John Paul O'Shea
Ceist:121. Deputy John Paul O'Shea asked the Minister for Education and Youth for an update on the rollout of the DEIS Plus programme in Cork; and if she will make a statement on the matter. [9970/26]
Amharc ar fhreagraEducational Disadvantage
Ceisteanna (121, 150, 196)
Darren O'Rourke
Ceist:150. Deputy Darren O'Rourke asked the Minister for Education and Youth when we can expect to see the introduction of the DEIS Plus scheme; the details of the scheme; and if she will make a statement on the matter. [11008/26]
Amharc ar fhreagra
Paul Lawless
Ceist:196. Deputy Paul Lawless asked the Minister for Education and Youth for an update on the development and planned rollout of the new DEIS Plus scheme, commencing in September 2026; the way in which schools will be identified; the supports that will be provided; and the way in which the scheme will target students with the highest risk of educational disadvantage. [11016/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 121, 150 and 196 together.
Tackling educational disadvantage and helping students reach their full potential is a priority for me as Minister for Education and Youth.
The DEIS programme is a key policy initiative of Government to address concentrated educational disadvantage at school level.
Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS Strategy and to introduce the DEIS Plus scheme, which will commence this year.
To inform the development of the DEIS Plus scheme, a design advisory group was established including school principals, Home School Community Liaison officers and School Completion Programme coordinators - professionals who work directly with children experiencing high levels of disadvantage.
The DEIS Plus scheme will provide additional support to schools with the highest levels of need, in line with the Government’s commitment. It will target a cohort of schools with high concentrations of children and young people experiencing intergenerational disadvantage where there is a significant gap in outcomes and there are barriers to those children and young people achieving their potential.
The details of the DEIS Plus scheme are currently being finalised within an overall programme of work to tackle educational disadvantage and will be outlined in the new DEIS Strategy, which will be published in the coming weeks. Future allocation of overall resources will be considered within the context of the new DEIS Strategy and the availability of resources.
Schools will not be required to apply for inclusion in the DEIS Plus scheme. The process to identify schools for inclusion will be evidence-informed, using available data.
Schools Building Projects
Ceisteanna (122)
Colm Burke
Ceist:122. Deputy Colm Burke asked the Minister for Education and Youth if her Department has secured a permanent site for a school (details supplied) which has been in interim accommodation for approximately 20 years; if the school is included on any current or forthcoming school building programme; and if she will make a statement on the matter. [11062/26]
Amharc ar fhreagraFreagraí scríofa
My Department is currently examining potential options for a permanent site for the school referred to by the deputy. This process in ongoing and officials from my department have been in regular contact with the patron of the school in this regard including discussions in relation to the brief for the project.
When this process is completed my department will be in further contact with the patron.
Special Educational Needs
Ceisteanna (123)
Eoghan Kenny
Ceist:123. Deputy Eoghan Kenny asked the Minister for Education and Youth the number of children who have applied for special educational needs classes and schools; the number of classes allocated; the number of children still waiting for a school place; and if she will make a statement on the matter. [10101/26]
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.
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.
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 began sanctioning new special classes last month, which is several months earlier than last year. 301 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.
The NCSE advise that the majority of children and young people coming to them through the Parent’s Notify process are already enrolled in school supported by existing special education teachers and special needs assistants.
For the 2025/26 school year the NCSE advise that a small number of special class places remain in many counties in the country for those still seeking placement. While these places may not be in a preferred school, vacancies do exist.
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.
