Written Answers Nos. 471-490
471. Deputy Paul Murphy asked the Minister for Education and Youth the proposed new process to remove the requirement for professional reports, such as assessment of need reports, from entry requirements for special schools and special classes [3324/26]
View answerThe Department of Education and Youth is committed to an education-based, needs-led approach to accessing education services. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers, through the provision of resources such as Special Education Teachers and Special Needs Assistants. This is an estimated 25% of the total student population, or 240,000 children and young people with special educational needs, that are supported in mainstream classes.
It is important to note that since 2017 children and young people in mainstream classes have not required a diagnosis of disability to access mainstream supports from the 15,000 special education teachers in our school system. In addition, the Department has removed the requirement for any health-based information to support transitions from a primary to a post-primary special class and/or for additional SNA requirements.
Additionally, while a diagnosis is currently required to access a special class or a special school, this does not have to be linked to an AON. Department officials are working on a process to remove the need for a diagnosis to access specialist supports in our school system which would be the last remaining requirement for a diagnosis in the education system.
The Department of Education and Youth will bring forward a proposal through a memorandum for government in the coming weeks to agree a process which is intended to result in the removal of the requirement for professional reports, such as Assessment of Need reports, from entry requirements for special schools and special classes and the adoption of a needs-based approach, subject to the availability of necessary resources.
There will be a comprehensive consultation process with the full range of education stakeholders and advocacy groups in respect of this proposed measure.
It is also important to note that the Assessment of Need (AON) process is provided for under the Disability Act 2005 and is under the remit of the Health Service Executive (HSE). Assessment Officers working under the remit of the HSE are charged with organising the Assessment of Need. The Assessment Officer coordinates and completes the Assessment Report and a determination is made as to whether or not a child or young person meets the definition of disability contained in the Act.
Following on from a court ruling in October 2021 there is a legal obligation on the education system to assist the HSE as part of the HSE’s Assessment of Need Process (AON). In that regard, the NCSE nominates an appropriate person, a qualified teacher in the case of an AON pertaining to a school-going child, to assist the HSE by completing a Report of Education Need (RoEN) using information available or known to the teacher or school. This process was trialled and implemented in the 2024/2025 school year and was further refined in the 2025/2026 school year. The process is outlined in Circular 0069/2025 and will remain in place.
For clarity, there is no change to the AON process as it applies in schools.
The Department will continue to monitor and respond to future needs. As part of budget 2026, investment in special education has increased to €3 billion and allows for the recruitment of an additional 860 special education teachers, 1,717 Special Needs Assistants (SNAs) and the provision of an additional 3,000 places in special schools and special classes as well as the roll out of the new Educational Therapy Service.
This expansion reflects the Government’s commitment to inclusive education and ensuring every child with special educational needs receives the support they deserve.
472. Deputy Paul Murphy asked the Minister for Education and Youth the level of staff shortages at a school (details supplied); and the impact this is having on the hours of the children attending. [3325/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special classes and special school places are provided. These classes are resourced in line with the Special Education Review Committee's recommendations. This ensures that these classes continue to meet the needs of students who are enrolled, and the class is as inclusive as possible in that as many students as possible are accommodated.
By the end of the 2026 calendar year there will be over 21,000 special educational teachers and almost 25,000 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. This will mean we will have almost 46,000 teachers and SNAs working in our education system committed to supporting and nurturing students with special educational needs, enabling them to achieve their best outcomes and reach their full potential.
Special schools support children and young people aged between 4 and 18 years of age with the most complex special educational needs and ensure positive links are established and fostered between the home, school and other agencies for these students.
Each new class within a special school is staffed with a dedicated teacher, two special needs assistants and further staffing allocated based on the individual needs of the students enrolled.
SNA posts are allocated to schools as a school-based resource. Principals/boards of management deploy SNAs within schools to meet the care support requirements of the students enrolled whom SNA support has been allocated. This provides schools flexibility in how the SNA support is utilised.
If a school feels like it has insufficient SNA support to meet the needs of its students an application can be submitted to the NCSE requesting a review of its allocation. Detailed information on the NCSE's SNA review process is published on the NCSE's website. Each case is individually assessed and is based on the student profile of each school.
The NCSE as the statutory body responsible for the provision of special education and allocating supports for children with special educational needs remains available to offer advice and support to families as required. Parents and schools can contact the NCSE directly using the details available on the NCSE's website.
