Written Answers Nos. 369-388
369. Deputy Richard Boyd Barrett asked the Minister for Education and Youth the estimated cost to the Exchequer to provide free school transport to all primary and post-primary school students in 2026; and if she will make a statement on the matter. [51350/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The scheme is demand led based on the number of children who apply and has expanded significantly over the past six years. In that time, the numbers of children and young people using the service have grown from under 120,000 pupils in 2018 to over 181,000 pupils including over 24,000 pupils with Special Educational Needs in 2025 which equates to an increase of over 50%. Since 2018, investment in the scheme has more than doubled, from €200 million to €537 million.
In 2024, receipts from school transport charges amounted to approximately €24m. If school transport fees were to be abolished and eligibility criteria remained the same, the cost of providing free transport to each child availing of the scheme would be approximately an additional €24m on the total cost of transport for the year. However, the abolition of fees would most likely increase the demand for school transport, which would also increase the cost of the scheme. The figure of €24m is based on current patterns of school transport uptake and assumes that all other costs and factors remaining the same.
It should be noted that the scheme is heavily subsidised, with over 92% of the overall cost covered. The approximate cost to the state per mainstream pupil is currently €1,400 annually.
A recent review of the scheme found that having a fee helps make better use of resources and prevents seats on school buses from going unused, which in turn helps to protect and sustain the scheme for all families who need it.
For the 2026/27 school year, a primary school ticket will cost the equivalent of 55 cent per school day, and a post-primary ticket will cost approximately 60 cent per school day. No family will pay more than €1.32 per day, regardless of how many of their children use the service.
370. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update on the new school build for a school (details supplied); if the project will commence before planning runs out in September; and if she will make a statement on the matter. [51368/26]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is being delivered as part of my Department’s ADAPT Programme.
The ADAPT Programme uses a professional external Project Manager to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The new building will provide purpose-built accommodation for students with special educational needs, ranging in age from 4 to 18 years. This will comprise of 20 mainstream classrooms, along with additional specialised rooms including Art, Home Economics, Woodwork, a Library, GP Room, Dining Space, Sensory Room, dedicated therapy rooms and all associated ancillary accommodation. The accommodation will take into consideration the specific needs of the students of Scoil Chiaráin.
The project is at an advanced stage of Architectural Planning Stage 3 – Tender Action and Award.
Following the withdrawal of the first placed Tenderer, the procurement process is ongoing.
My Department is working closely with the school authority and the Design Team regarding the completion of this process. The next step is the authorisation to issue the Letter of Intent. Once the Letter of Intent issues, there is a minimum 14-day standstill period before there can be further progression of the project. The period between Letter of Intent and Letter of Acceptance varies depending on the project.
Department officials will keep the school authorities updated on progress and next steps.
Since 2020, the Department of Education has provided €1906.47 million in capital funding for Dublin schools. Over this period, a total of 261 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. 20 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan.. There are currently 54 school projects in Dublin under construction.
This summer, 53 schools?are approved to?undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 515 special classes have been sanctioned in Dublin, of which 114 were sanctioned for September 2026.
371. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update on the new build for a school (details supplied); and if she will make a statement on the matter. [51369/26]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter my Department’s pipeline of school building projects to provide fifteen general classrooms, five special education tuition (SET) rooms, a two classroom special educational needs (SEN) base, one music room, one multi-media room, one art room, one construction studies room, one technology prep room, two project stores (one tech, one art), two science labs, one prep area, one design/computer graphics room and ancillary.
This project is currently at stage 2b (detailed design). A stage 2b report was submitted to my Department in January 2026 and is currently under review. All projects, including this one, are subject to the full due diligence requirements set out in my department’s infrastructure guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall programme.
Given the complexity of the evaluation and the need to ensure full cost compliance and alignment with the National Development Plan, this review is necessarily thorough.
The accommodation needs at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities. Progression to the next phase is contingent on the outcome of the review and the project’s alignment with the prioritisation framework under the National Development Plan.
372. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if she is aware of concerns that retired teachers who pay class A PRSI and are permitted to work up to 50-days without pension abatement are nonetheless having deductions applied to their supplementary pension; and if she will make a statement on the matter. [51398/26]
Amharc ar fhreagraSection 52(1)-(5) of the 2012 Single Scheme Act provides that abatement of pension shall apply where a public service pension is payable to a public service pensioner and that pensioner is appointed to a position in the public service in respect of which they are remunerated by a public service body.
Abatement ensures that the public service pension(s) which the pensioner receives, when combined with their remuneration in their new public service job, does not exceed the pensionable remuneration’ they would have received had they continued to serve in their former position.
In light of the teacher supply crisis a limited waiver on abatement was introduced for teachers who returned to teach in a substitute capacity, the waiver does not extend to the supplementary pension.
With regard to the occupational supplementary pension (OSP), I refer the Deputy to Circular 12/2024 – ‘Arrangements for Occupational Supplementary Pensions (OSP)’ which sets out the process and administrative arrangements that apply in respect of OSP’s under pre-existing civil and public service pension schemes. In particular, paragraph 4 sets out the criteria for the payment of supplementary pension, the Deputy will note paragraph 4 (iii), the individual must not be engaged in full-time paid employment, and the individual must not be self-employed. In this regard the Waiver does not apply to Supplementary Pension. Where the individual is engaged in part-time employment the OSP is only stopped for the days on which the retiree works.
Public sector pension policy, including that relating to the teaching sector, is determined by The Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation. The rules of the relevant pension scheme are in general set out in statute, or in the relevant circulars and in this regard cannot be deviated from.
373. Deputy Naoise Ó Muirí asked the Minister for Education and Youth the reason a school (details supplied) received a DEIS Urban Band 2 designation; and if she will make a statement on the matter. [51399/26]
Amharc ar fhreagraAddressing educational disadvantage in all schools is a key priority for me as Minister for Education and Youth. The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. This model took into consideration the significant educational disadvantage experienced by Traveller and Roma learners and of students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme, and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie. It is important to stress that schools not identified through the refined DEIS identification model does not in any way imply that the department is saying that disadvantage does not exist within in the school community.
It is also important to emphasise that a school being classified differently to another school, including a neighbouring school, does not mean that educational disadvantage is not present within its community. Rather, the model assesses the relative concentration and weighting of disadvantage indicators across all schools. As a result, neighbouring schools may have different DEIS classifications where the overall profile and concentration of disadvantage differs.
The DEIS Strategy to 2035 sets out a long-term plan to address educational disadvantage in all schools and work to ensure that any child or young person experiencing educational disadvantage is supported through their education journey.
The DEIS Strategy implementation plan 2026-2028, under the strategic objective 2.2, sets out to develop an agile resource allocation model to support children and young people at risk of educational disadvantage in all primary and post-primary schools.
These actions focus on the continued enhancement of the data available to measure school level disadvantage and for the development of a more flexible resource allocation model that can react to change in school needs and provide the right resources at the right time.
• 2.2.1 Align the allocation of DEIS resources to the refined DEIS identification model and most up to date data. Timeline for completion: 2028
• 2.2.2 Develop a new DEIS resource allocation model that: supports schools with the highest concentrations of children and young people at risk of educational disadvantage; supports children and young people at risk of educational disadvantage in all schools; is dynamic and has the potential to adjust to changes in a school’s levels of need including amalgamations; uses objective data to equitably allocate resources to schools. Timeline for completion: 2027
• 2.2.3 Conduct an impact assessment on any potential changes to the allocation of resources to schools, ensuring that no child or young person is negatively impacted. Timeline for completion: 2027
The recent increases in DEIS grant funding and Home School Community Liaison (HSCL) allocations for schools in the DEIS programme, together with the pilot extension of HSCL supports to a number of non-DEIS schools, are early steps towards this more dynamic model of support. St Joseph's Primary School will be receiving an increase in their DEIS grant funding as part of these measures.
In light of these actions and current budget constraints there is currently no intention to conduct a review of DEIS banding or to expand the DEIS programme to include new schools. Any future additional allocation of resources under the DEIS programme will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
There are also a range of universal supports available to all schools to support children and young people at risk of educational disadvantage. These include:
• National Educational Psychological Service (NEPS) provides educational psychological service to all primary and post-primary schools and special schools to support the well-being, academic, social and emotional development of all learners.
