Robert Troy
Ceist:43. Deputy Robert Troy asked the Minister for Education and Youth the position regarding projects (details supplied). [6901/26]
Amharc ar fhreagraSchools Building Projects
Ceisteanna (43)
Freagraí scríofa
The present position regarding the three projects referred to by the Deputy is as follows.
Both St Joseph’s Secondary School Rochfortbridge and Castlepollard Community College have been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects (Project Dargle bundle).
The brief for St Joseph’s Secondary School is to provide an extension and refurbishment to the existing school building to accommodate a long-term projected enrolment of 1,000 pupils and also provide a 4 classroom Special Education Needs base for the school.
The brief for Castlepollard Community College consists of the extension and refurbishment of the existing building to increase its capacity to 350 students.
Both projects are currently at Stage 2b of the architectural design process (pre-tender stage). A full grant of planning permission was received for both projects in 2024.
The NDFA will continue to engage directly with the respective school authorities to keep them fully informed of the outcome of these discussions.
The major building project for Marist College will be delivered via the Departments ADAPT Programme.
ADAPT is an acronym for "Accelerated Delivery of Architectural Planning and Tendering". The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe during the stages of architectural planning.
The project brief is the development of a new 750 pupil Post-Primary School with 4 Classroom SEN Base on the existing site of Marist College, constructed on existing open space that is zoned appropriately. The development also includes the demolition of the existing school buildings as a Phase 2 of the project, to be carried out only when the new building is ready for occupation at Marist College Retreat Road, Cannonsfield, Athlone, Co. Westmeath.
The project is currently at Stage 1 – Preliminary Design, including an assessment of site, location suitability and initial sketch scheme.
The Design Team recently submitted a Stage 1 Report and Department officials will carry out a review of this report in due course.
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 roll out 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.
The current status of all projects is listed on a county-by-county basis at www.gov.ie. and this is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction
Special Educational Needs
Ceisteanna (44)
Barry Ward
Ceist:44. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the case of a young child without a special school place (details supplied); the action she will take to ensure that this child is supported; and if she will make a statement on the matter. [6651/26]
Amharc ar fhreagraFreagraí scríofa
This 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.
As your query refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
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. 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.
As your query refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
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.
Special Educational Needs
Ceisteanna (45, 46)
Rory Hearne
Ceist:45. Deputy Rory Hearne asked the Minister for Education and Youth when her Department was made aware as per a recent news report (details supplied) that a ‘very small handful of children in Dublin’ are without places in a special class; and if she will make a statement on the matter. [6666/26]
Amharc ar fhreagraRory Hearne
Ceist:46. Deputy Rory Hearne asked the Minister for Education and Youth the measures being undertaken by her Department to ensure that children who have received rejection letters for a special school place will be accommodated as soon as possible; and if she will make a statement on the matter. [6667/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 45 and 46 together.
Enabling 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.
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.
Of the 263 new special classes, 173 are being established in primary schools and 90 in post-primary schools. New special classes are being established in every county with 58 new special classes confirmed for Dublin and 26 for Cork so far. Further details on additional new special classes will be confirmed in the coming weeks.
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.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
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.
Question No. 46 answered with Question No. 45.
Schools Building Projects
Ceisteanna (47)
Michael Healy-Rae
Ceist:47. Deputy Michael Healy-Rae asked the Minister for Education and Youth if an extension to a school (details supplied) will be approved; and if she will make a statement on the matter. [6668/26]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy was approved to enter my Departments pipeline of school buildings for a project to provide the removal of existing prefabricated buildings and replacement with a two-storey extension consisting of three mainstream classrooms, seven special education tuition (SET) resource rooms and a three classroom base special educational needs (SEN) unit, along with all associated facilities and site services, which includes revised car parking and set down facilities.
This project has been devolved to the Kerry Education and Training Board (KETB).
In September 2025, my Department received the Stage 3 Tender Report. Following this, additional information was requested to identify potential cost-saving measures and design efficiencies aimed at reducing the overall project cost. A response was received in December 2025 and is currently under review from both technical and financial perspectives, in line with the requirements of the Public Spending Code. Once the review is completed, the outcome will be communicated to the school authority to keep them fully informed of progress.
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 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 has been published by my Department. 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.
Schools Building Projects
Ceisteanna (48)
William Aird
Ceist:48. Deputy William Aird asked the Minister for Education and Youth if she will provide an update on the expected timeline for commencement of construction of the new school building (details supplied); and if she will make a statement on the matter. [6671/26]
Amharc ar fhreagraFreagraí scríofa
The project to which the Deputy refers has been devolved for delivery to Laois Offaly Education and Training Board (LOETB).
