Written Answers Nos. 351-370
351. Deputy Ken O'Flynn asked the Minister for Education and Youth to clarify the respective roles of her Department, school boards of management and school patron bodies in the approval of external speakers into schools; and if she will make a statement on the matter. [32210/26]
Amharc ar fhreagra352. Deputy Ken O'Flynn asked the Minister for Education and Youth whether there are mandatory national safeguarding standards that apply to all external speakers addressing students in primary and post-primary schools; and the minimum requirements that must be met in all cases. [32211/26]
Amharc ar fhreagra354. Deputy Ken O'Flynn asked the Minister for Education and Youth whether any central record is maintained of external speakers invited into schools, including religious, civic, advocacy or community representatives; and if not, the way in which oversight of such engagements is ensured at national level. [32213/26]
Amharc ar fhreagra356. Deputy Ken O'Flynn asked the Minister for Education and Youth the mechanisms in place to ensure that material delivered by external speakers is age-appropriate, balanced, and consistent with the curriculum and ethos of the school; and whether any guidance is issued to schools in this regard. [32215/26]
Amharc ar fhreagra357. Deputy Ken O'Flynn asked the Minister for Education and Youth whether she accepts that while boards of management have autonomy in school operations, there remains a requirement for national consistency in safeguarding standards relating to external speakers; and if she will outline where the line of accountability lies in cases where concerns arise. [32216/26]
Amharc ar fhreagra358. Deputy Ken O'Flynn asked the Minister for Education and Youth whether any national guidance exists regarding conflicts of interests or transparency obligation for boards of management and parent associations; whether such bodies are required to maintain registers of interest; and whether she is satisfied that current governance arrangement ensure appropriate safeguarding and accountability in school level decision making. [32217/26]
Amharc ar fhreagraI propose to take Questions Nos. 351, 352, 354, 356, 357 and 358 together.
School management, principals and teachers have a duty to provide the best quality and the most appropriate education to their students in their local context.
Choices regarding educational services are made by individual schools and their boards of management, not by the Department. Schools are free to choose whatever resources they feel supports the delivery of the curriculum in their school.
My Department provides clear guidance to schools on the engagement of outside speakers and on the use of external resources to assist in delivering the curriculum. These guidelines are most recently outlined in updated circular 0042/2018 for primary schools and 0043/2018 for post primary schools.
As laid out in these guidelines, all external facilitators are to be compliant with the school’s child protection policy and other relevant school policies and procedures. The school authority is to satisfy itself, having regard to its own legal advice if required, that it has met any vetting obligations that arise under the Vetting Act and in line with Circular 0031/2016, for such external facilitators.
Where an external facilitator is engaged by a school, he or she should be engaged in the context of delivering a planned and comprehensive programme in the school. The facilitator should not be brought in to replace the school programme but to enhance it. External facilitators always work under the guidance and supervision of the relevant classroom teacher who remains in the classroom with the students at all times and retains a central role in the delivery of the subject matter.
External facilitators and the materials they propose to use should be approved by the principal and board of management, in consultation with the relevant teaching staff. The guidelines provided also outline the requirements of facilitators and materials in terms of appropriateness to the age and development stage of students as well as overarching school programmes.
While my Department provides guidelines for all schools on the use of external facilitators, it does not have any direct role in the school’s use of external facilitators. As such, there is no central database of school engagement with external facilitators.
The guidance provided by my Department in circulars 0042/2018 and 0043/2018 aims to support school authorities in providing the best possible education to their students while protecting students from any potentially harmful, inappropriate or misguided resources, interventions or programmes.
353. Deputy Ken O'Flynn asked the Minister for Education and Youth whether Garda vetting is required for all external speakers delivering talks in schools; if not, the circumstances in which vetting is required; and whether responsibility for vetting rests with the school, patron body or another authority. [32212/26]
Amharc ar fhreagraCircular 31/2016 outlines that it is the responsibility of each relevant school authority to familiarise themselves with this circular and with the vetting requirements of the Vetting Act and to have in place the necessary policy, procedures and practices to ensure compliance with both the Vetting Act and the requirements of this circular. The circular also outlines that in addition to the vetting obligations in respect of its employees, school authorities should be aware that under section 12 of the Vetting Act statutory vetting obligations also apply where a school authority –
(a) enters into a contract for services with any person for the provision by that person of services that constitute relevant work or activities, or
(b) permits any person (whether or not for commercial or any other consideration) to undertake relevant work or activities on the school’s behalf, or
(c) places or makes arrangements for the placement of any person in work experience or activities where a necessary part of the placement involves participation in relevant work or activities.
