I thank Deputy Sherlock very much for raising this matter. As she rightly said, a reception class has been in operation in St. Joseph's Co-Educational Primary School, East Wall, since 2002. This class operates as a preparatory infant year for four-year-olds. The reception class was one of a small number that operated prior to the establishment of the early childhood care and education, ECCE, scheme, to provide pre-junior infants education in certain communities. With the wide expansion of the ECCE scheme, this is now the only reception class that operates in the country. The Department has engaged with the school in respect of its teaching allocation for 2026-27 and has sanctioned a teaching post for the reception class for 2026-27. The Department will continue to engage with the school early in the 2026-27 school year with regard to the reception class. The early childhood care and education programme is a Government-funded, universal preschool programme designed to give children their first formal experience of early learning before primary school. It is funded by the Department of Children, Disability and Equality. To cut to the chase, back in 2002, this class was sanctioned and it has been operational within St. Joseph's Co-Educational Primary School for quite some time. I have no doubt what Deputy Sherlock has articulated this morning are the facts. It has been a huge enabler for children prior to going into primary school and has given them certainty in it. Sanction was given for this year and, as it is one of the only ones operational in the country, we continue to engage with and monitor it. A lot of investment and funding has gone into the education system and we continue to do that in urban and rural Ireland. The commitment I can give the Deputy today is that there will be early engagement with the school authorities in the next school year because we understand the value of it. It has been articulated in various documentation through the Department and extremely capably by the school authorities. As the Deputy mentioned, it targets a particular cohort in a challenged community and has been a great enabler for it. We have sanction for 2026-27 and we are serious about engaging early in the school year in the forward planning for it. When it has been in operation - if my maths are correct, it is going into its 25th year this year and it has a long-established tradition - generations of students have benefited from that year. However, we have to evaluate it because we continue to invest in trying to upskill all school communities. The school community there has done amazing work and has taken advantage of the extra year to make sure the students coming from disadvantaged areas benefit fully from it, as the Deputy articulated. Our commitment is for this year, 2026-27, and we will engage early with the school authorities again. I will take the valid points the Deputy made strongly on board as we prepare to engage with the school authorities early in the next school year.

Sentiment score: 0.27

There has been a huge amount of investment at Department of education level in terms of disadvantage, including in DEIS and so on. We are not blind to the fact that there are massive challenges in some communities with disadvantage. We are applying the resources to make sure we give every child the best possible chance in disadvantaged areas and across the education system. In parallel, the early childcare scheme has been hugely funded. The funding that has gone into it in the past quarter of a century to bring it up to standard has been quite amazing. There are two pieces. One is the early childcare scheme to make sure we are giving two years - it is not long ago that it was just one year - and to make sure children are as prepared as possible to go into primary school. We are constantly looking at where patterns and initiatives have developed in communities. The Deputy is right that this goes way back, beyond the 25 years since 2002. It was to capture a particular cohort of students. We continue to invest in the DEIS programme and to monitor it. This programme has been operating in the school for quite some time. We continue to monitor it and engage with the school and the outcomes. We have to be mindful of the investment going into the education system and the most important measure of that is to make sure children have positive outcomes when they go from primary school to post-primary school and on to adulthood. We have to constantly evaluate that to see whether we are targeting the right resources at the right communities, and to make the best possible choices for children into the future.

Sentiment score: 0.25