Written Answers Nos. 304-323
304. Deputy Paul Lawless asked the Minister for Education and Youth the number of places available in special schools in County Mayo, including projected intake for September 2026 and September 2027; the number of applications that have been received for these places; the number of children without a confirmed placement for the upcoming academic year; and the measures being taken to expand capacity where demand exceeds supply. [50397/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE 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 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.
580 new special classes have been sanctioned to date, including 64 inclusive special classes. Of the 580 new special classes, 378 are being established in primary schools and 202 in post-primary schools. New special classes are being established in every county with 15 new special classes confirmed for Mayo. This brings the total number of special classes sanctioned to date to over 4,300. Further new special classes may be confirmed in the coming weeks, if required.
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.
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.
305. Deputy Paul Lawless asked the Minister for Education and Youth to outline the early intervention supports being provided; and the additional measures that are planned to ensure timely access to assessments (including psychological assessments) and supports for children awaiting school placements. [50399/26]
Amharc ar fhreagraEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.
The Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme. Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care. There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.
It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter. This trend has also been noted as students’ progress from primary level to post-primary.
The NCSE is the statutory body responsible for the provision of special education and allocating supports for children and young people with special educational needs. Where the NCSE identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class. Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) are allocated to each class.
Early intervention classes are available in mainstream and special school settings for children aged 3 -5 years old with a diagnosis of autism. There is also a small number dedicated to children who are deaf/hard of hearing. These classes are intended to provide early support to children before they start school and can aid their transition to junior infants.
The Department of Education and Youth is committed to an education-based, needs-led approach to accessing education services. Children and young people in the education system have never required an Assessment of Need (AON) in order to access education supports. Since 2017, children and young people in mainstream schools have not required a diagnosis to access supports from the 15,000 special education teachers in our school system. The department has also removed the need for health-related information for special education teaching allocations, transitions between primary and post-primary special classes, assistive technology supports, and additional SNA requirements. A diagnosis is currently still required for access to a special school or class place.
Looking ahead, the department will develop a process for determining eligibility for specialist education settings that is education-based and needs-led. The department intends to work with all concerned to ensure a child centred approach.
The Assessment of Need (AON) process is provided for under the Disability Act 2005 and is under the remit of the Health Service Executive (HSE).
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.
306. Deputy Paul Lawless asked the Minister for Education and Youth to acknowledge the financial burden on families who are paying privately for essential services (such as speech and language therapy), and whether additional supports can be provided where HSE services are not meeting demand. [50400/26]
Amharc ar fhreagraIn line with the programme for government commitment, the Education Therapy Service (ETS) has been established as a critical and important support for children and young people in their school environment.
The ETS will be delivered by the National Council for Special Education (NCSE) and is an additional support for children with special education needs. It is to compliment and not replace existing children’s health and disability services delivered through the HSE and other agencies. The delivery of health and social care services in a family centred manner remain within the remit of the existing children’s services. The ETS will provide supports to children and young people in their school environment focused on educationally relevant outcomes such as participation and engagement in their school environment.
On 6th February 2026, the Department of Education and Youth announced the phased rollout of ETS. It is important to highlight that this is the initial phase of the ETS rollout which will occur on a phased basis with a wider roll-out to further special schools within the 2026/2027 school year and a new initiative which will see all schools benefit in the coming years.
The initial phase of the ETS will commence in 45 special schools in this school year. The initial clusters will be based in Carlow, Cork, Dublin, Galway, Kildare, Kilkenny, Louth, Laois, Limerick, Longford, Meath, Monaghan, Tipperary, Westmeath, Wexford and Wicklow.
As part of the ETS rollout and development, officials in my department will continue to engage with relevant departments and agencies on the alignment of resources, integrated working and the costings, including the funding of resources for occupational and speech and language therapy supports, associated with delivering this programme of work.
The ETS will develop an embedded therapy service which will ensure the development of robust relationships between therapist and teachers, allowing for co-design, joint problem solving and consistency. An embedded therapy service also provides the opportunity for consistent collaboration with parents and other service providers such as CDNTs and Primary Care.
In addition to the ETS, the NCSE has developed an education-based therapy support service known as the ETSS. The ETSS was established in June 2024 within the NCSE and initially comprised of 39 therapists, providing 2 strands of support, Regional Therapy and Sustained In-School Therapy to both mainstream and special schools.
