Wednesday, 20 May 2026

Written Answers Nos. 131-151

• Díospóireachtaí
• Aimsigh díospóireacht
  • Díospóireachtaí na Dála
  • Díospóireachtaí an tSeanaid
  • Díospóireachtaí Coiste
• Aimsigh vótáil
  • Vótálacha na Dála
  • Vótálacha an tSeanaid
  • Vótálacha Coiste
• Ceisteanna Parlaiminte
  • Ceisteanna scríofa
  • Ceisteanna ó bhéal
• Leideanna cuardaigh
• Nuair a bhíonn tionchar tromchúiseach ag aithrisí

Teaching Council of Ireland

Ceisteanna (131)

Sorca Clarke

Ceist:

131. Deputy Sorca Clarke asked the Minister for Education and Youth the engagement she has had with the Teaching Council regarding the delays experienced by teachers in view of the case of a person (details supplied); her intended action to ensure timely processing and response time to teachers wishing to return to Ireland; and whether she intends to align Teaching Council processing times with the urgency of the national teacher shortage, so returning teachers are not blocked from the classroom for an entire school year. [38064/26]

Freagraí scríofa

Minister for Education and Youth

Under 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 registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2025. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule of the Regulations. The Department does not have any role in the registration of individual teachers.

The Teaching Council application processing timeframes are publicly available at: www.teachingcouncil.ie/i-am-applying-to-register/application-processing-timeframes/

The Teaching Council has informed me that registration applications are currently being finalised within seven weeks in the majority of cases. Processing times can vary as they are dependent on completion of vetting and whether an application is required to be considered by the Council’s Qualifications Panel.

All applications from teachers who qualified outside of the Republic of Ireland are processed in line with the EU Directive 2005/36/EU and are assessed under its general system in the same manner, regardless of whether the applicant qualified within or outside of the EU.

When all the required documentation has been submitted and it is deemed to be a full application, the Teaching Council aims to issue a decision within 12 weeks. This is in line with EU Directive 2005/36/EU. The EU Directive provides a 12-week timeframe for assessment for an important purpose. It is so that a full and proper assessment of an applicant’s qualifications, teaching experience and lifelong learning can be conducted. This is important from a standards point of view; it is the Council’s responsibility to ensure that all teachers entering the profession in Ireland have met the required standards. The 12-week timeline commences when all required qualification and registration evidence is submitted.

Processing times for applications under the timebound provision enabling completion of induction in Ireland for overseas qualified teachers introduced under the Teaching Council’s recently revised Registration Regulations 2025, will be up to 12 weeks.

Applicants are advised to apply for vetting and registration in advance of their planned return to or commencement of teaching. Applicants who lived outside of the Republic of Ireland or Northern Ireland after the age of 18, may be required to provide police clearance documentation for each country where they have lived. Applicants are advised to seek the police clearance(s) as early as possible as this process can take time. Information on the Teaching Council overseas police clearance requirements can be viewed at: www.teachingcouncil.ie/vetting/overseas-police-clearance/

The Teaching Council has informed me that the applicant referred to by the Deputyapplied for registration under Route 3 Further Education on 11 May 2026. On 12 May 2026 the Council emailed the applicant to request further information relating to their qualification. Their application is pending receipt of this information. The individual informed the Teaching Council on 18 May 2026 that they have requested the necessary documentation from the provider, and are awaiting the response.

The Teaching Council is independent in their registration function, and they are best placed to answer any further queries that the individual may have in relation to their application.

Special Educational Needs

Ceisteanna (132, 133)

Robert O'Donoghue

Ceist:

132. Deputy Robert O'Donoghue asked the Minister for Education and Youth if consideration will be given to expanding the upper age limit and September age cut-off criteria within the admissions policy for the new special school in Balbriggan, in recognition of the fact that many children with additional needs commence school later than their peers due to developmental, medical or placement-related delays; and if she will make a statement on the matter. [38090/26]

Robert O'Donoghue

Ceist:

133. Deputy Robert O'Donoghue asked the Minister for Education and Youth if flexibility will be introduced to ensure that children who may be over the stated age threshold, or who miss the September cut-off by a short period, are not excluded from accessing an appropriate special school placement where a clear educational need exists in the new special school in Balbriggan; and if she will make a statement on the matter. [38091/26]

Freagraí scríofa

Minister of State at the Department of Education and Youth

I propose to take Questions Nos. 132 and 133 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. 

