Written Answers Nos. 81-100
81. Deputy Emer Currie asked the Minister for Education and Youth the number of applications received for the school transport scheme for the 2026-2027 school year for a school (details supplied); and if she will make a statement on the matter. [40370/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Under the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time are accommodated on school transport services where such services are in operation.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
The closing date for applications for the 2026/27 school year was Friday 08 May 2026.
Bus Éireann has advised that there are currently 40 new on time mainstream applications received to the school referred to by the Deputy, for the 2026/27 school year. All pupils have been deemed to be mainstream concessionary as they are not eligible under current scheme criteria. They have not received any mainstream eligible applications to date to this school. There is no mainstream school transport service operating to this school at present and as there are less than 10 eligible children in the area, it currently does not warrant the establishment of a new service under the terms of the scheme.
82. Deputy Conor Sheehan asked the Minister for Education and Youth following the recent survey conducted by her Department, the percentage of parents of preschool children that stated they would prefer a non-denominational school; and if she will make a statement on the matter. [40371/26]
Amharc ar fhreagra83. Deputy Conor Sheehan asked the Minister for Education and Youth following the recent survey conducted by her Department, the percentage of parents of children currently in a non-denominational school that stated they are happy with their school being non-denominational; and if she will make a statement on the matter. [40372/26]
Amharc ar fhreagraI propose to take Questions Nos. 82 and 83 together.
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 has obtained 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).
Earlier this week, I announced that my department has completed its work on validating the survey responses and analysing the results, and I am pleased to confirm that the next phase in the process is beginning. From the first week of June, every primary school community will receive their school-specific report, together with detailed explanatory information from my department. This guidance will support Boards of Management in sharing the results with their wider school communities and in engaging openly and constructively with parents, staff and patrons on what the findings mean for their individual school.
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.
While the national picture provides important context, it is the position within each individual school community that matters most. The results are intended to support meaningful local engagement and informed decision-making at school level.
84. Deputy Eoin Ó Broin asked the Minister for Education and Youth to consider and respond to correspondence from a person (details supplied) regarding their request for consideration for a standalone secondary school for Newcastle, County Dublin. [40373/26]
Amharc ar fhreagraIn order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
My department conducts demographic analysis at both school planning area and settlement level. More granular analysis is carried out in areas encompassing both high growth urban settlement areas and a more rural hinterland.
Where demographic data indicates that additional provision is required, the aim to try and facilitate this, where possible, is by expansion of existing schools, rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040, for an increased emphasis on compact growth
New schools are only established in areas of demographic growth, as the resources available for school infrastructure must be prioritised to meet the needs of areas of significant population increase to ensure that every child has a school place.
The post primary school pupils living in Newcastle attend school in Rathcoole and Citywest, amongst other areas. School capacity has been provided to accommodate these pupils in post primary schools in Rathcoole and Citywest. Capital projects are underway to expand the capacity of these post primary schools to cater for increased demand for school places due to internal migration driven by new residential developments.
The impact of new residential developments is under review with South Dublin County Council.
My department will continue to liaise with South Dublin County Council in respect of their County Development Plan with a view to identifying any potential long-term school accommodation requirements across school planning areas.
85. Deputy Louis O'Hara asked the Minister for Education and Youth the position regarding an application by a school (details supplied) for additional school accommodation; the timeline for same; if it can be prioritised given the current conditions in the school; and if she will make a statement on the matter. [40379/26]
Amharc ar fhreagraI can confirm to the Deputy that an application under the department’s Additional School Accommodation (ASA) Scheme was received from the school in question. The application relates to provision of additional accommodation of a mainstream classroom and a special education teaching room.
As the Deputy is aware, my department published in January 2026 the NDP (National Development Plan) Sectoral Investment Plan for the Education and Youth Sectors. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs.
