Hildegarde Naughton
Galway West · Fine Gael · Ireland
“It is an absolute commitment in the programme for Government to reduce the pupil-teacher ratio over the lifetime of the Government. The Deputy will appreciate I cannot announce anything here in the Dáil. I have to go into negotiations in relation to the upcoming budget.”
“Where we can, we give guidance and I know schools are very well aware of this. They do this well themselves so that where possible, the more junior classes would have a lower class size.”
“The identification model has to be applied consistently right across the country to have fairness and transparency around it. Under the DEIS strategy to 2035, work is under way in my Department, with colleagues in the Central Statistics Office and across other Departments, to utilise other administrative data sources to help improve how w…”
“The school referred to by the Deputy submitted an application under the additional school accommodation, ASA, scheme for an additional temporary classroom in 2025. This school had previously been approved for a permanent extension under the ASA scheme in 2021 for a two-classroom special education needs unit and one mainstream classroom.”
“A huge amount of work is being done on securing specialist places, be it in special classes or special schools. We are far ahead of where we were this time last year. We had a budget for 400 special classes. I got increased funding in March of this year. We are ahead in relation to forward planning.”
“The general average of pupils to teachers in the primary staffing schedule improved from 26:1 five years ago to 23:1 for the current school year. Average class sizes in primary schools have improved from 24.1 to 22.2 through the investment we are making in schools.”
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“That is why Oide, which deals with professional learning for teachers across the country, has rolled out an extensive programme of teacher professional learning over the past three years to support the introduction of the new SPHE specifications. There have been more than 10,000 teacher interactions, as I said. Resources are also available online to support SPHE teachers in the classroom. They have been developed in close collaboration with the HSE, the NCCA and my Department. I thank the Deputy for raising this very important issue.”
“The Deputy raises a very important issue. We have seen reports on the news in recent weeks on the impact of domestic, sexual and gender-based violence. It is important that we raise awareness, as a society. These are also conversations that need to happen at home, with parents. It is important that we situate the area of learning within the SPHE programme, rather than in a separate programme. SPHE aims to equip young people and students with the knowledge and understanding of how to navigate the world around them, to make decisions, to understand how to forge healthy relationships, and where to seek help or information when it is needed. These are all crucial skills. Of course, teacher competence and confidence are very important in the SPHE classes.”
“The updated senior cycle SPHE specification includes learning about the common signs of abusive relationships, including coercive control, understanding the root causes and consequences of gender-based violence and the supports available, and image-based abuse. Recognising the sensitivity of these and other issues addressed within the SPHE programme, the introduction of these updated specifications continues to be supported by an extensive programme of teacher professional learning offered by Oide. There have been more than 10,000 teacher interactions at these sessions since 2023. In addition, 104 teachers so far have participated in the DCU graduate diploma in SPHE and RSE, which offers post-primary teachers the opportunity to upskill in this very important subject area.”
“It is one of a number of actions in the implementation of the strategy that are led by my Department, reflecting its commitment to the aims of zero tolerance. Learning in SPHE is designed to be appropriate to the age and stage of development of students. At junior cycle, there are relevant learning outcomes across the various strands of SPHE, including in relation to respectful relationships, identifying the signs of healthy, unhealthy and abusive relationships, the importance of consent and of boundaries within relationships, and being able to recognise different kinds of abusive behaviour.”
“Education about domestic and gender-based violence is addressed in the SPHE curriculum at both junior cycle and senior cycle. An updated junior cycle SPHE specification was rolled out in schools from September 2023, with all schools required to provide the subject for all junior cycle students. An updated senior cycle SPHE specification was published in 2024 and is being introduced on a phased basis, with all schools required to provide the subject at senior cycle by September 2027. The introduction of these updated SPHE specifications is recognised as a key action within the prevention pillar of Zero Tolerance: The Third National Strategy for Domestic, Sexual and Gender-Based Violence.”
“Projects provided under the summer works scheme generally involve improvement works to the building which can include the provision of roof replacements, window replacements and new heating systems, among other measures. The emergency works scheme continues to be available to schools to deal with unforeseen emergencies which could result in school closures.”