My department and the NCSE are committed to delivering 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 reach their full potential.
473. Deputy Jennifer Whitmore asked the Minister for Education and Youth the number of primary school applicants for the 2026-2027 intake in each school planning area in County Wicklow who submitted a letter of eligibility as part of their enrolment process; the number of students who were offered a special education place as a result; and if she will make a statement on the matter. [3355/26]
View answerEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
The National Council for Special Education (NCSE) is the national agency with responsibility for the provision of special education places. When a parent notifies the NCSE that they are seeking placement the NCSE validates the submission and provides the parent with a letter of eligibility for the required specialist placement. This letter is then required to be submitted with the school enrolment form. The letter's purpose is to inform schools that the NCSE is aware of the student’s needs and that the student has been factored into the planning process for provision at a local level.
An additional benefit of this process is that it has removed an administrate burden on both schools and families alike. Having this letter removes the need for schools to evaluate reports and for parents to fill in forms and provide reports and recommendations directly to schools. All schools must notify the NCSE when a child or young person is enrolled in a special class or special school place.
Parents may apply to enrol their child in a school of their choosing. Enrolments to schools are a matter for each board of management and parents apply directly to schools, therefore, the information requested by the Deputy is held at a local level.
My department and the NCSE are committed to delivering 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 reach their full potential.
474. Deputy Jen Cummins asked the Minister for Education and Youth when the commencement date of the new special education class in a school (details supplied). [3382/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE have formally sanctioned 168 (105 primary and 63 post-primary) new special classes in 159 schools across the country for the next school year 2026/2027. This is the first tranche of new special classes being sanctioned and is a number of months ahead of last year. The NCSE expect to continue to sanction further new special classes over the coming weeks. The earlier sanctioning of these classes will provide clarity for parents and allow schools more time for the planning and establishment of new special classes. Details of the new special classes are available on the NCSE website.
The Department of Education and Youth is supporting schools through the provision of resourcing to support the opening of the new special classes, which includes teachers, special needs assistants, furniture and equipment grants and training from the NCSE. In addition, funding for the repurposing of existing accommodation or the provision of modular accommodation for new special classes is also provided. The vast majority of new special classes are being provided in repurposed available school accommodation. New streamlined arrangements are in place to provide grant funding for schools repurposing accommodation for special classes (Circular Letter 0080/2024 and SEN Repurposing Information).
For those special classes sanctioned recently, the NCSE will work closely with schools to progress with the admission of students and the recruitment and training of staff.
The typical student capacity and staffing resource for each special class is determined by the designation of the special class - this is set out in Appendix 2 of the NCSE Guidelines for Setting Up and Organising Special Classes.
Each autism special class at post-primary school level provides for 6 students, two SNAs and an allocation of 1.5 special education teacher.
Local special educational needs organisers (SENOs) are available to assist and advise parents and can provide details on schools with available special educational places. Parents may contact SENOs directly using the contact details available on the NCSE website.
My department and the NCSE are committed to delivering 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 reach their full potential.
475. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth the number of schools which applied for the summer works scheme in 2025; the number which were successful, by county, in tabular form; and if she will make a statement on the matter. [3388/26]
View answerThe purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis that, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis across a number of categories of works. The new CASWS closed for applications on the 30th June 2025 and a total of 1,430 schools made applications under the scheme.
In November 2025, my colleague the former Minister, Helen McEntee TD, announced the first tranche of approvals under the new Climate Action Summer Works Scheme (CASWS). 297 projects were approved to proceed in 2026, this included 99 remaining projects from the previous Summer Works Scheme. The investment in the first tranche of applications is in the region of €90m.
