Written Answers Nos. 349-368
349. Deputy Erin McGreehan asked the Minister for Education and Youth the safeguards that will be put in place to ensure the revised SNA circular is implemented consistently across all schools and that SNAs are not assigned duties beyond those envisaged under the revised framework. [51091/26]
Amharc ar fhreagraMy Department values the central role that Special Needs Assistants (SNAs) play in the successful inclusion of students with special educational needs in schools by helping to ensure that these students can access an education to enable them to achieve their full potential.
My department published the first Special Needs Assistant SNA Workforce Development Plan (the Plan) and a number of associated policy documents on the 3 June 2026. These documents are available on www.gov.ie
The SNA workforce has grown significantly in recent years and now includes around 25,000 staff across primary, post-primary and special schools. Built around five strategic pillars and delivered in close consultation with stakeholders, the Plan recognises the vital contribution these SNAs make to supporting all children and young people with special educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities.
My department conducted a comprehensive review of the existing circulars on the role of the SNA as part of ongoing work on the Plan. This work was supported by a working group comprising a wide range of stakeholders providing input from a number of perspectives. These stakeholders include school management bodies, Fórsa, the recognised trade union which represents SNAs, the National Parents Council, the Children’s Rights Alliance.
My department also conducted significant focus group research with SNAs, with teachers and with school leaders to gather views. A national survey of SNAs and a consultation with children and young people were undertaken. This extensive research and collaboration ensured everyone in our school communities was given the opportunity to provide input. Therefore, Circular 0032/2026, www.gov.ie/en/department-of-education/publications/the-role-of-special-needs-assistants/, on the role of the SNA provides a detailed description of the range of duties and responsibilities of the evolved SNA role and is the product of meaningful collaboration with all those in our school communities. It is accompanied by a comprehensive guidance document to support effective implementation.
My Department notes the outcome of the ballot by members of Fórsa to not accept the SNA Workforce Development Plan which was developed between the department, SNAs, Fórsa and other key stakeholders, and recommended for acceptance by Fórsa. The publication of the first ever SNA Workforce Development Plan on 3 June fulfils a key commitment in the Programme for Government.
SNAs, alongside schools, parents and advocacy groups, have consistently called for a clearer workforce plan to support and strengthen the SNA role. In response, the department developed the SNA Workforce Development Plan following a comprehensive two-year consultation and engagement process, which included input from approximately 13,000 SNAs, as well as students, parents, teachers, school leaders and other stakeholders, including Fórsa.
The overall aim of the SNA Workforce Development Plan is to support SNAs and strengthen the role into the future by recognising SNAs as professionals, providing greater clarity about their responsibilities, and ensuring appropriate training, development, and career supports in order to provide the best possible service to students with special educational needs in our schools.
The department awaits feedback from Fórsa’s engagement with their members as to the reasons behind this outcome and is available to work to constructively address relevant issues.
Further updates, including more information on the SNA Workforce Development Plan can be found on the SNA Information Hub on www.gov.ie
350. Deputy Paula Butterly asked the Minister for Education and Youth to confirm that the climate action summer works scheme will continue to operate for primary schools; the current timeline for the announcement of further funding approvals under the scheme; whether an application submitted by a school (details supplied) was received and whether that application has been approved for funding; when a funding decision is expected; and if she will make a statement on the matter. [51133/26]
Amharc ar fhreagraThe purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis that, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis across a number of categories of works.
It is envisaged that approvals in any given year will involve a spread of categories rather than the traditional single category at a time. This is aimed at managing market capacity and maximising value for money opportunities for school authorities.
In November 2025, my Department announced the first tranche of approvals under the new Climate Action Summer Works Scheme. 297 projects were approved to proceed and involve primary, post primary and special schools, along with projects in all counties and across all categories of works.
Given that funding is limited in any particular year it is necessary to prioritise applications. Under the new climate action summer works scheme which operates on a multi annual basis, like previous summer works schemes, applications from schools that are not reached for funding or market prioritisation reasons in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
It is anticipated that the next tranche of approvals will be in the latter half of 2026.
