Helen McEntee
Meath East · Fine Gael · Ireland
“There are no new missions, so there is only so much we can partake in. In regard to UN requests over the past ten years, in September 2019, we had 14 Defence Forces personnel deployed to a UN mission in Mali as part of a joint operation with the German armed forces.”
“I thank the Deputy for his continued engagement on this matter. It is appreciated and I reaffirm our shared commitment to truth and justice, not least for Private Rooney, but in particular for his family.”
“I thank the Deputy for raising the matter. I know he is committed to this issue; I am too. I have in recent months spent some time travelling to different barracks and Army bases and meeting with personnel. What I see all over the country is their professionalism, dedication and commitment.”
“I disagree that people are being pushed into the courts. The situation is exactly the opposite. I have said in the Chamber many times since I started taking these questions that the State Claims Agency is there and wants to mediate and work directly with people in order that cases do not go directly to the courts.”
“We are all committed to strengthening recruitment to and supporting retention in the Permanent Defence Force. The military authorities have advised that the strength of the Permanent Defence Force stood at 7,823 personnel on 31 May, the most recent date for which we have a figure available.”
“It is the case that no mission is the same, so it is also a matter for the Defence Forces to assess and scope out the mission and then to decide whether it is a mission we can partake in. A question keeps being asked about what it is we would not be able to be a part of if we were to keep the triple lock.”
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“To the Deputy's original point, the objective of the Department and my role and that of the Deputy is to make sure that students are supported to fulfil their potential. This means them having the resources they need, including teachers, SNAs, and special education teachers. Students have to be educated in a setting that is conducive to that and this is why I am committed to securing more money in the budget so that we can develop more projects. I take the Deputy's point on timely engagement with principals. This might be something I could speak directly to her about how it is working at the moment and how we can improve it.”
“I would be happy to see some of these schools with the Deputy. She touched on the importance of not forgetting that the more we invest in schools now, the less they will need later on. New summer works and a climate programme have been announced and will be rolled out. It is important to make sure we are investing in changes to the buildings themselves that will provide efficiencies but that will also make sure that the maintenance is kept up. I hope to be able to announce the minor works grant scheme as well. This will provide that small amount of funding that actually saves in the long run. The PV grants and other areas that I have mentioned are not about just investing in the infrastructure but they provide cost savings on energy bills as well.”
“Much of the funding is being invested in making sure that the school places we have been discussing, in particular the special school places, can be provided and rolled out. I commit that the Department will work with principals and teachers to make sure that as many projects as possible can be rolled out. My role is to make sure we get as much money in the budget as possible. The more I can get this year and the more I can get in the national development plan review, the more we can invest in our schools' infrastructure.”
“If the Deputies want to send on individual projects, I can follow up to see at what stages they are. It is important to stress that there is record investment going into school buildings. We have 3,000 primary schools and 700 post-primary schools. The priority and focus always has to be to make sure, where additional accommodation is required, that we do this first, if an extension is required. I fully accept that some schools are decades old and need to be refurbished but we need to make sure that the steady pipeline is being worked through and it is being done as quickly as possible. This year alone, we have more than 300 projects, which are costing €1.5 billion, so these are not small projects. These are new schools, extensions and refurbishments.”
“There are new building officers and projects managers specifically to support schools and to make sure there is a focus on delivery, particularly for the more complex projects. We are working as well to make sure we have IT solutions to help support the roll-out of solar PV panel programmes, which are also part and parcel of much of the work taking place. I acknowledge that some of the programmes and projects do not move as quickly as we would like. There often are reasons for that. Sometimes we have to manage the budget we have with the projects that are coming through. I assure the Deputy that we will work with all schools to make sure that as many of them can be progressed at the same time in a timely manner. We are working and constantly engaging with schools in order that this can be communicated.”
“In Dublin alone, €1.3 billion has been spent in that time. In order to ensure a timely roll-out of these projects, a number of things have been done. We have increased the support and the staff in the buildings unit. There currently is a staff of 240 with ongoing recruitment in that regard. A comprehensive suite of design guidance has been put in place for the delivery of school building projects, including standardised designs and room layouts with a strong emphasis on streamlining arrangements to support delivery. There is a particular circular with regard to repurposing additional accommodation, which has been particularly helpful to help with the opening of new special classes. There is a strong emphasis on procurement frameworks for design teams.”
