extended eligibility to include covering for a teacher absent on two specific schemes. This is confined to covering the absence of (i) a teacher on career break or (ii) a teacher on secondment.
My Department/ or an ETB will sanction a CID for a teacher in an Oireachtas funded post who satisfies all of the following conditions:
(i) s/he is registered on a current basis with the Teaching Council and
(ii) s/he is the holder of qualifications appropriate to the sector and
(iii) s/he has had in excess of 2 years continuous teaching service under two or more successive written contracts of employment with the same employer that were paid for out of monies provided by the Oireachtas and the most recent such contract is comprehended by 1 or 2 of Part A of circulars 0023/2015 or 0024/2015 and a new interview process was conducted.
Unless s/he is excluded by reason of the following :
(iv) s/he is covering for another teacher absent on an approved scheme of leave other than covering for a teacher absent on career break or secondment and this was set out as an objective ground in writing in the previous contract.
If all conditions in circular 0023/2015 or 0024/2015 have been satisfied and a CID has been refused, the applicant is entitled to appeal this decision under Circular 0030/2018.
More recently, in April of this year I announced a measure to address ongoing challenges and boost teacher supply whereby teachers taking up their first contract in a viable teaching post in September 2025, will become eligible for a permanent contract in September 2026. This eligibility is contingent upon successful re-appointment following a competitive recruitment process and the ongoing viability of the post in a school. This represents a substantial improvement on the existing situation, which required teachers to complete two consecutive contracts before qualifying for a permanent position.
Teachers not covered by this new policy, such as those in substitute roles or those whose posts are not deemed viable after one year, will continue to follow the existing route to permanency, which typically involves achieving a Contract of Indefinite Duration (CID) after a third contract. Detailed guidelines and implementation procedures for this new policy will be developed with the support of education stakeholders, including teacher unions and management body representatives.
412. Deputy Darren O'Rourke asked the Minister for Education and Youth if she has considered using external training providers to train teachers and school staff in special education schools or settings. [54620/25]
Amharc ar fhreagra413. Deputy Darren O'Rourke asked the Minister for Education and Youth if she will avail of external training providers to use a more targeted approach to train teachers and staff in special education, rather than a one size fits all approach. [54621/25]
Amharc ar fhreagraI propose to take Questions Nos. 412 and 413 together.
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016.
A range of options are available to teachers 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. The programmes provided include flexible on-line opportunities right through to funding for post-graduate programmes for special education teachers.
In addition, the National Council for Special Education (NCSE) offer full school support to all staff and provides 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 teacher training need. The NCSE has also secured the services of Middletown Centre for Autism to deliver support to school staff in special classes for children with autism.
A host of skills and teaching approaches are required every day by teachers in their classrooms. The NCSE support service is vital in this regard to ensuring teachers have the training needed to support all students to ensure no matter where a child is enrolled, they are supported and provided the opportunity to reach their full potential. It is open to any school who feels it has a training need to contact the NCSE and arrange training.
414. Deputy Niall Collins asked the Minister for Education and Youth further to Parliamentary Question No. 812 of 8 September 2025, the status of approval for the emergency works at the school; and if she will make a statement on the matter. [54632/25]
Amharc ar fhreagraThe school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for mechanical and electrical works.
This application has been approved and is currently with the school to progress further.
415. Deputy Jennifer Whitmore asked the Minister for Education and Youth the future plans for the temporary accommodation site currently occupied by a school (details supplied), in view of the schools' scheduled move to its permanent premises in 2026; the plans for the retention or development of the existing sports facilities on the site; her plans for the current school premises once vacated; and if she will make a statement on the matter. [54635/25]
Amharc ar fhreagraI wish to advise the Deputy that the requirement for school places is kept under on-going review in the context of constantly evolving information on population, enrolments and residential development activity. I can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including those with special educational needs is an absolute priority for the Department of Education.
Since 2020, my Department has invested over €6 billion in our schools, involving the completion of over 1,300 school building projects including the school referred to by the Deputy.
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 using data from local authorities, the CSO and engagement with key stakeholders.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular 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 a shortfall of places is identified in an area, the Department will work with schools to put the necessary solutions in place.
