Written Answers Nos. 63-82
63. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if her Department will consider developing an educational module to be delivered in conjunction with the Hot School Meals programme (details supplied); and if she will make a statement on the matter. [6726/26]
Amharc ar fhreagraThe Primary Curriculum Framework 2023 includes ‘Being Well’ as one its seven competencies. This competency helps children become healthy through physical activity, food, self-care, and interaction with nature.
The Primary Wellbeing Specification, published in September 2023, includes among its learning outcomes that children should be able to demonstrate an awareness of factors that can impact well-being, such as physical activity, outdoor experiences, food, hygiene, sleep, rest and relaxation, and appreciating the importance of a balanced lifestyle and acknowledging changing needs as they grow.
My Department, along with the Department of Health and the Department of Agriculture, Food and the Marine, supports Agri Aware’s Incredible Edibles programme, a healthy eating initiative for primary school pupils. It encourages schools across the country to grow carrots, lettuce, potatoes, strawberries, turnips and herbs. Schools are supplied with grow packs, activity sheets and videos containing everything needed to grow these foods.
Guidelines are also available for schools on developing a healthy eating policy, developed by the Department of Health and the HSE.
Officials from my Department will continue to play an active role as members of the Department of Social Protection’s School Meals Interdepartmental Working Group, in supporting schools in the role out of the Department of Social Protection school meals scheme.
64. Deputy Mark Wall asked the Minister for Education and Youth if a request will be considered for school transport for a person in County Kildare (details supplied); and if she will make a statement on the matter. [6774/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
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 the pupils mentioned by the Deputy are not eligible for transport as they do not meet the distance criteria where they reside 1.5km from home to school. These pupils applied and paid on time however they were unsuccessful in obtaining a concessionary tickets for the 25/26 School Year and the service is at full capacity.
65. Deputy Emer Currie asked the Minister for Education and Youth whether any funding streams exist to address a matter at a school (details supplied); and if she will make a statement on the matter. [6796/26]
Amharc ar fhreagraI 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 Climate Action Summer Works Scheme (which was previously named the Summer Works Scheme) places a strong emphasis on sustainability. Schools 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.
The school in question has already made an application to the Climate Action Summer Works Scheme and this scheme is now closed to new applications. Whilst the EWS is open for applications year round.
66. Deputy Pádraig Rice asked the Minister for Education and Youth if guidance can be provided to schools with regard to assignment of teachers to the coordination of special classes; if her Department can provide guidance to schools with regard to the minimum number of administration hours per class for these teachers; and if she will make a statement on the matter. [6826/26]
Amharc ar fhreagraBy the end of the 2026 calendar year there will be over 21,000 special educational teachers in our mainstream classes, special classes and special schools. This will mean we will have almost 46,000 teachers and special needs assistants (SNAs) working in our education system committed to supporting and nurturing students with special educational needs, enabling them to achieve their best outcomes and reach their full potential.
The deployment of teaching staff in a school is in the first instance a matter for the school management authorities while the Teaching Council is the regulator of the teaching profession in Ireland, promoting and regulating professional standards in teaching. Teaching allocations assigned to class groupings within a school is a matter for the school board of management and principal to consider and decide how best to allocate resources and organise class groupings within the school.
I understand that special education teachers dedicate a significant proportion of their day to information gathering and assessment, reviewing, monitoring and coordinating provision for students with special educational needs.
In 2026, over €3 billion will be spent supporting students with special educational needs. Part of this funding will allow for the introduction of extra special education teaching (SET) hours for post-primary schools to support coordination and transition efforts.
At primary level where schools open a number of special classes administrative principal and deputy principal posts are provided. There has also been a significant increase in the number of posts of responsibility allocated to primary schools in recent years.
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.
67. Deputy Pádraig Rice asked the Minister for Education and Youth to provide records in relation to the number of times section 37a of the Schools Admissions Act 2018 has been enforced; and if she will make a statement on the matter. [6827/26]
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 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.
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.
68. Deputy Pádraig Rice asked the Minister for Education and Youth the reason her Department has made the provision of home tuition conditional on a student having a psychological report done within the previous six months; to provide the number of successful home tuition applications from 2020-2025; and if she will make a statement on the matter. [6828/26]
Amharc ar fhreagraMy Department's Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school.
