Written Answers Nos. 319-338
319. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she will consider reopening Route 4 recognising prior learning and experience of individuals wishing to qualify as teachers; and if she has given consideration to other measures to enhance the career progression of SNAs in our education system. [67707/26]
Amharc ar fhreagraThe Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 www.irishstatutebook.ie/eli/2001/act/8/enacted/en/html and in line with the Teaching Council Registration Regulations, 2025 www.teachingcouncil.ie/assets/uploads/2025/10/SI.2025.0482_TC_Registration_Regulations.pdf. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule. My department has no role in the registration of individual teachers.
The Council holds its accredited programmes and teachers to high standards and to protect the integrity of the register, all those who qualify are held to the same standards. It is a matter for the Teaching Council that this is applied equally to all applicants.
It is the Council’s responsibility to ensure that all teachers entering the profession in Ireland have met the required standards. These standards have been established following extensive consultation with relevant stakeholders, research, and in accordance with Department of Education and Youth's policies and priorities and developed over a number of years.
The Teaching Council works within Department policy and central to this policy is that all teachers teaching children with Special Educational Needs should be qualified Primary or Post-Primary teachers in the first instance. Once qualified as a teacher, persons may apply for professional development in the area of SEN.
The Teaching Council as the professional standards body for the teaching profession, sets the standards for programmes of initial teacher education (ITE) and reviews and accredits programmes provided by Higher Education Institutions (HEIs) in the State, based on those standards. All programmes of ITE in Ireland that led to registration must have professional accreditation from the Teaching Council. The standards for programmes of ITE, which were revised in 2020, are published in Céim: Standards for Initial Teacher Education (2020) eur05.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.teachingcouncil.ie%2Fassets%2Fuploads%2F2023%2F08%2Fceim-standards-for-initial-teacher-education.pdf&data=05%7C02%7CAmanda_Carthy%40education.gov.ie%7Cce9d6a49d3fe4471a2fb08dd781de274%7Cf5c0d15a869347e3b506b1617300787f%7C0%7C0%7C638798791925724927%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=WnpyZJfvbAD90Yglej0A%2F7h2HqDgG5YJB36R8TDn44A%3D&reserved=0
Céim includes core elements that ITE programmes must contain, including Inclusive Education: which "includes the fostering of appropriate learning environments, including digital ones, which support the development of student teachers’ ability to provide for the learning needs of all pupils by utilising, for example, a universal design for learning framework." This is intended to provide the foundational competencies teachers will need in order to teach in SEN settings.
The Education for Persons with [Special Educational Needs (EPSEN) Act 2004] www.irishstatutebook.ie/eli/2004/act/30 provides that people with special educational needs are educated in an inclusive environment, as far as possible and have the same right to access and benefit from education as children who don’t have these needs.
Cognisant that teacher education policies vary among countries, Route 4 of the Registration Regulations provides for teachers who have qualified outside of the Republic of Ireland with an initial teacher education programme in teaching children with special educational needs. These teachers must be fully recognised by the competent authority/teacher licensing body in the country in which they qualified and have completed any post qualification requirements such as teacher induction.
As you are aware my department published the first ever Special Needs Assistant (SNA) Workforce Development Plan (the Plan), in June of this year. Built around five strategic pillars, the Plan recognises the vital contribution SNAs make to supporting children and young people with special educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities. While circulars related to the Plan were suspended in August to allow for further consultation with key stakeholders, my department is committed to supporting the SNA workforce in their important work supporting children with special educational needs.
The Plan was developed following extensive engagement and consultation with stakeholders across the education sector and sets out high level objectives and policy developments under five key pillars including the areas of learning and development.
As acknowledged throughout the Plan SNAs are important members of the whole school community which works together to create and maintain a positive, productive, safe and inclusive learning environment for all students. However, SNAs and teachers have fundamentally distinct roles, training paths, and responsibilities in the education sector. SNAs are hired specifically to assist and support students by providing necessary non-teaching supports. The SNAs main job is to provide high quality, appropriate adult support to students with special educational needs so that they can attend school and access the curriculum alongside their peers. It is important to note that an SNA does not have a teaching/pedagogical role.
