John Paul O'Shea
Ceist:340. Deputy John Paul O'Shea asked the Minister for Education and Youth for an update on the capital project for a school (details supplied); and if she will make a statement on the matter. [13581/26]
Amharc ar fhreagraSchools Building Projects
Ceisteanna (340)
Freagraí scríofa
The school referred to by the Deputy was approved to enter my Department's pipeline of projects under the Additional School Accommodation (ASA) scheme. The project will provide one music room, one multimedia room, one design and communication graphics room, one construction studies room with prep area, one project store, and a two-classroom special educational needs (SEN) base. It also includes a masterplan for a future PE hall, designed to allow the hall to be delivered at a later stage without requiring any alterations to the existing school building. This project was devolved to the school authority for delivery.
The project was approved to progress to Stage 2a (developed design) in October 2025. The project is now within the remit of the school authority to progress this 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.
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 this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
Question No. 341 answered with Question No. 310.
Special Educational Needs
Ceisteanna (342)
Michael Healy-Rae
Ceist:342. Deputy Michael Healy-Rae asked the Minister for Education and Youth if further supports will be given to the current cohort of schools not included in the phased roll-out of the education therapy service (details supplied); and if she will make a statement on the matter. [13586/26]
Amharc ar fhreagraFreagraí scríofa
On 6th February 2026, the Department of Education and Youth announced the phased rollout of the new Education Therapy Service (ETS), delivered by the National Council for Special Education (NCSE). It is important to highlight that this is the initial phase of the ETS rollout which will occur on a phased basis with a wider roll-out to further special schools within the 2026/2027 school year and a new initiative which will see all schools benefit in the coming years.
NCSE Speech and Language Therapists (SLTs) and Occupational Therapists (OTs) will work in collaborative partnership with schools and existing supports and services.
Initial schools and clusters have been determined through detailed and robust engagement with the NCSE, HSE and the Department of Children, Disability and Equality (DCDE) to ensure transparency and alignment of services. A framework, including a weighting system, was developed to identify schools for inclusion in the initial phase of the ETS.
The initial clusters will be based in Carlow, Cork, Dublin, Galway, Kildare, Kilkenny, Louth, Laois, Limerick, Longford, Meath, Monaghan, Tipperary, Westmeath, Wexford and Wicklow. The continued rollout of the ETS will be supported by phased recruitment campaigns throughout 2026 to ensure therapy needs across the school system are met, including a recruitment campaign in Donegal, Kerry, Cavan and Waterford by the end of June 2026. A rolling national campaign will continue later in 2026.
Where a school cannot be offered ETS strand 1 supports in this cohort, the school can avail of NCSE regional therapy provides national therapy led Teacher Professional Learning (TPL) events. This therapy-led TPL, with follow-on implementation support, is available to all school and is accessible online at: www.ncse.ie/tpl
My Department and the National Council for Special Education (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 Discipline
Ceisteanna (343, 344, 345)
Ken O'Flynn
Ceist:343. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department has considered establishing a national reporting framework requiring schools to submit anonymised data on serious disciplinary incidents involving weapons; and if she will make a statement on the matter. [13620/26]
Amharc ar fhreagraKen O'Flynn
Ceist:344. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department has issued specific national disciplinary guidance addressing incidents involving weapons on school premises, distinct from general critical incident guidance; and if she will make a statement on the matter. [13621/26]
Amharc ar fhreagraKen O'Flynn
Ceist:345. Deputy Ken O'Flynn asked the Minister for Education and Youth how her Department satisfies itself that current governance arrangements adequately monitor trends in serious safety incidents, including weapon-related incidents, in the absence of centralised data collection; and if she will make a statement on the matter. [13622/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 343 to 345, inclusive, together.
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 school patron and has responsibility for ensuring the health and safety of its staff and pupils.
The board of management has responsibility for taking all reasonable precautions to ensure the safety of school personnel and pupils and to put appropriate safeguards in place to ensure as far as is reasonably practicable, the safety, health and welfare at work of its staff and of its students while they are attending the school or while participating in school activities.
All schools have been issued with a copy of the National Educational Psychological Service (NEPS) resource: Responding to Critical Incidents, which is available on the Department’s website, NEPs is also available, upon request from school authorities, to attend at a school to provide necessary direct assistance and advice to the school community. In addition, Tusla (Child and Family Agency) is the statutory body under the Child and Family Agency Act 2013 with specific statutory responsibility for the welfare and protection of children.