The Vetting Act allows for some limited exemptions to the requirement under section 12 of the Act to obtain a vetting disclosure from the Bureau. These exemptions provide that the school authority is not required to obtain a vetting disclosure under the Act prior to commencing the contract, permission or placement in the following circumstances-
a) in the case of unpaid volunteers who assist the school on an occasional basis provided such assistance does not involve the coaching, mentoring, counselling, teaching or training of children or vulnerable persons or
b) in the case of casual or part-time, recurring but non-continuous relevant work or activities
The Child Protection Procedures for Schools outlines that school authorities must ensure compliance with the requirements of the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 (the Vetting Act) and with relevant Department circulars in relation to Garda vetting of school personnel and other persons who undertake relevant work or activities with children or vulnerable persons.
Circulars 42/2018 and 43/2018 outline that external facilitators are compliant with the school’s child protection policy and other relevant school policies and procedures and that they always work under the guidance and supervision of the relevant classroom teacher who remains in the classroom with the students at all times and retains a central role in the delivery of the subject matter.
355. Deputy Ken O'Flynn asked the Minister for Education and Youth the way in which complaints or concerns regarding external speakers in schools are recorded, investigated, and escalated; and the number of such complaints received in each of the past five years. [32214/26]
Amharc ar fhreagraUnder the Education Act 1998, legally, all schools are managed by the school Board of Management, on behalf of the school patrons. It is the school Board of Management that employs the school’s teachers and other staff members except in Education and Training Board (ETB) schools, where it is the ETB that is the employer. The school principal manages the school on a day-to-day basis. As the Department of Education and Youth (‘the department’) has no role in the employment of staff in schools or day-to-day management of schools, a complaint about the child’s school and its staff or other matters related to the school should be made to the school itself.
While the department does provide funding and policy direction for schools, it does not have the power to instruct schools to follow a particular course of action with regard to individual complaint cases. The department’s role is to clarify for parents and students how their grievances and complaints can be progressed.
Where a complaint cannot be resolved informally, the school should have a formal complaints procedure that can be followed. This procedure should lay out what steps are to be followed and how long it should take the school to deal with the complaint. The school’s complaint procedures should be available on the school’s website. If not, the school can be contacted directly to request their complaint procedures.
Typically, if having spoken with the school principal, and the complaint has not been resolved the chairperson of the school’s board of management can be contacted or in the case of ETB schools, the relevant director in the Education and Training Board (ETB) can be contacted and address the correspondence as “Private and Confidential”.
The Ombudsman for Children may also be contacted. The Office of the Ombudsman for Children may independently investigate complaints about schools recognised by the Department of Education and Youth, provided the parent has firstly and fully followed the school's complaints procedures. The key criterion for any intervention by the Ombudsman for Children is that the administrative actions or non-actions of a school has, or may have, adversely affected the child. More information about the Ombudsman for Children can be obtained on www.oco.ie
The department does not maintain a record of complaints records received in relation to external speakers.
359. Deputy Darren O'Rourke asked the Minister for Education and Youth the number of legal cases taken against her Department by parents or guardians in order to secure a school place for their child for the 2025-2026 academic year; if her Department will cover the legal costs of parents who had to go to court to obtain a school placement for September 2025; and if she will make a statement on the matter. [32218/26]
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. 464 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.
Details of the new special classes are available on the NCSE website.
I recently announced the establishment of four new special schools for the upcoming school year 2026/2027; a vital step in ensuring that children and young people with special educational needs have access to the specialist supports and environment they need to thrive and reach their full potential.
The four new special schools will be located in Balbriggan and Citywest in Co. Dublin, Bray in Co. Wicklow, and Monasterevin in Co. Kildare.
I also announced in recent weeks that 11 inclusive special classes have also been sanctioned as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
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.
In relation to the requested information, I wish to reassure the Deputy that my department never initiates legal action in relation to special school placements. My department’s aim is that no parent ever has the need to take a case against the State, and where this happens, we continue to work with parents to ensure that solutions are found as quickly as possible. The facts demonstrate that most cases are resolved or withdrawn, outside the legal process and that children are supported.
When a legal case is initiated, the State is legally required to respond, and we apply the Attorney General’s guidance to find solutions as early as possible.
I remain mindful of the impact that cases like these can have on everyone involved and are committed to progressing these matter’s respectfully and in line with guidance from the office of the Attorney General.
My department reiterates its unwavering commitment to working with parents, schools, the NCSE and all stakeholders to continue to improve access to appropriate special education places and supports.
