Written Answers Nos. 291-310
291. Deputy John Clendennen asked the Minister for Enterprise, Tourism and Employment whether an application for designation of a venue or an event under the Sale of Tickets Act 2021 has been received from either the venue operator or the event organiser in respect of (details supplied); and if he will make a statement on the matter. [36480/26]
Amharc ar fhreagra292. Deputy John Clendennen asked the Minister for Enterprise, Tourism and Employment whether consideration will be given to a legislative review of an Act (details supplied); and if he will make a statement on the matter. [36481/26]
Amharc ar fhreagraI propose to take Questions Nos. 291 and 292 together.
The Sale of Tickets (Cultural, Entertainment, Recreational and Sporting Events) Act 2021 deals with the sale of tickets on the secondary market, making it an offence for tickets for designated events to be sold above the price that was originally paid for them. The legislation promotes fairer access to tickets for cultural, entertainment, recreational and sporting events and provides consumers with protection against being charged excessive prices for tickets for designated events.
An Garda Síochána plays a crucial role in enforcing this legislation and has the authority to investigate and prosecute individuals or entities that violate the Act. My Department regularly requests updates from An Garda Síochána in relation to prosecutions taken under this Act.
More generally, the Competition and Consumer Protection Commission (CCPC) is the independent statutory body responsible for promoting compliance with, and enforcing, competition and consumer law in Ireland under the remit of my Department. The independent performance of its statutory functions is provided for under section 9(5) of the Competition and Consumer Protection Act 2014, which includes investigation and enforcement matters. My Department regularly engages with the CCPC on this and other matters, and, as noted above, with An Garda Síochána in relation to prosecutions taken under this Act. There are currently no plans to review the Act; however, there are plans to strengthen the enforcement powers and sanctions available to the CCPC through upcoming legislation.
In relation to the Ryder Cup 2027, no formal application for designation of the event under the Act has yet been received from either the event organiser or the venue operator. However, I am advised that officials from my Department have been in contact with officials from the Department of Culture, Communications and Sport in relation to the matter, and are ready to assist with the process as required.
293. Deputy John Clendennen asked the Minister for Enterprise, Tourism and Employment if he will provide a breakdown of spending on advertising which was funded or overseen by his Department, and bodies under its aegis, in each of the past five, including a breakdown by medium that is radio, television, social media, in tabular form; and if he will make a statement on the matter. [36488/26]
Amharc ar fhreagraThe following is the advertising spend across media in tabular form below, as requested, for the period specified.
The advertising activity by the agencies under my department’s remit is an operational matter for those bodies, and I do not have any direct function in these matters.
|
- |
2021 |
2022 |
2023 |
2024 |
2025 |
2026 YTD |
|
Radio |
€0.00 |
€0.00 |
€0.00 |
€72,160.64 |
€0.00 |
€0.00 |
|
Television |
€0.00 |
€0.00 |
€0.00 |
€0.00 |
€0.00 |
€0.00 |
|
Social |
€52,569.41 |
€146,710.12 |
€72,711.80 |
€13,892.54 |
€6,823.82 |
€60.15 |
|
Other Media |
€2,275.90 |
€3,887.00 |
€11,916.25 |
€620.23 |
€12,643.86 |
€8,507.27 |
|
Total |
€54,845.31 |
€150,597.12 |
€84,628.05 |
€86,673.41 |
€19,467.68 |
€8,567.42 |
294. Deputy John Lahart asked the Minister for Education and Youth the number of children in Dublin South West that are currently without a special class place; the way this shortage is influencing the Department’s prioritisation of the rebuild of a school (details supplied); and if she will make a statement on the matter. [35853/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.
My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
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. 504 new special classes have been sanctioned to date, of which 22 are inclusive special classes. Further details on additional new special classes will be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Of the 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 accommodation needs at the schools named will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities
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.
