Robert Troy
Ceist:307. Deputy Robert Troy asked the Minister for Education and Youth if a school bus ticket can be awarded to a pupil (details supplied). [67006/26]
Amharc ar fhreagraSchool Transport
Ceisteanna (307)
Freagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Decisions made by, or on behalf of, my Department regarding the provision of school transport services and/or grant-aid under the terms of the schemes may be appealed to the School Transport Appeals Board.
This Board is independent in the performance of its functions and works in accordance with the terms of their Operating Procedures.
An appeal in respect of school transport for the family referred to by the Deputy was lodged with the Board. The Board will liaise directly with the appellants regarding the outcome of the appeal.
School Transport
Ceisteanna (308)
Robert Troy
Ceist:308. Deputy Robert Troy asked the Minister for Education and Youth If she will ensure a school transport ticket is awarded for a pupil (details supplied). [67003/26]
Amharc ar fhreagraFreagraí scríofa
The 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.
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.
Children who are not eligible, but who apply for school transport are considered for spare seats that may exist after eligible children have been facilitated; previously known as concessionary seats.
Because of the nature of transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for non-eligible pupils. In these cases, Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Bus Eireann has advised that the family referred to by the Deputy are not eligible for school transport as they are not attending their nearest post primary centre.
The family applied and paid on time but were not successful in obtaining tickets for the 2026/27 school year. The service is operating to capacity, and the pupil cannot be accommodated at this time.
It is important to note that all seats on a given route are ticketed. There can be instances where tickets are not utilised every day, which is a decision of the ticket holder that can give the impression that a bus is operating with vacant seats.
In the first instance, it is the responsibility of ticket holders to utilise their tickets. While there is no obligation, families are welcome to return their tickets at any stage in cases where they are not using the service as originally intended. Bus Éireann will contact families should a spare seat become available following the return of a ticket that is no longer required.
School Transport
Ceisteanna (309)
Robert Troy
Ceist:309. Deputy Robert Troy asked the Minister for Education and Youth if a school bus ticket can be awarded to a pupil (details supplied). [67001/26]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Decisions made by, or on behalf of, my Department regarding the provision of school transport services and/or grant-aid under the terms of the schemes may be appealed to the School Transport Appeals Board.
This Board is independent in the performance of its functions and works in accordance with the terms of their Operating Procedures.
An appeal in respect of school transport for the family referred to by the Deputy was lodged with the Board. The Board will liaise directly with the appellants regarding the outcome of the appeal.
School Transport
Ceisteanna (310)
Robert Troy
Ceist:310. Deputy Robert Troy asked the Minister for Education and Youth If she will ensure a school bus ticket is awarded to a pupil (details supplied). [66997/26]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The closing date for applications and payments for the 2026/27 school year was 08 May 2026. Applications can still be made on the portal but are considered late. Where the application process is completed late, Bus Éireann may accommodate the pupil on a service if capacity is available on a service.
Bus Éireann have advised that the pupil referred to by the Deputy is eligible for school transport, however, the application was received late and no payment was made. They were unsuccessful in obtaining a seat for the 2026/27 school year and the existing service is currently operating to capacity.
It is important to note that all seats on a given route are ticketed. There can be instances where tickets are not utilised every day, which is a decision of the ticket holder that can give the impression that a bus is operating with vacant seats.
In the first instance, it is the responsibility of ticket holders to utilise their tickets. While there is no obligation, families are welcome to return their tickets at any stage in cases where they are not using the service as originally intended. Bus Éireann will contact families should a spare seat become available following the return of a ticket that is no longer required.
School Staff
Ceisteanna (311)
Shónagh Ní Raghallaigh
Ceist:311. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she is aware of current teacher shortages across primary and post-primary levels. [67095/26]
Amharc ar fhreagraFreagraí scríofa
This Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
As of November 2025, there were over 75,000 teachers employed in schools across the country and over 98% of allocated teaching posts were filled nationwide.
Figures related to the teaching workforce in Ireland for the 2025/26 school year can be found at the following link: assets.gov.ie/static/documents/5935f213/Teacher_Workforce_Data_Report_2026.pdf.
Teaching is an attractive profession, and there are a significant number of newly qualified teachers graduating annually. Over 3,600 newly qualified teachers registered with the Teaching Council in 2025 and CAO data for 2026 shows a consistent demand for undergraduate ITE programmes. Salaries are competitive, currently starting at €45,833 (primary) and €47,417 (post-primary) and rising to €84,412 and €86,265 respectively under the current pay deal. Teacher attrition remains low, with fewer than 3% resigning or retiring annually, one of the lowest rates in the OECD.
While the majority of allocated teaching posts are filled, certain schools experience ongoing challenges in recruiting teachers. To address teacher supply issues, the Government has implemented several measures that have led to:
• an increase of 20% in initial teacher education graduates (student teachers) between 2018 and 2023, and
• over 30% increase in the number of teachers registered with the Teaching Council since 2017.
My Department has recently published revised arrangements for the award of a Contract of Indefinite Duration to teachers; teachers taking up their first contract in a viable post will be eligible for a permanent position after one year, subject to successful re-appointment through a competitive process.
Recently regulations were approved to allow teachers who qualified overseas to undertake their induction in the State and incremental credit is also available to teachers returning from abroad, depending on the teaching experience gained.
