Michael Healy-Rae
Ceist:79. Deputy Michael Healy-Rae asked the Minister for Education and Youth if a deputy principal will be considered for an increase; and if she will make a statement on the matter. [46053/26]
Amharc ar fhreagraSchool Staff
Ceisteanna (79)
Freagraí scríofa
The current pay agreement, Public Service Agreement (PSA) 2024-2026, 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.
The INTO, representing the primary education sector, has opted to use their Local Bargaining Fund to settle a number of claims as set out in Circular 0054/2026 (assets.gov.ie/static/documents/63d79507/Circular_0054_2-26_Implementation_of_Local_Bargaining_ENG_FINAL.pdf). 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.
Special Educational Needs
Ceisteanna (80)
Pat Buckley
Ceist:80. Deputy Pat Buckley asked the Minister for Education and Youth if a person (details supplied) will be prioritised for a place in the autism hub of a school (details supplied). [46056/26]
Amharc ar fhreagraFreagraí scríofa
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year.
In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
565 new special classes have been sanctioned to date, including 1 special class in the school referred to by the Deputy. Of the 565 new special classes, 366 are being established in primary schools and 199 in post-primary schools. New special classes are being established in every county with 66 new special classes confirmed for Cork so far. Further new special classes may 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.
It is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018.
Under the provisions of this act, all schools are required to have admissions policies which have been approved by the patron following consultation with staff and parents of students who are attending the school. It is a key requirement of the act that all school admission policies are fair and transparent.
Parents may apply to enrol their child in a school of their choosing and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Nonetheless, it may result in some students not obtaining a place in the school of their first choice.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
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.
Irish Language
Ceisteanna (81)
Roderic O'Gorman
Ceist:81. Deputy Roderic O'Gorman asked the Minister for Education and Youth the areas in which there is a demand for the provision of Irish medium education from the findings of the primary schools survey; and if she will make a statement on the matter. [46088/26]
Amharc ar fhreagraFreagraí scríofa
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 language of instruction (Irish or English).
On 4 June, my department issued primary schools, including schools that teach through English and schools that teach through Irish, with their school-specific results and explanatory information, marking the next stage in the process of engaging school communities on the future direction of their schools.
My department will publish all school-specific reports and the explanatory information pack for schools on the gov.ie website in mid-June. High-level survey results at a national level, including a county breakdown of the results, will also be published at that time.
Where the survey results show demand for change, Boards of Management have the opportunity to consider being included in the first group of schools to action the survey results, following a period of engagement and consultation with their school community, including their parents and Parent’s Association, Student Council, school staff and local community, including parents with children not yet in school. Schools are being asked to inform my department and their patron by 31 October 2026 if the school requests to be included in the first group of schools to action the survey results.
The survey results are intended to support meaningful local engagement and informed decision-making at school level. My department will continue to support and engage with schools as they consider their individual results and next steps.
Schools Building Projects
Ceisteanna (82)
Denise Mitchell
Ceist:82. Deputy Denise Mitchell asked the Minister for Education and Youth the position regarding progress of a new school building (details supplied); and if she will make a statement on the matter. [46112/26]
Amharc ar fhreagraFreagraí scríofa
The large scale capital project for the school referred to by the Deputy is for the provision of a new 600 pupil school building including all associated ancillary accommodation, with the inclusion of additional classrooms for children with Special Educational Needs configured within the existing layout.
The invitation to tender issued in late Q4 2025. Tenders have recently been returned and are been evaluated in accordance with procurement guidelines. It is envisaged construction could commence in late Quarter 3 of 2026.
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. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation.
This investment has delivered real benefits for school communities.
A total capital allocation of €7.55 billion for the Department of Education and Youth has been confirmed for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
As part of the NDP Implementation Plan for the education and youth sector, a first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. Gaelcholáiste Reachrann was included in this tranche. Prioritisation will continue to identify further tranches of projects to proceed to tender and construction over the NDP period, with stakeholder consultation to commence in June 2026.
