Written Answers Nos. 505-524
505. Deputy Ryan O'Meara asked the Minister for Education and Youth if schools with two special classes are eligible for funding for a designated playground area, for the specific use of students in these special classes; and if she will make a statement on the matter. [45715/26]
Amharc ar fhreagraI can confirm to the Deputy, that my department provides €30,000 funding to school authorities when a new Special education class is being opened in order to facilitate the set up process. It is also open to schools to apply for up to €80,000 to repurpose existing accommodation for establishing a new special class, to include works to create a play space for these pupils.
Where a school has already established special classes and they have not applied for funding previously; it is open to schools to make an application under my department's Additional School Accommodation (ASA) scheme to develop a school play space for the specific benefit of the children enrolled in the special classes. Further details of this are available at www.gov.ie/education.
The Deputy will be aware that my department published its sectoral investment plan which details the priorities and sequencing for the total of €7.55 billion which will be invested in the education and youth sectors between 2026 and 2030. This is a very significant investment that will help deliver on our commitment to have a world-class education system supporting every learner to reach their full potential. It contains a clear commitment to special education provision and seeks to maximise the use of existing capacity in a way that ensures continued strong delivery and good value for money. I can assure the Deputy that special education needs accommodation projects will remain a key priority throughout the duration of the National Development Plan period.
506. Deputy Ryan O'Meara asked the Minister for Education and Youth the funding schools can avail of to build a playground or a sensory area for children in a special class; and if she will make a statement on the matter. [45716/26]
Amharc ar fhreagraI can confirm to the Deputy, that my department provides €30,000 funding to school authorities when a new Special education class is being opened, to facilitate the set up process. Schools have flexibility as to how they allocate the funding, subject to the understanding and acceptance that this would be the full and final capital grant covering core requirements in the areas of furniture and equipment, classroom ICT, quiet space and minor room decoration. Schools can choose to use this funding to establish a sensory area to support a Special education class.
It is also open to schools to apply for up to €80,000 to repurpose existing accommodation for establishing a new special class, to include works to create an external play space for these pupils.
Where a school has already established special classes and they have not applied for funding previously; it is open to schools to make an application under my department's Additional School Accommodation (ASA) scheme to develop a school play space for the specific benefit of the children enrolled in the special classes. Further details of this are available at www.gov.ie/education.
In the case of schools which have already established special classes, and they have not availed of funding previously to open a sensory room, funding of €7,000 is made available by my department for the provision of the start-up of a sensory room within a school. To be eligible for the grant, the school must demonstrate it has an National Council for Special Education approved ASD class and that there is a suitable room to house the sensory room (i.e. drawings of the school layout with the sensory room and ASD class clearly marked). The sensory room must be a separate room from that of the ASD class and must have its own separate entry/exit. Only one sensory room grant is funded by my department per school. It is intended that this funding can also be used for the purchase of sensory equipment. A sensory room is primarily intended for use by students within the school and is not confined to students within a specific classroom.
Such classrooms for pupils with special education needs are included as standard in the accommodation brief for new school buildings and major extension projects. The overall accommodation suite for students with special education needs also generally includes ancillary accommodation such as a Central Activities Space, a Multi Activity Room and Quiet Spaces as well as an outdoor Secure Play Area and Sensory Garden.
The Deputy will be aware that my department published the sectoral investment plan which details the total of €7.55 billion which will be invested in the education and youth sectors between 2026 and 2030. This is a very significant investment that will help deliver on our commitment to have a world-class education system supporting every learner to reach their full potential. I can assure the Deputy that special education needs accommodation projects will remain a key priority throughout the duration of the National Development Plan period.
507. Deputy John Connolly asked the Minister for Education and Youth if all allowances recently restored to teaching staff in primary schools and special schools under Circular 0054/2026 will be extended to all teaching staff working within post-primary schools; if she is aware of the disparity currently affecting post-primary teachers appointed after 2012 who are excluded from the allowance; and if she will make a statement on the matter. [45722/26]
Amharc ar fhreagraThe Department of Education and Youth, along with other Departments across the public service, implemented the outcome of the public service-wide review of allowances and premium payments (September 2012) by the Department of Public Expenditure, National Development Plan Delivery and Reform (DPENDPDR). This meant that many allowances were no longer payable to “new entrants” including Teachers.
In respect of pay and allowances, the Government is committed to the delivery of quality public services and continues to approach public service pay in a balanced way that is reasonable and fair to both public servants and to the taxpayer. This has been achieved through a series of national collective agreements, agreed between trade unions and the Government, applying across the public sector.