A number of measures have been introduced to address subject-specific teacher shortages at post-primary level:
- Upskilling programmes: 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 has been introduced 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, has published recommendations for addressing the main factors affecting teacher supply in Ireland. The project report, which was launched on 7th September 2026, can be accessed online at the following link: unesdoc.unesco.org/ark:/48223/pf0000399288.locale=en.
Recommendations include measures focused on subject-specific shortages at post-primary, substitute teachers, special education, Irish Medium Education, DEIS primary, cost-of-living concerns, data management and diversity in the profession.
I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
School Staff
Ceisteanna (312)
Shónagh Ní Raghallaigh
Ceist:312. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she is aware of primary teachers facing difficulty in obtaining secure, long-term employment in areas outside of Dublin. [67091/26]
Amharc ar fhreagraFreagraí scríofa
This Government is committed to ensuring that every child has a positive school experience, with access to qualified and engaged teachers who are dedicated to supporting their learning.
As of November 2025, there were over 39,000 full-time equivalent teachers employed in primary schools across the country and 2.5% of FTE allocations, or 996 posts, at primary level were unutilised.
Teaching is an attractive profession, and there are a significant number of newly qualified teachers graduating annually. Over 1,800 newly qualified primary teachers registered with the Teaching Council in 2025 and CAO data shows a consistent demand for undergraduate ITE programmes. Salaries are competitive, starting at €45,833 and rising to €84,412 under the current pay deal.? Few teachers resign, with less than 3% of the teaching workforce resigning or retiring annually from contracted teaching posts.??
My Department has recently published revised arrangements for the award of a Contract of Indefinite Duration (CID) to teachers, which fulfilled a promise made by my predecessor last year.?The revised criteria allow for teachers to gain a permanent contract through the award of a CID after one year where they have completed a year of continuous service, where the school has a viable post available, and where the teacher has been re-appointed by the school following a competitive recruitment process.?The ability to access a CID a year earlier will help teachers to place their careers on a more stable footing much sooner than before, providing teachers with the certainty that they need.
The revised arrangements for the award of a CID have been introduced following extensive engagement with the Education Partners and it is not currently intended to make any further amendments to the eligibility criteria for the award of a CID.
The recruitment and appointment of?teachers to fill teaching posts is a matter for individual school authorities, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). In that regard, there are more than 3,700 individual employers (boards of management of primary schools and post-primary schools, as well as ETBs).
As school authorities are the employer of teachers, a central facility for teacher recruitment has not been provided. However, following on from the Department’s Action Plan on Teacher Supply, the Irish Primary Principals’ Network (IPPN) operates an online portal for the recruitment of teachers to long-term teaching positions. The portal was developed in conjunction with the National Association of Principal and Deputy Principals (NAPD). The portal facilitates the matching of demand and supply and provides an efficient and user-friendly recruitment process for both schools and teachers.
To address teacher supply issues, the Government has implemented several measures that have led to:
- an increase of 20% in?initial?teacher education graduates (student teachers) between 2018 and 2023, and
- over 30% increase in the number of teachers registered with the Teaching Council since 2017.
Recently regulations were approved to allow?teachers who qualified overseas?to undertake their?induction in the State and incremental credit is also available to teachers returning from abroad, depending on the teaching experience gained.
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, has published recommendations for addressing the main factors affecting teacher supply in Ireland. The project report, which was launched on 7th September 2026, can be accessed online at the following link: unesdoc.unesco.org/ark:/48223/pf0000399288.locale=en>
Recommendations include measures focused on subject-specific shortages at post-primary, substitute teachers, special education, Irish Medium Education, DEIS primary, cost-of-living concerns, data management and diversity in the profession.
I am considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
School Transport
Ceisteanna (313)
Louis O'Hara
Ceist:313. Deputy Louis O'Hara asked the Minister for Education and Youth whether a school transport route could be changed to address a safety issue (details supplied). [67084/26]
Amharc ar fhreagraFreagraí scríofa
Bus Éireann is responsible for the planning, timetabling of school transport routes and issuing of tickets 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.
Bus Éireann have advised that the pick-up point for this service was altered as it was not feasible for a large bus to safely traverse the narrow bridge. Due to the concerns raised, Bus Éireann have been requested to assess the pick-up point in question to ensure it is safe. Bus Éireann will revert to the Deputy directly when this has been completed.
Scoileanna DEIS
Ceisteanna (314)
Conor Sheehan
Ceist:314. Deputy Conor Sheehan asked the Minister for Education and Youth To provide an update on the ongoing review and data re-evaluation of the DEIS Plus identification model; how she will address the concerns of school principals regarding the fairness and transparency of the data inputs used, specifically the reliance on the HP Deprivation Index. [67106/26]
Amharc ar fhreagraFreagraí scríofa
Addressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for the Minister for Education and Youth and for the Government. The DEIS Plus scheme, launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of the DEIS programme.
DEIS Plus provides enhanced, evidence-based supports to schools with the highest concentrations of children and young people at risk of educational disadvantage. Schools were identified through a nationally consistent, data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
The DEIS Plus identification model was developed and refined as part of the introduction of the scheme, drawing on the most up-to-date data available and an assessment of indicators of concentrated and persistent disadvantage over a three-year period. The model was designed to provide a nationally consistent and evidence-based approach to identifying schools with the highest concentrations of children and young people at risk of educational disadvantage.