Education Policy
Ceisteanna (124, 144, 322, 323, 324)
Fionntán Ó Súilleabháin
Ceist:124. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth to clarify that there is no legislative basis in Ireland to 'compelled speech' for teachers; if her Department will communicate such legal guidelines to any statutory-funded or other groups communicating any such suggestions or making such claims to the contrary; and if she will make a statement on the matter. [5364/26]
Amharc ar fhreagraFionntán Ó Súilleabháin
Ceist:144. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth to provide clarification that preferred names and pronouns as referred to in Department of Education guidelines, are policy, but not law; and if she will make a statement on the matter. [5361/26]
Amharc ar fhreagraFionntán Ó Súilleabháin
Ceist:322. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth to clarify if there is a legal requirement for teachers to use students' “preferred names and pronouns”. [5360/26]
Amharc ar fhreagraFionntán Ó Súilleabháin
Ceist:323. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth if she is aware that some NGOs are making claims that schools and teachers must use a student's preferred names and pronouns; and if she will make a statement on the matter. [5362/26]
Amharc ar fhreagraFionntán Ó Súilleabháin
Ceist:324. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth to clarify if a teacher has a legal right to freedom of thought, conscience, speech and religion, as enshrined under Article 44.2.1 of Bunreacht na hÉireann and Article 9 of European Convention on Human Rights; and if she will make a statement on the matter. [5363/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 124, 144, 322, 323 and 324 together.
As outlined in my Department’s Bí Cineálta procedures, schools are required to create safe and inclusive environments for students, where they experience a sense of belonging and feel safe, connected and supported. The Bí Cineálta anti-bullying procedures are being implemented since the beginning of the current school year, 2025/2026.
The Bí Cineálta procedures are centred on a child rights-based approach and support a partnership approach where all members of the school community work together to prevent and address bullying behaviour. The procedures have been updated to take account of gender identity bullying, cyberbullying, racist bullying, sexist bullying, and sexual harassment. They support schools to develop clear strategies to prevent and address these bullying behaviours as appropriate. Implementation of the procedures is supported by a suite of professional learning resources and information sessions for school staff, Board of Management members and parents.
The Department of Education and Youth provides a broad range of resources?to support schools to develop positive whole-school approaches and to be inclusive of everyone in the school community.
In 2016, a resource, compiled by the Gay and Lesbian Equality Network (GLEN), was published for post-primary schools called ‘Being LGBT in School’ in order to provide assistance for individual schools in designing their policies. It provides guidance to support key individuals as they fulfil their responsibilities in ensuring that their school is safe, supportive and affirming of all students.
The resource suggests that it is good practice to take time with the student and their parents or guardians, finding the right solutions for their particular context, and that there is nothing to preclude a school from using a student’s preferred name in day-to-day interactions.
All decisions should be made with the welfare of the student as the primary consideration.
The ‘Being LGBT in School’ resource is currently under review by Maynooth University. This work is expected to be completed over the coming months. On receipt, my department will consider the appropriate next steps.
Under the provisions of the Education Act, 1998 the board of management is the body charged with the direct governance of a school on behalf of the patron and the principal is responsible for the day-to-day management of the school including the employment of staff and the implementation of school policies.
My department has no direct role in the employment of staff in schools or the day-to-day management of schools. Constitutional rights as set out in Bunreacht na hÉireann, and ECHR rights (as given further effect through the European Convention on Human Rights Act 2003), are recognised and acknowledged. It is a matter for the Courts to adjudicate on any assertion of those rights before them by any individual, including a teacher.
State Examinations
Ceisteanna (125)
Brian Brennan
Ceist:125. Deputy Brian Brennan asked the Minister for Education and Youth her plans to provide further transparency on Junior Certificate results, namely access to percentages and corrected scripts; and if she will make a statement on the matter. [10984/26]
Amharc ar fhreagraFreagraí scríofa
On 22 April 2025 my predecessor as Minister for Education and Youth, Helen McEntee TD, announced changes to the Junior Cycle grade bands for students in 2025 and future years, adjusting the top four grade bands to become evenly distributed. This will have a positive impact on students, ensuring their grades are more reflective of their work and effort, as well as of the work of our teachers.
In making this change, it is considered critically important that grade bands remain sufficiently broad to ensure that students can focus on learning and engaging in school, and on becoming independent, resourceful and confident learners.
It is a core principle of the Junior Cycle Framework that there should be a move away from focusing on terminal examinations as the main mode of assessment. Rather than emphasising examinations only, or marginal gains in examination performance, it is vital that students' learning and engagement remains at the heart of Junior Cycle. Providing exact marks or percentages, by increasing the focus on examination performance, would run counter to this goal, hence it is not intended to provide additional information such as percentages or exact marks to students. It may be useful to note that the dual approach to assessment increases the prominence given to classroom-based assessment and formative assessment, acknowledging that students learn best when teachers provide feedback that helps students to understand how their learning can be improved.