Sustained in-school support (SIT) is provided to schools for a defined period of 18-24 months in line with the School Inclusion Model.
Regional therapy support provides Teacher Professional Learning (TPL) with follow on/implementation support by NCSE therapists. The focus of this support is to build the capacity of schools and to embed the learning from TPL into their teaching practice, through In-school coaching and co-facilitation of interventions, strategies and resources, with a focus on whole school (Tier 1) and targeted/school support levels (Tier 2) of a multi-tiered system of support. Regional Therapy seminars are available nationally for the 2025/2026 school year.
Supporting the provision of appropriate education to children and young people with additional needs, through a system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential, is a key priority for my department.
307. Deputy Duncan Smith asked the Minister for Education and Youth whether her Department tracks the number of pupils progressing through Irish-medium primary schools in the Fingal area; and if she will make a statement on the matter. [50450/26]
Amharc ar fhreagraPlease find attached requested data. The table shows enrolments in a post-primary school in academic year 2025-2026 for pupils who were in 6th class in an Irish medium school in the Fingal County Council area in 2024-2025.
The Policy for Irish-Medium Education outside of the Gaeltacht was launched in November 2025. The policy sets out my department's vision that high-quality Irish-medium education will be available to all, in inclusive and multicultural educational settings. I am committed to my department working with stakeholders to achieve that vision, and to make progress towards delivering on the commitments of the Programme for Government.
The Taskforce on Models of Provision for Irish-Medium Education, which was established under the Policy for Irish-Medium Education outside of the Gaeltacht, is providing a platform for collaboration between my department and key stakeholders to identify a pathway to increase the provision of Irish-medium education. I look forward to the outcome of this taskforce to help strengthen and expand the provision of Irish-medium education.
My department conducted the Primary School Survey in late 2025. The survey, which is the largest of its kind ever undertaken in Ireland with validated responses from over 200,000 households with primary school children and/or younger children, was school specific and aimed to assess parental demand and preferences for different types of primary school provision.
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).
My department provided primary schools with their school-specific results, which included the language preferences (education through Irish or through English) from the parents of their current and potential future pupils.
My department has also published the school-specific reports on the gov.ie webpages, along with a high-level report setting out a summary of the survey results at a national level, including a county breakdown. The survey results will help to support meaningful local engagement and informed decision-making at school level as to the future direction that works best for each individual school community.
308. Deputy Duncan Smith asked the Minister for Education and Youth whether census data on Irish-speaking households is considered alongside actual enrolment trends in Irish-medium schools; and if she will make a statement on the matter. [50451/26]
Amharc ar fhreagra309. Deputy Duncan Smith asked the Minister for Education and Youth the way in which parents can formally demonstrate demand for additional Irish-medium secondary provision; and if she will make a statement on the matter. [50452/26]
Amharc ar fhreagra310. Deputy Duncan Smith asked the Minister for Education and Youth whether any assessment has been undertaken of the potential shortfall between Irish-medium primary and secondary school places in north Dublin; and if she will make a statement on the matter. [50453/26]
Amharc ar fhreagraI propose to take Questions Nos. 308, 309 and 310 together.
My department has invested over €500m over the last 6 years in building new school buildings and modernising existing facilities for Irish medium schools across the country. This investment has included the construction of 10 new school buildings for Irish medium schools during this period.?Currently, there are 9 new school buildings under construction for Irish medium schools and a further 4 new school buildings have been prioritised for delivery over 2026 and 2027 as part of NDP Rollout. My department will continue to support Irish medium provision as part of NDP rollout during the 2026 to 2030 period.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, along with child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level. While CSO Census data is considered, it reflects the population at a specific point in time. It does not by its nature therefore fully capture the ongoing and evolving nature of demographics. My department therefore uses data from a variety of sources to underpin its forward planning work.
The Policy for Irish-Medium Education outside of the Gaeltacht was launched in November 2025. The policy sets out my department's vision that high-quality Irish-medium education will be available to all, in inclusive and multicultural educational settings. I am committed to my department working with stakeholders to achieve that vision, and to make progress towards delivering on the commitments of the Programme for Government.
The Taskforce on Models of Provision for Irish-Medium Education, which was established under the Policy for Irish-Medium Education outside of the Gaeltacht, is providing a platform for collaboration between my department and key stakeholders to identify a pathway to increase the provision of Irish-medium education. I look forward to the outcome of this taskforce to help strengthen and expand the provision of Irish-medium education.