I am aware from research carried out with SNAs for the Plan, that many SNAs are eager to build on their experience and skills. The Plan places a strong emphasis on learning and development within the SNA role. This is complemented by the SNA National Training Programme, currently delivered by St. Angelas, Atlantic Technological University and fully funded by my department, which is available to SNAs working in recognised schools.
An important principle of the education system is that all learners are entitled to access the curriculum in accordance with their ability and need, and as such, to the same standard of teaching as all other learners. Department circulars outline the routes of registration that are applicable to schools, including SEN settings and special schools.
The Department is committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
320. Deputy John Paul O'Shea asked the Minister for Education and Youth if she will extend a post primary school transport route to collect a student (details supplied) who is attending a special class from her house. [67739/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The National Council for Special Education acts in an advisory role to the Department on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO).
School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
An application for school transport under the scheme for children with special educational needs for the pupil referred to, was received and sent to Bus Éireann on 16.09.2026. This application is currently under consideration by Bus Éireann.
321. Deputy Niamh Smyth asked the Minister for Education and Youth if she will review correspondence (details supplied); if she will confirm whether spare capacity exists on the school transport route for the 2026/2027 school year; and if the application could be reconsidered given that the student travelled on this service last year when capacity became available. [67899/26]
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.
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 attending their 4th nearest post primary centre.
The family applied and paid on time but was not successful in obtaining a ticket for the 2026/27 school year. The service is operating to capacity, and the pupil cannot be accommodated at this time.
322. Deputy Michael Cahill asked the Minister for Education and Youth to support a unions request to provide immediate investment to address teacher shortages and overcrowded classrooms (details supplied); and if she will make a statement on the matter. [67897/26]
Amharc ar fhreagraThis 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.
The Government is investing a record €14.1 billion in education and schools through Budget 2026. This record level of investment has enabled significant progress in tackling educational disadvantage and supporting children and young people with special educational needs to achieve their full potential.
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 1,700 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 and post-primary schools in the 2026/27 school year.
According to the latest published data from November 2025, there are over 39,000 full-time equivalent (FTE) teachers employed in primary schools across the country. This represents an increase of over 3,000 primary teachers when compared with the 2019/20 school year and this has led to a steady improvement in the Pupil-Teacher Ratio (PTR) and average class size during this period.
In recent Budgets, prioritisation was given to reducing the PTR in primary schools, which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. A three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
The latest figures in relation to PTR shows an improved ratio of pupils to teachers from 15:1 to 12.6:1 at primary level when comparing the 2019/20 school year to the 2025/26 school year. In the same period, the primary staffing schedule improved from 26:1 to 23:1 and average class sizes at primary have improved from 24:1 to 21.9:1.
The Government has significantly invested in our schools and in our teacher workforce in recent years. The Programme for Government commits to make further progress in this area with an aim to reduce the general PTR at primary level to 19:1 over the term of government.
I am considering how best to make further progress as part of the annual budgetary process in reducing the primary PTR in the context of Programme for Government implementation.
As of November 2025, 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.
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 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.
In the 2025/26 school year, 50,111 days were covered by non-registered substitutes at primary level. This equates to 5.8% of all subbed days at primary level and 0.7% of overall teaching days at primary level.
There are a range of measures in place to improve the availability of substitutes to schools.
The Supervision and Substitution Scheme allows for the supervision of students during breaks and before and after school and allows for substitution to cover certain categories of teacher absences.
For primary schools, substitute teacher supply panels are also in place. For the 2025/26 school year, 587 substitute teacher supply posts have been allocated to 168 panels, covering 2,905 schools This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave. Absences covered by the teacher supply panels are recorded locally by the schools and the schools are not required to claim for the substitutable leave to my Department.