The state-certified examination is but one element of a more balanced, broader approach to assessment at Junior Cycle. All aspects of assessment contribute to providing a comprehensive picture of student achievement which is captured in the Junior Cycle Profile of Achievement (JCPA).
It is vital that we adhere to this core principle so that students' learning and engagement remains at the heart of Junior Cycle.
School Transport
Ceisteanna (126)
Emer Currie
Ceist:126. Deputy Emer Currie asked the Minister for Education and Youth for an update on a transport-related issue (details supplied); and if she will make a statement on the matter. [10877/26]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy is currently located on an interim basis in modular accommodation in Hansfield, Dublin 15, pending a move to their permanent location in Hollywoodrath.
Following communications with the department, the patron body and school are making the necessary arrangements for the provision of bus transport for students attending the school who are living in the Mulhuddart_Tyrellstown_D15 school planning area.
Schools Building Projects
Ceisteanna (127)
Peter Roche
Ceist:127. Deputy Peter Roche asked the Minister for Education and Youth the status of the school building and development projects at schools (details supplied); the steps her Department has taken to date to progress these projects; whether she is aware of delays, structural issues and capacity pressures at both schools; and if she will make a statement on the matter. [11109/26]
Amharc ar fhreagraFreagraí scríofa
The school building project for Trinity Primary School is part of a campus development that has been devolved to Galway and Roscommon Education and Training Board (GRETB) for delivery.
The project brief for Trinity Primary School provides for the construction of a 41-classroom primary school, including five Special Education Needs (SEN) classrooms. The same site will also accommodate the development of an 8-classroom primary school including two SEN classrooms for Tuam Educate Together National School.
The project was approved to progress to Stage 2a (Detailed Design) of the architectural planning process in quarter 3 of 2025. This stage involves developing the design and preparing an accurate cost plan that best aligns with the agreed design. The department awaits submission of a Stage 2a report.
In relation to the second school referred to by the Deputy, the accommodation needs at Scoil Nioclás Naofa Dunmore will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities. Any interim requirements will be considered by the Department in the normal manner (e.g. Emergency Works Scheme).
All applications from schools for major capital works must be considered in the context of capacity requirements and climate action commitments. The Department is required to manage the allocated capital funding across all schools in the country. The Department can identify opportunities to transform existing schools. The plan for working this through at national scale will be informed by the outcome of an Energy and Condition survey of all schools which is currently underway. The process may ultimately identify a requirement for the replacement of some accommodation, but this is not expected to be widespread. This overall process is particularly valuable in facilitating a proportionate assessment of a school’s accommodation upgrade needs relative to all other schools and allow an effective prioritisation of finite capital investment. The determination of a long-term pathway forward for the school will form part of this wider process.
The department have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
The department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, the department published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
These projects are in addition to €250.85 million in capital funding for Galway schools between 2020 and 2025. Over that period, a total of 88 Galway schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 17 school projects in County Galway under construction.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
The department recognises that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. 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.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at the schools referred to by the Deputy will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
Education Policy
Ceisteanna (128)
Conor D. McGuinness
Ceist:128. Deputy Conor D. McGuinness asked the Minister for Education and Youth the steps she is taking to increase capacity in primary schools to cater for increasing demand for spaces. [10979/26]
Amharc ar fhreagraFreagraí scríofa
As the Deputy may be aware, in order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Pre-school and primary school enrolments at a national level have been in decline for a number of years which in turn is leading to a reduced demand for primary school places in rural areas and many urban areas across the Country. This downward demographic trend is also now apparent at first year post primary level.
While my Department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that enrolment pressures can be driven by duplications of applications, applications from outside an area, and school of choice factors. Notwithstanding the above, in some areas, demographic pressures and other factors are driving a requirement for additional school places.
Furthermore, major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. For instance, in response to the large-scale residential developments in Adamstown, South County Dublin, the development of a new 32 classroom primary school building has been included in the first tranche of the NDP Implementation Plan. This development is to progress to construction in 2026/27.
