Written Answers Nos. 81-105
81. Deputy Jen Cummins asked the Minister for Education and Youth her plans for changes to the assessment of need process to access special education places; and if she will make a statement on the matter. [27854/26]
Amharc ar fhreagraThe 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.
82. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Youth if she will visit a school (details supplied) to view the unacceptable conditions for the children, teachers and staff at the school and to advise them on the way in which plans can be advanced for a new school on the new site offered free of charge to the State, within the town boundaries of Milford. [28754/26]
Amharc ar fhreagraMy department received an application for large scale capital funding from the school referred to by the Deputy. The department has corresponded extensively with the school following this application including a recent meeting with the Patron and other school representatives. The Patron undertook to review enrolment patterns in the area including the sustainability of a significant cohort of the school's current enrolment coming from areas served by other schools with existing capacity.
The school already received significant capital funding in its current location, although it has also refused proposed investment in the existing school which the Department believes would have dealt with some of the more immediate issues for the school pending the requested review of its enrolment policy and its decision to act as a base for support teachers in the area.
All applications from schools for major capital works must be considered in the context of capacity requirements and climate action commitments. The plan for identifying opportunities to transform existing schools at national scale will be informed by the outcome of an Energy and Condition survey of all schools which is due for completion this year. The subsequent analysis of this significant amount of data will help determine priorities going forward in relation to retrofit and refurbishment projects. The process may ultimately identify a requirement for the replacement of some accommodation, but this is not expected to be widespread. This overall process is particularly valuable in facilitating a proportionate assessment of a school’s accommodation upgrade needs relative to all other schools and allow an effective prioritisation of capital investment.
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.
83. Deputy Aisling Dempsey asked the Minister for Education and Youth if she will instigate a review of the Teaching Council’s Registration routes and open a public consultation for feedback from teaching professionals; and if she will make a statement on the matter. [29149/26]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdfAs set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule of the Regulations.
The Teaching Council is the regulator of the teaching profession in Ireland. Their role is to protect the public by promoting and regulating professional standards in teaching. They do this through the statutory registration of teachers, ensuring a highly qualified teaching profession, whose member meet an uphold high standards of professional competence and conduct.
The Teaching Council maintains the State’s largest professional register, with over 127,000 teachers on the register. It is independent in its registration function, and it is fully self-financing (via registration fees, rental and investment income).
The Teaching Council revised its registration regulations in 2025. The Teaching Council [Registration] Regulations, 2025 were signed into law by then Minister for Education and Youth, Helen McEntee on 16 October 2025. These new regulations replaced the existing Teaching Council [Registration] Regulations, 2016.
The revisions to the Regulations were made following the Council undertaking a periodic review of the existing registration regulations. The revisions strengthen the Council’s objective of maintaining standards and regulating the teaching profession.
As part of this process, a public consultation was carried out from 27 August to 27 September 2024 with a broad range of education stakeholders, including teachers, and included an online survey open to all published on the Teaching Council website. The public consultation also included a proportionality assessment of the proposed revisions, as required under S.I. No. 413/2022 - European Union (Regulated Professional Assessment) Regulations 2022.
The Department of Public Expenditure and Reform’s 2016 Code of Practice for the Governance of State Bodies (COPGSB) requires that non-commercial state bodies shall be subject to Periodic Critical Review (PCR) no later than every five years. This requirement is to ensure that the ongoing business case for State Bodies including those newly established, are subject to periodic scrutiny and assessment. D/PER’s guidance stipulates that the overarching objective of the review process to primarily secure improvements in accountability, efficiency and effectiveness while also scrutinising objectively the case for rationalisation and consolidation of public bodies in light of changing requirements, demands and priorities. The PCR process is also tasked with assessing the extent to which the governance structure of the public body and the Department’s oversight of the body (if appropriate) is consistent with its legislative underpinning and is strongly aligned to the business needs of the body. The Department’s PCR of the Teaching Council was published on 24 July 2024.
The PCR involved extensive consultation across a broad spectrum of stakeholders that interact with the Teaching Council including, but not limited to, various sections of the Department of Education, Teachers’ Unions, Education Management Bodies, Principals’ Representative Bodies, Higher Education Institutions and other aegis bodies in the Education sector. Overall, the participating stakeholders considered that current registration processes are working well for the majority of applicants.
Work on the progression of the recommendations arising from the PCR is currently underway in the department.
84. Deputy Tony McCormack asked the Minister for Education and Youth the way in which her Department is coordinating with the Department of Children, Disability and Equality to ensure sufficient school places and in-school supports for children with additional needs; and if she will make a statement on the matter. [13251/26]
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 of Children, Disability and Equality shares aggregated anonymised data with my department on the numbers of children in services who have availed of Access and Inclusion Model (AIM) level 7 supports through the Early Childhood Care and Education Programme (ECCE) programme. This data sharing has provided insights to the NCSE to help prepare and plan the appropriate provision required in local areas for children transitioning into primary school.