“I thank Deputy Boland for raising this question. I acknowledge that she has prioritised this with me and wants to ensure that every child, parent and teacher in her constituency has the resources, supports and indeed the appropriate school buildings he or she requires in the years ahead. I am absolutely committed to working with her and all of the schools in that regard. My role in this Department, working with the building unit, is to make sure it has the resources it needs and that it then supports and works with principals and design teams to ensure projects can be progressed in a timely manner. We have a strong track record of delivery. Since 2020, more than €5.8 billion has been invested in our schools throughout the country, which has involved the completion of more than 1,300 school building projects in a record investment.”
“If it is the case that demographics change, or the school moves to have the permanent build in the Mulhuddart and Tyrrelstown area, but there still continues to be pressure in other areas, then there needs to be a very rapid response. The information and the data the Department has, which it has to work with, shows this should create a relief, particularly for those schools that are significantly under pressure.”
“I am aware of this issue because it has been raised previously, including by the Deputy. The information we have in the Department very clearly shows approximately 1,000 pupils move outside Dublin 15 on a daily basis to go to schools in the surrounding areas. This is obviously putting pressure on those schools. The view is the development of the new school, which I know is temporarily placed elsewhere, and moving it back into the Mulhuddart and Tyrrelstown area where the problem is most acute will resolve many of the pressures placed on surrounding schools. We have to work with the data we have. We have to work on the basis of where we see movement and where we see enrolment happening. This has to be kept under constant review.”
“The first tranche of funding has been put in place and it is at preconstruction stage, whereby the contractor is modifying the modular accommodation off-site. All of this work is happening and progressing as quickly as possible. It is anticipated that construction on the site will commence during the school term. Progress is being made and we want to see it in place as soon as possible while the new build is being put in place.”
“I assure the Deputy we will be building on the two pilots I have mentioned for secondary schools, taking lessons and experience from them, and starting a pilot for the next school year, 2026-27, with the hope and ambition to roll it out further. We need to make sure we have the ability to share as much data as possible so all of our school systems are updated and all the schools in a particular area are involved and part of the overall pilot. This work is under way. With regard to Danu Community Special School in particular, I assure the Deputy it is a priority for the Department to provide a permanent building. There was a request for the modular accommodation that is needed. The project management team is making arrangements, specifically trying to identify and ascertain the fire certificate and the disability access certificate.”
“What they need to do now, and they will be supported in this through the Department and the NCSE, is move onto the next stage, having completed the first year of this programme. The feedback so far is positive, but for this to work effectively we need more schools to be part of this overall experience. The Department is taking lessons from the secondary school trial, with a view to developing a new commitment for a national system. A pilot expanding on the ones that are happening in Limerick and Ennis will start in 2026 and 2027. This is about making sure we have the best system possible so that stress is removed from parents, and in particular from those who have children with additional needs.”
“Common application systems are in place in a small number of specific areas, such as at post-primary level in Limerick and Ennis and for primary special classes in Dublin 15. A report is due to come back to me through the National Council for Special Education, NCSE, for the Dublin 15 area, but judging by the work that is being done at secondary level, there are benefits. There are clear challenges where not every school in an area is signed up to a common application system, and that is the point we need to get to. For the Dublin 15 area, I commend Deputy Currie, in particular, and those on the Dublin 15 task force, including parents, teachers, principals, the NCSE and many others, who have been working to develop the common application system.”
“I thank the Deputy for raising this issue. At the outset, we have to ensure we have the capacity there for any of these types of new application systems to work. My Department has a very significant capital programme, which is providing additional capacity around the country. Since 2020, €5.8 billion has been invested in our schools, involving the completion of over 1,300 school building projects. Additionally, we are working very closely with schools and patrons to ensure that there are sufficient places available each year. What is key to this, the new online system and the new application system is good data-sharing between schools and my Department is working on that as well. On the roll-out of the programme for the senior cycle, a number of pilots are operating.”
“The SPHE programme is being updated so everything will be up to date, and young people are being asked what is important to them and what they should be discussing. Only last week, I launched a new programme in arts, which has been taken up by about a third of schools at the post-primary level. This is an overall health and well-being programme that brings everything into one place. It can be accessed by teachers and students and there is peer-to-peer learning. Most important, parents can also access it. We know the impact mobile phones can have on young people's mental health, particularly where they are accessing the material the Deputy mentioned, such as violent pornography, bullying or other elements on social media. These are all the actions that have been taken, but I absolutely agree that we need to do more.”