The Department also continued the suspension of the usual limits on career break and job-sharing schemes to the 2025/26 school year to increase the pool of teachers available to undertake substitute work in primary schools.
In addition, communications campaigns have been run to encourage retired teachers to return to teaching and student teachers registered under Route 5 with the Teaching Council provide valuable substitution cover.
I am considering further measures for Budget 2027 to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
323. Deputy Naoise Ó Muirí asked the Minister for Education and Youth for an update on a new school building (details supplied); and the reason Stage 2A is taking longer than expected. [67938/26]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is currently being delivered as part of my Departments Adapt 4 programme - Programme Innovate.
Programme Innovate will be delivered by Integrated Project Teams (IPT) consisting of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects.
This development is for a new 1000 classroom post primary school including 6 classrooms for children with special educational needs. The project referred to by the Deputy will be part of an ambitious shared educational campus which will also provide a second new 1,000 pupil post primary schools with 6 classrooms for children with special education needs, a new 8 classroom primary school with accommodation and 2 classrooms for children with special education needs and a new 20 classroom special school at the Swords Road campus in Whitehall.
This significant educational campus development project is currently at Stage 2a of architectural planning (Developed Sketch Scheme) which includes the development of the preferred design options for the four schools and the overall campus strategy as agreed with the stakeholders, the preparation of an accurate cost plan and to have the project prepared to lodge for statutory approvals. The IPT continue to progress the overall campus design, including all essential surveys , with the ambition to complete their Stage 2(a) report late Q4 2026, and to submit to my department for review. Upon receipt and review, the Stage 2(a) stakeholder meeting will be arranged for early 2027.
Pending delivery of the major building project, the school have applied for repurposing works to create 1 SEN classroom in existing accommodation. That application is currently in the final stages of assessment with my Department’s Strategic Infrastructure & Appraisal Section. Officials have been engaging with the ETB in relation to the progress of this project.
A total capital allocation of €7.55 billion for the Department of Education and Youth has been confirmed for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
As part of the NDP Implementation Plan for the education and youth sector, a first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. Prioritisation will continue to identify further tranches of projects to proceed to tender and construction over the NDP period, with stakeholder consultation ongoing.
Our NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
324. Deputy Niamh Smyth asked the Minister for Education and Youth further to parliamentary question 64517/26, if she will review the case of a person (details supplied); if she will address the particular circumstances outlined whereby the schools classified as nearer are not suitable options for the student concerned; and if she will consider whether a capacity review of the route in question could provide a practical solution. [67955/26]
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 terms of the Post Primary School Transport Scheme, children are eligible for transport where they reside not less than 4.8 km from their nearest post primary school/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 attending their 3rd nearest post primary centre.
Bus Éireann further advise the pupil referred applied and paid on time but was not successful in obtaining a ticket for the current 26/27 school year. The service is operating to capacity, and the pupil cannot be accommodated at this time.
325. Deputy Niamh Smyth asked the Minister for Education and Youth further to PQ 64830/26, if she will review the case of a person; if she will clarify the reason the children concerned have been classified as non-eligible given that their home address is closer to the school they attend than to the school being treated as their nearest post-primary school; and if their eligibility status could be reviewed accordingly. [67916/26]
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.
Distance eligibility is determined by measuring the shortest traversable route from a child's home to the relevant school. Bus Éireann advised that following a distance check, the pupils were deemed not eligible in error. The pupils are now deemed eligible and will be considered for transport once a payment has been made.
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.
The existing service is operating to capacity, however, they can be facilitated on another service. Bus Éireann will contact the family directly to advise of the pickup point.
326. Deputy Gary Gannon asked the Minister for Education and Youth the number of primary schools that have been reclassified from DEIS Urban Band 2 to DEIS Urban Band 1 since the conclusion of the 2022 DEIS identification and appeals process; and whether any such reclassifications have taken place outside of a Department-wide application of the DEIS identification mode. [67777/26]
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.
As part of the expansion in 2022, 37 existing DEIS schools were reclassified. Of these, 35 schools were reclassified to Urban Band 1 and 2 schools were reclassified to Urban Band 2.