Further engagement continues regarding the provision of relevant data on individual children from the early years sector to the NCSE. It is envisioned that this data could enable the NCSE to improve its forward planning. Work is ongoing between the Department of Children, Disability and Equality and the NCSE to put in place a data sharing agreement that will enable improved transfer of centrally held relevant data on individual children that will enable the NCSE to improve its forward planning to provide supports to these children when transitioning to primary school.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. 432 have been sanctioned to date and more new special classes will be confirmed in the coming weeks.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs.
Details of the new special classes are available on the NCSE website.
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.
85. Deputy Grace Boland asked the Minister for Education and Youth the work currently being undertaken by her Department to upskill teachers to support children with special educational needs, including through initial teacher education and continuous professional development; and if she will make a statement on the matter. [28418/26]
Amharc ar fhreagraProviding inclusive education to children with special educational needs is a fundamental principle of my Department’s education and training system. This principle is put into practice through the policies of my Department and the Teaching Council and the supports provided to schools, for example through the National Council for Special Education (NCSE) and Oide.
Inclusive education (including Special Education) is a core element of all Initial Teacher Education (ITE) programmes. Inclusive education, as defined in the Céim standards for Initial Teacher Education, refers to any aspect of teachers’ learning which aims to
• Improve their capacity to address and respond to the diversity of learners’ needs
• Remove barriers to education through the accommodation and provision of appropriate structures and arrangements;
• Enable each learner to achieve the maximum benefit from his/her attendance at school.
By including these as core elements, the Council has taken a high-level approach to ensuring that they inform every aspect of ITE programme design.
As the Deputy is aware the Programme for Government 2025 – Securing Ireland’s Future included a commitment to make modules and placement experiences relating to special education a universal component of initial teacher education (ITE), subject to assessment.
This commitment was advanced through the March 2025 announcement of a mandatory two-week placement focused on special education for all ITE students.
In preparation for commencement of this placement, and to inform the development of a Guidance note to ITE providers, the Teaching Council surveyed all ITE providers to establish a comprehensive insight into existing provision of school placement experiences relating to special education.
Informed by those survey findings, a data mapping exercise and consultation with ITE providers and the education partners, a Guidance Note for HEI’s has been developed and issued by the Teaching Council to support implementation of these placements for all student teachers from September 2026.
Regarding additional training for teachers, on an annual basis, the Department of Education and Youth provides funding for two distinct categories of post-graduate programmes for Special Education Teachers:
• Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.
• Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools.
The aim is to provide substantial theoretical and practical continuing professional development for teachers working with students with special educational needs, contributing to the school’s overall capacity to meet the needs of pupils with special education needs, including autism. In 2025 circa €1.25 million was provided for these programmes to provide for over 300 places.
Through its everyday work, the NCSE aligns its teacher professional learning (TPL) with the Teaching Council’s national framework for teacher professional learning.
NCSE employs a number of specialist roles to support schools and build teacher capacity in areas of concern. These roles include autism advisors and behaviour advisors, who are assigned across regional support teams to provide advice, support and resources to schools.
The NCSE offers bespoke in-school support for either whole school staff, small groups, or individual teachers. The support can be tailored to specific TPL needs within a school, such as, in the areas of differentiation, planning, autism and behaviour.
Also, Oide is currently supporting the implementation of new and revised curricula at both primary and post primary. The professional learning frameworks developed by Oide to support these new curricula are underpinned by Universal Design for Learning (UDL) and place the learner at the centre of the learning experience.
Oide recognises that students are diverse and through the provision of a range of supports they invite teachers to examine and alter teaching and learning approaches that meet the needs of all learners.
I am committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
In addition, my department will continue to work with partners in education to provide a comprehensive range of in-service TPL opportunities that allows those working at all levels of education, to access supports which will benefit all learners.
86. Deputy John Paul O'Shea asked the Minister for Education and Youth for an update on the status of the capital project at a school (details supplied); and if she will make a statement on the matter. [28745/26]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter my Department's pipeline for school building projects under the Additional School Accommodation (ASA) Scheme to provide nine mainstream classrooms, five Special Education Tuition (SET) rooms, one Graphics room, one Music room, one Textiles room and a two classroom Special Education Needs (SEN) base. The project was devolved to Catholic Education An Irish Schools’ Trust (CEIST) to deliver.
The project was granted approval to progress to Stage 2a developed design in January 2025. A Stage 2a report was received in March 2026 and is currently under review from a technical and cost perspective. All school building projects, including this one, will undergo the necessary due diligence outlined in the Infrastructure Guidelines. Managing timing, scope, and cost is crucial to ensuring that the overall school building programme remains within the funding parameters.