The school admissions process is currently under way and this data in addition to the aforementioned information will inform the Department on the optimum use of any identified capacity across the school estate including that identified by the Deputy for the forthcoming 2025/2026 school year and beyond. The Department will continue to engage closely with patron and management bodies in this regard.
416. Deputy Carol Nolan asked the Minister for Education and Youth to assist in the urgent case of a school (details supplied) waiting for project works to begin that were approved in 2018; and if she will make a statement on the matter. [54649/25]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the departments pipeline of school buildings for a project to provide a 3 classroom SEN Base.The project was devolved to the school for delivery.
Approval to proceed to Stage 2b (developed design) was granted in April 2024. In June 2025, the Design Team advised they were finalising design elements and preparing tender documentation. The Department is currently awaiting the Stage 2b pre-tender report.
Once received, the report will undergo a detailed technical and cost review in line with the Public Spending Code. All projects, including this one, are subject to the due diligence requirements of the Public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
Since 2020, the Department of Education and Youth has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects. Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities. Supplementary capital funding of €210 million approved by Government has brought the total capital allocation for 2025 for my department to €1.6 billion.
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 the 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.
The 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.
Department officials have actively engaged with the Design Team throughout and will continue to engage with the school authority to provide practical advice and assistance on this very important project.
417. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to concerns related to the provision of full-time teacher roles (details supplied); the actions she will take to address these concerns; and if she will make a statement on the matter. [54656/25]
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 staffing arrangements for primary schools includes a provision whereby schools experiencing a significant increase in enrolments may apply for a projected enrolment post, on the basis of projected enrolments for September 2025. The school referred to by the Deputy was allocated such a post, projecting an enrolment of 78. The actual enrolment achieved is 46.
The staffing arrangements include a staffing appeals process under which schools may appeal for additional staffing to an independent Primary Staffing Appeals Board. The school has submitted an appeal to the October meeting of the Appeals Board. The Board will meet later this month to consider staffing appeals for the 2025/26 school year and schools will be notified of the outcome of the appeal ahead of the mid-term break. The Appeals Board operates independently of the Department and its decision is final.
419. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if she will outline the progress of the Anseo initiative; and how additional schools may enter later this year. [54689/25]
Amharc ar fhreagraIn May I announced a range of measures to tackle school absenteeism. These measures are a key part of my plan to ensure that every child can achieve their full potential, regardless of their background or their ability. Regular attendance in school is essential not just for academic achievement, but for well-being, social development and long-term life outcomes.
One of the initiatives I announced is 'Anseo', a Multi-Dimensional Multi-Tiered System of Supports approach to addressing school attendance. 'Anseo' is an evidenced-based model that enables Tusla Education Support Service staff to support schools to analyse their data in a tiered and systematic way and which allows schools to shape their response to their schools’ absence issues. The model was piloted in four schools in the 2023/24 school year.
A further sixty schools have now been selected to take part in ‘Anseo’ from the start of the current school year. The sixty schools selected include a mixture of DEIS and non DEIS, primary, post-primary, urban, rural, and special schools across the country.
TESS staff work with the schools throughout the 2025/26 school year, promoting and supporting the implementation of the model which will enable schools to develop effective and appropriate strategies to respond to the drivers of school absenteeism.
My Department has been informed by TESS that these schools are currently completing training on the use of the Anseo model with support from the TESS Anseo Team. The schools have set up their own School Attendance Teams and are being supported by the Anseo Team, to create their vision and mission statements for school attendance and to devise their annual School Attendance Plan and Attendance Team Assessment. Benchmark school attendance data from the 2024/25 school year is being compiled.
It is expected that Anseo will be offered to additional schools in early 2026. The details of the schools selected will be available over the coming months.
420. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will address matters concerning health and safety, transport and new build, raised in correspondence (details supplied); and if she will make a statement on the matter. [54696/25]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is being delivered as part of the Department's ADAPT Programme. The Adapt Programme uses a professional external Programme Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The brief for this project is to provide a new permanent school building 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 1,000 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 has since been appealed to An Bord Pleanála and the Design Team received An Bord Pleanála’s decision to grant planning permission in early February 2025.