Under the Public Service Agreement 2024–2026 (PSA), which has been approved by Government and applies to all public servants, pay increases totalling 9.25% are provided for up to June 2026. These terms were collectively agreed with the Irish Congress of Trade Unions.
The PSA also contains a local bargaining provision under which employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment. The PSA concludes on 30 June 2026.
As teachers are represented by a number of trade unions, it is for each representative organisation to negotiate on behalf of their members.
The INTO has opted to use their Local Bargaining Fund to settle a number of claims one of which is the Allowance for Teachers working in Special Schools. This allowance will be paid to Teachers employed in recognised Special Schools, who satisfy the eligibility criteria as outlined in Department of Education and Youth circular 54/2026.
Additional amendments to teacher Terms and Conditions, including amendments to allowances, can only be achieved through engagement and collective bargaining agreements between the Government and the Public Service unions. Such changes can occur only under those processes, and any such proposals would need to be considered in detail by the Department, DPER and the relevant unions.
508. Deputy Paula Butterly asked the Minister for Education and Youth to respond to correspondence (details supplied); and if she will make a statement on the matter. [45731/26]
Amharc ar fhreagraDetails of the 2026 Summer Programme were communicated to all schools on the 6th May 2026.
All schools have been offered 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.
As communicated to all schools at the outset, it is intended that schools will be engaged with on an individual basis in the week commencing the 25th May. During that period, schools will receive a follow-up email confirming the number of pupils approved to participate in this year’s programme, along with their school’s assigned staffing allocation. This approach ensures that each school receives clear, tailored information to assist with effective planning.
In the case of the school referred to by the Deputy, Department officials have confirmed that they have been engaging directly with the school in relation to their allocation for the Summer Programme.
509. Deputy Matt Carthy asked the Minister for Education and Youth further to Parliamentary Question No. 356 of 12 February 2026, the date the new school (details supplied) will be completed and open for students. [45736/26]
Amharc ar fhreagraThe project to which the deputy refers has been devolved for delivery to Cavan and Monaghan ETB (CMETB).
The project brief is for a new primary school comprising 8 mainstream classrooms and 3 Special Education Tuition rooms.
The project is currently at stage 4 (construction) of the delivery process. It is expected to reach substantial completion over the coming weeks pending no unforeseen circumstances. It is therefore anticipated that the school will open for students at the beginning of the next academic school year.
The Department has been actively engaged with CMETB throughout the process and will continue to engage to provide practical advice and assistance.
CMETB will continue to engage directly with the school authorities to keep them fully informed of progress on this important project.
510. Deputy Eoin Hayes asked the Minister for Education and Youth the rationale for the sequencing of the Leaving Certificate appeals process and the CAO offers process in 2026, whereby the provisional date for the release of Leaving Certificate appeal results is 25 September 2026, after the issue and acceptance deadlines for rounds one to four of CAO offers; whether she has assessed the risk that students whose grades improve on appeal may be disadvantaged because relevant third-level places may already have been filled before their revised results issue; whether her Department, the State Examinations Commission and the CAO have examined alternative sequencing options to ensure that successful appellants are not prejudiced in competing for places; and if she will make a statement on the matter. [45738/26]
Amharc ar fhreagraHigher education policy falls under the remit of the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS). My Department works closely with DFHERIS, which has emphasised its strong commitment to supporting students’ access to further and higher education, including through the development of alternative pathways outside of the CAO system and the expansion of capacity in high-demand courses in recent years.
DFHERIS has advised that arrangements are in place within the CAO system to ensure that applicants who secure an improved grade on appeal can be considered for subsequent offer rounds. Where places remain available, or where additional capacity arises, eligible applicants may receive a revised offer in later rounds. Most applicants who receive an improved grade on appeal are accommodated through these processes in the current academic year. It is recognised, however, that due to the sequencing of these processes, there may be limited instances where an applicant’s upgraded result issues after key CAO rounds have concluded, and where it is not possible to join the current academic year. In such cases, higher education institutions may make provision for a deferred place, allowing the applicant to take up their programme in the following academic year.
In relation to the Leaving Certificate appeals process, the State Examinations Commission (SEC) has responsibility for the delivery of the State examinations, including the timing of the Leaving Certificate appeals process.
In view of this, I have asked the SEC to respond directly to the Deputy.
