Written Answers Nos. 391-410
391. Deputy Paul Lawless asked the Minister for Education and Youth whether pupils attending a school (details supplied) who reside in Ballyhaunis, County Mayo, are considered eligible for school transport under the school transport scheme where their nearest school was unable to offer places due to capacity constraints, as confirmed in writing by the local school; and the way in which such cases are assessed. [32429/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Children are eligible for school transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre, as determined by the Department/Bus Éireann, having regard to ethos and language.
In cases where families have applied to attend their nearest school with regard to ethos and language, and have been advised by the school authorities that these schools are full, the Department will consider if the pupil(s) is eligible to the next nearest school.
While the closest school(s) may be full to capacity at present, each family must supply the documents mentioned below, to School Transport Section of the Department of Education and Youth:
an application for enrolment was made within the deadline dates specified by the school(s); and
a letter from each of the school authorities confirming that the school was full.
This information should be submitted for consideration to School Transport Section of my Department through the Case Management System which can be accessed by following this link: https://cs.education.gov.ie.
Families are required to register their details on the Bus Éireann Family Portal to have their eligibility for transport assessed, to make applications and input their payment or medical card details on Bus Éireann’s on-line system: https://buseireann.ie/schooltransport/.
The Portal is now open for applications and payments. The closing date for payments or entering medical card details is Friday 08 May 2026. Applications or payments/medical card details received after this date will be considered late.
392. Deputy Paul Lawless asked the Minister for Education and Youth the timeframe within which a decision is made to establish a new school transport route where a cohort of pupils - currently 14 - have applied; and whether arrangements can be put in place, in advance of the upcoming academic year in September, given the clear and ongoing need for safe and reliable transport. [32430/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Under the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment of school transport services, provided this can be done within reasonable cost limits.
Families are required to register their details on the Bus Éireann Family Portal to have their eligibility for transport assessed and to make applications under the scheme:
https://buseireann.ie/schooltransport/
The Portal is now open for applications and payments. The closing date for payments or entering medical card details is Friday 08 May 2026. Applications or payments/medical card details received after this date will be considered late.
After the closing date, the portal will close. This will give Bus Éireann time to assess all applications and plan for routes and services for the 2026/27 school year. Routes may be altered or extended depending on the number and location of children who will be availing of school transport for the following school year.
Where a child is eligible for transport and the application and payment process is completed on time, they will get a seat on a school bus service, where a service is available.
Where a child is not eligible for school transport, but the application and payment process is completed on time, they will be considered for any spare seats available after eligible children have been accommodated. These seats are called concessionary seats.
There may be more demand than availability for concessionary seats. In such cases, Bus Éireann will use a selection process to allocate tickets for the spare seats.
393. Deputy Roderic O'Gorman asked the Minister for Education and Youth if she will list the location and number of autism classes attached to secondary schools in the Dublin 1 area; and if she will make a statement on the matter. [32444/26]
Amharc ar fhreagra394. Deputy Roderic O'Gorman asked the Minister for Education and Youth the location and number of autism classes attached to secondary schools in the Dublin 3 area; and if she will make a statement on the matter. [32445/26]
Amharc ar fhreagra395. Deputy Roderic O'Gorman asked the Minister for Education and Youth the location and number of autism classes attached to secondary schools in the Dublin 7 area; and if she will make a statement on the matter. [32446/26]
Amharc ar fhreagraI propose to take Questions Nos. 393 to 395, inclusive, together.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
A list of all mainstream and special schools is available on my Department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE's website.
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.
Of the 464 new special classes, 305 are being established in primary schools and 159 in post-primary schools. New special classes are being established in every county with 105 new special classes confirmed for Dublin so far, of which 31 are being established at post-primary level.
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.