• The Special Education Teaching (SET) allocation provides a unified allocation for special education support teaching needs to each school based on each school’s educational profile and also encompasses an element of English as an additional language (EAL) support allocation. Under this SET model, schools are frontloaded with resources to provide support immediately to those pupils who need it without delay.??
• Free schoolbooks are provided to all children and young people in the free education system.
• Inspectorate support helps improve education provision for all children and young people. They promote best practice and school improvement by advising teachers, principals and boards of management in schools.?
• Through the Department of Social Protection, the School Meals Programme provides regular, nutritious food to children to support them in taking full advantage of the education provided to them. The Hot School Meals Programme is available to all primary schools, meaning that approximately 3,700 schools and organisations and 682,000 children are now eligible for the Schools Meals Programme.
Officials from my department will be meeting with St Joseph's Primary School in relation to this matter in the coming weeks.
374. Deputy Emer Currie asked the Minister for Education and Youth whether funding has been provided to a school project (details supplied); and if she will make a statement on the matter. [51406/26]
Amharc ar fhreagraAs previously advised the project was approved to enter the Department’s pipeline of school buildings providing a 2-classroom special educational needs base and 2 special education tuition rooms.
The Stage 2b Post Planning Report is currently awaited and once received, will be subject to a comprehensive technical and cost review by the Department. All projects, including this one, are subject to the full due diligence requirements set out in my department’s infrastructure guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall programme.
Progression to the next phase is contingent on the project being assessed and advanced in accordance with the National Development Plan prioritisation framework. The project remains within the school building programme pipeline and will continue to be managed under these arrangements.
375. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will review the case of a student (details supplied) who has been refused school transport for the 2026-2027 school year; if consideration can be given to providing a concessionary place on an existing service; and if she will make a statement on the matter. [51435/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Under the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment of school transport services, provided this can be done within reasonable cost limits.
Where a child is eligible for transport and the application and payment process has been completed on time, they will get a seat on a school bus service, where a service is available.
Where a child is not eligible for school transport, but the application and payment process has been completed on time, they will be considered for any spare seats available after eligible children have been accommodated. These seats are called concessionary seats.
There may be more demand than availability for concessionary seats. In such cases, Bus Éireann will use a selection process to allocate tickets for the spare seats.
Bus Eireann has advised that the pupil mentioned by the Deputy is not eligible as they are attending their 3rd nearest post primary centre. This pupil applied and paid on time however there is no service (including mixed service mentioned in correspondence) from where they reside to this school.
376. Deputy Niamh Smyth asked the Minister for Education and Youth if she will review the correspondence (details supplied); the policy position regarding the requirement for secondary school students to purchase personal devices such as tablets as part of the Digital Strategy for Schools; if she will address the financial burden this places on families, particularly those who are also availing of the free schoolbooks scheme; and if she will make a statement on the matter. [51467/26]
Amharc ar fhreagraI recently communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving cert and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parent's Association - before deciding on an approach regarding devices.
It is therefore the responsibility of each individual school to select the digital resources, if any, that it will use to support its implementation of the curriculum. The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, rather it advocates for the deeper embedding of digital technologies in teaching and learning to develop digital literacy and competence, critical thinking and collaborative practice. It is not merely focused on using digital devices as an alternative to physical textbooks or resources.
Accordingly, there is no Department requirement for students to use personal digital devices for schoolwork or homework. Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology. Schools are also required to comply with data protection and child wellbeing obligations, and to set out their approach to digital technology use in relevant policies, including the Acceptable Use Policy, in consultation with parents and pupils, as appropriate.
It should be noted that under the Education Act, the Boards of Management of Schools have responsibility for the day to day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Management before a decision is made.
Schools, in conjunction with parents, are responsible for all decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements. They are also responsible for the type of digital technology used in their schools.
The Post-primary Schoolbooks Scheme provides funding to schools to purchase schoolbooks and core classroom resources. Schoolbooks are defined in the guidance and can include eBooks where they are used alongside or in place of physical books.