Where there is a concern or potential threat to the safety of the public, the responsibility for dealing with such a situation rests primarily with An Garda Síochána in accordance with its duty to protect the community, to undertake criminal investigations and to bring offenders to justice. The Department does not collate data on safety incidents in schools or disciplinary proceedings processed by schools. Crime statistics are maintained by An Garda Síochána as part of their overall role in helping to keep us all safe, including children attending schools.
Question No. 344 answered with Question No. 343.
Question No. 345 answered with Question No. 343.
Education Schemes
Ceisteanna (346)
Ciarán Ahern
Ceist:346. Deputy Ciarán Ahern asked the Minister for Education and Youth her plans to improve access to special reading schools for children with significant dyslexia; and if she will make a statement on the matter. [13651/26]
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.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In pursuit of a more inclusive education system it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The National Council for Special Education (NCSE) offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
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 (347)
Michael Lowry
Ceist:347. Deputy Michael Lowry asked the Minister for Education and Youth the reason special needs assistants (SNAs) who have worked on zero-hour contracts are not considered for incremental salary increases, even where documentary evidence of previous hours worked is available; whether her Department has examined this matter in the context of fair employment practices and retention of experienced SNAs; and if she will make a statement on the matter. [13663/26]
Amharc ar fhreagraFreagraí scríofa
I would like to thank the Deputy for his question.
My department recognises the value of the SNA role in the successful inclusion of students with special educational needs into mainstream education, special classes and special schools, ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.
SNAs are public servants who are directly employed by a school’s Board of Management/ETBs. My department provides a pay roll support service to schools but is not the employer. The salary scale applicable to SNAs is determined by the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation (DPER). The current salary scales for SNAs are set out in DE Circular 0006/2026. The Government is committed to the delivery of quality public services and continues to approach public service pay in a balanced way that is reasonable and fair to both public servants and to the taxpayer. This has been achieved through a series of national collective agreements, agreed between trade unions and the Government, applying across the public sector.
Incremental credit may also be awarded to qualified Special Needs Assistants (SNA) is set out in Circular 0139/2006 as agreed with the unions representing the Special Needs Assistants, School Management Representatives, the Department of Public Expenditure and Reform, and the Department of Education.
In terms of supporting SNAs, my department has established an SNA Workforce Development Unit (SNAWDU) in order to ensure that sufficient time and attention is given to examination of the SNA role and any reform or development required. Work is currently progressing on the first Special Needs Assistants Workforce Development Plan (the plan) with a scheduled completion date later this year.
The key areas that the plan will address are:
– Pillar 1 - Review and Development of the SNA role
– Pillar 2 - Establishment of a Quality Framework
– Pillar 3 - Establishment of a SNA Learning and Development Programme
– Pillar 4 - Supporting SNA Recruitment, Retention and Diversity
– Pillar 5 - Development of a Communications Strategy
The plan is being developed in direct consultation and collaboration with SNAs and other key stakeholders including school leaders, teachers, parents and students, giving all parties an opportunity to provide input and share views on the future development and direction of the SNA service.
The work in progress under Pillar 4 Supporting SNA Recruitment, Retention and Diversity includes an extensive review of the SNA contract of employment currently set out in circulars 12/2005 and 15/2005 which will fulfil a commitment under the Building Momentum public service agreement.
Undertaken in conjunction with work on the plan, the SNA Redeployment Scheme will be operated by the National Council for Education (NCSE). For the first time, it will allow SNAs in posts which may no longer be required for reasons such as falling enrolments, reduced care needs or changing demographics, to be redeployed to a school which has a vacant post. This will ensure that experienced SNAs are retained in our schools, building capacity in the workforce and enhancing the service to children with special educational needs.
The scheme is being implemented for the 2025/26 school year, providing an opportunity for redeployment of SNAs as the need arises for the start of the 2026/27 school year. The NCSE will be supported by the SNA Workforce Development Unit and relevant units within my department.
It is important to note that SNAs in surplus standard posts identified through the NCSE’s SNA Review process will remain in the relevant school for the rest of the academic year. Assuming no change to SNA allocations in the meantime, eligible SNAs in standard posts (both full-time and part-time) who opt for redeployment may be redeployed to a new post in September 2026.
The NCSE will provide support to schools and SNAs through webinars to provide further information on the operation of the SNA Redeployment Scheme. Schools and SNAs are encouraged to raise any issues/queries with their staff representatives and management bodies so that my department and the NCSE can address these together during regular consultations, both in the lead up to the Scheme’s launch and throughout its implementation during the 2025/26 school year.