“To outline the action to date, phones have been banned in schools, and in primary schools in particular, which is only right. Young people are still being educated through the reform of the RSE programme. On post primary, a directive was issued by the Minister for Education urging schools to have restrictive mobile phone use in place, and we can see that being implemented in many of the schools. Most important, the new SPHE curriculum is going to be mandatory. While that focuses on everything from sexual health to other areas relating to bullying and everything else, online will be a key part of that. There is also a programme called-----”
“I spoke to a primary school teacher last night whose school has banned mobile phones. It works very well, but he knows there are students in second class and upwards who have access to phones when they go home, be it a parent's phone or a sibling's phone that has been discarded, which they are able to use to access social media sites. We have to ensure that the education does not just stop in the classroom and that any of the programmes we are developing can be accessed not just by the teachers and students but also by the parents. That is so much of what is happening.”
“So much work is being done. I mentioned Webwise and the different programmes that are being rolled out. The change in the curriculum has taken a number of years but it is now being rolled out and will be mandatory for leaving cert students. The ban that has initially come into our primary schools is absolutely fantastic but we all have a role here. There is more that schools can do, such as through the ICT grant, which ensures that children are digitally literate. Yesterday, I was at a school in Trim where there is coding and programmes I certainly did not have access to when I was in school. Children are being taught in a way that shows them how they can benefit from technology, but we need to ensure that, embedded in that education, we are wise to the challenges they face. As parents, we also have a role to play.”
“There is engagement around Coco's Law, a law I introduced, which bans the sharing of intimate images, and Up2Us, a campaign focused on creating awareness in the prevention of online bullying. There is a Webwise youth panel of 30 teenagers, who work with Webwise to ensure that what is being rolled out is appropriate. There are also changes to the social, personal and health education, SPHE, and the relationships and sexuality education, RSE, curriculums. It is really important that when they are being rolled out, they are focused on the issues that young people are concerned with and an emphasis on online issues. I will come back in on some of the other work that is being done.”
“A key component of that is Webwise, the Irish Internet safety awareness centre, which is part of the Irish safer Internet centre. It supports teachers and parents but also supports students directly. It gives a sustained information and awareness strategy targeting school leaders, teachers, parents and children themselves. It develops and disseminates resources that help teachers integrate digital citizenship across their different platforms. For example, there are resources such as Be in Ctrl, a campaign on online exploitation and sexual coercion, and Lockers, a resource for post-primary students dealing again with the sharing of explicit self-generated images of minors.”
“I have spoken to schools where this has been rolled out and the response from teachers and also from parents is that this is transformative for children in that they are not on their phones, not just during the school period and class times but also at break times, when we want them to be having fun with their friends and enjoying sport, drama, music or whatever else they are involved in. As I said, it is just one of a suite of measures that we all need to be engaged in. In the Department of Education, as part of our digital strategy for schools, the focus is on ensuring that young people are supported so that they can use technology as a key part of their learning, but also that they are safe and well in doing it online.”
“I thank the Deputy for raising what is a very important issue and something we all have a responsibility to try to deal with to support our young people, to educate them and to protect them insofar as possible from many of the challenges they face online. In respect of the mobile phones during school time, the pouches were just one of a number of measures that have been recommended and will be rolled out. It is not mandatory for any school but is an option for a school to take up.”
“We have to work within the budget that has been provided, and what has been provided is 22% of an increase. I am absolutely committed to providing more. It could not be any clearer in the programme for Government. There is no school that will be let go to the wall because there is no funding being provided. We will always provide funding to schools.”
“There is not a single school in this country, and there are 3,000 primary schools and 700 post-primary schools, that will not be supported and assisted, be it in providing finance ahead of schedule or providing other types of assistance. That is not to say I do not want to do more-----”
“With all due respect, the Deputy's party called for multiple different variations of €150 million. We have to work within a budget and we have to make sure we prioritise where the need is most. I fully accept the need is here in education and that we need to provide more, but there is no school that will be let go to the wall because funding is not being provided. I cannot be any clearer than that. I also commend our principals, teachers and all the staff who work so hard day in, day out. I appeal to any school, if it is in financial difficulty, to please reach out, engage at an early stage and make sure it is engaging with the Department.”
“It is not that the Department is not reaching out or helping or will not provide funding. When schools reach out, it is often about looking to see how they can reduce costs, how can we put in place plans to support them and how can the unit work with them. That is what the Department has been doing. I am not saying we do not do more. I want to see that capitation rate increase. There is, however, something else the Department can do that it is doing and has been doing for some time. It is working with schools, providing plans and budgets and supporting them in that way as well.”