Please see below table regarding the requested figures-
|
No. of legal actions relating to the provision of education supports that were threatened during 2025 but did not proceed |
No. of legal actions relating to the provision of education supports that were brought by parents during 2025 |
|
60 |
66 |
360. Deputy Ken O'Flynn asked the Minister for Education and Youth whether schools are under any obligation to provide or accept special education placements where capacity exists, particularly at post-primary level across all year groups; and the way consistency is ensured nationally where demand exceeds supply.; and if she will make a statement on the matter. [32259/26]
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.
In 2026, over €3 billion will be spent supporting students with special educational needs. It will ensure that specialist capacity continues to grow by providing 3,000 specialist places. The majority of these places will be available in special classes within mainstream schools. It will increase our special educational posts by 860 special education teacher and over 1,700 special needs assistant (SNA) posts. This will mean we will have almost 46,000 professionals dedicated to supporting students with special educational needs in our schools. This is one of the highest annual increases in posts to date and is a firm reminder of this government’s commitment to supporting students with special educational needs.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. 464 new special classes have been sanctioned to date, of which 11 are inclusive special classes. Further details on additional 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.
Details of the new special classes are available on the NCSE website.
Under the Education Act, 1998 each school must publish an Admissions Policy and an Annual Admissions Notice. The published admission policy sets out the selection criteria for admission to school. The annual admission notice sets out the number of places that are available and the timeline for accepting and processing applications for admission.
This information should be published on the school’s website and be available on request by contacting the school directly.
Under Section 67 of the Education Act, the NCSE may designate a school place for a child with special educational needs. The NCSE are required to carry out this function in accordance with the provisions set out in primary legislation.
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.
361. Deputy Ken O'Flynn asked the Minister for Education and Youth if she is satisfied that there is a consistent national system for identifying and publishing availability of special education places; and if she will make a statement on the matter. [32260/26]
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.
This notification process will provide the NCSE with critical information on children who continue to need a special class as they progress to post-primary level as well as details on students who require a place for the first time.
This year to facilitate earlier sanctioning of classes for the 2026/27 school year, an earlier date of 1 October was set for parents to complete the process.
The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. 464 new special classes have been sanctioned to date, of which 11 are inclusive special classes. Further details on additional 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. 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.
362. Deputy Niall Collins asked the Minister for Education and Youth the additional resources that will be made available to a school (details supplied) following the recent welcome announcements in respect of the DEIS programme; if she will detail the schedule being followed; and if she will make a statement on the matter. [32261/26]
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.
Supports to be provided to DEIS Plus post-primary schools include:
• Additional40home school community liaison (HSCL) coordinator posts for DEIS Plus schools to ensure all DEIS Plus schools have a full-time HSCL.
• 121additionalteacher posts, one for each DEIS Plus school, to foster a whole-school approach to positive mental health and wellbeing and strengthen coordination across services with the child at the centre.
• Enhanced school leadership allocations.
• Increased DEIS grant funding, aligned to the refined DEIS identification model.
• Enhanced guidance allocation.
• Increased Inspectorate and Oide professional learning support.
• The establishment of an innovation and collaboration from 2027 to support schools to collaborate with each other, community services, third level institutions and industry to develop bespoke responses that meet local needs.
• Increased funding for UBU Youth Services near DEIS Plus schools to increase engagement with young people.
• Increased engagement with third level institutions and industry to provide enhanced opportunities for work experience and information on progression pathways.
• Funding to have a breakfast club to combat food insecurity in homes and to ensure that young people come to class ready to learn.
• Provision of free period productsto all DEIS Plus schoolsin 2026whererequiredto ensure dignity andthatno student is held back due to period poverty.This will expand to all schools from 2027.
• Enhanced supports for transition year, including measures introduced in collaboration with post-primary schools in the DEIS Plus scheme to support a more meaningful transition year experience, including work experience.
Further information on the supports provided under the DEIS Plus scheme can be found at gov.ie/deis.
