Written Answers Nos. 854-873
854. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth to account for the historic development of the Irish-language exemption policy in the education system; and if she will make a statement on the matter. [20037/26]
Amharc ar fhreagraI can advise the Deputy that exemptions from the study of Irish have been in place since the foundation of the state when Irish became a core subject for all students.
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).
Following a comprehensive review of policy and practice in relation to exemptions from the study of Irish conducted by the department’s Inspectorate during 2014-2016, an extensive public consultation process was conducted in late 2018/early 2019, which informed the current circulars.
The key changes in the current circulars include:
• Application of the exemption policy to English-medium schools only
• Increase in the age at which an exemption can be granted to a student from abroad from 11 years of age to 12 years of age
• Explicit provision for students in special schools and special classes
• Inclusion of an appeals process
• Aligning the exemption system to the Special Education Teaching Allocation model that allows mainstream schools to provide additional teaching support for all students who require such support in their school based on their identified learning needs in school, as opposed to being based primarily upon a diagnosis of a particular disability.
• Aligning the exemption system to the Continuum of Support process which is focused on identifying and catering for the special educational needs of individual students in proportion to the impact of those needs on their learning and socialisation.
• Setting out department policy and expectation that all students should be encouraged to participate in Irish language and cultural activities, to the greatest extent possible and in a meaningful way, at a level appropriate to the students learning needs.
• Provision for students who experience a high level of multiple and persistent needs that are a significant barrier to the student’s participation and engagement in their learning and school life following two years of documented targeted intervention set out in a student support plan.
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 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 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.
• The Policy on Gaeltacht Education
• The Policy for Irish-Medium Education outside of the Gaeltacht,
• 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
• Seideán Sí resource for primary level
• A lexicography project
• Increased resourcing of An Chomhairle um Oideachas Gaeltacht agus Gaelscolaíochta (COGG)
855. Deputy Robert O'Donoghue asked the Minister for Education and Youth when the ongoing review of the special needs assistant contract will be completed; if this review will include consideration of updated qualification and skills requirements for the role; and if she will make a statement on the matter. [20052/26]
Amharc ar fhreagraI would like to thank the Deputy for their question. My department recognises the value of the special needs assistant (SNA) 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.
You may be aware that my department is progressing the first Special Needs Assistants Workforce Development Plan (the plan) scheduled for delivery later this year. This plan provides a comprehensive framework for understanding and supporting the SNA role and will introduce a series of policy developments to strengthen clarity, direction and consistency within the workforce.
Proposals for the plan have been developed in consultation with SNAs, parents, children, , school management bodies, unions and other key stakeholders.
The plan comprises five main pillars:
1. Review and Development of the SNA role
2. Establishment of a Quality Framework
3. Establishment of an SNA Learning and Development Programme
4. Supporting SNA Recruitment, Retention and Diversity
5. Development of a Communications Strategy
The publication of the plan later in 2026 will be followed by an implementation period.
The work in progress under Pillar 4 Supporting SNA Recruitment, Retention and Diversity includes an extensive review of the SNA contract of employment currently set out in circulars 12/2005 and 15/2005 which will fulfil a commitment under the Building Momentum public service agreement.
The contract review, is at an advanced stage under Pillar 4 of the plan and involves a full reconsideration of all contract provisions and arrangements to comply with current employment legislation and to align with work on the SNA Workforce Development Plan.
Circular 0051/2019 – Recruitment and Appointment Procedures for Special Needs Assistants (SNAs) sets out the current minimum educational requirements for appointment to the post of SNA i.e. a level 3 qualification on the National Framework of Qualifications or a minimum of three grade Ds in the Junior Certificate, or equivalent. The working groups under pillar one, three and four of the plan are also considering the current minimum educational requirement for entry to the SNA role and determining what changes, if any, may be required.
In 2024, my department conducted a comprehensive national survey of SNAs which was completed by 7,410 SNAs, representing approximately 35% of the SNA workforce. Feedback from this survey indicates that 70% of the SNA Workforce hold an NFQ Level 6 or higher. This data has helped to develop a deeper knowledge and understanding of the role of the SNA in the different educational settings and to explore and enhance the role that SNAs play in facilitating inclusion. The Report on National Survey of Special Needs Assistants has been published on www.gov.ie. As part of these deliberations due consideration is to be given to the findings in reports from research conducted with the SNAs, teachers and school leaders. These reports are also available on the SNA Information Hub: SNA Publications.