My department can confirm that no application was received from the school in question.
Full details of the of the announcement and the list of schools approved in the first tranche, the Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link; www.gov.ie/en/department-of-education/services/summer-works-scheme/ gov.ie Summer Works Scheme.
351. Deputy Holly Cairns asked the Minister for Education and Youth the way that parental choice, and equality of access, informs the demographic demand analysis carried out on school planning areas. [51139/26]
Amharc ar fhreagra352. Deputy Holly Cairns asked the Minister for Education and Youth the breakdown of the demographic demand analysis for each of the school planning areas Bandon, Clonakilty, Rosscarbery, Skibbereen and Dunmanway over the next five and ten years. [51140/26]
Amharc ar fhreagra353. Deputy Holly Cairns asked the Minister for Education and Youth for a detailed breakdown of the demographic data provided by Cork County Council which has been included in the demographic demand analysis carried out on school planning areas for Bandon, Clonakilty, Rosscarbery, Skibbereen and Dunmanway. [51141/26]
Amharc ar fhreagraI propose to take Questions Nos. 351, 352 and 353 together.
I wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
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 child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
My department also conducts granular analysis below the level of a school planning area, particularly where a school planning area encompasses both high growth urban settlement areas and a more rural hinterland.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place, that meets their needs.
When a new school is announced, parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process and to whether at post-primary level a new school would take the form of a gaelcholáiste or whether, if English-medium, the school would include an Irish-medium unit or "aonad".
My department is satisfied that the existing demand can be accommodated up to 2030 by the existing and growing schools in the Bandon, Clonakilty, Roscarbery, Skibbereen and Dunmanway school planning areas. My department made a submission in April of this year to the Variation to the Cork County Development plan where proposed substantial additional residential developments could result in an increase in school place requirements in Bandon and Clonakilty by 2034. My department will liaise with officials of Cork County Council to ensure that sufficient lands are reserved, where required for new school entities to serve these new developments
Details of large-scale projects being delivered under the school building programme may be viewed on my department's website at www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The pace of delivery of additional residential development in the school planning areas, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements. My department will continue to liaise with the Cork County Council in respect to the pace of delivery of these planned residential developments.
354. Deputy Holly Cairns asked the Minister for Education and Youth the method by which demand for the establishment of Gaelcholáistí is monitored and assessed; and the way this information is considered as part of the demographic demand analysis carried out on school planning areas. [51142/26]
Amharc ar fhreagraThe Programme for Government 2025, Securing Ireland’s Future, includes a commitment to establish Gaelscoileanna and Gaelcholáistí where there is demand and support parents choosing Irish-medium education for their children.
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.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth.
In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure must be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
By way of information, 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.
In addition, 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 educational provision. While this survey is at primary level it will also assist with providing a guide on post-primary requirements into the future.
Finally, my department invested in excess of €500m over the last 6 years in building new school buildings and modernising existing facilities for Irish medium schools across the country. My department will continue to support Irish medium provision as part of the NDP rollout during the 2026 to 2030 period.
355. Deputy Peter Roche asked the Minister for Education and Youth if she is aware that 14 children have been left without a place in the reading class attached to a school in Renmore, County Galway, which is the only reading class serving the Connacht region; if consideration has been given to establishing a second reading class in light of the current waiting list and the principal's reported readiness to accommodate an additional class; if her Department has assessed the adequacy of current reading class provision for children with severe dyslexia in Galway and the wider Connacht area; and if she will make a statement on the matter. [51145/26]
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 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.
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.
584 new special classes have been sanctioned to date, including 68 inclusive special classes. Of the 584 new special classes, 378 are being established in primary schools and 206 in post-primary schools. New special classes are being established in every county with 32 new special classes confirmed for Galway so far including a new DLD class. 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.
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.
356. Deputy Peter Roche asked the Minister for Education and Youth the number and location of reading classes currently in operation nationwide; the number of children currently on waiting lists for placement in such classes, by county, in tabular form; whether there are plans to increase the number of reading classes available to children with severe dyslexia; and if she will make a statement on the matter. [51146/26]
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 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.
