Written Answers Nos. 548-567
548. Deputy Liam Quaide asked the Minister for Education and Youth the number of students enrolled in post-DEIS schools; and the number of those same students enrolled in a special class, in the current academic year. [6266/26]
Amharc ar fhreagraAs per preliminary data for academic year 2025-2026 there are 112,258 pupils in DEIS post-primary schools. This data will be replaced by the final data for 2025-2026 in June 2026 at the link below:
www.gov.ie/en/department-of-education/collections/post-primary-schools-enrolment-figures/
Data on pupils in special classes in post-primary is provided to the Department by the NCSE, we do not have a complete data set for 2025-26 at this time but will revert to the Deputy with the information requested as soon as it becomes available.
549. Deputy Liam Quaide asked the Minister for Education and Youth if she will provide a breakdown of special class numbers by county, and in the case of Dublin by area code, in each of the years 2020 to 2025 respectively. [6267/26]
Amharc ar fhreagraEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.
This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
Through the accelerated provision of additional special class and special school places over recent years, there are now over 30,000 students enrolled in special classes and special schools. 2,700 new places were created for the 2025/26 school year and these, together with the over 1,200 existing places due to students moving on from primary schools and post-primary schools, has meant that close to 4,000 specialist places were made available for the 2025/26 school year.
406 new special classes were sanctioned for the 2025/26 school year. A list of all mainstream and special schools is available on my department's website on www.gov.ie. In addition, a list of schools with special classes broken by year, location and class designation is available on the NCSE website.
550. Deputy Liam Quaide asked the Minister for Education and Youth the number of successful applications for home tuition in each of the years 2020 to 2025, respectively. [6268/26]
Amharc ar fhreagraThe Home Tuition Grant Scheme is available to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school.
Home tuition is provided as an interim measure only. It is a short-term measure and should not be regarded as an optional alternative to a school placement. Aspects of the scheme differ, depending on the reason for the application.
The Department of Education and Youth operates three categories of home tuition:
1. Home tuition for children with special educational needs and on medical grounds.
The purpose of this scheme is to provide funding towards the provision of a compensatory educational service for:
• Pre-School children with autism who meet the scheme’s eligibility criteria.
• Children seeking a Special School or Special Class placement.
• Students, enrolled in schools, with a significant medical condition which has caused, and is likely to continue to cause, major disruption to their attendance at school.
• Students, enrolled in schools, with school phobia and/or associated depression/anxiety which has caused, and is likely to continue to cause, major disruption to their attendance at school.
2. Maternity-related absences. The purpose of this Home Tuition scheme is to provide funding towards the provision of a compensatory educational service for girls at post-primary level who, due to their pregnancy, are unable to attend school. Maternity Related Home Tuition is intended as an interim provision to assist girls to complete their post-primary education. Provision of tuition under this scheme is for a maximum of 90 hours over a 6-month period from the date of sanction.
3. Reasons other than special educational needs and medical grounds
a. Strand 1 offers a temporary educational measure for a child who is temporarily without a school place, or without the offer of a school place and who is a actively seeking a place in a school recognised by the department. The NSP Home Tuition Scheme provides tuition for a maximum of 12 weeks of 9 hours tuition per week. A re-application may be made when the number of tuition weeks have elapsed.
b. Strand 2 of this scheme is for children in care, who are without a school place due to emergency placement or placement disruption. The CIC Home Tuition Grant Scheme provides tuition for a maximum of 6 weeks for Children in Care for a maximum of 9 hours per week. A re-application may be made when the number of tuition weeks have elapsed.
Below is a data-table relating to Home Tuition Supports approved for each of the past five and current academic school year for the Home Tuition of children with special educational needs and on medical grounds:
|
Year |
Mental Health |
Medical |
Autism Early Intervention (2.5 – 3yrs) |
3+ years |
Requiring / Transitioning to SEN placement |
Total No. of Sanctions |
|
2020/2021 |
347 |
228 |
106 |
670 |
86 |
1437 |
|
2021/2022 |
387 |
195 |
110 |
702 |
69 |
1463 |
|
2022/2023 |
418 |
186 |
98 |
694 |
77 |
1473 |
|
2023/2024 |
398 |
178 |
65 |
683 |
137 |
1461 |
|
2024/2025 |
515 |
189 |
32 |
650 |
205 |
1591 |
|
2025/2026* |
345 |
110 |
18 |
468 |
163** |
1104 |
*Information correct as of 22/01/2026
** It is important to note that in relation to children seeking or transitioning to a special school or class place, the number that were sanctioned is not an indicator of the number of children currently without a school place. 65% of these children are availing of an educational setting with a private group provider, while in the main the remainder will have since received a school place or are transitioning to a school place.
