Written Answers Nos. 301-320
301. Deputy Conor Sheehan asked the Minister for Education and Youth if Circular 10/01 amendments to the scheme for the award of incremental credit will be revised, particularly section 8, which refers to private schools within the EU but in practice is being applied to private schools both within and outside the EU. [46850/26]
Amharc ar fhreagraThe criteria for the award of incremental credit are set out in the Department of Education’s Circular 10/2001 for Primary teachers, and Circulars 29/2007 and 29/2010 for Post-Primary teachers. These circulars provide for the award of incremental credit in respect of prior teaching service, including overseas teaching service, both within and outside the EU and/or relevant non-teaching service.
Where the service/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.
The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council (TCC). The criteria are subject to ongoing review by way of an incremental credit committee, which is a sub-committee of the TCC and which meets on an ongoing basis and includes representatives of the unions and management bodies.
Any amendments to the scheme that are sought must take account of the restrictions on cost increasing claims contained in the existing Public Sector Wage agreement and the overall budgetary process within the Department.
302. Deputy Conor Sheehan asked the Minister for Education and Youth the number of teachers who have been refused an award of incremental credit from 2020 to 2026 to date for time spent teaching overseas; the reasons for these refusals; the appeal options available to these teachers; and if she will make a statement on the matter. [46851/26]
Amharc ar fhreagraStatistical data on the number of incremental credit applications that have been refused in the last 6 years is not collated by my department and is therefore not readily available.
The criteria for the award of incremental credit are set out in the Department of Education’s Circular 10/2001 for Primary teachers, and Circulars 29/2007 and 29/2010 for Post-Primary teachers. These circulars provide for the award of incremental credit in respect of prior teaching service, including overseas teaching service, both within and outside the EU and/or relevant non-teaching service.
Where the service/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, 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 and the length of time the school has been in existence, must be satisfied for service at that school to be recognised for incremental credit. Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit.
The incremental credit circulars provide for an appeal in relation to applications for incremental credit with respect to Relevant Non-Teaching Service only. For applications regarding teaching service, if the relevant criteria are not satisfied, then an award of incremental credit cannot be made.
The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council (TCC) and are subject to review by way of an incremental credit committee, which is a sub-committee of the TCC and which meets on an ongoing basis.
303. Deputy Malcolm Byrne asked the Minister for Education and Youth the number of schools that have undertaken courses in trauma informed training, organised by NEPS, during the 2025-2026 school year; and if she will consider making it compulsory. [46871/26]
Amharc ar fhreagraMy department is committed to supporting the emotional wellbeing of all children including those who may have experienced trauma.
The National Educational Psychological Service (NEPS) has engaged in extensive training of school staff in the area of trauma-informed practice. The following trainings have been delivered over the course of the academic year 2025-2026:
eLearning course: ‘Introducing a Trauma Informed Approach: The Stress Factor - Getting the Balance Right’ is an online self-paced course which looks at the sources and impact of stress on children and young people including trauma and adverse experiences. It demonstrates how to create environments to reduce stress and focuses on developing skills that all children and young people need to better manage in school. The eLearning course is available to primary, post primary and special school staff and more than 1100 members of school staff completed this eLearning course during the academic year 2025-2026.
Taster Session: An introductory session for the eLearning course 'Introducing a Trauma Informed Approach: The Stress Factor - Getting the Balance Right' is a 1-hour live webinar delivered by NEPS psychologists to primary, post primary and special school staff. This training is a 'taster' information session for the online eLearning course. It was delivered on 4 occasions during the academic year 2025-2026 and attended by 745 school staff members.
Follow-Up Webinar: As a follow up to the eLearning course, NEPS deliver a live online webinar called Understanding Trauma- Using a Trauma Informed Approach in Schools. This webinar builds on the learnings from e-Learning course by: further exploring the relationship between stress and trauma; looking at some contributary factors to trauma; Looking at how neuroscience theory and research has informed understanding of the impact of trauma; guiding schools to establish a trauma informed approach, providing practical school-based trauma-informed approaches to promote safety and connection in schools. The webinar was delivered on 11 occasions to school staff in primary, post primary and special schools during the academic year 2025-2026 and evaluated by 284 school staff members.
All of the trainings are provided as part of the NEPS service with no cost to schools. A new standalone Trauma Informed Practice resource for schools will also be available in the autumn for schools to use.
