Written Answers Nos. 331-350
331. Deputy Marian Harkin asked the Minister for Education if she will consider making cardiac pulmonary resuscitation a compulsory subject in secondary schools; and if she will make a statement on the matter. [5694/25]
Amharc ar fhreagraThe Social Personal and Health Education (SPHE) curriculum, which is currently mandatory for primary and Junior Cycle students, is focused on promoting the health and well-being of children. Teachers can include CPR/first-aid in their SPHE programme. Personal safety is currently addressed in a variety of ways in the primary and post primary curricula; for example, SPHE aims to develop student’s skills for keeping safe and to make students aware of appropriate responses to various threats to personal safety. This provides schools with opportunities to prioritise first aid and/or cardiac pulmonary resuscitation (CPR) if they consider this appropriate for their students.
At Junior Cycle, the curriculum is made up of a combination of full subjects and short courses. Short courses are designed for 100 hours of engagement over the three years of Junior Cycle. Some short courses will be designed centrally by the National Council for Curriculum and Assessment (NCCA) and others by schools themselves or other bodies, using the template provided by the NCCA. It is open to a school or other body to develop a short course in first aid training, for use in schools.
There are also opportunities within Transition Year in which a flexible menu of learning modules can be provided by schools within the context of a framework for the programme set out by the Department.
Schools are encouraged to engage with community groups and a wide range of stakeholders to provide for extra-curricular learning opportunities such as first-aid training and/or CPR or to give talks to students.
332. Deputy John Lahart asked the Minister for Education when the expansion of special needs classes in a school (details supplied) will be approved; when funding will be made available; and the timeline for the project. [5704/25]
Amharc ar fhreagraI can confirm to the Deputy, that my Department has recently received an application, under the Additional Schools Accommodation Scheme (ASA), from the school authority in question.
The purpose of the ASA scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or at other schools in the area.
Since 2020, my Department has invested over €5.7 billion in our schools throughout the country, involving the completion of over 1,150 school building projects and with construction currently underway at approximately 300 other projects, which includes 40 new school buildings some of which are being delivered in phases. These 300 projects currently at construction involve a total State investment of over €1.3bn. My Department has invested significantly in Dublin during this period for a total of over €1314 million.
The Department previously announced that close to 90 projects, including 28 new school buildings, would be authorised to proceed from tender stage to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
The ASA application from the school in question will be assessed and a decision will issue to the school authorities directly upon completion of the assessment process.
333. Deputy Pádraig Rice asked the Minister for Education if she will introduce extra time for students with dyslexia in their Junior and Leaving Certificate exams; the engagements she has had with the State Examinations Commission in respect of this; and if she will make a statement on the matter. [5715/25]
Amharc ar fhreagraThe Programme for Government commits to developing an appropriate mechanism to allow additional time for students with specific needs and in certain circumstances and also ensure that those who use assistive technology can do so in State examinations. My Department will engage with the State Examinations Commission regarding this commitment as part of the implementation of the Programme for Government.
334. Deputy Thomas Gould asked the Minister for Education the reason a request for extension of a Teaching Council number for a person was refused (details supplied). [5738/25]
Amharc ar fhreagraThe Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. The minimum registration requirements for each route are set out in the Schedule of the Regulations. The department has no role in the registration of individual teachers.
The Teaching Council have informed me that the person that the Deputy is referring to in this query registered with the Teaching Council on 7 March 2022 under Route 3 – Further Education with the condition of completion of an accredited Teacher Education Qualification. In line with the Council’s legislation, they were granted a period of three years to address this condition.
They applied for an extension in December 2024. The application was considered by the Council’s Registration Panel in January 2025. Having considered the application and all documentation supplied, it refused to grant an extension of time for the following reasons: The teacher has not made any efforts to address the registration condition.
If a teacher is refused an extension of time by the Registration Panel, they have 21 days to submit a request for a Review of Decision.
A decision letter was issued to the person following the Registration Panel meeting outlining the above, including details regarding their right to request a review.
A request was submitted for a review of decision in February 2025. Their request will be considered by the Registration Review Group at its next meeting in April.
335. Deputy Robert Troy asked the Minister for Education if she will ensure that a person (details supplied) is allocated a place in a facility. [5767/25]
Amharc ar fhreagraEnabling children with special educational needs to receive a befitting education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
The NCSE has advised that the local special educational needs organiser is working closely with the student’s family regarding options for school placements and other special education supports for the coming academic year. The NCSE and my Department are also in communication with the school board of management to ensure that the school utilise all of its available classroom accommodation to meet the needs of local children needing a special school place.
