Written Answers Nos. 107-127
107. Deputy Brian Stanley asked the Minister for Enterprise, Tourism and Employment the number of jobs in IDA-backed companies in each county, in tabular form; and if he will make a statement on the matter. [15283/26]
Amharc ar fhreagraEmployment and economic impact of IDA clients on Irish economy and society remain at record levels. IDA Ireland had over 1,880 client companies within its portfolio employing over 312,400 people at the end of 2025 which is up by 1.5% on 2024 figures and holds the share of total national employment at 11%. Additionally, my Department estimates that for every ten jobs generated by FDI directly, another eight are created in the wider economy.
FDI has a significant impact in realising balanced regional growth, and investments by IDA Ireland client companies consistently generate highly skilled jobs nationwide, evidenced by the number of people directly employed in IDA client companies across the country.
IDA Ireland has continued its strong commitment to regional development as one of four key strategic objectives of its 2025–2029 strategy, Adapt Intelligently: A Strategy for Sustainable Growth and Innovation. This ambitious strategy aims to secure 550 foreign direct investment (FDI) projects outside Dublin, accounting for 55% of all planned investments and IDA has set ambitious targets for every region in Ireland. The overarching goal is to create 75,000 new jobs nationwide and generate a projected €250 billion in economic impact.
Importantly, a robust property and infrastructure ecosystem can be a key differentiator in winning FDI projects and IDA’s Regional Property Programme ensures the supply of land, buildings and infrastructure in regional locations as required by current and prospective clients of the IDA itself as well as Enterprise Ireland and the LEOs. In this regard, IDA’s Regional Property Programme 2025 - 2029 will consist of 23 projects across 21 locations in 8 regions and primarily manufacturing buildings. IDA will also continue acquiring land and providing infrastructure to support clients across the portfolio of existing business & technology parks and strategic sites nationally, including in the context of developing Next Generation Sites.
IDA’s strategy focuses on partnering with existing clients to increase the competitiveness of their Irish operations through investment in RDI, digitalisation, talent development and sustainability, providing the foundation on which IDA clients can capture new growth opportunities, alongside an ongoing focus on attracting new investment to Ireland aligned with FDI growth drivers including AI & digital, semiconductors, sustainability and health.
IDA Ireland will continue to target investments from across the globe through its global network of offices, supported by a focus by Government on our competitiveness challenges which are being prioritised through major NDP investments, the Action Plan on Competitiveness and the recently published Accelerating Infrastructure Report and Action Plan.
As requested by the Deputy, the number of IDA client companies and IDA-supported jobs for each county at the end of 2025 is shown below:
|
County |
Number of companies 2025 |
Employment 2025 |
|
Cavan |
12 |
1,557 |
|
Donegal |
20 |
5,687 |
|
Leitrim |
4 |
1,196 |
|
Monaghan |
7 |
265 |
|
Sligo |
27 |
2,860 |
|
Dublin |
1,018 |
142,501 |
|
Kildare |
50 |
10,258 |
|
Louth |
37 |
4,048 |
|
Meath |
16 |
3,151 |
|
Wicklow |
23 |
2,827 |
|
Clare |
67 |
6,136 |
|
Limerick |
75 |
16,359 |
|
Tipperary |
16 |
5,630 |
|
Laois |
5 |
156 |
|
Longford |
8 |
1,572 |
|
Offaly |
11 |
1,299 |
|
Westmeath |
27 |
4,474 |
|
Carlow |
4 |
1,428 |
|
Kilkenny |
15 |
2,172 |
|
Waterford |
42 |
9,391 |
|
Wexford |
22 |
3,404 |
|
Cork |
228 |
51,425 |
|
Kerry |
17 |
2,110 |
|
Galway |
107 |
25,430 |
|
Mayo |
16 |
5,507 |
|
Roscommon |
10 |
1,625 |
|
Total |
1,884 |
312,468 |
108. Deputy Shónagh Ní Raghallaigh asked the Minister for Enterprise, Tourism and Employment the number of female WTE accounts executive and senior accounts executive posts employed by IDA Ireland as of 17 February 2026, in tabular form. [15340/26]
Amharc ar fhreagraI can confirm that, as of the 17th of February 2026, there were 15.6 WTE female accounts executives and female senior accounts executives employed by IDA Ireland, within its Finance Team, across all grades, as set out in the table below.