“We listen to schools around further supports that they need. Under the last scheme, any school that applied for laboratory upgrades received them. Some 63 projects were approved. I can follow up with the Department in relation to moving that along. Schools can apply for one of the ten categories. I will outline them because sometimes there is confusion in relation to those categories. They are: climate action works, climate action roof works, climate action and electrical works, climate action and mechanical works, science labs, climate action and toilet facilities, window projects, curricular requirements, fabric defects and external environmental projects.”
“The next tranche of approvals is due this coming October for summer 2027. Drawing on experience from the Department's pathfinder programme, the new summer works scheme includes several climate action measures. Schools applying for the scheme select their preferred project category. There are ten categories of projects supported under this scheme, and all schools that applied for laboratory upgrades under it had their applications approved in the first tranche. This involved a total of 63 projects. Total expenditure under the summer works scheme from 1 January 2020 to 31 May 2026 amounted to €211 million. Some 1,480 summer works projects have been approved since 2020 to date, including 198 under the new climate action summer works scheme. I hear the points the Deputy has raised, and I am sure he has engaged with the Department.”
“Applications from schools that were not approved in 2025 will still qualify to be assessed in subsequent years within the context of the available funding envelope. As to the Deputy's question, the next tranche of approvals under the climate action summer works scheme is due in October 2026 for delivery in summer 2027.”
“The climate action summer works scheme operates on a multi-annual basis across a number of categories of works. The scheme was opened for applications from 1 May to 30 June 2025, where over 1,400 applications were received. In November 2025, the Department announced the first tranche of approvals under that scheme. A total of 297 projects were approved to proceed, including 198 under the new climate action summer works scheme and a further 99 that represent the final tranche of projects under the previous summer works scheme. The Department continues to actively engage with these schools to support the delivery of approved projects. It is envisaged that the majority of these projects will be on site this summer. Given that funding is limited in any particular year, it is necessary to prioritise applications.”
“I am looking forward to Sunday, if I can squeeze that in. The roll-out of my Department’s climate action summer works scheme is a key part of our commitment under the national development plan to support investment in the existing school estate while also delivering on the climate action agenda. Through the scheme, schools can undertake a wide range of improvement projects and targeted climate measures, such as fabric upgrades, LED lighting, roof and window replacements, installation of electric vehicle, EV, chargers and bike racks, and other essential maintenance works. The scheme is implemented on a devolved basis and, ideally, the work is of a scale that can be carried out during the summer months or at other times that avoid disruption of the operation of the school.”
“The next tranche of priority projects to proceed to tender and construction will be informed by: my Department's analysis that it is undergoing at the moment; engagement with patrons and schools; available funding where relevant; and findings from the Department's school estate energy and conditions survey, which is due to be completed at the end of this year. Any interim accommodation requirements will continue to be assessed and considered by the Department on a case-by-case basis in order to determine the prioritised needs and approach for addressing them.”
“It is important to note that only projects that are already at tender stage or close to be tender ready are included in the tranche of the NDP. The Department-led energy and condition survey has been conducted right throughout the country. That is being considered at the moment. We are looking at a new prioritisation list for the next tranche, so priority projects at earlier stages of the pipeline continue to be advanced, with particular emphasis on special schools, schools operating in interim accommodation and projects providing significant special education places.”
“In moving projects forward, the Department maintains a strong focus on delivering value for money and affordability and including phasing arrangements where necessary to ensure spending remains sustainable. The project in this school will be considered as part of the overall programme management approach.”
“Mar is amhlaidh le gach tionscadal tógála scoile, déantar iad a mheas i gcomhthéacs thosaíocht fhoriomlán an chláir agus paraiméadair mhaoinithe an phlean forbartha náisiúnta, PFN. I bplean infheistíochta earnála PFN mo Roinne, leagtar amach béim mo Roinne ar acmhainn reatha a uasmhéadú agus tús áite a thabhairt d’fheidhmiú céimneach tionscadail chun na riachtanais is práinní a shásamh, go háirithe chun tacú le soláthar riachtanas oideachais speisialta. The project at scoil an Tuairín i mBéal an Daingin is currently under review from both a technical and cost perspective in accordance with the requirements outlined in the public infrastructure guidelines. In the context of the overall programme management, it is not possible to give a timeline for progression at this point but work is under way.”