There continues to be an increasing need to provide additional special school places to support children with complex needs. To meet this need, eleven new special schools have been established in recent years and capacity has been expanded in a number of others. Five more special schools will be established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary.
Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. Local SENOs are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENOs directly using the contact details available on the NCSE website.
The NCSE has completed over 1,000 school planning visits in recent months. These planning visits have been key to the NCSE in determining what new provision can be provided. It is expected that the NCSE will sanction a number of new special placements for the 2025/26 school year in the coming weeks.
As the NCSE progress the sanctioning of new special classes and school places over the coming weeks they will advise parents in turn on the location of this provision for the 2025/26 school year.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
336. Deputy Robert O'Donoghue asked the Minister for Education when a place in a local primary school will be available for a child (details supplied) who requires a place in an ASD classroom; and if she will make a statement on the matter. [5768/25]
Amharc ar fhreagraAs you are aware enabling children with special educational needs to receive an education is a priority for government.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs. They advise 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 coming academic year.
Of the 3,336 special classes nationwide, 602 are in County Dublin. 69 of these are new for the 2024/25 school year, 48 at primary level and 21 at post-primary level. Budget 2025 provides funding for another 400 special classes and 300 special school places nationwide.
Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. Local special educational needs organisers (SENOs) are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENO's directly using the contact details available on the NCSE website.
The NCSE have completed over 1,000 school planning visits in recent months. These planning visits have been key to the NCSE in determining what new provision can be provided. The NCSE continue to assess what additional provision is required in local areas and what schools have capacity to accommodate required provision. As the NCSE progress the sanctioning of new special classes over the coming weeks they will advise parents in turn on the location of new special classes for the 2025/26 school year.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
337. Deputy Robert O'Donoghue asked the Minister for Education the list of schools in Fingal that are on the waiting list for an ASD classroom; and the length of these waiting lists. [5769/25]
Amharc ar fhreagraAs you are aware enabling children with special educational needs to receive an education is a priority for government. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
Of the 3,336 special classes nationwide, for the 2024/25 school year, 156 are in the Fingal County Council local authority area, 110 at primary level and 46 at post-primary level. 17 of these are newly established for the current school year, 11 at primary level and 6 at post-primary level.
Budget 2025 provides funding for another 400 special classes and 300 special school places nationwide. Parents seeking special class placements for their children are advised to contact the NCSE locally for planning purposes. Local SENOs are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENOs directly using the contact details available on the NCSE website.
The NCSE has completed over 1,000 school planning visits in recent months. These planning visits have been key to the NCSE in determining what new provision can be provided. It is expected that the NCSE will sanction a number of new special classes for the 2025/26 school year in the coming weeks.
The NCSE continue to assess what additional provision is required in local areas and what schools have capacity to accommodate required provision. As the NCSE progress the sanctioning of new special classes over the coming weeks they will advise parents in turn on the location of new special classes for the 2025/26 school year.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
338. Deputy Maeve O'Connell asked the Minister for Education for an update on her Department’s engagement with a school (details supplied) regarding a proposed extension; and if she will make a statement on the matter. [5777/25]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings for a project to provide 10 mainstream classrooms, 3 special education tuition room along with ancillary under the Additional School Accommodation Scheme. The project has been devolved to the school authority for delivery.
In October 2024 my department increased the brief of the project to include the provision for a 3 classroom special education needs (SEN) base. As the original project has been superseded by the need to accommodation special needs in the school my department now await a revised stage 1 report to include the SEN provision. Once received by my department, this report will be reviewed, and the outcome of this review will be communicated to the school authority directly.
My department has been engaging regularly with the school authority, including this week, to ensure they are fully informed of what is required and will continue to engage with the school authority to provide practical advice and assistance on this very important project.
339. Deputy Michael Healy-Rae asked the Minister for Education if she will address an anomaly in respect of teacher entitlements (details supplied); and if she will make a statement on the matter. [5780/25]
Amharc ar fhreagraThe pension benefits of teachers, as with all pensionable public servants, are governed by legislation and/or circulars and are paid in accordance with public sector pension policy.
Teachers who paid coordinated pension contributions (Class A) may be entitled to a supplementary pension in order to make up the shortfall in pension for the period between the date of retirement and the date of eligibility for the State Contributory Pension.