Attached is a list of the reading classes that are currently in operation nationwide.
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.
14 Reading Classes / Specific Learning Disability Classes
8 in Dublin, 2 in Clare, 1 each in counties Galway, Kerry, Louth and Wexford
|
School name |
Address |
County |
|
Holy Family Senior National School |
Ennis |
Clare |
|
Ennis National School |
Ennis |
Clare |
|
Scoil Cholmcille Senior National School |
Donaghmede |
Dublin |
|
St Thomas Senior National School |
Tallaght |
Dublin |
|
St Molaga's Senior National School |
Balbriggan |
Dublin |
|
St Molaga's Senior National School |
Balbriggan |
Dublin |
|
St Oliver Plunkett |
Grove Road |
Dublin |
|
St Oliver Plunkett |
Grove Road |
Dublin |
|
Holy Family Senior National School |
Swords |
Dublin |
|
Holy Family Senior National School |
Swords |
Dublin |
|
SN Caitriona Sinsear |
Renmore |
Galway |
|
St Oliver’s National School |
Killarney |
Kerry |
|
St Paul’s Senior National School |
Drogheda |
Louth |
|
St Aidan’s Parish Sch |
Enniscorthy |
Wexford |
357. Deputy Jen Cummins asked the Minister for Education and Youth whether her Department requested a school (details supplied) to accommodate an additional junior infant class for the 2026-2027 school year; if her Department has refused to allocate an additional classroom teacher to the school notwithstanding that request; if her Department considered the impact of that refusal on existing pupils, including the potential amalgamation of two senior infant classes into a first class grouping of approximately 34 pupils. [51173/26]
Amharc ar fhreagra358. Deputy Jen Cummins asked the Minister for Education and Youth the staffing schedule, enrolment data, circular or criteria that were relied upon in refusing the additional teacher in a school (details supplied). [51174/26]
Amharc ar fhreagraI propose to take Questions Nos. 357 and 358 together.
The primary factor in determining the level of staffing resources allocated to an individual school is the applicable staffing schedule for the relevant school year, together with pupil enrolment as recorded on the preceding 30 September. The staffing schedule operates as a standardised allocation mechanism, using enrolment bands to determine the number of classroom teaching posts assigned to each school.
At primary level, the staffing schedule plays a central role in supporting the sustainability of schools by aligning staffing resources with enrolment patterns in a clear, consistent, and equitable manner, ensuring that schools of a similar type are treated uniformly, irrespective of location.
The enrolment at St. Corban’s National School decreased from 498 pupils in September 2024 to 460 pupils in September 2025. Based on an enrolment of 460 pupils, the school is allocated 19 mainstream classroom teachers for the 2026/27 school year.
Within the staffing arrangements (Circular 0025/2026), there are options available to schools to apply for additional staffing. Schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts, using the projected enrolment criteria. There is also a staffing appeals mechanism for schools to apply to an independent Primary Staffing Appeals Board, under certain published criteria.
Class sizes in schools are affected by a variety of factors including enrolment fluctuations and accommodation available.
Schools are best placed to determine the appropriate numbers in any class and so the configuration of classes and the deployment of classroom teachers are done at local school level.
The Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account. School authorities should also, where possible, use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.
359. Deputy Michael Cahill asked the Minister for Education and Youth to grant island status to a school (details supplied). [50489/26]
Amharc ar fhreagraThe school referred to by the Deputy is accessible by bridge from the mainland.
In the current school year this school has an enrolment of 48 pupils and has 3 classroom teachers (including the Teaching Principal). The number of classroom teachers is not due to change for the 2026/27 school year.
There is no plan to change the designation of schools on an island that is accessible by a bridge/road from the mainland.
360. Deputy Catherine Callaghan asked the Minister for Education and Youth for an update on her plans to increase the numbers of early intervention classes nationally; and if she will make a statement on the matter. [51212/26]
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 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.
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.