|
Grade |
WTE (Whole-Time Equivalent) |
|
Principal Officer (Level F) |
1 |
|
Assistant Principal Officer (Level E) |
2 |
|
Higher Executive Officer (Level D) |
6.6 |
|
Executive Officer (Level C) |
4 |
|
Clerical Officer (Level B) |
2 |
|
|
15.6 |
109. Deputy Shónagh Ní Raghallaigh asked the Minister for Enterprise, Tourism and Employment the number of female WTE accounts executive and senior accounts executive posts employed by Enterprise Ireland as of 17 February 2026, in tabular form. [15341/26]
Amharc ar fhreagraEnterprise Ireland has advised that it has a total of 305 female staff in client-facing roles, broken down as follows:
|
Grade |
Female Client-Facing Employees |
|
CEO |
1 |
|
Grade 1/Divisional Manager |
2 |
|
Level F |
21 |
|
Level E |
127 |
|
Level D |
43 |
|
Level C |
7 |
|
Graduate |
42 |
|
Overseas Manager (Local Overseas) |
2 |
|
Senior Market Adviser (Local Overseas) |
33 |
|
Market Adviser (Local Overseas) |
18 |
|
Assistant Market Adviser (Local Overseas) |
9 |
110. Deputy Ged Nash asked the Minister for Enterprise, Tourism and Employment to set out the policy in his Department regarding the use of artificial intelligence; whether AI is used or permitted in drawing up policy documents, speeches, answers to parliamentary questions, press releases or for other official documents; and if he will make a statement on the matter. [15616/26]
Amharc ar fhreagraMy Department first issued a policy document on the use of Generative AI to all staff in July 2023. That policy highlighted some of the potential areas where Generative AI can deliver efficiencies but also set out the risks of using such technologies and the mitigations that staff in the Department must adopt to avoid those risks. This was based on guidance received from the National Cyber Security Centre (NCSC).
The Department's original Generative AI Policy was reviewed in 2025 and an updated version was issued to all staff which encourages and fosters greater use of Generative AI. My Department is continuously exploring potential use cases for the use of AI within the Department and the general principle of the Departments Generative AI Policy is that the technology can be used in most situations where it can improve the efficiency of the work and functions of the Department. General use cases include research, creating initial drafts or layouts for documents and supporting decision making. However, Department staff have been advised that they must make their own value judgments and be transparent and vigilant about any significant use of Generative AI. Staff remain 100% responsible for all outputs and they must ensure it is fit for use and factually correct. Where appropriate approval processes are put in place to ensure that all generated content is reviewed by multiple officials before it is published.
My Department led the development of the National Artificial Intelligence Strategy - “AI – Here for Good”. As part of this Strategy, the Department of Public Expenditure, National Development Plan Delivery and Reform and the National Cyber Security Centre (NCSC) play a key role in providing advice and guidance on the deployment of AI tools across the public sector including to my Department. The National AI Strategy and this cross-government engagement will continue to inform my Department's future approach in seeking to leverage A.I. in relation to the work and functions of the Department.
111. Deputy Thomas Gould asked the Minister for Education and Youth whether her Department has received an offer from the HSE for a building beside a school (details supplied); and whether it will accept this offer, given the school's need for additional space. [15220/26]
Amharc ar fhreagraI can confirm to the deputy that an application under the department’s Additional Schools Accommodation (ASA) Scheme has been received from the school in question for special class accommodation.
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.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project roll-out to support the delivery and modernisation of school buildings. This project roll-out will continue 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 were prioritised with a strong focus on maximising existing capacity and prioritising project roll-out to meet the most urgent needs particularly to support special education needs provision.
In general, demographics have been falling at primary level and are due to continue to decrease. Therefore, the department considers it prudent to maximise the use of existing spare accommodation capacity at primary level in the first instance, before considering any applications for further accommodation needs.
The department will continue to build on the progress made over recent years with the continued roll-out of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities.
I can advise the deputy that the department has recently received a proposal from the HSE with regard to a building beside the school and this is currently under consideration. The department will be in further contact with the school patron on this matter as soon as possible.