“I have also spoken to teachers and principals and I fully accept we need to do more. There is a clear commitment in the programme for Government to do more. However, the Deputy has to accept that, in the past two years alone, there has been a 22% increase in capitation across primary and post-primary as well as an enhanced rate for special schools or where support is needed in DEIS schools. I am not saying that is going far enough but I cannot negotiate the budget here on the floor of the Dáil. What I am saying clearly is I am committed to increasing it. The FSSU is the unit that is specifically there in the Department to support schools that are going through a difficult time and say they need financial assistance. Last year alone, two schools got an advanced capitation rate.”
“Budget 2025 will bring the standard rate of capitation grant to the level of €224 per pupil in primary school and €386 per student in post-primary school from September 2025. Schools will see that benefit and increase at primary and post-primary levels. Enhanced rates will also be paid in respect of pupils with special educational needs and Traveller pupils. Any possible further increases will be part of further budget negotiations but I cannot do that here. I expect, as do all colleagues, to engage with the Minister for public expenditure and reform. There is a clear commitment in the programme for Government to do more, ensure we continue to increase capitation and, above all, support schools as far as we possibly can, not just in providing them funding, but also through the FSSU and ensuring we provide them with advice and support.”
“The two main grants are the capitation grant, which caters for day-to-day running costs such as heating, lighting, cleaning, insurance and general upkeep, 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. The current standard rate of capitation grant is €200 per pupil in primary school and €345 per student in post-primary school.”
“The Government and I as Minister for Education are committed to increasing funding to support all schools. This has already seen a €30 million permanent increase in capitation funding to assist schools now and in the longer term with increased day-to-day running costs through budget 2025. This represents an increase of approximately 12% on current standard rates and enhanced rates and is on top of the circa 9.2% increase from last year’s budget. In the past two budgets alone, there has been a 22% increase in the overall funding being provided through capitation for schools. My Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants.”
“It is important that we protect our economy, support companies to expand and ensure that the 1 million children who will come out of school in the years ahead have access to high-quality jobs. That is why we need this Government to get on with the business we were elected to do. Regardless of what political games the Opposition plays in the Chamber, that is exactly what our focus is, that is what our priority should be, and that is what we need to do after this evening.”
“In the past number of weeks alone, working with the Minister of State, Deputy Moynihan, and the NCSE, the Government has already clarified and sanctioned 369 new additional special educational needs classes. Work is under way to make sure those classes are in place and that our young people and children and their parents are supported in the way they should be. I would say to all of our parents in particular, with World Autism Day tomorrow, that this is a Government and a Dáil that will not grandstand, walk out of the Chamber or obstruct, but one that will do every single thing possible to deliver for the people who have elected us to do such. We have heard from many colleagues about all the challenges we are facing, from the impact of tariffs from the US to the potential loss of jobs.”
“We need to make sure that we respect the democratic mandate of this House and the people who elected us. The scenes in this House, as everybody has alluded to, from the very beginning but in particular last week, have been unedifying for anybody I spoke to. Unfortunately, we all got balled in with the same accusations. There was roaring, shouting and bawling, which are the only words that can accurately describe what was happening on the Opposition benches. It was grandstanding and obstructing business, which did nothing to make sure we focused on the issues of the day and the issues that people had elected us on. Deputies keep saying this Dáil is doing nothing. That is not the case. This Dáil is delivering for our people.”
“I stand in support of this motion of confidence in our Ceann Comhairle. It is hugely regrettable that we are faced with this situation in the House this evening - a motion that has come about because of the prolonged attempts by Opposition to obstruct this Dáil and the Government from getting on with their business. Every single Member of this House was democratically elected back in November. This Government, albeit with the attempt by the Opposition to obstruct us, was democratically elected and we have had a fair election of our Ceann Comhairle, who now needs to be let get on with her business. Never has it been the case, in 106 years, that the Ceann Comhairle has had the support of every single Member of this House, so to suggest otherwise is a complete falsehood.”
“The achievements and developments under the policy on Gaeltacht education have laid a strong foundation for the continued growth and development of the Irish language in our education system. The supports of COGG, GaelAonad, the Gaeltacht education unit and the inspectorate ensure that a valuable support network has been created for teachers and school leaders to draw upon. Continued investment in school capital and language initiatives create the space in which the Irish language can thrive. Tá mo Roinn lánsásta leanúint leis an obair seo le tacú le daltaí, tuismitheoirí, múinteoirí agus príomhoidí an teanga a úsáid i gcroílár shaol laethúil na scoileanna.”
