Darren O'Rourke
Ceist:487. Deputy Darren O'Rourke asked the Minister for Education and Youth when construction works at a school (details supplied) will be completed. [28000/26]
Amharc ar fhreagraSchools Building Projects
Ceisteanna (487)
Freagraí scríofa
The building project for the school referred to by the Deputy is being delivered under my Department’s Design and Build Programme. On completion, this campus project will deliver a new 16 classroom primary school and accommodation, including 2 classrooms for children with special educational needs, and a new 1,000 pupil post-primary school and accommodation, including 6 classrooms, for children with special educational needs on the ETB-owned site at Fortunestown Lane.
The project is currently at Stage 4 - Construction. Works are progressing on site, with the project being delivered on a phased basis. The first phase, which includes the primary school referred to by the Deputy, is expected to be completed in Quarter 2 2026, with the remaining phases to be completed in 2027 and 2028 respectively.
My department will continue to liaise with the school and its Patron body in relation to interim accommodation needs pending the delivery of the permanent school.
Schools Refurbishment
Ceisteanna (488)
Darren O'Rourke
Ceist:488. Deputy Darren O'Rourke asked the Minister for Education and Youth when refurbishment works at a school (details supplied) will move to tender stage. [28001/26]
Amharc ar fhreagraFreagraí scríofa
The project for Roscommon Community College and Gaelscoil De Híde is devolved for delivery to Galway and Roscommon Education and Training Board (GRETB).
The project brief provides for a shared education campus consisting of a 600 pupil post primary school plus 4 Special Education Needs (SEN) classrooms for Roscommon Community College and an 8-classroom primary school with 1 class SEN base for Gaelscoil de Híde.
The project is currently at Stage 2b of the architectural design process. Stage 2b involves the completion of detailed design, the securing of the required statutory permissions, and the preparation of tender documentation. A planning application for the project was submitted in November 2025. The Department await the submission of a stage 2b report.
Since 2020, my department has invested over €6.7 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation.
Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
The NDP Implementation Plan for the Education and Youth sector along with the first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. This NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
The current status of all projects is 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.
Schools Refurbishment
Ceisteanna (489)
Darren O'Rourke
Ceist:489. Deputy Darren O'Rourke asked the Minister for Education and Youth when refurbishment works at a school (details supplied) will move to construction stage. [28002/26]
Amharc ar fhreagraFreagraí scríofa
The school building project at Coláiste Cholmcille is devolved for delivery to Galway and Roscommon Education and Training Board (GRETB). It provides for an extension and refurbishment of the existing building.
This project is currently in the final stages of Stage 3 of the architectural design process. The Department approved GRETB to issue a Letter of Intent to the preferred contractor in February 2026. GRETB and the Design Team are currently working on the Tender Report supplement. Once the Department is in receipt of the report it will be subject to review in line with governance procedures.
The timing of project progression will reflect the need to carefully manage the rollout of projects to construction on a controlled basis to ensure that projects are delivered efficiently, align with the requirements of the Infrastructure Guidelines and Capital Works Management Framework and remain within the parameters of NDP funding.
GRETB will continue to engage directly with the school authorities to keep them fully informed of progress.
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.
Departmental Policies
Ceisteanna (490)
Johnny Guirke
Ceist:490. Deputy Johnny Guirke asked the Minister for Education and Youth if there has been any engagement in relation to making the National Anthem, Amhrán na bhFiann, mandatory for primary school students; and if she will make a statement on the matter. [28083/26]
Amharc ar fhreagraFreagraí scríofa
Under the Education Act 1998 in Ireland, the Board of Management of a school is primarily responsible for the management of the school on behalf of the patron and for the benefit of the students. The school principal, under the direction of the board, is responsible for the day-to-day management of the school. Therefore, it is a matter for each school to decide on how best to serve the school community and while schools may choose to carry out activities relating to the National Anthem, Amhrán na bhFiann, it could not be mandatory.