It is recognised that some post-primary schools have, over the past number of years, moved away from the use of schoolbooks, including eBooks. Teachers in these schools have generated their own bank of resources for students. Students access these resources in the main through digital devices. Such schools may still require a small number of schoolbooks each year, such as English plays and novels. When schools that use teacher-generated resources and content have eliminated the cost of all required schoolbooks and classroom resources, as detailed in the scheme guidance, they may use any surplus funding to cover other resources associated with teacher-generated resources, such as, purchasing or subscribing to educational apps. If surplus funding remains, schools may use the funding to facilitate the provision of a digital device loan scheme to students, as required.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. As referenced, in 2017, a circular letter issued to schools with measures to be adopted to reduce the cost of school uniforms and other costs including such ICT devices. https://assets.gov.ie/12695/2045e7ccec684f72b55d93930e45372c.pdf
That circular also instructed schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier. This circular specified that wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.).
Additionally, the Circular provides that schools should also consult with parents on their views and suggestions on cost reduction initiatives. Schools should provide parents with a list of all required items and indicate the likely costs of these required items at best value stores. Where an exclusive supply arrangement applies, it should be reviewed regularly and tendered for in accordance with procurement requirements.
I continue to engage with educational stakeholders on this matter.
The Digital Strategy for Schools to 2027 and its associated implementation plan is underpinned by funding of €200m over the course of the strategy, committed to under Ireland’s National Development Plan (NDP). The funding allocation model is provided for in the National Development Plan and commits to funding to issue over the period of the NDP, applied by the Department for the Digital Strategy duration (to 2027 for the current strategy). Including the funding recently issued, to date, a total of €170 million of the €200 million committed to in the NDP for the strategy has issued to schools through the ICT grant.
While the Digital Strategy for Schools to 2027, does not mandate or prescribe a policy of one-to-one devices in schools, however, this funding demonstrates the ongoing commitment to support schools to embed the use of digital technologies in teaching learning and assessment.
377. Deputy Albert Dolan asked the Minister for Education and Youth to provide the web link to her Department’s Q2 2026 published report of purchase orders/payments over €20,000, in line with the FOI model publication scheme requirements; to confirm the date on which this report was published; and, if it has not yet been published, the planned publication date. [51561/26]
Amharc ar fhreagraMy department is not yet published our report for payments greater than €20,000 for Q2 2026. Officials have commenced work to gather this information, with a view to publishing in the coming weeks.
378. Deputy Cian O'Callaghan asked the Minister for Education and Youth to provide an update on the request to open two additional autism classes from a school (details supplied); if her Department accepts that there is unmet need for special education school places in the school planning area; and if she will make a statement on the matter. [51583/26]
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. 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. Further new special classes may be confirmed in the coming weeks, if required.
The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest. However, it is not always possible to open a special class in every school that expresses an interest.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies or capacity and assess their capability with consideration to demographical and statistical data.
The NCSE acknowledge that circumstances may change, and these schools will remain as potential options for future classes. Local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs.
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.
379. Deputy Mark Wall asked the Minister for Education and Youth when a new special school (details supplied) in Kildare will open; and if she will make a statement on the matter. [51633/26]
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.
Four new special schools were recently announced by Ministers Naughton and Moynihan to be established in Balbriggan, CityWest, Bray and Monasterevin. Dedicated working groups including the Department, the NCSE and relevant patron body continue to meet to support the establishment of the new special schools. It is expected that details in relation to the admissions process and number of places will be confirmed shortly. The NCSE will continue to advise parents at local level on developments.
The NCSE is engaging with the Education and Training Boards to facilitate the opening of the school. The NCSE remains available to provide advice and support to all families seeking specialist placement.
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.
380. Deputy Mark Wall asked the Minister for Education and Youth to provide an update on a query regarding the provision of a school transport bus route (details supplied).; and if she will make a statement on the matter. [51635/26]
Amharc ar fhreagraFurther to the Deputy's request for clarity on a school bus route for Calverstown, Bus Éireann has advised that at present, one route currently operates through Calverstown to St Kevin’s Community College. This service commences at Suncroft and stops in Calverstown on its route to St. Kevin’s Community College.
381. Deputy Mark Wall asked the Minister for Education and Youth to provide an update on the provision of a school transport bus route (details supplied).; and if she will make a statement on the matter. [51636/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Under the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment of school transport services, provided this can be done within reasonable cost limits.