Further updates, including information on the revised circular, will be published on the SNA Information Hub on www.gov.ie in due course as work progresses.
856. Deputy Claire Kerrane asked the Minister for Education and Youth the position regarding an application of a school (details supplied) made under the climate action summer works scheme 2026 (category 7 climate action & windows); when the school will be notified of a decision; and if she will make a statement on the matter. [20098/26]
Amharc ar fhreagraThe purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis that, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis across a number of categories of works.
It is envisaged that approvals in any given year will involve a spread of categories rather than the traditional single category at a time. This is aimed at managing market capacity and maximising value for money opportunities for school authorities.
In November 2025, my colleague the former Minister of Education and Youth, Helen McEntee TD, announced the first tranche of approvals under the new Climate Action Summer Works Scheme. 297 projects were approved to proceed and involve primary, post primary and special schools, along with projects in all counties and across all categories of works.
My Department can confirm an application was received from the school in question however the school was not on the list of approvals in the first tranche. Given that funding is limited in any particular year it is necessary to prioritise applications. Under the new climate action summer works scheme which operates on a multi annual basis, like previous summer works schemes, applications from schools that are not reached for funding or market prioritisation reasons in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
It is anticipated that the next tranche of approvals will be in the latter half of 2026.
Full details of the of the announcement and the list of schools approved in the first tranche, the Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link;
gov.ie Summer Works Scheme
857. Deputy Duncan Smith asked the Minister for Education and Youth the reason students will be charged the full cost of leaving certificate fees in June 2026; and if she will make a statement on the matter. [20102/26]
Amharc ar fhreagraFollowing the Government’s Budget 2026 announcement last October, examination entry fees will recommence for upcoming state examinations in 2026, at the same level as when they were last charged in 2019:
• €116 per entry for a Senior Cycle/Leaving Certificate candidate and
• €109 per entry for a Junior Cycle candidate.
In line with the arrangements which applied when fees were last charged, candidates who hold a full medical card, or who are covered for all services on a parent or guardian’s full medical card, are exempt from examination fees. It should be noted that the rate of examination entry fees has not been increased since 2012.
The State Examinations Commission advised schools in October 2025 that fees would be charged for the 2026 State examinations. A circular with further detail in relation to the SEC's Online Fee Service issued to schools this month. Full details of all fee rates are available here.
858. Deputy Duncan Smith asked the Minister for Education and Youth if a child requires a medical card to be exempt from the leaving certificate fees; or is it sufficient that the parent has one; and if she will make a statement on the matter. [20103/26]
Amharc ar fhreagraFollowing the Government’s Budget 2026 announcement last October, examination entry fees will recommence for upcoming state examinations in 2026, at the same level as when they were last charged in 2019:
• €116 per entry for a Senior Cycle/Leaving Certificate candidate and
• €109 per entry for a Junior Cycle candidate.
In line with the arrangements which applied when fees were last charged, candidates who hold a full medical card, or who are covered for all services on a parent or guardian’s full medical card, are exempt from examination fees. It should be noted that the rate of examination entry fees has not been increased since 2012.
Full details of all fee rates are available here.
859. Deputy Darren O'Rourke asked the Minister for Education and Youth if she will consider including a school (details supplied) in County Meath in DEIS Band 1; and if she will make a statement on the matter. [20104/26]
Amharc ar fhreagraAddressing educational disadvantage is a priority for me as Minister for Education and Youth.
Currently, the DEIS programme supports almost 1,200 primary and post primary schools reaching approximately 260,000 students, with an annual investment of €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS Strategy and introduce the DEIS Plus scheme.
The DEIS programme is targeted at schools with the highest concentrations of children and young people at risk of educational disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest concentrations of children and young people at risk of educational disadvantage as identified through the refined DEIS identification model. Those urban primary schools having the very highest concentrations of children and young people experiencing educational disadvantage were assigned Urban Band 1. Schools were not required to apply for inclusion in the DEIS programme, and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.
This government currently provides a range of supports that are available to all schools to help address disadvantage and create a more inclusive education system. These include:
• Inspectorate support helps improve education provision for all children and young people. They promote best practice and school improvement by advising teachers, principals and boards of management in schools.