Earlier this year, the DEIS Strategy to 2035 was launched. This is the first long-term, whole-system approach to addressing educational disadvantage. This strategy recognises education as central to breaking cycles of disadvantage, expanding opportunity, and ensuring long-term security. It sets out a more flexible model of support, so that resources are aligned with each school’s level of need as it changes over time.
327. Deputy Gary Gannon asked the Minister for Education and Youth when the next application of the DEIS identification model to all schools will take place for the purposes of determining inclusion in the DEIS programme and the classification of existing schools as DEIS Urban Band 1 or Urban Band 2; and whether consideration has been given to undertaking a new assessment having regard to changes in the profile and concentration of educational disadvantage since the model was last applied to all schools in 2022. [67776/26]
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.
The DEIS Strategy to 2035 is the first long-term, whole-system approach to addressing educational disadvantage. This strategy recognises education as central to breaking cycles of disadvantage, expanding opportunity, and ensuring long-term security. It sets out a more flexible model of support, so that resources are aligned with each school’s level of need as it changes over time.
Under Strategic Objective 2.2 the strategy sets out actions 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. The increase in DEIS Grant and HSCL allocation for schools in the DEIS programme, and the allocation of HSCL on a pilot basis to a selection of schools that are not in the DEIS programme is a first step in the move to that more dynamic model. No schools are losing resources in relation to this work.
As work continues on these actions, we will continue to work closely with schools and the education stakeholders. Any future allocation of resources will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
328. Deputy John Paul O'Shea asked the Minister for Education and Youth for an update on a capital project for a school (details supplied). [67848/26]
Amharc ar fhreagraI can confirm that an application for funding under the department's Additional School Accommodation (ASA) Scheme was received from the school in question. The school's application is currently under consideration.
The department has published the NDP (National Development Plan) Sectoral Investment Plan for the Education and Youth Sectors 2026-2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs while within the allocated capital funding across all schools in the country.
This allows the department to keep a strong focus on the provision of additional capacity to cater for demographics, new housing developments and the roll-out of additional special classes for children with additional needs. This approach reflects the Department’s fundamental objective of ensuring the availability of a school place for every child.
The Department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, there will continue to be a strong emphasis on maximising existing capacity across the school estate and also ensuring that school admissions policies and processes are targeted at meeting local mainstream and special class requirements.
As soon as a decision on the school's application had been made, contact will be made with the school authority directly.
329. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth If she will urgently review the case of a child (details supplied) in County Kildare, who has been refused home tuition scheme hours on the basis that an alternative preschool place is available in another location; if she will outline the rationale for this decision given that the child has already secured and commenced a supported transition to a preschool; and if consideration was given to the child's individual educational and developmental needs and the importance of continuity and familiarity in the transition process. [67847/26]
Amharc ar fhreagraThe Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. By its nature, home tuition is intended to be a short-term intervention.
The Home Tuition Grant Scheme (Special Education Component) provides funding towards the provision of a compensatory educational service for:
• Pre-school children with autism who meet the scheme's eligibility criteria;
• Children seeking a Special School or Special Class placement;
• Students enrolled in schools with a significant medical condition which has caused, and is likely to continue to cause, major disruption to their attendance at school; and
• Students enrolled in schools with school phobia and/or associated depression/anxiety which has caused, and is likely to continue to cause, major disruption to their attendance at school.
In the case of children seeking a Special School or Special Class placement, the aim of my Department is to ensure that every child is supported to access an appropriate school placement. The preferred approach is that children are educated in school settings where they can benefit from qualified teachers, individualised educational supports, access to the school curriculum, and opportunities to interact with their peers.
Accordingly, home tuition is provided as an interim measure only where a suitable placement in a recognised school is not currently available and should not be regarded as an optional alternative to a school placement. In considering applications under the scheme, the key consideration is whether an appropriate placement is available.