The brief for Dunamase College is to provide a new post primary school building to accommodate a long-term projected enrolment of 1,000 pupils and also a 6 classroom Special Education Needs base.
The project is currently at Stage 2b of the architectural design process. This allows for detailed design and planning, obtaining the necessary statutory permissions and the preparation of tender documents. A Planning Permission application is currently with Laois County Council.
While at this early stage it is not possible to provide a timeline for completion of this project, LOETB will continue to engage directly with the school authorities to keep them fully informed of progress on this important project.
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 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 has been published. 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.
Teacher Training
Ceisteanna (49)
Ryan O'Meara
Ceist:49. Deputy Ryan O'Meara asked the Minister for Education and Youth to consider creating a required school placement in a special education setting in teacher training courses, that will prepare primary school teachers to teach in a special class or special school; and if she will make a statement on the matter. [6687/26]
Amharc ar fhreagraFreagraí scríofa
The Department of Education and Youth is committed to ensuring that student teachers at primary and post-primary level have the skills they need to support the diverse needs of all our children and young people. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
To that end, in March 2025, my department wrote to the Teaching Council to initiate a process to move towards a mandatory assessed placement period in a special education needs (SEN) setting for all student teachers undertaking programmes of Initial Teacher Education (ITE). This measure is intended to strengthen student teachers’ preparedness to teach by developing their knowledge of responding to learners with diverse educational needs.
In seeking to gain a deeper understanding of the current landscape of school placement provision in special education settings, the Teaching Council conducted a survey across all ITE providers in April 2025. A 100% response rate was received, providing comprehensive insight into existing provision and identifying areas requiring further development to meet the special education placement requirement.
The Teaching Council is preparing a draft Guidance Note for Higher Education Institutions (HEIs) in relation to an assessed special education placement period and has engaged with officials in my department and ITE providers throughout the development process. Subject to approval by the Teaching Council, this Guidance Note will be issued to HEI’s in advance of interim enactment in September 2026.
Teacher Training
Ceisteanna (50)
Ryan O'Meara
Ceist:50. Deputy Ryan O'Meara asked the Minister for Education and Youth the supports in place and the training available to ensure that all teachers are equipped to teach in a special class; and if she will make a statement on the matter. [6688/26]
Amharc ar fhreagraFreagraí scríofa
Providing inclusive education to children with special educational needs is a fundamental principle of my Department’s education and training system. This principle is put into practice through the policies of my Department and the Teaching Council and the supports provided to schools, for example through the National Council for Special Education (NCSE) and Oide.
Inclusive education (including Special Education) is a core element of all Initial Teacher Education (ITE) programmes. Inclusive education, as defined in the Céim standards for Initial Teacher Education, refers to any aspect of teachers’ learning which aims to
• Improve their capacity to address and respond to the diversity of learners’ needs – which specifically includes the needs of children with autism;
• Remove barriers to education through the accommodation and provision of appropriate structures and arrangements;
• Enable each learner to achieve the maximum benefit from his/her attendance at school.
In addition, in 2025 a process was initiated to move towards a mandatory assessed placement period in a special education need (SEN) setting for all student teachers, supported by appropriate modules.
Regarding additional training for teachers, on an annual basis, the Department of Education and Youth provides funding for two distinct categories of post-graduate programmes for Special Education Teachers:
• Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.
• Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools.
The aim is to provide substantial theoretical and practical continuing professional development for teachers working with students with special educational needs, contributing to the school’s overall capacity to meet the needs of pupils with special education needs, including autism. In 2025 circa €1.25 million was provided for these programmes to provide for over 300 places.
Through its everyday work, the NCSE aligns its teacher professional learning (TPL) with the Teaching Council’s national framework for teacher professional learning. One of the main aims of the NCSE is to support 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. NCSE employs a number of specialist roles to support schools and build teacher capacity in areas of concern. These roles include autism advisors and behaviour advisors, who are assigned across regional support teams to provide advice, support and resources to schools.
The NCSE offers bespoke in-school support for either whole school staff, small groups, or individual teachers. The support can be tailored to specific TPL needs within a school, such as, in the areas of differentiation, planning, autism and behaviour.
Also, Oide is currently supporting the implementation of new and revised curricula at both primary and post primary. The professional learning frameworks developed by Oide to support these new curricula are underpinned by Universal Design for Learning (UDL) and place the learner at the centre of the learning experience. The move towards learning outcomes based curricula support teachers to plan for all learners through adaptable and flexible provision, which accommodates the learner’s voice and choice. Oide recognises that students are diverse and through the provision of a range of supports they invite teachers to examine and alter teaching and learning approaches that meet the needs of all learners.
