Written Answers Nos. 405-424
405. Deputy Barry Ward asked the Minister for Education and Youth the position regarding a review or assessment available for a school (details supplied) in relation to their allocation under the home school community liaison; and her views whether the current allocation is sufficient. [68667/26]
Amharc ar fhreagra412. Deputy Cormac Devlin asked the Minister for Education and Youth if the case of a school (details supplied) seeking a review of its shared Home School Community Liaison allocation has been brought to her attention; if her Department will afford the school an opportunity to present evidence of its current level of need; and if the allocation will be reviewed on that basis. [68720/26]
Amharc ar fhreagra415. Deputy Cormac Devlin asked the Minister for Education and Youth the mechanism available to a DEIS school to seek a review of its Home School Community Liaison allocation where the school can demonstrate that its existing allocation no longer meets current need; if no such mechanism exists, the means by which a school in that position may seek additional provision; and whether interim arrangements will be considered pending the new DEIS resource allocation model provided for under Action 2.2.2 of the implementation plan. [68718/26]
Amharc ar fhreagraI propose to take Questions Nos. 405, 412 and 415 together.
Addressing educational disadvantage in all schools remains a key priority for me as Minister for Education and Youth.
The HSCL scheme is a core element of the DEIS programme and forms part of the wider Tusla Education Support Service (TESS). HSCL coordinators work directly with parents/guardians, school staff and relevant community services to strengthen engagement between home, school and the wider community, with the aim of improving attendance, participation and retention for children and young people at risk of educational disadvantage.
The DEIS Strategy to 2035 and its first three-year implementation plan were launched in March 2026. The strategy sets out the department’s long-term vision to address educational disadvantage in all schools. 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.
In light of this ongoing work, there is currently no provision to review an individual school’s HSCL allocation. Any future additional allocation of resources under the DEIS programme will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
406. Deputy Donna McGettigan asked the Minister for Education and Youth the estimated full year costs should the basic capitation rate be increased to €310 per pupil. [68650/26]
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.
The estimated cost of increasing mainstream capitation grant funding by €36 per pupil to all primary and special schools in the Free Education Scheme effective from September 2027 would be approximately €6.8 million first year cost and €20.3 million full year cost.
408. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to criticisms in relation to the new leaving cert maths curriculum (details supplied); and if she can outline the work ongoing to address these concerns. [68678/26]
Amharc ar fhreagraAs the Deputy is aware, through the Senior Cycle Redevelopment programme, the specifications for all Leaving Certificate Established curricular subjects are scheduled to be redeveloped by 2029, in annual groupings referred to as Tranches. I am aware of the criticisms directed at the redevelopment of the new maths specification. My officials and I have recently met with representatives from the NCCA in relation to Leaving Certificate Mathematics and will continue to engage with the NCCA over the coming weeks, as work continues on the development of the draft curriculum specification.
The National Council for Curriculum and Assessment (NCCA) is the statutory body that advises me, as Minister, on matters relating to the curriculum and progresses the work of curriculum development. This advice is informed by research, engagement with students, practitioners, teachers, parents and school leaders, holding public consultation, and collaboration with members of its Council, Board for Senior Cycle and Subject Development Groups (SDG).
The NCCA’s structures and agreed curriculum development processes inform education debate within the organisation, within the agencies represented in its structures, and in the education community in general.
The redevelopment of Leaving Certificate Mathematics began two years ago in September 2024 and is following the established NCCA curriculum development process, which includes the opportunity for public consultation and submissions at key stages throughout the process.
Subject Development Groups provide a strong,representative, and responsive basis for curriculum development work and is comprised of nominees from relevant stakeholder organisations and co-opted members with specific expertise relevant to the subject development work. Co-option enables the NCCA to bring additional expertise to a group, where required. The SDG had 16 members prior to the recent resignation and has an independent Chair drawn from the higher education sector with three further members coming from a similar background; as well members drawn from the teaching profession. The management of the membership nomination and co-option processes are matters for the NCCA.
It is important to note that the NCCA has already met with Professor Mellon and intends to meet with Dr Aoibhinn Ní Shúilleabháin shortly. The NCCA has advised me that the Mathematics SDG has already met on 20 occasions, and it publishes short descriptions of the meetings on their website. A number of the concerns now being raised publicly were also raised and discussed during the Development Group's deliberations. It is, however, important to distinguish between a mathematical error and a professional difference of opinion regarding curriculum structure, sequencing, terminology or pedagogical approach.