396. Deputy Paul Lawless asked the Minister for Education and Youth the rationale for the continued exclusion of principals appointed after 2015 from receiving the secretarial allowance for acting as secretary to the board of management, given that principals appointed before this date continue to receive the allowance for carrying out the same statutory duties; whether a review of this inequity is under way; and if she will make a statement on the matter. [32450/26]
Amharc ar fhreagraThe Secretary to Board of Management allowance was introduced in 2007 following an agreement reached at the Teachers Conciliation Council (Agreed Report 3/06), following a recommendation of the Teachers Arbitration Board in 2003 that an allowance should be put in place for all Principals who carry out work as Secretary outside of normal working hours. The allowance was payable in one of 5 categories based on student enrolment in the school.
The duties of a Secretary to a Board of Management include setting the agenda for meetings and recording minutes, dealing with Board of Management correspondence, providing information to members concerning Board of Management rights and responsibilities and advance development of school policies. The duty is optional and where a Principal does not act as Secretary, the Board elects a Secretary from its other members - no allowance is payable to that Secretary.
In September 2012 my Department implemented the outcome of the review of allowances and premium payments by the Department of Public Expenditure and Reform.
The outcome of which was that many allowances, including this allowance, were no longer payable to many new public service entrants including “new entrant” teachers.
Circular 0008 of 2013 outlines the effect of this review on teachers. In common with a number of job-role based allowances, sanction for payment to new beneficiaries was withdrawn from 1st February 2012 under the terms of the Circular. Furthermore, if a teacher was eligible for receipt of the allowance prior to 1st February 2012 and subsequently left that job role on a voluntary basis, their entitlement to the allowance ceases from the date of the move and they cannot re-gain entitlement.
Additional amendments to teacher terms and conditions, including pay and allowances, may be achieved through engagement and collective bargaining agreements between the Government and the public service unions.
397. Deputy Paul Lawless asked the Minister for Education and Youth if she will review the current structure of principal release-day clusters to ensure that the calculation of base posts reflects the full scope of a principal’s management responsibilities, including the co-ordination and oversight of special needs assistants or SNAs, bus escorts and teaching staff; if she will consider including these roles in the staffing thresholds used to determine release-day allocations; and if she will make a statement on the matter. [32451/26]
Amharc ar fhreagraPrior to 2022, principal release days were allocated on the basis of the number of mainstream teachers in the school.
Following a budget decision in 2022, all schools with a teaching principal have a minimum of 37 Principal Release Days. i.e. one administrative day per week. Schools with one special class have 4 additional release days, a total of 41 in the school year and schools with two special classes have administrative principal status.
Schools may employ a substitute teacher for the day to facilitate the principal’s release day. Alternatively, schools may cluster their release days with other schools in order to create a full-time fixed-term post. Schools may combine their Special Education Teaching (SET) hours with principal release days in order to create a full-time post. The inclusion of principal release days in cluster posts allows for consistency in the teaching cover provided to schools.
Any further changes would have to be considered in the context of the overall budgetary process.
398. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to health and safety concerns in a school (details supplied); and if she will make a statement on the matter. [32483/26]
Amharc ar fhreagraAs the Deputy may be aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property, or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).
In the case of the school in question it should be noted that a number of EWS and SWS projects have been applied for in recent years. However, there are currently no outstanding EWS projects for this school. The option remains open to the school in question to apply for funding under the EWS to address any issues which the school considers as meeting the criteria of an emergency.
400. Deputy Shane Moynihan asked the Minister for Education and Youth the basis for her Department’s decision to refuse access to a sales contract which was requested under the Freedom of Information Act 2014 (details supplied); and if she will provide an update on the status of the outstanding contractual amendments and the expected timeline for finalisation. [32496/26]
Amharc ar fhreagraPlease see attached FOI decision letter which clearly sets out the basis for refusal.
Due to the commercially sensitive nature of site acquisitions generally, it is not possible to comment further at this stage.