In the case referred to by the Deputy, the application was assessed in accordance with the terms of the Home Tuition Grant Scheme. As the National Council for Special Education (NCSE) confirmed that a suitable school placement was available, the application did not meet the eligibility criteria of the scheme and was therefore refused.
Subsequently, the NCSE advised my Department that the placement previously identified was no longer available. In light of this updated information, the case was reviewed and home tuition support was approved under the scheme. A sanction letter issued to the family on the 17th of September 2026.
330. Deputy John Paul O'Shea asked the Minister for Education and Youth the reason a recent emergency works application for a school (details supplied) was refused; and if she will ensure contact is made from her Department to the school on this serious safety issue. [67843/26]
Amharc ar fhreagraAs the Deputy may be aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for sudden and unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.
The school's original application was refused as the application did not fit the remit of the Emergency Works Scheme as set out in Circular Letter 0068/2020. A member of the EWS team has contacted the school to clarify the matter.
331. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will consider the case of a child (details supplied) with a diagnosis of autism and a moderate intellectual disability who, despite applications to a number of special schools, has been unable to secure a school place for the current academic year; and the steps that will be taken to ensure that an appropriate school placement is provided without further delay. [67853/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE has advised that the local special educational needs organiser (SENO) is working closely with the student’s family regarding options for school placements and other special education supports for the school year.
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.
Local SENOs are available to offer advice, support and guidance as required to ensure students with special educational needs are supported to achieve their full potential.
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.
332. Deputy Naoise Ó Muirí asked the Minister for Education and Youth for an update on a school building project (details supplied); and if she will make a statement on the matter. [67804/26]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter my Department's pipeline of school building projects under the Additional School Accommodation (ASA) Scheme to provide three mainstream classrooms, one special education tuition room, a three-classroom special educational needs base unit, and ancillary accommodation including one staff room. The project also includes the repurposing of existing accommodation to meet the approved brief.
I can confirm that the Stage 1 (Preliminary Design) Report has been received by my Department and is currently being reviewed. This represents an important milestone in progressing the project. In line with the Department’s Infrastructure Guidelines, all projects are subject to the necessary technical and cost assessment as part of this process. 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 Department is progressing its review of the Stage 1 submission and, once this assessment has been completed, the school will be advised of the outcome and the next steps required to advance the project. The Department remains committed to working with the school and its design team to progress the project through the various stages of delivery.
333. Deputy Naoise Ó Muirí asked the Minister for Education and Youth for an update on an application for additional accommodation (details supplied); and if she will make a statement on the matter. [67802/26]
Amharc ar fhreagraThe school referred to was approved to enter my Department's pipeline of school building projects under the Additional School Accommodation Scheme for the provision of one additional mainstream classroom. The project is devolved for delivery to the school authority.
The Stage 1/2a Report has been received and reviewed by my Department from both technical and cost perspectives. Following this review, comments issued to the school authority for consideration in a revised submission.
My Department is currently awaiting the revised Stage 1/2a Report, after which it will be reviewed and the project's next steps considered.
334. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Youth the position regarding an application submitted under the climate action summer works scheme for a school (details supplied); and if the school will be considered for funding in the next phase of the scheme due in October 2026. [67801/26]
Amharc ar fhreagraThe purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis that, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis across a number of categories of works.
It is envisaged that approvals in any given year will involve a spread of categories rather than the traditional single category at a time. This is aimed at managing market capacity and maximising value for money opportunities for school authorities.
In November 2025, my Department announced the first tranche of approvals under the new Climate Action Summer Works Scheme. 297 projects were approved to proceed and involve primary, post primary and special schools, along with projects in all counties and across all categories of works.
My Department can confirm an application was received from the school in question however the school was not on the list of approvals in the first tranche. Given that funding is limited in any particular year it is necessary to prioritise applications. Under the new climate action summer works scheme which operates on a multi annual basis, like previous summer works schemes, applications from schools that are not reached for funding or market prioritisation reasons in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
It is anticipated that the next tranche of approvals will be announced in October 2026.