Where a child is eligible for transport and the application and payment process has been completed on time, they will get a seat on a school bus service, where a service is available.
Where a child is not eligible for school transport, but the application and payment process has been completed on time, they will be considered for any spare seats available after eligible children have been accommodated. These seats are called concessionary seats.
There may be more demand than availability for concessionary seats. In such cases, Bus Éireann will use a selection process to allocate tickets for the spare seats.
Bus Eireann has advised that there are two bus services to the school mentioned by the Deputy with a capacity of 110 seats.
For 2026/27 school year 82 pupils will be allocated with tickets on these two services. In addition, 30 pupils will not be successful in obtaining a ticket as there is no service in their area and only 2 of the pupils are eligible for school transport.
382. Deputy Robert Troy asked the Minister for Education and Youth the additional teaching resources which are targeted to be put in place for primary schools during the 2026-2027 term; and if she will confirm if there are currently 996 primary teaching posts currently unfilled. [51644/26]
Amharc ar fhreagraBudget 2026 provided an increase of €845 million in core current funding for education and youth on the figure allocated for 2025, while the total investment figure also includes €1.6 billion allocated for 2026 as part of the National Development Plan 2026 – 2030. This funding reflects the Government’s continued commitment, under the Programme for Government, to ensuring that every child and young person can learn, thrive and reach their full potential. It builds on the progress made in recent years, while recognising that further work is needed to make education more inclusive and equitable for all.
Funding has been provided for 860 special education teachers, across special schools and mainstream settings, along with more than 1700 SNAs, a €48 million full-year investment across both the DEIS strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports. Schools in the DEIS Plus scheme will receive strengthened, research-informed supports across wellbeing, attendance, engagement, guidance, leadership capacity, community partnerships and access to services, including the introduction of a new positive mental health and wellbeing initiative to support a whole-school approach to student wellbeing. In addition, school leadership supports have been increased and will see additional deputy principals in primary schools in the 2026/27 school year.
According to the latest published figures from November 2025, 996 posts or 2.5% of allocated posts at primary level are unutilised. Figures related to the teaching workforce in Ireland for the 2025/26 school year can be found at the following link <https://assets.gov.ie/static/documents/5935f213/Teacher_Workforce_Data_Report_2026.pdf>
383. Deputy Keira Keogh asked the Minister for Education and Youth whether current enrolment at a school (details supplied) in County Mayo will be taken into account in advance of September 2026 given the school now meets the relevant staffing threshold, rather than the use of 30 September 2025 figures; if a revised allocation will be approved; and if she will make a statement on the matter. [51655/26]
Amharc ar fhreagra384. Deputy Keira Keogh asked the Minister for Education and Youth if any mechanism exists to revise a staffing decision in cases such as a school (details supplied) in County Mayo where enrolment has increased after the appeals process concluded and now meets the required threshold for an additional teaching post; and if she will make a statement on the matter. [51656/26]
Amharc ar fhreagra385. Deputy Keira Keogh asked the Minister for Education and Youth if she retains any discretion to review or amend a staffing allocation for a school such as a school (details supplied) in County Mayo where new enrolment data demonstrates that the criteria for an additional teacher are now satisfied, notwithstanding the previous decision of the Primary Staffing Appeals Board; and if she will make a statement on the matter. [51657/26]
Amharc ar fhreagraI propose to take Questions Nos. 383, 384 and 385 together.
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally. The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The appeal submitted by the school was unsuccessful. The Appeals Board operates independently of the Department and its decision is final. Should the circumstances of a school change following the appeal, a school may submit a new appeal to the Primary Staffing Appeals Board. The Appeals Board will meet again in October. Within the staffing arrangements, there is also an option for a school to apply for additional staffing in instances where the school is experiencing rapid increases in enrolment. These schools can apply for additional mainstream posts, using the projected enrolment criteria as outlined in the staffing circular.
