Written Answers Nos. 826-845
826. Deputy Ivana Bacik asked the Minister for Education and Youth the additional supports which have been provided under the redress measures she announced on Friday 6 March 2026, as against what was already in place; the way in which she specifically progressed calls for enhanced medical card and financial supports in pension payments; and if she will make a statement on the matter. [19769/26]
Amharc ar fhreagra827. Deputy Ivana Bacik asked the Minister for Education and Youth the provision that will be made available for survivors of industrial schools who missed the deadline to apply for the Industrial school redress scheme of September 2011. [19770/26]
Amharc ar fhreagraI propose to take Questions Nos. 826 and 827 together.
Information on the supports available to eligible survivors of abuse in residential institutions, including application processes, was published at www.gov.ie/survivorsupports on Friday 6 March.
The new package of ongoing supports builds upon the already significant response to this issue to date. The package is comprised of a number of elements, including health, education and advocacy supports, as well as a number of other supports and initiatives.
The health and education supports are being delivered in accordance with the Supports for Survivors of Residential Institutional Abuse Act 2025, which was passed by the Oireachtas in July of last year.
Eligible survivors resident in Ireland will be provided with a range of health supports and services by the HSE. They will be eligible to receive a specific medical card in that regard, which will be for life and will not be subject to means-testing or review.
The services to be provided include GP services, prescribed drugs and medicines, home helps, dental, ophthalmic, and aural services, counselling, chiropody/podiatry, and physiotherapy. Holders of this card will also not have to pay prescription charges.
Government recently approved the further strengthening of these supports through improved access to counselling and physiotherapy for survivors, as well as the appointment of liaison officers within the HSE to assist survivors.
Eligible survivors resident abroad are entitled to receive a health support payment of €3,000, as is the case for the Mother and Baby Institutions Payment Scheme.
With regard to education supports, payments ranging from €500 to €2,000 per annum are available to survivors who are pursuing formal education and training. While there is no provision for a specific pension-type payment for survivors, Government has instead approved the expansion of the education supports scheme with payments of €600 per annum available to support informal learning, self-development and well-being.
Survivors can submit their applications for these supports to my Department for processing, and the contact details are set out on the website.
Other initiatives relating to housing, funeral costs and certification have also been implemented.
Local authorities have identified an appropriate member of staff within the housing section of each local authority who can act as a dedicated liaison and contact point for survivors. The Minister for Housing, Local Government and Heritage has also written to each local authority requesting that they consider the housing needs of survivors on compassionate grounds when assessing social housing support applications from survivors.
Within the Department of Social Protection, Community Welfare Officers have been instructed to give specific consideration to the funeral costs of survivors of abuse in residential institutions.
Individual certificates can also be issued to survivors, on a case-by-case basis, including posthumously and following receipt and review of records, to confirm that the State did not and does not regard individuals as having committed a criminal offence, and no criminal record is recorded against them, by virtue of their detention in any industrial school.
With regard to children who were detained in industrial schools and who were subsequently transferred to a reformatory school solely by virtue of their detention in the industrial school, they are likewise not considered to have had any criminal record.
In addition to the above, my Department has engaged Sage Advocacy, in independent advocacy service with a strong track record of providing advocacy supports to older people, healthcare patients and vulnerable adults, to provide advocacy supports to survivors of abuse in residential institutions. This service is open to all survivors, whether they have previously received redress or otherwise.