The provision of additional school places can be required in a very small number of areas. Where additional accommodation is required, the Department aims, as much as possible, to cater for this requirement by way of optimising the use of and expanding existing schools rather than establishing new schools. This policy is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth.
My department’s NDP Sectoral Investment Plan 2026-2030 involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
The first tranche of 105 projects covers the initial two-year period of NDP rollout. The next tranche of projects will be finalised and published afterwards (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.
The criteria for identifying the first tranche of 105 prioritised projects to go to construction / tender in 2026 and 2027 included the condition of the school, projects in areas with capacity pressures, growing demographics and projects in the pipeline for a long time.
The department will continue to liaise with local authorities in respect of their county development plan and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
Educational Disadvantage
Ceisteanna (129)
Matt Carthy
Ceist:129. Deputy Matt Carthy asked the Minister for Education and Youth when the new DEIS strategy will be published; the reason it was not published in 2025 as repeatedly committed to; if, further to the strategy there will be a formal process for schools to appeal their DEIS designation or exclusion; and if she will make a statement on the matter. [9094/26]
Amharc ar fhreagraFreagraí scríofa
Tackling educational disadvantage and helping students reach their full potential is a key priority for the Minister for Education and Youth.
The DEIS programme is a key policy initiative of Government to address concentrated educational disadvantage at school level. It provides a range of targeted support in addition to universal supports available to all schools. It is a goal of this Government to reduce educational disadvantage and promote equity across Irish schools, focusing particularly on vulnerable groups including children from lower socio-economic backgrounds, children living in homelessness, Travellers, and Roma and migrant communities.
Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS Strategy and introduce the DEIS Plus scheme.
The Minister is committed to addressing the performance gap between DEIS and non-DEIS schools. The new DEIS Strategy which will include a DEIS Plus scheme will be published in quarter 1, 2026. This Strategy will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling education 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.
Schools Building Projects
Ceisteanna (130)
Thomas Gould
Ceist:130. Deputy Thomas Gould asked the Minister for Education and Youth the reason so many schools in Cork awaiting school buildings were not included on the priority list or supplementary priority list. [10021/26]
Amharc ar fhreagraFreagraí scríofa
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 12 projects in County Cork.
These projects are in addition to €767.68 million in capital funding for County Cork schools between 2020 and 2025. Over that period, a total of 157 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 20 school projects in County Cork under construction.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027.? Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. 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.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
Schools Building Projects
Ceisteanna (131)
Pádraig Mac Lochlainn
Ceist:131. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Youth if she will add a school (details supplied) to the priority list of school building projects for 2025-2026; if she will accept the invitation from the student council of the school to meet with them and tour the existing school to fully understand the urgency of making progress. [10570/26]
Amharc ar fhreagraFreagraí scríofa
The major building project for the school referred to by the Deputy is currently completing Stage 2(b) of the architectural design process.
Stage 2(b) involves detailed design, securing all Statutory Approvals and the preparation of tender documentation.
The brief for this major project is to provide a New Build Extension and Refurbishment of the existing Protected Structures to extend school capacity to 1,000 and to provide additional classrooms for Students with Special Educational Needs.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030-This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 1 project in County Donegal.
These projects are in addition to €220.78 million in capital funding for Donegal schools between 2020 and 2025. Over that period, a total of 66 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 14 school projects in Donegal under construction.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision. Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027.? Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. 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.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at St Eunans College will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
I can confirm that a request to visit this school has been received by my office and is currently under consideration.
School Funding
Ceisteanna (132)
Darren O'Rourke
Ceist:132. Deputy Darren O'Rourke asked the Minister for Education and Youth the steps her Department is taking to address the growing shortfall in core capitation funding for primary and secondary schools, with specific reference to insurance costs; and if she acknowledges that many schools are forced to rely on voluntary contributions to cover basic day-to-day running costs. [11011/26]
Amharc ar fhreagraFreagraí scríofa
The Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. The Department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three Budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
Voluntary contributions can be requested by schools; however, it must be made absolutely clear to parents that there is no requirement to pay, and that, in making a contribution, they are doing so of their own choice, and there is no compulsion to pay.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools should ensure that they are availing of these available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the Department, is an important source of advice and support to schools on procurement matters- www.spu.ie
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters.