Prior to reaching state pension age an Occupational Supplementary Pension (OSP) is payable where the retiree:
• is retired and have reached minimum pension age, or retired on grounds of ill-health,
• is a member of a pre-existing public service pension scheme and the pension benefits payable in respect of such membership have been integrated with the social insurance system,
• is not engaged in full-time paid employment,
• is in receipt of an overall pension package (occupational pension and relevant benefits, where appropriate) that is less than the occupational pension which would have been payable, had the occupational pension not been integrated.
Where the individual is:
Below the State Pension age, they must
(i) not have claimed any social insurance benefit or
(ii) where a social insurance benefit has been claimed, have qualified for a benefit at less than the State Contributory Pension.
At or above the State Pension age, they must not qualify for relevant benefits, or fail to qualify for any relevant benefits at the maximum rate of the State Contributory Pension
•The individual’s failure to qualify must be due to causes outside of their control.
Occupational Supplementary Pension is equal to the difference between the full occupational pension (that is, the pension which would be payable if co-ordination had not applied), and the combined total of:
• the actual occupational pension payable and
• the personal rate of Social Welfare benefits payable
The payment of an OSP should not cease, or be refused completely, where a pensioner takes up part-time employment. It is appropriate to calculate the amount of OSP payable on a pro-rata basis.
Please see the link below for an information note on the Occupational Supplementary Pension
assets.gov.ie/95435/fc9c661d-5c97-4c6a-81b0-1326af9610a4.pdf
Please see the link below for OSP clarifications
assets.gov.ie/303759/0030ad5d-7c40-4a40-87b3-8615e4a88818.pdf
Please see below link to the Circular on OSP
www.gov.ie/en/circular/8c34a-circular-122024-arrangements-for-occupational-pensions-osp/.
340. Deputy Maeve O'Connell asked the Minister for Education her views on the programme of work to be undertaken by his officials to implement the programme for Government's commitment to ‘Increase the number of schools offering PE as a Leaving Certificate exam subject’; and if she will make statements on how consideration will be given to ensuring that an equal focus be placed on same-sex girls' schools, where participation levels in sports have typically been lower. [5783/25]
Amharc ar fhreagraThere are two options for Physical Education (PE) at Senior Cycle – Leaving Certificate Physical Education (LCPE), which is an examinable subject and the Senior Cycle Physical Education (SCPE) framework which is non-examinable. Introduced on a phased basis in 2018 to 64 schools, LCPE is now being offered by 448 schools around the country.
The Senior Cycle Physical Education (SCPE) non-examination framework provides a flexible planning tool for physical education for all students in senior cycle, including those in Transition Year.
All students must be offered the opportunity to undertake LCPE, SCPE, or both at Senior Cycle.
Data from my Department show that, in 2024, 77 all-girls schools offered LCPE, compared to 72 all-boys schools offering the subject. A further 299 co-educational schools offered the subject to students. In total, in 2024, 22,252 students are studying LCPE of which 7,296 are female. This compares with 1,703 students studying LCPE in 2018, of which 677 were female.
A revised LCPE curriculum specification is currently planned for introduction in schools for fifth years from the start of the 2026/27 school year, as part of tranche 2 of Senior Cycle Redevelopment. The NCCA were asked to ensure that the review of the LCPE curriculum specification takes account of relevant issues, which may include issues such as female participation in LCPE and review of sports included in the specification to consider any necessary update. This will ensure that the revised LCPE specification, informed by this review, will support the realisation of the purpose and vision for a redeveloped senior cycle. In its Brief for the Review of Leaving Certificate Physical Education, it stated that “the updating of the specification will consider and address […] how to widen the appeal of the subject and re-balance gender uptake and participation”.
The Deputy may wish to note that the NCCA will shortly open a public consultation on the draft revised LCPE specification.
The range of subjects to be offered in the Junior Cycle and Leaving Certificate programmes in individual schools will vary in accordance with the teaching resources in the school and the needs and interests of the students and is a matter for school management authorities.
342. Deputy Catherine Connolly asked the Minister for Education if a cost analysis was conducted for the selected relocation of the Donegal Education Support Centre; if these findings were shared with the management committee, staff and stakeholders; if their views were taken on board in the making of the decision to relocate; and if she will make a statement on the matter. [5800/25]
Amharc ar fhreagraThe management committee of Donegal ESC (DESC) contacted my department to make us aware of a proposed relocation to Letterkenny. In July 2024 they submitted a business plan supporting the decision to relocate. My department reviewed the detailed business case submitted and over a number of months engaged in consultation with the director and chairperson of the management committee, meeting with them to discuss the proposed relocation, requesting additional information and raising a number of queries. This engagement between the management committee and my department included consideration of the financial impact of the move.