The full list of applications approved for 2026 can be found under Summer Works Scheme List of Approved Schools 2026, a summary of the Climate Action Summer Works Scheme on a county-by-county basis has been provided in the table below:
|
County |
Number Approved for 2026 |
|
Carlow |
4 |
|
Cavan |
5 |
|
Clare |
7 |
|
Cork |
28 |
|
Donegal |
12 |
|
Dublin |
36 |
|
Galway |
17 |
|
Kerry |
13 |
|
Kildare |
4 |
|
Kilkenny |
2 |
|
Laois |
3 |
|
Leitrim |
2 |
|
Limerick |
8 |
|
Longford |
1 |
|
Louth |
3 |
|
Mayo |
10 |
|
Meath |
6 |
|
Monaghan |
2 |
|
Offaly |
5 |
|
Roscommon |
3 |
|
Sligo |
4 |
|
Tipperary |
9 |
|
Waterford |
5 |
|
Westmeath |
2 |
|
Wexford |
4 |
|
Wicklow |
3 |
|
Totals |
198 |
476. Deputy Emer Currie asked the Minister for Education and Youth if further details will be provided regarding an announcement for a school (details supplied); and if she will make a statement on the matter. [3389/26]
View answer477. Deputy Emer Currie asked the Minister for Education and Youth if further details will be provided regarding an announcement for a school (details supplied); and if she will make a statement on the matter. [3390/26]
View answerI propose to take Questions Nos. 476 and 477 together.
This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE have formally sanctioned 168 (105 primary and 63 post-primary) new special classes in 159 schools across the country for the next school year 2026/2027. This is the first tranche of new special classes being sanctioned and is a number of months ahead of last year. The NCSE expect to continue to sanction further new special classes over the coming weeks. The earlier sanctioning of these classes will provide clarity for parents and allow schools more time for the planning and establishment of new special classes. Details of the new special classes are available on the NCSE website.
Where an additional special class or classes are to be established at a school and the school does not have accommodation for that class(es) it is open to the school to apply for capital funding under my department’s Additional School Accommodation (ASA) scheme.
The required accommodation can be provided by means of reconfiguration of existing accommodation, the provision of modular accommodation, or a traditional construction building project. Schools are provided with appropriate classrooms and with ancillary facilities appropriate to the needs of the school and the available space. These facilities typically include a quiet space associated with each classroom, a multi-activity room, a central activity space, and external soft play area.
The department and the NCSE continue to make a range of supports available for schools opening special classes which include the provision of teacher and special needs assistant (SNA) resources, enhanced capitation grants, assistive technology grants, the school transport scheme, dedicated training and guidance and resource documents. The earlier a school agrees to establish a new special class the more time that is available to access training, complete any refurbishment works, recruit new staff and complete admissions processes.
My department and the NCSE are committed to delivering 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 reach their full potential.
478. Deputy Malcolm Byrne asked the Minister for Education and Youth the status of an application for a special education needs class at a school (details supplied). [3393/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE have formally sanctioned 168 (105 primary and 63 post-primary) new special classes in 159 schools across the country for the next school year 2026/2027. This is the first tranche of new special classes being sanctioned and is a number of months ahead of last year. The NCSE expect to continue to sanction further new special classes over the coming weeks. The earlier sanctioning of these classes will provide clarity for parents and allow schools more time for the planning and establishment of new special classes. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
My department and the NCSE are committed to delivering 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 reach their full potential.
479. Deputy Malcolm Byrne asked the Minister for Education and Youth the status of an application for a special education needs class at a school (details supplied). [3394/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE have formally sanctioned 168 (105 primary and 63 post-primary) new special classes in 159 schools across the country for the next school year 2026/2027. This is the first tranche of new special classes being sanctioned and is a number of months ahead of last year. The NCSE expect to continue to sanction further new special classes over the coming weeks. The earlier sanctioning of these classes will provide clarity for parents and allow schools more time for the planning and establishment of new special classes. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
My department and the NCSE are committed to delivering 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 reach their full potential.
480. Deputy Malcolm Byrne asked the Minister for Education and Youth the number of school secretaries and caretakers employed at both primary and secondary school level; the number employed by each different mechanism, that is, employed directly by the school, those employed by her Department, those employed by the ETB and so on; and if she will make a statement on the matter. [3395/26]
View answerI wish to advise the Deputy on the numbers of school secretaries/caretakers as per the data supplied in the attached file.
Please note:
*Caretakers are not paid through the Department of Education and Youth's payroll; therefore, we cannot provide the requested numbers.