Our NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
I would like to advise the Deputy, over this period, my Department has provided €1,906.47 million in capital funding for Dublin schools. A total of 261 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. 20 school projects were included in the NDP Implementation Plan to go to tender or construction in 2026 and 2027 including Gaelcholáiste Reachrann.
There are currently 54 school projects in Dublin under construction. This summer, 53 schools are approved to undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 529 special classes have been sanctioned in Dublin, of which 128 were sanctioned for September 2026.
Departmental Communications
Ceisteanna (83)
Mattie McGrath
Ceist:83. Deputy Mattie McGrath asked the Minister for Education and Youth the reason a person who has worked as a special needs assistant for many years can now contact her Department to enquire about their pension entitlements, given that the previously available dedicated pension phone line has been discontinued; the reason this phone line was removed; and if she will make a statement on the matter. [46119/26]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that the Pension Unit phone line remains operational and has never been discontinued at any stage. The contact number is 090-6484189.
The phones are monitored daily from 2:30 p.m. to 5:30 p.m., Monday to Thursday, and from 2:30 p.m. to 5:15 p.m. on Fridays.
Departmental Budgets
Ceisteanna (84)
Darren O'Rourke
Ceist:84. Deputy Darren O'Rourke asked the Minister for Education and Youth the amount the transition year grant was per pupil in the 2024-2025 academic year, the 2025-2026 academic year; the total spend in each year; and if she will make a statement on the matter. [46120/26]
Amharc ar fhreagraFreagraí scríofa
As the Deputy will be aware, the Transition Year Grant is currently paid as a full year cost in June of each year based on the number of recognised Transition Year students enrolled in the school per that year’s October Returns. The payment made in June is done so in respect of the coming school year. This means that the grant payment for the 2024/25 school year was made in June 2024 based on recognised enrolment for the 2023/24 school year. The effective rate of the Transition Year grant in June 2024 was €95 per recognised enrolment, and the total spend amounted to €5.2 million.
As part of the broader increase to capitation in Budget 2024, the rate of the Transition Year Grant was restored to the pre-2011 level of €100 per student in post-primary schools. This rate became effective for the payment made in June 2025 in respect of the 2025/26 school year and remains the current effective rate. Accordingly, the Transition Year grant payment for 2025/26 amounted to €5.56 million.
Transition Year is a valuable programme option for students, and my Department and I are committed to supporting schools to expand participation so that all students who wish to take part can have the opportunity to do so. The Transition Year grant is an important part of supporting schools and is paid in addition to regular capitation, which has been increased to €406 per recognised pupil for the 2026/27 school year.
The Deputy will also be aware that The Post-Primary Schoolbooks Scheme will provide free schoolbooks and core classroom resources to all students in post-primary schools in the Free Education Scheme from the current school year. Under this scheme the per capita rate paid to schools for students in Transition Year is €142 in line with recognised student enrolment.
My officials and I continue to explore how schools can be supported in offering Transition Year as we work towards our Programme for Government commitment to promote the expansion of the Transition Year programme and address the barriers faced by some students in accessing it.
School Facilities
Ceisteanna (85)
Noel McCarthy
Ceist:85. Deputy Noel McCarthy asked the Minister for Education and Youth further to Parliamentary Question No. 19 of 23 April 2026, the progress made to date by her Department in ensuring the use of a green area by schools (details supplied); if she expects this green area to be made accessible to students in time for the beginning of the 2026-2027 school year; and if she will make a statement on the matter. [46122/26]
Amharc ar fhreagraFreagraí scríofa
The major building project to deliver 3 schools as an educational campus in Carrigtwohill, (Carrigtwohill Community College, Scoil Mhuire Naofa Carrigtwohill, and Scoil Cliodhna Community National School), was delivered as part of my Department's Design & Build programme in Q4 2023.