The purpose of the Home Tuition Grant 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
Under category d above, a psychologist’s or psychiatrist’s report from the previous six months is required to make sure the information about the child’s mental health is up to date. Issues such as school reluctance and school avoidance behaviour/school phobia, anxiety and depression can change over time, especially when a child is receiving support or treatment. A recent report allows decision-makers to:
• Confirm that the diagnosis is current and clinically relevant, rather than historical
• Assess how their anxiety or school phobia is affecting school attendance right now
• Verify what supports or therapy are currently in place
• Evaluate whether home tuition is still needed at this time
• Ensure home tuition can help as part of a plan to gradually return to school when your child is ready
Having a recent report helps ensure that decisions are made based on the child’s current needs, and that any support provided is appropriate, helpful, and focused on the child’s long-term well-being and mental health and return to school.
My department recognises that it is not always possible for families to provide a psychologist’s or psychiatrist’s report from within the previous six months, and a flexible and understanding approach is taken when considering such cases.
Where recent reports are not available, officers will carefully review a range of relevant information to understand the child’s current circumstances. This may include evidence of engagement with the school and mental health services, reports or input from relevant support agencies (such as the school, the National Educational Psychological Service (NEPS), Tusla Education Support Service (TESS) through the Education Welfare Officer (EWO), Child and Adolescent Mental Health Services (CAMHS), TUSLA – Child and Family Agency, the HSE, or the NCSE), as well as the child’s current attendance levels and attendance in the previous school year.
All information provided is used to help determine what is most appropriate for the child at the time the application is made.
However, it is important to note that home tuition cannot be granted on an ongoing or indefinite basis without a psychologist’s or psychiatrist’s report that clearly confirms a diagnosis of school phobia and/or associated anxiety or depression. Up-to-date professional guidance is necessary to ensure that home tuition remains a temporary support, focused on meeting the child’s needs while working towards their return to school.
The following table outlines the number of applications from 2020-2025 submitted under category d of Home Tuition Grant Scheme where a grant was sanctioned:
|
School Year |
No. of Applications Sanctioned |
|
2020/2021 |
347 |
|
2021/2022 |
387 |
|
2022/2023 |
418 |
|
2023/2024 |
398 |
|
2024/2025 |
515 |
69. Deputy Pádraig Rice asked the Minister for Education and Youth if consideration has been given to instructing the NCSE to provide a county-by-county breakdown of special class numbers, separated into primary and post-primary; and if she will make a statement on the matter. [6829/26]
Amharc ar fhreagraThe 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.
Almost 1,900 classes have been sanctioned by the NCSE in the last five years, sixteen new special schools have been established and many more expanded. For the 2025/26 school year alone over 400 new special classes have been sanctioned bringing the total number of special classes nationwide to over 3,700. Five new special schools were established and capacity is being expanded in a number of other special schools.
A list of all mainstream and special schools is available on my department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE website.
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.
70. Deputy Pádraig Rice asked the Minister for Education and Youth the total number of special classes throughout the country; to provide a breakdown of this number with relation to school type (details supplied); and if she will make a statement on the matter. [6830/26]
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.
A list of all mainstream and special schools is available on my department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE website. Also attached is a breakdown of schools by category as asked by the Deputy.
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.
71. Deputy Pádraig Rice asked the Minister for Education and Youth the reasoning behind the funding discrepancies between primary and post-primary autism classes (detailed supplied); if her Department has consulted the NCSE in relation to equalising this funding; and if she will make a statement on the matter. [6831/26]
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. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
The majority of children with special educational needs are supported to attend mainstream classes with their peers, through the provision of resources such as Special Education Teachers and Special Needs Assistants.
This is an estimated 25% of the total student population, or 240,000 children and young people with special educational needs, that are supported in mainstream classes.
Over 30,500 students with more complex needs are enrolled in special classes and special schools this school year – an increase of 67% since 2020.
The Department of Education and Youth provides funding and resources to support the opening of the new special classes, which includes teachers, special needs assistants, capitation grants, furniture and equipment grants and professional development training from the NCSE. In addition, funding for the repurposing of existing accommodation or the provision of modular accommodation for new special classes is also provided. The vast majority of new special classes are being provided in repurposed available school accommodation. New streamlined arrangements were introduced in Circular Letter 0080/2024 to provide grant funding for schools repurposing accommodation for special classes. Further information on these arrangements is available in Circular Letter 0039/0025 and also www.gov.ie
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.
Local special educational needs organisers (SENOs) are available to assist and advise schools on available supports. SENOs may be contacted using the contact details available on the NCSE website education.gov.ie
72. Deputy Pádraig Rice asked the Minister for Education and Youth the reasons the NCSE does not provide figures in relation to the number of students in post-primary schools who have a recommendation of requiring a special class place but do not currently have that place; if her Department intends to endeavour to collate this information; and if she will make a statement on the matter. [6832/26]
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.
