Written Answers Nos. 367-386
367. Deputy Grace Boland asked the Minister for Education and Youth if her Department maintains data on the number of teachers currently assigned to special education needs classes who hold specific qualifications or accredited training in dyslexia support, structured literacy instruction, or numeracy interventions; if not, the reason for the absence of such data; and if she will make a statement on the matter. [56476/25]
Amharc ar fhreagra368. Deputy Grace Boland asked the Minister for Education and Youth if her Department has assessed the extent to which unqualified or non-registered personnel are currently delivering special education support, including literacy and numeracy interventions, in mainstream schools; the rationale for permitting such practice; the safeguards in place to ensure quality and consistency; and if she will make a statement on the matter. [56477/25]
Amharc ar fhreagra369. Deputy Grace Boland asked the Minister for Education and Youth if her Department will consider introducing mandatory, accredited training modules in dyslexia support and numeracy intervention for all those assigned to special education needs roles in mainstream settings; and if she will make a statement on the matter. [56478/25]
Amharc ar fhreagra370. Deputy Grace Boland asked the Minister for Education and Youth if her Department has conducted a workforce planning analysis for areas of high population growth such as Fingal, specifically in relation to the availability of teachers with specialist training in dyslexia, literacy and numeracy support; and if she will make a statement on the matter. [56479/25]
Amharc ar fhreagra371. Deputy Grace Boland asked the Minister for Education and Youth the mechanisms in place to monitor the quality and consistency of special education provision in mainstream schools, particularly in relation to literacy and numeracy support for children with dyslexia; and if she will make a statement on the matter. [56480/25]
Amharc ar fhreagra372. Deputy Grace Boland asked the Minister for Education and Youth if her Department tracks the uptake and impact of professional development programmes related to dyslexia and numeracy support among teachers assigned to special education needs roles; and if she will make a statement on the matter. [56481/25]
Amharc ar fhreagraI propose to take Questions Nos. 367, 368, 369, 370, 371 and 372 together.
The Department of Education aims to facilitate every individual through learning, to achieve their full potential and to ensure that the education system upholds the rights of every individual to receive an education appropriate to their needs.
To support this, there has been significant growth and investment in disability and special education related supports for students in Ireland. In 2025, €2.9 billion has been allocated, a €159 million increase on 2024. This funding will deliver up to 2,700 new special educational places, an additional 768 teachers and 1,600 special needs assistants. This will mean we will have over 44,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
In addition, there have been changes to special education support and funding structures which seek to include greater numbers of students with disabilities in mainstream education.
These changes have been underpinned by a policy of inclusion and influenced by a combination of international and national developments. These include the United Nations Convention on the Rights of the Child (1989) which was a significant driver for policy change in educational provision for children with special educational needs and/or disabilities.
Current Department of Education policy is based on a continuum of provision for children and young people with special educational needs, ranging from fulltime placement in mainstream settings to specialist provision, including special schools and classes.
Since 2017, and the introduction of a needs-based approach the Department allocates additional teaching supports directly to schools through the special education teaching (SET) model. This aims to ensure that those with the highest level of need have access to the greatest level of support in a timely and flexible manner, without the requirement for a diagnosis of disability.
The special education teaching model recognises that effective provision for children with special educational needs is situated within an inclusive whole-school framework. This is underpinned by effective teaching and learning for all, and meaningful collaboration and engagement between teachers, parents/guardians, children, and other professionals, where appropriate.
The inspectorate evaluates provision for children and young people with special educational needs in all inspection models, including Whole-School Evaluations and evaluations of provision for specific subjects of the curriculum. In addition, the Inspectorate has two specific models that focus on provision for children and young people with special educational needs. One of these models is used in primary schools and the other is used in post-primary schools. Each school receives a written report following most of these evaluations and these reports are also published on gov.ie. In 2024, the Inspectorate published a composite report on the outcomes of these inspections: Towards High-Quality Learning Experiences for All: Provision for children and young people with special educational needs in primary and post-primary schools - https://oide.ie/wp-content/uploads/2023/09/Towards-High-Quality-Learning-Experiences-for-All-Provision-for-children-and-young-people.pdf
The Inspectorate also conducts a number of focused inspections that evaluate specific aspects of provision for children and young people with special educational needs. Some of these models are short, unannounced inspections and other are medium-scale evaluations which involve prior notification to the school. The Inspectorate publishes the outcomes of these inspections in its Annual Report and also through published thematic reports.