The new premises is approximately 3,000 square feet and is open plan which will allow for a layout to suit the needs of DESC.
The annual rent for both the current and new premises are similar.
The proposed new location will require a fitting-out to suit the centre’s needs and this is being arranged by the landlord in preparation for DESC taking occupancy. DESC explored other quotes for the fit-out of the building to provide assurance that that the costs presented for the fit-out are in order.
The new lease will have a lower annual service charge which will result in an annual savings.
DESC also currently has cause to rent out rooms for in-person courses in Letterkenny. This cost should reduce when the centre is able to provide more in-person services in its own premises in Letterkenny.
Therefore, while there is an initial additional outlay for the fitting out of the new premises, the move is expected to be cost neutral over a period of time.
A further cost-benefit of the move arises in relation to Oide, the Department’s main teacher professional development service. Oide has indicated that in respect of Donegal, it utilises hotels for professional learning events to a greater extent than in some other counties. When scheduling events, several criteria are used to choose venues. One criterion is that if a school is over an hour from the ESC, then external venues are used. For Term 1 of 2024/5, of 37 Oide events in Donegal, 19 took place in hotels (in Letterkenny, Inishowen and Gweedore). The more central location of Letterkenny is expected to reduce costs arising from the reliance on the use of hotels by Oide in Donegal.
343. Deputy Darren O'Rourke asked the Minister for Education if she plans to change the eligibility criteria for school transport to include children attending a non-denominational secondary school on the basis of ethos, such that non-denominational schools would be treated like minority-religion schools currently; and if she will make a statement on the matter. [5801/25]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 172,500 children, are transported daily in approximately 7,900 vehicles across 10,300 routes to primary and post-primary schools throughout the country. These daily trips cover over 100 million kilometres. This figure includes over 143,800 pupils travelling on primary and post primary services, 21,700 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine.
The scheme is made up of three separate schemes, the school transport scheme for primary, post primary and for children with special educational needs. Transport is also provided for children who have arrived in Ireland from Ukraine and those residing in IPAS/EROC centres.
The total expenditure on the scheme in 2024 was €512m.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
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 kms from and are attending their nearest national school. At post primary level, they are eligible where they reside not less than 4.8 kms from and are attending their nearest post primary school/education centre. Distance is determined by the Department/Bus Éireann and rules have regard to ethos and language.
The School Transport 2030 report, which was published in early 2024 marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030. The recommended changes to the future operation of the schemes include expansion of the current eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure the best value for money to the Exchequer. A phased implementation of the review’s recommendations began at the start of the 2024/2025 school year.
As indicated at the time of the launch of the review, a number of pilots were being considered by my Department in conjunction with the Department of Transport and Bus Éireann. As also indicated at the time of the launch of the review, it was intended that following closure of the application process for the 2024/2025 school year consideration would be given to further potential pilots.
A total of 14 pilot projects are underway this school year. These pilots are currently being evaluated and they will provide valuable insights into the impact of increased demand on the scheme, the potential for integrating public transport with school transport services, and opportunities to promote more sustainable modes of transport. The findings from the evaluation will guide the planning and implementation needed for a national rollout of a revised School Transport Scheme.
Further information on plans for the 2025/2026 school year will be available shortly.
344. Deputy Richard Boyd Barrett asked the Minister for Education what avenues are available for a pupil diagnosed with dyspraxia and dyslexia, currently attending a primary school that is not a feeder school for the desired secondary school, which is within walking distance from the pupil's home and is known to have the necessary facilities and expertise to cater to the pupil's educational need; and the options or special considerations that can be made to accommodate the pupil's enrolment in the desired secondary school. [5803/25]
Amharc ar fhreagraThe majority of children with special educational needs, including those with dyslexia, are supported to attend their mainstream local school. This is appropriate as it is generally in the best interest of children to access their local school with their peers unless a more specialist setting is required.
Within the mainstream settings, students are supported by special education teachers and special needs assistants. There are now almost 15,000 special education teachers and over 12,000 SNAs supporting children in mainstream settings. This has also been coupled at primary level with the lowest ever teacher/student ratio of 1:23. This ensures that mainstream education settings are well supported to meet the needs of children with special educational needs such as dyslexia.