The accommodation needs at the school referred to by the Deputy will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
86. Deputy Cian O'Callaghan asked the Minister for Education and Youth if her Department is committed to ensuring low student-teacher ratios for DEIS and DEIS Plus schools; if her attention has been drawn to the fact that a school (details supplied) is due to lose a mainstream class teacher as their pupil numbers on 30 September were 165 and not 166; if she will engage with the school to ensure that their student-teacher ratio remains as it is now; and if she will make a statement on the matter. [40383/26]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The appeal submitted by the school was unsuccessful. The Appeals Board operates independently of the Department and its decision is final.
87. Deputy Albert Dolan asked the Minister for Education and Youth if representations have been made by retired teachers’ organisations regarding the importance of maintaining parity between pension increases for retired teachers, pay increases awarded to serving teachers; and if she will make a statement on the matter. [40403/26]
Amharc ar fhreagraAs Minister for the Department of Education and Youth, I am not responsible for public service pension policy, including in relation to pension increases in the civil and public service. However, under Section 29(2) of the Pension Increase Act 1964, Minister for Public Expenditure, NDP Delivery and Reform (previously the Minister for Finance) may make regulations to provide for increases in public and civil service pensions in payment. Such increases are awarded at the discretion of the Minister for Public Expenditure, NDP Delivery and Reform.
As per Circular 04/2024, it has been agreed that post-retirement pension adjustment for retirees of pre-existing (pre-2013) public service pension schemes will be based on the principle of pay parity for the duration of the Public Service Agreement 2024-2026. Under the policy of pay parity, general round pay increases are passed on to pensions awarded under pre-existing public service schemes. Where applicable, salary increases awarded to serving public servants will be reflected in the pensions of those persons who have retired on an equivalent grade and pay scale point. Pensions in payment under the Single Public Service Pension Scheme are adjusted in line with increases in the Consumer Price Index (CPI), as provided for under Article 40 of the Public Service Pensions (Single Scheme and Other Provisions) Act 2012.
88. Deputy Aidan Farrelly asked the Minister for Education and Youth if a schedule of contracts will be provided that her Department and bodies under her aegis have had with an organisation (details supplied) and/or its subsidiaries; the value of each; the type and/or name of each project; if any project has been abandoned, paused, put on hold and completed; if any projects over ran on cost and delivery; and if so, the details of same. [40415/26]
Amharc ar fhreagraMy Department has had no contracts in place with the company in question. Concerning any possible contracts with subsidiaries of that company, the Deputy should note, my Department does not record details of corporate ownership.
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.
89. Deputy Mark Wall asked the Minister for Education and Youth if her attention has been drawn to the cost on many families of purchasing tablets and notebooks outside of the free book scheme; the reason many schools are dictating to families that the new Leaving Certificate syllabus demands such technology; the steps she will take to bring in any support for hard pressed families to support such purchases; and if she will make a statement on the matter. [40474/26]
Amharc ar fhreagraI have this week communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving cert and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parent's Association - before deciding on an approach regarding devices.
The provision and use of digital devices in post-primary schools is a matter for the board of management, having regard to their unique circumstances, educational programmes and the needs of their students. Schools are best placed to determine how technology can support teaching and learning in their settings, including decisions relating to device usage.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via device loan schemes) where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families. However, there is no dedicated funding stream for one-to-one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.
The Digital Strategy for Schools to 2027, the departments strategy on ICT in schools, does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, it is concerned with the deeper embedding of digital technologies in education, to develop digital literacy and competency, critical thinking, and enhance collaborative learning, it is not merely about replacing physical textbooks and resources with digital versions accessed via a digital device.
Through the digital strategy, schools are directly funded for ICT and have autonomy to determine which infrastructure and devices (including tablets or laptops) are implemented, in line with their Digital Learning Plans. Schools must also have acceptable usage policies in place and may use ICT funding to support new curricula and assessment.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via loan schemes) where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families. However, there is no dedicated funding stream for one-to-one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. A number of measures are in place to support educators and parents, as part of my department’s ongoing commitment to reduce financial pressure on families and ensure every student is supported to succeed. This includes an instruction from my department to schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier - wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.). Schools should also provide a full list of required items, with guidance on best-value options. Circular 32/2017 sets out the measures to be adopted by schools to reduce the cost of school uniforms and other costs.
