Written Answers Nos. 583-602
584. Deputy Barry Ward asked the Minister for Education and Youth the position regarding any mechanism in place within her Department that allows for civil servants to transfer on secondment to an equivalent role within the European Union, without negatively impacting their pension and other employment rights; her views on the merits of such a scheme; and if she will make a statement on the matter. [34420/26]
Amharc ar fhreagraThe department has several officers on secondment to the Department of Foreign Affairs who are posted to the European Union (Brussels). They remain employees of the department, pension and employment rights are not affected.
585. Deputy Johnny Guirke asked the Minister for Education and Youth the primary and post primary schools in County Meath currently undergoing construction works; and if she will make a statement on the matter. [34478/26]
Amharc ar fhreagraAs the Deputy will be aware the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030 was published in January. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
The department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 7 projects in County Meath, of which 4 are primary schools and 3 are post primary schools. Additionally, 10 schools are approved to undergo works as part of the Climate Action Summer Works Scheme this summer.
These projects are in addition to over €473 million in capital funding for County Meath schools since 2020. Over that period, a total of 62 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation, of which 41 are primary schools and 21 are post primary schools.
There are also currently 13 school projects in Meath under construction, of which 7 are primary schools and 6 are post primary schools. In addition, since 2020 a total of 125 special classes have been sanctioned in Meath, of which 18 were for September 2026.
The current status of all projects, including those in County Meath is set out, under item number ten, at the following link [www.gov.ie] This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
586. Deputy Naoise Ó Muirí asked the Minister for Education and Youth to provide an update on applications under the Bus Éireann school transport scheme for pupils attending a school (details supplied); to confirm whether the Department has assessed supporting documentation, confirming that places were unavailable when these pupils sought enrolment; to clarify whether, where ten or more pupils are deemed eligible, consideration will be given to the establishment of a new school transport service; to advise if such arrangements can be put in place in advance of the September academic year; and if she will make a statement on the matter. [34504/26]
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 or retention of school transport services, provided this can be done within reasonable cost limits.
Families were 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 temporarily closed for applications and payments on Friday 08 May 2026.
Bus Éireann will now 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.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places. In these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Bus Éireann will assess all applications and plan for routes and services for the 2026/27 school year following the closing date for payments. Once routes have been finalised, Bus Éireann will assign tickets for each vehicle. Families who are unsuccessful in obtaining a seat will be notified via email and a refund will issue.
In cases where families have applied to attend their nearest schools 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.
These can be sent to School Transport Section. Contact details for the section can be found at:
587. Deputy Naoise Ó Muirí asked the Minister for Education and Youth her views on a matter (details supplied); and if she will make a statement on the matter. [34505/26]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council is the regulator of the teaching profession in Ireland. Its role is to protect the public by promoting and regulating professional standards in teaching. This is done through the statutory registration of teachers, ensuring a highly qualified teaching profession, whose members meet and uphold high standards of professional competence and conduct.
The Department engages with the Teaching Council across all issues of relevance, in accordance with legislation, and there has been engagement on the matter referred to by the Deputy in this query.
Through its statutory role, the Teaching Council as the regulator of the profession has established a robust system to ensure the highest professional standards including the Code of Professional Conduct for Teachers and the fitness to teach provision under Part 5?of the Teaching Council Acts, 2001 - 2015, as amended. Teaching is a profession built on professional standards underpinned by the values of respect, care, integrity and trust.
Part 5 of the Teaching Council Acts 2001-2015, which was enacted in 2016, provides for the consideration and investigation of complaints relating to registered teachers. Complaints can be made by anyone (including the Council) to the Teaching Council’s Investigating Committee in relation to a registered teacher on one or more of the grounds which are set out in section 42(1) of the Teaching Council Acts. These grounds include professional misconduct, poor professional performance, conduct contrary to the Code of Professional Conduct for Teachers and in certain circumstances, convictions. It can also consider complaints regarding incidents involving registered teachers that occurred prior to 25 July 2016, in certain circumstances as outlined on the Teaching Council website.
The Investigating Committee considers and investigates complaints. If a complaint is of a serious nature, the Investigating Committee will refer it to the Disciplinary Committee for an inquiry. Where a complaint goes forward to the holding of an inquiry, allegations must be proven beyond reasonable doubt. If an allegation is proven, sanctions can include a suspension from the register for a period or a teacher being removed from the register. All matters of complaint are dealt with confidentially, respectfully and with the utmost sensitivity and compassion.
At the outset of the complaint process, if a member of the public is concerned that children or vulnerable persons are, or may be, at the risk of harm the Teaching Council encourages the complainant to inform:
• The school where the teacher is teaching
• TUSLA, the Child and Family Agency
• An Garda Síochána, where appropriate
• Make a complaint to the Teaching Council.
