Vol. 1090 No. 2
7. Deputy Noel McCarthy asked the Minister for Education and Youth if further consideration will be given by her Department to a refused additional school accommodation scheme application for a school in light of the school’s projected increase in enrolment numbers and if she will make a statement on the matter. [51363/26]
Will further consideration be given by the Department to a decision to refuse an application for the additional school accommodation scheme from a school in light of the school's projected increase in enrolment numbers?
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. 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. 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.
I thank the Minister for her response. I am unsure if she is familiar with the history of Kilcredan National School. It has been the central point of three smaller parish schools - Ladysbridge, Kilcredan and Ballyburden - since they merged in the 1970s. Kilcredan is a popular rural school catering for the families of several local parishes. The population of these parishes continues to increase, with recent development of many new housing estates and more planned. Due to the increased enrolment, an extra teacher but not an extra classroom was sanctioned last September. As a result, 14 children were accommodated in a learning support room which had a knock-on effect on the school's SEN provision. This summer, 31 children finished in the school, with 48 expected to start in September.
An additional school accommodation scheme application was refused on the basis that Kilcredan national school has sufficient accommodation within the existing school buildings to cater for its local demand. The school itself disagrees and has raised serious concerns that children entering the school will likely have to be accommodated in the hall. This would have a negative impact on the well-being and physical activity and the movement breaks of the children in the school's special classes. Therefore, can the Minister and her Department officials liaise with the school to see what can be done to ensure adequate space for Kilcredan pupils?
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. 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.
I thank the Minister for her response. There have been some positive developments recently with the approval of a safe routes to school programme application. This was good news for the school as it will greatly help its future expansion. However, the problem is the expansion and extra development within the parishes I was speaking about, and the need for local children to go to those schools. The Minister mentioned there is a space in Youghal but, as she knows, people like to attend the school they live close to. However, with legitimate space concerns and a steady increase in enrolment numbers, this case requires the particular attention of the Department in the short term. The school is understandably disappointed at the Department's position on providing additional accommodation as it awaits proposed expansion. I have written directly to the Minister to highlight this. With this in mind, I ask her to provide an update on the progress of the long-term proposal for Kilcredan National School, which would see the construction of one much-needed mainstream classroom and two SEN classes.
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. 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.
9. Deputy Ruairí Ó Murchú asked the Minister for Education and Youth in relation to grants for assistive technology for students, whether there are plans to increase the funding for this scheme, update or change the criteria for this scheme; and if she will make a statement on the matter. [53968/26]
In relation to grants for assistive technology for students, are there plans to increase the funding for the scheme or to update or change its criteria? The Minister is aware of what brought this to my attention. It is a ten-year-old boy from north County Louth with dyslexia. Following assessment, it was found he would benefit from a computer and assistive technology but who is not eligible for the grant. I have discussed this with the Minister. We need to find a solution and to look at the overall criteria. There are wider issues as regards AAC also.
I thank the Deputy for his engagement in relation to this issue. The assistive technology scheme supplements the overall funding provided to schools for digital technology and equipment. It supports children who require essential specialised equipment to access the school curriculum.
Assistive technology is a critical enabler for students with special educational needs, allowing them to benefit fully from the modern, technological-focused education system. The Department of Education and Youth recognises the significant benefits of assistive technology in school settings, particularly for students with more complex needs. It supports access to the curriculum and encourages classroom participation and positive educational outcomes. Under the current scheme, schools receive funding towards computers and specialised equipment required for educational purposes. To qualify, a student must have a diagnosis of a physical or commutative disability and a professional assessment confirming the equipment is essential to access the curriculum. The review of the assistive technology scheme is at its final stages and has culminated in a new circular which I expect to announce in September 2026.
A key outcome is a planned move from a diagnosis-based model to a needs-based approach. This will give schools greater autonomy to determine when assistive technology is required, reduce administrative burdens and improve timely access to supports. A streamlined application process is also being developed for implementation. These changes aim to deliver a more responsive, effective and child-centred scheme. The Department will continue to routinely examine the level of grant aid payable under the assistive technology scheme to ensure that the level remains appropriate and aligned with the needs of children who require assistance. Ultimately, any child who needs assistive technology to access the curriculum will receive it. In line with the policy and funding parameters of the scheme, promoting assistive technologies is a programme for Government commitment and a key ministerial priority.