The following data-table represents the numbers of children in receipt of Home Tuition for reasons other than special educational needs and medical grounds:
|
Year |
No School Place |
Children in Care |
Maternity Related |
Total No. of Sanctions |
|
2020/2021 |
159 |
17 |
10 |
186 |
|
2021/2022 |
91 |
13 |
9 |
113 |
|
2022/2023 |
174 |
14 |
6 |
194 |
|
2023/2024 |
185 |
18 |
4 |
207 |
|
2024/2025 |
185 |
11 |
4 |
200 |
|
2025/2026* |
127 |
6 |
3 |
136 |
*Information correct as of 22/01/2026
551. Deputy Liam Quaide asked the Minister for Education and Youth the funding available to a special class at post-primary level; and if she will make a statement on the matter. [6269/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
My department and the National Council for Special Education (NCSE) continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. NCSE have begun sanctioning new special classes this month, which is several months ahead of last year. 263 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. Each new special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
It is expected that the majority of schools opening new special classes will do so through the reconfiguration of existing available school accommodation. 80% of all special classes opened for the 2025/2026 school year were provided in reconfigured available school accommodation.
The NCSE provide a formal sanction letter to each school opening new special classes. The formal sanction letter from the NCSE to the school will provide details in relation to the accommodation, staffing and training for the new special class.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
552. Deputy Sean Fleming asked the Minister for Education and Youth if she will respond to correspondence (details supplied) regarding a school; and if she will make a statement on the matter. [6275/26]
Amharc ar fhreagraI can confirm to the Deputy that my department is in receipt of an application for capital funding under the Additional School Accommodation (ASA) from the school in question.
I am also pleased to inform the Deputy that the schools current project to provide 2x Special education classrooms, is nearing completion and is expected to be finished in early March.
Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of almost 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation.
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 my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
The NDP Implementation Plan for the Education and Youth sector along with the first tranche of projects to progress to tender and/or construction during 2026 and 2027 will be published shortly. This NDP Implementation 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.
A Department official has been in contact with the school in relation to the request to retain the rented accommodation that was provided as an interim measure while the ongoing project for 2x Special education classrooms was underway. My department recognises the need for SEN places and to alleviate the pressure in the area, my department has agreed to allow the school to retain the current SEN rental so the school can open its third SEN class in September 2026.
553. Deputy Danny Healy-Rae asked the Minister for Education and Youth if a refusal of a grant for a school can be reconsidered (details supplied); and if she will make a statement on the matter. [6278/26]
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 that, 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 of works.
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.
In November 2025, my colleague the former Minister of Education and Youth, Helen McEntee TD, announced the first tranche of approvals under the new Climate Action Summer Works Scheme. 297 projects were approved to proceed and involve primary, post primary and special schools, along with projects in all counties and across all categories of works.
My Department can confirm an application was received from the school in question and this application remains live; however, the school was not on the list of approvals in the first tranche. Given that funding is limited in any particular year it is necessary to prioritise applications. Under the new climate action summer works scheme which operates on a multi annual basis, like previous summer works schemes, applications from schools that are not reached for funding or market prioritisation reasons in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
It is anticipated that the next tranche of approvals will be in the latter half of 2026.
Full details of the of the announcement and the list of schools approved in the first tranche, the Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link:
gov.ie Summer Works Scheme
It remains open to a school to apply for funding under the Department's emergency works scheme. The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies.
An emergency is deemed to be 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 EWS operates on the basis of a minimal scope works to address the emergency situation and operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).
Currently the school in question have no outstanding EWS applications.
554. Deputy Niamh Smyth asked the Minister for Education and Youth if the recognition of teaching years abroad is being addressed (details supplied); and if she will make a statement on the matter. [6309/26]
Amharc ar fhreagraThis Government is fully committed to ensuring that every child has access to a high-quality education delivered by qualified and dedicated teachers. There are now more teachers working in our schools than ever before. As of March 2025, over 79,000 teachers were employed nationwide; 43,000 at primary level (including special schools) and 36,000 at post-primary level with over 97% of allocated posts filled.