Special schools support children and young people aged between 4 and 18 years of age with the most complex special educational needs and ensure positive links are established and fostered between the home, school and other agencies for these students.

Four new special schools were recently announced by Ministers Naughton and Moynihan to be established in Balbriggan, CityWest, Bray and Monasterevin. Dedicated working groups including the Department, the NCSE and relevant patron body continue to meet to support the establishment of the new special schools. It is expected that details in relation to the admissions process and number of places will be confirmed shortly. The NCSE will continue to advise parents at local level on developments.

The NCSE remains available to provide advice and support to all families seeking specialist placement.

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. 

Special schools funded by my department are classified as primary national schools.  They are intended, in accordance with the provisions of rule 64(1) of the Rules for National Schools, to provide an education to children and young people, with special educational needs, aged from 4 years until the end of the school year in which they reach their 18th year.

Special schools may however seek approval from my department for an exemption from rule 64(1) in respect of students over the age of 18 who are pursuing courses leading to accreditation which align with the National Qualifications Framework.  The application form for the Extension of Enrolment of Students over the age of 18 for the 2026/2027 School Year has recently issued to all special schools.   A decision cannot be made without receipt of a fully completed application form; each application is considered on a case-by-case basis.

Where an application is unsuccessful the school is aware of the transition supports available in terms of post-school options for the student.

I would like to assure the Deputy that the department remains committed to addressing the challenges associated with the designation of special schools as primary schools, on an ongoing basis. This issue has been raised in the context of the Review of Education for Persons with Special Educational Needs (EPSEN) Act 2004. The department is progressing the development of an Implementation Plan arising from this Review. A review of the designation of special schools will be considered as part of the development of this Implementation Plan.

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.

Question No. 133 answered with Question No. 132.

Special Educational Needs

Ceisteanna (134)

Shónagh Ní Raghallaigh

Ceist:

134. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if her Department is considering a data-sharing arrangement with the Department of Health to facilitate forward planning in the area of special education; and if she will make a statement on the matter. [38101/26]

Freagraí scríofa

Minister of State at the Department of Education and Youth

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.

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.

Students with Developmental Language Disorder (DLD) or Speech Sound Disorder (SSD) have access to speech therapy services either through the speech and language therapy services provided in special class settings by the Health Service Executive (HSE), or through the HSE’s primary care service. There are currently 64 []special classes nationwide for students with a DLD or SSD.

As the HSE provide speech and language therapy to students in these classes the opening and retention of such classes is contingent on the availability of HSE resources. For this reason, close engagement and coordination occurs among stakeholders at a local level.

It is important to me and this Government that we build on the initiatives recently introduced to ensure that no matter where a child is enrolled, they have access to the required supports to enable them to achieve their educational goals. An example of this is the Educational Therapy Support Service (ETSS) which sees 39 occupational and speech and language therapy posts embedded within the NCSE. The service is designed to build the capacity of teachers (and other school personnel as relevant) to provide as effectively as possible for the needs of all students.

While the provision of clinical therapy supports to children is the responsibility of the HSE, my department is working with the Department of Health, the Department of Children, Disability and Equality and the HSE to develop and strengthen more coherent structures to enable children and young people to access therapeutic supports across both health and education.

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.

Special Educational Needs

Ceisteanna (135)

Shónagh Ní Raghallaigh

Ceist:

135. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if Project Nexus will be linked with a centralised application system for families; and if she will make a statement on the matter. [38102/26]

Freagraí scríofa

Minister of State at the Department of Education and Youth

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.

This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.

The rollout of the pilot Single Online Application for Schools represents a significant step towards improving the school admissions system. The Apply to School pilot scheme was launched in October 2025 for the 2026/2027 admissions cycle and was introduced for 15 post-primary schools in five school planning areas namely Athenry, Celbridge, Clonakilty, Greystones and Tullamore Killina.