The curricular frameworks provide clear pathways for schools to include Amhrán na bhFiann as part of broader learning about Irish history and identity, it is a matter for each school to decide whether to include the National Anthem as part of their Irish, History or Music programme.
The department recognises the importance of national symbols, including Amhrán na bhFiann, as valuable educational tools for fostering civic pride and historical awareness. This was clearly demonstrated during the 2016 Centenary Programme, when schools nationwide participated meaningfully in the National Flag Ceremony while incorporating the anthem into their commemorative activities.
In terms of the Primary School Curriculum, schools can choose to teach the anthem as part of the strands Eras of Change and Conflict or Politics, Conflict and Society, which form part of the curriculum for senior classes in primary schools. They could also choose to teach the anthem as part of the strand Performing, which includes the very important strand unit Song Singing. This strand unit recommends teaching Amhráin Ghaeilge (songs in Irish).’
Taken together, these actions, along with the wider curriculums, provide for a strong sense of cultural identity and understanding.
Special Educational Needs
Ceisteanna (491)
Paul McAuliffe
Ceist:491. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update on the progress regarding a special school place for a child (details supplied); the engagement there has been with the NCSE to secure a place; and if she will make a statement on the matter. [28169/26]
Amharc ar fhreagraFreagraí scríofa
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 has advised that the local special educational needs organiser (SENO) is working closely with the student’s family regarding options for school placements for the coming school year.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
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.
Special Educational Needs
Ceisteanna (492)
Paul McAuliffe
Ceist:492. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update on the progress regarding a special school place for a child (details supplied); the engagement there has been with the NCSE to secure a place; and if she will make a statement on the matter. [28170/26]
Amharc ar fhreagraFreagraí scríofa
This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is 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 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.
Special Educational Needs
Ceisteanna (493)
Paul McAuliffe
Ceist:493. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update on the progress regarding a special school place for a child (details supplied); the engagement there has been with the NCSE to secure a place; and if she will make a statement on the matter. [28171/26]
Amharc ar fhreagraFreagraí scríofa
This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is 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 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.
Special Educational Needs
Ceisteanna (494)
Paul McAuliffe
Ceist:494. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update on the progress regarding a special school place for a child (details supplied); the engagement there has been with the NCSE to secure a place; and if she will make a statement on the matter. [28172/26]
Amharc ar fhreagraFreagraí scríofa
This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.
Departmental Reviews
Ceisteanna (495)
Richard Boyd Barrett
Ceist:495. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the reason the current release of the primary school survey results appears to exclude significant data cohorts, specifically parents of children in multi-denominational schools and the early years/preschool sectors (details supplied); if she will clarify when the full data will be released; and if she will make a statement on the matter. [28194/26]
Amharc ar fhreagraFreagraí scríofa
On 4 November 2025, my department published a 'Framework and action plan for delivery of increased choice for parents on education provision at primary level'. The main focus of this framework and action plan was an online, school-specific survey. The survey ran from 4 November to 16 December 2025.
Through the survey, my department is obtaining clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).
The results of the survey will help my department to plan how education at primary level is provided.
As set out in the framework and action plan, initial high-level summary results are to be published in early 2026, with a Q2 2026 timeframe for the school-level data.
In line with this commitment, I recently announced the high-level national and county summary results in respect of the preferences of parents with children currently in primary school. My department is continuing its detailed analysis of the survey data and is preparing finalised school-specific reports. These school reports will also include the preferences of parents and guardians of children who are not yet in primary school and will be issued to all primary schools in May. This is in line with the Q2 2026 timeframe that was previously stated by my department.
The preliminary national findings indicate that:
• Approximately 60% of parents in denominational schools wish to retain that ethos.
• Approximately 73% of parents in the 276 single-sex primary schools favour a move to co-education.
• Approximately 87% of parents in English-medium schools support maintaining English as the primary language of instruction.