511. Deputy Martin Kenny asked the Minister for Education and Youth if a route can be added to the pilot scheme for school transport (details supplied); and if she will make a statement on the matter. [45764/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth that has expanded significantly over the past six years. In that time, the numbers of children and young people using the service have grown from under 120,000 pupils in 2018 to over 181,000 pupils including over 24,000 pupils with Special Educational Needs in 2025 which equates to an increase of over 50%. Since 2018, investment in the scheme has more than doubled, from €200 million to €537 million.
The School Transport 2030 report was published in early 2024. The recommended changes to the schemes include expansion of the current eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure the best value for money to the Exchequer.
It was outlined at the time the Review was published that the proposed changes to the eligibility criteria would further increase demand for the scheme. Therefore, it was considered prudent to implement the changes on a phased basis.
As part of this phased rollout, 14 School Transport pilots commenced in the 2024/25 school year. A further 11 pilots were approved for the 2025/26 school year. For these pilots, the distance criteria for pupils are reduced to 2 km for primary and post primary and the need for a pupil to be attending their nearest school is removed.
Due to ongoing challenges in the wider transport sector, including availability of drivers and vehicles, any expansion of services must be carefully planned and phased. While pilot projects are considered in select areas to test revised eligibility criteria, these pilots are limited in scope and capacity.
All pilots are being monitored, and a further evaluation will take place at the end of the current school year. Findings from these evaluations will guide the planning and implementation needed for a national rollout of a revised School Transport Scheme subject to the availability of resources.
Implementation of the recommendations of the review will continue to be planned subject to resources being available to meet the expected increased demand.
The closing date for applications and payments for the 2026/27 school year was 08 May 2026 and the Bus Éireann Family Portal is now temporarily closed.
Bus Éireann are currently assessing all on time applications and payments received and planning for routes and services for the 2026/27 school year. Routes may be altered or extended depending on the number and location of children who will be availing of school transport for the following school year.
512. Deputy Maeve O'Connell asked the Minister for Education and Youth for an update on her Department’s work to reduce class sizes in primary schools. [45767/26]
Amharc ar fhreagra513. Deputy Maeve O'Connell asked the Minister for Education and Youth if her Department has plans to reduce class sizes in the upcoming school year. [45768/26]
Amharc ar fhreagra514. Deputy Maeve O'Connell asked the Minister for Education and Youth if her Department has reviewed the impact of class sizes on student outcomes; and the effect reduced class sizes would have. [45769/26]
Amharc ar fhreagraI propose to take Questions Nos. 512, 513 and 514 together.
Priority was given in recent Budgets to reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively. In addition to the reductions in the teacher allocation ratio, a three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio shows the ratio of pupils to teachers improve from 16:1 to 12.8:1.
Educational research indicates that smaller class size is beneficial as part of strategies to promote social inclusion and alleviate the effects of educational disadvantage. Class size reduction in isolation may not have a positive impact for students; however, when combined with other evidence-based strategies, contributes significantly to the quality of teaching and learning. These strategies include teacher professional development and the quality of teaching provided, curriculum development, and engagement with learners, families and communities.
Under the Programme for Government there is a commitment to aim to reduce the general pupil teacher ratio at primary level to 19:1 over the term of government and introduce targeted measures in schools with very large classes. I am considering how best to make further progress as part of the annual budgetary process in reducing the primary pupil teacher ratio in the context of Programme for Government implementation.
515. Deputy Paul Murphy asked the Minister for Education and Youth if her attention has been drawn to the case of a person (details supplied); and if she will engage with the family to ensure the child in question can secure a school place. [45796/26]
Amharc ar fhreagraTusla Education Support Service (TESS), which includes the statutory Educational Welfare Service (EWS), is under the remit of my department and operates under the Education (Welfare) Act, 2000. The primary role of the EWS is to ensure that every child either attends school regularly or otherwise receives a certain minimum education to ensure and secure every child’s entitlement to education.
Educational welfare officers (EWO) are based throughout the country to offer advice and guidance to parents who need support in ensuring that their child attends schools regularly. EWOs work with children, young people and their families who are experiencing difficulty with school attendance; this is done through, home visits, educational welfare conferences and collaboratively working with different agencies. The main priority of the work is around the welfare of children and young people and to ensure that concerns around attendance are addressed before attendance becomes a crisis issue. EWOs also support parents and guardians who are experiencing difficulty in securing a school placement for their child.