Under the Digital Strategy for Schools to 2027, some €200 million has been committed through the National Development Plan for school ICT, with around €170 million already allocated to schools. The most recent tranche of the ICT Grant €35 million which issued to schools in January 2026. Funding is provided through annual ICT grants based on a flat-rate per school and a per-student amount, and must be used for ICT infrastructure, including networks, classroom technology, software and shared student devices. To provide certainty for schools, the ICT grant payment timeline has been standardised, with payments now scheduled for the December/January period each year.
90. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she will remediate the reduction in teaching resources allocated to a DEIS plus school (details supplied) given the significant need in the area and the tiny reduction in enrolment; and if she will make a statement on the matter. [40487/26]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The appeal submitted by the school was unsuccessful. The Appeals Board operates independently of the Department and its decision is final.
91. Deputy Paul Murphy asked the Minister for Education and Youth the number of general learning disability special classes in the school system; the plans to expand the number; and her views on whether the lack of sufficient general learning disability special classes is facilitating social exclusion of children. [40509/26]
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.
A list of all mainstream and special schools is available on my department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE ncse.ie/special-classes
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. 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.
546 new special classes have been sanctioned to date, including 47 inclusive special classes. Further new special classes are expected to be confirmed in the coming weeks. Details of the new special classes are available on the NCSE website.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.
92. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the mechanisms in place for schools to seek funding for a large scale communication board (details supplied) to support students, particularly those with additional needs; and if she will make a statement on the matter. [40510/26]
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.
Under the Assistive Technology Scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
The equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
The scheme provides grant aid to schools to purchase equipment to provide for the needs of individual pupils taking into account their assessed individual medical needs. Applications for assistive technology support for groups of pupils are not considered under this scheme.
Communication devices or medical or therapy-related devices which are not specific educational interventions or equipment specifically required as essential for school educational access and which have a general application outside of school, are not provided for under the Assistive Technology Scheme. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
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.
93. Deputy Joanna Byrne asked the Minister for Education and Youth if she is aware of concerns regarding the DEIS plus appeals process in which the process established has no facility for schools that were excluded from the scheme to submit additional important information regarding specific challenges in their school communities; and if she will address these concerns. [40513/26]
Amharc ar fhreagraAddressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority the Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year, launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of DEIS. DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
Schools have been identified for inclusion in the DEIS Plus scheme using the DEIS Plus identification model, an objective and data-based approach using nationally available indicators applied consistently across all schools. The identification model is underpinned by a range of administrative data on every child and young person enrolled in primary and post-primary school. This data includes:
• The Pobal HP Deprivation Index for the small area in which the child or young person lives, obtained through the child’s or young person’s address data provided by their school on the DEY Primary Online Database (POD) or the Post-Primary Online Database (PPOD).
• The child’s or young person’s ethnicity if provided by their school on POD or PPOD.
• If the child’s or young person’s address on POD or PPOD matches an address of State-funded homeless accommodation.
• If the child’s or young person’s address on POD or PPOD matches an address of an International Protection Accommodation Centre (IPAS) or Emergency Reception and Orientation Centre (EROC).
The department recognises that some schools are operating in the context of complex local pressures within their wider communities. While these challenges are often well understood locally, they are not always captured in datasets that can be fairly and consistently applied across the entire school system. A rules-based national model must consider all schools on the same basis; it cannot substitute locally held knowledge for data that are not available or comparable nationwide.
The DEIS Plus identification model includes the addition of a DEIS Plus index. The DEIS Plus index was developed by the department’s statistics unit to support the identification of schools for DEIS Plus. The DEIS Plus index uses the same factors as the Pobal HP Deprivation Index but places greater weight on lone parenthood and unemployment, which have been widely identified as key factors in persistent and intergenerational disadvantage.
Children and young people from ‘very disadvantaged’ or ‘extremely disadvantaged areas’ (HP score -20 under either Pobal HP Deprivation Index or the DEIS Plus index), residing in State-funded emergency accommodation, residing in IPAS or EROC accommodation or identifying as Traveller or Roma are designated priority cohorts within the model. Further information on the identification process is available on gov.ie/deis.