A dedicated wellbeing portal can be accessed via ‘Wellbeing in Education’ on Gov.ie, bringing together all the wellbeing and mental health supports and resources that have been developed by the Department and the Department’s support services.
304. Deputy Roderic O'Gorman asked the Minister for Education and Youth when the home-based summer provision sanction letters will be issued; the reasoning for the delay in the issuance of these letters; the measures her Department plan to take next year to prevent a repeat of such delays; and if she will make a statement on the matter. [46901/26]
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.
On making an application for the home-based programme, both schools and parents received acknowledgement emails which outlined that decisions regarding a student's placement on the programme would be communicated after the school-based applications had been reviewed. In this respect, it can be confirmed that sanction letters for the home-based programme commenced issuing on the 18th June 2026.
305. Deputy Carol Nolan asked the Minister for Education and Youth the way in which her Department monitors school compliance with the Bí Cineálta procedures; the recourse if any a parent or guardian has in circumstances where they feel a given school is not complying with Bí Cineálta procedures with respect to allegations of bullying; and if she will make a statement on the matter. [46938/26]
Amharc ar fhreagraCineáltas: Action Plan on Bullying was published on 1st December 2022. Cineáltas is my department’s whole-education approach to preventing and addressing bullying behaviour in schools.
Cineáltas is dedicated to the prevention and addressing of bullying behaviour including cyber bullying, racist bullying, gender identity bullying and sexual harassment, among other areas, in schools. It is centred on a child rights-based approach and provides a collective vision and clear roadmap for how the whole education community and society can work together to prevent and address bullying behaviour in our schools.
One of the more significant actions under Cineáltas is to update the 2013 Anti-Bullying Procedures for Primary and Post-Primary Schools. This action has been completed with the publication, on 19 June 2024, of Bí Cineálta: Procedures to Prevent and Address Bullying Behaviour for Primary and Post-Primary Schools. These updated procedures were developed in collaboration with the education partners, including the National Parents Council, and are heavily informed by the views of children and young people, parents, school staff, Board of Management members and the wider education community.
The Bí Cineálta procedures are centred on a child rights-based approach and support a partnership approach where all members of the school community work together to prevent and address bullying behaviour. The procedures have been updated to take account of gender identity bullying, cyberbullying, racist bullying, sexist bullying, and sexual harassment. They support schools to develop clear strategies to prevent and address these bullying behaviours.
The Bí Cineálta procedures are being implemented in all schools since the beginning of the 2025/2026 school year.
As part of the new Bí Cineálta procedures, school principals must provide a report to the school’s Board of Management each month in relation to bullying incidences. Therefore, it is expected that any serious incidents will be dealt with quickly.
Under the Education Act 1998, all recognised schools are managed by their Board of Management on behalf of the school patron. In the case of Education and Training Board (ETB) schools, the ETB is the employer and has responsibility for the management of the school. The school principal is responsible for the day-to-day operation of the school.
While the department provides funding and policy direction for schools, it does not have the power to direct schools to follow a particular course of action in relation to individual complaint cases. The department’s role is to provide clarity to parents and students on how grievances and complaints may be progressed.
Where it is felt that there is cause for complaint, matters would normally be addressed to the individual teacher or school Principal as appropriate. If matters cannot be resolved at that level then a complaint can be addressed to the school’s Board of Management. Where a school has a formal complaints procedure in place this should be followed in pursuing any complaint.
The Office of the Ombudsman for Children may independently investigate complaints about schools recognised by the Department of Education and Youth, provided the parent has firstly and fully followed the school's complaints procedures. The key criterion for any intervention by the Ombudsman for Children is that the administrative actions or non-actions of a school has, or may have, adversely affected the child.
My department’s Inspectorate is responsible for monitoring schools’ compliance with the Bí Cineálta procedures.
In the event a parent notifies my department of a school not dealing with an incident of bullying behaviour, the information is shared with the Inspectorate.
Inspections are planned and scheduled through a risk-based process that takes account of inspection cycles, geographical factors, school type, and other relevant information available to my department.
The Inspectorate conducts checks in schools related to various aspects of the schools' anti-bullying procedures; however, the Inspectorate does not have a role in investigating or adjudicating on individual cases.
These checks take place at two levels of inspection:
Level One Inspections
During inspections such as incidental inspections, subject inspections, and programme evaluations, the Inspectorate ensures that:
• The school has an anti-bullying policy that aligns with Bí Cineálta and is reviewed annually.