We will all be very interested to see what the new circular is. The Minister of State said it will be announced in September. A needs-based system is what we need. I would like to think the young boy I talked about would be able to avail of this. I will use him as an example. The correct assessments were carried out. The Wechsler abbreviated scale of intelligence stated that his verbal comprehension was very low, perceptual reasoning was low average and full-scale IQ was very low. The Wechsler individual assessment test ranked his word reading as extremely low. It stated that he was presented with a list of words to read, he should be commended on his hard work and that this task was very difficult for him. His word reading skills were in the extremely low range for his age.
This does not make a lot of sense to me. I would say the Minister of State would agree. It is about ensuring that we have a more fit-for-purpose grant scheme and that the likes of this boy will be sorted by it.
By way of background, 85% of the applications processed for assistive technology between January and June have been approved. We are always conscious of those who fall outside the scheme. Hence, the drawing up of the new circular to ensure that we are taking into account students and children who are outside of the scheme but who would greatly benefit from it. The Deputy has spoken to me a number of times about the child in question. I understand the challenges that are there as well. The aim of the new circular the Department is creating is to ensure that we will accommodate every child who would benefit greatly from the scheme, that the administrative burden on schools and school communities is reduced and that we make the scheme more streamlined. We expect to issue the circular in September 2026.
We just need to make sure that the circular is fit for purpose and that the young primary school child to whom I refer will be given the supports he requires.
I will just finish reading from the communication to which I referred earlier. It states:
[His] attainments and cognitive profile do not confer eligibility for an application for an Assistive Technology grant. However, he would benefit from availing of a laptop or device in school or indeed at home. [He] should be encouraged to develop his typing skills as this will be of huge support to him when he transitions to secondary school in a few years' time. He should also be encourage to use the 'dictate' function in Word, and this will also be useful for him when completing school projects.
That is the reality of the assistive technology fund. Assistive technology would be of real benefit. We also know that it must be authorised by the Department in order that it can be availed of for exams and all the rest of it. At this point, he would require that to avail of the curriculum, which is what the assistive technology grant scheme is there for. The Minister of State says the scheme is being updated. Could he outline the level of funding that will be in it?
We are very conscious of the issue. A huge number of groups that I have met over the past while, particularly on the dyslexia side, have all been discussing assistive technologies. That is also the case for children who are non-communicative and non-verbal. Assistive technologies are extremely important for them.
The Department set out to compile a new curriculum because of the challenges and parameters within the old curriculum to ensure that we are reaching as many students as possible. We fundamentally believe that this is hugely important. Funding right across the Government is subject to discussion not just on Question Time; we have to also discuss it in the context of the forthcoming budget. We are quite well aware of the impact that funding through the assistive technology scheme has on young people. It enables them to go to primary school and then on to post-primary school as well.
Will it be in operation from September?
Yes, from September.
10. Deputy Sorca Clarke asked the Minister for Education and Youth the status of the DEIS plus appeal by a school (details supplied); when this school can expect to be notified of the outcome; and if she will make a statement on the matter. [54075/26]
When DEIS plus schools were announced in May, St. Joseph's and St. Michael's in Longford town were rightly included. However, Sacred Heart school in Granard, despite sharing the same DEIS history and facing significant educational disadvantage, was excluded and is now awaiting the outcome of an appeal. Could the Minister please outline how the appeal is being considered and when Sacred Heart school, Granard can expect a decision?
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.
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.
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.
This is about fairness and equity. The Minister mentioned the HP deprivation index. In the HP index, Granard scores higher than seven out of the ten areas that have been chosen in Longford. This does not make sense. Sacred Heart has been a DEIS band 1 school for 20 years. Since then, the demand on the school has increased dramatically. There are now 255 pupils, three autism classes, an early intervention class, a large number of pupils learning English as an additional language and many families experiencing significant disadvantage, as reflected in the HP deprivation index. The principal, Francis Gray, and the staff do extraordinary work but they are truly stretched to the limit. The additional supports that would come with DEIS plus, the extra leadership, enhanced family supports and the additional educational resources would make a real and tangible difference to the children that this school educates. Could the Minister confirm that the criteria that are being applied to this appeal includes both the current circumstances of the school alongside the historical data?
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. 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.
I agree with the Minister on the issue of consistency. I do not believe anybody in this House would argue against schools with the greatest need having the greatest level of support. However, the issue in Granard is that this school has faced the same challenges as every other school in Longford that has been chosen as a DEIS school for the past 20 years, yet it is not being considered as part of the scheme. There is a lack of consistency and fairness. This school has been left waiting while the other schools have moved ahead, despite facing the same, if not more and greater challenges than those which have progressed to DEIS plus.