112. Deputy Ruth Coppinger asked the Minister for Education and Youth given the pause on the review of SNA's, if this will lead to a change in outcome for the review of a school (details supplied); and if she will make a statement on the matter. [15231/26]
Amharc ar fhreagra113. Deputy Thomas Gould asked the Minister for Education and Youth the reason a school (details supplied) was refused additional SNA support given an increase in the needs profile of the school. [15232/26]
Amharc ar fhreagra114. Deputy Eoghan Kenny asked the Minister for Education and Youth to provide a list of the 194 schools set to have their SNA provision cut under the SNA Review; and if she will make a statement on the matter. [15234/26]
Amharc ar fhreagra121. Deputy Eoghan Kenny asked the Minister for Education and Youth to confirm following the pause on the review of the allocation of SNA resources when further clarity will be provided to schools for the next school year, if she will confirm if schools that have been allocated increased resourcing will receive those; the steps she will take to address the serious concerns for schools that have been told they are losing SNAs; and if she will make a statement on the matter. [15317/26]
Amharc ar fhreagra122. Deputy Eoghan Kenny asked the Minister for Education and Youth to provide a list of schools that have been informed they are losing SNAs in the next school year; the number they will lose; to provide a list of all schools informed of the allocation of increased resources for the next school year; the additional support provided, in tabular form; and if she will make a statement on the matter. [15318/26]
Amharc ar fhreagraI propose to take Questions Nos. 112, 113, 114, 121 and 122 together.
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
The number of special needs assistants (SNAs) allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.
SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.
I have listened carefully to all of the issues raised by parents and school communities.
It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.
All schools reviewed by the National Council for Special Education (NCSE) and allocated additional resources will receive them in the upcoming school year.
It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
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.
115. Deputy Ciarán Ahern asked the Minister for Education and Youth to provide details of all occasions in which she or her predecessors exercised the power conferred on them under Section 15(3) of the Climate Action & Low Carbon Development Act (2015), which states that ‘the relevant Minister may, from time to time, give a direction to a relevant body requiring it to adopt such measures as are specified in the direction for the purposes of compliance by the relevant body with subsection (1)’; to provide the details of the direction given in all cases; and if she will make a statement on the matter. [15240/26]
Amharc ar fhreagraWe are currently seeking additional information and will forward a follow up response at our earliest convenience.
116. Deputy Eoin Ó Broin asked the Minister for Education and Youth her Department's position regarding reduced school hours for children attending special schools; if this is regular practice in such school settings; if parental consent is sought for a reduced school day; the resolution mechanisms in place in cases where consent is not provided by the parent; and if she will make a statement on the matter. [15253/26]
Amharc ar fhreagraThe position of the Department of Education is that all pupils who are enrolled in a school should attend school for the full day. Where this is not possible for exceptional circumstances this is known as a reduced school day.
A commitment was made to ensure robust data collection on the use of reduced school days and to further ensure that reduced school days are only used in a manner that is limited, appropriate and absolutely necessary. In September 2021, the Department of Education issued Reduced School Day Guidelines to all schools on the procedures to be followed when reduced school days are put in place for students. These guidelines came into effect on 1 January 2022. These guidelines clearly state that reduced school days should not be used as a sanction, offered as an alternative to a sanction, or used as a behavioural management tool.
Where a reduced school day is used, it should be applied proportionately and should last only as long as is necessary to facilitate a return to school on a full-time basis. Signed parental/guardian consent (or consent of the student if over 18) should be received prior to implementation of a reduced school day. The guidelines set out that where consent is not given or subsequently withdrawn and the school proceeds or continues with a reduced school day, this is effectively a suspension, and an appeal may be made under section 29 of the Education Act 1998.
The department is committed to publishing data in respect of reduced school days on an annual basis. The details of RSDs for the 2023/2024 school year report were published on the 14th February 2025 and the report for the 2024/2025 school year will be published shortly. The number of children from Special Schools on a reduced school day in the 2023/24 school year was 97 (1.04%) from a Special School student population of 9,326.
The use of Reduced School Days is monitored by the Department and all services involved continue to work collaboratively and proactively to enable the best outcome for each individual child. Schools are encouraged to seek advice from their local TUSLA Educational Welfare Officer, National Educational Psychological Services psychologist and the NCSE’s Special Educational Needs Organisers so that the right support for each child can be provided. In addition, if any parent feels that reduced school days are being used inappropriately or without their consent they can contact their local EWO, SENO or the Department and this will be investigated.