295. Deputy Ken O'Flynn asked the Minister for Education and Youth to outline the current Department policy and design guidance relating to the provision of unisex or gender-neutral toilet facilities in primary and post-primary schools; whether her Department requires the provision of single-sex toilets in all schools; whether unisex facilities may be provided in addition to single-sex toilets; and if she will provide details of any circulars, design standards, or safeguarding guidance issued to school patrons and design teams on this matter. [35816/26]
Amharc ar fhreagraThe School Design Guide document SDG 02-06 Sanitary Facilities published by my Department’s Planning & Building Unit provides guidance on the provision of sanitary facilities in all new primary and post-primary schools. It includes the following provisions:
‘All sanitary facilities are to be designed with the physical and emotional safety of pupils in mind, to promote inclusivity and in order to remove the risk of bullying in the school environment. Toilets, corridors, cloakrooms, locker areas, changing rooms and showers may be the location of verbal, psychological and physical bullying. The behaviour of pupils in those areas requires careful monitoring through passive supervision’.
‘The location, design and layout of sanitary facilities must balance the requirement for passive supervision of sanitary facilities from circulation spaces with the dignity and privacy requirements of each user. Well-designed and well-managed sanitary facilities create cleaner, healthier spaces and are capable of being used, cleaned and maintained in a way that ensures safety and dignity of pupils and staff’.
‘The operation of sanitary facilities is a matter for each school authority. As such, early discussion in the design process between the Design Team and the School Authority in relation to the arrangement and layout of sanitary facilities is required’.
The decision in relation to the identification, allocation, wayfinding or signage of the toilet facilities in every school is based on detailed conversations between the school authority and the design team at the earliest stage, and in compliance with the recommendations of SDG-02-06 as well as the requirements of the Building Regulations. The decisions relating to the identification of sanitary facilities will be based on the ethos and values of each individual school, agreed between design teams and the school authority at the outset of the design process. In every case, all options relating to the identification of sanitary facilities, gender specific or not, remain open to each school authority as is specified in legislation.
As such, SDG-02-06 satisfies entirely the requirements of all applicable legislative requirements in relation to the prevention of discrimination in our schools and does so through a spirit of partnership with each school authority.
In addition, Universal Accessible Toilets are provided in schools in accordance with Part M of the Building Regulations and these are individual toilets designed to be self-contained units and therefore can be used by wheelchair users of all genders.
The guidance also includes classroom layouts for toilet facilities in primary schools with two ambulant disabled WCs provided en-suite to each classroom. These sanitary facilities are separated from the teaching space by a full height wall/partition with no gaps to the top or bottom, and a self-closing door. Alternate arrangements for the location of WC facilities in primary schools, such as those accessed directly from circulation areas, may also be considered.
The guidance for post-primary schools includes suggested room layouts for toilet facilities with the wash hand basins located in an area, directly off and open to the circulation space facilitating better supervision. All cubicle spaces containing WCs are designed as self-contained spaces with robust full-height separating walls and access doors.
Student sanitary facilities in post-primary schools should be arranged in small blocks, not in a large central block. Small blocks increase the opportunity for passive supervision, discourage anti-social behaviour, reduce disruption caused by cleaning and maintenance, and cut down curriculum time lost through pupils visiting sanitary facilities during lessons.
296. Deputy Pearse Doherty asked the Minister for Education and Youth the estimated average cost for insurance per pupil in both primary and post-primary schools excluding community and comprehensive schools; and if she will make a statement on the matter. [35833/26]
Amharc ar fhreagraThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. The department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
The Financial Support Services Unit (FSSU), funded by the Department of Education and Youth, is an important source of advice and support to schools on financial matters.
The following summary data is taken from Financial Support Services Unit (FSSU) data which was provided by individual schools and as such is subject to certain data quality limitations.
Table 1 - Median per pupil general insurance cost (€) in primary and voluntary secondary schools.
|
- |
Median General Insurance Cost Per Pupil (€) |
|
|
|
|
2022/2023 |
2023/2024 |
2024/2025 |
|
Mainstream Primary* |
44.06 |
46.85 |
48.59 |
|
Voluntary Secondary |
48.64 |
43.76 |
41.13 |
*Including those with special classes
Note: Median per pupil cost is variable depending on school enrolment band, with higher average costs associated with lower enrolment bands. The reported figures reflect all enrolments.