My department has a strong track record of delivering the Government’s School Building Programme with over €6 billion invested since 2020.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This sets out my department’s approach to prioritised investment in school infrastructure. There is a strong focus in the plan on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
The project at the school in question forms part of this overall pipeline of school building projects that will continue to be managed in line with available NDP funding.
87. Deputy Darren O'Rourke asked the Minister for Education and Youth the reason the declaration form in Appendix 1 of Circulars 0037/2026 and 0038/2026 requires teachers to declare union affiliation as a condition of applying for a post of responsibility; if she recognises this is without precedent in Irish education; if she will reverse this decision; and if she will make a statement on the matter. [29042/26]
Amharc ar fhreagraAs the Deputy is aware, my Department recently published two Circulars which provide for two Posts of Responsibility in post-primary schools.
The Posts were committed to in the Senior Cycle Redevelopment Implementation Support Measures document published by my Department in May 2025, following extensive negotiations with both the ASTI and the TUI. Each post-primary teacher union balloted on the relevant sections of the Support Measures package with the TUI membership accepting the package, while the ASTI membership rejected it.
There has been ongoing engagement with each Union in regard to Senior Cycle Redevelopment since those ballot results were declared in June 2025. This includes engagement with the ASTI through the Dispute Resolution mechanisms set out in the Public Sector Agreement 2024-2026 following the initiation of a dispute by the ASTI in June 2025.
The terms of the Circulars published by my Department, including the declarations therein, seek to reflect the ballot results. The ASTI’s membership have not been excluded from eligibility for the posts provided for in the Circulars referenced. The ASTI’s membership voted to reject the relevant sections of the Support Measures package and as such cannot be beneficiaries of those measures.
The Deputy makes reference in the question to certain elements of the Circulars being without precedent. I would draw the Deputy’s attention to the Declaration required under Circular 0068/2025 regarding the introduction of temporary revised Croke Park Hours for post-primary teachers. That Circular, and its provisions, arose from the Support Measures package and also sought to respect the respective union ballot results.
It is a matter for the ASTI to consider how its members could become eligible for these Posts of Responsibility and the other measures set out in the Support Measures package. It is my hope that in time ASTI members will benefit from those supports as they continue to implement Senior Cycle Redevelopment, as committed to under the Public Service Pay Agreement.
88. Deputy Thomas Gould asked the Minister for Education and Youth for an update on the new school building (details supplied); and the reason the design team have not heard back from her Department since May 2025. [28236/26]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is currently at Stage 2(a) of Architectural Planning – Developed Design, where the preferred agreed design option can be developed to a stage where the project is fully cost planned and the scheme can be prepared to lodge for statutory approvals with the local authority.
The major project is being delivered under the Department's ADAPT programme. The ADAPT programme uses a professional external Programme Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the design stages of architectural planning to Tender and Construction.
The brief for the school referred to by the Deputy is the development of a new 16 classroom Gaelscoil with additional classrooms for pupils with Special Educational needs, including the construction of a New School Building and all associated site works, on a green-field site adjacent to the current school building.
My department has reviewed the Stage 2(a) Submission from the Design Team. The Stage 2(a) Stakeholders meeting was held on the 24th of January 2025, with representatives from the School Authorities, Design Team, Project Manager and my department in attendance. The meeting concluded with a request for the Design Team to submit a Stage 2(a) Addendum report addressing issues raised by my department at the meeting.
My department has received the Stage 2(a) Addendum report. Upon review of the Stage 2(a) Addendum report, my department will advise all Stakeholders regarding the further progression of the project.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 12 projects in County Cork.
These Projects are in addition to €784.68 million in capital funding for County Cork schools between 2020 and 2025. Over that period, a total of 158 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 20 school projects in County Cork under construction.
Another 12 projects will go to tender or construction in 2026 and 2027, and this summer, 35 schoolsare approved toundergo works as part of the Summer Works Scheme / Climate Action scheme. In addition, since 2020 a total of 357 special classes have been opened in Cork, 51 of which were sanctioned for September 2026.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at Gaelscoil Peig Sayers will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
89. Deputy Emer Currie asked the Minister for Education and Youth for an update on the progress of a new school building (details supplied); and if she will make a statement on the matter. [29072/26]
Amharc ar fhreagraI can confirm to the Deputy, that my department is not in receipt of an application from the school in question for a new school building.
It is open to the school authority to a make an application for additional accommodation through the 'Additional School Accommodation scheme (ASA)', details of which are available at www.gov.ie.
Applications for capital investment under this scheme will be assessed in the context of the school's accommodation requirements and available accommodation capacity across schools in the area.
In line with the NDP Sectoral Plan, capital investment will be targeted and priortised to meet the most urgent and prioritised needs, focusing on maximising the capacity of the existing school estate as much as possible in the first instance.