“The accommodation need is therefore driven by the requirement for appropriate SET space and the restoration of ancillary facilities for their intended use. Since 2020, the Department of education has provided €264.25 million in capital funding for Galway schools and over this period a total of 89 schools have been upgraded either through the provision of a new school building, a large scale extension or the provision of modular accommodation. Ten schools will tender for construction in 2026 and 2027, that were included in the NDP.”
“Managing timing, scope, and cost is crucial to ensuring that the overall school building programme remains within the funding parameters. As the Deputy knows, enrolment has remained stable at that school at between 77 and 84 pupils from 2022 to 2025, supporting the ongoing viability of the school's four-teacher staffing structure in a mixed Irish medium primary school. Although enrolment has remained relatively stable, the school's accommodation is under significant pressure due to the need to accommodate three special education teachers, SETs, alongside four mainstream teachers. There is no spare classroom space available within the school. Two SET teaching spaces are currently located within the school.”
“Tá an síneadh atá le cur leis an scoil, ar thagair an Teachta dó, ceadaithe le dul isteach i bpíblíne thionscadail mo Roinne chun seomra ranga príomhshrutha amháin agus trí sheomra oideachais speisialta a chur ar fáil. Rinneadh é a chineachadh chun seachadta chuig údarás na scoile. In early June, departmental officials contacted the school to advise that its project remained under review in the context of NDP parameters and the overall prioritisation of capital investment. The project is currently at stage 2b, i.e. detailed design. A stage 2b report was received in August 2025 and is currently under review from a technical and cost perspective. All school building projects, including this one, must undergo the necessary due diligence outlined in the infrastructure guidelines.”
“Another weighting we give is additional accommodation required to cater for demographic growth in an area and projects dealing with the most significant condition issues. That is our condition and energy survey. For the first time, the Department will have information and good data on the energy and condition of all our school estates across the country. That will feed into the next prioritisation.”
“I am conscious if I go into one school I am going to run out of time but I heard the schools the Deputy raised. To be eligible for inclusion in the first tranche of projects to proceed, projects needed to be ready and be at the appropriate stage of readiness. Stage 3 is tender and stage 2b is detailed design and pre-tender. Within this context, priority was afforded to special schools, and we will be having a focus on that for the next tranche, schools that are fully in interim accommodation across the country and with an urgent requirement for permanent accommodation and projects delivering significant special education capacity. We are looking at the existing accommodation when we are looking at expanding schools or the NPD where it is possible we can use the existing school capacity.”
“That project will be delivered under my Department's employer-led design programme which uses a professional external project manager to co-ordinate and drive the design team to achieve the best possible timeframe for the project through the stages of architectural planning to tender and construction. That project progressed to tender on 25 February 2025. The tender returns were received on 2 May 2025. The tenders were evaluated by the design team. Following due diligence being carried out and discussions with the preferred tender, the company withdrew its tender. The Department's design team is now carrying out due diligence in relation to the next placed tender with the view to submitting a tender assessment report for my Department's consideration. The Deputy raised concerns around the planning permission.”
“There has been a lot of correspondence in relation to Scoil Chrónáin in Rathcoole. The Minister of State, Deputy Higgins, along with the Deputy have raised concerns around this. I reassure the Deputy in regard to Scoil Chrónáin, which is an all-Irish co-educational primary school under the patronage of the Archbishop of Dublin. The brief for the permanent project is to provide a new 16-classroom primary school and accommodation, including two classrooms for children with special educational needs on the permanent site in Rathcoole, County Dublin.”
“However, priority projects at earlier stages of the pipeline continue to be advanced, with particular emphasis on special schools, schools operating entirely in interim accommodation, projects providing significant special education capacity, additional accommodation to meet demographic growth, and schools with the most pressing building condition issues. The Department is targeting 2027 for the publication of the next tranche of priority projects to proceed to tender. To be considered, projects will have to be at an appropriate stage of readiness. Prioritisation will be informed by departmental analysis, engagement with patrons and schools, available funding, and, where relevant, findings from the Department's school estate energy and condition survey.”