Following an assessment of the past three years’ data, only those schools identified as having the highest concentrations of children and young people at risk of educational disadvantage have been included in the scheme. If a school has not been identified for inclusion, this does not imply there is no disadvantage in the school community. While many schools experience significant need, not all will meet the statistical threshold for inclusion at this stage. Schools will continue to be supported through the range of additional resources provided through the DEIS programme.
Schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their school enrolment data have the opportunity to have that outcome reviewed through the formal appeals process.
Schools had the opportunity to update their school enrolment data for the years 2023/2024, 2024/2025 and 2025/2026 on POD and PPOD where they identified that the information already provided was not an accurate reflection of their school enrolment for those years. Schools also had the opportunity to request that the application of the model to their existing data be reviewed. The appeal process closed on 25 May 2026. Information on the appeal process can be found at the following link: www.gov.ie/en/department-of-education/circulars/deis-plus-scheme-appeal-process/
94. Deputy Shane Moynihan asked the Minister for Education and Youth when schools will be permitted to recruit for additional SNA posts allocated following the recent reviews, including in the case of a school (details supplied); the measures being taken to avoid further delays in filling these posts; and if she will make a statement on the matter. [40532/26]
Amharc ar fhreagraThis 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.
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 needs assistants (SNA)s play a central role in the successful inclusion of students with additional and significant care needs in schools. They help ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
SNA posts are allocated to schools as a school-based resource. Principals/boards of management deploy SNAs within schools to meet the care support requirements of the students enrolled whom SNA support has been allocated. This provides schools flexibility in how the SNA support is utilised.
If a school feels like it has insufficient SNA support to meet the needs of its students an application can be submitted to the NCSE requesting a review of its allocation.
In relation to the school referred to by the Deputy the NCSE have advised my department that the school was issued with an allocation letter on 10 February which included an additional 0.5 SNA post bringing their allocation to 6.5 SNAs.
It is important to remember that when the NCSE allocates a SNA post, the board of management as the employer, is responsible for filling the vacancy.
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.
95. Deputy Eoin Ó Broin asked the Minister for Education and Youth if she is aware of the concerns of a school (details supplied) regarding their teaching allocation for the 2026-2027 school year; if her Department understands the high level of need amongst infant classes, and the possible consequence of split classes for the children, their peers and staff in the school; if her Department accepts that the allocation decision will result in reduced staffing and increased pressure on basic resources and supports; and if she will make a statement on the matter. [40653/26]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The enrolment of the school referred to fell below the required threshold for the retention of the 14th class teacher.
The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The Appeals Board operates independently of the Department and its decision is final.
96. Deputy Eoin Ó Broin asked the Minister for Education and Youth the reason a primary school (details supplied) has not been designated DEIS given the school is a feeder school to the DEIS post primary in the locality, and is part of the school completion programme; if her Department accepts the school is operating as a DEIS school due to the high level of social, emotional and behavioural need, without any extra resources; if supports will be made available to the school; if the school will be considered and included in the DEIS programme for coming years; and if she will make a statement on the matter. [40654/26]
Amharc ar fhreagraAddressing educational disadvantage in all schools is a key priority for me as Minister for Education and Youth. The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. This model took into consideration the significant educational disadvantage experienced by Traveller and Roma learners and of students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme, and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie. It is important to stress that schools not identified through the refined DEIS identification model does not in any way imply that the department is saying that disadvantage does not exist within in the school community.
I recently announced the DEIS Strategy to 2035 which is the first long-term, whole-system approach to addressing educational disadvantage. This strategy recognises education as central to breaking cycles of disadvantage, expanding opportunity, and ensuring long-term security. It sets out a more flexible model of support, so that resources are aligned with each school’s level of need as it changes over time. The new DEIS Plus scheme, which will commence this year, launched as part of the strategy, represents the most significant expansion of targeted supports since the establishment of DEIS. While an appeals process was recently open to certain DEIS schools not granted DEIS Plus status, there are no additional schools included in the DEIS programme at this time.