All referrals received by the EWS are screened and assessed by a Senior EWO and receive a response to indicate whether the case has been allocated to an EWO, the case is on a waiting list, or the referral has not met the criteria for intervention by an EWO and the reasons why. Referrals to the EWS may be made throughout the school year. A referral for a child without a school place is prioritised by the EWS and an EWO is assigned immediately to support families who are in this situation. It will remain an open case until such time as a school place is offered and accepted.
The young person in question is an open and allocated case to the EWS and an EWO has engaged with the family and is providing support and advice.
516. Deputy Darren O'Rourke asked the Minister for Education and Youth the first year and full year cost of hiring an additional 1,000 primary school teachers; and if she will make a statement on the matter. [45801/26]
Amharc ar fhreagraThe estimated costs of hiring an additional 1,000 primary school teachers would be €59.7m for a full year. These figures are inclusive of both substitution costs and Employer PRSI.
Values are calculated on the basis of new entrant salary costs and applied to the salary scales in place from 1 June 2026.
517. Deputy Rory Hearne asked the Minister for Education and Youth the number of unfilled teaching posts in Dublin north west; and if she will make a statement on the matter. [45802/26]
Amharc ar fhreagraThis Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
As of March 2026, there are over 74,000 teachers employed in Irish schools, including 40,283 at primary level and 34,396 at post-primary level. This analysis found that just 0.1% of allocations (24 posts) in primary and 1.4% of allocations (477 posts) in post-primary were unutilised.
Teaching is an attractive profession, and there are a significant number of newly qualified teachers graduating annually. Over 3,600 newly qualified teachers registered with the Teaching Council in 2025 and CAO data shows a consistent demand for undergraduate ITE programmes. Salaries are competitive, currently starting at €45,379 (primary) and €46,948 (post-primary) and rising to €83,576 and €85,411 respectively under the current pay deal. Few teachers resign, with less than 3% of the teaching workforce resigning or retiring annually from contracted teaching posts.
Data published by the Department on unused allocations as of November 2025 is available through the Teacher Workforce Bulletin 2025/26, at this link assets.gov.ie/static/documents/5935f213/Teacher_Workforce_Data_Report_2026.pdf>
This analysis found that just 3.2% of allocations in primary (322.9 FTEs) and 1.9% of allocations (116 FTEs) in post-primary were unutilised in Dublin. Both City of Dublin ETB and Dublin & Dun Laoghaire ETB post-primary schools had a vacancy rate of 0%.
While the relatively low vacancy rate indicates that the vast majority of allocated teaching posts are filled, some schools experience recruitment challenges. This Government has implemented several measures to address teacher supply issues that have led to:
- an increase of 20% in initial teacher education graduates (student teachers) between 2018 and 2023, and
- an over 30% increase in the number of teachers registered with the Teaching Council since 2017.
My Department has recently published revised arrangements for the award of a Contract of Indefinite Duration to?teachers; teachers taking up their first contract in a viable post will be eligible for a permanent position after one year, subject to successful re-appointment through a competitive process.
Recently regulations were approved to allow teachers who qualified overseas to undertake their induction in the State and incremental credit is also available to teachers returning from abroad, depending on the teaching experience gained.
A number of measures have been introduced to address subject-specific teacher shortages:
- STEM Bursary: a €2,000 annual bursary for student teachers in STEM fields during the final two years of their undergraduate teacher education, with a requirement to complete at least two years of teaching post-qualification in a recognised post-primary school.
-Upskilling programmes: free upskilling programmes for teachers are offered in high-demand subjects: Irish, French, politics & society, computer science, maths, physics and Spanish.
A comprehensive workforce plan for the education sector, a commitment under the Programme for Government, is in development. Additionally,?a?project focused on strategic workforce planning for teachers in Ireland, led by UNESCO and supported by the EU Commission, is developing recommendations for addressing the main factors affecting teacher supply in Ireland. The recommendations put forward in the context of the project will form the basis for the development by my Department of a strategic workforce plan for the teaching workforce in Ireland.
518. Deputy Richard Boyd Barrett asked the Minister for Education and Youth her views on the recent Leaving Certificate honours maths papers; if she acknowledges that the 25% uplift was introduced to encourage more students to choose honours maths but if papers are exceptionally difficult as reported this year, this will run counter to the reason the uplift was introduced; and if she will make a statement on the matter. [45830/26]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the delivery of the State examinations, including the preparation of all examination papers and test instruments.
In view of this, I have asked the SEC to respond directly to the Deputy.