**Numbers shown are relevant to Secretaries currently paid on the Department of Education and Youth's payroll only, it does not include Secretaries paid directly by schools as we do not hold this data
While the Department processes payroll on behalf of the ETBs, we do not hold the necessary information and therefore we cannot provide the requested numbers.
|
|
|
Caretakers 78/79 Scheme |
|
CO 78/79 Scheme |
|
Caretakers* |
|
Secretary** |
|
|
Headcount |
FTE |
Headcount |
FTE |
Headcount |
FTE |
Headcount |
FTE |
|
Primary |
46 |
46 |
79 |
75 |
0 |
0 |
2661 |
1799.03 |
|
Secondary |
0 |
0 |
40 |
35 |
0 |
0 |
504 |
395.78 |
481. Deputy Darren O'Rourke asked the Minister for Education and Youth the staff complement in the children missing in education team; if she is satisfied that it is sufficient to deliver this important work; the measurement of same; and if she will make a statement on the matter. [3399/26]
View answerTusla Education Support Service (TESS), which includes the statutory Educational Welfare Service (EWS), is under the remit of my department and operates under the Education (Welfare) Act, 2000. The primary role of the EWS is to ensure that every child either attends school regularly or otherwise receives a certain minimum education to ensure and secure every child’s entitlement to education.
Educational welfare officers (EWOs) are based throughout the country to offer advice and guidance to parents who need support in ensuring that their child attends schools regularly. They work with children, young people and their families who are experiencing difficulty with school attendance; this is done through, home visits, educational welfare conferences and collaboratively working with different agencies. The main priority of the work is around the welfare of children and young people and to ensure that concerns around attendance are addressed before attendance becomes a crisis issue. EWOs also support parents and guardians who are experiencing difficulty in securing a school placement for their child.
All referrals received by the EWS are screened and assessed by a senior educational welfare officer and receive a response to indicate whether the case has been allocated to an EWO, the case is on a waiting list, or the referral has not met the criteria for intervention by an EWO and the reasons why.
The TESS, Children Missing in Education (CME) Team was established in July 2025 to centralise, review and update the long standing regional standard business processes for CME referrals. This team is currently comprised of two EWOs, a senior educational welfare officer (SEWO) and is supported by a fulltime administrator. The team report to a TESS Regional Manager. Two additional EWOs will join the team on a temporary basis in 2026.
482. Deputy Barry Heneghan asked the Minister for Education and Youth if she will commit to sanctioning additional special class provision at a school (details supplied) in view of the clearly identified and urgent level of need; and if she will make a statement on the matter. [3401/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE have formally sanctioned 168 (105 primary and 63 post-primary) new special classes in 159 schools across the country for the next school year 2026/2027. This is the first tranche of new special classes being sanctioned and is a number of months ahead of last year. The NCSE expect to continue to sanction further new special classes over the coming weeks. The earlier sanctioning of these classes will provide clarity for parents and allow schools more time for the planning and establishment of new special classes. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
My department and the NCSE are committed to delivering 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 reach their full potential.
483. Deputy Barry Heneghan asked the Minister for Education and Youth if she will ensure that an updated SENO approval letter is issued urgently for a child with a dual diagnosis of autism and intellectual disability (details supplied) given the delays are preventing access to an appropriate school placement; and if she will make a statement on the matter. [3402/26]
View answerThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
This notification process will provide the NCSE with critical information on children who continue to need a special class as they progress to post-primary level as well as details on students who require a place for the first time. This year to facilitate earlier sanctioning of classes for the 2026/27 school year, an earlier date of 1 October was set for parents to complete the process.
The NCSE is undertaking analysis of information including that provided through the Parents Notify process to plot demand for special class places for the 2026/27 school year.
The NCSE have formally sanctioned 168 (105 primary and 63 post-primary) new special classes in 159 schools across the country for the next school year 2026/2027. This is the first tranche of new special classes being sanctioned and is a number of months ahead of last year. The NCSE expect to continue to sanction further new special classes over the coming weeks. The earlier sanctioning of these classes will provide clarity for parents and allow schools more time for the planning and establishment of new special classes. Details of the new special classes are available on the NCSE website.
I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October in their existing placement with appropriate supports. However, it is critical that the NCSE has as much local information as possible, as early as possible, to effectively plan what new provision is required.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
My department and the NCSE are committed to ensuring that sufficient special education placements are available for children with special educational needs and the need for new specialist provision is subject to ongoing review.
484. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth if a school (details supplied) is included in the DEIS Plus plan. [3412/26]
View answerTackling educational disadvantage and helping students reach their full potential is a key priority for me as the Minister for Education and Youth and for the Government. Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS Strategy and introduce the DEIS Plus scheme, which will commence in 2026.
