Written Answers Nos. 335-354
335. Deputy Cian O'Callaghan asked the Minister for Education and Youth to provide a timeline as to when the promised SNA circular which will replace 30/2014 will be released; and if she will make a statement on the matter. [41083/26]
Amharc ar fhreagra336. Deputy Cian O'Callaghan asked the Minister for Education and Youth to provide a timeline as to when the promised SNA redeployment circular will be released; and if she will make a statement on the matter. [41084/26]
Amharc ar fhreagraI propose to take Questions Nos. 335 and 336 together.
My department is in the final stages of work on the first Special Needs Assistant Workforce Development Plan and associated documents. The Plan provides a comprehensive framework for understanding and supporting SNAs, children with special educational needs and school communities. It will, through a co-created series of policy developments strengthen, clarify and offer clear direction and consistency to the SNA workforce.
Significant research and collaboration have been undertaken in preparation of the Plan. This includes significant engagement with focus groups of SNAs, students, school leaders and teachers as well as a national survey of SNAs. Published reports on each are available on the government website.
The plan is also supported by collaborative working groups established for each of the five pillars of the work. Membership of these working groups include school management bodies, Fórsa the trade union representing SNAs, school staff, the National Parents Council and the Children’s Rights Alliance.
The working groups examined every facet of the SNA role in 55 meetings over the last two years with a view to enhancing support to children and young people with special educational needs. I also recently met with stakeholder representatives and with SNAs in a day long engagement to discuss this important work.
Key outputs from the Plan include a new circular on the role of the SNA, a SNA Redeployment Scheme and a review of the SNA employment contract. I very much value the key contribution that SNAs make to the educational experience and overall wellbeing of students in our schools and I am pleased to confirm that the drafting of the Plan, circulars on the SNA role and the SNA redeployment scheme are at an advanced stage. It is intended that they will be published in the coming weeks.
337. Deputy Cian O'Callaghan asked the Minister for Education and Youth to provide a detailed breakdown, by county and primary/post primary of the number of schools have signed up to the school-based summer programme; and if she will make a statement on the matter. [41085/26]
Amharc ar fhreagra338. Deputy Cian O'Callaghan asked the Minister for Education and Youth to provide a detailed breakdown, by county of the number of families have registered for the home-based summer programme; if she can detail the supports that will be made available to those who missed the deadline or who cannot find teachers and SNAs to provide the programme, due to the new portal system and the late release of information; and if she will make a statement on the matter. [41086/26]
Amharc ar fhreagra339. Deputy Cian O'Callaghan asked the Minister for Education and Youth to detail the reasoning for the difference in pay for teachers and SNAs when providing the same work during home-based summer programme; and if she will make a statement on the matter. [41087/26]
Amharc ar fhreagraI propose to take Questions Nos. 337, 338 and 339 together.
Details of the 2026 Summer Programme were communicated by email to all schools on the 6th May 2026. All schools were given the opportunity to run a school-based programme for children with the most complex special educational needs and those at risk of educational disadvantage.
Where a school does not intend to run a school-based programme or there is no place on the programme for an eligible child, schools were invited to make an application for the home-based programme.
In 2026, the application portals for both the school-based and the home-based programmes were open in parallel from the 6th May to the 15th May inclusive. On Thursday, 14th May, a reminder issued to all schools of the closing date for the receipt of applications. A significant number of applications from schools in relation to both the school-based and home-based programmes were received.
The Summer Programme is an educational programme for children with complex special educational needs which is run during the summer months. Similar to teachers, contracted SNAs are paid their personable rate of pay for each day that they participate on the School-based Summer Programme. Where a school-based programme is not being run or a place is unavailable, a Home-based Summer Programme is available for children with complex special education needs.
Under the home-based programme, grant funding is made available so that parents/legal guardians can determine the most appropriate provision required for their child during the summer months. The role of the teacher and SNA are distinct where a teacher is to provide tuition, and a SNA provides care support as appropriate. Teachers and SNAs are paid per hour for tuition/care support delivered in line with agreed terms and public service pay agreements.