828. Deputy Ken O'Flynn asked the Minister for Education and Youth further to statements from the National Council for Special Education that special class places are available in Cork, to clarify the number of vacant and immediately available special class places currently in Cork; the names of the schools where these places exist; the type of special classes involved (for example autism classes or other specialist units); whether these places are fully operational and accepting students at present; and if not, the timeline for when these places will become operational. [19771/26]
Amharc ar fhreagra829. Deputy Ken O'Flynn asked the Minister for Education and Youth the number of children in Cork that are currently awaiting placement in special classes for the upcoming school year; the way in which this number compares with the number of vacant places identified by the National Council for Special Education; and the steps being taken to ensure that children without placements are offered appropriate places without delay. [19772/26]
Amharc ar fhreagraI propose to take Questions Nos. 828 and 829 together.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
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 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 in January of this year, which is several months earlier than last year. 351 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 351 new special classes, 237 are being established in primary schools and 114 in post-primary schools. New special classes are being established in every county with 38 new special classes confirmed for Cork so far. Further details on additional new special classes will be confirmed in the coming weeks.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
830. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she will consider scrapping the exemption system for the Irish language given that no evidence supports this practice and that no such system exists in any other European country; and if she will make a statement on the matter. [19785/26]
Amharc ar fhreagraThe Department of Education and Youth is committed to the Irish language as a core element of the school curriculum. Irish is a vital part of our national identity and educational heritage, and its promotion remains a key priority.
The system of Exemption from the study of Irish has existed since the foundation of the state. Originally, exemptions catered for the needs for the children of diplomats and consular staff. Over time, the circumstance in which exemptions may be granted have broadened reflecting changes in our schools and society and from the 1990s have included special education needs in tandem with the integration of children with special education needs in mainstream education in line with the U.N. Convention on the Rights of the Child (UNCRC 1989).
An extensive public consultation process was undertaken in 2018 which informed the current circulars. Stakeholder feedback gathered in the context of this review of the 1990s circulars clearly pointed to the need to continue with an exemption from the study of Irish policy.
The number of exemptions granted by schools must be seen in the broader context:
• School enrolments at post-primary level have increased from 362,899 in 2018/19 to 425,411 in 2024/25, representing an increase of 17% at post-primary level.
• In 2024/25, there were 56,555 non-Irish nationals enrolled in post-primary schools.
• Over 17,000 students from Ukraine are currently enrolled in our schools, over 10,000 at primary level and over 7,000 at post-primary.
• The number of children with more complex special educational needs is increasing and this is evidenced by the almost 1,700 new special classes that have been provided in mainstream schools over the last five years and special school enrolments are increasing by 300 each year.
• There are almost 28,000 students with special educational needs enrolled in special classes and special schools in the 2024/2025 school year. This equates to almost 3% of our overall primary and post-primary student population.
The department is supporting the teaching, learning and assessment of Irish through a range of initiatives including:
“Is féidir liom, is féidir linn…”• The Action Plan for Irish in English-Medium Schools 2025 – 2027 was published in November 2025. It is a two year plan which aims to support schools and teachers to improve the teaching, learning and use of Irish, and to provide children and young people with more engaging and rewarding learning experiences. In particular, the Action Plan will support the development of pupils’/students’ oral language skills.
• Development and implementation of the Policy for Irish-Medium Education outside of the Gaeltacht
• Provision of ongoing supports for Gaeltacht Schools through the Policy on Gaeltacht Education
• Ongoing expansion of the Content and Learning Integrated Language (CLIL) project providing sustained support for teachers to adopt the CLIL approach to teaching another subject or element of a subject through Irish
• The PE through Irish project with resources now available for Junior Infants to 2nd Class and 3rd and 4th Class resources under development.
• Funding to Foras na Gaeilge for a range of projects including
• the Gaelbhratach programme
• Séideán Sí Irish language programme for primary level
• A lexicography project
• Increased resourcing of An Chomhairle um Oideachas Gaeltacht agus Gaelscolaíochta (COGG)
• A dedicated GaelAonad in Oide, with specific responsibility for the curricular area of Irish and schools operating through the medium of Irish.