Parental preferences from the primary school survey have now been published and this provides a comprehensive evidence base to underpin decision-making on the level of demand for Irish medium provision. Primary schools have been given an opportunity to reflect on the outcome of the survey and indicate to the Department by 31 October if, following local consultations, they are interested in change - including in relation to moving to Irish medium provision. These results will assist with forward planning for future provision. While this survey is at primary level it will also assist with providing a guide on post-primary requirements into the future.
311. Deputy John Lahart asked the Minister for Education and Youth to outline the future plans for a school (details supplied); and if she will make a statement on the matter. [50468/26]
Amharc ar fhreagraI can confirm to the Deputy, that my department is aware that the body operating the site where the school in question is located is making alternative plans for the site. My department is committed to working with the patron body to support those associated with the school impacted by this decision.
My department has recently approved the provision of a modular building for the school in question to address an immediate accommodation need. It is anticipated that site works and the construction of the modular building on site will commence soon and the project will be completed as early as possible in the new school year (Q3/Q4 2026). The assigned Project Manager will keep the school authority updated regularly as the project progresses.
312. Deputy Robert Troy asked the Minister for Education and Youth if she will provide an urgent update on a vacancy in a school (details supplied).; and if she will make a statement on the matter. [50476/26]
Amharc ar fhreagraI can confirm that I am aware of the vacant Director of Schools post in the education and training board (ETB) referred to by the Deputy.
The seeking of the sanction of the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation is a requirement of the arrangements for the filling of such posts. Engagement between my department and the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation is currently ongoing in relation to the provision of this sanction.
My department has kept the ETB informed of the position in this matter.
I can assure the deputy that my department will continue to seek this sanction and will liaise directly with the education and training board.
313. Deputy Paul Murphy asked the Minister for Education and Youth if she is aware of the case of a student (details supplied); and if she will instruct her Department to engage with the families affected. [50480/26]
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.
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.
In relation to the school referred to by the Deputy, department officials have been engaging directly with the school to ensure that each eligible child continues to be supported under the Summer Programme.
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.
314. Deputy Emer Currie asked the Minister for Education and Youth for a list of the emergency works applications received by her Department in 2024, 2025 and to date in 2026 for a school (details supplied). [50508/26]
Amharc ar fhreagraAs the Deputy maybe aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. 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 a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.
The school in question, Coolmine Community School have submitted the following applications to the Emergency Works Scheme in years 2024, 2025 and to date in 2026:
2025 - Application 5218 - Category 1: Life Safety Systems - Department reverted to School for further information on this application, the latest correspondence being 21st May 2026. When the requested information is received the Department will review the information provided.
2025 - Application 5146 - Category 4: Special Needs Facilities/ Universal Access - Approved
2023 - Application 3484 - Category 2: Roof Works - Approved.
315. Deputy John Connolly asked the Minister for Education and Youth the outcome of the assessment of DEIS Plus status for a school (details supplied); and if she will make a statement on the matter. [50564/26]
Amharc ar fhreagraAddressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me, the Minister for Education and Youth, and for the Government. The new DEIS Plus scheme, which commenced 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 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 DEIS Strategy to 2035 also acknowledges that students at risk of educational disadvantage are present in all schools. It therefore focuses on improving outcomes, encouraging innovation and ensuring schools can access the right supports when needed.
As part of the DEIS Plus identification process, the DEIS Plus identification model was applied nationally to DEIS Urban Band 1 primary schools and DEIS post-primary schools. Using this model, schools were identified for inclusion in the DEIS Plus scheme through an objective and data-based approach that applies nationally available indicators consistently across all schools.
The department recognises that some schools are operating in the context of complex local pressures within their wider communities. While these challenges are often well understood locally, they are not always captured in datasets that can be fairly and consistently applied across the entire school system. A rules-based national model must consider all schools on the same basis; it cannot substitute locally held knowledge for data that are not available or comparable nationwide.
The school referenced was not included within the cohort of schools to which the DEIS Plus identification process applied. Accordingly, the school was not considered as part of the DEIS Plus identification process or the associated appeals process.