A public consultation on the Mathematics background paper and brief took place from 6 January 2025 to 28 February 2025 and a report on the consultation was published in May 2025. The feedback from the consultation included 281 online survey responses and 4 submissions received over the course of the public consultation period.
At present, the draft specifications for Leaving Certificate Mathematics Higher, Ordinary Level and Foundation Level are available for public consultation until 18 November 2026. It is important to state that these drafts are not final specifications. As with all Leaving Certificate subjects being redeveloped by the NCCA, the drafts have been published so that their rationale, aims, structure, content and assessment arrangements can be considered by many more teachers, school leaders and students; by parents, those working in further and higher education, employers, in this case mathematicians and wider stakeholders. The consultation provides an opportunity for subject experts and the wider mathematics education community to identify and scrutinise these issues.
In the consultation, the NCCA is inviting wide public engagement with the draft specifications which will help to identify areas requiring further work or refinement. This is a normal step in the development process. The consultation feedback will play an important role in finalising the draft specifications. This will help to ensure that we have mathematically accurate, coherent, rigorous, inclusive and manageable mathematics specifications that prepare students appropriately for life, work, and further and higher education. Full details on making a submission or applying to attend the consultation event can be found on the NCCA website.
Following the consultation period, the SDG will reconvene to consider the feedback received. A finalised draft of the specification is then prepared and submitted for discussion by the NCCA’s Board for Senior Cycle. The Board has responsibility to ensure that curriculum and assessment development progresses in accordance with the terms of the agreed briefs and to discuss significant issues as they arise. The membership of the Board, Development Groups and the NCCA Council itself is drawn from a range of educational organisations who bring relevant expertise and experience to the process and curriculum under consideration.
The agreed final draft specification is subsequently submitted for approval by the NCCA Council and then submitted to me as Minister for final consideration and approval. It is only at this point that a specification becomes the formal curriculum.
I would encourage all stakeholders toactively engage with the public consultation options available to ensure that their views and insights can inform the redevelopment process.
409. Deputy Eoghan Kenny asked the Minister for Education and Youth the additional funding requirement for the rollout of DEIS plus in 2027; to provide an itemised breakdown of the projected additional costs; and to provide the estimated cost to include a further ten additional primary schools in the DEIS plus scheme. [68679/26]
Amharc ar fhreagraAddressing 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. The scheme provides enhanced, evidence-based supports to schools identified through a nationally consistent, data-based model, which draws on a range of indicators associated with persistent and intergenerational disadvantage.
An allocation of €16.5 million has been provided for the implementation of DEIS Plus in 2026, increasing to €48 million in 2027 to support the full-year implementation of the scheme and the delivery of enhanced supports to participating schools.
Following the completion of the appeals process, a total of 129 schools have been included in the DEIS Plus scheme. The funding provided for 2027 is based on the implementation of the scheme across the identified cohort of schools.
The estimated additional funding required to extend the scheme to a further 10 primary schools would depend on a range of factors, including the enrolment profile and existing resources of the schools concerned, as well as the additional supports to be provided. Accordingly, it is not possible to provide a definitive cost estimate for such an extension at this time.
410. Deputy Aisling Dempsey asked the Minister for Education and Youth to review the status of the proposed building extension at a school (details supplied); the reason this project was omitted from the Department's recently approved list of school building projects, despite having reached the end of Stage 2(b), secured planning permission and been ready to proceed to tender for much of the past year; and to confirm whether she will approve its progression to tender as a matter of urgency. [68699/26]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter my Department's pipeline of school building projects under the Additional School Accommodation (ASA) scheme. The project will provide seven mainstream classrooms (prefab replacement), two special education tuition (SET) rooms, one staffroom and ancillary accommodation. This project also includes an Emergency Works Scheme (EWS) project involving structural works to the school's junior building.
With regard to the proposed extension, the Stage 2b report has been submitted to the Department and remains under review. As with all school building projects, advancement to the next stage is considered in the context of the National Development Plan, available capital resources, demographic requirements, accommodation needs, and competing priorities across the school building programme.
The project remains active within the Department's school building pipeline and will continue to be considered for progression to tender in line with National Development Plan priorities.
My Department will continue to engage with the school authority should any further information or clarification be required as part of the review process.