831. D'fhiafraigh Deputy Shónagh Ní Raghallaigh den Aire Oideachais agus Óige an ndéanfaidh sí machnamh ar an gcóras díolúine don Ghaeilge a chur ar ceal, i bhfianaise nach bhfuil aon taighde a thacaíonn leis an gcleachtas seo agus nach bhfuil a leithéid de chóras ann in aon tír Eorpach eile; agus an ndéanfaidh sí ráiteas ina leith.; agus an ndéanfaidh sí ráiteas ina thaobh. [19786/26]
Amharc ar fhreagraTá an Roinn Oideachais agus Óige tiomanta ar son an Ghaeilge mar ghné lárnach den churaclam scoile. Is cuid ríthábhachtach dár bhféiniúlacht náisiúnta agus dár n-oidhreacht oideachais í an Ghaeilge, agus fanann a cur chun cinn mar phríomhthosaíocht dúinn.
Tá an córas Díolúine ó staidéar na Gaeilge ann ó bunaíodh an stát. Ar dtús, bhí díolúintí ann do na riachtanais a bhíonn ag leanaí taidhleoirí agus foirne consalachta. Le himeacht ama, tá na cúinsí inar féidir díolúintí a dheonú tar éis athrú, áit a léirítear na hathruithe atá le sonrú inár scoileanna ó na 1990idí i leith, tá riachtanais speisialta oideachais curtha san áireamh i dteannta le comhtháthú leanaí a bhfuil riachtanais speisialta oideachais acu in oideachas príomhshrutha de réir Coinbhinsiún na Náisiún Aontaithe um Chearta an Linbh (UNCRC 1989).
Tugadh faoi phróiseas fairsing comhairliúcháin phoiblí in 2018 a bhí mar bhonn eolais ag na ciorcláin reatha. Léirigh aiseolas na bpáirtithe leasmhara a bailíodh i gcomhthéacs an athbhreithnithe seo ar chiorcláin na 1990idí go soiléir gur chóir leanúint ar aghaidh le beartas díolúine ó staidéar na Gaeilge.
Ní mór féachaint ar líon na ndíolúintí a dheonaíonn scoileanna i gcomhthéacs níos leithne:
• Tá méadú tagtha ar rolluithe scoile ag an leibhéal na hiar-bhunscoile ó 362,899 in 2018/19 go 425,411 in 2024/25, arb ionann é agus méadú 17% ag leibhéal na hiar-bhunscoile.
• In 2024/25, bhí 56,555 náisiúnach neamh-Éireannach cláraithe in iar-bhunscoileanna.
• Tá breis is 17,000 scoláire ón Úcráin cláraithe inár scoileanna faoi láthair, breis is 10,000 ag an leibhéal na bunscoile agus breis is 7,000 ag leibhéal na hiar-bhunscoile.
• Tá méadú ag teacht ar líon na leanaí a bhfuil riachtanais speisialta oideachais níos casta acu, agus is léir seo ó bheagnach 1,700 rang speisialta nua a cuireadh ar fáil i scoileanna príomhshrutha le cúig bliana anuas agus tá méadú 300 ar líon ar rolla na scoileanna speisialta gach bliain.
• Tá beagnach 28,000 scoláire a bhfuil riachtanais speisialta oideachais acu cláraithe i ranganna speisialta agus i scoileanna speisialta sa scoilbhliain 2024/2025. Is ionann é sin agus beagnach 3% dár ndaonra scoláirí, idir bhunscoileanna agus iar-bhunscoileanna.
Tá an roinn ag tacú le múineadh, foghlaim agus measúnú na Gaeilge trí réimse tionscnamh lena n-áirítear:
• An Polasaí don Oideachas Gaeltachta
• An Polasaí don Oideachas Lán-Ghaeilge lasmuigh den Ghaeltacht,
• An Plean Gnímh don Ghaeilge i Scoileanna Meán-Bhéarla
• Leathnú leanúnach ar thionscadal Foghlaim Chomhtháite Ábhar agus Teanga (FCÁT) a sholáthraíonn tacaíocht leanúnach do mhúinteoirí chun cur chuige FCÁT a ghlacadh maidir le hábhar eile nó gné d’ábhar a mhúineadh trí mheán na Gaeilge
• Tá an tionscadal Corpoideachais trí Ghaeilge agus acmhainní ar fáil anois do na Naíonáin Bheaga suas go dtí Rang a Dó agus tá acmhainní Rang a Trí agus a Ceathair á bhforbairt.