361. Deputy Barry Heneghan asked the Minister for Education and Youth the steps her Department is taking to ensure that sufficient autism class places are available in the local area of a school (details supplied); whether the provision of modular accommodation or other interim measures is being considered to meet identified demand; and if she will make a statement on the matter. [51223/26]
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.
584 new special classes have been sanctioned to date, including 68 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 584 new special classes, 378 are being established in primary schools and 206 in post-primary schools. New special classes are being established in every county with 140 new special classes confirmed for Dublin so far.
There are resources available to support children with special educational needs and I would ask the school to continue to engage with the NCSE on accessing those supports. The NCSE is also engaging with parents locally and in the surrounding areas to ensure there is a range of provision available, including in the school referred to by the deputy.
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.
362. Deputy Sean Fleming asked the Minister for Education and Youth the up-to-date position regarding funding for the completion of a school (details supplied); and if she will make a statement on the matter. [51247/26]
Amharc ar fhreagraThe Deputy will be aware that the construction of the school in question is being progressed directly by the school. The project is being funded under the Immigration Investor Programme (IIP) introduced by the Irish Government in 2012. This development was initiated by the school and is being progressed independently by the school in conjunction with the Department of Justice, Home Affairs and Migration who have oversight of the IIP Programme. The Department of Education and Youth has not had any involvement with the project. The Department understands that it is the school's intention to recommence works on site shortly.
The Department recently met school representatives who undertook to provide further details of the project to the Department.
363. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the full year cost in 2024 and 2025 of capital spending to build and renovate schools; and if she will make a statement on the matter. [51314/26]
Amharc ar fhreagraSince 2020, my Department has invested over €6.9 billion in our schools under the National Development Plan (NDP). This has enabled the completion of more than 1,400 school building projects nationwide, along with over 4,000 small-scale improvement works to address priority maintenance needs and support energy-efficiency and climate objectives. Repurposing and optimising existing accommodation across the school estate continues to play a central role in meeting the needs of students with special educational needs. Approximately 80% of new special classes opening in 2025/26 will be facilitated through repurposed classroom accommodation, ensuring timely provision and supporting best practice in inclusion and integration. This sustained investment is delivering real and tangible benefits for school communities across the country. The Department’s NDP Implementation Plan is focused on maximising outputs from available allocations, with an emphasis on utilising existing school capacity, progressing priority projects where local capacity is insufficient, and ensuring delivery that is affordable, provides value for money, and meets functional educational needs. The Department has invested capital funding of €1.33 billion in 2024 and €1.46 billion in 2025 on building, refurbishment and maintenance of schools.
364. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the annual cost of capitation grant for primary and post-primary schools; and if she will make a statement on the matter. [51344/26]
Amharc ar fhreagraThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
This commitment builds on the progress made in recent years. The Department of Education and Youth has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406.
This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, and DEIS Plus primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools are encouraged to avail of the available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the department, is an important source of advice and support to schools on procurement matters- www.spu.ie
The total expenditure on capitation grant funding in 2025 was €156.6m for primary schools and €136.7m for post-primary schools.
365. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the estimated full-year cost of increasing the number of special needs assistants by 1,500, 2,000, and 2,500 respectively, in tabular form; and if she will make a statement on the matter. [51345/26]
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.
In 2026, over €3 billion will be spent supporting students with special educational needs. It will ensure that specialist capacity continues to grow by providing 3,000 specialist places. The majority of these places will be available in special classes within mainstream schools. It will increase our special educational posts by 860 special education teacher and over 1,700 special needs assistant (SNA) posts. This will mean we will have almost 46,000 professionals dedicated to supporting students with special educational needs in our schools. This is one of the highest annual increases in posts to date and is a firm reminder of this government’s commitment to supporting students with special educational needs.
The estimated full-year cost of a new entrant special needs assistant is €37,374 per annum
The estimated full-year cost of a special needs assistant on average is €45,020 per annum. This includes provision for employer PRSI.
Where posts are allocated from 1 September, the cost is a pro-rata equivalent of the full 12-month annual cost.