The National Council for Special Education (NCSE) is the national agency with responsibility for the provision of special education places. For the 2025/26 school year the NCSE sanctioned 406 new special classes bringing to 3,741 the number of special classes in our schools. 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.
Any family seeking a placement is urged to contact the NCSE via the contact details available on the NCSE's website: (https://ncse.ie/seno-contact-information). Local special educational needs organisers (SENOs) remain available to provide the location of these vacancies and advice as to the supports available to students with special educational needs.
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. This analysis is ongoing and when completed the NCSE will be equipped to engage with schools to open new special classes in relevant areas.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
73. Deputy Pádraig Rice asked the Minister for Education and Youth if specific continuous personal development training is available on a specific area (details supplied); if her Department has plans to introduce such training; and if she will make a statement on the matter. [6833/26]
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.
A range of options are available to teachers and special needs assistants (SNAs) in regard to training opportunities in special education. These are provided within initial teacher education (ITE) programmes for student teachers and teacher professional learning (TPL) programmes for established teachers. Other options include short, flexible on-line opportunities and funding for placement on graduate and post-graduate programmes.
The importance of having special education training in ITE programmes was compounded when my colleague Minister McEntee requested that special education placements become mandatory for student teachers and appropriate modules have been added to programmes support this measure.
Central to TPL is Oide, a Department of Education and Youth funded TPL service. All Oide TPL programmes are designed and underpinned with the fundamental principles of Universal Design for Learning (UDL), a framework that facilitates the inclusion of all learners to access the school curriculum in a meaningful way.
In addition, the NCSE offer full school support to all staff and provide support for teachers with training needs in special education, through the NCSE support service. This service manages, co-ordinates and develops a range of supports in response to identified training need. Any school who feels it has a training need can contact their local special education needs organiser to arrange training.
The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers. Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE website: www.ncse.ie/tpl.
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.
74. Deputy Pádraig Rice asked the Minister for Education and Youth to address matters raised in correspondence (detailed supplied); and if she will make a statement on the matter. [6834/26]
Amharc ar fhreagraCircular 0069-2025_Assessment_of_Need issued in October 2025 and the purpose of this Circular is to inform schools of developments on foot of recent court cases relating to the AON process.
The Department of Education and Youth is satisfied that teachers are suitably qualified to assist in the AON process due to their expertise and professional judgement, and this position has been upheld in recent High Court judgments, therefore they are persons with ‘appropriate expertise’ to be nominated by the NCSE, as appropriate, to assist the HSE in the AON process.
One of the functions of a school, as detailed in the Education Act (1998), is to ensure that the education needs of all children/young people, including those with a disability or other special educational needs, are identified and provided for. Further, the EPSEN Act (2004) requires schools to cooperate with the NCSE in the performance by the Council of its functions. Therefore, the nominated person should complete the Report of Education Needs when requested by the NCSE to do so.
It is acknowledged that there may be legitimate reasons or circumstances where a nominated person may not be in a position to complete the form or may only be able to part-complete a Report of Education Needs. Examples of these circumstances are provided in Circular 0069-2025_Assessment_of_Need_ Appendix 1 for illustrative purposes.
The NCSE will continue to provide comprehensive guidance and support to schools to assist them in this process. Details of the guidance can be found on the NCSE website.
75. Deputy Pádraig Rice asked the Minister for Education and Youth to address matters raised in correspondence (detailed supplied); and if she will make a statement on the matter. [6835/26]
Amharc ar fhreagraIt is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018.
Under the provisions of this act, all schools are required to have admissions policies which have been approved by the patron following consultation with staff and parents of students who are attending the school. It is a key requirement of the act that all school admission policies are fair and transparent.
This information should be published on the school’s website and be available on request by contacting the school directly.
My department and the National Council of 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.
Parents may apply to enrol their child in a school of their choosing and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Nonetheless, it may result in some students not obtaining a place in the school of their first choice.
76. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth the status of an application under the additional accommodation scheme, submitted in May 2025 by a school (details supplied) for the fit-out of a second ASD classroom; the reasons for the delay in issuing confirmation of the grant approval; and if she will make a statement on the matter. [6888/26]
Amharc ar fhreagraI can confirm to the Deputy, that the school in question has submitted an application for capital funding, under my department's Additional Schools' Accommodation (ASA) Scheme for additional school accommodation.
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 by available accommodation at other schools in the area.