297. Deputy John Lahart asked the Minister for Education and Youth when immediate interim safety measures will be implemented at a school (details supplied) given the deteriorating roof structure and the risks identified to pupils and staff; and if she will make a statement on the matter. [35855/26]
Amharc ar fhreagraI refer to your recent representation in relation to Scoil Maelruain Junior and Senior school, Tallaght Dublin 24 and an emergency works application.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. 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 a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.
The school in question, submitted an application for funding under the Emergency Works Scheme (EWS) for roof 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 leak detection test and 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.
298. Deputy Eoin Ó Broin asked the Minister for Education and Youth to explain comprehensively the rationale of the decision to omit one school out of a cluster of eight local schools, from the extension of HSCL provision (details supplied); and if she will make a statement on the matter. [35856/26]
Amharc ar fhreagra316. Deputy Shane Moynihan asked the Minister for Education and Youth the reason a school (details supplied) was not allocated a Home School Community Liaison (HSCL) coordinator in the most recent announcement; the criteria used in determining HSCL allocations; and whether consideration will be given to including the school in future allocations. [36427/26]
Amharc ar fhreagraI propose to take Questions Nos. 298 and 316 together.
Addressing educational disadvantage in all schools is a key priority for me as Minister for Education and Youth. I was pleased to recently announce a pilot project to extend Home-School-Community-Liaison (HSCL) provision to 130 schools that are in the DEIS Rural band and outside the DEIS programme. This is an important opportunity to trial the extension of an important resource to additional schools and inform the future policy for the scheme.
The HSCL scheme is a core element of the DEIS programme and of the wider Tusla Education Support Service (TESS). HSCL coordinators are teachers assigned for a maximum of five years to work directly with parents, guardians, school staff and community services to strengthen engagement between home, school and the community. The overarching aim of HSCL is to improve attendance, participation and retention, particularly for children and young experiencing educational disadvantage.
Schools in the DEIS Urban and DEIS Post-primary bands are currently included in the HSCL scheme. However, I am aware that there are children and young people at risk of education disadvantage enrolled in Rural DEIS schools and schools not currently in the DEIS programme. The OECD’s Review of Resourcing Schools to Address Educational Disadvantage in Ireland found that schools not in the DEIS programme, in particular, may not have the capacity to engage effectively with families of children at risk of educational disadvantage and recommended the extension of partial DEIS supports to schools that are not in the programme. The Programme for Government also commits to expanding HSCL to schools demonstrating high need.
Schools included in the HSCL pilot project at this time are:
• DEIS Rural primary schools and urban primary schools not included in the DEIS programme that have the highest concentrations of children and young people at risk of educational disadvantage
• DEIS Rural primary schools and primary schools not included in the DEIS programme that have the highest proportions of children and young people from other countries and cultures
• Post-primary schools not included in the DEIS programme that have the highest concentrations of children and young people at risk of educational disadvantage and those with the highest proportions of children and young people from other countries and cultures
Other factors including operational clustering feasibility and regional capacity requirements were considered to ensure that the pilot project could be implemented at this time.
This pilot is provided in addition to the range of universal supports available to all schools to support children and young people at risk of educational disadvantage. These include:
• National Educational Psychological Service (NEPS) provides educational psychological service to all primary and post-primary schools and special schools to support the well-being, academic, social and emotional development of all learners.
• The Special Education Teaching (SET) allocation provides a unified allocation for special education support teaching needs to each school based on each school’s educational profile and also encompasses an element of English as an additional language (EAL) support allocation. Under this SET model, schools are frontloaded with resources to provide support immediately to those pupils who need it without delay.
• Free schoolbooks are provided to all children and young people in the free education system.
• Inspectorate support helps improve education provision for all children and young people. They promote best practice and school improvement by advising teachers, principals and boards of management in schools.
• Through the Department of Social Protection, the School Meals Programme provides regular, nutritious food to children to support them in taking full advantage of the education provided to them. The Hot School Meals Programme is available to all primary schools, meaning that approximately 3,700 schools and organisations and 682,000 children are now eligible for the Schools Meals Programme.