Where a parent/guardian is looking to source a teacher SNA for the home-based programme, they can in the first instance contact their local school. In addition, the Teaching Council and Irish Primary Principals Network (IPPN) will promote the summer programme with this year’s graduate teachers, Professional Masters of Education (PME) students and undergraduate student teachers to increase the supply of available teachers.
To help parents source a teacher/SNA for the summer programme in their local area, the IPPN has created a Summer Programme Noticeboard for teachers and SNAs to advertise their availability for the programme. Parents can also post notices on the board to source suitable candidates. The Summer Programme Noticeboard is available on www.educationposts.ie.
Alternatively, parents may also wish to check with service providers and advocacy groups like AsIAm, Inclusion Ireland or Down Syndrome Ireland to see if they can support or advise or help make connections. Parents are required to carry out the required qualification, vetting and child protection procedures regardless of how they source a teacher/SNA.
Further information can be found on the Home-based Summer Programme webpage at www.gov.ie/summerprogramme.
With regards to a detailed breakdown of schools who have registered for the 2026 school-based summer programmes, these figures represent expressions of interest and do not necessarily indicate that schools will deliver a school-based programme in each case.
For the home-based summer programme, eligibility is determined by schools who register eligible children for participation in this programme. In some instances, it is possible that schools have registered children for the home-based programme even though they intend to provide a school-based programme to those same children. As each child may only participate in one programme, final participation numbers for both schools and children will not be known until the Summer Programme has concluded.
340. Deputy Cian O'Callaghan asked the Minister for Education and Youth whether her Department will publish a non-technical methodology note explaining how school-place demand is projected using child benefit data, school enrolments, census data, residential development information and GIS analysis; and if she will make a statement on the matter. [41088/26]
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. School Planning Area boundaries are mapped on the department’s Geographic Information System (GIS) and are publicly available online. The GIS enables officials to undertake analysis within school planning area boundaries and also across adjoining school planning areas. School Planning Areas take account not only of local groupings of schools, but also of natural boundaries, Census Small Areas and other local conditions. The School Planning Area boundaries were originally formed around the urban areas and the rural areas served by the post primary schools located in the urban area.
My department uses this geographic information system to analyse data from a range of sources, including child benefit and school enrolment data, residential activity data and school census 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.
Child benefit data is made available by the Department of Social Protection which is used as the basis for the projections of future junior infant intake at primary level.
My department also carries out more granular school place demand analysis at sub-SPA level, mainly in urban areas. This is informed by child benefit data and enrolment data that is geocoded to small area level. This provides 19,000 building blocks across the Country that is used to produce baseline demographic profiles and zero migration projections for school place demand in any local area.
As part of this demographic demand analysis, planning and construction activity in the residential sector, is also factored in. This involves the analysis of population and housing data from local authorities and the CSO, along with engagement with local authorities.
The impact on the demand for school places associated with internal migration, driven by house completions is added to the zero migration projections to produce complete school place demand projections for any local area.
This ensures that schools infrastructure planning is keeping pace with demographic changes at a local level, where the picture can quickly evolve due to planned new residential development.
In addition, to ensure alignment of school provision with rollout of additional residential development, the department liaises with all 31 Local Authorities in respect of the County Development Plans and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas. My department engages with all consultation phases of these plans to ensure that there is an adequate amount of appropriately zoned and suitably located sites for future school place provision and that they are in line with objectives as identified in the National Planning Framework.
An annual school capacity management process is undertaken by my department for longer-term planning of school infrastructure to ensure that sufficient school places are available to meet demand each year at both primary and post-primary level, including for children and young people with special educational needs.
The school place demand projections are compared with current and planned future school capacity. Where potential capacity pressures are identified, my department engages directly with the relevant schools and patrons, including through data-sharing arrangements where appropriate, to better understand application patterns and overlapping demand. This supports timely interventions to ensure sufficient school places are available for the forthcoming school year.