The below table gives a breakdown of the information requested by the Deputy.
|
Number of SNAs |
New Entrant |
Average Cost |
|
1500 |
€56,061,000 |
€67,530,000 |
|
2000 |
€74,748,000 |
€90,040,000 |
|
2500 |
€93,435,000 |
€112,550,000 |
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.
366. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the estimated full-year cost of increasing the number of special education teachers by 500, 1,000, and 1,500 respectively, in tabular form; and if she will make a statement on the matter. [51346/26]
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.
In 2026, over €3 billion will be spent supporting students with special educational needs. It will ensure that specialist capacity continues to grow by providing 3,000 specialist places. The majority of these places will be available in special classes within mainstream schools. It will increase our special educational posts by 860 special education teacher and over 1,700 special needs assistant (SNA) posts. This will mean we will have almost 46,000 professionals dedicated to supporting students with special educational needs in our schools. This is one of the highest annual increases in posts to date and is a firm reminder of this government’s commitment to supporting students with special educational needs.
The estimated full-year cost of a new entrant special education teacher is €59,751 per annum within a primary setting and €60,108 in a post-primary setting.
The estimated full-year cost of a special education teacher on average is €80,360 per annum within a primary setting and €81,640 in a post-primary setting. This includes provision for related substitution costs and employer PRSI.
Where posts are allocated from 1 September, the cost is a pro-rata equivalent of the full 12-month annual cost.
The information requested by the Deputy is in the table below.
|
Number of Teachers |
New Entrant (Primary) |
Average Cost (Primary) |
New Entrant (Post-Primary) |
Average Cost (Post-Primary) |
|
500 |
€29,875,500 |
€40,180,000 |
€30,054,000 |
€40,820,000 |
|
1000 |
€59,751,000 |
€80,360,000 |
€60,108,000 |
€81,640,000 |
|
1500 |
€89,626,500 |
€120,540,000 |
€90,162,000 |
€122,460,000 |
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.
368. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the estimated full-year cost of making primary- and post-primary education totally free, such as abolishing all charges (including voluntary contributions), providing free school uniforms, books and all other required equipment; and if she will make a statement on the matter. [51349/26]
Amharc ar fhreagraMy Department has an allocation of €14.1bn gross expenditure for 2026, representing a substantial investment in our education system and in the children and young people who depend on it.
There are many different aspects to a child progressing through our school system and costs associated with these. These include schoolbooks, school uniforms, school transport and extra-curricular activities such as school trips. These vary from pupil to pupil and therefore, it is not possible to put a figure on all these costs, as requested by the Deputy.
However, my Department provides grant funding to schools to cater for various costs, including school running costs, ancillary services and minor works. There are various circulars from my Department that give guidance on the use of such funding. They also provide discretion to the school authorities in determining the level of activities, equipment and other resources needed by pupils enrolled in their individual schools. This recognises that schools are best positioned to determine the priorities in their own particular school environment.
To support schools facing particular challenges, the Delivering Equality of Opportunity in Schools (DEIS) Programme continues to provide targeted assistance. In Budget 2026, the introduction of DEIS Plus and new DEIS Plan will further support pupils at the highest risk of educational disadvantage that is designed to address disadvantage in a targeted and equitable way.
In addition, almost 1 million children and young people at all levels in primary and post-primary schools now benefit from the free schoolbooks and classroom resources scheme since 2025/26 school year.
Budget 2026 also increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per pupil for post-primary schools from €386 to €406. This will also allow for an increase in capitation rates for Urban Band One DEIS primary schools, of €20, increasing the mainstream pupil rate in these Urban Band One DEIS schools to €294.
The increased capitation rates will also see special schools now receive the same rates of capitation for young people aged 12 and over, as their peers in mainstream post-primary schools. These increases build on further enhancements made in the previous two Budgets. My Department has also made clear that while schools may request voluntary contributions, parents must be informed that there is no requirement to pay, and any contribution is entirely at their own discretion.
Further supports are also provided to parents of children attending school by my colleague the Minister for Social Protection through the payment of the Back to School Clothing and Footwear allowance on an annual basis along with the free school meals initiative.