In planning the inspection programme, including inspections of special schools, the Inspectorate adopts a risk-based approach based on a range of criteria in relation to schools. These criteria include the inspection history of individual schools, the findings of previous inspections such as incidental inspections, and other relevant information received by the Department and the Inspectorate about the school.
Providing inclusive education to children with special educational needs is a fundamental principle of the education system. This principle is observed through Department policies, Teaching Council requirements for initial teacher education, curriculum provision and the range of supports provided to schools by the National Council for Special Education (NCSE) and Oide. Schools are supported through building the capacity of teachers to deliver an inclusive education system.
The 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.
Central to Initial Teacher Education policy in Ireland is that all teachers teaching children with Special Educational Needs (SEN) should be qualified Primary or Post-primary teachers in the first instance.
Inclusive education is a mandatory element of initial teacher education (ITE) programmes. Within further updated standards which the Teaching Council adopted in 2020, known as Céim Standards for Initial Teacher Education, inclusive education was further strengthened as one of seven core elements which must underpin all aspects of programmes of ITE.
Furthermore, the department has initiated a process to move towards a mandatory assessed placement period in a special education needs setting for all student teachers. As part of this, it is envisaged the Teaching Council, on behalf of the department, has conducted a survey across all Initial Teacher Education (ITE) providers to gain a deeper understanding of the current landscape of school placement provision in special education settings. This will support the consideration of the Teaching Council in the development and approval of a Guidance Note for Higher Education Institutions, around an assessed student placement period in a SEN setting, working with a view to supporting initial change in September 2026.
Additionally, funded by the Department, Oide works with teachers and school leaders to provide ongoing support and professional development, which promotes inclusive practices.
The Department funds over 300 places on postgraduate professional development programmes in collaboration with HEI nationally.
The Department provides a suite of professional development programmes developed and delivered by NEPS in supporting children and young people with literacy difficulties and dyslexia.
The NCSE provides supports to teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level. The NCSE Support Service manages, co-ordinates and develops a range of supports in response to identified teacher training needs. This included Teacher Professional Learning (TPL). The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers. The NCSE provides a suite of teacher professional learning programmes including programmes on supporting children with dyslexia in mainstream schools.
The Department does not maintain records regarding the additional qualifications of qualified teachers however, my department is committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
373. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Youth the status of a secondary school place for a child (details supplied) in County Cork. [56482/25]
Amharc ar fhreagraTusla Education Support Service (TESS), which includes the statutory Educational Welfare Service (EWS), is under the remit of my department since 2021 and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention.
The primary role of the EWS is to ensure that every child either attends school regularly or otherwise receives a certain minimum education; to ensure and secure every child’s entitlement to education.
Educational welfare officers (EWOs) are based throughout the country and will work in a welfare orientated approach with children, young people and their families who are experiencing difficulty with school attendance. This is done through, home visits, educational welfare conferences and collaboratively working with different agencies. The main priority of the work is around the educational welfare of children and young people and to ensure that concerns around attendance are addressed before attendance becomes a crisis issue.
My Department has been advised by TESS, that this is an open allocated case with the EWS and an EWO has been in contact with the parents of the young person referred to by the Deputy. This young person has a school place in a post-primary school, but I am informed that the family are unhappy with same and is seeking a place in another school.
If someone wishes to speak to a member of the Tusla Education Support Service about a referral, they can call the Educational Welfare Service in their region, contact details can be found here:
www.tusla.ie/services/educational-welfare-services/educational-welfare-service-contacts/
374. Deputy Darren O'Rourke asked the Minister for Education and Youth if she is aware that school bus escorts were paid from the moment they began their working day and now they are not being paid until the moment a child gets on the bus despite many escorts being on the bus for up to an hour before hand; and if she will engage with the ETBs to resolve this issue. [56501/25]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
The total expenditure on the scheme in 2024 was €512m.