As the deputy is aware, given the nature of the site a flooding specialist was procured as part of the planning process for this campus project, and a Flood Risk Assessment (FRA), Maintenance Plan and Flood Response Plan were provided. These essential flood maintenance and response measures have been included as part of the overall campus delivery.
Planning permission was granted by Cork County Council for an entrance and access way to the adjacent bunded green area/attenuation basin for use by the schools as an occasional recreational green area.
While a scope of work and the associated costs had previously been received in my department for the proposed works to provide access to the green area, on initial review, it is the department’s recommendation that a more cost-effective solution be considered and resubmitted for further consideration. This is currently underway.
Once the scope of works and cost to provide the access and entrance are received, reviewed and agreed by the department, procurement of a contractor to complete the works can be undertaken. Until this scope of works is agreed it is not possible to give a timeline for completion.
At present, my department cannot guarantee that the green area at the campus will be available to the schools for use for the start of the 2026/2027 academic year.
On completion of the works, my department intend that the lands be handed over to Cork Education & Training Board to manage and maintain.
My department continues to have positive and productive engagement with the three schools and their patrons throughout all stages of this project and will continue to support the schools on the new school campus.
School Staff
Ceisteanna (86, 87)
Ryan O'Meara
Ceist:86. Deputy Ryan O'Meara asked the Minister for Education and Youth to consider amending the eligibility criteria for primary school teachers to access the supplementary panel, to allow teachers with maternity contracts to qualify, as well as teachers who have over three years teaching experience but do not hold a fixed term/ qualifying contract; and if she will make a statement on the matter. [46130/26]
Amharc ar fhreagraRyan O'Meara
Ceist:87. Deputy Ryan O'Meara asked the Minister for Education and Youth to consider expanding types of contracts listed as ‘qualifying contract’ that primary school teachers must hold in order to qualify for the supplementary panel; and if she will make a statement on the matter. [46131/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 86 and 87 together.
At primary level, schools are required, under the panel arrangements, to fill their vacancies from the Main Redeployment Panel. Once all teachers on the Main Panel have been redeployed, permanent vacancies are offered to teachers on the Supplementary Redeployment Panel, comprised of eligible fixed-term (temporary/substitute) and part-time teachers.
The eligibility criteria for the Supplementary Panel are set out in Circular 74/2025. In order to meet the scale point criteria, teachers must have earned three increments through non-permanent service, or have earned two increments and have a contract from mid-December to the end of the current school year.
Fixed-term, temporary, substitute and part-time service are all reckonable for the supplementary panel, both in earning the increments required and where a teacher who has earned two increments needs a contract in order to qualify for the panel.
Question No. 87 answered with Question No. 86.
Teaching Qualifications
Ceisteanna (88)
Peter 'Chap' Cleere
Ceist:88. Deputy Peter 'Chap' Cleere asked the Minister for Education and Youth if she has plans to recognise the invaluable experiences of young Irish teachers teaching abroad when it comes to their experience on incremental salaries pay scale, particularly post primary schools; and if she will make a statement on the matter. [46135/26]
Amharc ar fhreagraFreagraí scríofa
The criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001, for primary teachers, and 29/2007 and 29/2010, for post-primary teachers. The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and outside the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
There is no contractual entitlement to incremental credit; applicants must submit a fully completed incremental credit application to have prior service assessed.
Teachers must be on the Department of Education’s teacher payroll or teaching in an Education and Training Board school before an application can be accepted and processed by the Department; it is not possible to process an incremental credit application ahead of the teacher’s return to Ireland. An award of incremental credit is based on the incremental credit application submitted to either the Department or an ETB.
Teaching Qualifications
Ceisteanna (89)
Peter 'Chap' Cleere
Ceist:89. Deputy Peter 'Chap' Cleere asked the Minister for Education and Youth the process in which her Department distinguishes between experience gained in public schools and private international schools; and if she will make a statement on the matter. [46136/26]
Amharc ar fhreagraFreagraí scríofa
The criteria for the award of incremental credit are set out in the department’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers.