Schools have been identified for inclusion in the DEIS Plus scheme using the DEIS Plus identification model, an objective and data-based approach that uses nationally available indicators applied consistently across all schools. The identification model is underpinned by a range of administrative data on every child and young person enrolled in primary and post-primary school. This data includes:
• The Pobal HP Deprivation Index for the small area in which the child or young person lives, obtained through the child’s or young person’s address data provided by their school on the DEY Primary Online Database (POD) or the Post-Primary Online Database (PPOD).
• The child’s or young person’s ethnicity, if provided by their school on POD or PPOD.
• If the child’s or young person’s address on POD or PPOD matches an address of State-funded homeless accommodation.
• If the child’s or young person’s address on POD or PPOD matches an address of an International Protection Accommodation Centre (IPAS) or Emergency Reception and Orientation Centre (EROC).
While the Pobal HP Deprivation Index is an important component of the DEIS Plus identification model, it is not used in isolation. The model draws on a broader range of indicators to provide a more comprehensive assessment of the concentration of educational disadvantage within individual school communities.
The DEIS Plus identification model includes the addition of a DEIS Plus index. The DEIS Plus index was developed by the department’s statistics unit to support the identification of schools for DEIS Plus. The DEIS Plus index uses the same factors as the Pobal HP Deprivation Index but places greater weight on lone parenthood and unemployment, which have been widely identified as key factors in persistent and intergenerational disadvantage.
Children and young people from ‘very disadvantaged’ or ‘extremely disadvantaged’ areas (HP score -20 under either the Pobal HP Deprivation Index or the DEIS Plus index), residing in State-funded emergency accommodation, residing in IPAS or EROC accommodation, or identifying as Traveller or Roma are designated priority cohorts within the model.
The department recognises the concerns raised by school principals regarding the identification of schools for inclusion in DEIS Plus, including the extent to which the data inputs reflect the levels of disadvantage experienced within their school communities. The identification model was developed to ensure that schools are assessed on a fair and consistent basis, using a range of nationally available data to identify those with the highest concentrations of children and young people at risk of educational disadvantage.
Following an assessment of the past three years’ data, only those schools identified as having the highest concentrations of children and young people at risk of educational disadvantage have been included in the scheme. If a school has not been identified for inclusion, this does not imply there is no disadvantage in the school community. While many schools experience significant need, not all will meet the statistical threshold for inclusion at this stage. Schools will continue to be supported through the range of additional resources provided through the DEIS programme.
Following the conclusion of the identification and appeals processes, 129 schools were identified for inclusion in the DEIS Plus scheme.
The department is currently working with colleagues in the Central Statistics Office and across other government departments, to examine whether other administrative data sources can be factored into future iterations of the model to improve how we can resource schools in a targeted way to support children and young people at risk of educational disadvantage.
Further information on the DEIS Plus scheme, including the DEIS Plus Identification Model Technical Paper, is available at www.gov.ie/DEIS. A supplementary methodology paper setting out further detail on the DEIS Plus identification model is scheduled for publication in October. The supplementary methodology paper will provide further information on the approach underpinning the identification model, including the data inputs and methodology used to identify schools for inclusion in the scheme.
Scoileanna DEIS
Ceisteanna (315)
Conor Sheehan
Ceist:315. Deputy Conor Sheehan asked the Minister for Education and Youth if she will outline the exact selection methodology and publish the scoring criteria in tabular form for DEIS + allocation to ensure transparency for excluded schools. [67110/26]
Amharc ar fhreagraFreagraí scríofa
Addressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for the Minister for Education and Youth and for the Government. The DEIS Plus scheme, launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of the DEIS programme.
DEIS Plus provides enhanced, evidence-based supports to schools with the highest concentrations of children and young people at risk of educational disadvantage. Schools were identified through a nationally consistent, data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage. The DEIS Plus identification model was designed to identify schools with the highest concentrations of children and young people at risk of educational disadvantage.
Schools have been identified for inclusion in the DEIS Plus scheme using the DEIS Plus identification model, an objective and data-based approach that uses nationally available indicators applied consistently across all schools. The identification model is underpinned by a range of administrative data on every child and young person enrolled in primary and post-primary school. This data includes:
• The Pobal HP Deprivation Index for the small area in which the child or young person lives, obtained through the child’s or young person’s address data provided by their school on the DEY Primary Online Database (POD) or the Post-Primary Online Database (PPOD).
• The child’s or young person’s ethnicity, if provided by their school on POD or PPOD.
• If the child’s or young person’s address on POD or PPOD matches an address of State-funded homeless accommodation.
• If the child’s or young person’s address on POD or PPOD matches an address of an International Protection Accommodation Centre (IPAS) or Emergency Reception and Orientation Centre (EROC).
The DEIS Plus identification model includes the addition of a DEIS Plus index. The DEIS Plus index was developed by the department’s statistics unit to support the identification of schools for DEIS Plus. The DEIS Plus index uses the same factors as the Pobal HP Deprivation Index but places greater weight on lone parenthood and unemployment, which have been widely identified as key factors in persistent and intergenerational disadvantage.
Children and young people from ‘very disadvantaged’ or ‘extremely disadvantaged’ areas (HP score -20 under either the Pobal HP Deprivation Index or the DEIS Plus index), residing in State-funded emergency accommodation, residing in IPAS or EROC accommodation, or identifying as Traveller or Roma are designated priority cohorts within the model.