I know the Minister is going to say "No" when I ask her this but I am going to ask her. Will the Minister personally have a look at this file? Are there some learnings the Minister and her Department can take from this situation so that no other school is left in this position? If Sacred Heart meets that threshold for DEIS plus, can the Minister ensure it receives that designation without any further unnecessary delay? This is causing profound concern across not just the town of Granard but across the towns this school in very rural north Longford serves and for the parents of the kids they know need those additional supports and could benefit from those additional supports.
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. 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.
12. Deputy Shane Moynihan asked the Minister for Education and Youth for an update on existing school building projects in Dublin Mid-West which are not yet approved; the current stage of each; and if she will make a statement on the matter. [54070/26]
The schools I intend to address are St. Thomas Junior National School and Scoil Aíne Naofa in Lucan and Divine Mercy junior and senior national schools and St. Kevin's Community College. What is the current status of the Lucan Community College project and Scoil Chrónáin? I ask the Minister to make a statement on the matter.
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. 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. 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.
I thank the Minister for her very comprehensive answer. I see first hand the progress that is being made with school buildings across the constituency but there are also buildings that need to be addressed as a matter of urgency. The Minister mentioned Scoil Chrónáin. In answers she has given me in parliamentary questions, she is aware there is a delay on the tender with that particular school. I would very much welcome any urgency we can apply to make sure we break ground by quarter 4 of this year because that is contingent on the planning permission not having to be extended and for the delivery of the school building for Scoil Chrónáin that is so important.
Similarly, for Lucan Community College, that is being delivered under phase one through a modular framework and there is now an intention to secure planning for the remaining phase, so that does not delay the delivery of phases two and three of Lucan. I also wish to draw attention to Devine Mercy junior and senior national schools. I went Devine Mercy Junior National School. It still the same building that was built in the 1980s. It is not fit for purpose and it is one that should be prioritised. Similarly, with St. Thomas's and Scoil Aíne in Lucan. There are cramped conditions for a rapidly growing part of Lucan. They need to be urgently prioritised. In my supplementary question, I will speak about the pipeline the Minister mentioned.
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. 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. If necessary, we will prepare the documentation for an application to extend that.
Hopefully, we will not need to extend the planning. That is the intention of all. Similarly for Lucan Community College, we need to get the planning right now for phases two and three. I wish to speak about the pipeline because it is important that the message we get out to parents is that there is a pipeline and that we are not taking a stop-start approach to prioritising schools. I wish to emphasise how important it is that the likes of Devine Mercy Junior National School, which is a very proud school in Balgaddy, gets approved for the building it has been waiting for quite a long time. The standard response I have got back for the past two years is that there will be a meeting of stakeholders in the near future and nothing past that. I am very keen to see progress on that.
Similarly for St. Thomas's and Scoil Aíne junior and senior national schools in Lucan, they are immediately adjacent to Adamstown, which is one of the rapidly growing areas in the country right now. They are in the same building they were in when the school was opened. That needs to be addressed as a matter of urgency. For St. Kevin's Community School in Clondalkin, the buildings are very much the same as they were when I was there. It was considered an old building then. The prefabs and the building are not in the condition they should be in. That needs to be prioritised for that next list. I am pleased to hear there is a pipeline but I am keen to see we make sure the right schools get on it in terms of their 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. 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.
13. D'fhiafraigh Deputy Mairéad Farrell den Minister for Education and Youth maidir le ceist 40786/26 ar an 28 Bealtaine 2026, an dtabharfaidh sí an t-eolas is déanaí maidir le hoibreacha atá á ndéanamh ar scoil an Tuairín i mBéal an Daingin; an bhfuil aon athrú ar an stádas don tionscnamh; agus an ndéanfaidh sí ráiteas ina thaobh. [54054/26]
Céard go díreach atá ag tarlú leis an scoil ar an Tuairín i mBéal an Daingin? Is é an t-eolas is déanaí maidir leis na hoibreacha atá á lorg againn. An bhfuil aon uasdátú ar stádas an tionscnaimh? Is é sin an t-eolas atá de dhíth ar dhaoine. Will the Minister give an update on an Tuairín i mBéal an Daingin?
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. 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. 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.