Teaching service given outside the Republic of Ireland by a qualified teacher in a school or college must be deemed to be equivalent to teaching service given in a primary or post primary school in the Republic of Ireland.
In particular, when assessing service in private international schools, issues such as if the school offers a range of studies which incorporates all of the courses prescribed on the national curriculum of the State in which the school is located, the length of time the school has been in existence and the nature of the funding received by the school are of particular relevance. Part of the incremental credit application form requires the prior employer to certify if their school is publicly or privately funded.
Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
School Staff
Ceisteanna (90)
Peter 'Chap' Cleere
Ceist:90. Deputy Peter 'Chap' Cleere asked the Minister for Education and Youth her plans to entice more Irish teachers abroad who want to come home; if she will consider recognising their teaching experience abroad; and if she will make a statement on the matter. [46137/26]
Amharc ar fhreagraFreagraí scríofa
This 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.
An analysis of payroll data from March 2026 shows there are over 74,000 teachers employed in schools across the country and over 99% of allocated teaching posts are filled nationwide. Teacher attrition remains low, with fewer than 3% resigning or retiring annually, one of the lowest rates in the OECD.
While the majority of allocated teaching posts are filled, certain schools experience ongoing challenges in recruiting teachers. Attracting qualified teachers, whether working overseas or not, is required to address teacher supply issues, and several measures are already in place to support teachers who are working abroad to return to Ireland.
The Department of Education and Youth currently has a scheme in place which allows for teachers who work in an Oireachtas funded teaching post to apply for incremental credit with respect to previous teaching service which they accrued while teaching outside of Ireland.
The criteria for the award of incremental credit are set out in the Department’s Circulars 10/2001 for primary teachers, 29/2007 and 29/2010 for post-primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within, and outside, the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Criteria such as whether the school is subject to state funding, which can be of particular relevance when examining claims relating to private teaching schools, and the length of time the school has been in existence, must be satisfied in order for service at that school to be recognised for incremental credit.
Following on from the Department’s Action Plan on Teacher Supply, the Irish Primary Principals’ Network (IPPN) operates an online portal for the recruitment of teachers to long-term teaching positions. The portal facilitates the matching of demand and supply and provides an efficient and user-friendly recruitment process for both schools and teachers, including teachers working abroad who wish to apply for posts here.
Turas Abhaile is an initiative of the Association of Community and Comprehensive Schools (ACCS) and the National Association of Principals and Deputy Principals (NAPD), which has assisted teachers based abroad to return to teach in Ireland since September 2019. Turas Abhaile matches teachers with specific vacancies in participating schools to facilitate online interviews to suit the preferences of candidates.
In addition, my Department recently approved regulations to allow teachers who qualified overseas to undertake their induction in Ireland. This will help to encourage teachers abroad to take up teaching roles in Ireland.
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 (CID) 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.
A number of measures have been introduced to address subject-specific teacher shortages:
- STEM Bursary: a €2k 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 2 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, and 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 national Convention on Education, a Programme for Government commitment, is taking place and bringing together education stakeholders to share their experiences, expectations and hopes for the future of our education system.
A project, supported by UNESCO and the EU Commission, is developing recommendations for managing Ireland’s teaching workforce as part of the workforce planning activity currently underway. This two-year project has involved consultations with key stakeholders with a report, including recommendations, due in 2026.
Teaching is an attractive career choice with 3,600 newly qualified teachers registered with the Teaching Council in 2025 and steady demand for teacher education programmes. Salaries are competitive, starting at €45,379 (primary) and €46,948 (post-primary) and rising to €83,576 and €85,411 respectively under the current pay deal. The Teaching Transforms campaign continues to promote the teaching profession and encourages students to follow a career in teaching.