Full details of the of the announcement and the list of schools approved in the first tranche, the Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link;
www.gov.ie/en/department-of-education/services/summer-works-scheme/
335. Deputy Naoise Ó Muirí asked the Minister for Education and Youth for an update on an application for an extension to a school (details supplied); and if she will make a statement on the matter. [67800/26]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the department's pipeline of school building projects under the Additional School Accommodation (ASA) scheme.
This project will provide four general classrooms, one technology room with prep area, three science labs with prep area, one art room, one music room, one multimedia room, one textile room, one home economics rooms, one special education tuition (SET) room, a six classroom special education needs (SEN) base, and ancillary together with conversion works to existing laboratories and a technology room to create two special education tuition (SET) rooms and a science lab with prep area.
The Stage 2a (detailed design) report has been submitted to my department and is currently under review. In line with the Department’s Infrastructure Guidelines, all projects are subject to the necessary technical and cost assessment as part of this process. 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. Managing timing, scope and cost is essential to ensuring projects can be delivered within the overall capital budget available.
As with all school building projects, progression through the remaining stages will be considered in the context of the funding available under the National Development Plan and the overall prioritisation of projects within the Department's capital programme. My department will continue to engage directly with the school, as appropriate, throughout the review process.
336. Deputy Michael Cahill asked the Minister for Education and Youth if she is aware of the financial pressures facing primary schools arising from increased costs such as heating, electricity, insurance and cleaning; if consideration is being given to increasing the primary school capitation grant in Budget 2027; and if she will make a statement on the matter. [68026/26]
Amharc ar fhreagraThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs. This commitment builds on the progress made in recent years. The Department of Education and Youth has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406.
This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, and DEIS Plus primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three budgets have resulted in an increase in the level of mainstream capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools are encouraged to avail of the available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the department, is an important source of advice and support to schools on procurement matters- www.spu.ie.
The Financial Support Services Unit (FSSU), funded by the department, is an important source of advice and support to schools on financial matters.
The Government remains committed to funding recognised primary and post-primary schools under the Free Education Scheme to help meet day-to-day running costs as set out in the Programme for Government. The priority is to continue to deliver on Programme for Government commitments. Budget 2027 negotiations are ongoing, and any further funding measures will be considered as part of that process.
337. Deputy Naoise Ó Muirí asked the Minister for Education and Youth for an update on an application for additional accommodation (details supplied); and if she will make a statement on the matter. [67799/26]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing one Mainstream Classroom. This project is devolved to the school authority for delivery.
I can confirm that the Stage 2b (Detailed Design) report was submitted to my Department and is currently under review. As with all projects progressing through the programme, it is subject to the established due diligence processes set out in the Infrastructure Guidelines. This includes managing timing, scope, and cost to staying within budgetary limits for the overall programme.
This project remains part of the overall pipeline of school building projects and will continue to be managed in line with National Development Plan prioritisation parameters.
338. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if she will provide an update on the tender process for a school (details supplied). [67796/26]
Amharc ar fhreagraThe large scale capital project for the school referred to by the Deputy is for the provision of a new 600 pupil school building including all associated ancillary accommodation, with the inclusion of additional classrooms for children with Special Educational Needs configured within the existing layout.
The invitation to tender issued in late Q4 2025. Tenders have recently been returned and the Design Team are currently carrying out a detailed review in order to submit the tender report to the Department. It is envisaged that construction will commence in Q4 2026.
I would like to advise the Deputy, since 2020, the Department of Education has provided over €2 billion in capital funding for Dublin schools. Over this period, a total of 300 schools have been upgraded through provision of either a new school building, extension, modular accommodation or climate pathfinder projects. 20 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan including Gaelcholáiste Reachrann.
There are currently 47 large-scale, extension, modular or climate pathfinder projects in Dublin under construction.
There are also 53 projects underway through the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 541 special classes have been sanctioned in Dublin, of which 140 were sanctioned for September 2026.