While these figures provide a national overview, it is important to note that it is the preferences within each individual school community that will determine future direction. Demand for change, or continuity, will vary from school to school. A good response rate at individual school level will also be relevant in assessing the parental preferences.
Departmental Reviews
Ceisteanna (496)
Emer Currie
Ceist:496. Deputy Emer Currie asked the Minister for Education and Youth the trends identified in a survey (details supplied); and if she will make a statement on the matter. [28212/26]
Amharc ar fhreagraFreagraí scríofa
On 4 November 2025, my department published a 'Framework and action plan for delivery of increased choice for parents on education provision at primary level'. The main focus of this framework and action plan was an online, school-specific survey. The survey ran from 4 November to 16 December 2025.
Through the survey, my department is obtaining clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).
The results of the survey will help my department to plan how education at primary level is provided.
As set out in the framework and action plan, initial high-level summary results are to be published in early 2026, with a Q2 2026 timeframe for the school-level data.
In line with this commitment, I recently announced the high-level national and county summary results in respect of the preferences of parents with children currently in primary school. My department is continuing its detailed analysis of the survey data and is preparing finalised school-specific reports. These school reports will also include the preferences of parents and guardians of children who are not yet in primary school and will be issued to all primary schools in May. This is in line with the Q2 2026 timeframe that was previously stated by my department.
The preliminary national findings indicate that:
• Approximately 60% of parents in denominational schools wish to retain that ethos.
• Approximately 73% of parents in the 276 single-sex primary schools favour a move to co-education.
• Approximately 87% of parents in English-medium schools support maintaining English as the primary language of instruction.
While these figures provide a national overview, it is important to note that it is the preferences within each individual school community that will determine future direction. Demand for change, or continuity, will vary from school to school. A good response rate at individual school level will also be relevant in assessing the parental preferences.
Departmental Expenditure
Ceisteanna (497)
Joe Cooney
Ceist:497. Deputy Joe Cooney asked the Minister for Education and Youth the annual costs of renting the land and prefab classrooms for a school (details supplied) for each of the years 1998 to 2025 inclusive; and if she will make a statement on the matter. [28295/26]
Amharc ar fhreagraFreagraí scríofa
Temporary accommodation in schools may be rented or purchased. The school referred to by the Deputy is being funded for the rental of modular units and land. Given the commercial sensitivities associated with the procurement of this rental accommodation, my department cannot release the cost information sought.
Since 2020, the Department of Education has provided €159.47 million in capital funding for Clare schools. Over this period, a total of 30 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 7 school projects in Clare under construction. Another 2 schoolprojects will go to tender or construction in 2026 and 2027, and this summer, 9 schoolsare approved toundergo works as part of the Climate Action Summer Works Scheme. In addition, since 2020 a total of 48 special classes have been opened in Clare, of which 10 were sanctioned for September 2026.
The NDP Implementation Plan for the Education and Youth sector 2016-2030 involving €7.5 billion along with the first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. This NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
Education Schemes
Ceisteanna (498)
Cathal Crowe
Ceist:498. Deputy Cathal Crowe asked the Minister for Education and Youth further to Parliamentary Question No. 1249 of 14 April 2026 (details supplied), if she will detail the financial allocation for the 2026 Climate Action Summer Works per county [28297/26]
Amharc ar fhreagraFreagraí scríofa
The 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. The new CASWS closed for applications on the 30th June 2025 and a total of 1,430 schools made applications under the scheme.
In November 2025, my colleague the former Minister, Helen McEntee TD, announced the first tranche of approvals under the new Climate Action Summer Works Scheme (CASWS). 297 projects were approved to proceed in 2026, this included 99 remaining projects from the previous Summer Works Scheme. The investment in the first tranche of applications is in the region of €90m.