Detailed post-project evaluations carried out with the participating schools will be carefully considered and integrated into future iterations of the scheme. Work is progressing on the next phase of this project which will include clarity on greater system functionality and a larger cohort of participating schools. Key deliverable improvements to the system aimed at further enhancing user experiences are targeted for the next phase of the project.

As part of the work towards a nationwide common admission system, schools are encouraged to coordinate their admissions policies with other schools in their area to ensure that local applicants for both mainstream and special classes are adequately catered for in local schools.

The common application system pilot is ongoing in some areas of the country, running concurrently is the extension of the autism class application trial (ACAT) in the Dublin 15 area. There are 18 schools participating in the ACAT trial, 17 at primary level and one special school for 2026/27.

These pilots form an important step towards delivering a more efficient, transparent, and equitable school application process. It will reduce stress for families, ease administrative burdens on schools, while also supporting better planning for school places.

 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.

Special Educational Needs

Ceisteanna (136)

Shónagh Ní Raghallaigh

Ceist:

136. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth for an update on recruitment for the Education Therapy Service; the funding available to the service for expansion over the coming years; and if she will make a statement on the matter. [38103/26]

Freagraí scríofa

Minister of State at the Department of Education and Youth

On the 6th of February 2026, the Department of Education and Youth announced the phased rollout of the Education Therapy Service (ETS).   It is important to highlight that this is the initial phase of the ETS rollout, with a wider roll-out to further special schools in the 2026/2027 school year and this new initiative will see all schools benefit in the coming years.

The NCSE has recently completed a recruitment campaign for Senior and Staff Grade Occupational Therapists and Speech and Language Therapists, for posts in the following counties: Carlow, Cork, Dublin, Galway, Kildare, Kilkenny, Laois, Limerick, Longford, Louth, Meath, Monaghan, Tipperary, Westmeath, Wexford, Wicklow.  Panels have been created for the first recruitment campaign for the initial 16 counties and posts are currently being offered with an expectation that there will be some therapists is post in the NCSE in late May 2026.

The NCSE has recently completed a recruitment campaign for Senior and Staff Grade Occupational and Speech and Language Therapists for the counties of Offaly, Clare, Mayo, Roscommon and Sligo.  Interviews are currently taking place for these posts and the outcome of same will inform the next steps regarding the expansion of the ETS past the initial 45 schools.

Separately, a campaign for Donegal, Kerry, Cavan and Waterford was advertised on Monday 13th of April 2026, closing date 30th April 2026. It is envisaged that the interview process for this campaign will be completed by mid-June 2026.

The continued rollout of the ETS will be supported by phased recruitment campaigns throughout 2026 and 2027 to ensure therapy needs across the school system are met.

Funding of €16m has been agreed as part of Budget 2026 to facilitate the roll-out of the service to further special schools in the 2026/27 school year. The timing of the expansion will depend on the success of the roll-out into the 45 original special schools and therapist recruitment by the NCSE.

Overall funding including administrative support staff provides for over 274 therapy posts and a further 12 administrative staff. The Department of Education and Youth (DEY) will continue to engage with DPENDR on the sanctions associated with this funding to ensure that the service can be expanded later in 2026. Together with the posts previously sanctioned to the NCSE, including administrative supports, there will be over 250 staff supporting the overall Education Therapy Service (ETS).

It is expected that the number of therapists in the ETS will need to increase significantly over time to support approximately 4000 schools in the country.

Special Educational Needs

Ceisteanna (137)

Shónagh Ní Raghallaigh

Ceist:

137. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the measures she is taking to ensure that every special school has a summer programme; and if she will make a statement on the matter. [38104/26]

Freagraí scríofa

Minister of State at the Department of Education and Youth

Details of the 2026 Summer Programme were announced on 6th May. As in 2025, the programme will be underpinned by funding of €62 million to ensure its continuation.

All schools have been given the opportunity to run a Summer Programme for children with the most complex special educational needs and those at risk of educational disadvantage. The registration portals for both the school-based programme and the home-based programme were open until 15th May 2026.

