Written Answers Nos. 215-234
215. Deputy Eoghan Kenny asked the Minister for Education and Youth if she will direct the NCSE to provide the number of students in post-primary schools that have a recommendation of requiring a special class place, but do not currently have that place; and if she will make a statement on the matter. [8784/26]
View answer223. Deputy Eoghan Kenny asked the Minister for Education and Youth if she will instruct the NCSE to provide a county by county (and by area code in Dublin) breakdown of special class numbers, covering the past five years, and relevant population stats for each county/area, broken down into primary and post-primary; and if she will make a statement on the matter. [8792/26]
View answerI propose to take Questions Nos. 215 and 223 together.
Enabling 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.
As the matter raised relates to a NCSE process. 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 matters with the NCSE directly through their dedicated Oireachtas email address.
A list of all mainstream and special schools is available on my department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE website
For the 2025/26 school year the NCSE advise that a small number of special class places remain in many counties in the country for those still seeking placement. While these places may not be in a preferred school, vacancies do exist.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE has begun sanctioning new special classes this month, which is several months ahead of last year. 263 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. Of these 58 are in County Dublin. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
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 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.
216. Deputy Eoghan Kenny asked the Minister for Education and Youth if she will direct the NCSE to provide specific CPD on how to run post-primary autism classes; and if she will make a statement on the matter. [8785/26]
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.
A range of options are available to teachers and special needs assistants (SNAs) in regard to training opportunities in special education. These are provided within initial teacher education (ITE) programmes for student teachers and teacher professional learning (TPL) programmes for established teachers. Other options include short, flexible on-line opportunities and funding for placement on graduate and post-graduate programmes.
The importance of having special education training in ITE programmes was compounded when my colleague Minister McEntee requested that special education placements become mandatory for student teachers and appropriate modules have been added to programmes support this measure.
Central to TPL is Oide, a Department of Education and Youth funded TPL service. All Oide TPL programmes are designed and underpinned with the fundamental principles of Universal Design for Learning (UDL), a framework that facilitates the inclusion of all learners to access the school curriculum in a meaningful way.
In addition, the NCSE offer full school support to all staff and provide support for teachers with training needs in special education, through the NCSE support service. This service manages, co-ordinates and develops a range of supports in response to identified training need. Any school who feels it has a training need can contact their local special education needs organiser to arrange training.
The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers. Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE [website] (www.ncse.ie/tpl).
Budget 2026 has provided funding to support the training in the area of special educational needs and my department and the NCSE are committed to looking at further options to enhance training and supports for teachers and SNAs.
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.
217. Deputy Eoghan Kenny asked the Minister for Education and Youth if she will confirm that teachers can choose to not participate in the assessment of needs process, and cannot be compelled to participate, as per a judgment in January 2024 (details supplied); and if she will make a statement on the matter. [8786/26]
View answer[Circular 0069-2025_Assessment_of_Need](www.assets.gov.ie/static/documents/8cfe3b79/0069-2025_Assessment_of_Need_circular.pdf)
issued in October 2025 the purpose of this Circular is to inform schools of developments on foot of recent court cases relating to the AON process.
The Department of Education and Youth is satisfied that teachers are suitably qualified to assist in the AON process due to their expertise and professional judgement, and this position has been upheld in recent High Court judgments, therefore are persons with ‘appropriate expertise’ to be nominated by the NCSE, as appropriate, to assist the HSE in the AON process.
One of the functions of a school, as detailed in the Education Act (1998), is to ensure that the education needs of all children/young people, including those with a disability or other special educational needs, are identified and provided for. Further, the EPSEN Act (2004) requires schools to cooperate with the NCSE in the performance by the Council of its functions. Therefore, the nominated person should complete the Report of Education Needs when requested by the NCSE to do so.
It is acknowledged that there may be legitimate reasons or circumstances where a nominated person may not be in a position to complete the form or may only be able to part-complete a Report of Education Needs. Examples of these circumstances are provided in [Circular 0069-2025_Assessment_of_Need_ Appendix 1] (www.assets.gov.ie/static/documents/8cfe3b79/0069-2025_Assessment_of_Need_circular.pdf ) for illustrative purposes.
The NCSE will continue to provide comprehensive guidance and support to schools to assist them in this process. Details of the guidance can be found on the NCSE website.
218. Deputy Eoghan Kenny asked the Minister for Education and Youth if a school giving priority enrolment to a post-primary autism special class to students already enrolled in the school who receive their autism diagnosis and/or recommendation of requiring a post-primary autism class placement, and who have all necessary documentation (including diagnostic report and NCSE letter of eligibility), contravene either the Schools Admissions Act 2018 or circular 0039/2025; and if she will make a statement on the matter. [8787/26]
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.