Education Policy
Ceisteanna (133)
Grace Boland
Ceist:133. Deputy Grace Boland asked the Minister for Education and Youth the range of assistive and digital technologies and other technical supports currently available to support children with identified learning needs in primary and post-primary schools; the number and percentage of students availing of each category of such support in each of the past three years; the approval process and criteria required for schools or families to access such technology; the average and maximum waiting times for approval and delivery of these supports in each of the past three years; and if she will make a statement on the matter. [11077/26]
Amharc ar fhreagraFreagraí scríofa
Under the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
The Assistive Technology Scheme supplements the overall funding approach for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment to access the school curriculum. For children with more complex disabilities who require such equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools' existing provisions, schools can apply for this equipment under the Assistive Technology Scheme.
Under the terms of this scheme, to qualify for assistive technology equipment, a student must be diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential to allow the student to access the curriculum.
Schools make application directly to their local Special Educational Needs Organiser (SENO), providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
SENOs will review the application and the supporting professional reports to establish whether the criteria of the scheme have been met. They will then make a recommendation to my department as to whether assistive technology is required. Based on this recommendation, my department will decide on the level of grant, if any, to be provided. This is communicated to the school via a decision letter.
Once a school receives its decision letter confirming approval to procure the equipment, the school must complete the purchase and submit a claim form, along with relevant receipts, within a 6-month period in order to draw down the funds for assistive technology.
It is recognised that the current Assistive Technology application process is very onerous and, due to the various stages in the process, the department cannot give timelines on how long it takes to deliver these supports to the individual children concerned. However, in recognition of the need to change the Assistive Technology application and delivery process, the Special Education Section is currently finalising the review of the Assistive Technology Scheme. This will culminate in the publication of a new circular and the launch of an updated application process. It is intended to publish the new circular in quarter 1 of this year.
A key objective of the review is to streamline the application process. This will be achieved through the implementation of a new portal for schools to submit applications, as well as a review of the eligibility criteria. In addition, there will be a change to the refund process with funding now being provided to schools in advance of equipment purchases. Not only will these changes streamline the application process, but it is anticipated that it will expedite the time in which children who require assistive technology receive their equipment.
Ultimately, the department’s aim is that any child who needs assistive technology to access the curriculum will receive it under this scheme.
The type of equipment provided under the Assistive Technology Scheme is varied. It generally includes, but is not limited to:
• Audiological supports for students with hearing impairment (e.g. radio systems, Soundfield Loudspeaker systems, classroom hearing supports etc)
• Equipment for children with visual impairment (e.g. braille devices, magnifiers, text readers etc)
• Computer equipment with associated modified software for students with physical or severe communicative disabilities (e.g. tablets, laptops, peripherals, assistive software).
Regarding the different categories the deputy was seeking, the department does not keep statistics on the specific equipment being granted to support individual disability categories.
My department is currently processing a high volume of Assistive technology applications. The number of applications has grown significantly in recent years, with approximately twice as many applications received in 2025 compared to 2018.
A breakdown of the applications received over the last 3 calendar years is as follows:
|
Year |
2023 |
2024 |
2025 |
|
Number of Applications Received |
7,675 |
8,055 |
8,895 |
|
Number of Applications recommended |
5,633 |
6,238 |
7,312 |
Educational Disadvantage
Ceisteanna (134)
Paula Butterly
Ceist:134. Deputy Paula Butterly asked the Minister for Education and Youth to provide an update on the publishing of the new DEIS strategy; and outline the planned process for implementing the DEIS Plus scheme. [9918/26]
Amharc ar fhreagraFreagraí scríofa
Tackling educational disadvantage and supporting students to reach their full potential in life is a key priority for the Minister for Education and Youth. The DEIS programme is a key policy of government to tackle concentrated educational disadvantage at school level.