The pilot project to extend HSCL provision to a selection of DEIS Rural schools and schools outside of the DEIS programme will be monitored and evaluated to inform future planning. Any future allocation of resources, including any potential further extension of the pilot, will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
299. Deputy Aidan Farrelly asked the Minister for Education and Youth if her Department or any bodies and agencies under its aegis use, or have in the past used, software and or products from a company (details supplied); the duration and cost of the contract; and the services they avail of from the company. [35863/26]
Amharc ar fhreagraMy Department has no contracts in place with the company in question.
The information in respect of state bodies under the aegis, within the scope of the Deputy’s question, is not held by my Department. State bodies have been provided with the question and have been advised to respond directly to the Deputy.
300. Deputy Michael Cahill asked the Minister for Education and Youth if a proposal can be examined (details supplied); and if she will make a statement on the matter. [35891/26]
Amharc ar fhreagraI can advise the Deputy that the proposal was reviewed by officials of my department and that my department has engaged with the author on the matter.
As you are aware, the Irish language is a core subject in the national curricula for all recognised primary and post-primary schools and centres for education in Ireland. My department continues to promote Irish in the education system and to support Irish-medium education through a variety of initiatives. The department is contributing to a number of actions in the Government’s 20-Year Strategy for the Irish Language 2010-2030 and the 5 Year Action Plan 2018 -2022, that highlight my department’s commitment in this area. Details of my department’s actions under the 20-year strategy are available here: www.gov.ie/en/department-of-education/publications/20-year-strategy-for-the-irish-language-2010-2030/.
My department has commenced work on the implementation of ‘Is Féidir Liom, Is Féidir Linn…’, The Action Plan for Irish in English-Medium Schools, which covers a two-year period from 2025 to 2027 and which aims to improve the teaching, learning and use of Irish by over 900,000 children and students attending English-medium schools.
The plan is underpinned by four key cornerstones:
• Fostering positive attitudes towards the Irish language
• Increasing the use of Irish
• To support access to the learning of Irish for all children and young people
• Integration of supports for the Irish language.
Further information is available on the department’s webpage here: www.gov.ie/en/department-of-education/publications/action-plan-for-irish-in-english-medium-schools/
The Irish language curricula at primary and post-primary levels have been comprehensively reviewed in recent years. The development of learners’ proficiency in spoken Irish is a fundamental aim in curricular specifications for Irish at all levels.
Following extensive research and robust consultation processes, a new Primary Language Curriculum was introduced for all stages in primary school from September 2019.
The Progression Continua in the Primary Language Curriculum provide a framework for teachers to identify the pupil’s stage of language development and to plan interventions that support the development of language skills and competences in Irish and in English in an integrated manner, emphasising the transferability of language skills across languages.
In addition, For the first time, differentiated specifications were introduced for Irish at Junior Cycle in 2017: the T1 specification is targeted at students in Irish-medium schools, including Gaeltacht schools, and the T2 specification is aimed at students who use the Irish language as a second language, mainly in schools that operate through the medium of English.
The learning outcomes in the specifications for Irish at Junior Cycle provide students with opportunities to build on their Irish language learning experience in primary school and to further enhance and extend their language competences. Communication is one of the three strands of the specification for Junior Cycle Irish. As is the case with the Primary Language Curriculum, the specifications for Junior Cycle Irish are also based on the principles of a communicative approach to language learning emphasising an integrated approach to the development of all language skills. The development of students’ competence in spoken Irish, including their capacity in spoken production and interaction, is a central part of the specifications.
The assessment of skills in spoken Irish forms an integral component of the overall Irish language learning experience at Junior Cycle. Students' oral language skills are formally assessed through Classroom-Based Assessments (CBAs), the second of which is entirely based on students’ oral language competence. This CBA is completed by all students studying Irish, is linked to ongoing classroom exchanges and represents a more authentic reflection of students’ interests and competence levels in Irish. The second CBA was recently updated on foot of a review of Irish at Junior Cycle.
This review of the early enactment of Irish specifications T1 and T2 in Junior Cycle, undertaken by SEALBHÚ in DCU on behalf of the NCCA, was published in March 2023. The review identified positives in the level of choice and selection of texts, the use of active learning methodologies and the use of spoken Irish as a motivator for students’ learning. Challenges were identified in relation to over emphasis on literature at the expense of oral Irish, and the need for assessment components to provide support for conversational Irish. Following the review, changes were agreed by the NCCA to respond to those challenges. A further review is now underway which will evaluate the impact of these changes.