A new DEIS Strategy, which will include the DEIS Plus scheme, will be published in Q1 2026. The DEIS Plus scheme will provide additional support to schools with the highest levels of need, in line with the Government’s commitment. It will target a cohort of schools with high concentrations of children and young people experiencing intergenerational disadvantage where there is a significant gap in outcomes and there are barriers to those children and young people achieving their potential.
Schools will not be required to apply for inclusion in the DEIS Plus scheme. The process to identify schools for inclusion will be evidence-informed, using available data.
The details of the DEIS Plus scheme are currently being finalised within an overall programme of work to tackle educational disadvantage and will be outlined in the new DEIS Strategy.
485. Deputy Erin McGreehan asked the Minister for Education and Youth the current status of plans for permanent accommodation at a school (details supplied); when approval was first sought for permanent building works; the stage the project is currently at within her Department; and if she will make a statement on the matter. [3432/26]
View answerThe school referred to by the Deputy submitted an application for additional accommodation. On foot of this application modular accommodation comprising two Special Educational Needs (SEN) classrooms, and one Special Education Tuition (SET) classroom was delivered in April 2024 and is currently in place and operational. Modular accommodation provides a high-quality, modern learning environment that is both functional and adaptable. It offers a well-designed, comfortable space that effectively meets the school’s current needs while allowing flexibility for future requirements.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
The NDP Implementation Plan for the Education and Youth sector and the first tranche of projects to progress to construction will be published by my department shortly. This NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
My Department's Planning and Building Unit had recent engagement with the school and will look into the issues raised by the school and will continue to work with the school to ensure that current and future school place needs are addressed. There will be further contact with the school principal shortly.
486. Deputy Erin McGreehan asked the Minister for Education and Youth whether the modular units currently in use at a school (details supplied) were approved as temporary or permanent accommodation; when they were installed; whether they are considered by her Department to represent a long-term resolution of the school’s accommodation needs; and if she will provide clarification in writing to the school. [3433/26]
View answerI can confirm to the Deputy that in 2022 the school in question submitted an application for additional school accommodation under the department's Additional Schools Accommodation (ASA) Scheme.
The purpose of the department’s ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area.
On foot of this application modular accommodation comprising two Special Educational Needs (SEN) classrooms, and one Special Education Tuition (SET) classroom was delivered in April 2024 and is currently in place and operational.
Modular accommodation provides a high-quality, modern learning environment that is both functional and adaptable. It offers a well-designed, comfortable space that effectively meets the school’s current needs while allowing flexibility for future requirements.
A number of factors are considered by my department in determining the most appropriate construction method to meet a school’s accommodation requirements, including the timing and duration of that accommodation need, and other school-specific factors.
In line with a national decline in primary demographics, the enrolment at this school has decreased from 151 in 2023 to 139 in 2024. At a national level, primary enrolments are projected to decline by circa 100,000 over a ten-year period.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level and for special education needs provision. The Deputy will appreciate that this is the immediate priority of my department.
The NDP Implementation Plan for the Education and Youth sector and the first tranche of projects to progress to construction will be published by my department shortly. This NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
My department's Planning and Building Unit had recent engagement with the school and will look into the issues raised by the school and will continue to work with the school to ensure that current and future school place needs are addressed. There will be further contact with the school principal shortly.
487. Deputy Erin McGreehan asked the Minister for Education and Youth if she will consider the current accommodation at a school (details supplied); and if not, the remedial actions which are planned. [3434/26]
View answerI can confirm to the Deputy that in 2022 the school in question submitted an application for additional school accommodation under the department's Additional Schools Accommodation (ASA) Scheme.
The purpose of the department’s ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area.
On foot of this application modular accommodation comprising two Special Educational Needs (SEN) classrooms, and one Special Education Tuition (SET) classroom was delivered in April 2024 and is currently in place and operational.
Modular accommodation provides a high-quality, modern learning environment that is both functional and adaptable. It offers a well-designed, comfortable space that effectively meets the school’s current needs while allowing flexibility for future requirements.
A number of factors are considered by my department in determining the most appropriate construction method to meet a school’s accommodation requirements, including the timing and duration of that accommodation need, and other school-specific factors.
In line with a national decline in primary demographics, the enrolment at this school has decreased from 151 in 2023 to 139 in 2024. At a national level, primary enrolments are projected to decline by circa 100,000 over a ten-year period.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level and for special education needs provision. The Deputy will appreciate that this is the immediate priority of my department.