The full list of applications approved for 2026 can be found under [Summer Works Scheme List of Approved Schools 2026 (https://assets.gov.ie/static/documents/967d0eae/CASWS_Approvals_version_4.pdf)], a summary of the Climate Action Summer Works Scheme on a county-by-county basis has been provided in the table below:
|
County |
Number Approved for CASWS 2026 |
Number Approved for SWS 2026 |
|
Carlow |
4 |
1 |
|
Cavan |
5 |
3 |
|
Clare |
7 |
2 |
|
Cork |
28 |
7 |
|
Donegal |
12 |
14 |
|
Dublin |
36 |
17 |
|
Galway |
17 |
3 |
|
Kerry |
13 |
7 |
|
Kildare |
4 |
1 |
|
Kilkenny |
2 |
3 |
|
Laois |
3 |
2 |
|
Leitrim |
2 |
0 |
|
Limerick |
8 |
2 |
|
Longford |
1 |
2 |
|
Louth |
3 |
1 |
|
Mayo |
10 |
6 |
|
Meath |
6 |
4 |
|
Monaghan |
2 |
1 |
|
Offaly |
5 |
0 |
|
Roscommon |
3 |
5 |
|
Sligo |
4 |
3 |
|
Tipperary |
9 |
5 |
|
Waterford |
5 |
2 |
|
Westmeath |
2 |
1 |
|
Wexford |
4 |
4 |
|
Wicklow |
3 |
3 |
|
Totals |
198 |
99 |
As all the schools approved under the first tranche of approvals are yet to go to open tender for their individual projects it is not possible to provide details of funding being allocated to each school as it could influence that tendering process.
Special Educational Needs
Ceisteanna (499)
Mark Wall
Ceist:499. Deputy Mark Wall asked the Minister for Education and Youth for an update on the redesignation of an early intervention class for a school in County Kildare (details supplied). [28301/26]
Amharc ar fhreagraFreagraí scríofa
This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
As your question relates to a specific school, my department will ask the NCSE to consider the matter and provide a direct reply. Deputies are also welcome to raise such matters with the NCSE directly through their dedicated Oireachtas email address.
The NCSE in collaboration with the Department of Education and Youth may re-designate an early year’s class to a primary age class where there is verified demand for increased special class provision in the locality. Whilst all stakeholders are agreed on the value of early intervention, the NCSE must consider the legislative requirement for children over six to attend school.
The NCSE work closely with the department to ensure we explore all viable options in increasing such provision to meet the local need. In some areas, where students are leaving an early intervention class and have not secured suitable primary specialist provision, the NCSE may re-designate the class. This is done to ensure they can continue with their specialist educational placement at primary level.
Many of the early intervention classes sanctioned to date have been reclassified as the children enrolled reach primary level age. This allows the children to remain in the class at the school they attended for early intervention. However, this it is not always the case, and some classes continue to enrol a new cohort of children yearly.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.
Educational Disadvantage
Ceisteanna (500)
Paul McAuliffe
Ceist:500. Deputy Paul McAuliffe asked the Minister for Education and Youth if all schools under the DEIS Plus scheme will have access to the Junior Certificate school programme for students at risk of leaving school without formal qualifications, given that schools under the scheme have now been identified; and if she will make a statement on the matter. [28317/26]
Amharc ar fhreagraFreagraí scríofa
Addressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me as Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year, launched as part of the DEIS (Delivering Equality of opportunity In Education Strategy) Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of DEIS.
DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
This approach ensures that additional resources are directed where they can have the greatest impact and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.
Schools in the DEIS Plus scheme will receive strengthened, research-informed supports across wellbeing, attendance, engagement, guidance, leadership capacity, community partnerships and access to services, including the introduction of a new positive mental health and wellbeing initiative to support a whole-school approach to student wellbeing.
The Junior Certificate School Programme (JCSP) was introduced in 1996 as a national programme sponsored by the Department of Education and the National Council for Curriculum and Assessment. It was aimed at students identified as being at risk of being socially or academically isolated or at risk of early school leaving before the Junior Certificate, then in place, had been achieved.