• Maoiniú d’Fhoras na Gaeilge do réimse tionscadal lena n-áirítear
• Clár Gaelbhratach
• Acmhainn Séideán Sí don bhunleibhéal
• Tionscadal foclóireachta
• Méadú ar acmhainní na Comhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG)
“Is féidir liom, is féidir linn…” Foilsíodh an Plean Gnímh don Ghaeilge i Scoileanna Meán-Bhéarla 2025 – 2027 i mí na Samhna 2025. Is plean dhá bhliain é seo a bhfuil sé mar aidhm aige tacú le scoileanna agus múinteoirí chun teagasc, foghlaim agus úsáid na Gaeilge a fheabhsú, agus chun eispéiris foghlama níos tarraingtí agus níos luachmhaire a sholáthar do leanaí agus do dhaoine óga. Tacóidh an Plean Gníomhaíochta go háirithe le forbairt scileanna teanga labhartha na ndaltaí/scoláirí.
832. Deputy Conor Sheehan asked the Minister for Education and Youth the rationale for calling the package of supports announced for the survivors of Ireland's industrial and reformatory schools after the Survivors of Residential Institutional Abuse Act given that the survivors explicitly requested that the supports should specifically refer to survivors of industrial and reform schools; and if she will make a statement on the matter. [19793/26]
Amharc ar fhreagraThe supports being made available to survivors of abuse in residential institutions include health and education supports which are being provided in accordance with the Supports for Survivors of Residential Institutional Abuse Act 2025, which was passed by the Oireachtas in July of last year.
These supports are being made available to survivors who received an award of redress under the Residential Institutions Redress Scheme, or a similar court award or settlement.
That Scheme, which closed to applications in September 2011, covered a total of 139 institutions, including industrial schools and reformatories. However, other types of institution were also included in the Scheme, including certain children’s homes, orphanages, special schools and hospitals.
Therefore, as well as survivors of industrial schools and reformatories, the new supports are open to survivors who received redress in respect of abuse suffered in other institutions. For that reason, it would not be accurate to refer to the new supports as being available only to survivors of industrial schools and reformatories.
833. Deputy Brian Brennan asked the Minister for Education and Youth to confirm that a school building project remains in progress (details supplied); the current position and a timeline for progress to the next phase; and if she will make a statement on the matter. [19831/26]
Amharc ar fhreagraThe building project to which the Deputy refers has been devolved for delivery to the National Development Finance Agency (NDFA) as part of a programme of school building projects (Project Dargle).
The brief is to provide a new build replacement post primary school for a long-term projected enrolment of 1,000 pupils including both general classrooms, specialist rooms, and a 4 class Special Education Needs (SEN) base.
The project is currently at Stage 2b of the architectural planning design process with a full grant of planning permission received for the school in 2024. All projects are subject to the due diligence requirements of the Public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
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 €261.86 million in capital funding for Wicklow schools since 2020. Over that period, a total of 42 Wicklow 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 10 school projects in Wicklow 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 my department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at the school 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.
834. Deputy Sean Fleming asked the Minister for Education and Youth the up-to-date position regarding additional school accommodation facility at a school (details supplied); if the school has requested an ASD unit; and if she will make a statement on the matter. [19836/26]
Amharc ar fhreagraI can confirm to the Deputy, that the school in question submitted an application to my department under the Additional School Accommodation (ASA) scheme, for an additional mainstream classroom, a special education tuition room and a special education classroom. The purpose of the ASA scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area.
The school’s accommodation needs were assessed in 2025, taking into account the loss of a mainstream teacher for the current academic year 2025/2026 along with liaison with the NCSE on the SEN provision, and it was considered that the school had sufficient accommodation to cater for the needs of its pupil cohort.