There is a facility within the Special Educational Needs Transport Scheme for the appointment of a School Transport Escort where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort.
It is recognised that School Bus Escorts play a vital role in supporting children with Special Educational Needs in their journey to and from school.
The Board of Management/ETB are responsible for the employment of the School Transport Escort. The Department of Education provides grant funding directly to the school for the employment of the School Transport Escort and sets the rate of pay.
School Transport Escort hours are determined locally by the Board of Management/ETB and may vary from school to school depending on the length of the journey for the child/children on the service, the number of children on the service and the opening/closing times of the school.
The School Transport Escort will generally be considered as starting their working day when the first child who requires escort assistance boards the service. The Escort will generally be considered as finishing their working day when the last child who requires escort assistance is dropped at their destination. These times, morning and afternoon, determine the working hours of the Escort.
The Escort can meet the service at the pick-up point of the first child requiring assistance on the service. Local arrangements between driver and Escort as to pick up points can be accommodated upon mutual agreement however any deviation of the route is not funded by the Department.
Home pickups for School Transport Escorts are not a feature of the School Transport Scheme.
Further information can also be found on gov.ie at;
www.gov.ie/en/department-of-education/collections/services-for-schools-and-school-staff/
375. Deputy Jen Cummins asked the Minister for Education and Youth when she will launch an online national survey of all primary parents and preschool parents to determine local preferences for school type, including for multidenominational patronage to inform potential future changes; and if she will make a statement on the matter. [56503/25]
Amharc ar fhreagra376. Deputy Jen Cummins asked the Minister for Education and Youth the reason for the delay in publishing the national survey on parents' patronage choice; and if she will make a statement on the matter. [56504/25]
Amharc ar fhreagraI propose to take Questions Nos. 375 and 376 together.
My department has published a comprehensive Education Plan 2025 that outlines a significant body of work being undertaken this year to deliver for everyone in our school and youth services’ communities.
There are over 100 actions in this plan including a commitment to launch a survey of primary school parents and guardians and of parents and guardians of children not yet in school on their preferences on important aspects of school provision and choice, such as the future patronage and ethos of their school.
I intend to launch the survey in the coming period. Further details will be announced in due course.
377. Deputy Mary Lou McDonald asked the Minister for Education and Youth for an update on correspondence regarding an application for a child (details supplied) and ensure that school transport has been arranged. [56510/25]
Amharc ar fhreagraOfficials from the School Transport Section of my Department are looking into the matter raised by the Deputy and are currently engaging with Bus Éireann and will reply directly to the Deputy as soon as the information is available.
378. Deputy Peadar Tóibín asked the Minister for Education and Youth the number of empty buildings that the Department of Education and Youth have in County Meath, in tabular form. [56543/25]
Amharc ar fhreagraMy department currently owns one vacant building in Meath, the former St. Mary's convent in Trim. My department is currently liaising with Meath County Council in regards to the future use of this building.
379. Deputy James Geoghegan asked the Minister for Education and Youth to examine issues in correspondence (details supplied) affecting an amalgamation project for a school; and if she will make a statement on the matter. [56557/25]
Amharc ar fhreagraI wish to advise the Deputy that the decision-making authority for any change of status including amalgamation is the patron/trustees of the schools concerned and it is open to any patron to submit proposals to the Department for consideration.
Any proposed change involves extensive consultation at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
The Patron and relevant stakeholders are also advised to consider the implications that any change of status proposal may have on factors such as school accommodation, funding, staffing and school transport so that an informed decision can be made.
Furthermore, the amalgamation involving the referred school was approved by my Department on the basis that capital funding would only be provided for essential works such as toilet works, changing facilities etc.
It is open to any school to apply to the Departments existing capital schemes including the Additional School Accommodation (ASA) scheme, the Emergency Works and Summer Works scheme. Applications for ASA are available on the Department's website at www.gov.ie
380. Deputy Pat Buckley asked the Minister for Education and Youth to clarify the reason a school (details supplied) was excluded from the science implementation support grant; and if she will make a statement on the matter. [56569/25]
Amharc ar fhreagraAs the Deputy is aware, in December 2024 my Department announced €12m in funding for a Science Implementation Support Grant to support schools with the rollout of the revised science subjects in the 2025/2026 school year.