All schools, including special schools, were invited to apply to run a school-based programme. The Summer Programme is reliant on schools and their staff choosing to participate on a voluntary basis. To encourage participation, a range of supports and measures have been introduced. For special schools, these include a bespoke pilot programme, the appointment of a national coordinator, a shorter school day and additional grant funding. For all schools, supports include key leadership roles, higher personal rates of pay for staff, enhanced capitation funding, a transport grant and earlier processing of staff payments.

A key barrier to the participation of schools previously has been the availability of staff, particularly those experienced staff already working in the schools. In 2023, to maximise the use of the Summer Programme budget, teachers and SNAs working on the school-based scheme were paid a higher personal rate of pay.  Consequently, my department saw a much larger number of schools taking part, particularly in primary schools.

Schools have also been given the flexibility to engage staff that are not employed in their schools. A staff portal is available on EducationPosts.ie for teachers and SNAs to register their interest in working on the programme in Special Schools. Student teachers and students in social care, various therapies, nursing and others, including early learning and childcare practitioners, are also able to register their interest in working on this year’s Programme.

In 2024, a new role of Student Teacher Placement in Special Schools was introduced to encourage student teachers to participate in the summer programme. Paid placements ran from the 3rd week in May to the end of the Programme, greatly benefitting schools during this busy period. Special Schools were able to recruit up to two student teachers (i.e. graduate teachers and/or final year PME student teachers), bolstering the capacity of schools to deliver the programme.  This role is expected to continue again in 2026.

All of the supports and incentives introduced in recent years have been designed to increase participation by enabling schools to offer a Summer Programme. These measures are aimed at maximising the number of children who can access a school-based programme, with a particular focus on ensuring that children with the most complex needs receive targeted support.

Full details of the programme are published at: www.gov.ie/summerprogramme

Special Educational Needs

Ceisteanna (138)

Shónagh Ní Raghallaigh

Ceist:

138. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the preliminary findings of the inspectorate with regard to the evaluation of 25 autism-specific ELC settings in receipt of the home tuition grant; and if she will make a statement on the matter. [38105/26]

Freagraí scríofa

Minister of State at the Department of Education and Youth

My department's Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. By its nature, it is intended to be a short term intervention.

The Home Tuition Grant Schemes are governed by annual circulars which sets out the purpose, eligibility criteria and details of the scheme. Circular 0047/2025 provides information in relation to the 2025/2026 Home Tuition Grant Scheme and can be accessed by clicking on the following link: assets.gov.ie/static/documents/Circular_0047-2025_Home_Tuition_Grant_Scheme_2025_2026__Special_Education_Component.pdf

The purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for:

1. Pre-School Children with autism who meet the scheme’s eligibility criteria

2. Children seeking a Special School or Special Class placement

3. Students, enrolled in schools, with a significant medical condition, which has caused, and is likely to continue to cause, major disruption to their attendance at school

4. Students, enrolled in schools, with school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school

Under categories (1) and (2) above, autistic children are eligible to receive home tuition if they are:

• Aged between two and a half years and three years of age

• Aged between three and four years of age and unable to access a place in an early intervention class, as confirmed by the National Council for Special Education (NCSE)

• Over four years of age but will not reach the age of six years during the school year, and for whom there is a professional recommendation for an early intervention placement but who cannot access an early intervention placement, as confirmed by the NCSE

In 2025, my department’s Inspectorate conducted an evaluation of seven of the twenty-five autism-specific ELC settings where they assessed four main areas of enquiry:

• The management and organisation of the setting

• The profile of the children attending the setting

• The quality of learning and assessment

• Parents’ experiences and hopes for their children’s future

The Inspectorate’s overall findings were very positive.  A number of recommendations were also identified and these will be considered as part of the ongoing review and development of the Home Tuition Grant Scheme.

Special Educational Needs

Ceisteanna (139)

Keira Keogh

Ceist:

139. Deputy Keira Keogh asked the Minister for Education and Youth if there are supports available to a designated special school to purchase a specialised vehicle to transport students to and from the school; if this will be considered as part of pre-budget talks for inclusion as a right of additional needs children to have access to their school; and if she will make a statement on the matter. [38096/26]

Freagraí scríofa

Minister of State at the Department of Education and Youth

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.