“One is at developed design, which is stage 2a. Nine are at detailed design, which is stage 2b. One of these stage 2b projects - the new school building for Adamstown Castle Educate Together National School - has been included in the priority tranche of projects published in January as part of national development plan, NDP, roll-out. There are also a further 12 projects being progressed under the modular programme and the climate action summer works scheme. It is important to note that only projects already at tender stage, or close to being tender-ready, were considered and prioritised for the first tranche of projects approved to proceed under the Department's NDP implementation plan.”
“I thank the Deputy. My Department is delivering significant projects in Dublin Mid-West and continues to progress further important projects. There are currently eight projects onsite across Dublin Mid-West, including new school buildings for Coláiste Pobail Fola, Gaelscoil na Camóige, Gaelscoil Chluain Dolcáin and Holy Family Community School. Gaelscoil Lír was substantially completed and handed over to the school at the end of last week. A further four projects are at tender stage, including a new school building for Scoil Chronáin and deep energy retrofit works at Coláiste Bríde, Deansrath Community College and Collinstown Park Community College. In addition, 20 large-scale and additional accommodation projects are progressing through the design pipeline. Ten are at preliminary design, which is stage 1.”
“Incorporating local level indicators or qualitative submissions where such information is not nationally available could create challenges around consistency, transparency and equality of treatment. The Department is committed to ensuring that all schools are treated equally. I hear the Deputy's concerns. I will come back to this question. This is the first phase of this DEIS plus programme. We are going to be looking at how this is rolled out from September onwards. I want to make sure - and that is why I set up a pilot as part of this - that certain schools that are not DEIS would access to a home school liaison co-ordinator. I appreciate there are schools that have educational disadvantage. We need to be able to respond to that with the evidence and data.”
“The appeals process is underway at the moment. It will be announced shortly. I am not involved in that. It is independently being assessed. There is an identification model. It has to be done fairly and transparently. For that reason, the appeal process was limited to enrolment data which underpins the model. That is through the primary online database, POD, system and the post-primary online database, P-POD, system. That appeals process does not allow for the submission of contextual information. A rules-based national model has to consider all schools on the same basis. It cannot substitute locally held knowledge for data that are not available or comparable nationwide.”
“We need to make sure that we have a sense of fairness. I hear concerns, and not just in relation to that particular school. We all know there is educational disadvantage right across the country. My Department is working with the CSO to look at even better ways to capture this data. I would love to be in a position to maybe not call a school a DEIS school but to be able to apply the supports as needed and as intensively as required right across the country.”
“The identification model has to be applied consistently right across the country to have fairness and transparency around it. Under the DEIS strategy to 2035, work is under way in my Department, with colleagues in the Central Statistics Office and across other Departments, to utilise other administrative data sources to help improve how we can resource schools in a targeted way to support children and young people at risk of disadvantage. The appeals process allows schools to correct any inaccuracies in enrolment data or to seek verification that the DEIS plus identification model had been correctly applied. It was limited to the enrolment data. If there is other information that might be relevant to that particular locality, they could not take that on board because it would not have been consistently applied right across the country.”
“It would be inappropriate for me to comment on the result of any individual appeal in advance of the completion of that process. That process will be completed in the coming days and schools will be notified of the outcome of their appeal. I do also recognise however, that some schools are operating in the context of complex local pressures that cannot currently be fully reflected in the DEIS plus identification model. At present, the model must use data from the online enrolment databases and the HP index in order to be based on data that are available nationally and consistently for all schools. I will come back in again.”
“Recognising the importance of accuracy and fairness, schools that were not satisfied with the outcome were afforded an opportunity to appeal in line with the arrangements set out by the Department. The appeal process allowed schools to correct inaccuracies in enrolment data or seek verification that the DEIS plus identification model had been correctly applied to their data. All appeals submitted by schools, including the one referred to by the Deputy, are undergoing a detailed technical review in accordance with the published criteria. The outcomes of the review are independently verified by an appeals panel with expertise in data analysis, education policy and educational disadvantage, providing an additional layer of assurance regarding the integrity and consistency of the process.”
“Addressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me as Minister for Education and Youth. The introduction of the DEIS plus scheme will provide enhanced supports to a small cohort of schools with the very highest concentration of students at risk of educational disadvantage. Schools were identified for inclusion in DEIS plus through a nationally consistent, evidence-based identification model which drew on a range of indicators associated with persistent and intergenerational disadvantage. The model was applied uniformly across all eligible schools to ensure a fair and objective process.”
“In addition, since 2020, 306 special classes have been sanctioned in Cork, and the Minister of State beside me is very aware of this. Some 66 were sanctioned for September 2026.”
“The information I have to date is the project is devolved to the school authority for delivery and it is currently at stage 1 of the architectural design and planning. I can give the Deputy more detail if he needs it. Since 2020, the Department has provided more than €796 million in capital funding for Cork schools. Over this period a total of 168 schools have been upgraded, either through the provision of a new school building, a large-scale extension or the provision of modular accommodation. Some 12 school projects to go to tender or construction this year or next were included in the NDP implementation plan. There are currently 18 school projects in Cork under construction. This summer we have 35 schools which were approved to undergo works as part of the climate action summer works programme.”
“A further application for rental of interim accommodation to cater for a mainstream class was refused in May of this year, on the grounds that there is already sufficient capacity in the area and the responsibility of the school to manage its enrolments to suit its capacity in that context. In the Youghal area, we have to look at the capacity within the planning school area as part of our prioritisation process.”
“The Department funded a substantial extension and refurbishment in 2014 of this school. This included six new classrooms, special education rooms, a GP hall, a new basketball court and a new carpark. The existing building was also completely refurbished. The school was subsequently approved for a further extension under the ASA scheme in 2021, to provide a two SEN classroom unit and one additional mainstream classroom. This project is devolved to the school authority for delivery and is at stage 1 of architectural design and planning. As the Deputy knows, the school was also approved for an SEN repurposing project in 2024, to reconfigure an existing room to cater for a second special education class, pending the provision of that new permanent extension.”
“It is the Department's position that the school has sufficient accommodation within the existing school buildings to cater for its local demand through the management of its enrolments, in line with its current capacity. In the Youghal school planning area, where the school referenced is located, there are 23% fewer junior infants than there were in 2020. All 14 primary schools in the school planning area indicate capacity to enrol more pupils. The proposal for interim accommodation in this context is not therefore an effective prioritisation of NDP funding. This position has been explained to the school.”
“This NDP implementation plan includes a strong focus on maximising existing school capacity across the school estate and also ensuring that schools' admissions policies and processes are targeted at meeting local mainstream and special class requirements. Available funding must be prioritised where local capacity across schools in the area is insufficient along with ensuring delivery that is affordable, offers value for money and meets functional needs. The school's application for interim classroom accommodation is parallel to the delivery of its traditional building project that has been assessed, including in the context of available capacity in the local area.”
“The school referred to by the Deputy submitted an application under the additional school accommodation, ASA, scheme for an additional temporary classroom in 2025. This school had previously been approved for a permanent extension under the ASA scheme in 2021 for a two-classroom special education needs unit and one mainstream classroom. The project is devolved to the school for delivery and my Department is currently awaiting a submission of the stage 1 design report from the school. The school subsequently applied in 2024 for reconfiguration of an existing classroom to cater for a second special class pending completion of the permanent extension project. The Department approved this application and it has already been delivered. The NDP implementation plan for the education and youth sector 2026 to 2030 was published in January 2026.”
“I have to look at the whole of the education budget, making sure that we are supporting children with educational needs, reducing the burden on our leadership teams within our schools, because I hear those concerns around burnout very clearly, and looking at ways of listening to the stakeholders on what we could do to ease the pressure on our schools so they can focus more on teaching and learning, which is what they are all there to do, notwithstanding the administrative necessities required in our schools.”