The opening of a third special class in the school is presently being examined. The Department is currently evaluating all options around the viability of such a provision and the best way to deliver the accommodation should the class be sanctioned by the NCSE. As soon as a decision has been reached, the school will be contacted directly by the Department.
835. Deputy Brian Brennan asked the Minister for Education and Youth to confirm that a school building project (details supplied) remains in progress; the current position; the timeline for progress to the next phase; and if she will make a statement on the matter. [19857/26]
Amharc ar fhreagraThe project referred to by the Deputy has been devolved for delivery to the National Development Finance Agency (NDFA) as part of a programme of school building projects. (Project Dargle)
The brief for the project is to provide a new build replacement school for a long-term projected enrolment of 1,000 pupils including a 4 class SEN base.
The project is currently at Stage 2b (post planning process) of the architectural process which allows for detailed design and planning, obtaining the necessary statutory permissions and the preparation of tender documents. All projects are subject to the due diligence requirements of the Public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
My 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.
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, 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 €261.86 million in capital funding for Wicklow schools since 2020. Over that period, a total of 42 Wicklow 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 10 school projects in Wicklow 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 school 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.
My department is committed to ensuring appropriate school accommodation is available for all children in Wicklow and will in the wider context outlined ensure that this project – as for all projects on our school building programme is subject to the due diligence required under the public infrastructure guidelines.
The NDFA will continue to engage directly with the school authority to keep them fully informed of progress on this important project.
The current status of all projects continues to be set out under item number ten at the following link: www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
836. Deputy Ruth Coppinger asked the Minister for Education and Youth to consider a formal review of the higher-level maths curriculum to ensure greater gender equality; and if she will make a statement on the matter. [19874/26]
Amharc ar fhreagraAs the Deputy will know, my Department and I are implementing an ambitious programme of work for a reimagined Senior Cycle of education, where the student is at the centre of their Senior Cycle experience. As part of this programme for redevelopment, the curriculum and assessment arrangements for all Leaving Certificate subjects will be updated over the coming years, beginning with the first tranche of subjects that were introduced for schools in September of this year.
It is currently planned that the specification for Leaving Certificate Mathematics will be revised as part of Tranche 3 of subject redevelopment.
The National Council for Curriculum and Assessment (NCCA) has convened the Subject Development Group (SDG) that is overseeing the development of the revised specification for Leaving Certificate Mathematics. The NCCA is the statutory body which provides advice to the Minister for Education on matters relating to the curriculum and progresses the work of curriculum development.
SDGs provide a strong, representative, and responsive basis for curriculum and development work and are comprised of nominees from relevant stakeholder organisations and co-opted members with specific expertise relevant to the subject development work.
The subject development process includes the opportunity for public consultation and submissions at key stages throughout process. Typically, this will include a public consultation on the subject background paper and brief alongside a later public consultation on the draft specification. These include school level focus groups with students and teachers. The initial development of a subject background paper also involves school level engagement.
A public consultation on the Mathematics background paper and brief took place from 6 January 2025 to 28 February 2025 and a report on the consultation was published in May 2025. Responses from the consultation, including on fostering engaging learning experiences to support students’ deeper exploration of mathematics, inform the work of the SDG as they develop the draft specification. A further public consultation on the draft specification itself is intended to follow in due course.
While curriculum specifications form part of achieving gender equality, attainment in mathematics is a complex topic and there can be a range of factors that contribute to differences in attainment beyond the curriculum. This can include how teaching and learning is experienced by different cohorts e.g. by boys as compared with girls, including in single sex schools.
In the most recent round of international PISA testing, Ireland’s placing in mathematics improved to eleventh place internationally. Both male and female students in Ireland (15 years old) significantly outperformed the OECD average, which is obviously very welcome. Male students outperformed female students in mathematics and science, though the difference was not statistically significant, and female students outperformed males in reading, as in previous cycles.
The Department’s continued focus on mathematics teaching and learning throughout 2026 is an opportunity to take account of all these issues and allow for ongoing exploration of differences in approaches when teaching boys as compared with girls.
