Eoghan Kenny (Cork North-Central, Labour)
Link to this: Individually | In context

297. To ask the Minister for Education and Skills the number of special needs assistants working in all schools, by county, in tabular form; and if she will make a statement on the matter. [40234/25]

Eoghan Kenny (Cork North-Central, Labour)
Link to this: Individually | In context

306. To ask the Minister for Education and Skills the number of teachers allocated into special education needs schools in the 2024-2025 school year; and if she will make a statement on the matter. [40243/25]

Michael Moynihan (Cork North-West, Fianna Fail)
Link to this: Individually | In context

I propose to take Questions Nos. 297 and 306 together.

The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised.

Deputies are welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.

By the end of the year there will be close to 21,000 special educational teachers (SET) and over 23,000 SNAs in our mainstream classes, special classes and special schools. This will mean we will have over 44,000 teachers and SNAs working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential.

The NCSE has informed all schools of their special education teaching and special need assistant allocations for the 2025/26 school year.

The NCSE publishes the special education resource allocations for each county on an annual basis and they are presently compiling the data for the 2025/26 school year and this will be published shortly on the NCSE website.

Eoghan Kenny (Cork North-Central, Labour)
Link to this: Individually | In context

298. To ask the Minister for Education and Skills for an update on the proposed opening of a new special school in Carrignavar, County Cork; and if she will make a statement on the matter. [40235/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.

In relation to increasing provision in special schools, there are five new special schools being established for the 2025/26 school year - one of which is in the North Cork City Area.

The new special school in Cork will be located in Carrignavar in a former primary school property that is owned by the Diocese of Cork and Ross. Arrangements for acquiring this property are in train. This property will be re-purposed to facilitate the new school with the support of Project Managers and their Design Team. A contractor framework is in place to facilitate these works. The target is to have these works completed as early as possible in the 2025/26 school year.

In the interim, the school will be temporarily located in spare accommodation in Gaelscoil de hÍde in Fermoy which means the school can open as intended in September 2025. This is a Department owned school building built in 2017 and has good modern facilities. Transport arrangements will be put in place to facilitate the opening of the new school in its interim location in Fermoy.

The Department is liaising closely with Cork ETB as patron of the new special school regarding all the necessary arrangements including admissions, recruitment, NCSE training, supports etc. as well as the interim accommodation arrangements from September 2025. It is envisaged that 24 students will be enrolled in the new special school.

Eoghan Kenny (Cork North-Central, Labour)
Link to this: Individually | In context

299. To ask the Minister for Education and Skills for an update on proposed central application system for NCSE; and if she will make a statement on the matter. [40236/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

I recently announced the launch of a pilot Single Application System for admission to first year at post-primary schools for the 2026 / 2027 school year in five towns experiencing enrolment pressures. The pilot will provide a single online application form for parents or guardians who want to apply for a first-year mainstream and special class place in post primary schools in Athenry, Celbridge, Clonakilty, Greystones, and Tullamore.

The pilot marks a significant step towards fulfilling the Programme for Government commitment to introduce a nationwide common application system and enable further improvements in the identification of pupils seeking school places including pupils applying for places in special education classes.

Applications will open from 1 October 2025 for school places in September 2026 and detailed information for parents and guardians will be available in September 2025. I can assure the Deputy that my Department will continue to work closely with schools, patrons, management bodies and other key stakeholders including the National Council for Special Education (NCSE) in the five pilot areas.

Eoghan Kenny (Cork North-Central, Labour)
Link to this: Individually | In context

300. To ask the Minister for Education and Skills for an update as of July 2025 on the roll out, resourcing, and training required to deliver Leaving Certificate reform by September 2025; and if she will make a statement on the matter. [40237/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

I am committed to Senior Cycle Redevelopment and the implementation of the programme of work involved. As I confirmed in April, May and last month, implementation will continue with the introduction of the first tranche of new and revised Leaving Certificate subjects from this September 2025. The full redevelopment of Senior Cycle will not be delivered by September 2025 as the Deputy suggests. The Senior Cycle Redevelopment programme encompasses Leaving Certificate Established (LCE), the Leaving Certificate Applied (LCA), Leaving Certificate Vocational Programme (LCVP) and Transition Year (TY) programmes as well as the introduction of Level 1 and Level 2 Learning Programmes in Senior Cycle. 