363. Deputy Ken O'Flynn asked the Minister for Education and Youth the current status of the proposed accommodation project for a school (details supplied) under the Department's school building programme; and the stage at which the project currently sits within the capital appraisal process. [32263/26]
Amharc ar fhreagra364. Deputy Ken O'Flynn asked the Minister for Education and Youth the reasons the proposed accommodation project for a school (details supplied) has not progressed to Stage 1B of the Department's capital approvals process, notwithstanding that an application was initially submitted in January 2020 and updated documentation was provided in August 2025. [32264/26]
Amharc ar fhreagra365. Deputy Ken O'Flynn asked the Minister for Education and Youth the expected timeline for the progression of a school (details supplied) accommodation project to Stage 1B; and whether a specific timeframe has been assigned within the Department. [32265/26]
Amharc ar fhreagra366. Deputy Ken O'Flynn asked the Minister for Education and Youth the criteria used to prioritise school building projects for advancement within the capital programme; and how a school (details supplied) project ranks against those criteria. [32266/26]
Amharc ar fhreagra367. Deputy Ken O'Flynn asked the Minister for Education and Youth whether consideration has been given to advancing a school (details supplied) accommodation project through a combined Stage 2A/2B process in light of the length of time elapsed since initial application; and if not, the reasons for same. [32267/26]
Amharc ar fhreagra368. Deputy Ken O'Flynn asked the Minister for Education and Youth whether funding has been provisionally allocated for a school (detail supplied) accommodation project within the current or forthcoming capital budgets; and the quantum of such funding, if applicable. [32268/26]
Amharc ar fhreagra369. Deputy Ken O'Flynn asked the Minister for Education and Youth the extent of engagement between her Department and the management authorities of a school (detail supplied) since January 2020 in relation to the proposed accommodation project; and the dates and outcomes of such engagements. [32269/26]
Amharc ar fhreagra370. Deputy Ken O'Flynn asked the Minister for Education and Youth whether the accommodation needs of a school (details supplied) have been formally assessed by the Department; and if so, the findings of that assessment and the date on which it was completed. [32270/26]
Amharc ar fhreagra371. Deputy Ken O'Flynn asked the Minister for Education and Youth whether a school (detail supplied) accommodation project is currently included in the Department's published school building pipeline; and if so, the projected delivery timeframe associated with the project. [32271/26]
Amharc ar fhreagraI propose to take Questions Nos. 363, 364, 365, 366, 367, 368, 369, 370 and 371 together.
The school to which the Deputy refers was approved to enter my Department's pipeline of projects under the Additional School Accommodation (ASA) scheme. The project will provide one Multimedia room, one Textiles rooms, one Graphics room, one Construction Studies room, one Technology preparation room, one Project store and one Science lab and preparation area. The inclusion of a PE Hall or GP/Dining Hall depends on site feasibility, constraints and input from the Local Authority and Heritage Officer. This project has been devolved to Cork Education and Training Board (CETB) for delivery.
The Stage 1 (early design) report outlining the proposed design and costings was submitted to my Department in July 2025. This is currently under review from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. Once the review is completed, the outcome will be communicated to Cork Education and Training Board. Cork Education and Training Board will continue to engage directly with the school authorities to keep them fully informed of progress.
My department is committed to ensuring appropriate accommodation is available for all school pupils and will, in the wider context outlined, ensure that each school project on the school building programme is subject to the due diligence required under the Public Infrastructure Guidelines.
As the Deputy is aware, my Department recently published the €7.55 billion National Development Plan (NDP) Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. The prioritisation of projects included in this plan focused on facilitating those projects already at Stage 3 to proceed to construction as smoothly as possible during 2026 and 2027.
In addition, the prioritisation of projects at Stage 2b focused on those which had secured planning permission and were therefore at an appropriate stage of readiness to progress to tender. Within this cohort, special school projects were afforded the highest priority. For all other schools, a multi-faceted qualitative assessment of relative priority was applied. This assessment took account of a range of factors, including the availability of permanent accommodation, demographic pressures both at school and area level, special education capacity being provided, the extent to which schools are prioritising local school place needs, any significant condition issues at the school, interim accommodation constraints, and the duration of the project to date.
The project at this school is currently at an early design stage and was therefore not sufficiently advanced to be included in the first tranche of projects progressing to construction over 2026 and 2027. Its progression to Stage 2b, including the lodging of a planning application, will continue to be considered as part of the Department’s overall programme prioritisation in the context of available NDP funding.
A department-led prioritisation process will continue throughout 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline. This process will involve engagement with key stakeholders and individual schools and will inform subsequent tranches of project rollout to tender. In this context, the Department’s Energy and Condition Survey of the school estate, which is due to be finalised later in 2026, will provide an additional evidence base to support the assessment of priorities.
Any interim accommodation requirements will continue to be assessed by the Department on a case-by-case basis, with a view to determining the most appropriate and prioritised response.
The project has not been provisionally allocated funding within the current capital budget or the forward capital programme at this time. When the project advances through the relevant stages of the Department’s capital approvals process, it will be considered for funding within the appropriate year’s capital envelope under the NDP.