• National Educational Psychological Service (NEPS) provides educational psychological service to all primary and post-primary schools and special schools to support the well-being, academic, social and emotional development of all learners.
• The Special Education Teaching (SET) allocation provides a unified allocation for special education support teaching needs to each school based on each school’s educational profile and also encompasses an element of Language (EAL) support allocation. Under this SET model, schools are frontloaded with resources to provide support immediately to those pupils who need it without delay.
• Free schoolbooks are provided to all children and young people in the free education system. Through the Department of Social Protection, the School Meals Programme provides regular, nutritious food to children to support them in taking full advantage of the education provided to them.
• The Hot School Meals Programme is available to all primary schools, meaning that approximately 3,700 schools and organisations and 682,000 children are now eligible for the Schools Meals Programme.
My department is committed to addressing educational disadvantage in all schools to ensure all children can reach their potential. To this end, a new ten-year DEIS Strategy to 2035, will be published in the coming weeks. The new strategy will introduce innovative solutions to address educational disadvantage and continue to address the gap between DEIS and non-DEIS schools.
Over its lifetime, the new DEIS Strategy will focus on improving the opportunities and achievement levels of children and young people at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.
Any future changes to the identification model and overall allocation of resources will be considered within the context of the new ten-year DEIS Strategy.
860. Deputy Sean Fleming asked the Minister for Education and Youth further to Parliamentary Question No. 629 of 10 February 2026, if correspondence will be forwarded to the personnel in her Department who is dealing with this issue; and if she will make a statement on the matter. [20105/26]
Amharc ar fhreagraFurther to Parliamentary Question No. 629 of 10 February 2026 in relation to the school referred to by the Deputy, my Department has been liaising with the Design Team in relation to the inflation agreement issue. My Department recently received additional information from the Design Team which is currently under review. The Design Team will be in contact with the Contractor once this review is complete.
861. Deputy Rose Conway-Walsh asked the Minister for Education and Youth the funding avenues (grants, departmental supports, pilot schemes, discretionary or otherwise) that are available to a school (details supplied) for the provision of a small greenhouse and outdoor classroom on the school's grounds; if she will ask her Department to liaise with the school's management to investigate if funding such a project is possible; and if she will make a statement on the matter. [20155/26]
Amharc ar fhreagraI can advise the Deputy that under the 2nd National Strategy on Education for Sustainable Development – ESD to 2030, funding is available to schools for ESD projects.
In 2025, €860,000 was delivered to 390 primary and post primary schools across the country for a wide range of ESD projects including the development of school gardens and outdoor classrooms, forest schools, recycling systems, biodigesters and food waste management systems, composting systems, fast fashion projects, recycling initiatives, irrigation and rainwater collection systems, energy education initiatives, student led sustainability projects, teacher professional learning and a range of sustainability themed workshops.
7 primary schools and 3 post-primary schools in Co. Mayo received ESD to 2030 funding totalling €22,500.
Grants of up to €2,500 were available to schools in 2025 and the ESD projects funded were required to include an element of “local community action for sustainability”, a priority area in our ESD to 2030 strategy. Schools will report on their projects at the end of the 2025/26 school year and are also committed to publishing their schools Sustainability Policy Statement in accordance with the School Sector Climate Action Mandate. The department is mapping these Sustainability Policy Statements.
An ESD funding call will again issue to schools in September 2026 through the department's quarterly ESD Newsletter which issues to all schools and to which individuals can also subscribe. The ESD Newsletter contains lots of information on funding opportunities, resources, programmes, examples of best practice from primary and post primary schools around the country, teacher professional learning events, competitions etc., to support schools in their ESD related activities.
A further €466,000 in ESD to 2030 funding was provided to 21 organisations in 2025 to support a range of ESD programmes and supports for schools including the Nature Explorer Programme, the Picker Pals programme, the Heritage Keepers programme, the Farmer Time programme, the Wise Water programme, the Wool in School programme and the Grow it Yourself programme. Other projects include the Climate and Nature Summit, the Rubbish Film Festival and the student led Civil Engagement Roadshow. Many of the projects include workshops for students and engagement by students with local level and community action.
