Written Answers Nos. 102-121
106. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide a breakdown of schools that were successful in the Anseo attendance programme; if a geographic spread was achieved; and if the Pobal deprivation index was used in the selection of successful schools. [22679/26]
Amharc ar fhreagraTusla Education Support Service (TESS) is under the remit of my department and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. TESS has three strands, namely the statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison (HSCL) scheme and the School Completion Programme (SCP). The three TESS strands work together collaboratively with schools, parents and guardians and other relevant services to achieve the best educational outcomes for children and young people.
In May 2025 a range of measures was announced to tackle school absenteeism, including 'Anseo', an actionable attendance tool for schools and an evidence-based approach to improving school attendance. Using a three-tiered model, schools can identify patterns of absenteeism at the student, class and whole school level and develop nuanced and timely responses to drivers of school absenteeism within each tier. Using the model will enable school leadership to use school level attendance data to understand the shape of the school's attendance patterns and to plan appropriate interventions for all students.
A dedicated ‘Anseo’ team has been established in TESS to support the roll out of the model.
Following a successful pilot of the model in 4 schools during the 2023/24 school year, my department in collaboration with TESS, is implementing a phased national roll out of ‘Anseo’ with the support of the ‘Anseo’ team. Sixty-two schools are participating in the current phase with a further roll out to an additional 151 schools by the end of the 2025/26 school year.
In line with expressions of interest to participate in Anseo, received from schools in May 2025, a representation of schools from every county was selected, with a spilt of 60% DEIS schools and 40% non DEIS schools. The Pobal deprivation index was not used to select the schools.
107. Deputy Peter Roche asked the Minister for Education and Youth whether professional educational or psychological assessments, including diagnoses of dyslexia or specific learning difficulties, are taken into account alongside standardised spelling test scores when determining eligibility for a spelling, grammar and punctuation waiver under the SEC RACE scheme; if her Department has considered allowing such reports to inform eligibility where a student marginally exceeds the current cut-off score; and if she will make a statement on the matter. [22712/26]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme.
In view of this, I have asked the SEC to respond directly to the Deputy.
108. Deputy Peter Roche asked the Minister for Education and Youth if a Departmental review of the current threshold-based eligibility process for spelling and grammar waivers in State examinations, including the use of a fixed standardised spelling score cut-off, is being considered to ensure it reflects the needs of students with diagnosed learning difficulties; whether an appeals or discretionary mechanism exists for cases where students may be excluded despite a formal diagnosis; and if she will make a statement on the matter. [22713/26]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations, and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme.
In view of this, I have asked the SEC to respond directly to the Deputy.
109. Deputy Peter Roche asked the Minister for Education and Youth the steps her Department is taking to address the shortage of specialist reading classes for children with severe dyslexia in Galway (details supplied); whether her Department has evaluated the impact on children who are recommended for such provision by educational psychologists but cannot access a place; and if she will make a statement on the matter. [22714/26]
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.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In pursuit of a more inclusive education system it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided in addition to classroom teachers to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.
110. Deputy Peter Roche asked the Minister for Education and Youth considering the approval of additional reading classes for children with severe dyslexia in east Galway to meet the demonstrated need in the area; and if she will make a statement on the matter. [22715/26]
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.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In pursuit of a more inclusive education system it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.
111. Deputy Paula Butterly asked the Minister for Education and Youth further to Parliamentary Question No. 818 of 18 March 2026, if she will further respond to correspondence received (details supplied) in relation to a school; and if she will make a statement on the matter. [22716/26]
Amharc ar fhreagraMy Department successfully secured REPowerEU funding to expand the School Pathfinder Decarbonisation and Retrofit Programme during summer 2025. The Department’s submission drew on data collected through the Energy Inventory Pilot, this pilot did not include the Louth area, the pilot included counties Kildare, Meath, Offaly, Wicklow and Wexford.
A condition of the funding from the RePowerEU Programme was that the works must be delivered within a specified timeframe. A total of 40 schools across these five counties were included in the initial assessment phase. The Programme targeted schools of a scale and size that enabled significant works to be completed within a single school term or summer holiday period. As such, the schools selected are typically eight- to ten-classroom primary schools and post-primary schools of similar floor area. Participation in the programme is by selection rather than by application.
The typical works included in the programme entailed retrofit to achieve a minimum Building Energy Rating (BER) of B, through the installation of heat pumps, LED lighting and mechanical heat recovery ventilation. Fabric and airtightness upgrades will also be carried out, alongside the installation of electric vehicle chargers.
28 were successfully brought to construction stage during summer 2025, with the final 12 schools currently on track for construction stage this summer. This REPowerEU support represents a once-off allocation to Ireland, and therefore no additional schools will be added to this programme.
