The roll-out of the pilot single online application for schools represents a significant step towards improving the school admissions system. This system has for the first time provided families with a single online application process and introduced synchronised and streamlined timelines for schools to manage admissions and issue offers. In recent years, demographic shifts and increasing demand for special class provision for students with special educational needs have placed growing pressure on school admissions processes across the country. Complexities in the admissions process can cause unnecessary stress for families and place a significant administrative burden on schools. In response to these challenges and a commitment in the programme for Government to reforming the admissions process, my Department is working towards a nationwide common application system. As a first step, the apply to school pilot scheme was launched in October of last year for the 2026-27 admissions cycle. The pilot was introduced for 15 post-primary schools in five school planning areas, namely Athenry, Celbridge, Clonakilty, Greystones and Tullamore. While the apply to school pilot scheme received positive feedback, obtaining an 80% customer effort score, a key objective of the pilot project was to accumulate learnings for future developments. Detailed post-project evaluations with participating schools are currently under way and this input will be carefully considered and integrated into future iterations of the scheme. Key deliverable improvements to the system aimed at further enhancing user experiences are targeted for the next phase of the project. More complex issues, such as the expression of school preference, will be considered for future implementation following appropriate consultation with key stakeholders, and with a focus on an equitable and transparent solution. I expect to have a further update on the next phase of this project later in quarter 1 of this year, which will include clarity on greater system functionality and a larger cohort of participating schools. I assure the Deputy that my departmental officials will continue to work in consultation with all stakeholders to develop an evidentially informed, equitable and trusted solution for the nationwide common application system.

Sentiment score: 0.29

The Minister of State, Deputy Moynihan, is doing great work on the special education side of the Department. That 1 October deadline is now moving. With regard to the data coming to the NCSE, it is getting notifications of requests and the need for special classes and special school places earlier. We absolutely acknowledge that the demand is increasing, and we are responding to that. The education budget for special education is now €3 billion. We will continue to work, both the Minister of State and I, with the NCSE, parents and schools to ensure that children get the places they require in a timely manner. With regard to the common application process, we are getting feedback, including positive feedback that I have received from schools. There are issues but that is always the way with a pilot scheme. We need to be able to recognise the issues and try to unravel them and help schools. The 80% customer effort feedback was very positive. Department officials are currently conducting more detailed post-product evaluation lessons and they will be integrated into the new phase. We are in a learning phase with the common application process. We want to take the stress away from parents so they do not have to be applying to numerous schools. We have to take a transparent and fair approach in this regard, working with school management bodies.

Sentiment score: 0.26

I am open to feedback as well from parents and schools that are engaging with this common application process. The Department is engaging with them but feedback from Deputies is very much welcomed because we want to get this right in relation to any child seeking a place, be it for a mainstream class or special class. We want to work with them. I absolutely recognise the frustration of parents when trying to access a school place. The National Council for Special Education, NCSE, is working with me, the Minister of State, Deputy Moynihan, and the Department to make these spaces available as quickly as possible. We already have a number of tranches of special classes that were announced and we will continue to do that over the next few months. Having that earlier deadline of 1 October was helpful because we now have greater sight of the requests and demand for this upcoming school year.

Sentiment score: 0.34

I am pleased to inform the Deputy that a project comprising two mainstream classrooms, two special education tuition rooms and one special education needs base has been devolved for delivery to the school authority. This project was approved in 2022 and my Department has been engaging with the school to support it through stage 1 of the architectural design process to advance a design solution that is consistent with the approved project brief and in line with the Department’s technical standards. My Department has recently issued advice to the school and is currently awaiting submission of a revised stage 1 report. My Department has a strong track record of delivering the Government’s school building programme, with over €6 billion invested since 2020. In that period, my Department has provided €92.61 million in capital funding for Cavan schools. There are currently four school projects under construction across the county. A total of 24 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. As the Deputy will be aware, I have recently published the national development plan’s sectoral investment plan for education and youth, which is worth €7.55 billion out to 2030. This sets out my Department’s approach to prioritise investment in school infrastructure. There is a strong focus in the plan on maximising existing capacity and prioritising project roll-out to meet the most urgent needs, particularly to support special education provision. The project at the school in question forms part of this overall pipeline of school building projects that will continue to be managed in line with the funding parameters within which I have to work through the national development plan.