My Department continues to work closely with Tusla Education Support Service and the National Council for Special Education to ensure that all students are supported to the greatest extent possible to attend for the full school day.
117. Deputy Eoin Ó Broin asked the Minister for Education and Youth her Department's position regarding periods of suspension imposed on students attending special schools; if this is regular practice in such school settings; and if she will make a statement on the matter. [15254/26]
Amharc ar fhreagraTusla Education Support Service (TESS) is under the remit of my department, and operates under the Education (Welfare) Act, 2000 (the Act), a piece of legislation that emphasises the promotion of school attendance, participation and retention.
Under Section 23 of the Act, the Board of Management of each school must prepare and make available a code of behaviour for its students. The Act also requires that the school code of behaviour is prepared in accordance with guidelines issued by Tusla and specify the following:
(a) the standards of behaviour that shall be observed by each student attending the school
(b) the measures that may be taken when a student fails or refuses to observe those standards
(c) the procedures to be followed before a student may be suspended or expelled from the school concerned
(d) the grounds for removing a suspension imposed in relation to a student
(e) the procedures to be followed relating to notification of a child’s absence from school
Section 21 of the Act sets out certain circumstances when a school principal is obliged to inform an educational welfare officer, including where a student is suspended for a period of not less than 6 consecutive school days.
In line with the Act, all primary schools, including special schools, and post-primary schools are required to return an Annual Attendance Report (AAR) to Tusla. In addition, Student Absence Reports (SARs) are submitted to Tusla twice within a school year and a SAR is made whenever a student reaches a cumulative of 20 or more days absent.
This data is collected from schools using the Tusla Portal, which is then used to generate the two reports.
The Annual Attendance Report (AAR), provides four pieces of data in respect of all students enrolled in the school;
• total days lost by all students,
• total students absent for 20 or more days,
• total students suspended,
• total students expelled at the school level.
The Student Absence Reports (SAR) provide data on those students aged over six and under 16 absent for a cumulative total of 20 or more days by the recorded reason for their absence, i.e. illness, urgent, holiday, suspension or other.
The reports are published and are available on Tusla’s website at the following link:
www.tusla.ie/services/educational-welfare-services/publications/research-and-statistics.
118. Deputy Pearse Doherty asked the Minister for Education and Youth if an additional ASD class for a school and family (details supplied) will be considered, given that the school want another ASD class, and has the space for an ASD class;; and if she will make a statement on the matter. [15270/26]
Amharc ar fhreagraEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies or capacity and assess their capability with consideration to demographical and statistical data.
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.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
119. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the number of incidents reported arising from behaviours of concern for each of the past five years in schools; and if she will make a statement on the matter. [15282/26]
Amharc ar fhreagraOn December 12, 2024, the department published the "Understanding Behaviours of Concern and Responding to Crisis Situations in Schools" guidelines. These guidelines were developed in response to an identified need for clearer guidance for schools. They aim to enhance schools' understanding of behaviours of concern and support them in effectively managing crisis situations.
The guidelines place a strong focus on prevention and early intervention strategies for the management of crisis situations in which physical intervention may be employed only as the last part of a comprehensive, positive and planned behavioural approach by the school. They are underpinned by the principles that such intervention is never used for the purposes of discipline; that it should be applied proportionately and should last only as long as is necessary to de-escalate the situation. The guidelines underline the importance of continued supervision of children during a crisis period including matters related to behaviour and the need for such incidents to be recorded.
The publication of Circular 0081/2024 serves to inform schools about "Understanding Behaviours of Concern and Responding to Crisis Situations Guidelines for Schools," with a particular focus on the recording and reporting of physical restraint. The guidelines include templates and detailed guidance to support schools in this process.
The current oversight arrangements are outlined on page 51 of the Guidelines. When physical restraint is used in a school, the incident must be reported first to the school principal and subsequently to the Board of Management or relevant ETB. Templates to support the recording, reporting, and reflection on such incidents are available in the Resources section of the Guidelines.
From September 2025, schools were also required to report all instances of physical restraint to the National Council for Special Education (NCSE). This reporting requirement is intended to:
• Facilitate the collation of data on the use of physical restraint in schools, including incidents involving students with special educational needs (SEN).