All professional learning experiences provided by Oide, support teachers in planning for all students in their classrooms.
Oide works closely with colleagues in the NCSE to ensure it can support schools in planning for inclusive education. Oide provide bespoke onsite school-based support which allows teachers and school leaders to respond directly to the needs of learners in their own unique context.
I am 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.
In addition, my department will continue to work with partners in education to provide a comprehensive range of in-service TPL opportunities that allows those working at all levels of education, to access supports which will benefit all learners.
Education Policy
Ceisteanna (51)
Ryan O'Meara
Ceist:51. Deputy Ryan O'Meara asked the Minister for Education and Youth her plans to change the title of special needs assistant (SNA) in a classroom-to-classroom assistant, given SNAs play a major role in all students lives; and if she will make a statement on the matter. [6689/26]
Amharc ar fhreagraFreagraí scríofa
My department acknowledges the central role that the more than 23,000 Special Needs Assistants (SNAs) play in the successful inclusion of students with special educational needs in schools by helping to ensure that these students can access education to support them to achieve their full potential.
The purpose of the SNA role as set out in Circular 30/2014 is to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. It is important to note that an SNA does not have a teaching/pedagogical role, and the role differs from the classroom assistant or teaching assistant in other jurisdictions.
My department is aware that language is ever evolving and regularly engages with stakeholders such as the National Disability Authority (NDA), the Health Service Executive (HSE) and the National Council for Special Education (NCSE) on the use of disability language and terminology.
The review of the Education for Persons with Special Educational Needs (EPSEN) Act 2004 was initiated by my department in December 2021, to modernise and reflect the experiences of students, staff and families. The review process included extensive stakeholder engagement, including with parents, educators, advocacy groups, and experts in special education. The online surveys and focus groups sought stakeholders view’ on terminology in use.
An implementation plan for the EPSEN Review is due to be published shortly. This plan will guide the next steps and support the development of policy and legislative changes needed to deliver a more inclusive and equitable education system for all students. The Report on the Review of EPSEN Act is available [on] www.gov.ie.
Separately, my department is working on the first SNA Workforce Development Plan. This plan which is at an advanced stage is being developed in close consultation with SNAs, school leaders, parents, students, trade unions, and other relevant stakeholders. The plan includes review and development of the SNA role. Further updates on the plan are available via the SNA Information Hub at www.gov.ie/snahub.
School Transport
Ceisteanna (52)
Fionntán Ó Súilleabháin
Ceist:52. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth if Bus Éireann will consider extending the upper age limit for school bus drivers from the current cut-off point of 70 years to 75 years or beyond, provided that drivers are medically fit given that there is no legal upper age limit in the State requiring a person to cease driving; his views that such a change could help alleviate shortages of school bus drivers around the country; and if she will make a statement on the matter. [6690/26]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a substantial national operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The retirement age for school bus drivers has been set by Bus Éireann at 70 years of age, which also applies to all Bus Éireann road passenger services.
The policy and criteria also apply to drivers nominated by private operators who operate services as part of the School Transport Scheme, provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70.
Under the new Programme for Government, a commitment has been made to "Carry out an independent assessment on the feasibility of removing the exclusion of drivers aged over 70 from the School Transport Scheme".
There is ongoing engagement between the Department and Bus Éireann to advance this commitment as quickly as possible.
School Transport
Ceisteanna (53)
Fionntán Ó Súilleabháin
Ceist:53. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth if there will be a recruitment campaign in 2026 for school bus operators and drivers to help alleviate the shortage of school bus places; and if she will make a statement on the matter. [6691/26]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The scheme is a demand led scheme based on the number of eligible children who apply. The scheme is operated using a mix of Bus Éireann owned vehicles and directly recruited drivers, and private contractors who recruit their own drivers to operate on the scheme.
As part of the operation of the scheme, Bus Éireann manages the procurement tender process and contract management arrangements to include services provided by private contractors under the School Transport Scheme.
Over 90% of school bus services are provided by private contractors, each contractor recruits school vehicle drivers directly.
As part of a national focus on driver requirements, the Department (of Education and Youth) facilitated a working group between the Department of Education and Youth, Department of Transport, Bus Éireann and Education and Training Boards Ireland (ETBI) to increase the availability of drivers within both the school transport scheme and other public transport areas nationally, through existing and potential training schemes.