The Review of Senior Cycle commenced in 2016 and since then there has been considerable engagement and consultation facilitating a measured approach to the implementation of the redevelopment programme until 2031. A robust package of supports, including those developed through extensive negotiations with both post-primary teachers’ unions, is in place to ensure schools and teachers are fully equipped to deliver on this ambitious programme. 

The benefits of changes delivered under the redevelopment programme are already being experienced by many students. Since September 2022, Leaving Certificate Applied students may access LCE Mathematics and an LCE Modern Foreign Language (MFL), and in such cases, students receive an integrated statement of results from the SEC. From September 2022, the subject groupings that previously applied to the Leaving Certificate Vocational Programme (LCVP) were removed and this has seen very significant growth in the number of students accessing the LCVP Link modules.

As part of the published Implementation Support Measures package, I have committed to not only effectively doubling the current Physics and Chemistry subject grant but also expanding it to cover Biology and Agricultural Science as well. This will equate to almost €3 million in annual grants to schools.    

My Department will continue to support the provision of science laboratories, as required, through the school building programme. Additionally, upgrading of science laboratory facilities is a dedicated and specific works category within my Department’s climate action summer works scheme (CASWS). Applications for the CASWS closed on 30 June 2025.   

All Phase One schools in the Free Scheme offering the new subjects will receive an annual Implementation Support Grant of €50 per student. Schools offering the new Drama, Film and Theatre Studies subject will be supported with the provision of the appropriate technical equipment and will have access to a streaming media service with all prescribed materials. Schools offering the new Climate Action and Sustainable Development subject will receive a once-off grant of €5,000 to establish the subject department in their school.    

Additional middle management posts for schools are also part of the package of measures being introduced to support redevelopment of Senior Cycle. 

The redevelopment programme is accompanied by a robust framework of teacher professional learning (TPL) provided by Oide. Already, approximately 29,000 have received their whole-school day focused on Senior Cycle Redevelopment.   

Four sample examination papers (two at Higher Level, two at Ordinary Level) in each of the Tranche 1 subjects, totalling 72 papers including Irish language versions, were published by the SEC in April 2025. This represents a much earlier provision of these resources than previous practice when new or revised specifications were introduced.  

Oide provided a series of webinars focused on the sample examination papers for all Tranche 1 subjects. Those webinars, designed in collaboration with the SEC, were provided over a two-week period from April to May and attended by over 5,000 subject teachers.  

A sample brief for the Additional Assessment Components (AACs) in each of the Tranche 1 subjects will be available to schools in September 2025, and a live brief for the AACs in all relevant Tranche 1 subjects will be issued in January 2026. 

Teacher professional learning on Tranche 1 subjects, which commenced in Autumn 2024, will continue in Autumn 2025. This will include a focus on the Additional Assessment Component brief as well as sample examination papers.   

Oide is also providing professional learning relevant to SCR on Transition Year and the introduction of the Level 1 and 2 Learning Programmes.   

Under a commitment in the support package, my Department has established the Post-Primary Implementation Group, which has met on two occasions to date and will be meeting in July and August ahead of the start of the next school year.  The group focuses on matters impacting teachers, including school leaders, relating to curriculum and assessment enactment at Senior Cycle. Substantive progress on implementation matters ahead of the new school year is being made in these discussions.  As a result of the outcomes of the union ballots, this group comprises the Department and the TUI only.

My officials have also met with representatives of the school's management bodies and school leaders in recent weeks and will do so again in the coming weeks. The Senior Cycle Redevelopment Partners’ Forum, which includes representatives of both teacher unions along with other education partners, is next scheduled to meet in September. 

I and my officials will continue to meet with all our education partners as we continue to implement the Programme for Government commitment to implement the redevelopment programme and deliver for our second-level students. 