Disadvantage scores can be an important tool for identifying need and directing support. However, the publication of these scores can lead to unfair comparisons as they do not reflect the different contexts in which schools operate. The publication of such data can also unintentionally reinforce stigma and risk the deepening of inequality. The Department uses this data carefully and in context, focusing on ensuring resources and supports reach the schools that need it the most, while avoiding any potential harm to school communities. For these reasons, the Department does not publish disadvantage scores.
Following an assessment of the past three years’ data, only those schools identified as having the highest concentrations of children and young people at risk of educational disadvantage have been included in the scheme. If a school has not been identified for inclusion, this does not imply there is no disadvantage in the school community. While many schools experience significant need, not all will meet the statistical threshold for inclusion at this stage. Schools will continue to be supported through the range of additional resources provided through the DEIS programme.
My department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS Plus scheme. Schools that were not satisfied with the outcome of the application of the DEIS Plus identification model to their enrolment data had the opportunity to have that outcome reviewed. Following the conclusion of the appeals process, 129 schools were identified for inclusion in the DEIS Plus scheme.
Further information on the DEIS Plus scheme, including the DEIS Plus Identification Model Technical Paper, is available at www.gov.ie/DEIS. A detailed methodology paper setting out further detail on the DEIS Plus identification model is scheduled for publication in October.
School Enrolments
Ceisteanna (316)
Jennifer Whitmore
Ceist:316. Deputy Jennifer Whitmore asked the Minister for Education and Youth the projected demand for post-primary school places in County Wicklow for each of the next five years; and the additional places currently in development. [67135/26]
Amharc ar fhreagraFreagraí scríofa
My department has a robust forward planning process which considers population and enrolment data.
Where demographic data indicates that additional provision is required, the aim to try and facilitate this, as much as possible, is 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 must be prioritised to meet the needs of areas of significant population increase to ensure that every child has a school place.
My department conducts demographic analysis at both school planning area and settlement level. More granular analysis is carried out in areas encompassing both high growth urban settlement areas and a more rural hinterland.
My department uses geocoded enrolment and child benefit data to carryout granular analysis of the current and projected future population of school going children at a town / settlement level. This informs my department of the current demographic profile of an area and zero migration future population projections.
In addition to the Department’s longer-term planning for school infrastructure, an annual school capacity management process is undertaken to ensure that sufficient school places are available to meet demand each year at both primary and post-primary level, including for children and young people with special educational needs.
This process involves ongoing analysis of enrolment trends, demographic data and projected intake at school planning area level, as well as direct engagement with schools, patrons and management bodies. Each school planning area is kept under review on an ongoing basis, with particular regard to projected pupil intake, existing school capacity and emerging enrolment pressures.
Where potential capacity pressures are identified, the Department engages directly with the relevant schools and patrons, including through data-sharing arrangements where appropriate, to better understand application patterns and overlapping demand. This supports timely interventions to ensure sufficient school places are available for the forthcoming school year.
The school planning areas (SPA) within County Wicklow are Blessington, Bray, Greystones, Kilcoole, Wicklow, Rathdrum, Dunlavin, Castledermot, Baltinglas, Hacketstown, Arklow, Tullow and Carnew.
Analysis conducted indicates that the primary school going population for all SPA in County Wicklow is projected to decrease out to 2030.
At post-primary level the population projection out to 2038 indicates a slight increase in population in 5 SPA (Kilcoole, Wicklow, Rathdrum, Dunlavin and Baltinglass). The population trend is remaining steady in 6 SPA (Blessington, Bray, Greystones, Hacketstown, Castledermot and Carnew). The population trend is decreasing in 2 SPA (Arklow and Tullow). These projections are developed using the current demographic of pre school and school going children and young people living in these SPAs plus the impact of internal migration due to the completion of a total c. 2,000 new houses every year across all the SPAs.
The NDP Implementation Plan for the education and youth sector 2026-2030 was published in January 2026. This NDP Implementation Plan includes a strong focus on maximising existing school capacity across the school estate and also ensuring that school admissions policies and processes are targeted at meeting local mainstream and special class requirements. Available funding must be prioritised where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
Since 2020, the Department of Education has provided over €299 million in capital funding for Wicklow schools. Over this period, a total of 52 schools have been upgraded through provision of either a new school building, extension, modular accommodation or climate pathfinder projects.
3 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan.
There are currently 9 large-scale, extension, modular or climate pathfinder projects in Wicklow under construction.
There are also 6 projects underway through the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 79 special classes have been sanctioned in Wicklow, of which 16 were sanctioned for September 2026.
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 department will continue to liaise with Wicklow County Council in respect of their county development plans, and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas including those in Wicklow.
Schools Building Projects
Ceisteanna (317, 318, 321)
Conor Sheehan
Ceist:317. Deputy Conor Sheehan asked the Minister for Education and Youth for a comprehensive breakdown of the total number of modular school units delivered across primary and post-primary schools in each year from 2020 to date in 2026. [67127/26]
Amharc ar fhreagraConor Sheehan
Ceist:318. Deputy Conor Sheehan asked the Minister for Education and Youth for a breakdown of the total amount spent by her Department on modular, prefab, and temporary school accommodation, including purchase, installation, and rental or leasing costs, in each year from 2020 to date in 2026. [67126/26]
Amharc ar fhreagraConor Sheehan
Ceist:321. Deputy Conor Sheehan asked the Minister for Education and Youth the total expenditure and number of units delivered by her Department on the procurement, leasing, and installation of modular classroom units under the current Modular Accommodation Framework compared to the previous tendering system from 2020 to 2026, in tabular form; the average cost per square metre of modular delivery under the new framework versus the old system; and the value-for-money metrics used to assess this framework. [67201/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 317, 318 and 321 together.