This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.

My Department does not provide direct funding to schools to purchase a vehicle for students, and instead provides support to students and families by way of the School Transport Scheme, delivered via Bus Eireann. The key focus of this scheme is to provide for the transport of students to and from school each day.

The School Transport Scheme for Children with Special Educational Needs supports the transport to and from school of children and young people with special educational needs in line with the criteria set out in the Department of Education and Youth.

To be eligible for school transport under the above Scheme;

(i) The required professional report(s) submitted must meet the Department of Education and Youth criteria for attending the relevant setting and

(ii)  the child/young person must be attending the nearest recognised mainstream school or special class/special school, or a unit which can be resourced to meet their special educational needs

The NCSE acts in an advisory role to the department on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the department will consider the report of the Special Education Needs Organiser (SENO).

Parents should contact their school principal who will assist in making an application for school transport to the SENO that is affiliated with the school the child is attending.

Further details of this scheme can be found on the Departments website: www.gov.ie/en/service/07a71-school-transport/#children-with-special-educational-needs

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.

Special Educational Needs

Ceisteanna (140)

Donna McGettigan

Ceist:

140. Deputy Donna McGettigan asked the Minister for Education and Youth the measures to ensure a school (details supplied) which has a confirmed waiting list of eligible children and an available classroom, is permitted to open a second ASD class for September 2026; the timeline for processing expressions of interest under the special class sanction process; when SNA allocations for the 2026-2027 school year will be issued; and if she will make a statement on the matter. [38118/26]

Freagraí scríofa

Minister of State at the Department of Education and Youth

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.

In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.

504 new special classes have been sanctioned to date, including 22 inclusive special classes. More new special classes will be confirmed in the coming weeks. Details of the new special classes are available on the NCSE website.

The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest. Schools seeking to establish new special classes should continue to engage with the NCSE at local level.

Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.

The number of special needs assistants (SNAs) allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.

SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.

It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.

It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.

All schools reviewed by the NCSE and allocated additional resources will receive them in the upcoming school year.

It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a 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.

Special Educational Needs

Ceisteanna (141)

Aisling Dempsey

Ceist:

141. Deputy Aisling Dempsey asked the Minister for Education and Youth if she would consider creating a grant for all schools to undertake awareness events such as grandparents coffee mornings, specifically aimed at creating more understanding and awareness around special and additional needs; and if she will make a statement on the matter. [38133/26]

Freagraí scríofa

Minister of State at the Department of Education and Youth

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.

This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.

The Department provides resources to State-recognised schools to ensure that children with special educational needs have access to an appropriate education with additional supports as necessary.

Over recent years, my Department has carried out an extensive review of the Education for Persons with Special Educational Needs (EPSEN) Act 2004. As part of this review an online survey open to members of the public garnered over 28,000 responses. The recommendations of the review were published last year and included a recommendation about promoting positive attitudes among educators, peers and school communities towards students with special educational needs to foster a sense of belonging and inclusivity in schools. 

My Department is working on developing an implementation plan to reflect the recommendations made in the EPSEN review. This will need to give careful consideration of how to practically progress each recommendation. This work is nearing completion.

My Department understands that many schools, particularly at primary level, do organise annual grandparents days and schools are free to consider providing information on the school at these events. With the doubling of the number of special classes over recent years at primary level, it is likely that many schools will now have special classes and/or sensory and quiet spaces within the overall school accommodation.

School Accommodation

Ceisteanna (142)

Emer Currie

Ceist:

142. Deputy Emer Currie asked the Minister for Education and Youth for an update on matters raised in correspondence (details supplied); and if she will make a statement on the matter. [38138/26]

Freagraí scríofa

Minister for Education and Youth

I wish to inform the Deputy that the proposal of shared use of land at Castleknock Educate Together National School has been assessed by the relevant sections within my department. My department are not in a position to approve this proposal as the lands in question are to be retained for possible future educational accommodation requirements.