Teacher attrition remains low, with fewer than 3% resigning or retiring annually, one of the lowest rates in the OECD.
My Department has introduced a range of measures to further increase the supply of teachers, including:
• Faster access to permanent roles; induction pathways for overseas-qualified teachers.
• Launch of a €2,000 STEM bursary for student teachers.
• Expanded upskilling programmes in Irish, French, Politics & Society, and Computer Science, complementing existing maths and science initiatives.
• Continued promotion of the profession through the Teaching Transforms campaign.
• Post-primary teachers may provide up to 35 additional hours per term; restrictions on job-sharers and career-break teachers have been eased.
• A teacher workforce planning project, supported by UNESCO and the EU Commission, will deliver recommendations in mid-2026 to ensure the profession remains attractive.
The criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001, for primary teachers, and 29/2007 and 29/2010, for post-primary teachers. The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and outside the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made. There is no contractual entitlement to incremental credit.
Criteria such as whether the school is subject to state funding, which can be of relevance when examining claims relating to private teaching schools, and the length of time the school has been in existence, must be satisfied for service at that school to be recognised for incremental credit.
Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit. Teachers must be on the Department of Education’s teacher payroll or teaching in an Education and Training Board school before an application can be processed.
Also an award of incremental credit is based on the incremental credit application submitted to either the Department or an ETB, it is not possible to process an incremental credit application ahead of the teacher’s return to Ireland.
The criteria for the award of incremental credit for teachers are subject to review by way of an incremental credit committee, which is a sub-committee of the Teachers Conciliation Council, and which meets on an ongoing basis.
Through the Teachers Conciliation Council, the teacher unions have lodged a claim concerning the recognition of private post primary teaching service outside the EU towards the award of incremental credit.
The Department examined this as part of the 2025 budgetary process. However, it was not possible to secure funding to progress this request through the 2025 budgetary process.
The Department is continuing to examine ways in which the matter may be progressed in the future.
My Department continues to engage closely with stakeholders to address teacher supply and retention challenges. These measures reflect our commitment to ensuring that every school has the resources needed to provide an excellent education for all students.
555. Deputy Joanna Byrne asked the Minister for Education and Youth the efforts being made to increase the number of autism classes in the south Louth and east Meath areas; the measures that have been taken to map demand for the next academic year; and if she will make a statement on the matter. [6332/26]
Amharc ar fhreagraEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.
This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
This notification process will provide the NCSE with critical information on children who continue to need a special class as they progress to post-primary level as well as details on students who require a place for the first time.
This year to facilitate earlier sanctioning of classes for the 2026/27 school year, an earlier date of 1 October was set for parents to complete the process.
My Department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. NCSE have begun sanctioning new special classes this month, which is several months ahead of last year. 263 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
556. Deputy John Brady asked the Minister for Education and Youth to provide an update on establishing a special education class in a school (details supplied); and if she will make a statement on the matter. [6335/26]
Amharc ar fhreagraThis government is fully committed to supporting students 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 National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
My Department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. NCSE have begun sanctioning new special classes this month, which is several months ahead of last year. 263 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
557. Deputy Joanna Byrne asked the Minister for Education and Youth to provide an update on a project (details supplied) given the sanction provided by her Department for additional classrooms; and if she will make a statement on the matter. [6342/26]
Amharc ar fhreagraI can confirm to the Deputy, that my department is in receipt of an application for capital funding, under the Additional Schools Accommodation (ASA) Scheme from the school in question.
The purpose of the ASA Scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or at available accommodation at other schools in the area.
I am pleased to advise the Deputy that the school was approved 4 Special education classrooms and ancillary accommodation in 2022 under the department's ASA Scheme. This project was devolved to the school authority for delivery. In 2023 the school requested the scope of the proposed works at the school be expanded. In light of the request for additional accommodation beyond the four Special education classrooms originally approved, it was agreed and the school was informed in October last year that consultation with the National Council for Special Education (NCSE) would be necessary. The school was advised to contact their local Special Education Needs Organiser (SENO) in order to ensure their views would be considered in the consultation process. Consultation with the NCSE is ongoing.
The NCSE has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.
Over the last two years, my department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year.
My department continues to work with the NCSE in relation to the short-term requirements for special class and special school places and also the more strategic and longer-term requirements. As soon as a decision is reached in relation to the request for an increase in brief the school authority will be contacted directly.