519. Deputy Richard Boyd Barrett asked the Minister for Education and Youth if she is aware that in the recent Leaving Certificate biology examination, the exam booklet credits a website (details supplied) for making diagrams for the exam and that this is an AI generation tool for biology questions; her views on students’ assertion that some of the diagrams, notably the one on meiosis and mitosis, were incorrect; if she will clarify the decision to include AI generated images in examinations; and if she will make a statement on the matter. [45831/26]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the delivery of the State examinations, including the preparation of all examination papers and test instruments.
In view of this, I have asked the SEC to respond directly to the Deputy.
520. Deputy Malcolm Byrne asked the Minister for Education and Youth the total number of pupils, by category, primary, secondary, special school and so on, that were issued tickets under the school bus scheme for the 2025-2026 academic year; and the way in which that compares to each of the previous four years. [45876/26]
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.
It is a demand-led scheme based on the number of eligible children who apply.
The scheme has expanded significantly over the past six years. In that time, the numbers of children and young people using the service have grown from under 120,000 pupils in 2018 to over 181,000 pupils in 2026, which equates to an increase of close to 50%.
For the 2025/26 school year all eligible pupils who applied and paid on time were facilitated on a service where one exists. A total of 1,137 pupils at post primary level and 385 pupils at primary level did not receive tickets. These numbers include on time applications where there was no capacity on an existing service.
In line with the guidelines of the scheme, those who apply/pay late are processed once all on time applications have been dealt with. Seats are allocated to late applicants where capacity exists.
The online portal for the 2026/27 school year closed on 08 May 2026 and will remain closed until early July 2026. Bus Éireann are currently assessing all applications and planning for routes and services for the next school year. Routes may be altered or extended depending on the number and location of eligible children who will be availing of school transport for that year.
Please see attached table outlining the information required.
The source data is taken from Period 6 from the 2022/23 school year to the 2025/26 school year and from Period 5 in the 2021/22 school year.
The Number of tickets issued in each school year and each category
[https://data.oireachtas.ie/ie/oireachtas/caighdeanOifigiul/2026/2026-06-17_pq-520-16-06-2026_en.xlsx]
521. Deputy Darren O'Rourke asked the Minister for Education and Youth if she is aware that the mandatory subjects for junior cycle vary between school (details supplied); if there are plans to address this to ensure students are not put under undue pressure or disadvantaged in exams; and if she will make a statement on the matter. [45911/26]
Amharc ar fhreagraIt is up to each individual school to decide the subjects they offer, for example under Junior Cycle, the schools decide the subject and short course mix for their own students giving them the flexibility to meet their students’ needs, in the most appropriate way. A school can decide to designate for example, geography, as one of the subjects to be provided.
Provision of subjects is a matter for the individual schools depending on demand and resources available. The programme that each school plans and delivers should be based on the Department's approved syllabi and specifications, and the teaching hours should be registered on the school timetable.
Parents and students can research prospective schools' policies and the curriculum they offer before deciding whether to apply, including through schools' websites, many of which can be found at www.gov.ie/en/schools/?roll_number=&school_level=POST+PRIMARY
522. Deputy Darren O'Rourke asked the Minister for Education and Youth if she is aware that schools who appeal their exclusion from DEIS Plus are asked to look back on their primary online database (POD) data for three years to support their case but, in practice, they only have access to one year’s information due to data restrictions on the system; if this is something she will address to ensure full access to supporting data; and if she will make a statement on the matter. [45912/26]
Amharc ar fhreagraAddressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me as Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year and was 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.
The Department of Education and Youth is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS Plus scheme. Schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their enrolment data were invited by the department to have that outcome reviewed through a formal appeal process. The appeal process, as set out in Circular 0045/2026, opened on 27 April and closed on 25 May.
The appeal process was designed to ensure that the DEIS Plus identification model was applied consistently, transparently and fairly across all eligible schools. Schools were afforded the opportunity either to correct inaccuracies identified in enrolment data submitted through POD or PPOD, or to request verification that the model had been correctly applied to their existing data.
The grounds for appeal were limited to matters directly related to the enrolment data underpinning the model. The technical review process for those appeals is underway and will subsequently be considered by an independent appeal panel comprising expertise in data analysis, education policy and educational disadvantage. Following completion of this process, schools will be notified in writing of the outcome of their appeal.
Access to and editing of POD records is restricted to the school in which the pupil is currently enrolled or, where the pupil has left primary education, the school of the most recent valid primary enrolment. This ensures that pupil information can be verified and updated by the school best placed to confirm its accuracy, while limiting access to personal data to what is necessary and appropriate.