Sentiment score: 0.30

As the Deputy will appreciate, I cannot comment on the technical details of any school across the country. I can advise and certainly assist. I am sure there is a line of communication, as there always is, for these building projects where the design team of the school engages directly with the Department of education. I will certainly follow up with the Department to get clarity around that and ensure it engages with the school directly around those particular concerns. As the Deputy can imagine, I cannot give any kind of confirmation or otherwise in relation to technical and design elements of particular schools. If a line of communication is needed between the Department and the school, I have no issue facilitating that.

Sentiment score: 0.30

I will certainly raise the matter with the Department and ensure it engages directly with the school.

Sentiment score: 0.73

I thank the Deputy for raising this issue. Tackling educational disadvantage is a key priority for me as Minister. The DEIS programme is my Department's policy to support schools with high concentrations of students at risk of educational disadvantage. Though DEIS, my Department provides over €180 million in additional resources to almost 1,200 primary and post-primary schools, reaching approximately 260,000 students. I am also aware that there are students at risk of educational disadvantage in all schools. My Department provides a range of universal supports, including free schoolbooks and access to the National Educational Psychological Service, NEPS, to all schools that support students at risk of educational disadvantage. The success of the DEIS programme is clear. Schools in the programme have significantly narrowed the outcome gaps with non-DEIS schools. However, for a cohort of schools with the highest concentrations of students experiencing educational disadvantage, a significant gap in educational outcomes remains. Budget 2026 added an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS strategy, and the achievement of the programme for Government commitment to introduce a DEIS plus scheme to support those schools. I recently met the DEIS plus design advisory group, which has helped to inform the development of the DEIS plus scheme. The group includes principals, home school community liaison officers and school completion programme co-ordinators who work directly with students experiencing high levels of educational disadvantage. I heard first-hand from this group about daily challenges faced by students, such as reliance on school meals - the hot school meals programme is important across the country and is another universal approach from the Government - and the impact of intergenerational trauma. I also heard about what works and how we can build on that through DEIS plus. The new DEIS strategy, including the new DEIS plus scheme, is currently being finalised, which is probably the Deputy's question, and will be published in the coming weeks.

Sentiment score: 0.03

Under the DEIS programme, 306 primary schools with the highest concentration of children at risk of educational disadvantage are included in DEIS urban band 1. These schools receive the highest level of staffing and funding available under the DEIS programme. The Department recently introduced two additional measures to support children in schools at very high levels of disadvantage. Strand 1 of the counselling and primary schools pilot was extended to 61 urban DEIS primary schools in Tallaght, Clondalkin, Ballymun, Finglas and Darndale. This pilot provides one-to-one counselling support for children most in need. Funding was also provided for the appointment of 15 community link workers to support Traveller and Roma children and those at risk of educational disadvantage. These roles will work with families, schools and communities to improve attendance, participation and achievement in education. Regarding the DEIS plus programme, it will be targeted towards schools at the highest level of educational disadvantage. They will not need to apply to become a DEIS plus school.

Sentiment score: -0.06

The schools will be notified. A design advisory group was established to inform the Department of the DEIS plus schemes. That group includes principals, home school liaison officers, school completion programme co-ordinators and professionals who work directly with these children. The Department has engaged with other Departments, agencies, education partners and stakeholders across the education sector to develop the scheme and make sure it is reaching those children and students who need the supports the most. In 2024 and 2025, my Department carried out consultation workshops, focus groups and other engagements with key education stakeholders, including children and young people. That work has been ongoing and it is extremely important in informing development in this area. Analysis of the HP deprivation index indicates that areas with high intergenerational disadvantage are primarily located in urban areas where poverty related challenges such as hunger, substance abuse, domestic abuse, parental incarceration, eviction and homelessness are most acute. These challenges are also reflected in schools in those areas where the outcomes for urban schools in the DEIS programme are lower than for DEIS schools in rural areas.