401. Deputy Shane Moynihan asked the Minister for Education and Youth whether there are plans to consider additional schools for inclusion in the DEIS programme; the timeframe for any such expansion, especially for schools that were established after the last review point; and if she will make a statement on the matter. [32497/26]
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. This model took into consideration the significant educational disadvantage experienced by Traveller and Roma learners and of students residing in direct provision or emergency homeless accommodation. 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. It is important to stress that schools not identified through the refined DEIS identification model does not in any way imply that the Department is saying that disadvantage does not exist within in the school community.
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:
The 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; and
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.
402. Deputy Cathal Crowe asked the Minister for Education and Youth the status of an application by a school (details supplied) under the climate action summer works scheme 2026; if she is aware that the school; if she will ensure this application is prioritised for approval in the upcoming Tranche 2 of the scheme; and if she will make a statement on the matter. [32499/26]
Amharc ar fhreagraThe purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis that, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis across a number of categories of works.
It is envisaged that approvals in any given year will involve a spread of categories rather than the traditional single category at a time. This is aimed at managing market capacity and maximising value for money opportunities for school authorities.
In November 2025, the Department announced the first tranche of approvals under the new Climate Action Summer Works Scheme. 297 projects were approved to proceed and involve primary, post primary and special schools, along with projects in all counties and across all categories of works.
My Department can confirm an application was received from the school in question however the school was not on the list of approvals in the first tranche. Given that funding is limited in any particular year it is necessary to prioritise applications. Under the new climate action summer works scheme which operates on a multi annual basis, like previous summer works schemes, applications from schools that are not reached for funding in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
It is anticipated that the next tranche of approvals will be in the latter half of 2026.
Full details of the of the announcement and the list of schools approved in the first tranche, the Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link:
www.gov.ie/en/department-of-education/services/summer-works-scheme/
It remains open to a school to apply for funding under the Department's emergency works scheme. The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of a minimal scope works to address the emergency situation and operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim
403. Deputy Ken O'Flynn asked the Minister for Education and Youth to confirm which body has ultimate statutory responsibility to ensure that every child is provided with an appropriate school place, including access to a special class or special school placement where required; and to outline the escalation and enforcement mechanisms where a place cannot be secured. [32545/26]
Amharc ar fhreagra404. Deputy Ken O'Flynn asked the Minister for Education and Youth to confirm which body has ultimate responsibility for ensuring that a child assessed as requiring a special class or special school placement is provided with a place within a reasonable timeframe; and the statutory enforcement mechanisms that exist where schools do not engage with the NCSE in providing such places. [32546/26]
Amharc ar fhreagraI propose to take Questions Nos. 403 and 404 together.
Enabling 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 more new special classes will be confirmed in the coming weeks.
Details of the new special classes are available on the NCSE's website.
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 is providing 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 new timeline was publicised widely and communicated with schools and special education advocacy groups and parent representative bodies. The NCSE also undertook a lot of work at local level to ensure that families were aware of the process and consequently report a significant level of engagement and contact from families before 1 October.
The NCSE advise that the majority of children and young people coming to them through the Parent’s Notify process are already enrolled in school supported by existing special education teachers and special needs assistants. With any date for applications for supports, it is important that those who come forward after that date are assured that they are not forgotten or excluded from the system.
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.
The NCSE advise that in total, since the Section 67 process has been in place, the NCSE have initiated Section 67 with 27 schools in respect of the designation of placements. As a result of effective collaboration between my Department, patrons, schools and the NCSE, a total of 140 applicants secured placement, following the initiation of this process.
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.
405. Deputy Ken O'Flynn asked the Minister for Education and Youth the number and nature of regulations, made under section 67 of the Education Act 1998, in each of the past five years; the policy purpose and practical application of those regulations in the education system; the specific education functions or operational areas those regulations support; whether any review has been undertaken regarding the effectiveness, necessity and impact of regulations made under this section in supporting education provision and oversight; and if she will make a statement on the matter. [32548/26]
Amharc ar fhreagra406. Deputy Ken O'Flynn asked the Minister for Education and Youth whether she is satisfied that the use of regulation making powers, under section 67 of the Education Act 1998, continues to provide clear added value in the operation and oversight of the education system; whether any cost-benefit or effectiveness assessment has been carried out in the past five years; and if she will make a statement on the matter. [32549/26]
Amharc ar fhreagraI propose to take Questions Nos. 405 and 406 together.