The department is investing over €180 million annually to provide additional?supports?to almost 1,200 schools in the DEIS programme. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of a new DEIS Strategy and introduce a new DEIS Plus scheme, commencing in 2026.
The Minister for Education is committed to addressing the performance gap between DEIS and non-DEIS schools and introducing more innovative solutions to tackle educational disadvantage. The new DEIS Strategy to 2035 will be published in quarter 1, 2026. The new DEIS Strategy will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative solutions 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. A key part of this Strategy will be the introduction of the new DEIS Plus scheme.
The DEIS Plus scheme will provide additional support to schools with the highest levels of need, in line with the Government’s commitment. It will target a cohort of schools with high concentrations of children and young people experiencing intergenerational disadvantage where there is a significant gap in outcomes and there are barriers to those children and young people achieving their potential.
The details of the DEIS Plus scheme are currently being finalised within an overall programme of work to tackle educational disadvantage and will be outlined in the new DEIS Strategy, which we intend to publish in quarter 1, 2026. Future allocation of overall resources will be considered within the context of the new DEIS Strategy and the availability of resources.
Schools Building Projects
Ceisteanna (135)
Eamon Scanlon
Ceist:135. Deputy Eamon Scanlon asked the Minister for Education and Youth the reasons for the ongoing delays in progressing the design and planning stages of a new school building (details supplied); the current status of the project; and if she will make a statement on the matter. [10459/26]
Amharc ar fhreagraFreagraí scríofa
The brief for the school referred to by the Deputy is the development of a new 12 Classroom primary school with additional classrooms for pupils with Special Educational needs, on a green-field site. The major building project is currently at Stage 2(a) of Architectural Planning – Developed Design, where the preferred agreed design option can be developed to a stage where the project is fully cost planned and the scheme can be prepared to lodge for statutory approvals with the local authority.
My department has reviewed the Stage 2(a) Submission from the Design Team. The Stage 2(a) Stakeholders meeting was held on the 2nd of July 2025, with representatives from the School Authorities, Design Team, Project Manager and my department in attendance. The meeting concluded with a request for the Design Team to submit a Stage 2(a) Addendum report addressing issues raised by my department at the meeting.
My department has received and are currently reviewing the Stage 2(a) Addendum report. Upon review of the Stage 2(a) Addendum report, my department will advise all Stakeholders regarding the further progression of the project.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
These Projects are in addition to €71.61 million in capital funding for County Sligo schools between 2020 and 2025. Over that period, a total of 24 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 6 school projects in County Sligo under construction.
This summer, 7 schools?are approved to?undergo works as part of the Summer Works Scheme / Climate Action scheme. In addition, since 2020 a total of 16 special classes have been opened in Sligo, 1 of which were sanctioned for September 2026.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. 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.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at Gaelscoil Chnoc na Ré will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
Education Policy
Ceisteanna (136)
Louise O'Reilly
Ceist:136. Deputy Louise O'Reilly asked the Minister for Education and Youth the planning her Department has undertaken or will be undertaking to meet the schooling needs of the Balbriggan community, given the plans for further significant housing development for the area; and if she will make a statement on the matter. [10934/26]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
It must be noted that this demographic data shows that there is an underlining reducing demand for school places in the Balbriggan School Planning Area. There are 26% less junior & senior infant pupils living in Balbriggan than fifth & sixth class pupils. The most recent Child Benefit data also shows that this decline in demand is projected to continue for the short to medium term.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
Details of large-scale projects being delivered under the school building programme may be viewed on my department's website at www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The department will continue to liaise with Fingal County Council in respect of their county development plan and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
School Funding
Ceisteanna (137)
Donna McGettigan
Ceist:137. Deputy Donna McGettigan asked the Minister for Education and Youth for an update regarding funding levels for schools. [73269/25]
Amharc ar fhreagraFreagraí scríofa
The Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. The Department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three Budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools should ensure that they are availing of these available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the Department, is an important source of advice and support to schools on procurement matters- www.spu.ie
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters.