The school to which the deputy refers was granted capital funding for the provision of two special educational needs classroom under my department’s SEN Reconfiguration and Modular Accommodation Programme.
The programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects.
KSN had been appointed from my department’s Framework, to design and tender the project at the school in question. This is a collaborative process between the Project Manager, School Authority and the department. KSN are currently preparing a design pack to submit to my department, that when approved will enable works to commence as soon as possible.
My department is fully aware of the urgency in respect of this accommodation and will be working closely with the Project Managers and School Authority and will communicate with the school authorities regarding project progression and timelines.
90. Deputy Roderic O'Gorman asked the Minister for Education and Youth for an update on the Dublin 15 Special Education Taskforce; and if she will make a statement on the matter. [29033/26]
Amharc ar fhreagraThis 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.
To supplement the work of the National Council for Special Education (NCSE) in relation to forward planning, a taskforce was established in October 2024 to consider the forward planning of special education provision in the Dublin 15 region. The Dublin 15 taskforce included a number of parent and school representatives. The findings of the taskforce have been submitted to the Minister and will be published shortly.
The report makes 21 key recommendations to address the issues, and work is progressing in relation to meeting some of the key recommendations of the taskforce. These include establishment of the Education Therapy Service (ETS), additional capitation, and significant level of capital funding in the National Development Plan (NDP) for special schools.
Significant progress is being made in many of these areas, particularly with a new ETS being established, additional capitation for special schools, a number of school building projects being announced that will provide additional special education places and ongoing work to develop a common application system for admission to schools.
The NCSE and the department are working closely to secure additional special class capacity for the 2026/2027 school year in the Dublin 15 area. The NCSE at local level continues to support families seeking specialist placements.
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.
91. Deputy David Maxwell asked the Minister for Education and Youth to provide an update on the proposed amalgamation of schools (details supplied); the current status of discussions with the respective school patrons and Boards of Management; the proposed timeline for any decision on amalgamation; and the steps her Department is taking to support this process. [17298/26]
Amharc ar fhreagraI can confirm to the Deputy that my department received a request from the patron of the schools in question to amalgamate the two schools. This request was approved by the Department in November 2023, subject to the schools continuing to operate on their existing sites.
As the Deputy will be aware the decision-making authority for school amalgamations belongs to the patron or trustees of a school, and decisions are then subject to the approval of the Minister for Education. Any proposed change involves extensive negotiations at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
An NDP investment plan for the education and youth sector was published in January 2026. A key focus of the €7.55 billion Investment Plan is the creation of additional places in special classes and special schools, as well as the targeted rollout of projects to meet the most urgent needs in areas of high demographic pressure. While the plan involves a heavy emphasis on maximising the use of existing capacity, it is is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings. This project rollout will continue on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. My Department will engage with patrons regarding the prioritisation of investment in this regard.
Since 2020, the Department of Education has provided €93.34 million in capital funding for Cavan schools. Over this period, a total of 24 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 4 school projects in Cavan under construction and 8 schoolsare approved toundergo works as part of the Climate Action Summer Works Scheme. In addition, since 2020 a total of 35 special classes have been opened in Cavan, of which 5 were sanctioned for September 2026.
93. Deputy Paula Butterly asked the Minister for Education and Youth if there are any plans, proposals, or considerations to establish an Educate Together primary school in Dundalk, County Louth, given the growing parental demand for multi-denominational education in the region (details supplied); and if she will make a statement on the matter. [28230/26]
Amharc ar fhreagraI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The Programme for Government commits to seeking to increase choice for parents by ensuring that families can access both multi/non-denominational and faith-based education.
The schools reconguration process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to meet demand from parents and to accelerate the delivery of multi-denominational schools.
When a school transfers from the patronage of one patron to another, the school remains open with the same roll number, operating from the same school property and with the same school staff and pupils.
Further information for school communities regarding transfers of patronage can be found on the schools reconfiguration page at the following link: www.gov.ie/schoolsreconfiguration
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.
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.
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.
94. Deputy Paul Murphy asked the Minister for Education and Youth when funding will be provided for new school buildings (details supplied); and if she will make a statement on the matter. [28992/26]
Amharc ar fhreagraThe joint major project for the schools referred to by the Deputy is for a new school building to include 20 Mainstream Classrooms along with additional classrooms for children with Special Educational Needs and all associated site works for each school.
This project is currently at Stage 2(a) of Architectural Planning – Developed Design, where the preferred design option is developed to a stage where the project can be fully cost planned, and prepared to lodge for statutory approvals. My Department received the Stage 2a submission in July 2025, and a detailed review is currently ongoing.
Part of the stage 2a submission review will include a Stakeholders meeting between the School Authorities, Design Team, Project Manager, which will be held once Stage 2a report has been reviewed.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
The department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 20 projects in County Dublin.
