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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“I know from meeting SNAs, families and young people that many children would not thrive in school without them. Their work, hand in hand with special education teachers, is paramount to helping children achieve. That is why I fully understand why we have heard a lot of genuine concern and worry over the last week from SNAs, schools and parents on how they might be affected by any changes to school allocations. We have also heard a lot of misinformation. It is important to bring clarity on some of the issues. This Government has nothing but respect for SNAs, special education teachers, schools, students and their families.”
“These measures are: all schools reviewed by the NCSE and allocated additional resources will receive them in the upcoming school year; no reductions will come into effect in the 2026-2027 school year; and the SNA redeployment scheme, the SNA workforce development plan, and changes to the 2014 circular outlining the role of an SNA will be advanced before any further decisions are taken. At the forefront of our deliberations was ensuring that the child-centred approach to the provision of special education is retained and enhanced in these policy developments. Working alongside almost 22,000 special education teachers, this September will see almost 25,000 SNAs play a key role in our schools, supporting children and young people with care needs.”
“I welcome the opportunity to address the House this evening, to speak to this motion and provide an update on special needs assistants. At the outset, I want to be very clear: this Government is fully committed to supporting children with special educational needs and the programme for Government makes a number of commitments to deliver on this objective. I want to state categorically that no cuts are proposed, or will be proposed, to the provision of SNAs to children and young people across our school system. Last night, the Government met and agreed a number of measures that will give clarity to schools, parents, young people and SNAs.”
“As I said from the outset of my contribution tonight, and as I said to Sophie and Shane earlier, both I and Government are committed to doing what we can to support teachers and SNAs who may have been injured in the classroom. This is about ensuring that our response is one of compassion and fairness in the immediate aftermath of an injury and while they recover. I acknowledge the challenging role that teachers and SNAs undertake. I also want to acknowledge again that this Bill has been drafted with the very best intention by the Senators. I will work with Senators to find a resolution to the issues and concerns I have highlighted. My Department will continue to engage with education partners within the parameters of the established IR mechanism and the agreed public sector pay agreement.”
“This is a key issue with the proposed Bill as it does not acknowledge the existing role of the employer in the proposed scheme as noted in primary legislation. Finally, the introduction of this Bill in its current form would likely see other unions throughout the Civil Service and public service seek to make amendments to the terms and conditions of the employees they represent through the introduction of other Bills, further undermining the existing industrial relations processes and the provisions of any nationally agreed public pay agreements. This is a Government that engages with education partners through the established IR mechanisms and within the terms and conditions of the agreed public sector pay agreement.”
“The provisions the Bill is seeking to introduce are significantly cost-increasing. For example, it proposes: expanding the provisions of the existing leave schemes as regards the period of paid leave of absence; extending the definition of an injury to include mental illness or injury - it should be noted that this provision is not provided for in any similar public sector scheme; extending provisions for injuries suffered other than those injuries currently covered by the leave of absence following assault scheme to SNAs; and the provision for immediate financial assistance to cover the medical and ancillary expenses of the teacher or SNA. The Bill also does not distinguish between who is the employer of teachers and SNAs.”
“The introduction of this Bill would be contrary to the provisions outlined and seeks to amend the terms and conditions of employment of teachers and SNAs by means of the introduction of this Bill, rather than via the existing industrial relations mechanisms in place. In addition, changes to non-statutory terms and conditions, such as the leave of absence following assault scheme and occupational injury scheme, can only be introduced through centrally agreed industrial relations agreements agreed between the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation and the Irish Congress of Trade Unions. The existing agreement also contains a clause that unions will not submit cost-increasing claims during the lifetime of the current agreement.”
“For SNAs, the SNA IR forum was established to provide a mechanism for the parties to engage bilaterally and to avoid, to the best extent possible, issues escalating to the industrial relations machinery of the State, namely, the WRC or the Labour Court. The SNA IR forum is underpinned by agreed terms of reference and is managed within the Department. Members of this forum include trade union officials, officials from school management bodies and officials from my Department. If matters cannot be resolved bilaterally, they can be referred to the Workplace Relations Commission and, potentially, the Labour Court.”
“A number of industrial relations mechanisms have been established in the education sector. For teachers, this is done through a scheme of conciliation and arbitration for teachers, that is, the Teachers Conciliation Council. This scheme is not set out in statute. The purpose of the scheme is to provide a forum for Government, the managerial authorities of national and second level schools and the teacher unions for dealing with claims and proposals relating to the salaries and conditions of teachers and other specified education grades. This scheme is chaired by the Workplace Relations Commission, WRC. If unresolved, matters can be referred to the arbitrator or adjudication board appointed under the terms of the scheme.”