• The policy is published on the school's website or is easily accessible to key stakeholders, including the board of management, teachers, parents, and students.
Level Two Inspections
These inspections are more in-depth and whole-school in nature, including Whole-School Evaluations (WSE), Evaluation of Action Planning for Improvement in DEIS Schools, and evaluations of schools in Special Care Units and Detention Centres. At this level, the Inspectorate ensures:
• Compliance with the policy requirements outlined in Level One.
• The presence of initiatives to promote a positive and inclusive school culture.
• Teachers’ awareness of the policy - teachers visited during inspections must confirm that they have read the policy and understand their roles in preventing and addressing bullying.
The Inspectorate also carry out bespoke Promotion of Wellbeing in Schools Evaluations. During a Promotion of Wellbeing in Schools Evaluation, the inspectors evaluate and report under the following areas of enquiry:
• The quality of the school’s work to prevent and address bullying behaviour.
• The quality of the school’s work to develop and embed a culture that promotes wellbeing.
• The quality of the school’s work to implement a curriculum that promotes wellbeing.
• The quality of the school’s work to develop policies and plans that promote wellbeing.
• The quality of the school’s work to promote wellbeing through relationships and partnerships.
306. Deputy Carol Nolan asked the Minister for Education and Youth if she accepts that the revised parental complaints procedure for schools provides adequate independence for parents at each stage of the process; whether her Department has considered introducing an independent element such as a mediator or independent investigator at some point in the procedure before the Ombudsman for Children becomes the first genuinely independent voice a parent encounters, after the entire process has been exhausted; and if she will make a statement on the matter. [46939/26]
Amharc ar fhreagraI wish to advise the Deputy that, under the Education Act 1998, all recognised schools are managed by their Board of Management on behalf of the school patron. In the case of Education and Training Board (ETB) schools, the ETB is the employer and has responsibility for the management of the school. The school principal is responsible for the day-to-day operation of the school.
While the department provides funding and policy direction for schools, it does not have the power to direct schools to follow a particular course of action in relation to individual complaint cases. The department’s role is to provide clarity to parents and students on how grievances and complaints may be progressed.
Where it is felt that there is cause for complaint, matters would normally be addressed to the individual teacher or school Principal as appropriate. If matters cannot be resolved at that level then a complaint can be addressed to the school’s Board of Management. Where a school has a formal complaints procedure in place this should be followed in pursuing any complaint.
The Office of the Ombudsman for Children may independently investigate complaints about schools recognised by the Department of Education and Youth, provided the parent has firstly and fully followed the school's complaints procedures. The key criterion for any intervention by the Ombudsman for Children is that the administrative actions or non-actions of a school has, or may have, adversely affected the child.
I recognise the importance of ensuring that school complaints procedures are clear, transparent and accessible, and that parents have confidence in the fairness of the process.
The Education (Student and Parent Charter) Bill, which is currently progressing through the Houses of the Oireachtas, provides for all recognised schools to prepare, publish and implement a Charter in accordance with Charter Guidelines. The overall aim of the legislation is to strengthen engagement across the school community by promoting a culture of openness, consultation and partnership between schools, students and parents. A central feature of the Bill is the requirement for schools to consult with students and parents on school plans, policies and activities. This approach is intended to ensure that the voices and experiences of students and parents are more fully reflected in school decision-making processes and policies.
The Charter Guidelines will provide for a standard school complaints procedure for students and parents. My department is working with the education partners to develop the complaints procedure which will focus on dealing with complaints efficiently, effectively and, as far as possible, informally.
307. Deputy James Geoghegan asked the Minister for Education and Youth to review matters raised in correspondence (details supplied); and if she will make a statement on the matter. [46963/26]
Amharc ar fhreagraThe correspondence referred to by the Deputy raises legal issues which are under consideration at present. Therefore, it would not be appropriate to comment further at this time. The Department will respond in due course directly to the organisation concerned.
308. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth the way in which special classes in mainstream schools are intended to operate for students with different categories of educational needs, including autism, general learning disabilities, sensory impairments and others; and if she will make a statement on the matter. [46985/26]
Amharc ar fhreagra309. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth the extent to which the newly sanctioned special classes for the 2026/2027 school year will cater for all students with special educational needs; to provide a breakdown of classes, by category of need; and if she will make a statement on the matter. [46986/26]
Amharc ar fhreagraI propose to take Questions Nos. 308 and 309 together.
Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.