In addition, the Council will, at all times, comply with its reporting obligations to bodies, including An Garda Síochána and Tusla (The Child and Family Agency), regarding the protection of children and vulnerable persons.
The Teaching Council does not coordinate with Tusla during its interview process as this is a separate and distinct process to the Teaching Council’s complaint process. However, the Investigating Committee can seek relevant information from Tusla to assist with its own investigation.
Under 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.
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.
All teachers are legally required to be vetted by the National Vetting Bureau. It is the role of the Teaching Council to administer vetting for teachers in Ireland. The Teaching Council assesses the vetting disclosure (result) to establish if a teacher can be registered. The role of the school is to receive and assess the vetting disclosure when employing teachers.
As an additional safeguard, the child protection related Statutory Declaration, and a Form of Undertaking must be provided to the employer by all persons being appointed to teaching and non-teaching positions of any duration. The Statutory Declaration provides that the person to be employed confirms that “there is nothing, from a child protection perspective, in relation to my conduct, character or personal background of any nature that would adversely affect the position of trust in which I would be placed in relation to children or vulnerable adults by virtue of my appointment to any teaching or non-teaching position in any recognised primary or post-primary school or any other state funded centre of education for children or vulnerable adults”.
588. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if Garda vetting is a component of the interview process for school teaching staff; whether this vetting process is informed by Tusla reports; and if she will make a statement on the matter. [34506/26]
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.
Everyone who works with children and vulnerable people is legally required to be vetted by the National Vetting Bureau (Children and Vulnerable Persons Acts 2012 to 2016). 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.
All teachers are legally required to be vetted by the National Vetting Bureau. It is the role of the Teaching Council to administer vetting for teachers in Ireland. The Teaching Council assesses the vetting disclosure (result) to establish if a teacher can be registered. The role of the school is to receive and assess the vetting disclosure when employing teachers.
Schools are required to comply with Circular 31/2016 Commencement of Statutory Requirements for Garda Vetting which outlines that Section 12 of the Vetting Act requires that a school authority must not, other than where certain exemptions apply, commence the employment of an employee to undertake relevant work or activities before the school authority receives a vetting disclosure from the Bureau in respect of that person. This requirement applies in respect of all types of appointment of any duration including full time, part time and substitute positions.
Separate to the requirements of the Vetting Act school authorities are required to be cognisant of their civil law duty of care to their students and the need for prudent practice from a child protection perspective. School authorities are required to ensure compliance with the department’s requirements in relation to the provision of a child protection related statutory declaration and associated form of undertaking by all persons being appointed to teaching and non-teaching positions. The form of undertaking must be completed as close as possible to, and in any case before, the commencement of employment in the school. This includes emergency and substitute positions. The school authority must obtain and view the original statutory declaration and associated form of undertaking and retain a copy of it for its own records.
Section 4.1 (10) of Circular 31/2016 also outlines that thorough recruitment procedures, including the checking of references and any gaps in career history, are an essential element of child protection practice. It further outlines that statutory vetting should not take the place of good recruitment procedures but must be used as part of those procedures.
Department Circular 44/2019 sets out the leadership and management framework for posts and the recruitment and appointments procedures for registered Teachers, Assistant Principals, Deputy Principals and Principals in recognised primary schools and special schools, including where a proportion of the pupils attending are of post-primary age and where second level programmes are being provided. Circular 44/2019 also underlines that schools/ETBs must ensure compliance with the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and with relevant Department Circulars in relation to Garda vetting. The Circular requires schools/ETBs to verify references for successful appointees.
589. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she will take immediate action to install fibre connection at a school (details supplied) to restore internet access following an extended period of disconnection; and if she will make a statement on the matter. [34526/26]
Amharc ar fhreagraThe delivery of high quality internet connectivity for all schools is a key objective of this Department. It is accepted that good connectivity is essential to ensure that schools are facilitated to progress the embedding of digital technologies in teaching and learning and for the implementation of new and revised curriculum.
The Department invests an average of €15m annually for the provision of broadband connectivity to schools. Under its Schools Broadband Access Programme (SBAP) at least 99% of recognised primary special schools and post-primary schools are included in this programme.
My officials have worked tirelessly engaging with the incumbent and alternative service provider to put in place a replacement solution following the decommissioning of the contracted service providers infrastructure in St. Conleth’s N.S. Unfortunately, while a number of service providers have carried out surveys for alternative broadband solutions, the findings have shown that line of sight to the network masts was not achievable and a secure and reliable service could not be guaranteed.