School Funding
Ceisteanna (91)
Colm Burke
Ceist:91. Deputy Colm Burke asked the Minister for Education and Youth the current status of an application by a school (details supplied) under the emergency works scheme; when decisions will be issued; and if she will make a statement on the matter. [46143/26]
Amharc ar fhreagraFreagraí scríofa
The school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for fabric defect works.
The application in question is currently being reviewed by the technical area within the EWS. Once a technical recommendation has been received back from the technical team, the EWS team will engage further with the school as appropriate. The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
School Enrolments
Ceisteanna (92)
Micheál Carrigy
Ceist:92. Deputy Micheál Carrigy asked the Minister for Education and Youth whether temporary supports could be given to a school due to a reduction in enrolments and student numbers (details supplied); and if she will make a statement on the matter. [46145/26]
Amharc ar fhreagraFreagraí scríofa
The 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 is an allocation mechanism that uses enrolment bands to determine the number of classroom teaching posts allocated to a school. The primary staffing schedule plays a central role in supporting sustainability at school level by aligning staffing resources with enrolment patterns in a clear and consistent manner treating all similar types of schools equally, irrespective of location.
Within the staffing arrangements (Circular 0025/2026), there are options available to schools to apply for additional staffing. Schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts, using projected enrolment. There is also a staffing appeals mechanism for schools to apply to an independent Primary Staffing Appeals Board, under certain published criteria.
Education Policy
Ceisteanna (93)
Roderic O'Gorman
Ceist:93. Deputy Roderic O'Gorman asked the Minister for Education and Youth further to Parliamentary Question No. 233 of 17 December 2025, if she can provide an update on progress of the taskforce set to implement the Government’s commitment to ‘expand opportunities for students to attend Gaelscoileanna and Gaelcholáistí’, as set out in the Programme for Government 2025; to outline any plan given by the taskforce to her Department to fulfil this commitment; and if she will make a statement on the matter. [46159/26]
Amharc ar fhreagraFreagraí scríofa
The Policy for Irish-Medium Education outside of the Gaeltacht was launched in November 2025. The establishment of a Taskforce on Models of Provision for Irish-Medium Education was a key action under the policy. It enables collaboration between my department and key stakeholders to identify and co-design approaches to increase the provision of Irish-medium education. The taskforce was established in November 2025 and has met eight times to date.
It is intended that the taskforce will make recommendations to me by the end of this year, setting out:
• the models needed to provide Irish-medium education at primary and post-primary level, including a discussion of the need for changes to existing models if necessary.
• definitions of all models of provision, including related language-based criteria.
• how inclusive, high-quality Irish-medium education can be provided within each model along the continuum.
• what supports schools may need to implement the models effectively.
• how to effectively assess the demand for Irish-medium education.
• criteria for establishing new Irish-medium education provision through the various models identified, including consideration of the need for changes to the patronage process.
• procedures to support schools in the effective transition from an English-medium to an Irish-medium model.
• procedures and criteria for how schools/educational settings can transition from one model to another on the continuum, in order to increase the provision of Irish-medium education, and the supports they may need to do so.
• mechanisms to be put in place to facilitate expansion of provision of Irish-medium education.
A range of organisations and stakeholders whose input is important in agreeing recommendations in this area are on the taskforce. I am grateful to the members of the taskforce for their time and commitment in contributing to its work.
I look forward to the outcome of this taskforce, and I hope that stakeholders will take the opportunities it provides to maintain and strengthen the future of Irish-medium education provision.
School Staff
Ceisteanna (94)
Mark Ward
Ceist:94. Deputy Mark Ward asked the Minister for Education and Youth for an update on the teacher allocation for a school (details supplied); if the decision to reduce their allocation can be appealed; if so, to outline the process; and if she will make a statement on the matter. [46208/26]
Amharc ar fhreagraFreagraí scríofa
The 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 by the Deputy fell from 381 pupils to 354 pupils, which is 19 pupils below the threshold required to retain the 16th class teacher. As a result, the school's mainstream staffing is to reduce to 15 in September.
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.