As a result of work undertaken by the working group, a taskforce was established which is chaired by the Department of Transport. The Department of Transport has advised that the aim of the taskforce is to work collaboratively to identify contributing factors to the recruitment issues and put forward recommendations and measures to create a pipeline of workers to address these issues. In line with the Department of Transport PfG commitment, this taskforce is currently examining all challenges and opportunities to ensure a fully resourced transport workforce, such as drivers, mechanics, and craftworkers. All factors impacting issues such as recruitment, training and retention will be considered as a part of the taskforce’s work programme.
Bus Éireann is actively seeking to recruit more contractors and drivers for the School Transport Scheme and a national and local media campaign has been launched to attract professional drivers. Further information can be found at: www.buseireann.ie
School Transport
Ceisteanna (54)
Fionntán Ó Súilleabháin
Ceist:54. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth if the guidelines relating to the distance to a child’s nearest school will be reviewed, particularly in cases where a child requires a special education place and the nearest school with such facilities may be the furthest from the family home; and if she will make a statement on the matter. [6692/26]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The National Council for Special Education acts in an advisory role to the Department on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO).
School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO. It is recognised that for some children and young people, this may not be the school nearest to their home.
Parents should contact their school principal who will assist in making an application for school transport to the SENO that is affiliated with the school the child is attending.
Further details of this scheme can be found on the Departments website www.gov.ie/en/service/07a71-school-transport/#children-with-special-educational-needs
School Transport
Ceisteanna (55)
Fionntán Ó Súilleabháin
Ceist:55. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth if a more efficient system will be put in place for the 2026/2027 school year to ensure that queries from Oireachtas members receive timely replies for their constituents; and if she will make a statement on the matter. [6693/26]
Amharc ar fhreagraFreagraí scríofa
My Department is committed to treating all our customers equally and to delivering quality customer service and has both a Customer Charter and Customer Service Strategy in place.
My Department’s Customer Charter outlines the standards of service customers can expect when corresponding with my Department. My Department works to continuously improve the quality of the services it provides and it does so by applying the 12 Quality Customer Service Guiding Principles for the public service, which are set out in our Customer Service Strategy.
My Department’s Customer Service Strategy 2024-2026 details its commitment to providing the most efficient, professional, and courteous service to all our customers and provides further clarity on how the Customer Charter commitments will be delivered in accordance with the guiding Principles of Quality Customer Service common to the wider public service.
Formal correspondence received by my Department is managed via an eCorrespondence system. The same targets outlined in the Customer Charter apply to such correspondence.
To ensure customer satisfaction, over the lifetime of the Customer Service Strategy, my Department has begun consultations with our external customers to fully understand their challenges, and to involve them in the design and improvement of our services, so we can improve user experience and an inclusive service delivery.
My Department monitors its customer service performance using internal management information systems and reports, consultation with its customers and feedback received through its complaints procedure.
School Transport
Ceisteanna (56)
Fionntán Ó Súilleabháin
Ceist:56. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth if there will be additional school transport routes for the Wicklow–Wexford area for the 2026/2027 school year following the evaluation of the 2025/2026 pilot scheme; when this will be announced in advance of the next academic year; and if she will make a statement on the matter. [6694/26]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
It was outlined at the time of the review’s publication that the proposed changes to the eligibility criteria will likely increase demand for the scheme. On this basis, it would be prudent to implement the proposed changes on a phased basis to ensure its rollout is as smooth as possible.
A phased implementation of the School Transport Review’s recommendations began at the start of the 2024/2025 school year where the Department began testing the feasibility of a number of approaches through a series of pilot programmes; these pilot programmes are held in conjunction with the National Transport Authority, the Department of Transport and Bus Éireann.
A total of fourteen pilot projects took place in the 2024/2025 school year and will continue for the current school year.
Following the closing date for payment for the 2025/2026 school year the Department, in collaboration with Bus Éireann, assessed where dedicated school transport/pilots may be successfully delivered, and a further eleven pilots were approved. The Department has asked Bus Éireann to review where additional capacity may be available for concessionary pupils who paid on time and would become eligible if the revised school transport scheme criteria was rolled out in full. Some of these pilots are operational and the remainder are going through procurement.
Due to ongoing challenges in the wider transport sector, including availability of drivers and vehicles, any expansion of services must be carefully planned and phased. While pilot projects are being considered in select areas to test revised eligibility criteria, these pilots are limited in scope and capacity.
All pilots – including those which commenced in the 2024/2025 school year – are being monitored and a further evaluation will take place at the end of the 2025/2026 school year. Findings from these evaluations will guide the planning and implementation needed for a national rollout of a revised School Transport Scheme.