My department will arrange for this information to be issued directly to the Deputy
Question No. 318 answered with Question No. 317.
Schools Building Projects
Ceisteanna (319, 320)
Emer Currie
Ceist:319. Deputy Emer Currie asked the Minister for Education and Youth the timeframe for the delivery of a planned school (details supplied). [67186/26]
Amharc ar fhreagraEmer Currie
Ceist:320. Deputy Emer Currie asked the Minister for Education and Youth the timeframe for the delivery of a planned school (details supplied). [67202/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 319 and 320 together.
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, 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.
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. 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.
The Lucan School Planning Area includes two Strategic Development Zones (SDZs) at Adamstown and Clonburris. A significant number of new residential units have been developed in these areas and many more are planned. There is an associated demand for school places with the development of new houses. However, due to the reduction in birth rates and family sizes, the school place demand per house has reduced in recent years. Similarly, the demand for school places in the older residential areas in Lucan has reduced significantly.
These demand figures will be heavily influenced by the number of new houses delivered and when they are completed.
Consequently, and despite the completion of a significant number of new houses the enrolment numbers in the 17 primary schools peaked in 2022 and has reduced in recent years. While the demand for post primary school places is continuing to rise, it is projected to peak in the coming years. As it stands, if no more houses were to be delivered in Lucan the demand for places in the existing 8 post primary schools in 2030 would be lower than current levels.
Given the scale of current and planning residential development in the Lucan SPA, the demand primary and post primary school places are projected to increase, particularly local to the Adamstown and Clonburris development areas.
There is a project, in my department's capital programme, to develop a new 32 classroom primary school on the Tandy's Lane site in Adamstown.
Whilst the project for the new 32 classrooms is still under construction, my department has arranged for the delivery of interim accommodation on the Aderrig site on an interim basis.
The project has been granted capital funding for the provision of X5 Mainstream Classrooms, X1 Special Educational Needs Classroom (SEN) and ancillary accommodation under my Department’s SEN Reconfiguration and Modular Accommodation programme.
This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects.
Rogerson Reddan (RR) have been appointed, from my Department’s Framework to design and tender this schools project. This is a collaborative process between the Project Manager, School Authority and the Department. It is anticipated the project will start on site in early Q1 2027 and fit for occupation in Q2 2027.
My department is fully aware of the urgency in respect of this accommodation and will be working closely with the Project Managers and School Authority to keep it updated on overall project delivery
In order to ensure alignment of school provision with the rollout of additional residential development, the department, through the various consultation phases of the Statutory Plan process, liaises with South Dublin County Council in respect of their County Development Plan, all associated variations, Local Area Plans and Masterplans with a view to identifying any medium to potential long-term school place and accommodation requirements across school planning areas and with the purpose of ensuring that there is an adequate amount of appropriately zoned and suitably located sites for future school place provision, which are in line with objectives as identified in the National Planning Framework.
Question No. 320 answered with Question No. 319.
Question No. 321 answered with Question No. 317.
Education Policy
Ceisteanna (322)
Eoin Ó Broin
Ceist:322. Deputy Eoin Ó Broin asked the Minister for Education and Youth if she will provide guidance for the parent of a child with specific medical needs who is having difficulty attending school due to issues with care (details supplied); the responsibility of the school in this circumstance; and the further supports can be put in place to ensure the child is allowed to attend school safely on a full time basis, as is their right. [67204/26]
Amharc ar fhreagraFreagraí scríofa
This 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.
The National Council for Special Education (NCSE) has the responsibility for planning and coordinating school supports for children with special educational needs. It does so through a network of special educational needs organisers (SENOs).
It is important that a sufficient number of school staff receive adequate training to meet the care needs of students, and adequate cover is in place where staff designated to provide essential care support is absent on any particular day. Resources should also be deployed so that students with the greatest level of need receive the greatest level of support in the school.
Where specific training is required, the school can liaise with Enable Ireland, the Health Service Executive (HSE) and Education Support Centres, at a local level to secure guidance and training to meet the care needs of the student. The school’s SENO is also available to advise on the resources available to assist students with special educational needs including opportunities for targeted training.
It is important to note, that the Department of Education and Youth does not have a role in investigating or responding to parental complaints of this nature as it is not directly involved in the day-to-day management of schools. The Board of Management is the body charged with the direct governance of a school and the department or the Inspectorate does not have the power to instruct schools to follow a particular course of direction with regard to individual complaints. The department’s role in such circumstances is to clarify how complaints against a school or a member of its staff may be progressed.
In this regard, the agreed procedures in place at school level should be used and the complaint should be directed to the school principal in the first instance and then to the Board of Management, if necessary. If the family remain dissatisfied after they have brought their concern to the attention of the school’s board of management, they may write to the school patron/trustee.
Parents may also refer a complaint to The Office of the Ombudsman for Children who may independently investigate complaints about schools recognised by the Department of Education and Youth, provided the parent has firstly and fully followed the school's complaints procedures.
