Written Answers Nos. 302-313
302. Deputy Brendan Smith asked the Minister for Education and Youth to give urgent consideration to correspondence received from a school (details supplied), particularly in light of the long delay of the application; and if she will make a statement on the matter. [33747/26]
Amharc ar fhreagraThe school in question submitted an application for funding under the Emergency Works Scheme (EWS) for toilet facility works. The EWS operates on the basis of a minimal scope of works required to remedy an emergency situation and, on this basis, the school was advised to submit a revised scope of works with an accompanying itemised cost breakdown. Once this has been received the EWS team will review the revised application and will engage further with the school as appropriate. The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
303. Deputy Barry Ward asked the Minister for Education and Youth if she will provide a list of all school building, extension, refurbishment and other capital projects delivered under the remit of her Department which have been completed on time and within budget in Dublin in each of the past five years, in tabular form; and if she will make a statement on the matter. [33823/26]
Amharc ar fhreagraSince 2020, the Department of Education has provided over €1.8bn in capital funding for Dublin schools. Over this 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 currently 56 school projects in Dublin under construction.
Another 20 school projects will go to tender or construction in 2026 and 2027, and this summer, 53 schools are approved to undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020, over 800 smaller-scale projects have been completed under schemes such as Summer Works Scheme, Climate programmes and Emergency Works Scheme. Since 2020, 401 special classes have been opened in Dublin of which 105 were sanctioned for September 2026.
Analysis of over 100 completed large-scale projects nationally indicates an average of circa. 10% increased expenditure over contract values. Previously a circa 5% uplift was average; however, additional capacity for special education has been a significant driver of this recent increase, in response to a huge increase in demand for special education provision in the last few years. Site specific issues have also had a role in increased costs.
The Deputy will appreciate that with the scale of the school building programme regarding projects completed since 2020, the dataset in relation to the specific questions is very substantial and would require individual project analysis. If the Deputy would like more specific information on an individual project/s, given that many projects are delivered on a devolved basis, my department can link in with the relevant school authorities for full details on same.
In relation to the specific questions raised by the Deputy, it is important to note that the status of all projects is set out at 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.
304. Deputy Shane Moynihan asked the Minister for Education and Youth the guidance that exists regarding the use and deployment of Croke Park hours; the way schools are expected to utilise these hours; the way the effectiveness of their use is measured; and if she will make a statement on the matter. [33854/26]
Amharc ar fhreagraThe Croke Park Agreement hours are part of wider productivity measures introduced under the Public Service Agreements. In schools, the Croke Park Agreement hours are 33 additional hours a year at post primary (36 hours at primary) worked by teachers.
A central purpose of the Croke Park Agreement hours is to provide for certain essential activities such as staff meetings, parent-teacher meetings, school planning, subject planning and mandated Continuous Professional Development to take place without reducing tuition time. Utilisation of the additional hours for these purposes has practically eliminated school closures which were previously necessary for activities such as the ones mentioned above.
A review of the usage of Croke Park Hours is currently in progress under the auspices of the Teachers' Conciliation Council (TCC). As proceedings at the TCC are confidential, it would not be appropriate for me to make any further comment at this time.
305. Deputy Shane Moynihan asked the Minister for Education and Youth for an update on the provision of a secondary school in Newcastle, County Dublin; whether consideration is being given to the provision of a second primary school in light of population growth; and if she will make a statement on the matter. [33863/26]
Amharc ar fhreagraIn 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.
My department conducts demographic analysis at both school planning area and settlement level. More granular analysis is carried out in areas encompassing both high growth urban settlement areas and a more rural hinterland.
Where demographic data indicates that additional provision is required, the aim to try and facilitate this, where possible, is by 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.
New schools are only established in areas of demographic growth, as the resources available for school infrastructure must be prioritised to meet the needs of areas of significant population increase to ensure that every child has a school place.
There is currently less than 500 post primary school pupils living in the Newcastle urban area. These pupils attend school in Rathcoole and Citywest, where school capacity has been provided to accommodate them. Capital projects are underway to expand the capacity of these post primary schools to cater for increased demand for school places due to internal migration driven by new residential developments.
There has been two new primary schools established in the Newcastle_Rathcoole school planning area, in recent years. Construction is underway for a new 16 classroom primary school for Gaelscoil Lir and planning permission has been granted for a new school building for Rathcoole ETNS. In additional, the capital project for a new building for Scoil Chorain, Rathcoole is progressing to tender.
Rathcoole ETNS is currently located in Newcastle in interim accommodation.
There are currently no plans to provide any additional primary school capacity in this area. This is being kept under review.
The impact of new residential developments is under review with South Dublin County Council.
My department will continue to liaise with South Dublin County Council in respect of their County Development Plan with a view to identifying any potential long-term school accommodation requirements across school planning areas.