In addition to funding provided to schools, the department provided €498,246 in grant funding to ten national youth organisations and associated partner organisations under the Youth Climate Justice Fund in 2025. Grants were awarded to carry out youth-led projects related to climate justice at community, regional and national level.
A total of €10 million was allocated in December 2025 to primary and special schools in the free education system to support the purchase of physical resources aligned with the new Wellbeing Specification.
Funding may be used to purchase durable, reusable, low-maintenance and weather-resistant resources that support well-being activities including PE and outdoor learning. This can include items such as outdoor and adventure resources, playground materials, weatherproof picnic tables and benches, and long-term storage solutions for PE and well-being equipment, including indoor and weatherproof outdoor options.
ESD to 2030 aims to ensure that all learners acquire the skills needed to promote sustainable development in accordance with Sustainable Development Goal target 4.7. ESD incorporates the three interdependent and interlinked strands of sustainable development: Social Sustainability, Economic Sustainability and Environmental Sustainability.
ESD to 2030 contributes to delivery of the Climate Action Plan and the Sustainable Development Goals National Implementation Plan.
Further details on ESD to 2030 funding, the ESD to 2030 strategy, all issues of the ESD Newsletter, the Sustainability Toolkit for Schools and map of Schools Sustainability Policy Statements are all available on the ESD to 2030 webpage here: National Strategy on Education for Sustainable Development in Ireland
Further details on the Youth Climate Justice Funding is available here: Minister McEntee announces €498,000 for youth climate projects
Department officials have engaged directly with the Principal of the school on this matter as requested by the Deputy.
862. Deputy Robert Troy asked the Minister for Education and Youth if provision can be made to allow a pupil (details supplied) to repeat sixth class as the pupil in question will only be aged 11 on enrolling at secondary school. [20157/26]
Amharc ar fhreagraThe primary school curriculum is designed as an eight-year course, including a two-year infant cycle followed by six years in standards from first to sixth, with children progressing to the next grade at the end of each school year.
My Department's policy in regard to the retention of pupils in primary schools is set out in Primary Circular 32/03 ‘Retention of Pupils in same Grade in Primary Schools’ (link available [here]).
Circular 32/03 recognises that in exceptional circumstances a school may conclude a pupil or student would benefit educationally by repeating a grade level having first consulted with the Special Educational Needs teacher, class teacher and parents. In such circumstances there should be a clear programme outlined for such a pupil that records precisely what new approach will be used for the pupil and what its expected benefit will be.
In summary decisions in relation to requests to repeat a year are only approved by the principal provided there is an educational basis for it, and it is clear that all parties agree that the pupil would benefit educationally by repeating a class.
863. Deputy Paul Lawless asked the Minister for Education and Youth the way a student with profound visual impairment, whose 2018 functional vision assessment by the National Council for Special Education recommended that Braille be seriously considered as an access method, can remain non proficient in Braille after twelve years in the education system; the oversight mechanisms in place within the Department to ensure that recommended access methods such as Braille are implemented in practice; and if she will make a statement on the matter. [20193/26]
Amharc ar fhreagra864. Deputy Paul Lawless asked the Minister for Education and Youth whether the Department measures outcomes for students receiving visiting teacher service supports for visual impairment, such as achieving functional Braille literacy or independent access to textbooks, rather than simply recording that supports have been allocated; and if she will make a statement on the matter. [20194/26]
Amharc ar fhreagra865. Deputy Paul Lawless asked the Minister for Education and Youth to clarify who holds ultimate responsibility for ensuring that students with severe visual impairment can access State examinations in an appropriate and accessible format, in cases where medical reports and functional vision assessments indicate that standard print based accommodations are unsuitable; whether this responsibility lies with the school, the National Council for Special Education, or the State Examinations Commission; and if she will make a statement on the matter. [20195/26]
Amharc ar fhreagra866. Deputy Paul Lawless asked the Minister for Education and Youth if the Department has examined cases in which an assessment of need under the Disability Act found that a child's severe visual impairment did not affect learning, communication or mobility, despite professional reports indicating significant educational access needs; the way in which such discrepancies are reconciled with the educational supports subsequently required by the student; and if she will make a statement on the matter. [20196/26]
Amharc ar fhreagra868. Deputy Paul Lawless asked the Minister for Education and Youth the training and qualification requirements that apply to visiting teachers supporting students with visual impairment within the National Council for Special Education Visiting Teacher Service; to clarify whether visiting teachers are required to hold qualifications in Braille literacy and tactile instruction; the number of visiting teachers currently employed who hold formal Braille qualifications; whether her Department has assessed whether sufficient Braille expertise exists nationally to support students whose functional vision assessments indicate that Braille should be seriously considered; and if she will make a statement on the matter. [20222/26]