It is important to stress that a school not identified through the DEIS Plus model does not in any way imply that the department is saying that disadvantage does not exist within that school community. The DEIS Strategy to 2035 recognises that students at risk of educational disadvantage are present in all schools and sets out a long-term approach to addressing educational disadvantage across the education system.
My department and I will continue to engage with school communities and education stakeholders regarding the implementation of the DEIS Strategy to 2035 and the range of supports available to schools serving communities experiencing educational disadvantage. Any future allocation of resources will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
316. Deputy Ken O'Flynn asked the Minister for Education and Youth the exact number of children in Cork currently on the National Council for Special Education's database awaiting a special education placement as of a stated date; the number of the 63 newly confirmed special classes in Cork that are fully operational versus those still awaiting site readiness or staffing allocation; and if the Department will direct the NCSE to publish a quarterly Cork-specific figure on outstanding placements and vacant places, given the Council's continued refusal to provide a static figure when asked directly. [50588/26]
Amharc ar fhreagra317. Deputy Ken O'Flynn asked the Minister for Education and Youth if the Department holds, or has sought, any internal NCSE data showing the number of children in Cork whose assessed special educational need does not match any currently vacant place in the county; and the timeline being applied to resolve those mismatches. [50589/26]
Amharc ar fhreagra318. Deputy Ken O'Flynn asked the Minister for Education and Youth further to Parliamentary Question No. 829 18 March 2026, to confirm whether the NCSE's reference to children being tracked on "our database" constitutes confirmation that a live, countable record of unplaced children exists; and if so, the reason this number was not disclosed. [50590/26]
Amharc ar fhreagraI propose to take Questions Nos. 316, 317 and 318 together.
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.
The National Council for Special Education (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 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.
580 new special classes have been sanctioned to date, including 64 inclusive special classes. This brings the total number of special classes sanctioned to date to over 4,300. Further new special classes may be confirmed in the coming weeks, if required.
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.
Of the 580 new special classes, 378 are being established in primary schools and 202 in post-primary schools. New special classes are being established in every county with 69 new special classes confirmed for Cork so far.
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.
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 John Connolly asked the Minister for Education and Youth if the Stage 2B report for the development of a new school (details supplied) has been submitted by Patron Body to her Department’s Buildings Section; if her Department has commenced the review of the report; when the review might be complete; and if she will make a statement on the matter. [50595/26]
Amharc ar fhreagraThe project to which the Deputy refers is devolved to Le Chéile Trust for delivery.
The project is currently in the final stages of Stage 2b of the architectural design process. This stage allows for detailed design and planning, obtaining necessary statutory permissions and preparation of tender documents. Planning has been granted, and the stage 2b report has been submitted to the Department. It is currently undergoing a detailed technical and cost review in line with the Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
Under the NDP Sectoral Investment Plan for education and youth, €5 billion is allocated to project rollout to modernise and expand school infrastructure. A first tranche of 105 school building projects has been published to proceed to construction or tender in 2026–2027 these projects were projects already at Tender or advanced detailed design (Stage 2b), prioritising urgent capacity pressures and special education needs.
Prioritised projects continue to be progressed through earlier stages of the design pipeline, with a focus on special schools; schools fully in interim accommodation, with an urgent requirement for permanent accommodation; projects delivering significant special education capacity; additional accommodation required to cater for demographic growth in an area; and projects dealing with the most significant condition issues.
As part of the department-led prioritisation process underway for 2026 and 2027, consultation with school patrons began this month. A further tranche of priority projects is targeted for publication in 2027, informed by departmental analysis, engagement with patrons and schools, funding parameters, and—where relevant—the department’s energy and condition inventory of the school estate, due for completion by year-end. Projects will need to be at an appropriate stage of readiness to be considered. In particular, projects already at Stage 2b are well positioned for potential inclusion in the next tranche.
My department will continue to work to finalise the Stage 2b process for the school in question and the project will be considered as part of the overall prioritisation process for the next tranche of projects to proceed to tender.
320. Deputy Ken O'Flynn asked the Minister for Education and Youth further to the obligation under Section 78 of the International Protection Act 2026 to provide children seeking international protection with access to primary and post-primary education within two months of application, the number of additional school places projected to be required in the school planning areas serving the Citywest Reception Centre and the wider Saggart area arising from the centre's expanded role under the EU Migration and Asylum Pact; the assessment her Department has carried out of the impact on the availability of places for children already resident in the area; and if she will make a statement on the matter. [50616/26]
Amharc ar fhreagraChildren seeking international protection are educated within the mainstream education system and apply for available school places through the same admissions process as every other child. There is no separate admissions process for these children.