These projects are in addition to €1843.91 million in capital funding for Dublin schools between 2020 and 2025. Over that period, a total of 253 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 56 school projects in Dublin under construction.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at Scoil Maelruain Jnr & Snr. Schools will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
95. Deputy Barry Ward asked the Minister for Education and Youth the procedures in place within her Department that ensures that significant population growth in an area is matched with additional school capacity; and if she will make a statement on the matter. [27966/26]
Amharc ar fhreagraI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
In addition, my department uses geocoded the enrolment and child benefit data to carryout granular analysis of the current and projected future population of school going children at a town / settlement level. This informs my department of the current demographic profile of an area and zero migration future population projections.
The demand for school places in an area is influenced by internal migration patterns, which is driven by new housing completions. Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
A key stakeholder in the assessment of demand from new residential development are the Local Authorities. My department has established regular engagements with Local Authorities, where significant residential development is commencing, to keep abreast of the impact on school places at a local level.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The department will continue to liaise with local authorities in respect of their county development plan and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
96. Deputy Rose Conway-Walsh asked the Minister for Education and Youth the current school transport funding provisions for special schools in County Mayo; if she will conduct a funding review to identify any gaps that require schools to fundraise themselves for essential services, such as school transport; and if she will make a statement on the matter. [29126/26]
Amharc ar fhreagraThe School Transport Scheme, which Bus Éireann operates on behalf of my Department, has expanded significantly over the past six years. In that time, the numbers of children and young people using the service have grown from under 120,000 pupils in 2018 to over 181,000 pupils including over 24,000 pupils with Special Educational Needs in 2025 which equates to an increase of over 50%. Since 2018, investment in the scheme has more than doubled, from €200 million to €537 million in 2025.
The growth in school transport has been especially marked in the area of SEN. This now represents almost 60% of the scheme’s total costs, while serving around 13% of pupils.
In accordance with the terms of my Department's School Transport Scheme, school transport services operate during the standard school year and facilitate a child's attendance during normal school opening and closing times. Transport operating outside of the above arrangements would not come under the remit of the scheme.
The School Transport Scheme for Children with Special Educational Needs supports the transport to and from school of children and young people with special educational needs in line with the criteria set out in the Department of Education and Youth.
To be eligible for school transport under the above Scheme;
(i) The required professional report(s) submitted must meet the Department of Education and Youth criteria for attending the relevant setting and
(ii) the child/young person must be attending the nearest recognised mainstream school or special class/special school, or a unit which can be resourced to meet their special educational needs
The National Council for Special Education acts in an advisory role to the Department on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO).
Parents should contact their school principal who will assist in making an application for school transport to the SENO that is affiliated with the school the child is attending.
Further details of this scheme can be found on the Departments website www.gov.ie/en/service/07a71-school-transport/#children-with-special-educational-needs
Bus Éireann have advised that there are currently 33 routes operating under the terms of the above Scheme to 4 special schools located in Mayo.
97. Deputy Joanna Byrne asked the Minister for Education and Youth to explain the rationale for Drogheda, the largest town in the country, being overlooked for investment under the new DEIS plus scheme despite meeting the criteria; and if she will make a statement on the matter. [29041/26]
Amharc ar fhreagraAddressing 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 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. This targeted enhancement of supports will not result in any dilution of resources for schools that do not meet the criteria for inclusion in the scheme.
It is important to stress that a school not identified through the DEIS Plus model does not in any way imply that the department is saying that disadvantage does not exist within that school community. DEIS Plus schools were identified using a refined, rules-based model built on nationally available pupil-level administrative data. The model draws on a range of indicators associated with persistent and intergenerational disadvantage, including small-area deprivation, lone parenthood and unemployment, Traveller and Roma identity, and children living in State-funded emergency accommodation or international protection accommodation. These indicators are applied consistently across all schools using enrolment data from the past three years.
I also recognise that some schools are operating in the context of particularly complex local pressures within their wider communities. While these challenges are often well understood locally, they are not always captured in datasets that can be fairly and consistently applied across the entire school system. A rules-based national model must consider all schools on the same basis; it cannot substitute locally held knowledge for data that are not available or comparable nationwide.
Schools in Drogheda continue to receive significant supports through the DEIS programme. DEIS funding has been recalculated under the updated model, with a number of schools benefiting from increased grant funding, and three schools receive enhanced staffing and capitation supports through the social inclusion unit. These measures help to maintain capacity and stability within schools in Drogheda and ensure continuity of support for pupils and families.
My department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS Plus scheme. Schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their school enrolment data will have the opportunity to have that outcome reviewed. The appeals process will open in the coming weeks and schools will have a period of four weeks to submit to the department for review. Schools will be given the opportunity to update their school enrolment data for the years 2023/24, 2024/25 and 2025/26 on POD and PPOD, where they identify that the information already provided is not an accurate reflection of their school enrolment for those years. Schools may also request that the application of the model to their existing data is reviewed.