411. Deputy Ryan O'Meara asked the Minister for Education and Youth to provide a county by county breakdown of the number of pupils availing of the school transport scheme for primary, secondary and special schools, in tabular form. [68687/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The purpose of the scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. It is made up of the Mainstream scheme at Primary and Post Primary level, as well as the scheme for pupils with Special Educational Needs.
The scheme has expanded significantly over the past six years. In that time, the numbers of children and young people using the service have grown from under 120,000 pupils in 2018 to over 180,000 pupils in 2025, which equates to an increase of close to 50%.
The information requested by the Deputy is provided in the attached document, but it should be noted that tickets continue to issue to families where capacity exists on services, and these figures relate to tickets issued on 23 September 2026.
Mainstream tickets issued September 2026
|
School County |
Post Primary |
Primary |
Total |
|
Carlow |
2018 |
1006 |
3024 |
|
Cavan |
2724 |
1621 |
4345 |
|
Clare |
3387 |
1024 |
4411 |
|
Cork |
13714 |
6195 |
19909 |
|
Donegal |
7403 |
4069 |
11472 |
|
Dublin |
1647 |
1676 |
3323 |
|
Galway |
9896 |
3176 |
13072 |
|
Kerry |
5075 |
2243 |
7318 |
|
Kildare |
4401 |
2140 |
6541 |
|
Kilkenny |
2711 |
1884 |
4595 |
|
Laois |
1753 |
927 |
2680 |
|
Leitrim |
1452 |
994 |
2446 |
|
Limerick |
4990 |
1189 |
6179 |
|
Longford |
1978 |
618 |
2596 |
|
Louth |
4611 |
858 |
5469 |
|
Mayo |
4415 |
1946 |
6361 |
|
Meath |
4305 |
2128 |
6433 |
|
Monaghan |
3052 |
1273 |
4325 |
|
Offaly |
2408 |
866 |
3274 |
|
Roscommon |
1434 |
1157 |
2591 |
|
Sligo |
2087 |
1070 |
3157 |
|
Tipperary |
5027 |
1661 |
6688 |
|
Waterford |
2473 |
1032 |
3505 |
|
Westmeath |
2830 |
1046 |
3876 |
|
Wexford |
5964 |
2110 |
8074 |
|
Wicklow |
2822 |
1028 |
3850 |
|
Total |
104579 |
44944 |
149523 |
413. Deputy Cormac Devlin asked the Minister for Education and Youth the steps being taken to improve the data used to identify schools for the DEIS plus scheme, including the use of administrative data held by other Departments; the timeline for publication of further detail on the identification methodology; and whether schools not included in the scheme in 2026 will be reassessed using the updated model. [68719/26]
Amharc ar fhreagraAddressing 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.
414. Deputy Denise Mitchell asked the Minister for Education and Youth the formal, alternative infrastructure the State examinations commission is establishing to authenticate additional assessment components of exams for home educated and medically vulnerable candidates, without forcing them to self-source school permissions from schools; the guidance that has been given to schools in cases where a student may have a condition that prevents full, physical attendance at school; and if she will make a statement on the matter. [68783/26]
Amharc ar fhreagraAs the Deputy will be aware, the Programme for Government commits to ‘continue the programme of reform of Senior Cycle to ensure that students benefit from up-to-date curricula, more diverse skills development and assessments, and reduced stress levels.’
The State Examinations Commission (SEC) has statutory responsibility for administering the State examinations and for setting authentication requirements for any coursework components in line with overall examinations and assessment policy. Prior to the implementation of revised subject specifications and assessment arrangements under the Senior Cycle Redevelopment programme, 28 existing Leaving Certificate subjects already included assessment components beyond written examinations, including oral examinations, practical performance tests, and coursework. The policy rationale underpinning AACs is to reward students for demonstrating a broader range of skills and competencies than can be assessed through terminal written examinations alone.
To protect examination integrity and ensure inter-candidate equity, the SEC advises that it requires all coursework to be authenticated. Coursework completion and authentication is an ongoing process of engagement and oversight over by class teachers, rather than a single ‘point in time’ engagement. Regular, comprehensive engagement with the student and oversight of the development of the work over the period enables teachers to authenticate any work being submitted to the SEC and enables principals to verify that the coursework has been undertaken in line with the SEC rules.