Is í an cheist ná céard go díreach atá chun tarlú anois. Cad iad na chéad céimeanna eile? Thug mé cuairt ar an scoil Dé hAoine seo chaite agus chonaic mé nach bhfuil go leor spáis inti. Tá sé le feiceáil go soiléir go bhfuil na ranganna riachtanais speisialta agus, ar ndóigh, an seomra ranga breise ag teastáil go géar. Tá an cheart ar fad ag an Aire go bhfuil uimhreacha maithe ag an scoil seo, ach tá an spás ag teastáil.
I thank the Minister for that update. I understand what she is saying about the 2b detailed design stage, but the real question is, what happens next? How many more stages will there be in the process? How long will this take? It is my understanding that the funding has been granted but that now the next stage is to go to eTenders. Where is that at? How long will that take?
I visited the school last week. It is a school that is under very clear pressure in terms of space. It has a good level of numbers but it needs the space.
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.
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.
Ar mhaithe le soiléiriú iomlán, ón méid a thuigim, bhí maoiniú curtha ar fáil don tionscnamh seo. Is léir go bhfuil sé seo ag teastáil. Cuirfidh mé chomhthéacs air seo. Is scoil bheag í seo i mBéal an Daingin, ach is scoil láidir í. Tagann daoine ó cheantair éagsúla chun a gcuid páistí a chur chuig an scoil seo. Faoi láthair, áfach, níl go leor spáis inti. Bhí mé ag an scoil agus chonaic mé na seomraí. Tá siad róbheag. Tá go leor páistí ag freastal ar an scoil ach tá na seomraí breise seo ag teastáil. Faoi láthair, tá cófra á úsáid mar sensory room. Ba chóir go mbeadh i bhfad níos mó spáis ar fáil. Tá páistí ón Úcráin agus páistí atá ag teacht trí sheirbhísí IPAS ag freastal ar an scoil, agus is maith an rud é sin. Tá Gaeilge álainn acu. Teastaíonn an spás sin ón scoil.
Will the Minister be very clear about the funding? I understand that funding has been made available, so is it still there? I visited that school. It is a fantastic school. It needs the space. There are kids from Ukraine and International Protection Accommodation Services, IPAS, centres who speak absolutely fluent Irish because they have attended that school, but the school needs the support.
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. 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.
14. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth her plans to address outstanding concerns of SNAs in view of rejection by members of a union (details supplied) of the workforce development plan; and if she will make a statement on the matter. [53897/26]
SNAs are very dedicated members of our school community who work very hard with our most vulnerable children. However, many have legitimate outstanding concerns following the publication of the new circular and the workforce development plan, WDP. Will the Minister of State tell me his plans to address outstanding concerns of SNAs in view of rejection by members of a union of the workforce development plan, and will he make a statement on the matter?
I thank the Deputy. By way of background, the number of SNAs working within the education system has grown significantly to support the increasing number of students with special education needs, both in mainstream schools and in special schools and classes. By the end of this year, there will be approximately 26,000 SNAs in our education system.
In recognition of the importance of the SNA role, the Department established the SNA workforce development unit and on 3 June 2026 published the first SNA WDP. Built around five strategic pillars, the plan recognises the vital contribution SNAs make to supporting children and young people with additional educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across all school communities. The actions set out in the SNA WDP were developed over a period of more than two years through extensive engagement between the Department of Education and Youth, Fórsa and other stakeholders. Direct stakeholder consultation on the plan included: focus groups with SNAs, teachers and school leaders; consultation with children and young people; a survey of SNAs with which more than 13,000 SNAs engaged; and a number of online webinars with SNAs and school leaders.
I note the outcome of the ballot by members of Fórsa to not accept the plan. While I am disappointed by this outcome, the Department remains committed to constructive engagement with Fórsa and available to engage in relation to these matters. The Department continues to work with all stakeholders to achieve sustainable improvements for the SNA workforce in pursuit of an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve his or her full potential.
I am very aware of and appreciate the work that has gone into this in recent years, but the local bargaining agreement being off the table now is a matter of serious concern and insult to SNAs. That pay increase should have been protected and maintained, irrespective of the ballot outcome on the new plan. Will the Minister of State reverse this decision to allow talks to continue in good faith?
SNAs rejected the plan because they felt more and more was being put on them without adequate recognition or compensation. There remains uncertainty around when hours will be completed, the additional time that SNAs will be required to be on site, and the impact this may have on opportunities to supplement their income, such as the bus escorts after school. There are also concerns around redeployment, such as insecurity of fixed-term contracts following redeployment and the loss of seniority. SNAs receive no additional payment for State examinations, no extra personal vacation, EPV, days for the summer programme and no allowances for working in special schools, DEIS schools or Gaelscoileanna. At the same time, they remain excluded from important decision-making processes despite the plan's emphasis on collaborative planning. All of these issues highlight a fundamental lack of respect that remains unaddressed by the plan.