Local SENOs remain available to assist and advise the parents of children with special educational needs. I would urge the parent to engage with the local SENO for support if this has not already taken place. Contact details for SENOs are available on the NCSE website.
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.
Special Educational Needs
Ceisteanna (323)
Conor Sheehan
Ceist:323. Deputy Conor Sheehan asked the Minister for Education and Youth if she will address the funding shortfall facing schools with sanctioned SEN classes, where the standard capital and start-up grants do not cover the full cost of equipping a dedicated sensory room; if her Department will increase the baseline sensory room grant or introduce a flexible top-up mechanism. [67197/26]
Amharc ar fhreagraFreagraí scríofa
This 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.
My department and the NCSE have sanctioned 587 new special classes for the school year 2026/27, including 70 inclusive special classes. This is one of many ways my department is actively engaging to meet the increased demand. This brings the total number of special classes sanctioned to date to over 4,300. Forward planning has already commenced ahead of the 2027/28 school year.
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 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.
By way of clarification, schools which opened special classes in previous years could apply for funding supports that were available at the time those classes were established. Historically, the available grants totalled approximately €22,700 and comprised separate funding streams for:
• Start-Up Grant (€6,500)
• Loose Furniture & Equipment Grant (€2,500)
• ICT Grant (€6,700)
• Sensory Room Grant (€7,000)
Under the Department's streamlined approach, these individual grants have been replaced by a single SEN start up grant of €30,000 for each new SEN classroom sanctioned and opened through the repurposing of existing accommodation. The current funding arrangements increase the available funding from approximately €22,700 to €30,000 per new special class.
Schools receiving the €30,000 SEN start up grant may use this funding at their discretion to meet the needs of the special class and to support its establishment and operation.
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.
Teaching Council of Ireland
Ceisteanna (324, 325)
Niamh Smyth
Ceist:324. Deputy Niamh Smyth asked the Minister for Education and Youth if her attention has been drawn to an issue (details supplied); and if she will make a statement on the matter. [66552/26]
Amharc ar fhreagraNiamh Smyth
Ceist:325. Deputy Niamh Smyth asked the Minister for Education and Youth if her attention has been drawn to an issue (details supplied); and if she will make a statement on the matter. [66536/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 324 and 325 together.
The Teaching Council is the independent regulator of the teaching profession in Ireland established by the Teaching Council Act 2001 (as amended). Its role is to protect the public by promoting and regulating professional standards in teaching. This is carried out through the statutory registration of teachers in the State, ensuring a highly qualified teaching profession whose members meet and uphold high standards of professional competence and conduct.
The Teaching Council registers teachers under the Teaching Council Act 2001 (as amended) and in line with the Teaching Council (Registration) Regulations 2025. 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
• Route 5: Student Teacher
The qualification requirements for each route are set out in the Schedule of the Regulations.
As a statutory body, the Teaching Council is mandated by law to properly determine and 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 relation to individual teacher registration.
Céim: Standards for Initial Teacher Education (www.teachingcouncil.ie/assets/uploads/2023/08/ceim-standards-for-initial-teacher-education.pdf) sets out the requirements which all programmes of qualification for teaching in Ireland must meet in order to gain accreditation from the Teaching Council. It is also a benchmark for anybody seeking to register as a teacher in Ireland.
The Teaching Council currently has two dedicated application pathways for teachers who have qualified outside of the Republic of Ireland:
1. Recognition Applications assessed in line with the EU Directive 2005/36/EC
Fully qualified teachers who have qualified as teachers outside of the Republic of Ireland and who are eligible to teach in the country in which they obtained their qualification, can apply for recognition as a teacher with the Teaching Council. A person is deemed a fully qualified teacher if they have completed a recognised teacher education qualification and completed any required programme of induction in the country in which they have been awarded their qualification. A person must provide an official letter confirming they are a fully qualified teacher from the relevant teacher registration body or Competent Authority in that country. Not all jurisdictions require induction to be undertaken in order to be considered a fully qualified or registered teacher, so there may be instances where a teacher qualified in such a jurisdiction achieves registration, while a teacher with the same or similar qualifications from a jurisdiction which does mandate a period of induction, may not. This is provided for in EU Directive 2005/36/EC on the mutual recognition of professional qualifications.
All applications from fully qualified teachers who qualified outside of the Republic of Ireland are processed in line with the EU Directive 2005/36/EC, (eur-lex.europa.eu/eli/dir/2005/36/oj/eng) regardless of whether the applicant qualified within or outside of the EU. Once an application is received, the Council will assess the applicant's qualification to ensure that it is of a comparable standard to accredited programmes in the Republic of Ireland. All applications are assessed individually and in a holistic manner taking into account the individual’s qualifications, professional learning and teaching experience.
In the case of those seeking registration as a post-primary teacher, applicants may have completed diplomas or certificates in areas that are relevant to the subject being assessed in addition to their initial teacher education qualification. These additional qualifications can contribute to the overall assessment outcome. As such, applicants who have completed the same teacher education qualification may not necessarily receive the same outcome, as the holistic assessment process considers all relevant qualifications and professional experience. This is carried out in the interests of supporting applicants to ensure that all demonstrable knowledge, skill and competence is considered.