306. Deputy William Aird asked the Minister for Education and Youth when it is expected that a school (details supplied) will progress from Stage 2A to Stage 2B of the Department’s School Building and Capital Programme; and if she will make a statement on the matter. [33877/26]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter my department's pipeline of school buildings under the Additional School Accommodation Scheme for a project providing 7 mainstream classrooms, 1 construction room, 1 graphics preparation area, 1 project store, 1 home economics room, 1 graphics room, a 4 classroom special educational needs base and repurposing works providing a science preparation area. The project is devolved to the Association of Community and Comprehensive Schools for delivery.
A Stage 2a (developed design) report was submitted to the department and is under review. All projects, including this one, will undergo the necessary due diligence outlined in the Infrastructure Guidelines. Given the detailed nature of the evaluation process, the need to ensure full cost compliance, and the requirement to align the project with the prioritisation framework under the National Development Plan, this review process is necessarily thorough. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall programme.
Although this project is not within the first tranche of school building projects recently published in the NDP Sectoral Investment Plan, it remains part of the Department’s overall pipeline of school building projects. The 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.
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 this school will be considered as part of the ongoing overall department led prioritisation process, in consultation with the school’s patron and school authorities.
307. Deputy Cathal Crowe asked the Minister for Education and Youth to provide an update on the confirmation of English as an additional language (EAL) hours for the 2026/2027 school year; the reason the new online form for data collection via the Online School Claims System (OLCS) has not yet been made available to schools despite the fast-approaching deadlines; to address the specific anomaly whereby children born in Ireland who are new junior infant entrants are excluded from EAL consideration in current data collection models despite having a demonstrated need for high levels of language support; her plans to allow schools to use their professional judgment and internal assessments to secure resources for these pupils from their first day in school rather than waiting a year for formal assessment results; and if she will make a statement on the matter. [33883/26]
Amharc ar fhreagraThe Department has adapted to the dynamic landscape of student enrolment and has prioritised enhancing English as an Additional Language (EAL) support, recognising the critical role of language. An online portal system was introduced in the current year to allow school's to apply in a more timely and efficient format. The EAL application system through the online portal opened on 22nd April.
Prior to making an EAL application, all schools are advised in the first instance to review whether the needs of newly enrolled pupils can be met from within existing allocations. Language supports are also included through the Special Education Teaching (SET) which encompasses an element of language support allocation. Under this SET model, schools are frontloaded with resources to provide support immediately to those pupils who need it without delay.
The Department's policies enable flexible resource allocation to ensure that the resources follow pupils in the event of them changing schools. These supports to schools, based on an application process, are provided for new-entrant pupils (i.e., pupils arrived in the country in the last 2 years with an EAL requirement). Similar to previous years, supports may also be provided for schools with a high concentration of pupils that are not classified as new-entrant pupils but who have an EAL need i.e., those pupils with less than 3 years EAL support and register less than B1 in an English proficiency test.
In addition further additional temporary EAL support is also provided through the Primary Staffing Appeals Board.
The criteria by which schools can apply for EAL support has not been revised.
The Department’s Inspectorate report available on the Department website “Meeting Additional Language Needs: Whole-school and Classroom Approaches for Inclusive Language Learning” outlines the best practice approaches in the teaching and learning of EAL involving mainstream teachers. The report underscores the importance of English language provision for educational equity and wellbeing and applauds schools for promoting diversity and belonging. The Department will use its recommendations to enhance learning experiences across all schools.
As part of the continuum of assessment practices, teachers of children and young people for whom English is an additional language (EAL) are advised to assess pupils’ language proficiency development using an assessment tool that is aligned to the Common European Framework of Reference for languages (CEFR). Assessments aligned with the CEFR place children and young people on a scale ranging from A1 (most basic) to C3 (native speaker fluency) across the skills of reading, writing, speaking, and listening.
308. Deputy Pádraig Rice asked the Minister for Education and Youth for a progress update on the Programme for Government’s commitment to reducing primary school class sizes towards an average of 19:1; if she will respond to matters raised in correspondence (details supplied); if her Department will engage with the school to support the retention of staffing at the school; and if she will make a statement on the matter. [33886/26]
Amharc ar fhreagraPriority was given in recent Budgets to reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively.
In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio shows the ratio of pupils to teachers improve from 16:1 to 12.8:1. In addition to the reductions in the teacher allocation ratio, a three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts. Further progress on this matter will be considered as part of the annual budgetary process.
The 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 school referred to by the Deputy is due to have a teaching post suppressed for the coming school year due to a reduction of 19 pupils.
The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The Appeals Board operates independently of the Department and its decision is final.
309. Deputy Pádraig Rice asked the Minister for Education and Youth the number of primary school classes projected to have 30 or more students for the upcoming 2026-2027 academic year; and if she will make a statement on the matter. [33887/26]
Amharc ar fhreagraThe Department does not project class sizes so we are unable to provide the data requested.
Priority was given in recent Budgets to reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively.
In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio shows the ratio of pupils to teachers improve from 16:1 to 12.8:1. In addition to the reductions in the teacher allocation ratio, a three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
We have published class size ratios for the first time in our 2024-2025 Statistical Bulletin, link below: https://assets.gov.ie/static/documents/d65b0730/Statistical_Bulletin.pdf.