Schools Refurbishment

Ceisteanna (143)

Emer Currie

Ceist:

143. Deputy Emer Currie asked the Minister for Education and Youth for an update on an emergency works application by a school (details supplied); and if she will make a statement on the matter. [38140/26]

Freagraí scríofa

Minister for Education and Youth

As the Deputy may be aware, 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 to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for roof works.

This application has been approved funding and the project is currently with the school to progress further.

Schools Building Projects

Ceisteanna (144)

Emer Currie

Ceist:

144. Deputy Emer Currie asked the Minister for Education and Youth for an update on an application (details supplied); and if she will make a statement on the matter. [38142/26]

Freagraí scríofa

Minister for Education and Youth

I can confirm to the Deputy, that my department recently received an application from the school in question, for Major Capital works for a new school building.

As the Deputy will be aware, the department recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. In line with the NDP Sectoral Plan, capital investment will be targeted and prioritised to meet the most urgent and prioritised needs, focusing on maximising the capacity of the existing school estate as much as possible in the first instance.

This proposal for a new school building will be considered in the context of a number of core factors including the school’s accommodation requirements, available accommodation capacity across schools in the area, demographics in the school planning area, school building projects already in train and projected demand for places in the school planning area.

The department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis and in consultation with patrons to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. 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 and will give a good picture of the nature of accommodation at all schools including special schools. This will facilitate good strategic overview and decision-making on relative priorities between schools for further investment in the existing school estate.

A decision on this application will be communicated to the school authority in due course.

Psychological Assessments

Ceisteanna (145)

Sorca Clarke

Ceist:

145. Deputy Sorca Clarke asked the Minister for Education and Youth if she will explain the 4% reduction in the allocation for the National Educational Psychological Service (NEPS) in the Further Revised Estimates for Public Services; whether this reduction will impact recruitment, waiting times or access to psychological assessments and supports for schools and students; and if she will make a statement on the matter. [38151/26]

Freagraí scríofa

Minister for Education and Youth

With regard to the Further Revised Estimates, there has been no reduction in NEPS funding available for services, but rather, there has been a technical reallocation of DEIS Plus funding that was originally allocated to X8 in the 2026 REV, that, on review, is now being moved to the appropriate subhead to support delivery of that measure within the DEIS + program in 2026.

Each year, NEPS staffing levels are evaluated and capacity to serve schools is established. There is currently a nationwide shortage of educational psychologists which has resulted in vacancies . Due to this shortage, it is not possible for all schools to have an assigned NEPS psychologist.

Where a school temporarily does not have an assigned psychologist due to a vacancy, it continues to have access to a range of NEPS services including:

• The NEPS Advisory Support Line. This line provides access for schools to support and advice from a senior educational psychologist in NEPS via a designated phone line available from Monday to Friday.

• Support from a NEPS psychologist in the event of a critical incident.

• The NEPS National and Regional Support and Development service for school staff also continues to be available to schools. This National and Regional Support and Development covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.

• Access, through the Scheme for Commissioning Psychological Assessments (SCPA), to a private educational psychologists on the SCPA panel for individual casework where a priority need is established.

With regard to future staffing levels, my department is making every effort to recruit additional educational psychologists to address the shortage. Public jobs run an annual recruitment campaign for the recruitment of educational psychologists.

Since January 2023, NEPS has supported bursaries for trainee educational psychologists enrolled in University College Dublin's Professional Doctorate in Educational Psychology and Mary Immaculate College Limerick’s Professional Doctorate in Educational and Child Psychology. This has also been extended to students enrolled in the new professional doctorate in educational psychology in Maynooth University. Those in receipt of a bursary support the work of NEPS through trainee placements in the service as part of their studies and commit to joining NEPS upon graduation.

Schools Building Projects

Ceisteanna (146)

Jen Cummins

Ceist:

146. Deputy Jen Cummins asked the Minister for Education and Youth the reason no new schools will be opening in the next five years; and if she will make a statement on the matter. [38159/26]

Freagraí scríofa

Minister for Education and Youth

In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.

Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development. 

My department conducts demographic analysis at both school planning area and settlement level. More granular analysis is carried out in areas encompassing both high growth urban settlement areas and a more rural hinterland.

Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through: 

• Utilising existing unused capacity within a school or schools,

• Extending the capacity of a school or schools,

• Provision of a new school or schools.   

If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools.  The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth.  In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.  

New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.   

Following the issue of new housing targets from the Department of Housing, Local Government and Heritage officials from my department are actively engaged with Local Authorities across the Country in respect to variations to County Development Plans to allow for more zoned development lands.

Furthermore my department is engaging with the Land Development Agency (LDA) and other stakeholders in the residential construction sector on planned residential developments, at the earliest possible stage.

The pace of delivery of additional residential developments across the country , along with updated enrolment data and demographic data is being kept updated and this will inform the timing of further school requirements and the need or otherwise to establish new school entities.

Schools Building Projects

Ceisteanna (147)

Jen Cummins

Ceist:

147. Deputy Jen Cummins asked the Minister for Education and Youth if her plan is not to open any more new schools in the next five years, if she will outline her plans to fulfil the Programme for Government commitment to open more Gaelcholáiste. [38160/26]

Freagraí scríofa

Minister for Education and Youth

At the outset, it is important to clarify that my department is fully committed to supporting Irish medium provision and in this regard has invested over €500m over the last 6 years in building new school buildings and modernising existing facilities for Irish medium schools. This investment has included the construction of 10 new school buildings for Irish medium schools during this period. Currently, there are 9 new school buildings under construction for Irish medium schools and a further 4 new school buildings have been prioritised for delivery over 2026 and 2027 as part of the national development plan.

My department will continue to support Irish medium provision as part of NDP rollout during the 2026 to 2030 period.

Demographic requirements in an area determine the need or otherwise for establishing new schools. While there are no Irish medium or indeed English medium schools planned currently (other than new special schools), this position is kept under constant review by my department. It is not therefore possible to be definitive at this stage on the need, or otherwise, for new schools over the next 5 years - it is just that there are none planned currently.

The pace and scale of housing rollout in an area determines local demographic requirements. My department’s approach is to manage this in the first instance through maximising existing capacity at existing schools and expanding them where needed. If this approach is insufficient to meet demographic requirements then consideration is given to establishing a new school. The process for establishing new schools provides an opportunity to assess the level of demand for Irish medium provision. However, it is worth noting that the general direction of travel on overall enrolments is downward and this creates significant capacity within existing schools to absorb increased demographics arising from housing rollout in most areas. My department keeps the position under constant review and liaises closely with local authorities on plans for housing development so that the school provision requirements can be planned.

My department’s primary school survey will also help to identify demand for Irish medium provision at individual school level which will assist with forward planning going in to the future.

Schools Building Projects

Ceisteanna (148)

Jen Cummins

Ceist:

148. Deputy Jen Cummins asked the Minister for Education and Youth if her plan is not to open any more new schools in the next five years, if she will outline her plans to increase the number of multi-denominational schools. [38161/26]

Freagraí scríofa

Minister for Education and Youth

Demographic requirements in an area determine the need or otherwise for establishing new schools. While there are no new primary schools planned currently (other than new special schools), this position is kept under constant review by my department. It is not therefore possible to be definitive at this stage on the need, or otherwise, for new schools over the next 5 years - it is just that there are none planned currently.

The pace and scale of housing rollout in an area determines local demographic requirements. The department’s approach is to manage this in the first instance through maximising existing capacity at existing schools and expanding them where needed. If this approach is insufficient to meet demographic requirements then consideration is given to establishing a new school. However, it is worth noting that the general direction of travel on overall enrolments is downward and this creates significant capacity within existing schools to absorb increased demographics arising from housing rollout in most areas.

My department keeps the position under constant review and liaises closely with local authorities on plans for housing development so that the school provision requirements can be planned.

The Programme for Government commits to seeking to increase choice for parents by ensuring that families can access both multi/non-denominational and faith-based education.

The schools reconfiguration process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to meet demand from parents and to accelerate the delivery of multi-denominational schools.

My department’s Primary School Survey will help to identify demand for multi-denominational provision at individual school level.