The project is currently at Architectural Planning Stage 3 – Tender Action and Award. The tender returns have recently been received and a review of the tender returns is currently ongoing by the Design Team to formulate a tender report for the Department’s review and comments.
On completion of the tender report review by my Department the letter of intent (LOI) is expected to issue to the successful tenderer. Once a Contractor has been appointed, it is anticipated that construction would commence shortly thereafter.
My Department has been liaising with the school and their patron bodies in relation to the formal arrangements and next steps.
The school is currently located in accommodation in the ownership of the Department of Defence. Pending completion of the new school building project, my Department will continue to work with the patron bodies to ensure that the accommodation is appropriate for the school’s needs.
In relation to the school’s current accommodation, it is open to the school in question to apply for my Department’s Emergency Works Scheme (EWS), which will consider applications for funding to address any immediate health and safety issues arising.
An emergency is a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action and, in the case of a school, if not corrected would prevent the school or part thereof from opening.
The purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis for categories of works such as roof works, electrical works, mechanical works, external works etc.
The CASWS opened to new applications on the 1st May 2025 and the application window closed on the 30th of June 2025. Full details of the new CASWS, Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link: Summer Works Scheme
Under the terms of the Primary School Transport scheme, children are eligible for transport at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
In cases where families have applied to attend their nearest schools with regard to ethos and language and have been advised by the school authorities that these schools are full, the department will consider if the pupil is eligible to the next nearest school.
While the closest school(s) may be full to capacity at present, each family must supply the documents mentioned below, to School Transport Section of the Department of Education and Youth.
• an application for enrolment was made within the deadline dates specified by the school(s), and
• a letter from each of the school authorities confirming that the school was full.
Contact details for school transport section can be found at:
https://www.gov.ie/en/department-of-education/services/school-transport/#school-transport-customer-contact-form
421. Deputy Michael Cahill asked the Minister for Education and Youth if the NCSE engaged in meaningful consultation with schools, SNAs, and parents before finalising the 2025-2026 SNA review process guidelines; if so, to provide details of that consultation; and if not, the reasons key stakeholders were excluded. [54716/25]
Amharc ar fhreagra422. Deputy Michael Cahill asked the Minister for Education and Youth if she will consider extending or reopening the application window for school-led SNA reviews beyond the current period 15 September to 24 October; and if flexibility will be introduced to accommodate mid-year applications in cases of new or emerging needs. [54717/25]
Amharc ar fhreagra424. Deputy Michael Cahill asked the Minister for Education and Youth the reason the 2025-2026 SNA guidelines appear to exclude or deprioritise behavioural care needs; and if she will direct the NCSE to explicitly recognise behavioural and emotional needs as part of complex care needs requiring SNA support. [54719/25]
Amharc ar fhreagra425. Deputy Michael Cahill asked the Minister for Education and Youth if she is aware of concerns that the unification of SNA allocations across mainstream and special classes may result in a net reduction in support for students in autism classes; and if she will ensure that these allocations reflect the higher and distinct needs in those settings. [54720/25]
Amharc ar fhreagra426. Deputy Michael Cahill asked the Minister for Education and Youth if she has considered the potential for internal conflict within schools arising from the redeployment of SNAs between autism classes and mainstream settings; and the safeguards in place to prevent the erosion of specialist supports. [54723/25]
Amharc ar fhreagra427. Deputy Michael Cahill asked the Minister for Education and Youth if schools and staff have been given adequate time and training to implement the 'Relate' document, which is now a required component of the SNA review process; and if she will delay enforcement of the requirements until proper capacity building has occurred. [54724/25]
Amharc ar fhreagra428. Deputy Michael Cahill asked the Minister for Education and Youth the training or guidance which has been issued to schools and SNAs to assist them in navigating the new SNA review process; and if additional supports or professional development resources will be made available. [54725/25]
Amharc ar fhreagra429. Deputy Michael Cahill asked the Minister for Education and Youth the appeals process for SNA review decisions under the 2025-2026 guidelines; and to confirm that the process will be transparent, timely, and accessible to schools and families. [54726/25]
Amharc ar fhreagra430. Deputy Michael Cahill asked the Minister for Education and Youth if her Department is monitoring the impact of the revised SNA review process on school staffing levels, student wellbeing, and inclusion outcomes; and if she will publish impact assessment reports. [54727/25]
Amharc ar fhreagra431. Deputy Michael Cahill asked the Minister for Education and Youth to respond to concerns from the education sector that the new SNA guidelines appear focused more on rationing or gatekeeping resources than supporting students; and the steps she is taking to protect children's access to essential SNA supports. [54728/25]
Amharc ar fhreagraI propose to take Questions Nos. 421, 422, 424, 425, 426, 427, 428, 429, 430 and 431 together.