Amharc ar fhreagra869. Deputy Paul Lawless asked the Minister for Education and Youth the body responsible for ensuring that students with profound visual impairment can access curriculum materials and State examinations where course content contains diagrams, graphs or other non linear visual materials that cannot be accessed through standard assistive technology; the oversight that exists to ensure such accessibility is implemented consistently in schools; and if she will make a statement on the matter. [20223/26]
Amharc ar fhreagra870. Deputy Paul Lawless asked the Minister for Education and Youth the formal advisory documentation that is normally provided by the National Council for Special Education Visiting Teacher Service when determining appropriate educational supports for a student with visual impairment; whether such advice is normally recorded in writing and made available to schools and parents; and if she will make a statement on the matter. [20224/26]
Amharc ar fhreagraI propose to take Questions Nos. 863, 864, 865, 866, 868, 869 and 870 together.
The information requested by the Deputy relates to a number of different sections within the Department and to the State Exams Commission and the National Council for Special Education. To provide a comprehensive response to the matters raised I have requested the Special Education Section within my Department to coordinate the response. The information requested is currently being compiled and will be forwarded to the Deputy's office as soon as it is available.
867. Deputy Danny Healy-Rae asked the Minister for Education and Youth to review an application from a school (details supplied); and if she will make a statement on the matter. [20220/26]
Amharc ar fhreagraThe purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis that, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis across a number of categories of works.
It is envisaged that approvals in any given year will involve a spread of categories rather than the traditional single category at a time. This is aimed at managing market capacity and maximising value for money opportunities for school authorities.
In November 2025, my colleague the former Minister of Education and Youth, Helen McEntee TD, announced the first tranche of approvals under the new Climate Action Summer Works Scheme. 297 projects were approved to proceed and involve primary, post primary and special schools, along with projects in all counties and across all categories of works.
My Department can confirm an application was received from the school in question however the school was not on the list of approvals in the first tranche. Given that funding is limited in any particular year it is necessary to prioritise applications. Under the new climate action summer works scheme which operates on a multi annual basis, like previous summer works schemes, applications from schools that are not reached for funding or market prioritisation reasons in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
It is anticipated that the next tranche of approvals will be in the latter half of 2026.
Full details of the of the announcement and the list of schools approved in the first tranche, the Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link;
gov.ie Summer Works Scheme
871. Deputy Paul Lawless asked the Minister for Education and Youth the procedures which apply where a student with a disability experiences significant distress or makes a mental health disclosure linked to difficulties accessing the curriculum; the way in which the responsibility is coordinated between schools, the National Council for Special Education and Tusla - Child and Family Agency in such circumstances; and if she will make a statement on the matter. [20225/26]
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 department does not hold centralised comparative data on the level of individual student needs. Such data is maintained at individual school level and detailed within the individual student support file held by the school.
The Continuum of Support is the framework developed by NEPS for schools to identify, plan and provide support for children and young people who experience difficulties with their learning.
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.
Under this model, a child or young person does not require a psychological assessment diagnosis in order to access additional support at school.
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.
872. Deputy Robert Troy asked the Minister for Education and Youth if she will ensure additional funding is allocated to a school project (details supplied). [20226/26]
Amharc ar fhreagraAs the Deputy may be aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.
The application in question has been approved in line with the minimal scope of works on which the EWS operates and is currently with the school to progress.
873. Deputy Darren O'Rourke asked the Minister for Education and Youth if long term substitute SNAs have been given consideration and formally recognised within the SNA redeployment scheme; and if she will make a statement on the matter. [20233/26]
Amharc ar fhreagraI would like to thank the Deputy for his question.
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 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.
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.
Updates and final details of the SNA Redeployment Scheme, including a comprehensive circular and guidelines, will be published on the NCSE website and the SNA Information Hub on www.gov.ie as work progresses.