• Enable targeted engagement between the NCSE and individual schools where restraint has been used in relation to students with SEN.
The Department is monitoring incidents with physical restraint and is working with the NCSE to ensure there is engagement between the NCSE and individual schools in circumstances where a physical restraint has been used involving students with special educational needs. In addition, the Inspectorate now has a role in monitoring the use of physical restraint in schools and has provided data and information on the reported extent of restraint in schools which have been subject to a whole-school type inspection.
The availability of information relating to the use of restraint in school settings will also inform the NCSE’s overarching approach to its professional learning and training support programmes for schools. The NCSE and the Inspectorate has made information on the reported extent of restraint in schools to the Department. This information is currently being analysed and a summary report will be provided to the Minister for Education and Youth and the Minister for Special Education and Inclusion presently.
The guidelines do not replace any existing obligations or processes, statutory or otherwise, that already exist in this area. If a parent wishes to make a complaint, they should follow the complaints procedure as set out by the school. If there are child protection allegations, Tusla and An Garda Síochána continue to be the relevant authorities.
120. Deputy Eoghan Kenny asked the Minister for Education and Youth the number of appeals by individual schools at either primary, secondary or special school level in each of the past three years to the National Council for Special Education in relation to SNA allocation to schools; the number of appeals which succeeded in increased provision; the number which were unsuccessful, by year, in tabular form; and if she will make a statement on the matter. [15316/26]
Amharc ar fhreagraEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply.Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
123. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the measures in place to ensure that the most experienced SETs are working with the children with the highest level of need in schools; and if she will make a statement on the matter. [15344/26]
Amharc ar fhreagraEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.
This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.
Special education teachers provide additional teaching to students attending mainstream classes with special educational needs using a wide variety of teaching approaches.
The department recognises the importance of providing well-timed and appropriate support to students with identified learning needs.
The special education teaching (SET) allocation for mainstream schools provides a single unified allocation for special educational support teaching needs to each school, based on the educational needs profile of each school.
Schools are frontloaded with ring-fenced SET resources for the purpose of supporting students with an identified special education learning need. The allocation allows schools to provide additional teaching support for students who require such support.
It is a matter for schools to deploy SET resources effectively to meet the needs identified in Student Support Plans, based on the continuum of support framework. SET hours should only be used for their intended purpose to support students with a special education learning need.
The SET guidelines and Indicators of effective practice for schools were published in December 2024 by the department and they outline schools that the children with the greatest level of need receive the greatest level of support, from special education teachers with the most relevant expertise for the particular identified learning need. These are available on at the following link: www.gov.ie/en/department-of-education/publications/set-guidelines-and-supporting-documentation-to-aid-schools-in-supporting-childrenyoung-people-with-special-education-needs/#primary-schools.
It is the responsibility of the Principal and Board of Management in the deployment of their SET resources to ensure this occurs.
The National Educational Psychological Service (NEPS) supports schools in implementing the Continuum of Support framework with each school taking responsibility for initial assessment, educational planning and supports for children and young people with special educational needs.
This Continuum of Support framework recognises that special educational needs occur along a continuum, ranging from mild to more significant, and from transient to enduring. It recognises that children require different levels of support depending on their identified educational needs, and that needs may change over time.
Using this framework helps to ensure flexible and timely allocation of supports, so that those children with the greatest level of need have access to the greatest level of support.
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.
124. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth the expected timeline for processing and approving an application for a Special Transport Grant for a child; the average duration from submission to decision; and if she will make a statement on the matter. [15360/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth. The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
In the current school year over 181,000 children, including over 24,000 pupils with special educational needs are transported daily to primary and post-primary schools throughout the country.
The National Council for Special Education acts in an advisory role to the Department of Education and Youth on the suitability of placements for children with special educational needs.
Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
When the application has been processed by School Transport Section and it has been confirmed that the child/young person is eligible for transport, their details are submitted to Bus Éireann who operate the school transport scheme on behalf of the Department. Bus Éireann will then advise what transport options may be available.
In some cases, the SENO may advise that the child/young person does not meet the criteria under the terms of the Scheme, and the Department will engage with the family in these cases.