On a more general level, as I explained in my response to Parliamentary Question No. 818, applications relating to the provision of funding for issues relating to an existing school building can fall under a number of different delivery mechanisms including, most frequently, the Summer Works Scheme and the Emergency Works Scheme and could include the upgrade or provision of facilities such as those referenced in this query.
The newly announced Climate Action Summer works opened for applications on the 1st May and the application window closed on the 30th of June 2025, full details of the scheme can be found under Summer Works Scheme. The EWS is open for applications year-round. It is open to the school to make an application under the most appropriate scheme.
112. Deputy John Lahart asked the Minister for Education and Youth the rationale for maintaining the requirement of a minimum grade of C2 in higher level Irish for entry to Professional Master of Education programmes in primary teaching, given that applicants who took A Level Irish in Northern Ireland meet this requirement with a grade C, and that applicants may have failed higher level English or mathematics once they hold a C2 in Irish; if her Department has considered reviewing this requirement in light of the current shortage of primary teachers; and if she will make a statement on the matter. [22730/26]
Amharc ar fhreagraMy department sets the minimum entry requirements for Irish, English and Mathematics for entry to primary Initial Teacher Education (ITE) Programmes, which all prospective applicants for primary B.Ed and PME programmes must meet.
As the first official language in Ireland, and for fundamental cultural and historical reasons which are inextricably linked to Irish identity, the study of the Irish language is a key aspect of the learning experiences that are considered appropriate for students in recognised schools in Ireland.
The Professional Master of Education (Primary Teaching) Entry Requirements and Procedures for 2026 document outlines the entry requirements – link attached for ease of reference: https://assets.gov.ie/static/documents/002f37d2/Final_Professional_Master_of_Education_Primary_teaching_Entry_Requirements_2026.pdf
While full entry requirements are outlined in the above document, the requirements for Irish, English and Maths, along with the grades in Northern Ireland’s A level that are considered equivalent to those required in the Irish Leaving Certificate, are outlined below:
Irish:
H4 (60 – 70%) in the Leaving Certificate
Grade C (60 – 69%) Northern Ireland GCE A Level
English:
H7 (30 – 40%) or O4 (60 – 70%) in the Leaving Certificate
Grade C (60 – 69%) in both English and English Literature or Grade B at GCSE level in either.
Maths:
H7 (30 – 40%) or O4 (60 – 70%) in the Leaving Certificate
Grade D at GCSE Level in Additional Mathematics or a Grade C at GCSE Level in Mathematics.
I trust that this clarifies the entry requirements for the Deputy. There are currently no plans to make changes to the Irish-language requirements, however, my department keeps entry standards on ITE courses under continuous review.
113. Deputy Micheál Carrigy asked the Minister for Education and Youth for an update on the progress of the SNA classroom project for a school (details supplied); and if she will make a statement on the matter. [22752/26]
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.
Special Education section have requested more detail from the Deputy regarding this query and will revert directly when a response is received.
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 achieve their full potential.
114. Deputy Aidan Farrelly asked the Minister for Education and Youth the number of school days at primary level that were not covered by a qualified substitute teacher. [22767/26]
Amharc ar fhreagraThis Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
There are more qualified teachers than ever working in schools, with an analysis of payroll data as of November 2025 showing that there are 75,000 teachers employed in our schools across the country including 34,626 in post-primary schools. This analysis found that over 98% of allocated teaching posts were filled nationwide. Teacher attrition remains low, with fewer than 3% resigning or retiring annually, one of the lowest rates in the OECD.
It is a legal requirement for a teacher to register with the Teaching Council to get a salary paid by the State. To register, a teacher must have a recognised teaching qualification.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1988 (as amended by the Education (Amendment) Act 2012). Schools are required to employ appropriately qualified and registered teachers for the respective sector.
In circumstances where posts are unfilled for a period of time, or where a vacancy arises in a school due to a teacher taking leave, such vacancies may be filled on a short-term basis by unqualified personnel who are not registered with the Teaching Council.
Schools may only employ a person who is not registered with the Teaching Council for short periods up to a maximum of 5 days, as a last resort, after all attempts at recruiting a qualified teacher have been unsuccessful.
In the 2024/2025 school year, 72,993 days were covered by non-registered substitutes at primary level. This equates to 9.16% of all subbed days at primary level and 1% of overall teaching days at primary level.
There are a range of measures in place to improve the availability of substitutes to schools.
The Supervision and Substitution Scheme allows for the supervision of students during breaks and before and after school and allows for substitution to cover certain categories of teacher absences.
For primary schools, substitute teacher supply panels are also in place. For the 2025/26 school year, 587 substitute teacher supply posts have been allocated to 168 panels, covering 2,905 schools This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave. Absences covered by the teacher supply panels are recorded locally by the schools and the schools are not required to claim for the substitutable leave to my Department.