“It has developed resources to support English-medium primary schools in teaching PE through the medium of Irish. It has also helped to enhance career opportunities through Irish. I measc phríomhbheartais COGG le déanaí, tá an Tairseach, ardán ar líne a chuireann go leor acmhainní teagaisc trí Ghaeilge ar fáil do réimse ábhair scoile. This development has been absolutely vital in enhancing Irish-medium schools’ abilities to respond to rapid curriculum redevelopment. On innovation in teaching, we have the e-hub project. This delivers leaving certificate physics and chemistry programmes through Irish to Gaeltacht students via remote learning. It is really innovative and supports smaller schools, including island schools, through high-quality online teaching.”
“An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta, a dedicated agency to support the teaching and learning of Irish and through Irish, has also seen significant increases in funding. It has gone from €1.35 million to over €3.4 million, indicating a doubling of its funding. It plays an important role in resource development, in convening communities of practice and in providing professional learning opportunities for teachers. As an agency, it is very much aware of the challenges but also the opportunities and needs within the Irish-medium sector and in respect of the teaching of Irish in English-medium schools. With regard to an emerging issue that has arisen, COGG was instrumental in progressing the Department of Education’s content and language integrated learning project.”
“Oide, the professional learning support service funded by the Department, has recently established a GaelAonad division. The GaelAonad has specific responsibility for the provision of professional learning events for schools operating through the medium of Irish and for the curricular area of Irish. Furthermore, Department of Education investment in the Irish language has been substantial in recent years. It is spread across a broad range of capital projects and language initiatives. For example, over the last five years, €405 million of capital investment has been made in Irish-medium schools. Almost 300 Gaelscoileanna, Gaelcholáistí and Gaeltacht schools across the country have benefited from this investment.”
“In 2019, an Irish-medium BEd programme for primary teaching was introduced with funding from my Department. The first cohort of 34 students graduated in November 2023. The Marino Institute of Education was awarded a contract to provide the BEd through the medium of Irish to a further five cohorts. Since 2018, the Department has supported a blended-learning MEd degree in Irish-medium and Gaeltacht education, at first at Mary Immaculate College and currently at Trinity College Dublin. The Máistir Gairmiúil san Oideachas, which is available at the University of Galway, is supported by seconded teachers and COGG bursaries. These programmes are key to ensuring that teachers have the proficiency to deliver high-quality immersion education through Irish. Tá tús áite tugtha ag mo Roinn freisin d'fhorbairt ghairmiúil na múinteoirí.”
“Gabhaim buíochas le pobail na scoileanna go léir as a ndílseacht agus a n-obair chun an éacht seo a bhaint amach. The scheme is ongoing, and the Department remains committed to supporting both recognised schools and those still working towards recognition. Given the excellent work already under way, greater emphasis will be placed on identifying and sharing best practice in Irish-medium immersion education. This work has already begun through the Scéal na Scéime newsletter, issued by my Department, which showcases schools’ achievements under the scheme. One of the more significant investments under the policy on Gaeltacht education has been the funding provided for Irish-medium teacher education programmes. My Department has funded several teacher education initiatives to increase the supply of teachers qualified to teach through Irish.”
“By opting in, schools committed to implementing language-based criteria and received additional supports to enable them to do so. These criteria not only ensured high-quality education through Irish, but also strengthened awareness of the language within schools and their wider communities. My Department's inspectorate, the Gaeltacht education unit and An Chomhairle um Oideachas Gaeltachta agus Gaelscolaiochta have supported our Gaeltacht schools on their journey towards gaining recognition as Gaeltacht schools. A significant milestone was celebrated recently at a number of events across the country when official recognition as Gaeltacht schools was awarded to 120 primary and post-primary schools in Gaeltacht language planning areas.”
“First, it is important to acknowledge the significant and noteworthy progress that has been made as a result of the introduction of the policy on Gaeltacht education in 2016 - a policy known for its impact in promoting the Irish language, enhancing the teaching of the language, and re-establishing and reaffirming Irish as the language of Gaeltacht school communities. This policy was introduced to support and promote the use of the Irish language in Gaeltacht communities by strengthening Irish-medium educational provision and ensuring high-quality education through the language. Is cumhacht an pholasaí seo ná scéim aitheantais scoileanna Gaeltachta, a bhfuil ról mór comhlíonta aici sa dul chun cinn atá déanta go dtí seo. When the scheme was launched, the Department invited schools to participate with the backing of their communities.”