558. Deputy Joanna Byrne asked the Minister for Education and Youth when the National Development Plan Implementation Plan for Education will be published; if a school (details supplied) in County Louth has been included in this plan; and if she will make a statement on the matter. [6343/26]
Amharc ar fhreagraGovernment departments are currently in the process of publishing their sectoral NDP Implementation Plans. The sectoral plan for the Education and Youth sector along with the first tranche of projects to progress to tender and/or construction during 2026 and 2027 will be published shortly. Furthermore, the current status of all projects is set out under item number ten at the following link: www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
In July 2025, 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. Building on this 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 requirements.
In delivering Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to maximise the capacity of the existing school estate as much as possible in the first instance, and to provide additional capacity through a targeted and prioritised rollout of projects over the 2026–2030 period to meet the most urgent needs.
My department’s NDP Implementation 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 an area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional requirements.
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 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goals. In addition, repurposing, and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation. This significant investment has delivered real benefits for school communities.
My department has invested over €118m in capital expenditure since 2020 in County Louth, this investment has supported the completion of over 25 school building projects. In addition, 5 school building projects are currently in construction across the county.
559. Deputy Niall Collins asked the Minister for Education and Youth if a response will issue to correspondence (details supplied); and if she will make a statement on the matter. [6344/26]
Amharc ar fhreagraThe school referred to by the Deputy, was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing two special education needs classrooms. The project is devolved to the school authority for delivery.
I can confirm that the Stage 2b (post planning) report was submitted to the Department and is currently being reviewed in accordance with the requirements of the Public Spending Code. All projects, including this one, are subjected to the required due diligence as specified in the Department's infrastructure guidelines. The ongoing review of this school building project is also being considered as part of the Department's NDP.
The main purpose of the Emergency Works Scheme is to provide for unforeseen emergencies that impact on school buildings. 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 scheme 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 scheme also provides funding to facilitate inclusion and access for special needs pupils on receipt of an enrolment application from such a pupil and/or for staff members. Applications must meet the criteria outlined in Circular 0068/2020 and include all relevant supporting documentation.
In July 2025, the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
The NDP Implementation Plan for the Education and Youth sector and the first tranche of projects to progress to construction will be published by my department shortly. This NDP Implementation 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.
560. Deputy Liam Quaide asked the Minister for Education and Youth the number of occasions, per county, that section 37a of the schools admissions Act 2018 has been used by her Department, in each of the years 2020 to 2025, respectively. [6345/26]
Amharc ar fhreagraThe Minister has powers under Section 37A of the Education Act to direct a school to provide additional places but this power is only used as a last resort and where all reasonable efforts have failed.
Prior to the introduction of new legislation in 2022, the Section 37A process had been used to secure additional special class provision on two occasions in Dublin.
The provision has also been enacted in regard to one school in Kildare in 2025 in order to ensure that children with special educational needs in the local area had an appropriate placement for the 2025/2026 school year.
561. Deputy Ged Nash asked the Minister for Education and Youth if she is aware of issues surrounding the progress of a school building project in Drogheda (details supplied); the status of the project; the timeline for delivery of the project; and if she will make a statement on the matter. [6351/26]
Amharc ar fhreagraI can confirm to the Deputy that my department is in receipt of an application for capital funding under the Additional Schools Accommodation (ASA) Scheme from the school in question.
The purpose of the ASA Scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or at available accommodation at other schools in the area.
I am pleased to advise the Deputy that the school was approved 4 Special education classrooms and ancillary accommodation in 2022 under the department's ASA Scheme. This project was devolved to the school authority for delivery. In 2023 the school requested the scope of the proposed works at the school be expanded. In light of the request for additional accommodation beyond the four Special education classrooms originally approved, it was agreed and the school was informed in October last year that consultation with the National Council for Special Education (NCSE) would be necessary. The school was advised to contact their local Special Education Needs Organiser (SENO) in order to ensure their views would be considered in the consultation process. Consultation with the NCSE is ongoing.
The NCSE has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.
Over the last two years, my department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year.
My department continues to work with the NCSE in relation to the short-term requirements for special class and special school places and also the more strategic and longer-term requirements. As soon as a decision is reached in relation to the request for an increase in brief the school authority will be contacted directly.
562. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update on correspondence from a school (details supplied) that was first sent to the Department in September; and if she will make a statement on the matter. [6364/26]
Amharc ar fhreagraThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. The Department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. 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 mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three Budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools should ensure that they are availing of these available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the Department, is an important source of advice and support to schools on procurement matters - www.spu.ie
Schools in financial difficulty are encouraged to contact my Department for advice and support. The Department is committed to offering all available and appropriate supports to schools, which may include an advance in capitation grant funding or other measures.
The FSSU, on behalf of the Department, plays a crucial role in this process. In order for the Department to assess the current financial situation, the school needs to engage with the FSSU for this purpose.
I should explain that applications relating to the provision of funding for issues relating to an existing school building can fall under a number of different delivery mechanisms including, most frequently, the Summer Works Scheme and the Emergency Works Scheme.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. 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.
An emergency is deemed to be 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 EWS operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).
The purpose of the 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 latest multi-annual SWS is called The Climate Action Summer Works Scheme and places a strong emphasis on sustainability. Schools that have had an application approved under the CASWS 2026 can now undertake additional measures such as insulation upgrades, LED lighting installation, EV charger provision, bike rack facilities to support active travel and other climate-focused works alongside traditional maintenance
Tackling educational disadvantage and helping students reach their full potential is a key priority for me as the Minister for Education and Youth. The DEIS programme is a key policy initiative of Government to address educational disadvantage.
Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS Strategy and introduce the DEIS Plus scheme.
The DEIS Plus scheme will provide additional support to schools with the highest level of need, in line with the Government’s commitment. This Scheme will target a cohort of schools with high concentrations of children and young people experiencing intergenerational disadvantage where there is a significant gap in outcomes and there are barriers to those children and young people achieving their potential.
Schools will not be required to apply for inclusion in the DEIS Plus scheme. The process to identify schools for inclusion in DEIS Plus will be evidence-informed, using available data. The details of the DEIS Plus scheme are currently being finalised within an overall programme of work to tackle educational disadvantage and will be outlined in the DEIS Strategy.
Any future expansion of the DEIS programme and overall allocation of resources will be considered within the context of the new DEIS Strategy which will be published in quarter 1, 2026.
563. Deputy Darren O'Rourke asked the Minister for Education and Youth to provide an update on the SNA redeployment scheme; and if she will make a statement on the matter. [6368/26]
Amharc ar fhreagraWork to develop a SNA redeployment scheme is at an advanced stage. This important policy initiative will ensure that competent, knowledgeable, and experienced SNAs are retained in our schools, building capacity in the workforce and enhancing the service to children with special educational needs.
Undertaken in conjunction with work on the first SNA Workforce Development Plan, the SNA Redeployment scheme will be operated by the National Council for Education (NCSE). For the first time, it will allow SNAs in posts which may no longer be required for reasons such as falling enrolments, reduced care needs or changing demographics, to be redeployed to a school which has a vacant post.
The scheme is being implemented for the 2025/26 school year, providing an opportunity for redeployment of SNAs as the need arises for the start of the 2026/27 school year. The NCSE will be supported by the SNA Workforce Development Unit and relevant units within my department.
It is important to note that SNAs in surplus posts identified through the NCSE’s SNA Review process will remain in the relevant school for the rest of the academic year. Assuming no change to SNA allocations in the meantime, eligible SNAs in standard posts (both full time and part-time) who opt for redeployment may be redeployed to a new post in September 2026.
The NCSE will provide support to schools and SNAs through webinars to provide further information on the operation of the SNA Redeployment Scheme. Schools and SNAs are encouraged to raise any issues/queries with their staff representatives and management bodies so that my department and the NCSE can address these together during regular consultations, both in the lead up to the Scheme’s launch and throughout its implementation during the 2025/26 school year.
Updates and final details of the SNA Redeployment Scheme, including a comprehensive circular and guidelines, will be published on the NCSE website and the SNA Information Hub on www.gov.ie as work progresses.
564. Deputy Barry Heneghan asked the Minister for Education and Youth whether her Department has examined models used in comparable countries to recognise overseas teaching experience for salary and incremental purposes; whether any costed proposals were considered during recent budget processes; and if she will make a statement on the matter. [6378/26]
Amharc ar fhreagraThe criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001, for primary teachers, and 29/2007 and 29/2010, for post-primary teachers. The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and outside the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made. There is no contractual entitlement to incremental credit.