Each piece of coursework presented for assessment to the SEC must be the student’s own, individual work completed in full compliance with the SEC’s www.examinations.ie/docs/viewer.php?q=f6aceaad84e313de562fc03dc827478372eaaad9. The rules for the completion, authentication and submission of Coursework apply to the eight new Coursework AACs for first examination in 2027, and they also applied to all coursework completed at the 2026 examinations, and indeed to all Coursework completed in all previous years.
The SEC’s consolidated Coursework Rules and Procedures, published in November 2025, bring together longstanding coursework requirements previously set out in SEC circulars. The SEC also issues annual subject-specific instructions on coursework requirements and their acceptance, published in the Schools/Circulars/Orals and Practicals section of www.examinations.ie. Consistent application of these rules is essential to maintaining the integrity, fairness, and public confidence in the State examinations system. Ensuring equity and academic integrity is a shared responsibility of myself as Minister, my Department, and the SEC, as well as schools, teachers, students, and their families. School-based authentication remains central to ensuring fair and reliable assessment.
Some students may not be following a programme of study for the Leaving Certificate examination in a recognised post-primary school or other centre recognised by the SEC to provide the certificate examinations. Some students may be in receipt of home-tuition, or being home-schooled, or may be studying independently. Other students may be attending a recognised school but may wish to take an additional subject outside of their base school.
Any Coursework completed by a student on their own or with private tuition outside a school, or other recognised examination centre, cannot be accepted for assessment by the SEC. This is because it is not possible to have such work authenticated by a class teacher and verified by a principal, as required, in line with the rules which apply to all other candidates.
The requirements are developed to ensure that all candidates complete Coursework under the same conditions and adhere to the same process of authentication. This is to ensure inter-candidate equity and to ensure the authenticity of all Coursework presented for assessment.
For the SEC to accept coursework for assessment which has not been authenticated would represent an unfairness to the general body of candidates required to comply with the rules which safeguard the integrity of the examinations system.
However, there are arrangements that these candidates may be able to make with a recognised school or centre which will enable them to complete and submit valid coursework to the SEC for assessment.
As the Deputy will know, my Department operates a Home Tuition Grant scheme. The purpose of which is to provide funding towards the provision of a compensatory educational service which includes for 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. On approval of home tuition, parents/guardians are provided with information regarding the regulations governing the completion, acceptance, and authentication of coursework for the certificate examinations.
In order to fulfil the requirements for the submission of valid coursework for assessment, students in receipt of home-tuition and their tutors may be able to liaise with a recognised school, such as the school the student previously attended, or other recognised examination centre. Such schools/centres may, at their discretion, facilitate a candidate in completing the coursework in that school or centre. The SEC may be able to accept such coursework for assessment provided that the teacher can authenticate the work and the School Principal can verify that the conditions for the completion of valid coursework have been fulfilled.
This also applies to other students in out of school environments who may also be able to attend a recognised school, or other recognised examination centre. Such schools/centres may, at their discretion, facilitate a candidate in completing the coursework in that school or centre.
It is the responsibility of each candidate, and, as appropriate, their parent/guardian(s), to familiarise themselves with the regulations and requirements of the SEC in relation to coursework to ensure that they can comply with the arrangements.
A person who is not a recognised pupil of a post-primary school, may be admitted to the Leaving Certificate examinations as an external candidate provided that certain conditions are met under the Rules and Programmes for Secondary Schools. The SEC operates a separate application process for external candidates, and a Memorandum of Instructions is provided in order that external candidates fully understand the terms and conditions under which they can be accepted as an examination candidate. These rules include a requirement that they must first seek the permission of the school principal in the school they wish to sit the various components of their examinations including oral examinations, practical and project work including coursework, as well as the written examinations. External Candidates must provide evidence of the permission of the school principal(s) to the SEC using the School Permission Form available on the SEC website.
My officials and I will continue to engage with the SEC and all our education partners to ensure the redevelopment of senior cycle responds to the needs of our students, preparing them for their future lives in education and the workforce while upholding the high standards of fairness and equity for which the Leaving Certificate is known.
416. Deputy Cormac Devlin asked the Minister for Education and Youth the status of Action 3.1.1 of the DEIS Strategy Implementation Plan 2026–2028, which provides for a review of the allocation model for Home School Community Liaison coordinator posts; the expected completion date; whether schools currently sharing a coordinator post will be consulted; and whether the revised model will allow a school's allocation to be reassessed where its level of need has changed. [68717/26]
Amharc ar fhreagraAddressing educational disadvantage in all schools is a key priority for me as Minister for Education and Youth.
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.