The review process will be overseen by an appeals board, the members of which are independent of the initial design and implementation of the DEIS Plus identification model.
When all appeals have been processed, schools will be informed in writing by my department outlining the outcome of the appeal. It is my intention that schools will be provided with the outcome promptly.
A circular outlining the full details of the appeals process will issue to schools in the coming weeks.
98. Deputy Shane Moynihan asked the Minister for Education and Youth the breakdown of the time spent at each stage of the delivery process for projects under the school building programme; and if she will make a statement on the matter. [28460/26]
Amharc ar fhreagraMy department’s process for delivering a school building project under the large-scale programme or additional school accommodation programme involves five core stages. These stages are reflective of the Capital Works Management Framework and the Infrastructure Guidelines. The stages range from preliminary design through to completion and handover. My department’s Design Team Procedures set out the requirements to be followed at each stage in the process. These procedures are available on my department’s website.
The indicative timelines and work progressed at each of the key stages is as follows:
Stage 1 – Preliminary Design (approx. 6 -12 months). The Preliminary Design stage includes reviewing all information provided as part of the Project Brief. It also involves establishing and analysing all site factors and constraints which may impact on the project’s viability.
Stage 2 - Design (which is divided into Stage 2a - Developed Sketch Scheme and Stage 2b - Detailed Design).
Stage 2a (approx. 9-12 months) includes development of the design and accurately cost planning the option agreed with the Client. This stage brings the project to the point of lodging for statutory approvals.
Stage 2b (approx. 12-24 months, depending on planning complexity) includes obtaining all statutory approvals, preparing a set of fully detailed Tender documents, and preparing an accurate pre-tender cost plan. During the planning application, Requests for Further Information (RFI) from the Local Authority and possible third party appeals to An Bord Pleanála can considerably lengthen the process.
Stage 3 - Tender Action, Evaluation and Award (approx. 12 months). On the completion of the examination of tenders, written authorisation of the Department must be obtained before issuing Letter of Intent and Letter of Acceptance. Once all the contract pre-conditions in the letter of intent have been met and the Department has given written authorisation to procced to Contract, a letter of Acceptance can be issued. This forms the contract and is the date for calculation of the Contract period.
Stage 4 – Construction (approx. 12 to 24 months) All members of the Design Team are collectively responsible for the effective management of the project in order to achieve its completion on time and within budget.
Stage 5 - Handover of Works and Final Account (12 months minimum). The Design team individually and collectively are required to effectively manage the Project, and with co-operation of the Contractor achieve a satisfactory standard of Construction and achieve Substantial Completion of all elements of the Projects by the Contract Section/Phase handover dates and overall Contract Completion Date.
In order for a pipeline project to move from one stage to the next, confirmation is required that the project is compliant with all technical and cost requirements relevant to that project stage. Other factors that influence the timing for progress include the relative prioritisation of the project and the timing of affordability within annual NDP funding parameters, taking account of overall programme requirements.
Delays can on occasion occur due to factors beyond the department’s control, for example challenges in acquiring a site, planning permission issues, procurement difficulties or adverse weather while the project is at construction. Such issues are not unique to the school building programme and the department manages such challenges as they arise.
Overall, my department endeavours to manage the school building programme, across an estate incorporating 4,000 schools, to ensure that projects are delivered to meet the most urgent needs in the shortest possible timeframe.
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.
99. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth the number of children in north Kildare that are on a waiting list for a local primary ASD place; whether forward planning for ASD provision is undertaken on an area-based basis in identified growth areas in north Kildare; the additional ASD class provision planned locally for the 2026 and 2027 school years; and if she will make a statement on the matter. [29070/26]
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.
The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.
My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
An earlier date of 1 October was set for parents to complete the Parents Notify process this year. I understand this earlier date may not suit every family. However, it was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It will also support forward planning and equip the NCSE with timely information as to what students would be leaving school, transitioning to post-primary specialist places or those seeking specialist placement and entering the education system for the first time.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. 432 have been sanctioned to date and more new special classes will be confirmed in the coming weeks.
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.
100. Deputy Conor Sheehan asked the Minister for Education and Youth if she will review the criteria for the allocation of DEIS + status, if another round of DEIS+ allocations will be announced; and if she will make a statement on the matter. [28031/26]
Amharc ar fhreagraI am pleased to have launched the DEIS Plus scheme on 25 March 2026. This scheme targets additional resources at a small cohort of 121 schools that have been identified as having the very highest concentrations of children and young people at risk of educational disadvantage.