“The Government does not oppose the reading of the Bill at this Stage but has concerns with a number of the proposed provisions. In particular, it is important to note the following: section 24(3) of the Education Act 1998, as amended, states: The terms and conditions of employment of the teachers and other staff of a recognised school, appointed by the board and who are, or who are to be, remunerated out of monies provided by the Oireachtas, shall be determined from time to time by the Minister, with the concurrence of the Minister for Public Expenditure and Reform. Amendments to the terms and conditions of employment of teachers and SNAs should be sought and negotiated via existing industrial relations mechanisms that have been set up in the education sector as detailed in section 7(4)( b ) of the Education Act.”
“As the Senator has described, the Bill seeks to apply, among other provisions, to any scheme that is, or is to be, maintained by the Minister for Education and Youth providing for leave of absence from work following injury suffered by a teacher or SNA who is employed in an approved position of employment in a recognised school, to include: provision for immediate financial assistance to cover the medical and ancillary expenses of the teacher or SNA; subject to any relevant provisions, provisions for paid leave of absence from work for the duration of any period in respect of which a medical certificate signed by a registered medical practitioner is provided stating that the teacher or SNA is unable to return to work as a result of the injury concerned; and to provide for early retirement in cases of long-term or permanent incapacity to return to work.”
“As previously mentioned, both of these schemes have been negotiated with education partners through the established industrial relations process in conjunction with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation.”
“In circumstances where short-term counselling is determined to not be clinically appropriate, the EAS provides for interim counselling sessions while the staff member or his or her family member are awaiting engagement with specialised or open-ended services to ensure the individual feels supported and guided during the waiting period. Regarding this Bill, I absolutely believe the intention of the legislation is good. However, having read the Bill, it would be remiss of me not to highlight a number of issues and unintended consequences that would arise if the Bill is enacted as it currently stands. In the first instance, the Bill introduced would override the current leave of absence following assault scheme, which is in place for both teachers and SNAs, and the current occupational injury scheme in place for teachers.”
“I thank the Cathaoirleach. He is very diligent. This is important. The aim of the occupational health strategy is to promote the health and well-being of employees in the workplace, with a strong focus on prevention. The occupational health strategy comprises the employee assistance service, EAS, and the occupational health service. The employee assistance service is provided by Spectrum Life and is a self-referral service where school staff have access to a dedicated freefone confidential helpline. The service is available 24 hours a day, 365 days a year. The employee assistance service provides advice to all school staff on a range of issues, including well-being, bereavement, conflict and mediation. Where appropriate, short-term counselling sessions are available to staff and their family members.”
“It is important to note that in the case of the leave of absence following assault scheme, the scheme does not require that there be an intent to cause a physical injury, merely that there was physical contact from a third party which caused a physical injury to the teacher or SNA. Regarding the occupational injury scheme for teachers, this scheme covers teachers who are physically injured due to an accident in the actual discharge of their duties, including approved school activities, which are not due to negligence on the part of the teacher and by some injury solely attributable to the nature of their duty. In addition to these schemes, an occupational health strategy is also in place as a supportive resource for staff and leaders in schools. The aim of the occupational health strategy is to promote the health and well-being-----”
“These schemes provide leave entitlements for three months, or 92 days, at full pay in a rolling four-year period. In exceptional cases, such as where a significant period of hospitalisation is required or in situations of a second or subsequent incident of assault, or injury in the occupational injury scheme, the leave may be extended for a further period not exceeding three months at full pay, subject to an overall limit of six months at full pay in a rolling four-year period. Currently, once the leave entitlement has been exhausted, the teacher or SNA may be able to access the sick leave scheme. In the event of a long-term sick leave absence, the teacher or SNA can avail of temporary rehabilitation remuneration for extended absences and, in the event of long-term injury, can apply for the existing ill-health retirement schemes.”
“The focus of the course was, first, on the guidelines on behaviours of concern, second, the NCSE’s Relate framework and, third, TESS’s code of behaviour guidelines. Some 100 teachers attended the programme and rated it as being an excellent support. That said, there are situations where, despite the best efforts of all concerned, a teacher or SNA can suffer an injury during the course of his or her work. To assist these school staff, there is an existing robust non-statutory leave of absence following assault scheme for both SNAs and teachers and an occupational injury scheme for teachers. Both schemes were negotiated through established industrial relations mechanisms in conjunction with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation.”