The NDP Implementation Plan for the Education and Youth sector and the first tranche of projects to progress to construction will be published by my department shortly. This NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
My department's Planning and Building Unit had recent engagement with the school and will look into the issues raised by the school and will continue to work with the school to ensure that current and future school place needs are addressed. There will be further contact with the school principal shortly.
488. Deputy Erin McGreehan asked the Minister for Education and Youth the way in which a school without a general purpose hall or indoor PE space is expected to comply with PE and wellbeing curriculum requirements, particularly under the new primary curriculum framework; whether exemptions or supports apply in such circumstances; and if she will ensure that schools affected by infrastructural deficits are not penalised. [3435/26]
View answerThe Department recognises the limitations that a lack of indoor PE facilities places on the delivery of the PE curricula. However, it is important to note that over 70% of the primary schools that made 2020 Annual Schools Returns have indicated to the department that they either have a PE hall, access to a nearby PE hall, or a project in train that will deliver a new PE hall. Practically all schools have outdoor play areas, and many schools use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.
Investment and expenditure on PE Halls is an element of the overall School Building Programme. The provision of general purpose rooms and PE halls, at primary and post primary level respectively, and outdoor hard play areas, form part of the accommodation brief for all new school buildings. This is also the case where a major building or refurbishment project is being delivered for an existing school.
Equipment needs for PE in the new primary Wellbeing specification are largely similar to those in the 1999 PE curriculum, meaning most schools will already have much of the necessary equipment. In December 2025, my Department allocated €10m for primary and special schools in the free education system to purchase physical resources to support the new Wellbeing Specification. Examples of resources and materials that could be purchased were communicated to schools in early January 2026.
489. Deputy Erin McGreehan asked the Minister for Education and Youth the expected timeline for a final decision on permanent accommodation for a school (details supplied); the section of her Department currently responsible for the file; and the way in which ongoing communication with the school will be managed. [3436/26]
View answerThe school referred to by the Deputy submitted an application for additional accommodation. On foot of this application modular accommodation comprising two Special Educational Needs (SEN) classrooms, and one Special Education Tuition (SET) classroom was delivered in April 2024 and is currently in place and operational. Modular accommodation provides a high-quality, modern learning environment that is both functional and adaptable. It offers a well-designed, comfortable space that effectively meets the school’s current needs while allowing flexibility for future requirements.
In July 2025, the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
The NDP Implementation Plan for the Education and Youth sector and the first tranche of projects to progress to construction will be published by my department shortly. This NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
My Department's Planning and Building Unit had recent engagement with the school and will look into the issues raised by the school and will continue to work with the school to ensure that current and future school place needs are addressed. There will be further contact with the school principal shortly.
490. Deputy Erin McGreehan asked the Minister for Education and Youth whether she accepts that temporary accommodation can, through prolonged delay, become de facto permanent; and her views on whether this represents a failure of capital planning where schools are growing and meeting enrolment demand. [3437/26]
View answerI can confirm to the Deputy that in 2022 the school in question submitted an application for additional school accommodation under the department's Additional Schools Accommodation (ASA) Scheme.
The purpose of the department’s ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area.
On foot of this application modular accommodation comprising two Special Educational Needs (SEN) classrooms, and one Special Education Tuition (SET) classroom was delivered in April 2024 and is currently in place and operational.
Modular accommodation provides a high-quality, modern learning environment that is both functional and adaptable. It offers a well-designed, comfortable space that effectively meets the school’s current needs while allowing flexibility for future requirements.
A number of factors are considered by my department in determining the most appropriate construction method to meet a school’s accommodation requirements, including the timing and duration of that accommodation need, and other school-specific factors.
In line with a national decline in primary demographics, the enrolment at this school has decreased from 151 in 2023 to 139 in 2024. At a national level, primary enrolments are projected to decline by circa 100,000 over a ten-year period.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level and for special education needs provision. The Deputy will appreciate that this is the immediate priority of my department.
The NDP Implementation Plan for the Education and Youth sector and the first tranche of projects to progress to construction will be published by my department shortly. This NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
My department's Planning and Building Unit had recent engagement with the school and will look into the issues raised by the school and will continue to work with the school to ensure that current and future school place needs are addressed. There will be further contact with the school principal shortly.