Of the 3,336 special classes across primary and post-primary schools which provide for a broad range of needs, fourteen are specifically for children with dyslexia. These classes, historic in their founding, offer intensive intervention in the teaching of literacy skills within a differentiated curriculum to children and young people whose overall ability level is average or above and whose performance in literacy skills, as measured by a standardised test, is at a very low level i.e. under the 2nd percentile.
In addition, there are four special schools which provide for children with the most acute levels of reading difficulties and with a severe presentation of dyslexia. Applications for admission to such schools require a professional report confirming their diagnosis.
Children generally attend these classes/schools for a maximum of two years and then return to their local schools.
For the majority, under an inclusive education system, children with dyslexia and/or dyspraxia are educated in their local schools for the entirety of their education. To ensure each student is supported throughout their educational journey the NCSE provides teachers in mainstream schools with additional training in the area of special education. This is done through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training need including Teacher Professional Learning (TPL). In addition, specialist educational supports can be provided by the National Educational Psychological Services (NEPS) where required.
Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with a specific learning disability such as dyslexia. This is provided where relevant professionals recommend the equipment as being essential for the provision of education. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
This means that no matter where a child is located or which school they choose to enrol they are supported in achieving their educational goals and reaching 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 reach their full potential.
345. Deputy Brian Brennan asked the Minister for Education whether she intends to expand the national energy efficiency upgrade pilot for schools; what other measures are available for schools to assist with the cost of installing energy upgrades, such as insulation, solar panels, and so on; and if she will make a statement on the matter. [5813/25]
Amharc ar fhreagraMy department is leading an ambitious sustainability agenda and has progressed a wide array of measures to improve the overall sustainability of our school buildings as part of our work towards 2030 and 2050 climate targets. This performance has been recognised at both National and International level with sustainable energy awards for excellence in design, specification and delivery. My departments policy is supported by a strong research programme with fifty-six research programmes at various stages.
It is a priority for Government to deliver on Ireland’s ambitious climate agenda and reduce greenhouse gas emissions in line with the the department’s School Sector Technical Climate Action Roadmap which was published in 2023 and updated in 2024.
A key initiative of my department is to establish a national energy profile of all schools. Phase 1 of the energy inventory profile (which comprised all schools across five counties) is complete and the Department has been approved funding for the final phase from REPowerEU. This phase is underway and involves energy assessors gathering focused information on energy use, building types, age, and size along with an overview of general fabric and energy aspects of electrical and mechanical systems in approximately 3,300 schools. This energy inventory profile of the full school estate will facilitate strategic decision-making by the department on priorities for future capital investment in schools.
My department has also developed the Schools PV Programme. The 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. 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 up to 4,000 schools.
As well as the obvious financial and climate benefits, the visibility of the solar panels on schools is also delivering the added benefit of encouraging discussion and uptake of the technology in the wider community. 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.
Since the launch of the programme in November 2023, more than 3,300 schools have been progressed to tender stage with more than 1,030 installations confirmed as completed so far.
In 2009, my department provided 100% funding which saw significant investment through the Energy Efficiency Insulation Scheme 2009 and the Water Conservation Scheme 2010.
My department and the Department of Environment, Climate and Communications have also developed a jointly funded school sector decarbonisation pathfinder programme. It is administered by the Planning and Building Unit in my Department and the Sustainable Energy Authority of Ireland in partnership with devolved delivery support from Limerick and Clare Education Training Board, and Longford and Westmeath Education Training Board.
This pathfinder programme is facilitating research on a range of typical retrofit options for schools, which will be tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the school sector.
The pathfinder is paving the way for, and informing a larger schools national programme for the energy retrofit of schools and will play a key part of meeting delivery of the Climate Action Plan. The next step is to create an accurate scalable model for resourcing and delivery for across the school sector. To date 62 schools are complete with a further 15 in progress.
Funding has also been secured from REPowerEU to fund an expanded school pathfinder decarbonisation and retrofit programme over 2025. A total of 40 schools have been selected for initial assessment based on their building profile for the programme and are all currently at Stage 2 design phase.
My department is also reviewing options for a Summer Works Programme with a climate action focus. The Summer Works Scheme (SWS) is designed to enable schools to carry out small and medium scale building works that improve and upgrade existing school buildings.