For the purposes of the DEIS Plus appeal process, any updated information provided through POD by the current or most recent school will be taken into account in relation to the pupil's relevant enrolment history. Accordingly, where a pupil previously attended another school, it is not necessary for that school to amend the historic record directly in order for updated information to be considered.
This approach reflects the fact that the school currently responsible for the pupil, or the school with the most recent valid primary enrolment, is best placed to confirm and update the pupil’s details. It also ensures that access to personal data is limited to what is necessary and appropriate.
Schools are reminded of their statutory obligations under the Education (Welfare) Act 2000, including Sections 20 and 21, to establish and maintain an accurate register of students and records of attendance. Boards of Management and principals are also required, in accordance with Department of Education Circular 0028/2013 (Maintenance of School Registers, Roll Books and Attendance Books) and subsequent circulars relating to the operation of the Primary Online Database (POD) and Post-Primary Online Database (PPOD), to ensure that pupil enrolment and related data recorded in school systems and submitted to the Department are complete, accurate and kept up to date. As school-level data drawn from POD and PPOD is used in determining eligibility for targeted supports under the DEIS programme and other department initiatives, schools should ensure that pupil records, including enrolment details and relevant demographic characteristics recorded in these systems, are maintained with due care and reviewed periodically to confirm their accuracy. Boards of Management and principals should take appropriate steps to satisfy themselves that the information recorded reflects, as far as practicable, the information provided by parents or guardians at the time of enrolment and thereafter.
523. Deputy Naoise Ó Muirí asked the Minister for Education and Youth the total number of staffing appeals submitted by primary schools in each of the past five years, by the outcome of those appeals, in tabular form; and if she will make a statement on the matter. [45918/26]
Amharc ar fhreagraStaffing arrangements for primary schools are published annually. Those arrangements include information on the staffing appeals criteria and application forms for appeals which schools may use to appeal their staffing allocation to the Primary Staffing Appeals Board. The Appeals Board operates independently of the department and its decision is final. The most recent circular is Circular 0025/2026.
The information requested by the Deputy in relation to the numbers of staffing appeals is attached.
Primary Staffing Appeals
|
Year |
Total |
Successful |
Unsuccessful |
|
2025/26 |
183 |
79 |
103 |
|
2024/25 |
183 |
91 |
92 |
|
2023/24 |
210 |
102 |
108 |
|
2022/23 |
211 |
148 |
63 |
|
2021/22 |
178 |
109 |
69 |
524. Deputy Emer Currie asked the Minister for Education and Youth if she will consider greater flexibility with the pension abatement for post-primary teachers by extending the 50-day waiver, with a view of helping schools find substitute teachers; and if she will make a statement on the matter. [45942/26]
Amharc ar fhreagraSection 52(1) of the Public Service Pensions (Single Scheme and Other Provisions) Act 2012 provides that abatement shall apply where a public service pensioner is re-appointed to the public service. The purpose of abatement is to ensure that a retired public servant who returns to employment does not, in general, receive more in combined pension and remuneration than the pensionable remuneration they would have received had they remained in their former post.
A waiver of abatement was approved by the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, for a limited period, to alleviate the teacher supply difficulties. The abatement waiver is applied to the first 50 days worked in any calendar year; Once a retired teacher exceeds the 50-day threshold, a full assessment of their pay and pension is undertaken to determine whether abatement applies, in accordance with the statutory provisions. The current waiver arrangements remain in place until 31 December 2027.There are no plans to extend the 50-day waiver or to amend the current administrative practices.
With regard to substitute cover, there are a range of measures in place to improve the availability of substitutes to schools.
Substitutable leave absences may be filled by schools in several ways.?
A substitute teacher may be recruited locally by a school, and a claim for payment for the teacher may be submitted to my Department, via the Online Claims System.
Alternatively, the absence may be covered by schools under a number of schemes, which are managed locally by schools.? The Supervision and Substitution Scheme allows for the supervision of students during breaks and before and after school and allows for substitution to cover certain categories of teacher absences. With effect from the beginning of the 2013/14 school year, participation in the Supervision and Substitution scheme is compulsory for teachers, save for those who had availed of the opt-out arrangements before this date.?All schools therefore provide cover for a significant number of substitutable absences, arising over the school year, through the Supervision and Substitution scheme.?
The Department also continued the suspension of the usual limits on career break and job-sharing schemes to the current school year 2025/26 to increase the pool of teachers available to undertake substitute work in primary and post-primary schools.