Since its introduction, JCSP expanded from 32 schools in 1996 to 240 schools in 2010, including almost all post-primary schools participating in DEIS. The JCSP is also offered in Special Schools, Children Detention Schools, Traveller Training Centres and Youth Encounter Projects (YEP).
Of the 25 post-primary schools recently designated as being in the DEIS Plus scheme, 23 were providing the JCSP and continue to do so. Of the current 223 schools within JCSP, 173 are designated DEIS or DEIS Plus and 50 are non-DEIS schools. There are currently 232 DEIS and DEIS Plus post-primary schools in Ireland.
As part of the implementation of the Framework for Junior Cycle (2015), it was agreed to carry out a review of the JCSP and consider the extent to which the needs of students undertaking the JCSP are met through the Junior Cycle. This review is currently ongoing, with the programme closed to new applicants.
Further information on the supports provided under the DEIS Plus scheme can be found at gov.ie/deis.
Irish Language
Ceisteanna (501)
Barry Ward
Ceist:501. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to published research (details supplied) outlining that up to 49% of people would send their children to an Irish-medium school if it was available in their locality; the actions she will take to facilitate this demand; and if she will make a statement on the matter. [28320/26]
Amharc ar fhreagraFreagraí scríofa
The Programme for Government 2025, 'Securing Ireland’s Future', includes a commitment to establish Gaelscoileanna and Gaelcholáistí where there is demand and support parents choosing Irish-medium education for their children.
In this regard, my department published a ‘Policy for Irish-medium Education outside of the Gaeltacht’. A key recommendation of this report was the establishment of a Taskforce on Models of Provision for Irish-medium Education, which commenced its work in November 2025. The role of the taskforce is to provide a platform for collaboration between my department and key stakeholders to develop a pathway to increase provision of Irish-medium education nationally. The taskforce's work is expected to be completed within one year. It will make recommendations to my department on areas such as the criteria for Irish-medium education provision, how to support schools transitioning to Irish-medium education and mechanisms to facilitate expansion of provision.
In addition to the report and taskforce, on 4 November 2025, my department published a 'Framework and action plan for delivery of increased choice for parents on education provision at primary level’. The main focus of this framework and action plan was an online, school-specific survey. The survey ran from 4 November to 16 December 2025.
Through the survey, my department is obtaining clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).
The results of the survey will help my department to plan how education at primary level is provided.
Irish Language
Ceisteanna (502)
Barry Ward
Ceist:502. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to published research (details supplied) outlining that only 4.7% of those surveyed felt they had the option locally to send their children to an Irish-medium school; the actions she will take to facilitate an increase in the number of these schools; and if she will make a statement on the matter. [28321/26]
Amharc ar fhreagraFreagraí scríofa
The Programme for Government 2025, 'Securing Ireland’s Future', includes a commitment to establish Gaelscoileanna and Gaelcholáistí where there is demand and support parents choosing Irish-medium education for their children.
In this regard, my department published a ‘Policy for Irish-medium Education outside of the Gaeltacht’. A key recommendation of this report was the establishment of a Taskforce on Models of Provision for Irish-medium Education, which commenced its work in November 2025. The role of the taskforce is to provide a platform for collaboration between my department and key stakeholders to develop a pathway to increase provision of Irish-medium education nationally. The taskforce's work is expected to be completed within one year. It will make recommendations to my department on areas such as the criteria for Irish-medium education provision, how to support schools transitioning to Irish-medium education and mechanisms to facilitate expansion of provision.
In addition to this report and taskforce, on 4 November 2025, my department published a 'Framework and action plan for delivery of increased choice for parents on education provision at primary level’. The main focus of this framework and action plan was an online, school-specific survey. The survey ran from 4 November to 16 December 2025.
Through the survey, my department is obtaining clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including the language of instruction (English or Irish).