Departmental Data

Ceisteanna (149)

Jen Cummins

Ceist:

149. Deputy Jen Cummins asked the Minister for Education and Youth the number of pupils in primary and secondary schools who have Down's syndrome, in tabular form. [38162/26]

Freagraí scríofa

Minister of State at the Department of Education and Youth

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.

This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.

The department does not hold centralised comparative data on the level of individual student needs. Such data is maintained at individual school level and detailed within the individual student support file held by the school.

The National Educational Psychological Service (NEPS) supports schools in implementing the Continuum of Support framework with each school taking responsibility for initial assessment, educational planning and supports for children and young people with special educational needs.

The Continuum of Support is the framework developed by NEPS for schools to identify, plan and provide support for children and young people who experience difficulties with their learning.

Under this model, a child or young person does not require a psychological assessment diagnosis in order to access additional support at school.

This Continuum of Support framework recognises that special educational needs occur along a continuum, ranging from mild to more significant, and from transient to enduring. It recognises that children require different levels of support depending on their identified educational needs, and that needs may change over time.

Using this framework helps to ensure flexible and timely allocation of supports, so that those children with the greatest level of need have access to the greatest level of support.

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.

Special Educational Needs

Ceisteanna (150)

Jen Cummins

Ceist:

150. Deputy Jen Cummins asked the Minister for Education and Youth the supports available for children with Down's syndrome to transition from primary school to secondary school. [38163/26]

Freagraí scríofa

Minister of State at the Department of Education and Youth

I want to thank the Deputy for raising this important matter.

Under the National Human Rights Strategy for Disabled People 2025 – 2030 First Programme Plan of Action 2025-2026 there is a commitment that we will work within Government and with others to improve retention rates and progression for disabled children and young people as they deal with transitions within education. We will support their participation and progress as they move from home through early learning and school to further education and enter the world of work or other adult paths.

An inter-departmental steering group co-chaired by this Department, DCDE and DFHERIS has been established to oversee this work. A priority action for the group is the development of a National Policy on Transitions. An event has been arranged for the 26th May in Dublin to capture the views and insights of stakeholders in the development of this new policy. 

In addition, the National Council for Special Education (NCSE) has developed guidelines to support parents of children with special educational needs during big changes in their child’s educational journey.  These guidelines are designed to assist parents in guiding their children when they are: 

–           Starting school for the first time.

–           Moving to a new school setting like a special school.

–           Preparing for life after school.

Furthermore, the NCSE operates a Transitions pilot programme on behalf of the Department.  It has been extended for the 2025/26 school year and involves 41 special schools.  The overarching objective of the programme is to support students with complex educational needs to transition to the post-school option which suits them best, including further or higher education options, workplace settings or adult disability services.

There are plans currently being developed by my officials to establish a Transitions Support Service to all special schools from September 2026. This new measure will support special schools to transition students into, through and leaving school and will allow schools the flexibility to support students at critical times during the year. I hope to announce details of this new support very soon.

Departmental Surveys

Ceisteanna (151)

Emer Currie

Ceist:

151. Deputy Emer Currie asked the Minister for Education and Youth for an update on her Department's primary school survey; and if she will make a statement on the matter. [38165/26]

Freagraí scríofa

Minister for Education and Youth

On 4 November 2025, my department published a 'Framework and action plan for delivery of increased choice for parents on education provision at primary level'. The main focus of this framework and action plan was an online, school-specific survey. The survey ran from 4 November to 16 December 2025.

Through the survey, my department is obtaining clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).

The results of the survey will help my department to plan how education at primary level is provided.

I recently announced the high-level national and county summary results in respect of the preferences of parents with children currently in primary school.

My department is continuing its detailed analysis of the survey data and is preparing finalised school-specific reports. These school reports will also include the preferences of parents and guardians of children who are not yet in primary school and will be issued to all primary schools, including multi-denominational primary schools, soon, in line with the commitment for school-level data to be provided in Q2 2026. The school-level data will also be published on my department's website. Along with their school-specific report, schools will receive information on the next steps and guidance will be provided aimed at enabling schools to understand their report.

• Written Answers Nos. 106-130
• Written Answers Nos. 152-164