Action 3.1.1 of the DEIS Strategy Implementation Plan 2026-2028 sets out to develop a future vision for the HSCL scheme, to include a review of the allocation model for HSCL coordinator posts and a review of Circular 0026/2019.
Work on this action has commenced, with officials in the department currently gathering relevant data. As outlined in the DEIS Strategy Implementation Plan 2026-2028, the timeline for completion is 2028.
417. Deputy Emer Currie asked the Minister for Education and Youth further to Parliamentary Question No. 65106/26 of 16 September 2026, the rationale for the difference in the level of fuel support provided to private bus operators under the road transporters support scheme and that provided to operators contracted to provide school transport services through Bus Éireann (details supplied); and if she will make a statement on the matter. [68786/26]
Amharc ar fhreagraThe Department of Education and Youth fully recognise the essential role played by the School Transport Operators, in facilitating transport to and from school for over 181,000 children and young people nationally, which includes the provision of transport for over 24,000 children with additional needs.
Bus Éireann operate the school transport scheme on behalf of the Department of Education and Youth, this includes the contract management of contractors operating services under the scheme.
A support package of measures aimed at easing the rising cost of fuel across relevant sectors was approved by Cabinet earlier this year. The Road Transporters Support Scheme (RTSS) which comes under the remit of the Department of Transport provided targeted relief to transport operators including school transport operators. Additionally, Government also approved fuel contract variation payments to be made to operators of TFI Local Link and School Transport Scheme services.
Support for school transport services was facilitated by Bus Éireann. These support mechanisms were administered through contractual arrangements.
Bus Éireann has provided each contractor with communication outlining the methodology and payment period to which it related.
The Department of Education & Youth engaged with the Department of Transport to agree monthly percentage uplift to be applied for March/April and May.
The amount of payment due was calculated for each individual contractor based on number of days operated in March to May 2026 as per the agreed methodology.
The Department of Education and Youth cannot provide information in the manner requested by the Deputy as it relates to a specific individual query. The contractor should contact Bus Éireann and the National Transport Authority directly for any further information.
418. Deputy Ken O'Flynn asked the Minister for Education and Youth further to Parliamentary Question No. 65399/26 whether her Department has carried out or will carry out an assessment of the average cost incurred by families in preparing a child to return to primary and post primary school, including books, devices, voluntary contributions and transport, given that such costs are a matter for her Department; and if she will make a statement on the matter. [68782/26]
Amharc ar fhreagraMy department has access to a subset of schools’ expenditure data gathered by the Financial Support Services Unit, however this does not include data on voluntary contributions or parents’ spending on uniforms or digital devices.
In relation to spending on books, all children and young people enrolled in primary, special and post-primary schools in the Free Education Scheme are provided with free schoolbooks/eBooks and core classroom resources.
Recent surveys from Barnardos and the Irish League of Credit Unions indicate that the cost of sending children and young people to school has increased and this is due in part to schools requesting parents to purchase digital devices.
That is why I have written to schools to advise them that there is no requirement from the department for a student to have their own digital device for school. I have also asked schools to fully consider the views of parents and guardians, as well as cost and equity implications, before introducing any new approach involving digital devices.
Given that the above organisations, amongst others, already carry out such surveys and publish their findings annually, my department has no plans to replicate such assessments.
As the Deputy is aware, Circular 0032/2017 is currently being reviewed. In addition to a focus on reducing costs for parents, the review is looking at the comfort and sustainability of school uniforms. My officials will continue to engage with the education partners, including the National Parents Council, as we progress this important work.
Additionally, I am progressing the Education (Student and Parent Charter) Bill through the Houses of the Oireachtas. This Bill aims to improve the level of engagement between members of the school community by inviting feedback, comment and observation from members of the school community and by further developing a listening culture in our schools. This will strengthen engagement between schools, parents and students, including on issues such as back-to-school costs and school uniform policies. Having passed all stages in Seanad Éireann, Committee Stage of the Bill in Dáil Éireann is expected to take place in the coming weeks.
419. Deputy Emer Currie asked the Minister for Education and Youth for an update on a building project for a school (details supplied) to expand on site facilities which will include a kitchen. [68828/26]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter my Department's pipeline of school buildings under the Additional School Accommodation scheme for a project providing one mainstream classroom, two special education tuition rooms and a two-classroom special educational needs (SEN) base. The project is devolved to the school authority for delivery.