386. Deputy John Connolly asked the Minister for Education and Youth the number of applications for incremental credit relating to post-primary teaching services in private international schools outside the EU that were made in each of the past five years; and if she will make a statement on the matter. [51681/26]
Amharc ar fhreagra387. Deputy John Connolly asked the Minister for Education and Youth the number of applications for incremental credit relating to post-primary teaching service in private international schools outside the EU that were refused in each of the past five years; and if she will make a statement on the matter. [51682/26]
Amharc ar fhreagra388. Deputy John Connolly asked the Minister for Education and Youth the most common reasons given for refusing applications for incremental credit relating to post-primary teaching service in private international schools outside the EU over the past five years; and if she will make a statement on the matter. [51683/26]
Amharc ar fhreagra389. Deputy John Connolly asked the Minister for Education and Youth whether she will review the current policy regarding the recognition of post-primary teaching service gained in accredited private international schools outside the EU given transparency concerns; and if she will make a statement on the matter. [51684/26]
Amharc ar fhreagra390. Deputy John Connolly asked the Minister for Education and Youth whether her Department has assessed the impact that the current policy is having on experienced Irish teachers abroad who are considering returning home and applying for incremental credit. [51685/26]
Amharc ar fhreagra391. Deputy John Connolly asked the Minister for Education and Youth the length of time taken on average applications for incremental credit relating to post-primary teaching service in private international schools outside the EU for a decision to be issued in each of the past five years; and if she will make a statement on the matter. [51688/26]
Amharc ar fhreagraI propose to take Questions Nos. 386, 387, 388, 389, 390 and 391 together.
Statistical data on the breakdown of the number of number of applications relating to post-primary teaching services in private international schools outside the EU in the last 5 years is not collated by my Department and is, therefore, not readily available.
The criteria for the award of incremental credit are set out in the Department of Education’s Circular 10/2001 for Primary teachers, and Circulars 29/2007 and 29/2010 for Post-Primary teachers. These circulars provide for the award of incremental credit in respect of prior teaching service, including overseas teaching service, both within and outside the EU and/or relevant non-teaching service.
Where the service/school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Common reasons for why applications for incremental credit for teaching service outside of the EU can be refused are that:
• the school is not in receipt of any state funding,
• the school does not offer the range of studies which incorporates all of the courses prescribed on the national curriculum of the State in which the school is located,
• the length of time the school has been in existence,
• the service at the school has not been deemed to be satisfactory
• the applicant was not a qualified teacher at the time the service was provided
Where the schools/service being claimed does not satisfy the required criteria, then service at that school cannot be considered towards incremental credit.
When an application for incremental credit is received in the Department, it is checked to ensure that it is fully completed. Applications are managed in date received order.
Applications can take up to 20 weeks to be fully processed but most are dealt with well within this time frame.
Factors that impact on this processing time include incomplete application forms and conflicting information on the application form.
Please be advised that if a teacher meets the criteria set out in Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers, incremental credit will be awarded and any monies due paid accordingly and there is no loss to the applicant if an application needs further time to be processed.
This Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning. According to the latest published figures from November 2025, there are over 75,000 teachers employed in schools across the country and over 98% of allocated teaching posts are filled.
The teaching profession is highly attractive, with strong demand for teacher education programmes with over 3,600 newly qualified teachers registered with the Teaching Council in 2025 with over 128,000 on the register. Few teachers resign, with less than 3% of the teaching workforce resigning or retiring annually from contracted teaching posts.
In addition, to assist teacher supply, recently regulations were approved to allow teachers who qualified overseas to undertake their induction in the State.
A number of measures have been introduced to address subject-specific teacher shortages at post-primary level:
- Free upskilling programmes for teachers are offered in high-demand subjects: Irish, French, politics & society, computer science, maths, physics and Spanish.
- STEM Bursary: a €2,000 annual bursary for student teachers in STEM fields during the final two years of their undergraduate teacher education, with a requirement to complete at least 2 years of teaching post-qualification in a recognised post-primary school.
A comprehensive workforce plan for the education sector, a commitment under the Programme for Government, is in development. Additionally,a project focused on strategic workforce planning for teachers in Ireland, led by UNESCO and supported by the EU Commission, is developing recommendations for addressing the main factors affecting teacher supply in Ireland.
The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council (TCC) and are subject to review by way of an incremental credit committee, which is a sub-committee of the TCC and which meets on an ongoing basis.
Any changes to the criteria must be agreed through the established mechanism in place.