The Department has also continued the suspension of the usual limits on career break and job-sharing schemes to the current school year 2025/26 to increase the pool of teachers available to undertake substitute work in primary and post-primary schools.
Communications campaigns have also been run to encourage retired teachers to return to teaching and student teachers registered under Route 5 with the Teaching Council provide valuable substitution cover.
The teaching profession is attractive, with strong demand for teacher education programmes, with 3,600 newly qualified teachers, including over 1,800 primary teachers, registered with the Teaching Council in 2025. Salaries are competitive, starting at €45,379 and rising to €83,576 under the current pay deal for primary teachers.
My Department frequently consults and engages closely with stakeholders on teacher supply issues through industrial relations forums, sectoral meetings, and direct discussions. Further measures to strengthen the teaching workforce will be considered to ensure that schools have the support needed to provide an excellent education for every student.
115. Deputy Duncan Smith asked the Minister for Education and Youth further to Parliamentary Question No. 858 of 18 March 2026, whether there is any exception for people in receipt of enhanced medical cards; and if she will make a statement on the matter. [22778/26]
Amharc ar fhreagraAs advised in Parliamentary Question No. 858 of 18 March 2026, 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. This includes candidates who hold an enhanced medical card, or whose parents or guardians hold an enhanced medical card.
116. Deputy Ann Graves asked the Minister for Education and Youth the options open to a family (details supplied) attempting to secure a school place for their five-year-old child. [22779/26]
Amharc ar fhreagraParents have the right to choose which school to apply to and where the school has places available for the relevant year, the student should be admitted.
However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some students not obtaining a place in the school of their first choice.
In accordance with the provisions of the Education (Admission to Schools) Act 2018, schools are required to clearly set out their selection criteria in their admission policies. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the school’s admission policy.
Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. At this time TESS advise that the parent makes applications to both local schools and schools outside of their immediate locality that they may not have already applied to.
Under the Education (Welfare) Act, 2000, statutory school attendance is 6-16 years. The child referred to by the Deputy will not be 5 years old until June. However, the EWS will provide guidance and assistance to the family in applying for a school place.
If the parent requires any further advice or guidance at this time, they can contact the regional office for their area. The contact details are 01 5252166 or by email tess.dml@tusla.ie
117. Deputy Paul McAuliffe asked the Minister for Education and Youth the position regarding a situation (details supplied) which has arisen in a number of schools; and if she will make a statement on the matter. [22782/26]
Amharc ar fhreagraThe Assistive Technology Scheme is provided by my department to supplement the overall approach to funding schools for digital technology and equipment to support children in their education.
As outlined in Circular 0010/2013, the purpose of the Assistive Technology Scheme is to provide grant aid to schools to enable them to purchase essential specialist equipment in circumstances where the existing equipment available within the school is insufficient to meet the child’s needs, without unduly depriving other children of access, and where the absence of such equipment would prevent the child from accessing the curriculum.
I wish to clarify for the Deputy that the department has not received any applications for the Assistive Technology Scheme from the school concerned. Consequently, department officials have reached out to the school to provide guidance on this matter.
The Special Education Section of the department is currently finalising a review of the Assistive Technology Scheme. It is intended that this review will culminate in the publication of a new circular and the launch of an updated online application process.
A key objective of the review will be to streamline the application process. This will be achieved through the implementation of a new portal for schools to submit applications, alongside a review of the eligibility criteria. The department intends to move the scheme from a diagnosis-based approach to a more needs-based approach, thereby granting schools greater autonomy in determining whether a child requires assistive technology to access the curriculum.
118. Deputy Thomas Gould asked the Minister for Education and Youth for an update on the new admissions to special school policy outlined on 9 December 2025; whether this will be in place for the 2026/2027 school year; who the decision maker will be on admission to special school, and category of school suitable for a child who has not received an assessment of need. [22787/26]
Amharc ar fhreagraOn December 9, 2025, Minister for Children, Disability and Equality Norma Foley, announced targeted reforms to the Assessment of Need (AON) process for children with disabilities.
The Assessment of Need (AON) process is provided for under the Disability Act 2005 and is under the remit of the Health Service Executive (HSE). Assessment Officers working under the remit of the HSE are charged with organising the process which results in an Assessment of Need. The Assessment Officer coordinates and completes the Assessment Report and a determination is made as to whether or not a child or young person meets the definition of disability contained in the Act. Revisions to the AON process are a matter for the HSE in tandem with the Department of Children, Disability and Equality.
It is also important to note that while a diagnosis is currently required to access a special class or a special school, this does not have to be linked to an Assessment of Need.
For clarity, there is no change to the AON process as it applies in schools.