837. Deputy Carol Nolan asked the Minister for Education and Youth if she is aware that the National Council for Curriculum and Assessment (NCCA) has published a new draft leaving certificate history syllabus which excludes the period of First World War; whether she agrees that understanding of this period, including issues such as the conscription crisis and the number of Irish people who died in the conflict, is vital to understanding developments in subsequent decades; whether she agrees that to omit this period from the syllabus immediately in the wake of the “Decade of Commemorations” would be an astonishing and ahistorical decision; and whether she will intervene to ensure that this omission is not reflected in the final draft; and if she will make a statement on the matter. [19890/26]
Amharc ar fhreagraAs the Deputy is aware, through the Senior Cycle Redevelopment programme, the specifications for all Leaving Certificate Established curricular subjects are scheduled to be redeveloped by 2029, in annual groupings referred to as tranches.
The specification for Leaving Certificate History is currently being redeveloped as part of Tranche 3 and is scheduled for introduction in all schools for students beginning fifth year in 2027.
The National Council for Curriculum and Assessment (NCCA) has convened the Subject Development Group (SDG) that will oversee the development of the revised specification for Leaving Certificate History. The NCCA is the statutory body which provides advice to me as Minister on matters relating to the curriculum and progresses the work of curriculum development.
SDGs provide a strong, representative, and responsive basis for curriculum development work and are comprised of nominees from relevant stakeholder organisations and co-opted members with specific expertise relevant to the subject development work.
The subject development process includes the opportunity for public consultation and submissions at key stages throughout process. Typically, this will include a public consultation on the subject background paper and brief alongside a later public consultation on the draft specification. These include school level focus groups with students and teachers. The initial development of a subject background paper also involves school level engagement.
Public consultation on the Leaving Certificate History background paper concluded on 28 February 2025 and a report on the submissions was compiled and published by the NCCA.
At present, a draft specification for Leaving Certificate History is available for public consultation until 1 May 2026. The aim of this consultation process is to capture the views of teachers, parents, students and other interested parties on the redeveloped specification.
There are a number of ways to engage with the consultation process. Individual submissions as well as submissions on behalf of organisations are welcome. A consultation event will also take place next month. Full details on making a submission or applying to attend the consultation event can be found on the NCCA website here: https://ncca.ie/en/senior-cycle/curriculum-developments/history/
Following the conclusion of the public consultation period, the SDG will reconvene to consider the feedback received. A finalised draft of the specification is then prepared, having been informed by the consultations, and submitted for approval by the NCCA Council. This specification is then submitted to me as Minister for final consideration and approval.
I would encourage all stakeholders to actively engage with the public consultation options available to ensure that their views and insights can inform the redevelopment process.
838. Deputy Pádraig Rice asked the Minister for Education and Youth further to Parliamentary Question No. 354 of 5 March 2026, to provide the timeline for when a school (details supplied) will receive further guidance on a report; if she is aware of the lack of communication the school has received; and if she will make a statement on the matter. [19895/26]
Amharc ar fhreagraThe brief for the school referred to by the Deputy is the development of a new 16 classroom Primary School and 5 classes for children with Special Educational Needs at Janeville, Carrigaline, Co. Cork.
The project is currently at Stage 1 - Preliminary Design (assessment of site and location suitability and initial sketch scheme).
As part of the Stage 1 process the Design Team submit a Stage 1 Report to my Department. A preferred design option, including the scope and extent of works to be carried out form part of this report.
The Stage 1 Report was received in my Department in January 2025 and upon completion of the Departments due diligence review, the Stage 1 stakeholders meeting took place on 24th March 2025 where the Principal, a representative from Educate Together, all Design Team members, the Project Manager and Department officials were in attendance. The meeting concluded with agreement that the Design Team would explore further design layout options.
Further to this on the 30th of April an architectural workshop took place between the Design Team Architect and the Department Senior Architect.