Updates and final details of the SNA Redeployment Scheme, including a comprehensive circular and guidelines, will be published on the NCSE website and the SNA Information Hub on www.gov.ie as work progresses.
School Staff
Ceisteanna (348, 349, 355)
Colm Burke
Ceist:348. Deputy Colm Burke asked the Minister for Education and Youth if the decision to withdraw SNAs from a school (details supplied) will be overturned; and if she will make a statement on the matter. [13688/26]
Amharc ar fhreagraColm Burke
Ceist:349. Deputy Colm Burke asked the Minister for Education and Youth if the decision to withdraw SNAs from a school (details supplied) will be overturned; and if she will make a statement on the matter. [13689/26]
Amharc ar fhreagra
Malcolm Byrne
Ceist:355. Deputy Malcolm Byrne asked the Minister for Education and Youth the number of SNAs currently allocated to a school (details supplied); the number projected for the 2026-2027 school year; the assessments which have been carried out as to the adequacy of this provision; and if she will make a statement on the matter. [13772/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 348, 349 and 355 together.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period. SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide. The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed. The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised I as minister have paused the review of the SNA allocations.
Minister Naughton and I, the Tánaiste and the Taoiseach are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
Question No. 349 answered with Question No. 348.
Special Educational Needs
Ceisteanna (350)
Darren O'Rourke
Ceist:350. Deputy Darren O'Rourke asked the Minister for Education and Youth the number of early intervention preschool classes for autistic children in mainstream schools and special schools which are being redesignated to primary autism classes/other special classes for the 2026/2027 school year [13713/26]
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.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
Where the NCSE identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class. Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) are allocated to each class.
Early intervention classes are available in mainstream and special school settings for children aged 3 -5 years old with a diagnosis of autism. There is also a small number dedicated to children who are deaf/hard of hearing. These classes are intended to provide early support to children before they start school and can aid their transition to junior infants.
The NCSE in collaboration with the Department of Education and Youth may re-designate an early year’s class to a primary age class where there is verified demand for increased special class provision in the locality. Whilst all stakeholders are agreed on the value of early intervention, the NCSE must consider the legislative requirement for children over six to attend school.
The NCSE work closely with the department to ensure we explore all viable options in increasing such provision to meet the local need. In some areas, where students are leaving an early intervention class and have not secured suitable primary specialist provision, the NCSE may re-designate the class. This is done to ensure they can continue with their specialist educational placement at primary level.
Many of the early intervention classes sanctioned to date have been reclassified as the children enrolled reach primary level age. This allows the children to remain in the class at the school they attended for early intervention. However, this it is not always the case, and some classes continue to enrol a new cohort of children yearly.
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.
Schools Building Projects
Ceisteanna (351, 352, 353)
Michael Cahill
Ceist:351. Deputy Michael Cahill asked the Minister for Education and Youth if urgent steps will be taken to address the dangerous condition of a school (details supplied); and if she will make a statement on the matter. [13760/26]
Amharc ar fhreagraMichael Cahill
Ceist:352. Deputy Michael Cahill asked the Minister for Education and Youth to urgently put in place a major investment programme in County Kerry (details supplied); and if she will make a statement on the matter. [13767/26]
Amharc ar fhreagraMichael Cahill
Ceist:353. Deputy Michael Cahill asked the Minister for Education and Youth to carry out an emergency health and safety audit of all school buildings and facilities in County Kerry (details supplied); and if she will make a statement on the matter. [13768/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 351 to 353, inclusive, together.
I should explain 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 newly announced Climate Action Summer works opened for applications on the 1st May and the application window closed on the 30th of June 2025, full details of the scheme can be found at: www.gov.ie/en/department-of-education/services/summer-works-scheme/
The EWS is open for applications year-round. In the case of the school in question it should be noted that there are currently no outstanding EWS or SWS projects. It is open to the school to make an application under the most appropriate scheme.
Since 2020, my department has invested over €8.3m in our schools throughout the county Kerry under the Summer works scheme. Under the new Climate action Summer works scheme (CASWS) my Department have received 75 applications with an estimate costs of over €21m of which 13 were approved for 2026 at an estimated cost of almost €6m. Included in the announcement of projects approved for 2026 were an additional 7 projects in Kerry from a previous summer works scheme bringing the total number of projects approved for Kerry for 2026 to 20. The remaining projects under the CASWS for Kerry remain live and available for selection in the subsequent years of the scheme.