Under Senior Cycle Redevelopment, all Leaving Certificate subject specifications are being revised and updated in annual groupings called Tranches. Leaving Certificate Irish is in Tranche 4, and it is envisaged that those entering fifth year in 2028 will study the revised specification. The subject development group for Leaving Certificate Irish was convened by the National Council for Curriculum and Assessment (NCCA) in September 2025.
The Leaving Certificate Irish specification development process includes working towards alignment of the subject to the Common European Framework of Reference for Languages (CEFR) as committed to in the Programme for Government. The revision of the subject will align with the long-standing Departmental policy of encouraging and supporting learners to develop and use their Irish, including enhancing oral and aural skills. There will be an opportunity to engage with a public consultation on the draft specification, once prepared by the subject development group. All public consultations can be accessed on the NCCA's website.
It is an aim of Government to increase, on an incremental basis, the use and knowledge of Irish as a community language. Department officials and agencies will continue to review and reform the learning and teaching of Irish and increase access to Irish-medium education through the school patronage process as appropriate. Indeed, the most recent curricular changes at primary and Junior Cycle level referred to above have emphasised not only the importance of learning both languages but also the wider benefits of bilingualism. The development of these new language curricula reflects this department’s reassertion of its commitment to the Irish language and to progressing the language education related actions of the 20-Year Strategy for the Irish Language 2010-2030.
301. Deputy Willie O'Dea asked the Minister for Education and Youth if she is aware of the inconsistency between schools regarding autism class access and placement; if her Department intends to provide clarification regarding school admission practices for autism classes; if there is a plan to deal with the shortage of autism class placements and the growing number of SEN students unable to fully access education due to lack of appropriate supports; and if she will make a statement on the matter. [35927/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
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.
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. 504 new special classes have been sanctioned to date, of which 22 are inclusive special classes. Further details on additional new special classes will be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs.
Details of the new special classes are available on the NCSE website.
It is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018.
Under the provisions of this act, all schools are required to have admissions policies which have been approved by the patron following consultation with staff and parents of students who are attending the school. It is a key requirement of the act that all school admission policies are fair and transparent.
Parents may apply to enrol their child in a school of their choosing and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Nonetheless, it may result in some students not obtaining a place in the school of their first choice.
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.
302. Deputy Colm Burke asked the Minister for Education and Youth whether the tender stage for a new building for a school (details supplied) has been completed, as a delay in proceeding to construction may mean that the school's current lease expires before the new build is complete, causing an extremely difficult position; and if she will make a statement on the matter. [35928/26]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is assigned to my Departments Design & Build delivery programme which uses a professional external Programme Manager to progress the project through the relevant stages of architectural planning, tender, and construction.
The project is currently at Stage 3 – Tender Award Stage. The date for return of completed tenders was 27th March 2026. Tenders are currently being assessed by the Programme Manager team and on completion, the Programme Manager will issue their tender report to my Department for review.
Due diligence by my Department is a critical part of the overall completion of the Stage 3 process and is essential to ensuring quality and value for money, and that projects are progressed within overall budgetary parameters.
Upon completion of the tender process, an indicative timeframe of the completion of the new school building for Cork Educate Together Secondary School would be confirmed.
The new school building for Cork Educate Together Secondary School is one of the priority projects for my Department.
My Department will continue to keep the school and its patron body updated on progress.
303. Deputy Conor D. McGuinness asked the Minister for Education and Youth if two SNAs whose primary school is closing down (details supplied) will be redeployed to another school; when she expects this to happen; and if she will make a statement on the matter. [35931/26]
Amharc ar fhreagraI would like to thank the Deputy for his question.
My department recognises the value of the SNA role in the successful inclusion of students with special educational needs into mainstream education, special classes and special schools, ensuring that these students can access education to enable them to achieve their best outcomes and reach their full potential.
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of an SNA will be advanced before any further decisions are taken.
The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
The 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 reach their full potential.