The DEIS Plus scheme is a key action in the DEIS Strategy to 2035, which sets the overall policy direction of my department to address educational disadvantage in all schools and to remove barriers that prevent children and young people from achieving their potential through education. This includes the development of more innovative and responsive approaches to supporting schools to address educational disadvantage, including the development of a more dynamic resource allocation model for DEIS that can more quickly adapt to the needs identified in schools.
DEIS Plus is part of an overall package of €48 million of additional targeted supports to address educational disadvantage. This package benefits over 700 schools, both DEIS and non-DEIS. It is the largest single year increase in funding for DEIS, bringing the overall annual allocation to €228 million from 2027. This allocation provides additional teachers, leadership posts, funding and enhanced access to professional learning and the National Educational Psychological Service (NEPS) for schools in the DEIS programme. It also supports access for those schools to the Home-School-Community Liaison scheme and School Completion Programme.
Schools have been identified for inclusion in the DEIS Plus scheme using the DEIS Plus identification model, an objective and data-based approach using nationally available indicators applied consistently across all schools. The identification model is underpinned by a range of administrative data on every child and young person enrolled in primary and post-primary school. This data includes:
• The Pobal HP Deprivation Index for the small area in which the child or young person lives, obtained through the child’s or young person’s address data provided by their school on the DEY Primary Online Database (POD) or the Post-Primary Online Database (PPOD).
• The child’s or young person’s ethnicity if provided by their school on POD or PPOD.
• If the child’s or young person’s address on POD or PPOD matches an address of State-funded homeless accommodation.
• If the child’s or young person’s address on POD or PPOD matches an address of an International Protection Accommodation Centre (IPAS) or Emergency Reception and Orientation Centre (EROC).
The DEIS Plus identification model includes the addition of a DEIS Plus index. The DEIS Plus index was developed by the department’s statistics unit to support the identification of schools for DEIS Plus. The DEIS Plus index uses the same factors as the Pobal HP Deprivation Index but places greater weight on lone parenthood and unemployment, which have been widely identified as key factors in persistent and intergenerational disadvantage.
Children and young people from ‘very disadvantaged’ or ‘extremely disadvantaged areas’ (HP score -20 under either Pobal HP Deprivation Index or the DEIS Plus index), residing in State-funded emergency accommodation, residing in IPAS or EROC accommodation or identifying as Traveller or Roma are designated priority cohorts within the model. Further information on the identification process is available on gov.ie/deis.
Following an assessment of the past three years’ data, only those schools identified as having the highest concentrations of children and young people at risk of educational disadvantage have been included in the scheme. If a school has not been identified for inclusion, this does not imply there is no disadvantage in the school community. While many schools experience significant need, not all will meet the statistical threshold for inclusion at this stage. Schools will continue to be supported through the range of additional resources provided through the DEIS programme.
My department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS Plus scheme. Schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their school enrolment data will have the opportunity to have that outcome reviewed. A circular outlining the full details of the appeals process will issue to schools in the coming weeks.
Schools will be reassessed periodically as data sources and techniques are updated and advanced, and demographics change. The identification of schools for inclusion in DEIS Plus considers the presence of persistent disadvantage. While school profiles may change from year to year, it is the existence of persistent disadvantage at a very high level that suggests a school should be included. Transitions into and out of the scheme will be carefully managed.
101. Deputy Mark Ward asked the Minister for Education and Youth for an update on special education provision in Dublin mid-west, including new builds and extensions in mainstream settings; and if she will make a statement on the matter. [27575/26]
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.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. 432 have been sanctioned to date and more new special classes will be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs.
Details of the new special classes are available on the NCSE website.
Of the 432 new special classes, 286 are being established in primary schools and 146 in post-primary schools. New special classes are being established in every county with 102 new special classes confirmed for Dublin so far.
Five inclusive special classes have been sanctioned as part of a new approach to supporting students with additional needs. This builds on good practice that helps students with additional needs learn alongside other students in mainstream classes, while also having time during the day to receive extra support in a special class. It formalises good practices already in place in many schools and aligns with national policy developments on inclusive education.
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.
102. Deputy Keira Keogh asked the Minister for Education and Youth if her Department has reviewed DEIS eligibility for schools in Mayo experiencing disadvantage but not currently included in the programme; the reasons for their exclusion; and if she will make a statement on the matter. [29063/26]
Amharc ar fhreagraAddressing educational disadvantage in all schools is a key priority for me as Minister for Education and Youth. The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. 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.
I recently announced the DEIS Strategy to 2035 which is the first long-term, whole-system approach to addressing educational disadvantage. This strategy recognises education as central to breaking cycles of disadvantage, expanding opportunity, and ensuring long-term security. It sets out a more flexible model of support, so that resources are aligned with each school’s level of need as it changes over time.