My department received the full Design Team Stage 1 Addendum Report in August 2025 and this report is currently under review by my Department.
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.
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, 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 19 projects in County Cork.
These projects are in addition to €781.77 million in capital funding for Cork schools between 2020 and 2025. Over that period, a total of 155 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 19 school projects in 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.
The accommodation needs at Owenabue ETNS will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
839. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will address concerns raised in correspondence regarding resource deficits at a school (details supplied); and if she will make a statement on the matter. [19896/26]
Amharc ar fhreagraI wish to advise the Deputy that responsibility for the administration of schools is a matter for the appropriate school authority. My department has no current record of an application for additional accommodation from the relevant school authority. The purpose of my department’s Additional School Accommodation (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. It is open to the school authority in question to submit an application for the ASA scheme if they believe they have a deficit in necessary accommodation.
While the National Council for Special Education (NCSE) has the responsibility for planning and coordinating school supports for children with special educational needs nationwide, the Deputy will be aware that 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 special education dimension to project rollout. This allows the Department to keep a strong focus on the provision of additional capacity to cater for demographics, new housing developments and the rollout of additional special classes for children with additional needs. This approach reflects the Department’s fundamental objective of ensuring the availability of a school place for every child.
My 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 subject to the conditions contained in 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.
My 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 capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. This funding will benefit schools around the country in managing their day-to-day running costs. 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.
840. Deputy Eoin Ó Broin asked the Minister for Education and Youth if it is correct that NEPS assessments are not available to students in a school (details supplied) as a result of there being no psychologist assigned to the school for three years; if she will outline how students in this school can access a NEPS assessment; and if she will make a statement on the matter. [19905/26]
Amharc ar fhreagra841. Deputy Eoin Ó Broin asked the Minister for Education and Youth when a NEPS assessment will be made available to a person (details supplied); and if this assessment will be prioritised. [19912/26]
Amharc ar fhreagraI propose to take Questions Nos. 840 and 841 together.
Each year, NEPS staffing levels are evaluated and capacity to serve schools is established. There is currently a nationwide shortage of educational psychologists which has resulted in vacancies.
Where a school temporarily does not have an assigned psychologist due to a vacancy, it continues to have access to a range of NEPS services including:
• The NEPS Advisory Support Line is available to the school. This line provides access for schools to support and advice from a Senior Educational Psychologist in NEPS via a designated phone line available from Monday to Friday.
• Support from a NEPS psychologist in the event of a Critical Incident.
• The NEPS’ National and Regional Support and Development service for school staff also continues to be available to schools. This National and Regional Support and Development covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.
• Access, through the Scheme for Commissioning Psychological Assessments (SCPA), to a private educational psychologists on the SCPA panel for individual casework where a priority need is established. In order to join the panel, private educational psychologists must meet qualification criteria set by the Department. The scheme is an interim measure intended to supplement the NEPS service and meet current urgent needs for psychological assessment of children and young people.
NEPS encourages schools to support children and young people using the Continuum of Support, whereby school staff use a problem-solving approach employing evidence-informed interventions for children and young people with learning, emotional or behavioural difficulties. The response to intervention is then monitored and recorded in the Student Support File. The teachers, parents and child are involved in this process. This model means that a child or young person does not need a diagnosis of a disability in order to access additional supports in school.
If a school has concerns that a child or young person is not making reasonable progress following evidence informed support and intervention, the school may prioritise the involvement of NEPS to support the identification of need process.
842. Deputy Denise Mitchell asked the Minister for Education and Youth when her Department will sanction an application from a school (details supplied) for an autism class in order to ensure that six students who are transitioning from the junior to the senior school have an appropriate school place; and if she will make a statement on the matter. [19914/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
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 in January of this year, which is several months earlier than last year. 351 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 351 new special classes, 237 are being established in primary schools and 114 in post-primary schools. New special classes are being established in every county with 78 new special classes confirmed for Dublin 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.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