Undertaken in conjunction with work on the first SNA Workforce Development Plan, the SNA Redeployment Scheme will be operated by the National Council for Education (NCSE).
The scheme is designed to support SNAs who are at risk of redundancy by offering them continued employment within the education sector. The introduction of a redeployment scheme for SNAs will ensure that experienced SNAs are retained in our schools, increasing capacity in the workforce and enhancing the service to children and young people with special educational care needs.
In addition, the scheme will increase job security for SNAs and encourage prospective SNAs to enter the workforce. Redeployment, complemented by structured training, creates opportunities for SNAs to broaden their experience across different school types and student profiles. This continuity strengthens the SNA role as a stable career option with clear entitlements and protections.
An SNA in a standard post who opts out of the SNA Redeployment Scheme may avail of the supplementary assignment arrangements which are set out in Circular 0044/2026. They may also avail of the SNA redundancy scheme set out in DEY Circular 58/06.
All schools reviewed by the NCSE and allocated additional resources will receive them in the upcoming school year. Schools may recruit under the current arrangements set out in Department circulars for September 2026. It has now been agreed that there will be no reductions in SNA posts for the next school year 2026/27
In the event of school closure, the NCSE will provide guidance to individual SNAs on a case-by-case basis.
Updates and final details on the SNA Workforce Development Plan and details of the SNA Redeployment Scheme, including a circular and comprehensive guidelines, will be published on the NCSE website and the SNA Information Hub (www.gov.ie/en/department-of-education/publications/special-needs-assistant-sna-information-hub/).
304. Deputy Michael Cahill asked the Minister for Education and Youth to urgently examine and expediate the granted extensions for autism rooms at a school (details supplied); and if she will make a statement on the matter. [36017/26]
Amharc ar fhreagraAs the Deputy is aware, the school referred to was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation (ASA) scheme for a project providing 2 Special Educational Needs classrooms and 1 Special Education Tuition room. The project is devolved to the school authority for delivery.
As previously outlined a revised Stage 1 report was returned to my department and is currently being reviewed. 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.
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. It is not possible to provide indicative timelines for progression to subsequent stages, as the project remains under active review and will advance in line with the wider NDP programme implementation framework.
305. Deputy Ged Nash asked the Minister for Education and Youth to provide a copy of the recent correspondence issued by the Minister for Public Expenditure; National Development Plan Delivery and Reform to her Department referred to in media reports (details supplied); if she will provide details of the percentage reduction(s) in spending in her Department referenced in the correspondence; and if she will make a statement on the matter. [36403/26]
Amharc ar fhreagraOn 21 April, the Government agreed to provide additional funding of €646 million to the Department of Education and Youth to help ensure that high-quality education services are maintained for children and young people across the country. This agreement is ultimately subject to Dáil approval and will bring the 2026 budget for the Department of Education and Youth to €14.1 Billion.
There is to be no reduction to other education and youth services on foot of the additional funding agreed .
This will put the Department in a more financially sustainable position to meet the needs of a highly demand-led sector across the education sectors of almost 4,000 schools, a workforce of over 112,000 and almost 1 million children and young people and, in particularly, for special education where the need has grown significantly. The addition funding agreed includes provision of €19m for additional SNAs to support children and young people with special educational needs in our schools and provision of additional special classes to meet demand.
Demand for education services has grown significantly in recent years. In the past five years alone, there have been 38,000 additional students. There has also been a major increase in the number of children with additional needs. Today, one in four children, or around 240,000 children, require extra supports. This has led to a very large expansion in special education services.
My Department works closely with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation on expenditure matters. Over recent years, Government has provided significant additional investment in education, including funding for pay, capital projects, school transport, reduced class sizes, and expanded special education supports along with crisis related funding in response to Covid, Ukraine and the cost-of-living. It is a shared aim to ensure the education and youth sectors are put on a sustainable fiscal footing going forward.
There has been a range of internal and external financial reviews carried out my Department. There is no evidence arising from these reviews of financial mismanagement in the Education and Youth Vote that has a proven track record of accurately forecasting the costs required to appropriately fund the education sector. Furthermore, the International Monetary Fund (IMF) conducted an assessment in 2025 and found that education in Ireland to be “at or close to the frontier” when it came to public spending efficiency when compared across other OECD, EU and peer countries.