Eoghan Kenny (Cork North-Central, Labour)
Link to this: Individually | In context

301. To ask the Minister for Education and Skills if the minister or her Department are considering changing parental leave options for teachers; and if she will make a statement on the matter. [40238/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

The purpose of Parental Leave is to allow a teacher a period of unpaid leave to care for their child.

In line with the provisions of the Parental Leave Act (as amended), a teacher may avail of Parental Leave in blocks of at least one week up to a maximum of 26 weeks. Each period of Parental Leave must be a minimum duration of 7 consecutive days including weekends, school closures and days on which a teacher is not timetabled for attendance occurring within that period. 

In certain circumstances a teacher may avail of Parental Leave in the form of individual days where a child has particular medical problems that require the attendance of a parent with the child at hospital, clinic or therapeutic appointment on a regular basis. In such circumstances, certification from the hospital or clinic in respect of the absence must be submitted to the employer and retained on the teacher's personnel file. 

The Teachers Conciliation Council (TCC) forms part of the Scheme of Conciliation and Arbitration for Teachers, the purpose of which is to provide a forum for claims and proposals relating to the salary, and other terms & conditions of service for teachers.

The Council is comprised of representatives from the Teacher Unions, the School Management Bodies, the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, and the Department of Education and Youth . The TCC is independently chaired by an official of the Workplace Relations Commission.

The terms and conditions of teachers employed in State funded teaching posts are formulated at TCC. The current entitlement for Parental Leave for teachers, as detailed in the Department's Circular Letter 0054/2019, exists by virtue of a collective agreement at TCC. It is not currently planned to make any additional amendments to the terms of the Parental Leave Scheme for teachers as set out in Circular 0054/2019 and Information Note TC/IN 0010/2023.

Eoghan Kenny (Cork North-Central, Labour)
Link to this: Individually | In context

302. To ask the Minister for Education and Skills for an update as of July 2025 on her engagement with a trade union (details supplied) with regard to school secretaries and caretakers recent ballot to take industrial action; and if she will make a statement on the matter. [40239/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

School secretaries are at the heart of the school and are the key interface between students, parents, school leaders and other staff.  Without them, our schools would be unsustainable. In supporting these vital school staff members, we also support the school community as a whole.

Since September 2023 my department has been providing a payroll service for former grant funded school secretaries. This happened on foot of an agreement reached in 2022, under the auspices of the WRC, that secretaries would move to a centralised pay roll managed by the Department and receive new terms and conditions of employment. These included a pay scale aligned with that of Grade III/CO in ETBs, improved annual leave entitlements, improved maternity provisions and paid sick leave in excess of the statutory requirement.

I acknowledge that Fórsa are looking to further improve terms and conditions for secretaries and caretakers and recognise that for them, public service status and access to a public service pension is understandably an important objective. The full, comprehensive cost of pension parity requires detailed analysis and information has been provided to the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation to assist in this regard.

The issue of public service status is complex and needs to have regard to the state of the public finances and the repercussive effects of any such proposals for other grant-funded groups of non-public servants.  For those reasons, any proposals must be considered in detail by my own officials and those in Department and the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation as the granting or otherwise of public servant status is not within the scope of this Department.

As the Deputy will appreciate, industrial relations matters involve detailed and complex work with all stakeholders on sensitive issues in order to engage meaningfully and it would be inappropriate for me to comment further outside of that engagement process.

Eoghan Kenny (Cork North-Central, Labour)
Link to this: Individually | In context

303. To ask the Minister for Education and Skills if she will be proposing an increase in allocation for funding per student in her budgetary process within her Department; and if she will make a statement on the matter. [40240/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

Over recent years, the Government has made significant progress in strengthening the education system. This includes increased capitation funding for schools, the allocation of thousands of additional teaching and Special Needs Assistant posts, enhanced supports for school leadership, smaller class sizes, targeted measures to address teacher supply, and the provision of free schoolbooks at both primary and post-primary levels to ease financial pressure on families.

As we look ahead to Budget 2026, my priority remains clear: to continue delivering on the commitments set out in the Programme for Government and to support students, staff, and families across the education sector.