The results of the survey will help my department to plan how education at primary level is provided into the future.
Irish Language
Ceisteanna (503)
Barry Ward
Ceist:503. Deputy Barry Ward asked the Minister for Education and Youth her views on the importance of promoting the provision of Gaelscoileanna and Gaelcholáistí; and if she will make a statement on the matter. [28322/26]
Amharc ar fhreagraFreagraí scríofa
The Programme for Government includes a commitment to expand opportunities for pupils and students to attend Gaelscoileanna and Gaelcholáistí, to establish Gaelscoileanna and Gaelcholáistí where there is demand, and also, to support parents choosing Irish-medium education for their children.
The Policy for Irish-Medium Education outside of the Gaeltacht was launched in November 2025. A key action under this policy is the establishment of a Taskforce on Models of Provision for Irish-Medium Education, which will provide a platform for collaboration between my department and key stakeholders to develop a pathway to increase provision of Irish-medium education.
It is intended that the taskforce will make recommendations to my department, setting out:
• the models needed to provide Irish-medium education at primary and post-primary level, including a discussion of the need for changes to existing models if necessary
• definitions of all models of provision, including related language-based criteria
• how inclusive, high-quality Irish-medium education can be provided within each model along the continuum
• what supports schools may need to implement the models effectively
• how to effectively assess the demand for Irish-medium education
• criteria for establishing new Irish-medium education provision through the various models identified, including consideration of the need for changes to the patronage process
• procedures to support schools in the effective transition from an English-medium to an Irish-medium model
• procedures and criteria for how schools/educational settings can transition from one model to another on the continuum, in order to increase the provision of Irish-medium education, and the supports they may need to do so
• mechanisms to be put in place to facilitate expansion of provision of Irish-medium education.
A range of organisations and stakeholders whose input will be important in agreeing recommendations in this area have nominated members to the taskforce. I am grateful to the members of the taskforce for their time and commitment in contributing to its body of work over the coming period.
I look forward to the outcome of this taskforce, and I hope that stakeholders will seize the opportunities it will provide to strengthen and expand Irish-medium education provision.
Irish Language
Ceisteanna (504, 505)
Barry Ward
Ceist:504. Deputy Barry Ward asked the Minister for Education and Youth the number of Gaelscoileanna operating within the country, broken down by county, in tabular form; and if she will make a statement on the matter. [28323/26]
Amharc ar fhreagraBarry Ward
Ceist:505. Deputy Barry Ward asked the Minister for Education and Youth the percentage of children attending Gaelscoileanna as a percentage of overall primary school children, broken down by county, in tabular form; and if she will make a statement on the matter. [28324/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 504 and 505 together.
Please find attached requested data. Data provided is for academic year 2024-25, the latest year we have final enrolment data which can be found at the link below;
www.gov.ie/en/department-of-education/collections/primary-schools-enrolment-figures/
The Programme for Government includes commitments to establish Gaelscoileanna and Gaelcholáistí where there is demand, to support parents choosing Irish-medium education for their children, and to continue to provide assistance to schools through the Gaeltacht School Recognition Scheme.
The Policy for Irish-Medium Education outside of the Gaeltacht was published in November 2025. The policy sets out my department’s vision that high-quality Irish-medium education will be available to all, in inclusive and multicultural educational settings, that a particular affinity with and love for the Irish language and culture will be fostered in children and young people so that they will continue to use the language competently and with pride throughout their lives, and that an ecosystem of appropriate supports and resources will be available to Irish-medium education settings and their communities. A Taskforce on Models of Provision for Irish-medium Education has been established as a key action under the Policy for Irish-medium Education outside of the Gaeltacht to provide a platform for collaboration between my department and key stakeholders to develop a pathway to increase provision of Irish-medium education.