Enabling 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 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.
Details of the new special classes are available on the NCSE's website.
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.
The NCSE advise that in total, since the Section 67 process has been in place, the NCSE have initiated Section 67 with 27 schools in respect of the designation of placements. As a result of effective collaboration between my Department, patrons, schools and the NCSE, a total of 140 applicants secured placement, following the initiation of this process.
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.
407. Deputy Ken O'Flynn asked the Minister for Education and Youth to provide the total number of students who accessed the iScoil programme in 2025 and to date in 2026, with a breakdown by county; to confirm which authority makes the final decision on admission; to provide the number of students refused access or placed on a waiting list in 2025 and to date in 2026; the average time from referral to placement in each period; and if she will make a statement on the matter. [32551/26]
Amharc ar fhreagra408. Deputy Ken O'Flynn asked the Minister for Education and Youth whether the iScoil programme is available to students who are unable to secure a mainstream school place and currently on reduced timetables or receiving limited home tuition, including cases where students are receiving as little as seven hours per week; whether such students are eligible for iScoil as an interim educational provision pending the securing of a full-time school placement; and if she will make a statement on the matter. [32552/26]
Amharc ar fhreagra409. Deputy Ken O'Flynn asked the Minister for Education and Youth the role of the Tusla Education Welfare Service in the referral, approval and allocation of places on the iScoil programme; whether Tusla acts as the primary gateway for access or can other agencies directly initiate referrals; the criteria applied by Tusla when determining eligibility for iScoil; whether Tusla maintains a waiting list or prioritisation system for access to the programme; and to provide the number of referrals made to iScoil through the Tusla Education Welfare Service in 2023, 2024, 2025 and to date in 2026, including the number accepted and refused in each period; and if she will make a statement on the matter. [32553/26]
Amharc ar fhreagra410. Deputy Ken O'Flynn asked the Minister for Education and Youth to provide the exact funding allocated by her Department to iScoil in 2023, 2024, 2025 and to date in 2026, specifying the funding stream, and whether it is provided on a grant, contract or other basis; whether a written agreement, service level agreement or formal performance framework exists governing the delivery of services by iScoil, and if so, to outline its key terms; to set out the specific performance indicators, outcome measures and reporting requirements used by the Department to assess delivery and effectiveness; and to confirm whether any audit, inspection, evaluation or compliance review of iScoil has been undertaken by the Department, its inspectorate or any external body in the past five years; and if so, to provide copies or dates and summaries of the findings; and if she will make a statement on the matter. [32554/26]
Amharc ar fhreagraI propose to take Questions Nos. 407 to 410, inclusive, together.
The iScoil programme is an autonomous online learning community for young people who are out of school and who require a flexible, personalised learning approach. It works primarily with students aged 13 to 16 who have been out of school for six months or more, and aims to support re-engagement, accreditation and progression back to school, further education or training. iScoil is registered under section 14 of the Education (Welfare) Act 2000.
Access to iScoil is by referral only through Tusla Education Support Service (TESS) Educational Welfare Officers. The final decision on admission is made by the iScoil Referral Panel, comprising the iScoil CEO, an iScoil Board representative, a Programme Team representative and a representative of TESS senior management. The panel meets three times annually.
In the 2024/25 academic year, 545 students accessed iScoil, including both home-based and centre-based provision. The expected total for 2025/26 is approximately 575 students, noting that the academic year is ongoing.