Class size ratio varies depending on standard, with schools prioritising smaller class sizes for younger students. Junior infants had the lowest CSR at 20 in 2024/25, while fourth – sixth classes had the highest at 23.7. CSR has fallen across all standards since 2022/23.
310. Deputy Emer Currie asked the Minister for Education and Youth for an update on a Stage 2a meeting for a school (details supplied); and if she will make a statement on the matter. [33895/26]
Amharc ar fhreagraThe major building project referred to by the Deputy will be delivered under the Department’s ADAPT Programme. The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The Brief for this project is the development of a 32 Classroom Primary School with 4 classrooms for pupils with Special Educational Needs including Pyrite Remediation, the Refurbishment of Existing Buildings and the construction of a New Build Extension and all associated site works, including associated play areas.
The major building project is currently at an early stage of architectural planning – Stage 1 – Preliminary Design, where the design team assess the site and current buildings, and prepare their initial sketch schemes.
A preferred design option, including the scope and extent of works to be carried out will be established during this early stage, to be then further detailed and developed and fully cost-planned, before seeking statutory approvals, including planning permission.
Interim Stage 1 architectural workshops were held between the Design Team and the Department in Q4 2023, and the Design Team submitted their Stage 1 report to the Department in late Q4 2023.
Upon review of the report, a further detailed architectural workshop was held between the School Authorities, the Project Manager, Design Team and the department in February 2024.
Following that meeting, the Design Team were requested to consider the department’s comments in relation to the site and design options presented.
Department Officials and Design Team members have met on site at St. Patrick’s National School in attempts to develop appropriate design solutions that will best meet the needs of the school, and being cognisant of the 3rd party occupiers at the same site.
The Design Team are to prepare a revised Stage 1 submission, which upon receipt, will be reviewed, and a Stage 1 Stakeholders meeting will then be arranged.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects under the NDP.
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 St. Patrick’s National School will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
311. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Youth the projected number of primary classes of 30+ pupils for 2026/2027, by class level, with specific reference to infant classes; and if she will make a statement on the matter. [33913/26]
Amharc ar fhreagraThe Department does not project class sizes so we are unable to provide the data requested.
Priority was given in recent Budgets to reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively.
In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio shows the ratio of pupils to teachers improve from 16:1 to 12.8:1. In addition to the reductions in the teacher allocation ratio, a three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
We have published class size ratios for the first time in our 2024-2025 Statistical Bulletin, link below: https://assets.gov.ie/static/documents/d65b0730/Statistical_Bulletin.pdf.
Class size ratio varies depending on standard, with schools prioritising smaller class sizes for younger students. Junior infants had the lowest CSR at 20 in 2024/25, while fourth – sixth classes had the highest at 23.7. CSR has fallen across all standards since 2022/23.
312. Deputy Willie O'Dea asked the Minister for Education and Youth if she will review the decision to exclude many Limerick primary schools situated in disadvantaged areas from DEIS Plus status; and if she will make a statement on the matter. [33943/26]
Amharc ar fhreagraAddressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority the 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.
When the model was applied nationally, including across Limerick city and county, a number of schools in Limerick were identified for inclusion in the DEIS Plus scheme. Other schools in Limerick, while serving communities experiencing disadvantage, did not meet the threshold for inclusion when assessed against the same objective national criteria.
Schools not included in DEIS Plus continue to receive significant supports through the DEIS programme. Under the new DEIS Strategy, DEIS grant funding and home school community liaison (HSCL) provision were recalculated using the most up-to-date data on educational disadvantage. This resulted in increased grant funding and strengthened HSCL provision for a number of DEIS schools in Limerick city, ensuring enhanced supports for families and school communities.
It is possible for two neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. The designation of neighbouring schools to different DEIS status does not mean that there is no educational disadvantage present in one school, but that the concentrated level of educational disadvantage of the two schools is different.
The 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 have the opportunity to have that outcome reviewed. The appeal process is now open until 25 May. Schools have 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 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 may appeal that outcome.
Information on the appeal process can be found on the department's website: www.gov.ie/en/department-of-education/circulars/deis-plus-scheme-appeal-process/.
313. Deputy Micheál Carrigy asked the Minister for Education and Youth the number of civil and public servants employed by her Department in each of the past ten years, in tabular form. [33949/26]
Amharc ar fhreagraThe below table shows the headcount of the Department of Education and Youth for the past ten years. For 2026, the headcount as of 31st March 2026 is used. For all other years, the headcount as of 31st December is used.
|
Headcount |
|
|
Year |
Total |
|
2026 |
2122 |
|
2025 |
2138 |
|
2024 |
2044 |
|
2023 |
1888 |
|
2022 |
1662 |
|
2021 |
1543 |
|
2020 |
1421 |
|
2019 |
1507 |
|
2018 |
1447 |
|
2017 |
1397 |
|
2016 |
1320 |