346. Deputy Ivana Bacik asked the Minister for Education the gender breakdown of her Department in respect of principal officers, assistant secretaries and secretaries general, respectively; and if she will make a statement on the matter. [5849/25]
Amharc ar fhreagraThe gender breakdown of the requested grades in my department, is as follows,
Secretary General - Female Assistant Secretaries* - Female 45% - Male 55% Principal Officers - Female 58% - Male 42%
On the Management Board, the gender breakdown is split at 55% female and 45% male.
This includes the Secretary General, Chief Inspector, Assistant Secretaries and an Acting Assistant Secretary. This strong representation of females at senior grades, ensures that women are represented and included in high visibility positions, in my department.
* Includes One Acting Assistant Secretary
347. Deputy Holly Cairns asked the Minister for Education for an update on the opening of applications for the summer works scheme 2025; and if a detailed timeline for the application process can be provided to schools. [5901/25]
Amharc ar fhreagraAs the Deputy may be aware, the purpose of the Summer Works Scheme (SWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The SWS operates on a multi-annual basis for a number of categories and was last opened for applications in 2019. My Department is leading an ambitious sustainability agenda and has progressed a wide array of measures to improve the overall sustainability of our school buildings. It is a priority for Government to deliver on Ireland’s ambitious climate agenda and reduce greenhouse gas emissions. This includes targets around the decarbonisation of Ireland’s public buildings. As part of it’s planning for 2025 and beyond, Department officials are considering and planning for the next phases of the summer works programme and the opportunities this may create to support the sustainability agenda. The arrangements and timing of that SWS is still under consideration and schools will be updated in due course.
348. Deputy Carol Nolan asked the Minister for Education the status of the approved ASD unit for a school (details supplied) in County Offaly; and if she will make a statement on the matter. [5915/25]
Amharc ar fhreagraI wish to advise the Deputy that the Department has no current record of receiving an application for Additional School Accommodation (ASA) scheme from the school in question.
The purpose of the Additional School Accommodation scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
The provision of education for children with special needs is an ongoing priority for government. The numbers of special classes, special education teachers and special needs assistants (SNAs) are at unprecedented levels.
In 2024, the department spent over €2.7 billion on special education and further progress will be made in 2025 as an additional €159 million has been dedicated to providing supports for children with special educational needs.
Over a quarter of the entire education budget has been dedicated to special education in recent years. The main supports this funding provides for are special classes, SNAs and special education teachers.
The NCSE has advised that there are 3,336 special classes in operation nationwide for this school year. These classes can provide for over 21,000 students. 408 of these are new for the current school year – 289 at primary and 119 at post-primary level.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs. My Department and the NCSE are engaging with schools and school management bodies in relation to the provision of future special classes and are committed to ensuring that sufficient special education placements will be available for children for September and into the future.
Budget 2025 provides funding for another 400 special classes and 300 special school places nationwide. Special educational needs organisers (SENOs) play an important role in ensuring there is adequate special educational provision within local areas and over the last few months the NCSE have visited schools nationwide to conduct planning meetings. These visits will be key in terms of forward planning for the 2025/26 school year.
349. Deputy Carol Nolan asked the Minister for Education the number of schools in counties Offaly and Laois that have an application with her Department for new accommodation; and if she will make a statement on the matter. [5916/25]
Amharc ar fhreagraI can confirm to the Deputy that the number of schools in counties Laois and Offaly that have an application with the Department for new accommodation are as follows,
There are 3 applications from schools in Laois and 2 applications from schools in Offaly.
From 2020 to 2024 the total capital expenditure for Laois was €104.27 million and for Offaly €66.79million. Within the same period there have been 30 projects completed in Laois and 25 in Offaly.
Since 2020, my department has invested over €5.7 billion in our schools throughout the country, involving the completion of over 1,150 school building projects and with construction currently underway at approximately 300 other projects, which includes 40 new school buildings some of which are being delivered in phases. These 300 projects currently at construction involve a total State investment of over €1.3bn.
The department previously announced that close to 90 projects, including 28 new school buildings, would be authorised to proceed from tender stage to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate. This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
350. Deputy Aidan Farrelly asked the Minister for Education for an update in respect of a school project (details supplied). [5920/25]
Amharc ar fhreagraThe large scale capital project at the school referred to by the Deputy is at Stage 4 - Construction.
The project commenced on site in July 2024 and works are progressing well. It is anticipated that the construction period will have a duration of 15 months.