My officials are actively exploring, as a matter of priority, all options across multiple range of broadband technologies to put in place a temporary solution in order for the schools broadband services to be restored as soon as possible.
I will remind the deputy, that the schools broadband programme is based on available industry provision, and the best quality connectivity to all schools in line with the best technical infrastructure available in the market. It should be noted that broadband capacity can vary due to geographical location and local infrastructure, and thus impact on the service that can be provided. It should also be noted that my department does not build broadband infrastructure. The fibre broadband in the location of this school is currently due for upgrade to full fibre broadband by private industry in due course and my department continues to liaise with the company and will migrate this school to full fibre broadband as soon as it becomes available.
590. Deputy Cormac Devlin asked the Minister for Education and Youth to provide an update on a matter (details supplied) regarding a school; and if she will make a statement on the matter. [34550/26]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter my departments pipeline of school building projects under the Additional Schools Accommodation (ASA) Scheme to provide a two classroom special educational needs (SEN) base, one general classroom, one science lab/prep area and replacement of roof in sports hall.
A Stage 2a report (detailed design) was submitted to my department and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Infrastructure Guidelines. All projects, including this one, will undergo the necessary due diligence as outlined in the Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
Regarding the roof repair works, a meeting is due to take place in the coming period to consider the sports hall. Further engagement with the school will follow as appropriate.
As the deputy is aware my Department recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. 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, my 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.
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.
591. Deputy Micheál Carrigy asked the Minister for Education and Youth regarding the project (details supplied) for approval to enter a short-term rental arrangement for a room within their local community centre as an interim measure for SEN facilities due to lack of space in the current school building, while the building project at the school, that is currently in phase 1, progresses. [34612/26]
Amharc ar fhreagraThe purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area.
The NDP Implementation Plan for the Education and Youth sector 2026-2030 along with the first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. This NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity across the school estate and also ensuring that school admissions policies and processes are targeted at meeting local mainstream and special class requirements. This will facilitate the funding of projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
I can confirm to the Deputy that the school in question has made contact with my department seeking approval for the interim rental of accommodation pending the delivery of their traditional build. An official from my department has been liaising with the school in relation to supporting documentation and the matter is currently under consideration. As soon as a decision is made a response will issue to the school authority directly.
I am pleased to advise the Deputy that the school in question was approved a traditional build project for 2 Special Education Tuition rooms in 2024 under my department's Additional School Accommodation (ASA) Scheme. The project is currently at stage 1.
593. Deputy Emer Currie asked the Minister for Education and Youth the number of special classes in Dublin 15 at primary school level, broken down per school, in tabular form; and if she will make a statement on the matter. [34660/26]
Amharc ar fhreagra594. Deputy Emer Currie asked the Minister for Education and Youth the number of special classes in Dublin 15 at secondary school level, broken down per school, in tabular form; and if she will make a statement on the matter. [34661/26]
Amharc ar fhreagra595. Deputy Emer Currie asked the Minister for Education and Youth the number of special classes in Dublin 7 at primary school level, broken down per school, in tabular form; and if she will make a statement on the matter. [34662/26]
Amharc ar fhreagra596. Deputy Emer Currie asked the Minister for Education and Youth the number of special classes in Dublin 7 at secondary school level, broken down per school, in tabular form; and if she will make a statement on the matter. [34663/26]
Amharc ar fhreagraI propose to take Questions Nos. 593, 594, 595 and 596 together.
This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
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 website. (www.ncse.ie/special-classes)
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. To date, 504 new special classes have been sanctioned by the NCSE for 2026/27. This is a number of months ahead of last year and should provide greater clarity for parents.
Of the 504 new special classes, 330 are being established in primary schools and 174 in post-primary schools. New special classes are being established in every county with 114 new special classes confirmed for Dublin so far.
The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs.
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 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.
597. Deputy John Paul O'Shea 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 Cork North-West in each of the past five years, in tabular form; and if she will make a statement on the matter. [34725/26]
Amharc ar fhreagraSince 2020, the Department of Education has provided over €90 million in capital funding for Cork North-West Constituency. Over this period, a total of 37 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 3 school projects in Cork North-West under construction.
This summer, 11 schools are approved to undergo works as part of the Climate Action Summer Works Scheme. In addition to this, 9 special classes are 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.
598. Deputy Barry Heneghan asked the Minister for Education and Youth the current status of the proposed redevelopment of a site (details supplied); the timeline for delivery of the promised new school facilities following the amalgamation of the three Ballyfermot secondary schools; and if she will make a statement on the matter. [34786/26]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy will deliver a new 1,000 pupil Post Primary School and accommodation, including 6 classrooms for children with special educational needs at Le Fanu Road, Ballyfermot.