My Department works closely with the Regional Education and Language Teams (REALTs), which are hosted by the 16 Education and Training Boards. In the Saggart and wider South Dublin area, this function is provided by the Dublin and Dún Laoghaire Education and Training Board. The REALT works with schools and families to identify available places across the local school network and coordinates with agencies including the Tusla Education Support Service (TESS), the National Educational Psychological Service (NEPS) and the National Council for Special Education (NCSE) to support children in accessing education.
Where capacity is limited in the immediate area, the REALT may assist in identifying places in neighbouring school planning areas and, where appropriate, school transport arrangements can be considered to facilitate attendance.
My Department continues to monitor demographic trends and school capacity closely across the country, including in the South Dublin area. Where additional capacity is required, a range of measures may be considered, including the provision of additional accommodation and staffing supports, such as English as an Additional Language (EAL) teaching posts, where appropriate.
I wish to assure the Deputy that my Department will continue to work closely with schools, education partners and the relevant agencies to ensure that sufficient school places are available for all children living in the area, in accordance with the legislative framework governing school admissions.
There are no school places that are reserved, quota allocated or ring-fenced for children residing in the Citywest Reception Centre, or in any other International Protection accommodation. All applications for admission to recognised schools are considered in accordance with the provisions of the Education (Admission to Schools) Act 2018 and the individual school's published Admission Policy. Schools are required to apply their admission arrangements fairly and consistently to all applicants.
321. Deputy Ken O'Flynn asked the Minister for Education and Youth if any primary or post-primary school places in the Saggart and wider South Dublin area are, or will be, specifically reserved or ring-fenced for children of international protection applicants accommodated at the Citywest Reception Centre; the way in which such arrangements interact with the standard admissions and enrolment process for local families; and if she will make a statement on the matter. [50617/26]
Amharc ar fhreagraChildren seeking international protection are educated within the mainstream education system and apply for available school places through the same admissions process as every other child. There is no separate admissions process for these children.
My department works closely with the Regional Education and Language Teams (REALTs), which are hosted by the 16 Education and Training Boards. In the Saggart and wider South Dublin area, this function is provided by the Dublin and Dún Laoghaire Education and Training Board. The REALT works with schools and families to identify available places across the local school network and coordinates with agencies including the Tusla Education Support Service (TESS), the National Educational Psychological Service (NEPS) and the National Council for Special Education (NCSE) to support children in accessing education.
Where capacity is limited in the immediate area, the REALT may assist in identifying places in neighbouring school planning areas and, where appropriate, school transport arrangements can be considered to facilitate attendance.
My department continues to monitor demographic trends and school capacity closely across the country, including in the South Dublin area. Where additional capacity is required, a range of measures may be considered, including the provision of additional accommodation and staffing supports, such as English as an Additional Language (EAL) teaching post, where appropriate.
I wish to assure the Deputy that my department will continue to work closely with schools, education partners and the relevant agencies to ensure that sufficient school places are available for all children living in the area, in accordance with the legislative framework governing school admissions.
There are no school places that are reserved, quota allocated or ring-fenced for children residing in the Citywest Reception Centre, or in any other International Protection accommodation. All applications for admission to recognised schools are considered in accordance with the provisions of the Education (Admission to Schools) Act 2018 and the individual school's published Admission Policy. Schools are required to apply their admission arrangements fairly and consistently to all applicants.
322. Deputy Ken O'Flynn asked the Minister for Education and Youth given that children seeking international protection at the Citywest Reception Centre may be enrolled in local schools within two months of application while their families are simultaneously subject to the accelerated border procedure of up to 12 weeks, or to onward dispersal to other IPAS centres following screening, the arrangements in place to address the continuity of a child's education where the family is subsequently relocated or required to leave the State; the number of times such a child may be expected to change school; and if she will make a statement on the matter. [50618/26]
Amharc ar fhreagraChildren seeking international protection are educated within the mainstream education system and apply for available school places through the same admissions process as every other child. There is no separate admissions process for these children.