In the lead-up to the Budget, my Department is engaging with a wide range of stakeholders.  These include contributions from education partners, as well as organisations involved in broader areas of public policy. As in previous years, these submissions are being carefully considered and will help shape the specific priorities I will be advocating for in Budget 2026.

As I am sure the Deputy appreciates, it would not be appropriate for me to outline any more specific plans at this stage of the budgetary process.

Eoghan Kenny (Cork North-Central, Labour)
Link to this: Individually | In context

304. To ask the Minister for Education and Skills the number of schools referred to the FSSU in academic year 2024-2025; and if she will make a statement on the matter. [40241/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

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.

The current standard rate of capitation grant is €200 per pupil in primary schools and €345 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils.

The commitment in the Programme for Government builds on the progress which has been made in recent years, including an over €30 million permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs through Budget 2025. This represents an increase of circa 12% on current standard rates and enhanced rates. This will result in the standard rates increasing from €200 to €224 for primary schools and increase from €345 to €386 per student in post-primary schools from September 2025. Over the last two Budgets there has been a circa 22% increase in the level of capitation grant rates paid to schools.

In addition to these grants, €45 million in cost-of-living supports issued in November 2024 to support all recognised primary and post-primary schools in the Free Education Scheme. This additional funding announced in Budget 2025 is designed to assist schools with increased day-to-day running costs such as heating and electricity. This funding was paid at a rate of €36 per pupil in primary schools and €55 per student in post-primary schools. Enhanced rates were also paid in respect of pupils with special educational needs and Traveller pupils.

Schools should also ensure that they are availing of the available OGP procurement frameworks and getting best value for money for all school expenditure.

The Department of Education is aware that costs and funding can pose a problem for schools, and is constantly working to address this matter, and to enhance the financial and other supports available to schools. While not wishing to pre-empt the outcomes of any future Budget negotiations or fiscal parameters agreed by Government, the Department of Education will continue to seek and prioritise the funding required to meet the ongoing costs of running schools.

The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. Contact details for FSSU can be found on www.fssu.ie

Schools in financial difficulty are encouraged to contact my Department for advice and support. The Department is committed to offering all available and appropriate supports to schools, which may include an advance in capitation grant funding or other measures. The Department is constantly engaging with a number of schools in this respect. Schools that have contacted the Department have been referred to the FSSU.

A breakdown of schools referred to the FSSU is provided below.

Eoghan Kenny (Cork North-Central, Labour)
Link to this: Individually | In context

305. To ask the Minister for Education and Skills the number of schools who have accepted funding for phone pouches scheme; and if she will make a statement on the matter. [40242/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

In June of this year my department issued a circular to post-primary schools (circular 0045/2025) informing them that they are required to implement a policy to restrict the use of, and access to, personal mobile phones by pupils for the duration of the school day. This policy is intended to support schools in improving the learning environment in schools by reducing distraction, reducing the risk of cyberbullying and access to inappropriate content during school hours, and, increasing traditional social interactions between pupils and students at school break times. The policy will build on the existing school policies in this area and will enable children to disconnect from their online world and connect more with their peers for the duration of the school day. Consultation with the school community is a key feature of this measure.

To support post-primary schools to implement their approach to the phone restriction requirement, a funding allocation on a per capita basis has been made available, on application, to those schools that choose to provide an infrastructural solution, such as portable secure lockable pouches or phone storage boxes. A circular to this effect (circular 0046/2025) issued to all post-primary schools in June 2025 setting out how they can access the funding.

The announcement of the funding outlined that applications received by June 24th would be processed and funding would start to issue to eligible schools before the end of June 2025. To date some 380 post-primary schools have applied for funding. Payment has issued to 304 of the eligible schools. Processing of the balance of those schools is underway, with funding to issue to eligible schools shortly.

The funding announcement further undertook to process applications from eligible schools that had not applied by June 24th early in the next school year, while the online application mechanism will remain open until towards the end of 2025 to enable any final applying eligible schools to receive funding before the end of 2025.