My department 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.
575 new special classes have been sanctioned to date, including 60 inclusive special classes. Further new special classes may be confirmed in the coming weeks.
Classes are established under a particular designation of student need, e.g., Mild/Moderate/Severe to Profound Learning Disability or for particular conditions e.g. Autism or Deaf/Hard of Hearing. Enrolment into these classes is closely linked to its designation. This ensures that these classes continue to meet the needs of the students for which they were intended and for this reason, a diagnosis and/or professional report is required in order for students to be enrolled.
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.
A list of all mainstream and special schools is available on my department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE website: https://ncse.ie/special-classes.
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.
310. Deputy Thomas Gould asked the Minister for Education and Youth when a proposal for a school extension (details supplied) in Cork will progress to construction. [46993/26]
Amharc ar fhreagraThe brief for the major building project referred to by the Deputy is the development of an 18 classroom special school for pupils with special educational needs, at the current site of St Killian’s Special School, Old Youghal Road, Mayfield, Cork.
This major project is being delivered under the Departments ADAPT Programme.
The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The original brief was to provide a new extension and refurbishment of the existing building. During Stage 1 – Preliminary Design where the Design Team assess the site suitability, existing buildings and present design options, a new replacement school building was approved by the Department as the agreed preferred design option. This will eliminate the requirement to decant the school from its current location during the construction stage of the project.
The Design Team, having received authorisation to progress Stage 2(a) – Developed Design in late February 2025, will be developing the preferred agreed design option to a stage where it can be fully cost planned and prepared to lodge for all statutory approvals, including planning permission.
The Department recently received the Stage 2(a) Addendum report in April 2026. Upon review and approval of the Stage 2(a) Addendum, the Department will advise the School and Design Team regarding the further progression of the project.
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. 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 €796.58 million in capital funding for Cork schools. A total of 168 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. 12 school projects were included in the NDP Implementation Plan to go to tender or construction in 2026 and 2027.
There are currently 18 school projects in Cork under construction. This summer, 35 schools are approved to undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 369 special classes have been sanctioned in Cork, of which 63 were sanctioned for September 2026.
311. Deputy Michael Cahill asked the Minister for Education and Youth if consideration will be given to reducing class sizes (details supplied); and if she will make a statement on the matter. [47002/26]
Amharc ar fhreagraBudget 2026 provided an increase of €845 million in core current funding for education and youth on the figure allocated for 2025, while the total investment figure also includes €1.6 billion allocated for 2026 as part of the National Development Plan 2026 – 2030.
This funding reflects the Government’s continued commitment, under the Programme for Government, to ensuring that every child and young person can learn, thrive and reach their full potential. It builds on the progress made in recent years, while recognising that further work is needed to make education more inclusive and equitable for all.
Funding has been provided for 860 special education teachers, across special schools and mainstream settings, along with more than 1700 SNAs; a €48 million full-year investment across both the DEIS strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.
Restoration of middle management positions were prioritised in recent budgets with the equivalent of 1000 additional AP II posts allocated to primary schools in the past two years for the purposes of fully restoring all Posts of Responsibility (PoRs) in primary schools. In addition, school leadership supports were increased in Budget 2026 and will see additional deputy principals in primary schools in the 2026/27 school year.
Teacher numbers at primary level have reached the highest ever level in the current school year. Currently there are over 43,000 teaching posts allocated across the primary school system. This represents an increase of just over 5,000 teachers when compared with the 2019/20 year and this has led to a steady improvement in the pupil:teacher ratio and average class size during this period. In recent budgets, prioritisation was given to reducing the pupil teacher ratio 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. 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.
The latest figures in relation to pupil:teacher ratio shows an improved ratio of pupils to teachers from 15:1 to 12.8:1 at primary level when comparing the 2019/20 school year to the 2024/25 school year. In the same period, the primary staffing schedule improved from 26:1 to 23:1 and average class sizes at primary have improved from 24:1 to 22.2:1.
The Government has significantly invested in our schools and in our teacher workforce in recent years. The Programme for Government commits to make further progress in this area with an aim to reduce the general pupil:teacher Ratio at primary level to 19:1 over the term of government.
312. Deputy Johnny Guirke asked the Minister for Education and Youth if a July provision for children with additional needs is cancelled due to unforeseen circumstances, lack of staff, inadequate allocation of staff, if parents whose child had previously been granted a place in the provision will receive home tuition instead; and if she will make a statement on the matter. [47028/26]
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.