My department will continue to liaise with Local Authorities in respect of their County Development Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
341. Deputy Cian O'Callaghan asked the Minister for Education and Youth when school-level data from the 2025 Primary School Survey will be published; the format it will take; the way in which this data will feed into local and national primary school planning; and if she will make a statement on the matter. [41089/26]
Amharc ar fhreagraOn 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. The results are intended to support meaningful local engagement and informed decision-making at school level.
342. Deputy Cian O'Callaghan asked the Minister for Education and Youth to provide an update on the national school capacity/accommodation inventory referred to by the Comptroller and Auditor General; whether it is fully integrated into the Department GIS system; the way in which it is used to decide between expanding existing school capacity and providing new schools; and if she will make a statement on the matter. [41090/26]
Amharc ar fhreagraMy department maintains a school capacity inventory which is hosted on the Department’s GIS System as referenced by the Deputy.
The data recorded therein details the number of mainstream and special education teaching rooms and ancillary spaces at each school as provided by schools through various channels such as annual school data collection, applications for additional accommodation and other targeted capacity surveys.
The level of existing and planning school capacity in an area informs decision making and prioritisation processes, in respect to the school capital programme. My department has a robust forward planning process that analyses the current and projected future demand for school places at a local level. Both the demand and capacity data provide an informed evidence base to decisions made by my department.
343. Deputy Cian O'Callaghan asked the Minister for Education and Youth whether her Department provides formal observations or aggregated school-capacity evidence to local authorities when major rezoning proposals or development plan variations could substantially increase child population in a school planning area; and if she will make a statement on the matter. [41091/26]
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.
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. The pace of delivery of additional residential developments in the area, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of further school requirements in the area.
To ensure alignment of school provision with the rollout of additional residential development, my department, through the various consultation phases of the Statutory Plan process, liaises with all 31 Local Authorities in respect of their County Development Plans, all associated Local Area Plans and Masterplans with a view to identifying any medium to potential long-term school place and accommodation requirements across school planning areas and with the purpose of ensuring that there is an adequate amount of appropriately zoned and suitably located sites for future school place provision, which are in line with objectives as identified in the National Planning Framework.
My department has made 452 submissions to Local Authorities as part of the development processes, since 2019, and has made 50 submissions this year, to date.
344. Deputy Cian O'Callaghan asked the Minister for Education and Youth the funding streams available for schools to implement universal design for learning; the amount of funding that was provided in the past five years; if she can confirm what that funding was spent on; and if she will make a statement on the matter. [41092/26]
Amharc ar fhreagraThere is no specific funding stream for schools for the implementation of Universal Design for Learning (UDL).
Working on behalf of my Department, the National Council for Curriculum and Assessment (NCCA) have redeveloped curricula over a sustained period. Part of the process has included extensive national and international research, close and ongoing engagement with schools and educational settings, and wide-ranging consultation with teachers, school leaders, parents, children, education partners and other stakeholders.
While not underpinned by a single pedagogical framework such as UDL, the approach reflects many of the principles associated with UDL. In particular, the curriculum supports teachers to provide multiple means of engagement, representation, and action and expression, enabling them to respond flexibly to children’s differing strengths, interests and learning needs. Learning outcomes across the curriculum are intentionally broad and focused on progression, providing professional agency for teachers to design meaningful learning experiences.
Driven by a commitment to lead and sustain developments in curriculum and assessment that are sufficiently far-reaching so that all children can experience and benefit from enjoyable, engaging, relevant and appropriately challenging experiences, NCCA’s work includes consideration of a range of research perspectives on children’s learning and development, rather than reliance on a single model or theory.
The NCCA takes an evidence-informed approach with its research activity including, but not limited to, research in relation to specific aspects or areas of curriculum development; audits of curriculum provision in other jurisdictions; comparative studies locating Ireland in an international context; and consultations with teachers, children, school leaders, parents, researchers and academics, wider stakeholders in the education system; and the general public. The research used to inform curriculum and assessment advice, as well as systemwide developments, also comes from longitudinal studies such as the Children School Lives study undertaken by researchers in University College Dublin and funded by the NCCA.