The strategy also acknowledges that students at risk of educational disadvantage are present in all schools. It therefore focuses on improving outcomes, encouraging innovation, and ensuring schools can access the right supports when needed. The DEIS Strategy to 2035 sets out actions under the strategic objective 2.2, to develop an agile resource allocation model to support children and young people at risk of educational disadvantage in all primary and post-primary schools. These actions focus on the continued enhancement of the data available to measure school level disadvantage and for the development of a more flexible resource allocation model that can react to change in school needs and provide the right resources at the right time. The increase in DEIS Grant and HSCL allocation for schools in the DEIS programme, and the allocation of HSCL on a pilot basis to a selection of schools that are not in the DEIS programme is a first step in the move to that more dynamic model. No schools are losing resources in relation to this work.
As work continues on these actions, we will continue to work closely with schools and the education stakeholders. Any future allocation of resources will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
There are also a range of universal supports available to all schools to support children and young people at risk of educational disadvantage. These include:
• 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.
97. Deputy Michael Cahill asked the Minister for Education and Youth to urgently increase capitation funding for primary schools (details supplied); and if she will make a statement on the matter. [40655/26]
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.
This commitment builds on the progress made in recent years. The Department of Education and Youth 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.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools are encouraged to avail of the available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the department, is an important source of advice and support to schools on procurement matters- www.spu.ie
While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department of Education and Youth will continue to seek additional funding in order to assist schools to meet ongoing running costs.
98. Deputy Michael Cahill asked the Minister for Education and Youth when a child in County Kerry (details supplied) will receive an educational placement along with the level of consistent therapeutic and medical support that is urgently needed; and if she will make a statement on the matter. [40670/26]
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 advocates that students will be supported to receive an education in the most inclusive setting possible.
As your query refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply.
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.
546 new special classes have been sanctioned to date, including 47 inclusive special classes. Further new special classes expect to be confirmed in the coming weeks. Details of the new special classes are available on the NCSE website.
Of the 546 new special classes, 355 are being established in primary schools and 191 in post-primary schools. New special classes are being established in every county with 17 for Kerry so far.
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.
99. Deputy Emer Currie asked the Minister for Education and Youth further to Parliamentary Question No. 142 of 20 May 2026, the property management division’s reasoning behind retaining this land (details supplied) for future educational provision considering a high-pressure gas pipe runs directly under the land in question; and if she will make a statement on the matter. [40689/26]
Amharc ar fhreagraI refer to your representation on behalf of Castleknock Tennis Club and Castleknock Educate Together National School in relation to the shared use of recreational land.
My department's Planning and Building Unit have determined that this land should be retained for potential future education expansion as the area where the school is located is an area of ongoing development and significant special education needs.
My department notes the correspondence received in relation to the High-Pressure Gas Main, however my department is aware of the position of this gas main and this does not effect the necessity to retain the land in question to address any potential demographic or special education pressures in the future.
100. Deputy Eoin Ó Broin asked the Minister for Education and Youth further to Parliamentary Question No. 91 of 25 March 2026, the position regarding the status of this project (details supplied) that has been extensively delayed; the timeline for commencement and completion; confirmation that phases following phase one will be delivered as initially agreed; and if she will make a statement on the matter. [40706/26]
Amharc ar fhreagraThe large-scale capital project for the school referred to by the Deputy is for the phased construction of a 1000 pupil Post Primary school with additional classrooms for children with Special Educational Needs.
Phase 1 of the project is currently being delivered under my Department's Modular Framework to deliver 9 general classrooms and 2 specialist classrooms and is due for completion late Q3 2026.
Phase 1 also includes the repurposing of part of the existing accommodation to include classrooms for children with Special Educational Needs in the interim.
The consideration for further additional accommodation at the school in question, or indeed at any school, will be reviewed in line with my department's NDP Sectoral Investment Plan, as part of our overall prioritisation processes for future tranches of project rollout that are deliverable within parameters of NDP funding.