Where qualification shortfalls are identified, the individual teacher may register with the condition of addressing the qualification shortfalls within a three-year period. The teacher will be given the option of addressing the shortfalls via an aptitude test or adaptation period. 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/)
Higher Education Institutes (HEI’s) are responsible for advising applicants regarding their programmes, including those to address shortfalls.
2. Recognition Application received under the Timebound Provision
In the Council’s recently revised registration regulations, there is a timebound provision which allows teachers who qualified in another country, but have not completed the necessary induction there, to apply to register with the Teaching Council (in certain limited circumstances) and to complete induction here in the Republic of Ireland. This provision opened for applications in October 2025 and will remain open until 30 December 2027. To be eligible for registration under this provision, teachers must have completed a teacher education qualification outside of the country that is of an equivalent standard to an Irish teacher education qualification. This means that no qualification shortfalls should be identified between the teacher education qualification obtained overseas and that of the Irish standard, except for the Irish Language Requirement for primary teachers and History and Structure of the Irish Education System for post-primary teachers.
The Council holds its accredited programmes and teachers to high standards. To protect the integrity of the register, all those seeking registration are held to the same standards.
These standards have been established following extensive consultation with relevant stakeholders, research, and in accordance with Department of Education and Youth policies and priorities and developed over a number of years.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012) and in accordance with relevant Department Circulars (www.gov.ie/en/department-of-education/circulars/teacher-recruitment-registration-and-qualifications/)
Subsection 3.1 of Circular 31/2011 states:
each employer shall ensure that each person proposed for appointment to a teaching post for which salary grant is being sought must –
(a) Be registered with the Teaching Council in accordance with Part 3 of the Teaching Council Act 2001
and
(b) Have qualifications appropriate to the sector and suitable to the post for which s/he is to be employed (referred to in this circular as “appropriately qualified”).
The individual referred to in this query has been registered with the Council since 2023 under Route 3: Further Education, with the condition of completing an appropriate Teacher Education Qualification (TEQ) in Further Education. The Teaching Council has advised that the teacher in question has applied for an extension of time to address the outstanding condition, which is under consideration. The Teaching Council will contact the applicant directly with the outcome of this application in due course.
My role and the role of my department as laid out in the Teaching Council Act 2001 (as amended) is clear, and in that context, registration decisions are to be made by the Teaching Council as the independent statutory regulator in relation to an individual applicant.
Question No. 325 answered with Question No. 324.
Departmental Expenditure
Ceisteanna (326)
Aidan Farrelly
Ceist:326. Deputy Aidan Farrelly asked the Minister for Culture, Communications and Sport the amount expended in respect of legal costs relating to a report by a company regarding the economic impact of hosting the ryder cup in 2027. [66294/26]
Amharc ar fhreagraFreagraí scríofa
In 2019, an economic impact assessment of the hosting of the Ryder Cup was prepared by Fáilte Ireland at the request of my Department. In 2024, due to inflation and the passage of time, the Department requested that Fáilte Ireland review and update the findings of the 2019 report.
While this Department has lodged an appeal to a decision by the Office of the Information Commissioner regarding this report, the associated legal costs arising will only be known when such proceedings are concluded. To date, some costs have been incurred in the context of legal advice commissioned by the Office of the Chief State Solicitor and in making the legal challenge. The Department has not yet been invoiced for these costs.
Sport and Recreational Development
Ceisteanna (327)
John Lahart
Ceist:327. Deputy John Lahart asked the Minister for Culture, Communications and Sport the measures that are being taken to increase adult participation in gym, leisure centre and swimming pool activities; and if he will outline any engagement he has had with stakeholders on the matter. [66629/26]
Amharc ar fhreagraFreagraí scríofa
Increasing participation levels in sport among all cohorts is a key objective of the National Sports Policy 2018-2027 and is a priority for me in my role as Minister for Sport.
The results of the Irish Sports Monitor 2025 survey show that participation in sport remains at historically high levels. The report found that 49% of adults participate in sport, including personal exercise, on a weekly basis, representing the highest number of people participating in sport ever recorded in Ireland and demonstrating that Ireland remains on track towards the National Sports Policy target of 50% of adults actively participating in sport by 2027.
The Irish Sports Monitor 2025 also shows that participation has remained strong among both women and men. While the gap has narrowed significantly over time, the report indicates a gender participation gap of 4%.
Last year, Sport Ireland announced an investment of €4 million under the Women in Sport programme for 2026. This is critical funding and my Department will continue to support programmes to increase women’s participation in all sports to eliminate the gender participation gap by 2027 as outlined in the National Sports Policy.
Sport Ireland's network of Local Sports Partnerships (LSPs) also plays a crucial role in increasing participation levels in sport and physical activity particularly in underrepresented and disadvantaged groups. The LSPs deliver targeted programmes to a range of cohorts including young persons, the unemployed, and those living in disadvantaged communities.
Despite recent progress, there is an enduring participation gap in sport between persons with either a long-term illness or a disability and those without such illness or disability. Both the Government and Sport Ireland are committed to making this participation gap a thing of the past.
Increased funding of €1million was allocated in Budget 2025 to establish a new and dedicated Disability in Sport funding stream. The Disability in Sport Lead who was appointed in February 2025, is collaborating with National Government Bodies (NGBs), LSPs, and other funded organisations, developing programmes aimed at promoting accessibility and participation for individuals with disabilities.