I cannot emphasise enough the respect that the Minister, Deputy Naughton, and I have for special needs assistants and the contribution they make to education. In March, we met the SNAs to have further engagement and consultation with them and to understand their roles. The workforce development plan is the first significant piece of work that has been done to plan for SNAs, not just in the here and now, but into the future. Huge consultation and engagement has taken place on this.
However, the Department received official confirmation from Fórsa towards the end of last week, and the Department has written back for further engagement. We are open to continuing dialogue because we fully respect and appreciate the role of the SNA right across the education system in allowing young people to achieve their full potential. The key note here is the Department remains open to discussion with them to engage further.
I do not question the Minister of State or the Minister's respect for the SNAs, but the Department needs to show that respect. The trust of the SNAs has been severely damaged following the scandal last February. It may have played a significant role in the ballot outcome, as well as years of being undervalued in the system. The community of SNAs simply does not have reason to trust the bona fides of the Department. Yes, huge consultation has gone on, but we need to go back to the negotiating table and put together a plan that SNAs can get behind. We need meaningful consultation with them. They need to be heard and their legitimate fears and anxieties need to be addressed. We need to get this right and we need to truly back our SNAs. They need to be a bigger part of this conversation.
There has been huge engagement by the Department on the development of the workforce development plan over the past two years. A large amount of engagement and meetings were held. It is the first workforce development plan. There was concern regarding redeployment. The circular and all of those documents were worked through and co-designed very carefully with the SNAs in mind. We wanted to ensure that we understood the concerns of the SNAs.
The Department has written back this week to confirm that it remains committed to constructive engagement with Fórsa and is available to engage on these matters. That is the communication we have sent back to Fórsa and that is the commitment we can give the Deputy. We remain committed to constructive engagement with Fórsa, the union representing the SNAs, because we value the role of SNAs across the education system and the commitment and work they provide to allow children with additional needs to avail of a fully functioning education system.
All of us across the House accept and appreciate the role of the SNA, and I am deeply committed to further engagement.
15. Deputy Ryan O'Meara asked the Minister for Education and Youth for an update on this year’s climate action summer works scheme; and if she will make a statement on the matter. [54102/26]
Before I ask my final question before the summer recess, I thank the Minister and Minister of State for all of their engagement throughout the year, and I wish them both a very productive summer recess. With my better half being a Galway woman, I had also better wish the Minister the best of luck for Sunday. I hope the Minister of State next to her will soon forgive Galway for what its team did to his in the semi-final.
Will the Minister give me an update on the climate action summer works scheme and make a statement on the matter?
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 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. 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.
I thank the Minister for that. On her final point, I will raise one school to begin with. Presentation Primary School in Thurles originally applied in 2016 for works to its car park and school yard in terms of tarring, relining, safer access and drop-off zones. Cars have to yield going in and out because there is only one space for one car, but it has the land to increase the width of the entrance and reline it. There is also a bus pulling up in the yard every day for the early intervention class. Generally, six teachers have to go out into the yard every day to direct traffic in the morning and evening, which obviously is not acceptable.
The school did not get approval in 2016 but has submitted an application under the current scheme. It has not been approved for this summer, though. I brought this matter to the attention of the Department previously, and I would like to bring it to the attention of the Minister now so that consideration could be given to the Presentation Primary School in Thurles come this autumn when we are looking at the summer 2027 works.
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. I look forward to announcing the next tranche in October.
The Minister mentioned labs, which is fantastic because that is my next point.
St. Mary's Secondary School in Nenagh has been approved for its science labs. The tender has been done and the proposed contractor is to be appointed.
The school sent its information to the Department on 10 June and followed up on 29 June. Essentially, the school will be somewhat of a building site certainly up until Christmas, but the sooner we can get it started, the better because it has the funding and approval. It just needs to get the approval to appoint the contractor and get going. Although it will have to manage getting the work done on the labs at the start of the academic year, from September to Christmas, the sooner we can get going this summer, the less it will impact on the academic year at the far end of it. It is St. Mary's Secondary School in Nenagh. I have raised it with the Department, but if the Minister could follow it up as well, it would be fantastic. It is great to get the money; we just want to make sure that the project gets going as quickly as possible.
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. 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.