“The growing presence of Irish in public service also strengthens its visibility and prestige, as well as creating opportunities to use it. This should give us confidence in its continued development. Cé go bhfuil dul chun cinn tábhachtach déanta aici i gcur chun cinn na teanga, tuigim go bhfuil go leor fós le déanamh. We must continue to strive for growth. Bealach amháin leis sin a dhéanamh ná a chinntiú go bhfuil daoine ar a gcompord lena húsáid chomh minic agus is féidir. We all need to be comfortable in making mistakes when we try. In any conversation on the language, it is also essential that we start the discussion from a strengths-based perspective. I will share some of the Department of Education’s recent success in promoting the Irish language in our education system.”
“TG4, Cúla4, Raidió na Gaeltachta and Irish social media have all played a pivotal role in promoting the language, while films like "Kneecap" and "An Cailin Ciúin" have further shaped public perception. TG4, in particular, has made the language more accessible, normalising its use in daily life. What is particularly significant about these initiatives is that they have reached not just those who would traditionally have engaged with the Irish language; their impact has also extended to children and young people in English-medium schools and to people who may only have thought of Irish as a school subject. Furthermore, the Official Languages Act and the recognition of Irish as an official language of the European Union mark significant milestones in the status of the Irish language and its future.”
“Is mian liom mo chuid ama a roinnt le mo chomhghleacaí, an Teachta Ward. Gabhaim buíochas leis na Teachtaí as an rún atá curtha chun cinn acu agus tá áthas orm an deis a fháil labhairt leis an Teach faoin ábhar tábhachtach seo. It is timely, with Seachtain na Gaeilge in full swing, to remind the House that we should all endeavour to use the Irish language insofar as we can and as is possible. I intend to do so myself insofar as I can. Is le bród gur chóir dúinn an teanga a úsáid nuair is féidir linn, ní hamháin le linn Sheachtain na Gaeilge, ach aon áit agus aon uair is féidir. It is clear to me that there is renewed and positive interest in the Irish language, due in no small part to our Irish-language media.”
“Two administrative roles with a different focus are being trialed in two separate clusters, in Gort and Donegal, for the next 18 months. It is about sharing knowledge and best practice and encouraging joint pupil-teacher participation, including in sport and music. Above all, it is about recognising the important role our rural schools play and making sure we do everything possible to support and retain them.”
“I highlight the positive benefits we have seen so far in the clusters that have been developed. First, they help to reduce the sense of isolation among school staff, particularly in rural areas and where there is a small number of staff. The Department has combined teacher allocation hours with part-time hours, where feasible, to create full-time posts and make it easier for those schools to recruit teachers. Another benefit is providing consistency in teaching and learning. Oide, the support service for teachers, has provided training on a cluster basis, rather than individually, using the clusters to help staff to deepen their relationships. The administrative supports the Deputy mentioned have been trialled in an effort to ease the administrative burden on teaching principals.”
“The feedback from schools has been extremely positive and this is reflected in the interim evaluation report. We want to make sure our small schools recognise the important role they play in our communities. They need to be retained and supported. We must ensure the staff, teachers and pupils benefit from that clustering and pooling together of resources, whether that is administrative support, sharing ideas or training. We can already see the positive feedback from the pilot work in the clusters that have been developed. It is my intention to roll out that programme to ensure we can work with even more schools and provide for them, recognising the important role they play in our communities the length and breadth of this country.”
“As someone who attended a small school where we only had three classrooms, I cannot stress the benefit and need for us to prioritise supporting our small schools and doing everything we can to retain them. What we have provided in the programme for Government is a very clear commitment to provide measures to support small schools, including introducing a new national small schools project and trialling those new administrative supports the Deputy has mentioned. There is an established project, which brings together small schools in local clusters, enabling them to collaborate, identify common challenges and trial innovative solutions. There are 26 small schools in the cluster in counties Galway, Donegal, Kerry, Wicklow and Waterford, consisting of between three and five schools per cluster.”
“Keeping a young person in school for as long as possible means the vast majority of young people will have a better outcome and outlook in life. That is my objective and my priority. I look forward to working with the Deputy and all our stakeholders to ensure we can achieve that.”