School Transport
Ceisteanna (57)
Fionntán Ó Súilleabháin
Ceist:57. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth when evaluating new routes, if he and Bus Éireann will allocate a new route to an area (details supplied); and if she will make a statement on the matter. [6695/26]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
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 purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kms from and are attending their nearest national school. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time (apply on time and pay on time) are accommodated on school transport services where such services are in operation and where there is capacity to do so.
Children who are not eligible but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places. In these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
Bus Éireann has advised that all eligible pupils who applied and paid on time have been accommodated on school transport services for the 2025/26 school year.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, children are eligible for transport where they are attending the nearest recognised school that is or can be resourced to meet their special educational needs.
The National Council for Special Education through its network of Special Education Needs Organisers (SENOs) acts in an advisory role to my Department on the suitability of placements for children with special educational needs.
A pupil with special educational needs is eligible for school transport if s/he is attending the nearest recognised: mainstream school, special class / special school or a unit, that is or can be resourced, to meet the child's special educational needs under Department of Education and Skills criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
Parents should contact their school principal who will assist in making an application for school transport to the SENO that is affiliated with the school the child is attending.
Bus Éireann has advised that all eligible pupils who applied to the school referred to by the Deputy have been accommodated on dedicated school transport services for the 2025/26 school year or are availing of a special transport grant.
Schools Building Projects
Ceisteanna (58, 59, 60, 61)
Barry Ward
Ceist:58. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the extension and provision of two new SEN classrooms for a school (details supplied); the actions she will take to ensure this project is progressed without further delay; and if she will make a statement on the matter. [6700/26]
Amharc ar fhreagraBarry Ward
Ceist:59. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the planning permission deadline for progressing the extension and provision of two new SEN classrooms for a school (details supplied); the actions she will take to ensure this project is progressed without further delay; and if she will make a statement on the matter. [6701/26]
Amharc ar fhreagraBarry Ward
Ceist:60. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the concerns of school management in school (details supplied) in relation to the risk of cost increases related to delays in progressing an extension and two new SEN classrooms; and if she will make a statement on the matter. [6702/26]
Amharc ar fhreagraBarry Ward
Ceist:61. Deputy Barry Ward asked the Minister for Education and Youth the actions she will take to ensure that there is no further delay to the provision of two new SEN classes in a school (details supplied) to reflect the significant demand for SEN places in the area; and if she will make a statement on the matter. [6703/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 58 to 61, inclusive, together.
The school referred to was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing 2 mainstream classrooms and 2 SET rooms. This project is devolved to the school authority for delivery.
A Stage 3 (tender report) has been received by my Department which is currently being reviewed. All projects, including this one, will undergo the necessary due diligence outlined in the Public Infrastructure Guidelines. Managing timing, scope, current market costs along with any additional costs will form part of this review process.
The Department is acutely aware that the project’s planning permission is due to expire, and this is a key factor in the current review. In addition, the project is being considered within the Department’s wider NDP planning, which the school authority was recently advised of. Officials are working to ensure that all necessary actions are progressed efficiently and within the required planning timeframe.
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 and the first tranche of projects to progress to tender or 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.
Question No. 59 answered with Question No. 58.
Question No. 60 answered with Question No. 58.
Question No. 61 answered with Question No. 58.
Educational Disadvantage
Ceisteanna (62)
Matt Carthy
Ceist:62. Deputy Matt Carthy asked the Minister for Education and Youth further to Parliamentary Question No. 487 of 12 November 2025, if the new DEIS strategy has been published; the options now available to a school (details supplied) in order for the school’s application to be allocated DEIS band 1 status to be re-considered; and if she will make a statement on the matter. [6724/26]
Amharc ar fhreagraFreagraí scríofa
Tackling education disadvantage and helping students reach their full potential is a key priority for the Minister for Education and Youth. The DEIS programme supports almost 1,200 primary and post-primary schools reaching approximately 260,000 students with an annual investment of €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027 to introduce the DEIS Plus scheme and support the implementation of the new DEIS Strategy which will be published in quarter 1, 2026.
The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. Schools were not required to apply for inclusion in the DEIS programme, and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.
Schools were identified for inclusion in the DEIS programme based on their standardised disadvantage score. Schools with the highest levels of concentrated disadvantage scores are included in the DEIS programme, with those urban primary schools having the very highest levels of disadvantage being assigned Urban Band 1.
The Minister is committed to addressing the performance gap between DEIS and non-DEIS schools and introducing innovative solutions to address disadvantage. The new DEIS Strategy will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.
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.