Any queries in relation to the approach to overall Government funding should be directed to the Minister for Public Expenditure, Infrastructure, Public Service Reform and Digitalisation.
306. Deputy Shane Moynihan asked the Minister for Education and Youth the extent to which her Department is satisfied that there are sufficient numbers of teachers trained to support children with dyslexia and other literacy difficulties at primary level; and the measures being taken to expand access to specialist training for teachers in this area. [36416/26]
Amharc ar fhreagra307. Deputy Shane Moynihan asked the Minister for Education and Youth whether her Department has assessed externally developed programmes aimed at supporting children with dyslexia and struggling readers; the process by which such programmes can be considered for national rollout or support; and if she will make a statement on the matter. [36417/26]
Amharc ar fhreagraI propose to take Questions Nos. 306 and 307 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.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In pursuit of a more inclusive education system it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students.?To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
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.
308. Deputy Shane Moynihan asked the Minister for Education and Youth the plans to expand CPD opportunities for primary school teachers in the area of literacy difficulties, including dyslexia; and whether additional accredited programmes will be supported or recognised by her Department in order to address current gaps in provision. [36418/26]
Amharc ar fhreagraEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.
This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016 www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf.
A range of options are available to teachers in regard to training opportunities in special education. These are provided within initial teacher education (ITE) programmes for student teachers and teacher professional learning (TPL) programmes for established teachers. The programmes provided include flexible on-line opportunities right through to funding for post-graduate programmes for special education teachers.
In addition, the National Council for Special Education (NCSE) offer full school support to all staff and provide support for teachers with training needs in special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training need.
A host of skills and teaching approaches are required every day by teachers in their classrooms. The NCSE support service is vital in this regard to ensuring teachers have the training needed to support all students to ensure no matter where a child is enrolled, they are supported and provided the opportunity to reach their full potential. It is open to any school who feels it has a training need to contact the NCSE and arrange training.
In 2025, my colleague, Minister McEntee, requested the Teaching Council to make it mandatory for all student teachers to undertake one mandatory school placement in a special education setting. This is a key development and should help to ensure newly qualified teachers have the necessary skills and experience to support students with additional needs.
Oide, the Department funded support service for teachers and school leaders, offer bespoke in-school professional learning to teachers working across mainstream classrooms, special classes within mainstream schools, and Special Education Teaching (SET).
Oide facilitates continuous professional development for teachers in an early literacy intervention called Reading Recovery (RR). The intervention is both research and evidence based. It is a short-term, intensive, individualised intervention for children experiencing significant difficulty with reading and writing, after one year of primary school. Aligned with the SEN guidelines (2025), this intervention ensures that children with the greatest level of need receive the greatest level of support.
Budget 2026 has provided funding to support the training in the area of special educational needs and my department and the NCSE are committed to looking at further options to enhance training and supports for teachers and SNAs.
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.
309. Deputy Shane Moynihan asked the Minister for Education and Youth the current provision for teacher training programmes in the area of dyslexia and literacy difficulties at primary level; the number of such programmes supported or recognised by her Department; and whether there are plans to expand or introduce further training programmes to address existing gaps. [36419/26]
Amharc ar fhreagraProviding inclusive education to children with special educational needs is a fundamental principle of my Department’s education and training system. This principle is put into practice through the policies of my Department and the Teaching Council and the supports provided to schools, for example through the National Council for Special Education (NCSE) and Oide.
Inclusive Education, Literacy and Numeracy, and Digital Skills (including Digital Literacy) are three of the seven core elements of all Initial Teacher Education (ITE) programmes.
Inclusive education, as defined in the Céim standards for ITE, refers to any aspect of teachers’ learning which aims to
• Improve their capacity to address and respond to the diversity of learners’ needs;
• Remove barriers to education through the accommodation and provision of appropriate structures and arrangements;
• Enable each learner to achieve the maximum benefit from his/her attendance at school.
Literacy and Numeracy element within Céim requires student teachers to “demonstrate their competence in teaching and assessing literacy and numeracy appropriate to their curricular/subject area(s)”.