This research tells us that human learning is complex and the myriad of theories and associated research approaches that seek to explain how children learn and develop throughout their school years reflects this. The NCCA therefore draws on multiple theories of learning and development in its curriculum and assessment work across early childhood, primary and post-primary education with these being articulated through curriculum components such as principles, learning outcomes, key skills/competencies, and examples of learning to support enactment of the curriculum.
Taken together, the redeveloped Primary School Curriculum provides a coherent, inclusive and future-focused curriculum that reflects contemporary understandings of children’s learning and development, supports high-quality professional practice, and ensures that every child is given the opportunity to reach their full potential throughout their primary education.
345. Deputy Cian O'Callaghan asked the Minister for Education and Youth her plans to introduce changes to the assessment of needs process to access special education places; and if she will make a statement on the matter. [41093/26]
Amharc ar fhreagraThe Assessment of Need (AON) process is provided for under the Disability Act 2005 and is under the remit of the Health Service Executive (HSE). Assessment Officers working under the remit of the HSE are charged with organising the process which results in an Assessment of Need. The Assessment Officer coordinates and completes the Assessment Report and a determination is made as to whether or not a child or young person meets the definition of disability contained in the Act. Revisions to the AON process are a matter for the HSE in tandem with the Department of Children, Disability and Equality.
It is also important to note that while a diagnosis is currently required to access a special class or a special school, this does not have to be linked to an Assessment of Need.
For clarity, there is no change to the AON process as it applies in schools.
The Department continues to monitor existing practices with a view to responding to future needs. As with any new education measure or initiative, there will be a comprehensive consultation process with the full range of education stakeholders and advocacy groups in respect of any proposed changes either to the AON process as it applies to schools or to the application process for enrolment in schools.
The department favours the adoption of a needs-based approach to all aspects of school life including enrolment, and will seek to progress this, subject to the availability of necessary resources and the outcomes of a consultation process. Any proposals arising will be progressed through a memorandum for government.
346. Deputy Cian O'Callaghan asked the Minister for Education and Youth her plans to use section 37A of the Education Act 1998 to progress new special education classes; and if she will make a statement on the matter. [41094/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
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.
I am satisfied that I have the necessary statutory powers under Section 37A of the Education Act 1998 to compel schools to make provision for children and young people with special education needs. This power is only used as a last resort and where all reasonable efforts have failed but its usage is kept under review over the course of the year. In addition, the NCSE also has the power to direct schools to admit individual children and young people with special education 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 reach their full potential.
347. Deputy Cian O'Callaghan asked the Minister for Education and Youth the number schools which have applied to open new special classes for the 2026-2027 school year; the number of these applications that have been refused;the number of applications that do not yet have a decision; and if she will make a statement on the matter. [41095/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The 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. However, it is not always possible to open a special class in every school that expresses an interest.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies or capacity and assess their capability with consideration to demographical and statistical data.
The NCSE acknowledge that circumstances may change, and these schools will remain as potential options for future classes. Local special educational needs organisers (SENOs) remain available to assist and advise parents of children 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.
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.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school.
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.
348. Deputy Cian O'Callaghan asked the Minister for Education and Youth if she plans to roll out the D15 pilot programme to other areas; and if she will make a statement on the matter. [41096/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
A taskforce to support the forward planning of special education provision in the Dublin 15 area was established to support planning for the 2025/26 school year. The Dublin 15 area has experienced significant increases in population growth in recent years, with high levels of migration into the area and includes areas with social disadvantage.
The taskforce also considered the development of a common application system for admission to primary special classes. The voice of parents has been a key component of the taskforce. Parent representation on the taskforce includes representatives from the Autism School Dublin 15 (ASD15) group, the National Parents Council and parents from the local area.