As the Deputy is aware, the school referred to, initially applied under the SEN Repurposing Scheme and received substantial funding to complete the required works. The school has now provided quotations for further proposed works to include for a special class which opened in 2023. The scope of works is currently under review.
The NDP Implementation Plan for the Education and Youth sector 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.
It is within this context that the application from the school, to which the Deputy refers is being considered. The school authority will be contacted directly as soon as a decision is made.
77. Deputy Ryan O'Meara asked the Minister for Education and Youth the plans to abolish the ‘nearest school’ rule for school transport; and if she will make a statement on the matter. [6897/26]
Amharc ar fhreagraThe 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.
78. Deputy Eoin Hayes asked the Minister for Education and Youth the number of special school places in each primary and secondary school in Dublin 2, 4 and 6; and if she will make a statement on the matter. [6911/26]
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 national agency with responsibility for the provision of special education places. For the 2025/26 school year the NCSE sanctioned 406 new special classes bringing to 3,741 the number of special classes in our schools. Combined with 300 new special school places this has created 2,700 new school places 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 along with previous years are available on the NCSE website broken down by county and type of class.
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 so far. Further details on additional new special classes will be confirmed in the coming weeks.
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.
79. Deputy Willie O'Dea asked the Minister for Education and Youth if she is aware that adequate and safe working and learning conditions are not provided for all members of the school community in a Limerick primary school (details supplied); if she will provide an alternative avenue of funding that would allow essential interim works to proceed, whether through exceptional sanction or as enabling works linked to the overall capital project which has already been approved; and if she will make a statement on the matter. [6958/26]
Amharc ar fhreagraThe school was approved to enter the Department’s pipeline of school building projects under the Additional School Accommodation Scheme for the provision of 2 mainstream classrooms, 9 SET rooms, and a principal’s office. This project has been devolved to the school authority for delivery.
Following the Department’s superseding approval in Q2 2025 to include the second mainstream classroom, the Department now awaits the submission of the Stage 1/2A report from the school authority for review.
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.
80. Deputy Cian O'Callaghan asked the Minister for Education and Youth if she will take action to ensure there is an appropriate school place for a child (details supplied); and if she will make a statement on the matter. [6960/26]
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.
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. The 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.
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.
81. Deputy Réada Cronin asked the Minister for Education and Youth whether a lease agreement is currently in place for the prefabs at a school (details supplied); the cost which has been incurred by her Department since their completion; and if she will make a statement on the matter. [6980/26]
Amharc ar fhreagraThe school referred to by the Deputy is currently accommodated in a 16 Classroom prefabricated unit. These units were purchased by my department and as such do not require a lease agreement.
The school was very recently approved for the provision of two interim modular units. While these units are rented, the rental cost is commercially sensitive in the context of ongoing modular provision across the school estate from multiple suppliers.
As the Deputy is no doubt aware, the school was approved for a large scale major project which is currently at design stage of the architectural process. Details of all projects including their current status is available on the Department's website at, www.gov.ie and this information is updated regularly.
82. Deputy Réada Cronin asked the Minister for Education and Youth if her Department will consider replacing the prefabs at a school (details supplied), given that the new campus is currently at stage 2a of the architectural design process; and if she will make a statement on the matter. [6981/26]
Amharc ar fhreagraI wish to advise the Deputy that two interim modular units were recently approved for the school referred to pending the delivery of the school's large scale major project.
The project referred to by the Deputy is part of a campus project that has been devolved for delivery to the National Development Finance Agency (NDFA) as part of a bundled school building programme (Project Shannon). There are three schools within this campus project including this school.
The brief for the school includes the provision of 24 mainstream classrooms and 4 SEN classrooms.
The project is currently at Stage 2a of the architectural design process. Stage 2a (the developed design stage) involves the Design Team developing the designs, fully cost planning the campus project and preparing the necessary documentation to facilitate the lodging for statutory approval to the county council as part of the Stage 2b process. The length of time a project takes to deliver depends on several factors, including scale and complexity and is subject to the time it takes to progress through the various design stages and the statutory approval process. In this context, a meeting is scheduled between my Department, the LDA and NDFA regarding this school project. The NDFA will continue to engage directly with the school authority to keep them fully informed of progress on this important project.
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 (NDP). 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 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. .
The next tranche of projects will be finalised and published post 2027 following a stakeholder engagement process to identify the next most urgent priorities. This stakeholder engagement will be undertaken in 2026 and 2027 and will include an assessment of how well existing capacity is maximised and enrolment policies and processes are prioritising local special education provision and mainstream requirements. The Department led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