Digital skills element within Céim includes the “use of digital technologies to support teaching, learning and assessment for all learners; the integration of digital skills across the programme including opportunities for student teachers to explore new and emerging technologies”
The Programme for Government 2025 – Securing Ireland’s Future included a commitment to make modules and placements in special schools or classes a universal component of initial teacher education which will be subject to assessment.
This commitment was advanced through the Minister for Education’s March 2025 announcement of a mandatory two-week placement in special education settings for all ITE students.
In April this year The Teaching Council issued a Guidance Note to HEI’s to support the introduction of an assessed two-week immersive placement in special education settings for all Initial Teacher Education (ITE) students. This is applicable to all primary and post-primary schools, including Special Schools and will commence from September 2026.
Regarding additional training for qualified teachers, on an annual basis, the Department of Education and Youth provides funding for two distinct categories of post-graduate programmes for Special Education Teachers:
• Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers.
• Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools.
The aim is to provide substantial theoretical and practical continuing professional development for teachers working with students with special educational needs, contributing to the school’s overall capacity to meet the needs of pupils with special education needs, including autism. In 2025 circa €1.25 million was provided for these programmes to provide for over 300 places.
Through its everyday work, the NCSE aligns its teacher professional learning (TPL) with the Teaching Council’s national framework for teacher professional learning. One of the main aims of the NCSE is to support teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level. NCSE employs a number of specialist roles to support schools and build teacher capacity in areas of concern. These roles include autism advisors and behaviour advisors, who are assigned across regional support teams to provide advice, support and resources to schools.
The NCSE offers bespoke in-school support for either whole school staff, small groups, or individual teachers. The support can be tailored to specific TPL needs within a school, such as, in the areas of differentiation, planning, autism and behaviour.
Also, Oide is currently supporting the implementation of new and revised curricula at both primary and post primary. The professional learning frameworks developed by Oide to support these new curricula are underpinned by Universal Design for Learning (UDL) and place the learner at the centre of the learning experience. The move towards learning outcomes based curricula support teachers to plan for all learners through adaptable and flexible provision, which accommodates the learner’s voice and choice. Oide recognises that students are diverse and through the provision of a range of supports they invite teachers to examine and alter teaching and learning approaches that meet the needs of all learners.
All professional learning experiences provided by Oide, support teachers in planning for all students in their classrooms.
Oide works closely with colleagues in the NCSE to ensure it can support schools in planning for inclusive education. Oide provide bespoke onsite school-based support which allows teachers and school leaders to respond directly to the needs of learners in their own unique context.
I am committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
My department will continue to work with partners in education to provide a comprehensive range of in-service TPL opportunities that allows those working at all levels of education, to access supports which will benefit all learners.
310. Deputy Shane Moynihan asked the Minister for Education and Youth whether her Department is exploring the introduction of structured literacy approaches across primary schools; the current status of any such consideration; and whether plans are in place to support teacher training in structured literacy methodologies nationally. [36420/26]
Amharc ar fhreagraWorking on behalf of my Department, the National Council for Curriculum and Assessment (NCCA) have redeveloped the primary curriculum over a sustained period. Part of this process has included extensive national and international research and wide-ranging consultation. NCCA’s work includes consideration of a range of research perspectives on children’s learning and development, rather than reliance on a single model, theory or approach.
Oide, the Department funded support service for teachers and school leaders, offer bespoke in-school professional learning to teachers working across mainstream classrooms, special classes within mainstream schools, and Special Education Teaching (SET). NCSE provide that support for our special schools.
Focus lies on three interrelated areas: (i) knowledge of the child, (ii) knowledge of the curriculum, and (iii) knowledge of pedagogy. Teachers are supported to adapt practice to include a range of assessments and pedagogies to develop a holistic picture of each child, to ensure teaching is responsive and appropriately scaffolded to their needs.
Oide and NCSE support teachers to reflect on their practice and make purposeful adaptations that support access, participation and progression for all. They encourage teachers to use resources and supports that deepen and extend teachers’ understanding and knowledge of inclusive, engaging literacy experiences that are responsive to the strengths, interests, abilities and needs of all children.