This grant was paid to all schools in the Free Education Scheme with a minimum base payment of €13,000 up to a maximum of €24,200 based on four bands of enrolment with a further 10% uplift for DEIS schools. This means that DEIS schools received an additional 10% on top of the base payment for their enrolment band which was in line with previous applications of a DEIS uplift in Departmental funding models, including the grant for ICT infrastructure.
The grant was paid to all schools in the Free Education Scheme in line with the approach taken by the Department in regard to a number of funding streams for schools such as the Post-primary Schoolbooks Scheme. This approach was communicated to schools from the outset in the Science Implementation Support Grant Guidelines for Post-primary Schools published on 3 December 2024. As the school referred to by the Deputy is a fee-charging school outside of the Free Education Scheme, it was not eligible to avail of the Science Implementation Support Grant. This approach was clarified to the school in question through direct correspondence with them in January 2025.
Grants such as the Science Implementation Support Grant are provided to schools in the Free Education Scheme as these schools are not able to derive an income from the charging of fees. Outside of teacher salaries, which are paid directly by my Department, per capita grants such as the Science Implementation Support Grant are the main source of income for schools in the Free Education Scheme.
Oide, the support service for teachers, is continuing to provide a comprehensive suite of professional learning events to support the implementation of new science specifications as part of senior cycle redevelopment, including dedicated supports aimed at school leaders, full day professional learning experiences for all staff in schools, subject specific full-day cluster workshops for teachers, as well as a wide range of elective events and classroom materials and resources. All post-primary schools can avail of this professional learning.
381. Deputy Pat Buckley asked the Minister for Education and Youth to provide the policy rationale for the continued exclusion of minority faith schools from the school improvement service guarantee, the free schoolbooks scheme, and similar supports; and if she will make a statement on the matter. [56570/25]
Amharc ar fhreagra382. Deputy Pat Buckley asked the Minister for Education and Youth her Department's long-term strategy for supporting the sustainability and inclusivity of minority faith schools and their pupils; and if she will make a statement on the matter. [56571/25]
Amharc ar fhreagra391. Deputy Noel McCarthy asked the Minister for Education and Youth if she is considering the inclusion of minority faith schools in initiatives such as the science implementation support grant, the free schoolbooks scheme and the climate action works scheme; if not, the reason such schools continue to be excluded from the schemes; the supports her Department is providing and is considering implementing for the sustainability and inclusivity of minority faith schools going forward; and if she will make a statement on the matter. [56777/25]
Amharc ar fhreagraI propose to take Questions Nos. 381, 382 and 391 together.
The Education (Admission to Schools) Act 2018 (The Act) provides a framework for school enrolment that is designed to ensure that every child is treated fairly and that the way in which schools decide on applications for admission is structured, fair and transparent. The Act provides that in schools, where there are places available, the school must admit each student applying. The Act prohibits the use of religion as a selection criterion in primary school admissions.
The Act provides a protection to ensure that a child of a minority faith, can access a school of their faith. This provision allows schools of a minority faith ethos to admit as a priority a student from a minority religion. The priority can only be applied where a pupil is seeking admission to a school that provides religious instruction or religious education consistent with their minority religious beliefs or a religion similar to their religious beliefs.
The pupil teacher ratio in Ireland is currently 19:1 for schools in the free education system and 23:1 in the fee-charging system.
Capitation Grant
The Government is committed to increasing funding to support schools in the Free Education Scheme, 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.
My 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.
The commitment in the Programme for Government builds on the progress which has been made in recent years. As part of the capitation package in Budget 2026, I am pleased that a total of €39m was secured for a permanent increase in mainstream capitation grant funding for schools, increasing the mainstream rate of capitation to €274 per pupil in primary schools and to €406 in post-primary schools for the 2026/2027 school year. Over the last three Budgets this has resulted in an increase in the level of capitation rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of capitation for young people aged 12 and over, as their peers in mainstream post-primary schools.