It is important to note that staffing allocations are made to schools based on the number of children they are catering for in accordance with the published terms and conditions of the programme.
The staffing allocation for special class groups in the Primary School Scheme is typically the same as the special class resource allocation which exists during the school year. Where this is not the case, the Department will engage directly with individual schools so that all of the children enrolled in special classes can partake.
The staffing allocation for pupils with special educational needs and/or pupils at risk of educational disadvantage enrolled in mainstream classes is more favourable than during the school term. For each group of 12 pupils participating, one teacher and one Special Needs Assistant (SNA) is allocated. This is compared to the pupil teacher ratio of one teacher for every 23 pupils during term-time.
In addition to there being no change in the eligibility criteria and the terms and conditions of the Summer Programme from previous years, there has also been no reduction in funding for the Summer Programme in primary, post-primary or special schools in terms of staffing.
Instead, as communicated to all schools at the outset, it is intended that schools would be engaged with on an individual basis 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 support effective planning and that every child eligible for the Summer Programme is accommodated with the appropriate resources in line with the published programme terms.
A Department helpline is available for schools and parents at 090 648 4292 to address any specific queries regarding this year’s Summer Programme. Queries concerning the school-based scheme can be directed to the schoolsummerprogramme@education.gov.ie. Queries concerning the Home-based scheme can be directed to the homebasedsummerprogram@education.gov.ie.
313. Deputy John Lahart asked the Minister for Education and Youth for an update on proposed refurbishment works at a school (details supplied); the status of the plans; the timeframe for her Department’s engagement; and if she will make a statement on the matter. [47043/26]
Amharc ar fhreagraMy department is in receipt of an application for funding, under the Additional School Accommodation (ASA) scheme, from the school referred to by the deputy.
The purpose of the department's ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school's existing accommodation or wider capacity in the School Planning Area.
The Deputy will be aware that I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard, there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects, will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of these projects on a prioritised basis to meet the most urgent needs in terms of additional capacity and modernisation of existing facilities.
I can confirm that the school's application is under assessment in this context and the school authorities will be contacted directly when a decision has been made. It is important to note that the school will have sufficient accommodation for the upcoming school year within their existing permanent and modular accommodation already on site.
314. Deputy John Connolly asked the Minister for Education and Youth when the Stage 1 stakeholders meeting will be scheduled with the representatives of the board of management of a school (details supplied); and if she will make a statement on the matter. [47052/26]
Amharc ar fhreagraI refer to the query raised by the Deputy regarding the Stage 1 stakeholders meeting for Coláiste Muire Máthair, Galway.
The Stage 1 report was received in my department on 18th July 2025.
A Stage 1 report requires a full due diligence review by department officials as a preferred design option, including the scope and extent of works to be carried out form part of this report.
The report is currently under review and upon completion of that due diligence review the Stage 1 stakeholders meeting will be scheduled.
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. 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 €264.25 million in capital funding for Galway schools.
Over this period, a total of 89 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation.
10 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan.
There are currently 18 school projects in Galway under construction.
In addition, since 2020 a total of 108 special classes have been sanctioned in Galway, of which 30 were sanctioned for September 2026.
315. Deputy John Connolly asked the Minister for Education and Youth for an update on the progression of emergency works at a school (details supplied); and if she will make a statement on the matter. [47053/26]
Amharc ar fhreagraI should explain that applications relating to the provision of funding for issues relating to an existing school building can fall under a number of different delivery mechanisms including, most frequently, the Summer Works Scheme and the Emergency Works Scheme.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property, or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).
The purpose of the SWS is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school.
The Climate Action Summer Works Scheme (which was previously named the Summer Works Scheme) places a strong emphasis on sustainability. Schools can now undertake additional measures such as insulation upgrades, LED lighting installation, EV charger provision, bike rack facilities to support active travel and other climate-focused works alongside traditional maintenance.
The Climate Action Summer works opened for applications on the 1st May and the application window closed on the 30th of June 2025, full details of the scheme can be found under Summer Works Scheme (www.gov.ie/en/department-of-education/services/summer-works-scheme/). The EWS is open for applications year-round. It is open to the school to make an application under the most appropriate scheme.
In the case of the school in question it should be noted that there are currently no outstanding EWS or CASWS applications.