The taskforce’s recommendations are currently being examined. The Taskforce report, together with the associated progress update report, is available at the following link: www.gov.ie/en/department-of-education/publications/taskforce-to-support-forward-planning-of-special-education-provision-in-the-dublin-15-area/. The National Council for Special Education (NCSE) is leading work at a local level with school principals on running the admissions trial for another year. The key focus of my department remains working with the NCSE and school patron bodies to secure additional special classes.
Separately, my department also introduced a common applications process at post-primary level in 5 areas for the coming school year. My department are now working to expand this to other areas at post-primary level for the 2027/2028 admissions process.
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.
349. Deputy Cian O'Callaghan asked the Minister for Education and Youth to examine the possibility of expanding the schoolbooks scheme to include instruments; and if she will make a statement on the matter. [41097/26]
Amharc ar fhreagraAs Minister for Education and Youth, I want to ensure that all children and young people have the opportunity of access to education that empowers them to thrive and realise their full potential.
Last year saw the introduction of the final phase of the free schoolbooks scheme, with the extension of the scheme to Senior Cycle students in post-primary schools in the Free Education Scheme. From the start of the current school year, for the first time, all children and young people enrolled in primary, special and post-primary schools in the Free Education Scheme were provided with schoolbooks/eBooks and core classroom resources. Parents and guardians were not asked to purchase or to make a financial contribution to the school towards the cost of these items.
My department has published guidance for post-primary schools around the operation of the Post-primary Schoolbooks Scheme, in continued engagement with all stakeholders. Further information on the free schoolbooks scheme is available at [www.gov.ie/schoolbookschemes].
The scope of the Post-primary Schoolbooks Scheme focuses on schoolbooks, materials to write on, materials required for practical subjects and project support equipment where the costs for these items were previously borne by parents/guardians, either by purchasing the item or by paying a fee to the school for the item.
When all schoolbooks and core classroom resources under this scheme are provided, schools should use any surplus funding to purchase additional classroom resources. Information on what can be purchased under this category is outlined in the guidance published at the above link.
With a total funding package of over €160 million available in 2026, the Schoolbooks Scheme continues to benefit almost one million children and young people and is helping to ease the financial burden facing families at back-to-school time.
350. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth when the SNA Workplace Development Plan will be launched; and if she will make a statement on the matter. [41103/26]
Amharc ar fhreagraMy department is in the final stages of work on the first Special Needs Assistant Workforce Development Plan and associated documents. The Plan provides a comprehensive framework for understanding and supporting SNAs, children with special educational needs and school communities. It will, through a co-created series of policy developments strengthen, clarify and offer clear direction and consistency to the SNA workforce.
Significant research and collaboration have been undertaken in preparation of the Plan. This includes significant engagement with focus groups of SNAs, students, school leaders and teachers as well as a national survey of SNAs. Published reports on each are available on the government website.
The Plan is also supported by collaborative working groups established for each of the five pillars of the work. Membership of these working groups include school management bodies, Fórsa the trade union representing SNAs, school staff, the National Parents Council and the Children’s Rights Alliance.
The working groups examined every facet of the SNA role in 55 meetings over the last two years with a view to enhancing support to children and young people with special educational needs. I also recently met with stakeholder representatives and with SNAs in a day long engagement to discuss this important work.
Key outputs from the Plan include a new circular on the role of the SNA, a SNA Redeployment Scheme and a review of the SNA employment contract. I very much value the key contribution that SNAs make to the educational experience and overall wellbeing of students in our schools and I am pleased to confirm that the drafting of the Plan, circulars on the SNA role and the SNA redeployment scheme are at an advanced stage. It is intended that they will be published in the coming weeks.
351. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth her plans to expand DEIS status schools in Kildare; and if she will make a statement on the matter. [41104/26]
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.
352. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth her plans to expand primary school capacity in Kildare town, considering that schools are currently operating considerable waiting lists; and if she will make a statement on the matter. [41105/26]
Amharc ar fhreagraI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority of mine.
Since 2020, my department has invested over €414 million in school infrastructure across County Kildare. The department is continually planning for and investing in existing and new schools to ensure that every child in the State has access to a school place.
As the Deputy may be aware, 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.