The Gaeltacht School Recognition Scheme was established in 2017 to support schools in Gaeltacht language planning areas to provide high-quality Irish-medium education to their communities. Schools must meet specific language-based criteria in order to achieve official recognition as a Gaeltacht School, and targeted supports are provided to schools to help them achieve this. Three schools in Meath have achieved official recognition as Gaeltacht Schools through the Gaeltacht School Recognition Scheme and joined other Gaeltacht schools to celebrate this achievement at an event in October 2024.
|
County |
% of pupils in Gaelscoileanna |
Number of Gaelscoileanna |
|
Carlow |
6.1% |
1 |
|
Cavan |
2.1% |
1 |
|
Clare |
4.9% |
4 |
|
Cork |
11.1% |
28 |
|
Donegal |
12.8% |
37 |
|
Dublin |
7.6% |
41 |
|
Galway |
18.0% |
42 |
|
Kerry |
11.0% |
18 |
|
Kildare |
8.7% |
8 |
|
Kilkenny |
4.1% |
1 |
|
Laois |
4.3% |
3 |
|
Leitrim |
6.4% |
2 |
|
Limerick |
9.2% |
6 |
|
Longford |
2.3% |
1 |
|
Louth |
2.3% |
2 |
|
Mayo |
6.8% |
11 |
|
Meath |
8.0% |
9 |
|
Monaghan |
11.5% |
4 |
|
Offaly |
3.2% |
3 |
|
Roscommon |
1.8% |
1 |
|
Sligo |
2.8% |
1 |
|
Tipperary |
4.9% |
5 |
|
Waterford |
8.5% |
7 |
|
Westmeath |
4.9% |
3 |
|
Wexford |
3.1% |
3 |
|
Wicklow |
7.6% |
6 |
Question No. 505 answered with Question No. 504.
Departmental Communications
Ceisteanna (506)
Marie Sherlock
Ceist:506. Deputy Marie Sherlock asked the Minister for Education and Youth the reason the phoneline dealing with teachers’ pay inquiries is only available on two days every fortnight. [28339/26]
Amharc ar fhreagraFreagraí scríofa
The Payroll Division of my Department provides a wide range of services to school staff. School staff can contact a few areas within the payroll sections daily.
The Payroll OLCS team operates a phone service daily from 9:00am to 5:00pm dealing with queries from schools in relation to the operation of the Online Claims System. This team deals with the leave queries for teachers and payment for substitute/part-time claims.
Illness Benefit Unit also provides a phone service daily from 9:00am to 5:00pm dealing with illness benefit queries from teachers and non-teaching staff. In addition, the Overpayments Team are available each day to deal with queries in relation to overpayments and repayment plans from teachers and non-teaching staff.
School staff are encouraged to contact Payroll Division in relation to individual pay related queries via the Case Management System (CMS). This allows queries to be directed to the appropriate payroll staff based on query category and school roll number and can allow queries to be triaged depending on priority. For e.g a request to change a bank account is given priority over a request where a teacher wants to know what point on the salary scale are on as that information is available on their payslip. Teachers can request a call back in relation to their query and this is facilitated.
In 2025 approx. 110,000 payroll queries were submitted and resolved through the CMS channel. The CMS system is central to managing the high volume of queries from almost 170,000 payees across four different payrolls. The CMS also allows the automation of high-volume requests such as the issue of salary certificates and statements of earnings and provides analytics which are used to further improve services
The operation of the payroll is a fortnightly process and involves a set schedule of tasks that must be completed in a strict sequence for each pay run. Operational payroll staff are not available to answer individual telephone queries while these tasks are being worked on and completed. The accurate and timely completion of the payroll schedule is a priority. Once the pay schedule tasks are completed and the payroll is ready to issue, payroll staff are available to answer individual salary related queries. The highest level of payroll queries tend to follow once salary is issued and payroll staff provide a telephone service on the Thursdays and Fridays of pay week to meet that demand
Payroll Division is actively involved in customer service improvement measures taking place in the Department. This includes work in relation to improving how the Department uses technology and responds to voice communications from the public.