“We have more favourable ratios as part of our DEIS urban band 1 schools. The Deputy heard me announce the DEIS schools earlier this year, so there are measures for children and students who are most at risk of educational disadvantage. We have been reducing the pupil-teacher ratio incrementally over the years and that is something I want to continue over the lifetime of this Government but, as the Deputy can appreciate, I cannot go into detail on any budgetary decisions because I have yet to have my meetings with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation.”
“In addition, there has been a three-point reduction in the retention schedule and that schedule assists schools that would otherwise be at risk of losing teaching posts, so this measure helps to better ensure teacher retention in primary schools while also ensuring that fewer pupils are required to retain or to recruit a teacher.”
“Where we can, we give guidance and I know schools are very well aware of this. They do this well themselves so that where possible, the more junior classes would have a lower class size. Where there are higher numbers in some classes in many schools, one will find other classes within the school that would have lower numbers to accommodate for that earlier, so that the junior classes would have lower class sizes where possible but I hear the concerns highlighted by the Deputy. I am very aware of our commitment in the programme for Government on this. Prior to 2016, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In budget 2016, we improved that ratio by one point at 27:1. In budget 2018, we further improved it by one point to 26:1 and in 2021, we improved it by a further point to 25:1.”
“This has led to a steady improvement in both the pupil-teacher ratio and in average class size statistics during this period. I am very conscious of the primary staffing schedule and the need to prioritise teacher allocations in primary schools. I am considering how best to make further progress as part of the annual budgetary process in reducing the primary pupil-teacher ratio in the context of that programme for Government implementation.”
“The general average of pupils to teachers in the primary staffing schedule improved from 26:1 five years ago to 23:1 for the current school year. Average class sizes in primary schools have improved from 24.1 to 22.2 through the investment we are making in schools. The Department’s primary staffing schedule is the key factor for determining the level of staffing resources provided at individual school level. This school year, the primary staffing schedule operates on a general average of 23 pupils to every one teacher, which is historically the lowest ever ratio of pupils to teachers at primary level. More favourable ratios are implemented for DEIS urban band 1 schools. The numbers employed in our schools have now reached the highest ever level. Teacher numbers at primary level have increased by almost 6,000 between 2019 and 2025.”
“The Government is investing a record €14.1 billion into education and schools through budget 2026. This record level of investment has allowed the Government to invest in tackling educational disadvantage and supporting those with special educational needs to achieve their full potential. It has enabled huge investment in the school buildings programme, in curriculum reform, in school leadership and in continuous professional development for teachers. Under the programme for Government, there is a commitment to aim to reduce the general pupil-teacher ratio at primary level to 19:1 over the term of this Government and introduce targeted measures in schools with very large classes. This will build on the progress that has been made by the previous Government.”
“I know of cases where parents will reach out to schools and where schools will actually hold information nights for parents in advance of, for example, a SPHE lesson so that they were very aware of what their children are going to be taught in relation to any particular sensitive area but it is always age appropriate. We always have to make sure that our schools are inclusive, that we support our young people and that they feel safe and supported.”
“I have not read that book but what I can tell the Deputy in relation to our education system is that, be it social, personal and health education, SPHE, or relationships and sexuality education, RSE, there is a huge amount of consultation between schools and parents. With regard to the NCCA as our curriculum is developed, there is huge amount of consultation. Our teachers are so well trained in this country to make sure that when they are engaging in SPHE, for example, they are ensuring that all of our children are in a safe and supported environment within our schools and that any lessons are age appropriate. Where parents have concerns, they can approach and contact their schools.”
“We have curriculum reform and a huge amount of consultation and training happens around that. It is always age-appropriate and I think schools are very well aware of any issues that parents may have and parents may come and talk to schools directly. We have a very good track record in relation to that.”
“I do not know exactly what the Deputy is asking me in relation to the Department of education. I do not know if it is a book used in schools but, so the Deputy understands how it works, in regard to schools that use textbooks or other teaching and learning resources, that is a matter for the individual school. Decisions around materials are made at a whole-school level. Textbooks are commercially produced and my Department does not endorse publications, products or services from individual, commercial or other providers. Any concerns regarding material included in specific textbooks should be raised with relevant publishers. From an education point of view, I have absolute confidence in our teachers. There is a huge amount of training and supports. We have Oide, which has in-service days.”