The strategy also acknowledges that students at risk of educational disadvantage are present in all schools. It therefore focuses on improving outcomes, encouraging innovation, and ensuring schools can access the right supports when needed. The DEIS Strategy to 2035 sets out actions under the strategic objective 2.2, to develop an agile resource allocation model to support children and young people at risk of educational disadvantage in all primary and post-primary schools. These actions focus on the continued enhancement of the data available to measure school level disadvantage and for the development of a more flexible resource allocation model that can react to change in school needs and provide the right resources at the right time. The increase in DEIS Grant and HSCL allocation for schools in the DEIS programme, and the allocation of HSCL on a pilot basis to a selection of schools that are not in the DEIS programme is a first step in the move to that more dynamic model. No schools are losing resources in relation to this work.
As work continues on these actions, we will continue to work closely with schools and the education stakeholders. Any future allocation of resources will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
There are also a range of universal supports available to all schools to support children and young people at risk of educational disadvantage. These include:
• 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 English as an additional 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.
• 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.
• 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.
103. Deputy Ken O'Flynn asked the Minister for Education and Youth whether the Interdepartmental Group established to examine historic child sexual abuse in primary and secondary schools has completed its work; whether its report has been furnished to Government; and whether a decision has been taken regarding the establishment of a redress scheme for affected survivors. [14639/26]
Amharc ar fhreagraThe Report of the Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders was published in 2024. The principal recommendation of the Report, for the establishment of a Commission of Investigation, was accepted by Government and Mr Justice Michael MacGrath was appointed as the Chair of the Commission with effect from 1 October 2025.
This week, I announced the appointment of the remaining Commissioners, Ms Justice Mary Ellen Ring, senior legal consultant Mr Roddy Bourke, and child safeguarding experts Mr Kieran McGrath and Ms Michele Clarke, to join Mr Justice MacGrath in addressing the deeply painful legacy of historical child sexual abuse in Irish day and boarding schools. The combined expertise of these eminently qualified individuals will be critical in underpinning the independence and effectiveness of the Commission.
The Scoping Inquiry’s report also recognised the significance of the issue of redress for survivors and their expressed wish that those running schools where child sexual abuse occurred should be held accountable financially, and it recommended that consideration be given by the Government to establishing a redress scheme for survivors.
The report of the Inter-Departmental Group (IDG), established to advise Government on the recommendations of the Scoping Inquiry, was considered by Government and published on 8th July 2025. The IDG recognised that consideration of a redress scheme may have far-reaching implications and advised that further work needed to be undertaken to ensure that the Government is fully informed in any decision it may take.
Government accepted this advice and the IDG has commenced this further work to examine the mechanisms that may be brought to bear to ensure that those responsible for schools where historical sexual abuse happened meet their obligations to survivors. The IDG aims to complete its work within 18 months and will make a report to the Minister, based on which Government will give consideration to establishing a redress scheme.
This will not impede the progress of the Commission of Investigation, which will continue with its work in parallel. The Commission does not have a role in relation to redress.
104. Deputy Martin Kenny asked the Minister for Education and Youth the status of the application for an extra teacher for a school (details supplied); and an application for an extra classroom for another school. [29020/26]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The primary school staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. These arrangements contain an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board.
The school referred to by the Deputy has submitted a staffing appeal which will be considered by the Primary Staffing Appeals Board at their meeting in May. The school will be notified of the Board's decision. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
In relation to the application for an extra classroom for the second school mentioned by the Deputy, my department has no record of receiving an application for additional school accommodation from the school.
105. Deputy Joanna Byrne asked the Minister for Education and Youth if she will provide a pathway for a school in Drogheda (details supplied) to retain their current model for hot school meals and ensure they are funded to do so; and if she will make a statement on the matter. [29040/26]
Amharc ar fhreagraThe School Meals Programme, operated by the Department of Social Protection (DSP), provides funding towards the provision of food services to schools and organisations benefitting some 550,000 children.
The objective of the School Meals Programme is to provide regular, nutritious food to children to support them in taking full advantage of the education provided to them. The programme is an important component of policies to encourage school attendance and extra educational achievement. It 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.
For the 2024/25 academic year the Department of Social Protection allocated approximately €248 million for the School Meals Programme. This funding supported the provision of hot school meals for approximately 550,000 children.
The provision of hot school meals in schools is not dependent on cooking facilities being available in the school. The scheme is aimed primarily at schools with no onsite cooking facilities. Each school must identify a supplier who will supply (prepare and deliver) the hot meals in line with the relevant food safety regulations and in compliance with the Healthy Ireland ‘Nutrition Standards for Hot School Meals’
In circumstances where a primary school is unable to secure a hot meals supplier due its location or facilities and space, it should explore options with local caterers or supermarkets within the area. If a school is still unsuccessful in securing a supplier, they should then try to source a local supplier that could instead provide a cold lunch with drink as an alternative to a hot meal.
The purpose of my department's Additional Schools Accommodation (ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area.
The provision of kitchens does not fall under the remit of the scheme.