Question No. 352 answered with Question No. 351.
Question No. 353 answered with Question No. 351.
Schools Building Projects
Ceisteanna (354)
Malcolm Byrne
Ceist:354. Deputy Malcolm Byrne asked the Minister for Education and Youth for an update on the planned building project, including an SEN class at a school (details supplied [13771/26]
Amharc ar fhreagraFreagraí scríofa
I can confirm to the Deputy, that my department is not in receipt of an application under the Additional School Accommodation (ASA) scheme from the school in question.
The purpose of my department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area.
The National Council for Special Education (NCSE) has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.
When the NCSE sanction a special class in a school (primary or post-primary), school authorities can apply to my department for capital funding to repurpose an existing space within the school building to accommodate the class and/or to construct additional accommodation under my department’s Additional School Accommodation Scheme (ASA). ASA application forms are available on my department’s website: www.education.ie
Question No. 355 answered with Question No. 348.
Departmental Bodies
Ceisteanna (356)
Malcolm Byrne
Ceist:356. Deputy Malcolm Byrne asked the Minister for Education and Youth if an appointment of a SENO for schools in the north Wexford area has been or will be made; and if she will make a statement on the matter. [13773/26]
Amharc ar fhreagraFreagraí scríofa
The National Council for Special Education (NCSE) is responsible, through its network of Special Needs Organisers (SENOs), for fulfilling the functions of the Council within a designated area in relation to the identification of and delivery and co-ordination of education services to children with disabilities.
The Council employs SENOs to provide a nationwide system of local services. Locally based SENOs consult widely with parents/guardians, teachers, health care professionals, school authorities, HSE and other relevant government agencies.
The NCSE has informed my department that the SENO post in Co. Wexford will commence in March. This appointment will bring the total number of SENOs in Co. Wexford to four, which represents the full complement of SENO posts assigned to the county.
It should be noted that when a vacancy arises, a SENO point of contact is assigned to the area to assist schools, parents, and local services until the position is filled. Essential services are maintained through cover provided from available staffing resources. Parents should consult the regional contact list on the NCSE website to ensure they have the most up-to-date contact details of their SENO, or the SENO covering for their area.
Departmental Data
Ceisteanna (357)
Malcolm Byrne
Ceist:357. Deputy Malcolm Byrne asked the Minister for Education and Youth the number of schools at primary and secondary level respectively, that operate on split campuses that require staff and students to travel between campuses during the school day. [13774/26]
Amharc ar fhreagraFreagraí scríofa
The following table provides a list of schools currently operating on split campuses.
The Department does not maintain a comprehensive central record of all schools operating across multiple sites. The information available relates only to cases where split-site arrangements arose as part of an approved change of status process, such as an amalgamation, and therefore does not capture all instances where schools may be using facilities off their main campus.
|
School Roll No. |
School Name |
County |
|
20582N |
Athenry Primary Schiool |
Galway |
|
20583P |
Headford NS |
Galway |
|
20584R |
Scoil Mhuire & Iosaif Naofa* |
Galway |
|
20585T |
Claremorris National School |
Mayo |
|
20586V |
Bandon Primary School |
Cork |
|
20587A |
Scoil Mhuire agus Bharra |
Cork |
|
20588C |
SN Cholmcille, Ceathrú Thaidhg |
Mayo |
|
20592Q |
Holy Family National School |
Carlow |
|
20600M |
St. John's National School |
Kilkenny |
|
68466G |
High Cross College |
Galway |
|
91518F |
Ennistymon Community School |
Clare |
School Facilities
Ceisteanna (358)
Malcolm Byrne
Ceist:358. Deputy Malcolm Byrne asked the Minister for Education and Youth the number of classrooms across the State currently operating out of prefabs; and the prefab classrooms that have been in use for longer than ten years. [13775/26]
Amharc ar fhreagraFreagraí scríofa
The number of classrooms operating out of prefab accommodation may be provided by my department or by the school authority itself, with or without department sanction. For that reason, it is not possible to provide the Deputy with the information as requested.
Schools which identify that they have a shortfall in accommodation may apply for funding under my department's Additional School Accommodation Scheme (ASA). The application form and information relating to this scheme are available on: www.gov.ie/en/department-of-education/services/additional-accommodation-scheme/#current-status-of-additional-accommodation-projects
The purpose of the Additional School Accommodation (ASA) scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school's existing accommodation.