“The NCSE also procured specialist, bespoke training for special schools and approximately 70 of these schools have availed of this support to date. This training will soon be available to mainstream schools. In addition, the National Council for Special Education is currently providing sustained support on behaviour to 85 special schools. The NCSE also provides seminars and training to support schools and the training available on the Relate framework is proving to be very well received. NEPS, the inspectorate and the NCSE’s behaviour service have developed a training programme for primary teachers which was delivered over summer 2025 and will be available again in the summer of 2026.”
“In December 2024, the Department of education published the guidelines entitled Understanding Behaviours of Concern and Responding to Crisis Situations in Schools. The National Council for Special Education has published Relate, which is a regulation framework for schools. Separately, Tusla’s education support service, TESS, will shortly publish updated guidance for schools on codes of behaviour. The three documents have a strong focus on prevention, early intervention and de-escalation strategies for the management of behaviour generally. To support the introduction of the guidelines on behaviours of concern, all schools were enabled to attend in-person information sessions in education centres around the country. More of these are planned.”
“I also fully appreciate that in the vast majority of cases, any injury unfortunately suffered by a teacher or SNA in the course of their work is not intentional and that using the word "assault" in this context is problematic. I agree with Senators that the more appropriate term in this context is "injuries", rather than "assault". I wish to take this opportunity to outline the measures in place to help avoid injury to any teacher or SNA and highlight the resources in place to assist those may require assistance. A key focus for my Department is equipping teachers and SNAs with the training and tools to help them de-escalate situations which put them and the young people in their care at risk. There are a number of documents available around managing behaviours of concern in schools.”
“However, unfortunately, there are incidents whereby during the course of their work, teachers and SNAs may incur an injury requiring an absence of leave in order to recover. I appreciate that this Bill has been drafted with the very best intentions for teachers or SNAs in an approved position of employment in a recognised school to establish standards for any scheme providing for leave of absence from work following injury. I wish to take this opportunity to acknowledge the work of the Senators in relation to the proposed Bill. The Government and my Department recognises that any injury received by a teacher or SNA in the course of their duties has the potential to have a significant impact on them, both physically and mentally.”
“At the outset, I wish to acknowledge the vitally important and challenging role that SNAs, teachers and school staff play in helping to educate our young people and equip them with the learning and skills they need to thrive in adult life. Every day these dedicated staff work with children and young people from all walks of life and from every background in schools across our country. Some young people face challenges that others do not. Some require little or no support, and others more. However, the nearly 1 million pupils in our primary, post-primary and special schools are lucky to be assisted by these dedicated, hard-working professionals. Their work means that the vast bulk of young people have a positive school experience.”
“Hearing their experiences at first hand has only reinforced my commitment to working with Sophie, alongside teachers and SNAs across the country, with a view to making life easier for those who are out of work as a result of an injury, and to ensure that we are responding with fairness and understanding while we do that. For example, Sophie, and indeed others, have rightly highlighted that is not fair that an injured person should bear the medical burden of treatment in the aftermath of a school-based injury, only for those costs to be later recouped through the school’s insurance. To that end, I have tasked my Department to examine options to ensure that access to treatment and support is provided without delay or financial hardship.”
“I thank Senators for the opportunity to speak today and respond to the Education (Leave for Injuries) Bill 2025, which has been proposed by Senators Laura Harmon, Nessa Cosgrove, Patricia Stephenson and Malcolm Noonan, and indeed the many Senators across the House who have raised this important issue with me in recent weeks and months. Before I begin, I want to express my own personal thanks and gratitude to Sophie, who is in the Visitors' Gallery today. Sophie has been steadfast in her campaign for better conditions for teachers and SNAs who may have suffered an injury in the classroom. I had the honour of meeting Sophie and her husband, Shane, earlier today.”
“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.”
“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.”
“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.”
“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 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.”
“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.”
“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.”
“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.”
“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.”
“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.”
“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.”
“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.”
“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 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.”
“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.”
“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.”
“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.”
“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.”
“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.”
“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.”
“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.”
“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.”
“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.”
“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.”
“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.”
“The engagement that is being carried out by the Department through the energy and conditions survey is evidence based. That will feed into prioritisation for the next tranche.”