This Government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Special needs assistants (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 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. Budget 2026 provides for a further 1,717 SNA posts which will bring the total number of SNA’s to almost 25,000 by the end of 2026.
The National Council for Special Education (NCSE) issues guidance each year to schools regarding SNA reviews and the guidance for 2025/26 school year issued on the 12 September 2025.
It is important to clarify some of the issues raised since publication of the guidelines.
The process for allocating SNAs has been in place since 2014 and is not changing this year. There has been no freeze on SNAs, in fact the number of SNAs in our schools has increased by 43% in the last 5 years alone.
Schools were issued with their allocations for the 2025/26 school year in June and the SNA review window from 15 September to 7th November relates to schools who believe they do not have sufficient SNAs to support their care needs at present.
A school can apply to the NCSE at any time during the school year, as in previous years, for a review where emerging or new care needs arise. An emerging care need for example would be changing care needs in their existing student enrolment, newly identified care need or a new enrolment(s) with care needs.
The NCSE has written to all schools since the publication of the guidelines to clarify that a school can request a review during the school year and not just in the review period set out in the guidelines.
The following are the reasons for the timeline of reviews contained in the guidance:
Supports the earlier announcement of allocations for the 2026/27 school year to align with the release of the annual staffing schedule.
Management bodies, staff representative bodies, schools and SNA’s have all requested the department to ensure that SNA allocations issue earlier each year and ideally should align with the general staffing allocation in February each year.
Supports the SNA workforce by giving them early clarity on their roles.
Facilitates the SNA Redeployment Scheme.
The role and responsibilities for SNAs has also not changed. SNAs remain responsible for meeting primary care needs for students with special educational needs.
New special classes continue to be supported with additional SNAs each time a new class opens – this has not changed. The NCSE guidelines set out the number of SNAs per each category of special class and there is no change to those baseline allocations.
Any school who has concerns about the level of their SNA allocation should contact their local special education needs organiser. This has always been the case and remains today.
The NCSE assesses the level of need within the school as a whole and this is critical to ensure that the care needs of the entire school are identified and that the school is resourced to meet this identified need. There continues to be separate allocations for mainstream and special classes in individual schools.
Then the NCSE completes the SNA review and if additional SNA support is identified as being required it will be provided. This has always been the case.
The NCSE carried out a record number of reviews in 2025 to ensure that children who most needed SNA support could access it. This will continue for 2025/26 school year.
Circular 0030/2014 outlines that provision of SNA Support should not be considered as a first response for the management of behaviour. SNA support should only be provided where behavioural management strategies have not been successful to date and where it is demonstrated how access to such support can assist with ongoing planning and intervention for the child. Schools are required to show evidence of the use of a variety of approaches to behaviour in all applications to the NCSE.
The NCSE have advised that schools are not required to use inclusive practice document https://ncse.ie/wp-content/uploads/2025/09/Inclusive_Practice_Relection_Document.pdf for 2025/26/ This document can be commenced and is intended to support schools’ approach to managing behaviour.
The NCSE has confirmed they continue to engage with stakeholders to clarify any issues raised.
I want to assure you that the 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.
423. Deputy Michael Cahill asked the Minister for Education and Youth to clarify the definitions used in the NCSE's 2025-2026 guidelines for 'complex care needs' and 'level 3 care needs'; and if she will commit to co-developing the criteria with practitioners and parents to ensure fair and inclusive application. [54718/25]
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.
As the matter raised relates to a NCSE process. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.
Deputies are also welcome to raise such matters with the NCSE directly through their dedicated Oireachtas query line at: oireachtasqueries@ncse.ie