Special Educational Needs
Ceisteanna (359)
Malcolm Byrne
Ceist:359. Deputy Malcolm Byrne asked the Minister for Education and Youth her plans for the development of an additional SEN class at a school (details supplied); and the engagement with the school to ensure all SEN classes are at ground floor and to a similar standard will take place. [13776/26]
Amharc ar fhreagraFreagraí scríofa
My Department is progressing urgent building projects that involve the repurposing of existing space in schools for SEN purposes. These projects will ensure that existing school capacity is optimised and that teaching spaces are adaptable and flexible to facilitate a student-centred approach to learning. Potential repurposing options will be school and site specific, presenting different opportunities and challenges. To support the delivery of these classes in good time for the 2025/26 school year a new streamlined approach to funding is available to repurpose accommodation for SEN.
A SEN Start Up grant of €30,000 for each new SEN classroom sanctioned and opened for the 2025/26 school year will be payable to the school directly following receipt of NCSE notification of sanctioned classes. My Department has commenced issuing the first tranche of these payments to schools.
The school to which the Deputy refers was approved by the National Council for Special Education (NCSE) to open a special class for the 2026/2027 school year. I am pleased to advise that the start up grant payment has been processed by my Department.
A small scale repurposing works application has yet to be received from the school. I encourage the school authorities to submit an application to my Department as soon as possible to ensure that any works required are completed for September 2026.
Further information on SEN repurposing supports can be accessed on: www.gov.ie/en/department-of-education/publications/sen-repurposing-information/
Schools Administration
Ceisteanna (360)
Malcolm Byrne
Ceist:360. Deputy Malcolm Byrne asked the Minister for Education and Youth the steps or research undertaken by her Department to assess or reduce the administrative burden on school principals; and if she will make a statement on the matter. [13777/26]
Amharc ar fhreagraFreagraí scríofa
I recognise the key role school leadership in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.
Recent improvements in relation to school management and leadership structures include:
• all primary schools with a teaching principal have a minimum of 37 Principal Release Days, that is, one administrative day per week. Schools with one special class have 4 additional release days, a total of 41 in the school year.
• schools with two special classes have administrative principal status regardless of enrolment
• the Administrative Principal pupil threshold has been reduced from an enrolment of 178 to 169, with the Deputy Administrative Principal threshold reduced from an enrolment of 655 to 573.
• Budget 2024 removed the threshold for the appointment of an Administrative Deputy Principal in special schools.
• the second teacher in two-teacher schools have Deputy Principal status as opposed to holding Assistant Principal II posts.
• Restoration of middle management positions were prioritised in recent Budgets with 500 additional AP II posts allocated to primary schools in the 2024/25 school year. For the 2025/26 school year, the equivalent of 500 AP II posts is being distributed as 110 AP I and 251 AP II for the purposes of fully restoring all PORs in primary schools.
School leadership is second only to teachers when it comes to transforming student outcomes. Recognising this and the enormous contribution that our school leaders make to our students, my department has commenced a review of school leadership and system governance to examine how best to support our school leaders to meet increasing challenges. This work will feed into a longer term strategy for the school sector.
My department is also leading on the commitment in the Programme for Government to trial new administrative supports and arrangements for principals and boards of management to reduce the non-educational aspect of their workloads. These new posts have the working title of Administrative Executives and are being trialled in six schools – three primary and three post primary. The roles have now commenced. Independent evaluators have been appointed to establish the impact and feasibility of such roles, and test a job specification. The evaluation will also identify the impact of the posts on school leadership teams. The evaluation will also aid in identifying what external administrative supports are required that schools could draw on.
Schools Building Projects
Ceisteanna (361)
Malcolm Byrne
Ceist:361. Deputy Malcolm Byrne asked the Minister for Education and Youth for an update on the planned school building programme at a school (details supplied). [13778/26]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware the school was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project to provide two classroom special educational needs (SEN) base and two special education tuition (SET) rooms. This project is devolved to the school authority for delivery.
My Department remains awaiting the revised Stage 1 (design) report. Once received, the report will undergo a comprehensive technical and cost review. All projects, including this one, are subject to the full due-diligence requirements set out in my Department’s infrastructure guidelines.
The accommodation needs at this school will also be considered as part of the ongoing overall department-led NDP prioritisation process, in consultation with the school’s patron and school authorities.