This project is currently planned to be delivered as part of Phase 2 of my Department's ADAPT 4 Programme - Programme Innovate.
As part of planning ahead, 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.
As part of this forward planning, projects to be included as part of Phase 2 ADAPT 4 Programme are currently being assessed by department officials. Upon completion of this process, procurement of the IPT's (Integrated Project Teams) may progress.
The ADAPT 4 Programme uses a professional external Programme Manager to co-ordinate and drive the Integrated Project Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
Integrated Project Teams (IPT's) consist of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects.
As the Deputy will be aware, earlier this year I published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As referred to above, 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 Seton's Secondary School will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
599. Deputy Emer Currie asked the Minister for Education and Youth to engage with Fingal County Council on a matter (details supplied); and if she will make a statement on the matter. [34791/26]
Amharc ar fhreagraThis matter does not fall under the remit of my Department. It more properly comes under the remit of the Department of Rural and Community Development and the Gaeltacht.
600. Deputy Barry Heneghan asked the Minister for Education and Youth the procedures followed by Education and Training Boards when appointing principals and senior staff to special schools; the safeguarding, vetting and reference checking requirements that apply; whether her Department intends to review these procedures following concerns raised in relation to a school (details supplied); and if she will make a statement on the matter. [34792/26]
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.
Everyone who works with children and vulnerable people is legally required to be vetted by the National Vetting Bureau (Children and Vulnerable Persons Acts 2012 to 2016). 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.
It is the role of the Teaching Council to administer vetting for teachers in Ireland. The Teaching Council assesses the vetting disclosure (result) to establish if a teacher can be registered. The role of the school is to receive and assess the vetting disclosure when employing teachers.
The main circular in relation to vetting for schools is Circular 31/2016 Commencement of Statutory Requirements for Garda Vetting which outlines that Section 12 of the Vetting Act requires that a school authority must not, other than where certain exemptions apply, commence the employment of an employee to undertake relevant work or activities before the school authority receives a vetting disclosure from the Bureau in respect of that person. This requirement applies in respect of all types of appointment of any duration including full time, part time and substitute positions.
Separate to the requirements of the Vetting Act school authorities are required to be cognisant of their civil law duty of care to their students and the need for prudent practice from a child protection perspective. School authorities are required to ensure compliance with the department’s requirements in relation to the provision of a child protection related statutory declaration and associated form of undertaking by all persons being appointed to teaching and non-teaching positions. The form of undertaking must be completed as close as possible to, and in any case before, the commencement of employment in the school. This includes emergency and substitute positions. The school authority must obtain and view the original statutory declaration and associated form of undertaking and retain a copy of it for its own records.
Section 4.1 (10) of Circular 31/2016 also outlines that thorough recruitment procedures, including the checking of references and any gaps in career history, are an essential element of child protection practice. It further outlines that statutory vetting should not take the place of good recruitment procedures but must be used as part of those procedures.
Department Circular 44/2019 sets out the leadership and management framework for posts and the recruitment and appointments procedures for registered Teachers, Assistant Principals, Deputy Principals and Principals in recognised primary schools and special schools, including where a proportion of the pupils attending are of post-primary age and where second level programmes are being provided. Circular 44/2019 also underlines that schools/ETBs must ensure compliance with the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 and with relevant Department Circulars in relation to Garda vetting. The Circular requires schools/ETBs to verify references for successful appointees.
601. Deputy Marie Sherlock asked the Minister for Education and Youth her proposals for a school (details supplied) for whom emergency works were refused to repair their defective roof and are left with no other options because the summer works scheme cuts off 12 months in advance; and if she will make a statement on the matter. [34798/26]
Amharc ar fhreagraThe school the Deputy has referenced is on my department's Capital Programme for the construction of a new school facility. This capital project was included in the first tranche of projects I announced under my department's NDP Implementation Plan, to go to tender in 2026 / 27.
I am aware that the building the school currently occupies is sub-optimal and a plan is being worked on within my department to secure more suitable interim accommodation until the permanent facility is delivered. Engagements with the school are ongoing in this regard.
This school provides are very valuable service in North Dublin City Centre. The continued provision of safe and secure accommodation for this school is a priority of my department.
602. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if she will provide an update on a special class for a school (details supplied); and if she will make a statement on the matter. [34799/26]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a repurposing works project providing two special educational needs classrooms. The project is devolved to the school authority for delivery, with the Joint Managerial Body (JMB) providing assistance.
Department officials have been engaging proactively with both the school authority and the JMB, including direct contact by phone, to advance the project. These ongoing engagements are focused on providing practical, targeted support to progress the project towards construction as efficiently as possible. Department will continue to work closely with all stakeholders to ensure the timely and effective progression of this important project.