My Department works closely with the Regional Education and Language Teams (REALTs), which are hosted by the 16 Education and Training Boards. In the Saggart and wider South Dublin area, this function is provided by the Dublin and Dún Laoghaire Education and Training Board. The REALT works with schools and families to identify available places across the local school network and coordinates with agencies including the Tusla Education Support Service (TESS), the National Educational Psychological Service (NEPS) and the National Council for Special Education (NCSE) to support children in accessing education.
Where capacity is limited in the immediate area, the REALT may assist in identifying places in neighbouring school planning areas and, where appropriate, school transport arrangements can be considered to facilitate attendance.
My Department continues to monitor demographic trends and school capacity closely across the country, including in the South Dublin area. Where additional capacity is required, a range of measures may be considered, including the provision of additional accommodation and staffing supports, such as English as an Additional Language (EAL) teaching posts, where appropriate.
I wish to assure the Deputy that my Department will continue to work closely with schools, education partners and the relevant agencies to ensure that sufficient school places are available for all children living in the area, in accordance with the legislative framework governing school admissions.
There are no school places that are reserved, quota allocated or ring-fenced for children residing in the Citywest Reception Centre, or in any other International Protection accommodation. All applications for admission to recognised schools are considered in accordance with the provisions of the Education (Admission to Schools) Act 2018 and the individual school's published Admission Policy. Schools are required to apply their admission arrangements fairly and consistently to all applicants.
323. Deputy Colm Burke asked the Minister for Education and Youth to confirm the status of a person’s application (details supplied) to the teaching council for post primary qualifications assessment; if serious consideration will be given to the application due to the person’s qualifications, particularly as there is a need for European language teachers; and if she will make a statement on the matter. [50682/26]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2025 (www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf). As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule of the Regulations.
As a statutory body, the Teaching Council is mandated by law to properly determine and to authenticate the relevant standards and qualifications of all applicants for registration, including those who have qualified outside of Ireland. My department has no role in this process.
A person deemed to be a fully qualified teacher has completed a recognised teacher education qualification and programme of induction. A person must provide an official letter, confirming they are a fully qualified teacher, from the relevant teacher registration body or Competent Authority in the country of qualification. Post-primary teachers must also meet the post-primary curricular subject requirements for at least one approved curricular subject.
Fully qualified teachers who have qualified outside of the Republic of Ireland (ROI) are eligible to apply for registration with the Teaching Council, which includes the process of recognising their qualifications.
Given the importance and impact of teaching on the lives of learners, the Teaching Council has a responsibility to safeguard standards in a way that supports quality teaching and learning. The Council also has a responsibility to ensure that all registered teachers have met the required standards. Therefore, the qualifications of teachers who qualified outside of ROI are assessed to ensure they are of a comparable standard to those achieved by graduates of accredited Initial Teacher Education programmes in ROI. All applications from teachers who qualified outside of ROI are processed in line with the EU Directive 2005/36/EU and are assessed under its general system in the same manner, regardless of whether the applicant qualified within or outside of the EU. Further details on this process can be found on the Teaching Council website: www.teachingcouncil.ie/i-am-applying-to-register/qualified-outside-of-ireland/.
The Teaching Council receives approximately 680 eligible applications annually from teachers who have qualified outside of the ROI. The average processing time for applications for registration of those who have qualified outside of ROI is seven weeks. This is within the 12-week timeline set out in Directive 2005/36/EU. Applications from outside the ROI are assessed on a holistic basis taking account of all relevant qualifications held by the applicant and their professional experience.
Where substantial differences between the applicant's training and the training in Ireland are identified, the applicant will be given the option of compensating for the substantial difference(s) via an aptitude test or adaptation period. In many instances, applicants put forward multiple qualifications for assessment.
In this instance the person referred to by the Deputy pursued the timebound provision in the Teaching Council (Registration) Regulations 2025 through which teachers who qualified in another country, but have not completed the necessary professional induction there, to register with the Teaching Council (in certain limited circumstances) and to complete induction here in the Republic of Ireland. As induction is not a post-qualification requirement to be fully qualified in the country of qualification in this case, this applicant was advised to apply for post-primary registration via the standard application pathway for teachers who qualified outside the Republic of Ireland.
The Teaching Council received all required documentary evidence by 23 June 2026. Assessment is currently ongoing and this applicant will receive a decision from the Teaching Council within the normal processing timelines.