A Stage 1 addendum design report was submitted to my department in Q1 2026 and is currently under review. All projects, including this one, will undergo the necessary due diligence outlined in the Infrastructure Guidelines. Given the detailed nature of the evaluation process, the need to ensure full cost compliance, and the requirement to align the project with the prioritisation framework under the National Development Plan, this review process is necessarily thorough
The project includes a two-classroom SEN base which incorporates a Daily Living Skills room. This type of accommodation includes a kitchenette to support the delivery of programmes focused on independent living, practical skills development and preparation for everyday activities.
420. Deputy Robert Troy asked the Minister for Education and Youth if she will clarify when a teacher (details supplied) will have their wages rectified; and if her Department will look into this case as a matter of urgency. [68824/26]
Amharc ar fhreagraMy department provides a payroll service to over 3,700 schools and the Payroll Division relies on schools to submit information in a timely manner to ensure prompt and correct payment of salary.
The department issued the 2026/2027 staffing allocation schedules to schools in March 2026. This provides schools with its teacher allocation for the forthcoming school year and ensures that the school has sufficient planning time for its recruitment.
During a school year, there can be over 10,000 primary school teachers who require payroll adjustments and the majority of those occur during the summer months. Payroll adjustments can include teachers being recruited for the first time by a school, resigning from their school, rolling over their contract from one year to the next, starting or returning from a career break or starting to work in a job-sharing capacity or retiring.
It can take between 6 to 8 weeks to make payroll adjustments. My department committed to ensuring that where schools submitted instructions no later than the 10th July, then salary would be paid to the teacher for the first payday in September. Any instructions that are received after that date will be processed in date order and salary will be paid as soon as possible.
The school did not submit instructions regarding the change to the teachers work pattern. An officer within primary payroll has been in contact with the Principal in relation to this matter. Salary has been adjusted and the teacher will receive her correct pay on 8th October with arrears from 1 September 2026.
421. Deputy Eoin Ó Broin asked the Minister for Education and Youth to provide guidance to a parent who cannot secure a school place for their child in their new locality and has exhausted all application possibilities (details supplied); and to outline all options available to the family for assistance, including transport options, if any. [68852/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
My department and the NCSE 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.
422. Deputy Danny Healy-Rae asked the Minister for Education and Youth for an update on a matter (details supplied) regarding Budget 2027; and if she will make a statement on the matter. [68553/26]
Amharc ar fhreagra429. Deputy Claire Kerrane asked the Minister for Education and Youth if she will increase capitation for primary schools to better support them meet rising operational costs in Budget 2027. [68935/26]
Amharc ar fhreagraI propose to take Questions Nos. 422 and 429 together.
The 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.
423. Deputy Niamh Smyth asked the Minister for Education and Youth to review an application for school transport for a student (details supplied). [68271/26]
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.
Bus Eireann has advised that the family referred to by the Deputy are eligible for school transport as they are attending their nearest primary school.
However, Bus Éireann further advise that the family applied and paid late and were 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.
424. Deputy William Aird asked the Minister for Education and Youth if she will review the Solar for Schools Programme specifications to facilitate the installation of battery storage in schools, thereby allowing them to retain and use more of the electricity they generate. [68211/26]
Amharc ar fhreagraThe Schools PV Programme provides eligible schools with up to 6 kilowatts peak of roof-mounted solar photovoltaic (PV) installations on their roofs, which equates to approximately 14 solar panels.
The Schools PV Programme is funded by the Government’s Climate Action Fund in line with the Government’s recognition that taking action on climate change is central to Ireland’s social and economic development. It is assisting schools in reducing their energy costs and carbon footprint as part of the response to meeting the 2030 and 2050 Climate Action Plan targets for the schools’ sector.
The overall programme will see up to 24 megawatts of installed renewable energy provision on schools with associated savings in the region of €5.5 million per year across 4,000 schools.
The installation of solar PV panels schools directly assists schools to reduce their carbon emissions and energy costs, while also educating pupils and the wider school community about the benefits of solar technology.
Battery storage is a complex way of storing electric energy. While a battery can utilise night rate electricity tariffs in a domestic situation, they are not viewed as suitable for schools at this time due to their low operating hours and other issues such as siting concerns. The school should consider opting into office of government procurement (OGP) utility frameworks, at www.spu.ie/electricity-gas and buyerzone.gov.ie for competitive rates and or visiting www.energyineducation.ie/ for ways to save energy.