The Department continues to monitor existing practices with a view to responding to future needs. As with any new education measure or initiative, there will be a comprehensive consultation process with the full range of education stakeholders and advocacy groups in respect of any proposed changes either to the AON process as it applies to schools or to the application process for enrolment in schools.
The department favours the adoption of a needs-based approach to all aspects of school life including enrolment, and will seek to progress this, subject to the availability of necessary resources and the outcomes of a consultation process. Any proposals arising will be progressed through a memorandum for government.
119. Deputy Thomas Gould asked the Minister for Education and Youth whether every school on the school therapists pilot project will automatically transfer to the education therapy support programme; whether these will retain existing staff on transfer; and whether these staff will reapply for their roles through the NCSE. [22789/26]
Amharc ar fhreagra130. Deputy Thomas Gould asked the Minister for Education and Youth whether every school on the school therapists pilot project will automatically transfer to the Education Therapy Support Programme; whether they will retain existing staff on transfer; and whether these staff will reapply for their roles through the NCSE. [22860/26]
Amharc ar fhreagraI propose to take Questions Nos. 119 and 130 together.
On 6th February 2026, the Department of Education and Youth announced the phased rollout of the new Education Therapy Service (ETS) which will be delivered by the National Council for Special Education (NCSE). It is important to highlight that this is the initial phase of the ETS rollout which will occur on a phased basis with a wider roll-out to further special schools within the 2026/2027 school year and a new initiative which will see all schools benefit in the coming years.
The NCSE has recently completed a recruitment campaign for Senior and Staff Grade Occupational Therapists and Speech and Language Therapists and interviews concluded this month for the initial 16 counties, which include Cork, Dublin and Galway.
Further roll out of the service will occur on a phased basis with a wider roll-out to other special schools within the 2026/2027 school year. We acknowledge the importance of consistency and established relationships in therapy provision and are cognisant of same throughout the development of the ETS.
In line with the rollout of the ETS, my department will continue to engage with the HSE on the ETS model of service, to ensure a safe service provision of schools supports between HSE services, including the enhanced pilot, and NCSE services. My department will also be engaging with NCSE HR regarding the recruitment and onboarding of therapists and subsequent assignment to schools.
The continued rollout of the ETS will be supported by further phased recruitment campaigns throughout 2026 to ensure therapy needs across the school system are met. We will be engaging with school with updates as the rollout progresses. Further information about the Education Therapy Service and answers to frequently asked questions is available on the NCSE website at www.ncse.ie.
My Department and the National Council for Special Education (NCSE) are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
120. Deputy Paul Nicholas Gogarty asked the Minister for Education and Youth whether the recently revised assessment of need framework limits or reduces access to cognitive assessment for children, including in cases where intellectual disability is not suspected; and if she will make a statement on the matter. [22837/26]
Amharc ar fhreagra121. Deputy Paul Nicholas Gogarty asked the Minister for Education and Youth how the revised assessment of needs framework ensures that children with uneven developmental profiles, including those who may be gifted or twice-exceptional (that is, children with both high ability and additional needs such as autism, ADHD or dyslexia), will be appropriately identified within the system; and if she will make a statement on the matter. [22839/26]
Amharc ar fhreagra122. Deputy Paul Nicholas Gogarty asked the Minister for Education and Youth whether her Department has conducted any impact assessment on how the revised assessment of needs model may affect the identification of children whose needs are masked by high cognitive ability or compensatory functioning; and if she will make a statement on the matter. [22841/26]
Amharc ar fhreagra125. Deputy Paul Nicholas Gogarty asked the Minister for Education and Youth whether consideration has been given to the potential for increased reliance on private assessments arising from any restriction in public access to cognitive assessment, and the implications this may have for equity of access; and if she will make a statement on the matter. [22847/26]
Amharc ar fhreagra126. Deputy Paul Nicholas Gogarty asked the Minister for Education and Youth the training or guidance that is being provided to assessment officers and multidisciplinary teams to ensure that complex presentations, including masking and twice-exceptionality, are recognised under the revised assessment of needs model; and if she will make a statement on the matter. [22849/26]
Amharc ar fhreagra127. Deputy Paul Nicholas Gogarty asked the Minister for Education and Youth whether her Department intends to review the implementation of the revised assessment of need framework to ensure that no cohort of children is excluded from identification due to the streamlining of assessment processes; and if she will make a statement on the matter. [22851/26]
Amharc ar fhreagraI propose to take Questions Nos. 120, 121, 122, 125, 126 and 127 together.
The Assessment of Need process is under the remit of the Health Service Executive (HSE) and the Department of Children, Disability and Equality. Questions in relation to the revised Assessment of Need process should be directed to colleagues in that Department.