Special Educational Needs
Ceisteanna (138)
James O'Connor
Ceist:138. Deputy James O'Connor asked the Minister for Education and Youth to outline her engagement with an organisation (details supplied) Youghal; and if she will make a statement on the matter. [11070/26]
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.
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 began sanctioning new special classes last month, which is several months earlier than last year. 301 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 301 new special classes, 199 are being established in primary schools and 102 in post-primary schools. New special classes are being established in every county with 30 new special classes confirmed 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.
I have met with the group referenced by the Deputy on a number occasions to discuss the issue of special education provision in the Youghal area, and my office has also received correspondence over recent months.
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.
School Staff
Ceisteanna (139)
Edward Timmins
Ceist:139. Deputy Edward Timmins asked the Minister for Education and Youth if there are plans to issue a new circular in relation to contracts of indefinite duration; and if she will address the situation where teachers are providing ongoing service over a number of years without access to permanency; and if she will make a statement on the matter. [11068/26]
Amharc ar fhreagraFreagraí scríofa
In early 2025 Minister McEntee announced that teachers who have taken up their first contract in a viable teaching post in September of this 2025 will become eligible for a permanent contract in September 2026.
The Minister announced this initiative to increase job security and to make teaching a more attractive, sustainable career. This measure will see teachers who started teaching in September 2025 gain a permanent contract a year earlier than they would have previously, by qualifying for the award of a Contract of Indefinite Duration, where they have been re-appointed following a competitive recruitment process.
This will provide teachers with the certainty that they need, particularly for those who may be considering large financial commitments, such as those applying for mortgages.
This new measure will apply to both newly qualified teachers, and those teachers who have not yet managed to secure a permanent position, where those teachers satisfy the relevant criteria.
Officials within my Department are currently engaging with the teacher unions and the school management bodies to finalise the details of the new scheme, and these details will be published once this process has been completed. This process is expected to conclude in Q1 this year.
The introduction of this measure is aimed at addressing the situation where teachers are providing ongoing service over a number of years without access to permanency.
School Admissions
Ceisteanna (140)
Tony McCormack
Ceist:140. Deputy Tony McCormack asked the Minister for Education and Youth for an update on the pilot online admissions system for post-primary school places in the Tullamore/Killina area of County Offaly; whether any issues have been identified since its introduction; if so, the actions being taken to address them; and if she will make a statement on the matter. [10482/26]
Amharc ar fhreagraFreagraí scríofa
The rollout of the pilot Single Online Application for Schools represents a significant step towards improving the school admissions system. For the first time, this system provided families with a single online application process and introduced synchronised and streamlined timelines for schools to manage admissions and issue offers.
In recent years, demographic shifts and increasing demand for special class provision for students with special educational needs have placed growing pressure on school admissions processes across the country. Complexities in the admissions process can cause unnecessary stress for families and place a significant administrative burden on schools including in the Tullamore_Killina school planning area.
In response to these challenges and a commitment in the Programme for Government to reforming the admissions process, my department is working towards a nationwide common application system. As a first step, the Apply to School pilot scheme was launched in October 2025 for the 2026/2027 admissions cycle. The pilot was introduced for 15 post-primary schools in five school planning areas namely Athenry, Celbridge, Clonakilty, Greystones and Tullamore_Killina as the Deputy has referenced.
While Apply to School received positive feedback, obtaining an 80% customer effort score, a key objective of the pilot project was to accumulate learnings for future developments. Detailed post-project evaluations with participating schools including in Tullamore_Killina are currently underway and this input will be carefully considered and integrated into future iterations of the scheme. Key deliverable improvements to the system aimed at further enhancing user experiences are targeted for the next phase of the project. More complex issues, such as the expression of school preference, will be considered for future implementation following appropriate consultation with key stakeholders, and with a focus on an equitable and transparent solution.
I expect to have a further update on the next phase of this project later in Q1 2026, which will include clarity on greater system functionality and a larger cohort of participating schools.
I can assure the Deputy, that department officials will continue to work in consultation with all stakeholders to develop an evidentially informed, equitable and trusted solution for the nationwide Common Application System and deliver this in an incremental way that ensures the admissions process safeguards the best interest of children.