Eligible children and young people are catered for as follows;
• In cases where Bus Éireann advise that there is a seat available for a child or young person on an existing service, transport arrangements will be put in place at the earliest opportunity and a member of Bus Éireann staff will contact the family member named on the application form to advise the start date of the service.
• where Bus Éireann have identified that there is no service available to accommodate a child or young person, or if their care needs are such that they cannot avail of a school transport service, a Special Transport Grant (STG) is offered to families.
• where families cannot avail of the Special Transport Grant, or where they require an individual service, Bus Éireann will endeavour to establish a new service.
• Where a new service is sanctioned, this will require that a procurement and vetting process is followed, and sometimes the school may also need to employ a school transport escort. Procurement of a school transport service and the recruitment of a school transport escort can take several weeks to put in place. This is the reason a school should submit their applications as soon as possible to the SENO to prevent delays in the application process.
The Department provides grant funding directly to the school for the employment of the School Transport Escort and sets the rate of pay. The Board of Management/ETB are responsible for the employment of the School Transport Escort.
A School Principal can seek sanction from the Department of Education and Youth to employ a School Transport Escort to accompany a child/young person on school transport, where supporting evidence provided identifies care and safety needs requiring that support.
Sometimes it can take time for the school to source a suitable person, and this can delay the provision of transport. It is important to note that before funding can be provided, the employment of escorts must be sanctioned by the School Transport Section of the Department. Requests for sanction should be sent to School Transport Section at escort_transport@education.gov.ie.
Both the Department and Bus Éireann are very conscious of the challenges faced by parents awaiting transport for students with special educational needs. Bus Éireann are required to tender services in line with procurement guidelines and are responsible for the allocating and vetting of a contractor to operate this service.
Difficulties have arisen in some cases due to lack of driver or contractor availability, or where either zero bids were received for a service, despite repeated efforts to procure one. The Bus Éireann School Transport team is work intensively to ensure that transport arrangements are put in place as soon as possible.
In such circumstances where there is no existing suitable service available to meet a child's needs, and while Bus Éireann are in the process of sourcing a dedicated service, the Department will offer a Special Transport Grant (STG) to families of eligible children towards the cost of private transport arrangements based on the number of days attended from the date of application until a suitable dedicated specialised service becomes available. Families of eligible children are contacted by the School Transport Section of my department in this regard.
125. Deputy Eoin Hayes asked the Minister for Education and Youth when her Department will publish the results of the primary school survey, which was open from 4 November to 16 December 2025; and if she will make a statement on the matter. [15373/26]
Amharc ar fhreagraOn 4 November 2025, my department published a 'Framework and Action Plan for Delivery of Increased Choice for Parents on Education Provision at Primary Level'. The initial focus of the framework and action plan was an online, school-specific survey. This Primary School Survey launched on 4 November and ran to 16 December 2025.
The survey which is the largest of its kind ever undertaken in Ireland, was school specific and aims to assess parental demand and preferences for different types of primary school provision including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).
The results of the survey will help my department to plan how education at primary level is provided. The survey is not a final step. Where there is clear support from parents and guardians for change to be considered, a further process of inclusive dialogue will begin.
Initial high-level summary results focusing on response rates will be published in early 2026, with a Q2 2026 timeframe for school-level data.
126. Deputy Thomas Gould asked the Minister for Education and Youth the number of SENOs in Cork; and the number currently absent from work on a leave of absence or illness leave, by area, in tabular form. [15379/26]
Amharc ar fhreagraThe 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 total number of SENOs in place in Co. Cork is 18, 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.
127. Deputy Emer Currie asked the Minister for Education and Youth further to Parliamentary Question No. 532 of 10 February 2026, whether greater consideration for ethos will be considered (details supplied); and if she will make a statement on the matter. [15388/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
With regard to ethos, the Department of Education classifies schools as being one of the following - of religious denomination, interdenominational or multi-denominational.
At Post Primary level, eligibility for school transport is to the nearest post primary school/education centre subject to limited exceptions. The scheme has regard to ethos and language in that exceptions to eligibility for the scheme are considered in the case of minority religions and the Irish language. The scheme at Post Primary level provides transport for children of minority religion for whom there is less choice of school given the dispersed nature of these schools and also facilitates the viability of those minority religion schools.