The annual enrolment process for new Junior Infants at primary and new First Years at post-primary is a very large-scale operation that is transacted at close to 4,000 schools across the country, involving some 140,000 pupils. While my department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that enrolment pressures can be driven by duplications of applications, applications from outside an area, and school of choice factors. Notwithstanding the above, in some areas, demographic pressures and other factors are driving a requirement for additional school places.
Primary school enrolments at national level have been in decline for a number of years and this downward demographic trend is also now apparent at first year post primary level. There are, however continued pressures in some areas where there is high demand with continued population growth and housing development driving the need for additional school places.
My department’s main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
I want to assure the Deputy that my department will keep the school place requirements in Kildare school planning area under review.
353. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the number of applications currently being processed for capital works; the breakdown of these per county; and if she will make a statement on the matter. [41106/26]
Amharc ar fhreagraI can confirm to the Deputy, that my department’s website, www.gov.ie, contains up to date information relating to the progression of projects throughout the country. The information is available for both additional school accommodation and large scale major projects. Since 2020, my department has invested over €6.9 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal.
The department will continue to build on this progress with the continued rollout of projects on a prioritised basis to meet the most urgent needs under the €7.55 billion National Development Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. While the plan has a strong emphasis on maximising existing capacity, my department continues to engage with school authorities regarding applications from numerous avenues of funding under the NDP such as the Additional School Accommodation scheme, Climate Action Summer Works and Emergency Works schemes and Special Education Needs Repurposing scheme. The decision to initiate a large-scale project is department led in consultation with school authorities and primarily based on demographic projections on the future demand for school places to determine when and where to expand school capacity. Major capital works must also be considered in the context of climate action commitments. The plan for identifying opportunities to transform existing schools at national scale will be informed by the outcome of an Energy and Condition survey of all schools which is due for completion this year.
In addition, my department is planning for the introduction of an increase in the minor works grant funding at primary level and December 2028/January 2029 is being set as the planned payment timeline for this. At that stage my department also plans to introduce a minor works grant at post-primary level. This will be the first time a minor works grant will be a standard feature at post-primary level and will be key in supporting a good maintenance regime. Engagement will commence in 2026 with relevant stakeholders to develop an appropriate methodology for targeting this increased investment on maintenance of the school estate that will be based on data from the Department’s energy and condition survey of the school estate.
354. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she will provide for additional youth services in south Kildare given the county's fast-growing young population; and if she will make a statement on the matter. [41107/26]
Amharc ar fhreagraThe department is dedicated to enhancing the delivery and development of youth work services and opportunities for young people across the country.
Funding for the provision of targeted youth services is administered on behalf of the Department of Education and Youth by education and training boards (ETBs), which allocate funding via applications to the UBU Your Place Your Space (UBU) scheme. This scheme is aimed at young people between the ages of 10 and 24 who are, or are at risk of becoming disadvantaged, marginalised or vulnerable.
Over €53 million has been allocated to the UBU scheme in 2026. The scheme provides funding to 258 targeted youth services across the 16 ETB areas.
Key to achieving the aims of the scheme is the development of the Area Profile and Needs Assessment Tool. The purpose of this tool is to allow each ETB to avail of quantitative and qualitative information to objectively identify the needs of young people within their functional area. This analysis leads to the development of a Service Requirement which is then used as the basis for discussion between ETBs and service providers in terms of service delivery to meet the needs of young people in the area. This approach ensures that we can target funding and supports to the young people most in need of intervention and that funding is allocated based on evidence-informed need. ETBs are currently preparing this information ahead of the commencement of Cycle 3 of the UBU scheme which will run from 2027-2029.
In Budget 2025 funding was secured by the department for the establishment of 10 new UBU services, with one of the successful services to be located in Newbridge/Morristownbiller.
The ETBs also provide funding to local volunteer-led groups from the Local Youth Club Grant Scheme.
Any proposed service in the South Kildare area wishing to apply for funding should liaise with Kildare and Wicklow ETB in the first instance.