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. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
These supports are made available to all recognised primary and post-primary schools in the Free Education Scheme. Fee-charging schools do not receive capitation or ancillary grants from my Department. What differentiates fee-charging schools from all other post-primary schools is the capacity to raise funds through mandatory fees, while in receipt of exchequer funding. The fees charged are mandatory in that initial admission to the fee-charging school or ongoing participation is contingent on the payment of fees.
Schoolbooks Scheme
The funding provided under the schoolbooks schemes is specifically to provide free schoolbooks for some 940,000 children and young people in recognised primary and post-primary schools in the Free Education Scheme from the start of the 2025/26 school year.
Private fee-charging schools are not in the Free Education Scheme and are not included in the schoolbooks scheme.
ICT Grant
The Digital Strategy for Schools to 2027 was published in 2022 and is underpinned by funding of €200m over the course of the strategy to support its implementation, which was committed to under Ireland’s National Development Plan (NDP). The criteria applying to the ICT Infrastructure Grant will be detailed in the associated circular at the time of issue of the grant. A standard funding formula incorporating both a flat rate lump sum and a per capita amount for each pupil/student enrolled has been used to calculate the grant due to each school. An enhanced per capita rate applies to pupils/students enrolled in DEIS and Special schools and to pupils in mainstream special class primary settings.
All pupils/students following primary and post-primary programmes are included, for per capita purposes, in recognised primary, special and post-primary schools. Fee-charging post-primary schools receive funding at a 50% rate.
Capital funding
Since 2020, my Department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,300 school building projects. In July the Government announced a capital allocation of €7.55 billion for my Department of Education and Youth for the period 2026-2030 under the National Development Plan. My department is now preparing an NDP implementation plan which is due for publication later in the autumn. 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. My Department’s overall approach in relation to projects funded under the school building programme is to prioritise the needs of primary and post-primary schools in the Free Education Scheme.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
The purpose of the Summer Works Scheme (SWS) 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 SWS operates on a multi-annual basis for a number of categories which could include the provision or upgrade of science labs, for example.
The Climate Action Summer Works Scheme (CASWS) is open to all recognised schools that are participating in the Free Education Scheme. Earlier this year I announced details in respect of the CASWS 2026 onwards. The Summer Works Scheme was renamed to reflect the strong climate focus and is now called the Climate Action Summer Works Scheme. The CASWS has recently closed for applications and it is envisaged that approvals in any given year will involve a spread of categories rather than the traditional single category at a time.
The CASWS will operate on a multi-annual basis with the first tranche of projects being announced in Q4 2025 for commencement in summer 2026. Under this scheme, approved applications from schools that are not reached for funding or market prioritisation reasons (as above) in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
Curriculum
In December 2024 my Department announced €12m in funding for a Science Implementation Support Grant to support schools with the rollout of the revised science subjects in the 2025/2026 school year. The grant was paid to all schools in the Free Education Scheme and this approach was communicated to schools from the outset in the Science Implementation Support Grant Guidelines for post-primary schools published on 3rd December 2024.
Separately, the new subjects of Drama, Film and Theatre Studies and Climate Action and Sustainable Development are now being taught in almost 100 schools. These schools were selected from those who expressed an interest in 2024 in offering the subjects. Whether a school was a fee-charging school or was in the Free Education Scheme was not a relevant criterion in their selection.
All Phase One Climate Action and Sustainable Development schools, not limited to those in the Free Education Scheme, received a once-off funding of €5,000 in September 2025 to establish a Climate Action and Sustainable Development subject department in their school.
All Phase One Drama, Film and Theatre Studies schools, not limited to those in the Free Education Scheme, have been provided with access to new streaming services, allowing registered teachers free access in the classroom to prescribed material and resources to support the new Leaving Certificate Drama, Film and Theatre Studies specification. In addition, all relevant Phase One schools are being provided with film production and audio equipment for the teaching of Leaving Certificate Drama, Film, and Theatre Studies. However, only those Phase One schools for both subjects in the free education scheme will be provided with an annual Implementation Support Grant of €50 per student in line with the general approach taken to per capita grant funding.
383. Deputy Cian O'Callaghan asked the Minister for Education and Youth for an update on the application submitted by a school (details supplied) to have their roof replaced under the Climate Action Summer Works Programme; and if she will make a statement on the matter. [56575/25]
Amharc ar fhreagraThe 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 across a number of categories, such as roof works which could involve roof replacement.