The geographical breakdown for 2024/25 is as follows:
|
County |
No. of students |
County |
No. of students |
|
Carlow |
11 |
Cavan |
4 |
|
Clare |
14 |
Cork |
55 |
|
Donegal |
15 |
Dublin |
169 |
|
Galway |
14 |
Kerry |
16 |
|
Kildare |
42 |
Kilkenny |
9 |
|
Laois |
11 |
Leitrim |
1 |
|
Limerick |
19 |
Longford |
12 |
|
Louth |
32 |
Mayo |
7 |
|
Meath |
24 |
Monaghan |
12 |
|
Offaly |
11 |
Roscommon |
3 |
|
Sligo |
6 |
Tipperary |
4 |
|
Waterford |
6 |
Westmeath |
12 |
|
Wexford |
17 |
Wicklow |
19 |
For home-based provision, the below table outlines the Number of eligible home-based referrals, and the number that were subsequently turned down, for the last number of years.
|
Academic Year |
Number of eligible home-based referrals |
Number of eligible home-based referrals turned down |
|
2025/2026 |
344 |
134 |
|
2024/2025 |
315 |
117 |
|
2023/2024 |
241 |
55 |
|
2022/2023 |
181 |
75 |
|
Totals |
1081 |
381 |
iScoil does not operate a waiting list. For successful home-based referrals, the average time from referral to placement is approximately two months, depending on the timing of the referral and the availability of funded places.
The Department provides grant funding to iScoil under a Service Level Agreement (SLA) in accordance with the terms and conditions set out in Department of Public Expenditure and Reform Circular 13/2014. The current agreement provides for educational support to a maximum of 250 students who are eligible for, or in receipt of, support under the medical strand of the Special Education Home Tuition Grant Scheme. The 2026 commitment is €1,210,000 in grant aid under the current SLA. The funding allocated by my Department to iScoil over the last number of years is as follows:
|
Calendar Year |
Funding Provided |
|
2023 |
€577,500 |
|
2024 |
€727,500 |
|
2025 |
€873,000 |
|
2026 YTD |
€605,000 |
The SLA between the Department and iScoil is reviewed on an annual basis. The agreement addresses issues including the referral processes; conditions of funding, educational components; qualifications of teachers; financial arrangements; inspection and duration of the agreement. Outcomes are measured by the number of children who are reintegrated into their school place and/or who successfully complete a QQI Level 3 qualification.
iScoil’s work is independently evaluated every three years. An independent evaluation of the home-based service is currently underway and is expected to be finalised and published in summer 2026. Previous reviews include a Crowleys DFK compliance audit commissioned by Tusla, a Department Inspectorate review of iScoil in School Completion Programme settings completed in 2023, and Dr. Eemer Eivers’ 2021 evaluation of iScoil’s home-based provision. These reviews have found iScoil to be well governed, compliant, an effective intervention and provides value for money for a highly vulnerable cohort. Dr Eemer Eivers’ 2021 evaluation of iScoil’s home-based provision can be found at the following link:[The Efficacy of iScoil’s Home-Based Provision (Eivers, 2021)]
In relation to eligibility, iScoil is intended for a specific cohort of young people. Those who have fully disengaged from mainstream school and a return to school is not viable in the short to medium term. It is not intended as a general placement option for young people on reduced timetables or for families who are unable to secure a mainstream school place. Where a young person is receiving home tuition and a return to school is not viable, iScoil may be considered as a viable option at the discretion of the Educational Welfare Officer. However, not all referrals are accepted, as the number of available places is determined by funding and capacity. Funding and places have increased from €192,500 for 40 places in the 2019/2020 school year, to €1,210,000 for 250 places in 2026.
Tusla Education Support Service is the sole referral pathway. Other agencies do not directly initiate referrals to iScoil. The criteria applied include that the young person is:
Aged 13 to 16;
Has been out of mainstream education for a minimum of six months;
Has a diagnosis such as school phobia, anxiety or associated depression;
Has not completed the Junior Cycle;
Is not likely to pursue State examinations; and
Other interventions have been unsuccessful.
The Department recognises the increasing demand for iScoil and has increased funding and the number of supported places over recent years. It will continue to engage with iScoil and Tusla in relation to demand, outcomes, governance and the forthcoming independent evaluation.