316. Deputy John Connolly asked the Minister for Education and Youth for an update on any planned enhancement and/or development works at a school (details supplied); and if she will make a statement on the matter. [47054/26]
Amharc ar fhreagraThe project at Coláiste Croí Mhuire has been devolved to the Board of Management for delivery. The approved brief provides for an extension to accommodate 200 pupils and two Special Education Needs (SEN) classrooms.
The project is currently at Stage 2a, which is the stage the design is fully developed and cost-planned in preparation for seeking statutory approvals. A Stage 2a Addendum was received by the Department in late March 2026 and is presently under review by the Department’s Professional and Technical Team.
Progression to Stage 2b can only be authorised once this review is complete and all technical, planning, and cost considerations have been satisfactorily addressed. Until this process concludes, it is not possible to provide a definitive timeline for approval to proceed to Stage 2b or for the overall project completion.
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. 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.
317. Deputy John Connolly asked the Minister for Education and Youth if all of the schools that have been allocated additional teaching resources for September 2026 will open as planned (details supplied); if any of the schools have indicated constraining circumstances that limit or prevent the opening of the new class; and if she will make a statement on the matter. [47056/26]
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.
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.
575 new special classes have been sanctioned to date, including 60 inclusive special classes. 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. 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.
In order to ensure new special classes can open as quickly as possible the NCSE prioritise working with medium and larger primary schools who do not already have a special class and have available accommodation to accommodate new special class. This approach maximises the use of existing space which can be reconfigured efficiently while also ensuring that new provision continues to be established. It also increases the number of schools with special classes providing parents with greater choice and reducing the distances that some students are travelling to access a special class place.
However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
The department and the NCSE continue to make a range of supports available for schools opening special classes which include the provision of teacher and special needs assistant (SNA) resources, enhanced capitation grants, assistive technology grants, the school transport scheme, dedicated training and guidance and resource documents. The earlier a school agrees to establish a new special class the more time that is available to access training, complete any refurbishment works, recruit new staff and complete admissions processes.
Schools with students with special educational needs receive an enhanced caption grant in recognition that the supports required may exceed the cost of normal operational costs. Currently primary schools receive the mainstream capitation rate (€224 per student) and an enhanced capitation grant of €880 per student enrolled in a special class for students with a Severe/Profound General Learning Disabilities giving a total per student of €1,104. This rate will increase by €50 per student for the 2026/27 school year. Schools have flexibility in how to use capitation funding provided for general running costs and ancillary fees.
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.
318. Deputy John Connolly asked the Minister for Education and Youth if the NCSE will provide the number of pupils across the country that applied for a place in one of the existing classes that provide for pupils with specific learning difficulty/ dyslexia; the number who could be provided with a space; and if she will make a statement on the matter. [47057/26]
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.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In pursuit of a more inclusive education system it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The National Council for Special Education (NCSE) offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
Enrolments to individual schools are managed by a school’s board of management. Parents may apply to enrol their child in a school of their choosing. Enrolments to schools are a matter for each board of management and parents apply directly to schools, therefore, the information requested by the Deputy is held at a local level.
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.
319. Deputy Louis O'Hara asked the Minister for Education and Youth to review correspondence in relation to a school (details supplied); the funding options open to the school; and if she will make a statement on the matter. [47068/26]
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.
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.
575 new special classes have been sanctioned to date, including 60 inclusive special classes. 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. 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. Budget 2026 provides funding for over 400 new special classes.
By way of information, generally capital funding by the Department of Education and Youth is reserved for the provision of mainstream school accommodation for primary education upwards, as well as for children with special educational needs.
I want to assure you also that my department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all students are successful in accessing an education.
320. Deputy Ruairí Ó Murchú asked the Minister for Education and Youth the number and location of primary schools that are awaiting a formal lease agreement to be finalised after their management was taken over by State-run entities such as ETBs from the Catholic church, in tabular form; and if she will make a statement on the matter. [47088/26]
Amharc ar fhreagraThe number of schools that have transferred from management by a Catholic patron to and ETB patron is 17 schools. There are currently 7 schools with leases in place and negotiations are ongoing regarding the remaining schools to finalise legal arrangements.
|
County |
Number of Schools to ETB |
|
Cork |
1 |
|
Dublin |
5 |
|
Kerry |
4 |
|
Kildare |
1 |
|
Limerick |
1 |
|
Louth |
1 |
|
Roscommon |
1 |
|
Tipperary |
1 |
|
Waterford |
1 |
|
Westmeath |
1 |