Sentiment score: 0.00

Mar a d’fhéadfadh an Teachta Dála a bheith ar an eolas faoi, tá 314 ceantar pleanála scoile ar fud na tíre agus tá 50 Gaelcholáiste ag feidhmiú faoi láthair. Seolfar liosta de na ceantair pleanála scoile nach bhfuil iarbhunscoil lánGhaeilge nó Gaelcholáiste iontu go díreach chuig an Teachta Dála mar a iarradh. There is varying demand for Irish-medium post-primary provision across the country, which is evidenced by the majority of Gaelcholáiste having underutilised capacity, even in areas of demographic pressures. Aonaid are an important element of Irish-medium post-primary provision where demand levels are not sufficient to support a sustainable Gaelcholáiste. Many school planning areas are meeting local needs in this way. D'fhoilsigh mo Roinn plean infheistíochta earnála le déanaí ina soláthraítear faisnéis ar threo an tsoláthair trí mheán na Gaeilge agus luaitear ann go ndearnadh infheistíocht chaipitil €466 milliún ó bhí 2020 ann. Tá infheistíocht bhreise beartaithe faoi choinne soláthar trí mheán na Gaeilge mar chuid d’fheidhmiú céimneach tionscadal faoin PFN in 2026 agus in 2027. The programme for Government 2025, Securing Ireland's Future, includes a commitment to establish Gaelscoileanna and Gaelcholáiste where there is demand and support for parents choosing Irish-medium education for their children. In that context, last November my Department published a policy for Irish-medium education outside the Gaeltacht. The policy sets out the Department's vision that high-quality Irish-medium education will be available to all in inclusive and multicultural settings. A task force on models of provision of Irish-medium education was established as a key action under the policy. The role of that task force is to provide a platform for collaboration between the Department and key stakeholders to develop a pathway to increase the provision of Irish-medium education. That task force is expected to be completed within one year and will make recommendations to my Department on areas such as the criteria for Irish-medium education provision and how to support schools transitioning to Irish-medium education and mechanisms to facilitate expansion.

Sentiment score: 0.06

We have a commitment in the programme for Government to establish Gaelscoileanna and Gaelcholáistí where there is demand to support parents to choose Irish-medium education for their children. My Department launched the new policy last November. A key action of that policy was the establishment of the task force. My Department has established three new Irish-medium post-primary schools since 2014 for demographic reasons - Coláiste Ghlór na Mara in Balbriggan, Gaelcholáiste an Phiarsaigh in Rathfarnham, and Gaelcholáiste Charraig Uí Leighin in Cork. The task force is going to make recommendations covering a number areas such as the models needed to provide Irish-medium education at primary and post-primary levels, the definitions of those various models, how inclusive the high quality of Irish-medium education that can be provided within each model along that continuum, what supports the schools may need to implement these models and how to effectively assess the demand for Irish-medium education.

Sentiment score: 0.27

There are currently 50 Gaelcholáistí across the country and almost all of them are undersubscribed for enrolments. This Government is committed to establishing and supporting-----

Sentiment score: 0.14

My Department and the Government are absolutely committed to expanding the number of Gaelcholáistí and Gaelscoileanna across the country. As the Deputy knows, there was a recent primary school survey which included questions to establish parental interest in Irish-medium provision and while it was a survey for primary schools, it provides very useful information and a guide to inform post-primary provision. There will be further clarity on the outcomes of that survey later this year. We have committed in the programme for Government to establishing Gaelscoileanna and Gaelcholáistí where there is demand. The task force in undergoing work in relation to this. I will keep Members updated. I am absolutely in support of the need to expand this and where schools need to be upgraded as part of our NDP, the Department will engage directly with those schools, particularly with the energy and condition surveys that are happening throughout this year.

Sentiment score: 0.36