I can confirm my department has received an application under the CASWS for the school in question. However, it should be noted that applications will be assessed in accordance with availability of funding.
It is envisaged that approvals in any given year will involve a spread of categories rather than the traditional single category at a time. This is aimed at managing market capacity and maximising value for money opportunities for school authorities.
The CASWS will operate on a multi-annual basis with the first tranche of projects being announced in Q4 2025 for commencement in summer 2026. Under this scheme, approved applications from schools that are not reached for funding or market prioritisation reasons (as above) in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
Full details of the new CASWS, Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link:
gov.ie - Summer Works Scheme - www.gov.ie/en/department-of-education/services/summer-works-scheme/
384. Deputy Thomas Gould asked the Minister for Education and Youth for an update on the exceptional interim grant for parents of children in special schools who have not received school transport. [56579/25]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Unfortunately, difficulties have arisen in a number of locations, with a small number of contracted services, where it has not yet been possible to provide vehicles/drivers.
Both the department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for children with special educational needs. Families of children who are eligible for these services may therefore receive an interim Special Transport Grant (STG). This is a once off payment, paid retrospectively to families once the School Transport service is in place and is intended to assist with the cost of private transport arrangements the family had put in place until the service starts.
Letters regarding this grant are issuing to families on a daily basis and will continue to issue over the coming weeks.
If the Deputy is aware of any families who have not been contacted, they can contact officials in the School Transport Section of my Department, using the Customer Contact Form (https://cs.education.gov.ie/) where they will be happy to assist.
385. Deputy Thomas Gould asked the Minister for Education and Youth the number of special transport grants paid out, by county, in tabular form. [56580/25]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
In some circumstances a parent/guardian may be eligible for a Special Transport Grant (STG) toward the cost of private transport arrangements.
The Special Transport Grant (STG) may be provided to families of eligible children or young people in on either an interim or full time basis in situations where:
• Bus Éireann is not able to provide a transport service and a family is waiting on the commencement of the service
• a child's or young person’s behavioural difficulties or medical needs are such as to make the provision of a transport service unsuitable.
• an escort is considered necessary, and the provision of such support is not available.
• the cost of establishing/maintaining a service is considered prohibitive.
Special Transport Grants are based on the numbers of days the child/young person attends school following the date of application for school transport.
With effect from the start of the 2024/2025 school year that the rate of the Special Transport Grant has increased as recommended in the Review of the School Transport Scheme which was published in February 2024.
The increased rate is 41.80 cent for the 6,437 kilometres travelled and 31.78 cent per kilometre for each kilometre travelled thereafter.
The information cannot be provided in the manner requested by the Deputy as the Department does not retain the information required by the Deputy on a by county basis as many children do not attend school in the county they reside. There is no cost differentiation between the interim and Special Transport Grant (STG) and they are issued to families in the same way. The total annual cost is based on payments of both grants. In 2024 this amounted just over 2,700 grant payments at a cost of just under €3.7m.
386. Deputy Jennifer Whitmore asked the Minister for Education and Youth whether the sanctioned ASA extension for a school (details supplied) falls within the capital expenditure allocation referenced in the Department of Education and Youth Budget 2026 Document; whether it falls within the 260 schools or 80 school buildings referenced in that document; if not, when specifically it is expected that the extension at the school will progress to construction; and if she will make a statement on the matter. [56594/25]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter the Department’s pipeline of school buildings for a project to provide 1 General classroom, 1 Music room, 1 Textiles room, 1 Art room, 1 Graphics room, 2 Multimedia rooms, 1 Science lab, 1 Science Prep area, 2 Technology and shared Prep areas and a 3 Classroom SEN base under the Additional School Accommodation Scheme (ASA). This project was devolved to the school authority for delivery.
This project was approved to Stage 2a the detailed design stage of the architectural process in Quarter 3 2024. A stage 2A submission report was received in September 2025 and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. All projects, including this one, will undergo the necessary due diligence outlined in the public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
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 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. This will be the context for assessing all project rollout for the 2026 to 2030 period including in relation to this school.