Ireland’s first National Swimming Strategy sets out a vision to provide everyone in our country with an opportunity to swim. It includes an Action Plan containing over fifty actions across five thematic strands, focusing on providing improved facilities, increasing access for people with disabilities, improving the culture of inclusion, better coaching supports, increasing safety awareness and providing a pathway that allows for the nurturing and development of potential high performers.
In support of the National Swimming Strategy, my Department provided additional funding of €500,000 to Swim Ireland in 2024 and 2025 for the deployment of swimming activators to work within local authority areas, focusing on increasing participation amongst under-represented groups and improving coaching supports and facilities. This additional funding will be continued in 2026, delivering a total investment of €1.5 million over three years. The impact of local activation is already being felt on the ground as evidenced by the number of participation programmes and partnerships initiated.
As Minister of State for Sport, I will continue to promote sport to all cohorts and work to remove any barrier to participation.
328. Reply not received from Department.
Ministerial Responsibilities
Ceisteanna (329)
Aidan Farrelly
Ceist:329. Deputy Aidan Farrelly asked the Minister for Culture, Communications and Sport when he is next scheduled to meet the Director General of TG4. [66723/26]
Amharc ar fhreagraFreagraí scríofa
As Minister, my primary relationship with all aegis bodies including TG4 is with the Chair of each Board. When I was appointed as Minister in this Department, one of my first priorities was to meet with the Chair of each body under the aegis of the Department including the Cathaoirleach of TG4.
My officials regularly engage with the senior management team in TG4, including the Ard-Stiúrthóir, regarding policy, governance and financial matters, and will continue to do so.
I intend to meet with the Cathaoirleach during the autumn to discuss how TG4 is implementing its strategy and to get her perspective on the key challenges facing the broadcaster given the increasingly complex media ecosystem in which it operates.
Post Office Network
Ceisteanna (330)
David Cullinane
Ceist:330. Deputy David Cullinane asked the Minister for Culture, Communications and Sport the number of post offices operating in the State at the latest date available and at the equivalent point ten years previously, broken down by county; the number and location of post offices which have closed in each year during that period, by county. [66742/26]
Amharc ar fhreagraFreagraí scríofa
An Post is a commercial State body with a mandate to act commercially. An Post has statutory responsibility for the State's postal service and the post office network. Decisions relating to the network, are operational matters for the Board and management of the company and not one in which I, as Minister, have any function. Accordingly operational information including numbers of post offices in operation, are held directly by An Post. The deputy may contact the body directly for more information: OireachtasEnquiries@anpost.ie.
Departmental Schemes
Ceisteanna (331, 333)
Shay Brennan
Ceist:331. Deputy Shay Brennan asked the Minister for Culture, Communications and Sport the interventions or remediation schemes planned to address premises trapped in BLUE commercial areas due to direct buried copper leads to allow fibre broadband. [66841/26]
Amharc ar fhreagraShay Brennan
Ceist:333. Deputy Shay Brennan asked the Minister for Culture, Communications and Sport the policy interventions or remediation schemes planned for households unable to reach the baseline 30 Mbps threshold due to sub-surface copper bottlenecks. [66844/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 331 and 333 together.
The National Broadband Plan (NBP) is the Government’s initiative to deliver high?speed broadband to all premises in Ireland. In addition, Ireland's Digital Connectivity Strategy published in December 2022, sets out a number of targets including that all Irish households and businesses will be covered by a Gigabit network no later than 2028.
My Department is continuing to monitor commercial broadband roll-out plans and network upgrades to help ensure that any unnecessary barriers to investment are identified and addressed. This work is designed to mitigate the risk that premises located in commercially served, or "Blue", areas may remain unable to access to gigabit broadband services due to specific infrastructure challenges.
I am aware that some premises in Blue Areas face particular difficulties obtaining a fibre broadband connection due to the presence of legacy infrastructure, including direct buried copper leads (DBLs) or sub-surface network bottlenecks arising from blocked or damaged ducts. These issues can make fibre upgrades more complex and costly and, in some cases, may impact the ability of commercial operators to deliver gigabit-capable broadband services. Such infrastructure constraints are among a number of factors that may present challenges for commercial operators seeking to upgrade networks to gigabit-capable services.
The Gigabit Infrastructure Act (GIA) plays an important role in ensuring that telecommunications operators can obtain access to existing physical infrastructure owned by other infrastructure providers, thereby reducing the cost and time required to deploy high-capacity broadband networks. Key provisions of the GIA include access to existing physical infrastructure, improved transparency, streamlined permit procedures and coordination of civil works.
The Mobile Phone and Broadband Taskforce, which is being reconstituted as the Digital Connectivity and Infrastructure Taskforce, provides a forum for Government Departments, local authorities, regulators and industry stakeholders to work collaboratively to identify and address barriers to the deployment of digital infrastructure. Its work programme includes implementation of the GIA, streamlining planning and licensing processes, addressing gigabit and mobile challenged areas, and improving coordination across stakeholders to support the delivery of high-quality digital connectivity throughout the country.
My Department is actively examining all potential scenarios that may give rise to these "gigabit-challenged" premises and has engaged extensively with commercial wholesale network operators through formal correspondence and technical meetings. Further engagement is planned, and the information gathered is informing an assessment of the most appropriate policy responses, including legal, technical and cost considerations. My Department will continue to engage with commercial operators to explore practical options for addressing these challenges and supporting the delivery of high-speed broadband services to affected premises.