Criteria such as whether the school is subject to state funding, which can be of relevance when examining claims relating to private teaching schools, and the length of time the school has been in existence, must be satisfied for service at that school to be recognised for incremental credit.
Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit. Teachers must be on the Department of Education’s teacher payroll or teaching in an Education and Training Board school before an application can be processed.
The criteria for the award of incremental credit for teachers are subject to review by way of an incremental credit committee, which is a sub-committee of the Teachers Conciliation Council, and which meets on an ongoing basis.
Through the Teachers Conciliation Council, the teacher unions have lodged a claim concerning the recognition of private post primary teaching service outside the EU towards the award of incremental credit.
The department examined this as part of the 2025 budgetary process. However, it was not possible to secure funding to progress this request through the 2025 budgetary process.
The department is continuing to examine ways in which the matter may be progressed in the future.
The Department of Education and Youth is also working with international partners, including the European Union, Council of Europe, OECD and UNESCO, to enhance international policy co-operation in education and training. UNESCO representatives are leading a European Union-funded research project on Strategic Workforce Planning for Teachers in Ireland. The initiative aims to support the Department of Education and Youth in identifying the key drivers of teacher shortages and developing evidence-based solutions and will deliver recommendations in mid-2026 to ensure the profession remains attractive.
This project brings together stakeholders for a comprehensive review of the drivers of teacher shortages to develop a set of actionable recommendations, accompanied by a roadmap, for effective workforce planning. As part of the project, UNESCO surveyed school principals and teachers to gather critical insights. To support the work, an ad-hoc Working Group has been established, comprising representatives from the Department of Education and Youth, key national stakeholders, and major institutional actors in teacher supply.
Further details in relation to the project are available at: Strategic Workforce Planning for Teachers | UNESCO
www.unesco.org/en/teachers/strategic-workforce-planning
565. Deputy Barry Heneghan asked the Minister for Education and Youth the current status of the permanent school building project for a school (details supplied); the remaining stages in the approval and delivery process; and if she will make a statement on the matter. [6380/26]
Amharc ar fhreagraThe large scale capital project for Gaelcholáiste Reachrann is the provision of a new 600 pupil school building including all associated ancillary accommodation.
I am pleased to confirm that the project was authorised to proceed to tender on 12 November 2025.
Tender submissions are expected in February 2026, following a request for extension to the return period.
The project is currently at Stage 3 - Tender Action and Award. The remaining stages in the delivery process are Stage 4 - Construction, and Stage 5 - Handover and Final Account.
Government Departments are currently in the process of publishing their sectoral NDP Implementation Plans. The sectoral plan for the Education and Youth sector will be published shortly and the first tranche of projects to progress to construction will be published in January 2026.
This NDP Implementation 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.
566. Deputy Barry Heneghan asked the Minister for Education and Youth the status of sanctioned special classes in the Stapolin area; the current level of demand; and if she will make a statement on the matter. [6387/26]
Amharc ar fhreagraThis government is fully committed to supporting students 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 National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
The NCSE is undertaking analysis of information provided through the Parents Notify process which closed on 1 October to plot demand for special class places for the 2026/27 school year. The NCSE will also consider vacant places in existing special classes and places that will become available through the regular transition of children from primary to post-primary schools.
My Department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. NCSE have begun sanctioning new special classes this month, which is several months ahead of last year. 263 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
567. Deputy Noel McCarthy asked the Minister for Education and Youth with reference to the NCSE forecasting a 5% national average of autistic children, if there are any exceptions considered by her Department for the increased provision of second-level special school classes beyond the current maximum of four, particularly if there exists a consistently strong demand for such places in a locality and no other second-level educational facility currently exists in this area; and if she will make a statement on the matter. [6390/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October 2022, my department wrote to all post-primary schools requesting that each school begin planning to provide for up to four special classes to meet the needs of students progressing from primary school. Last year my department issued a circular to all schools setting out new measures to support the forward planning of special education provision. Included in this circular was a reminder of the need for post-primary schools to continue planning for this level of provision.
My department works closely with the NCSE on the forward planning of new special classes and additional special school places. Building on successive budgets, Budget 2025 secured funding for up to 400 new special classes in mainstream schools, and an additional 300 special school places for the 2025/26 school year. Together this has delivered 2,700 new places.
The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.
My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
Looking forward my department and the NCSE have begun preparatory work in relation to planning for the provision of further new special class and special school places for the 2026/27 school year and beyond.
My Department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