It is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. Under the provisions of this act, all schools are required to have admissions policies which have been approved by the patron following consultation with staff and parents of students who are attending the school. It is a key requirement of the act that all school admission policies are fair and transparent.
This information should be published on the school’s website and be available on request by contacting the school directly.
My department and the National Council of Special Education (NCSE) continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. NCSE have begun sanctioning new special classes this month, which is several months ahead of last year. 263 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Parents may apply to enrol their child in a school of their choosing and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Nonetheless, it may result in some students not obtaining a place in the school of their first choice.
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.
219. Deputy Eoghan Kenny asked the Minister for Education and Youth if her Department will instruct all schools with special classes to assign a teacher to coordinate said classes and specify a minimum number of administration hours per class for that teacher; and if she will make a statement on the matter. [8788/26]
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.
By the end of the 2026 calendar year there will be over 21,000 special educational teachers in our mainstream classes, special classes and special schools. This will mean we will have almost 46,000 teachers and special needs assistants (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.
The deployment of teaching staff in a school is in the first instance a matter for the school management authorities while the Teaching Council is the regulator of the teaching profession in Ireland, promoting and regulating professional standards in teaching. Teaching allocations assigned to class groupings within a school is a matter for the school board of management and principal to consider and decide how best to allocate resources and organise class groupings within the school.
I understand that special education teachers particularly at post-primary level dedicate a significant proportion of their day to information gathering and assessment, reviewing, monitoring and coordinating provision for students with special educational needs.
In 2026, over €3 billion will be spent supporting students with special educational needs. Part of this funding will allow for the introduction of extra special education teaching (SET) hours for post-primary schools to support coordination and transition efforts.
At primary level where schools open a number of special classes administrative principal and deputy principal posts are provided. There has also been a significant increase in the number of posts of responsibility allocated to primary schools in recent years.
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.
220. Deputy Eoghan Kenny asked the Minister for Education and Youth to provide precise data on the number of times section 37a of the Schools Admissions Act 2018 has actually been utilised; and if she will make a statement on the matter. [8789/26]
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 Minister has powers under Section 37A of the Education Act to direct a school to provide additional places but this power is only used as a last resort and where all reasonable efforts have failed. Prior to the introduction of new legislation in 2022, the Section 37A process had been used to secure additional special class provision on two occasions in Dublin.
The provision has also been enacted in regard to one school in Kildare in 2025 in order to ensure that children with special educational needs in the local area had an appropriate placement for the 2025/2026 school year.
My department and the National Council for Special Education (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.
221. Deputy Eoghan Kenny asked the Minister for Education and Youth the number of students enrolled in fee paying schools; the number of those schools that have special classes; the number of classes they have; if she will also provide the same statistics for public schools, and explain the discrepancy; and if she will make a statement on the matter. [8790/26]
View answerAs per preliminary enrolment data for 2025-2026 there are 27,635 pupils enrolled in fee-charging schools and 402,019 pupils enrolled in non fee charging schools. The preliminary data will be replaced by the final enrolment data for 2025-26 in June 2026 at the following link;
www.gov.ie/en/department-of-education/collections/post-primary-schools-enrolment-figures/
Data on pupils in special classes in post-primary is provided to the Department by the NCSE, we do not have a complete data set for 2025-26 at this time but will revert to the Deputy with the information requested as soon as it becomes available.
The NCSE has been able to confirm that, for the 2025/26 school year, one fee-charging school is operating two special classes.
The NCSE advises that there are six pupils enrolled in each of these two classes.
The 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.
Over 30,500 students with more complex needs are enrolled in special classes and special schools this school year – an increase of 67% since 2020.
Over 1,900 new special classes and 16 new special schools have been established in the last five years.
This expansion reflects the Government’s commitment to inclusive education and ensuring every child with special educational needs receives the support they deserve.
The Department of Education and Youth and the National Council for Special Education (NCSE), continue to forward plan to provide additional special class and special school places for children with complex special educational needs.
My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an area’s existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
In order to ensure new special classes can open as quickly as possible the NCSE prioritise working with medium and larger primary schools who do not already have a special class and have available accommodation to accommodate new special class. This approach maximises the use of existing space which can be reconfigured efficiently while also ensuring that new provision continues to be established. It also increases the number of schools with special classes providing parents with greater choice and reducing the distances that some students are travelling to access a special class place.
However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
The vast majority of new special classes established in recent years are provided in available school accommodation which is being repurposed as a special class.
Budget 2026 provides funding for a further 3,000 special class and special school places to be provided for the 2026/2027 school year.
This month, the NCSE has begun sanctioning new special classes for 2026/27. 263 new special classes have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. Details of the special classes in mainstream schools are available on the NCSE website which can be accessed [here.]
222. Deputy Eoghan Kenny asked the Minister for Education and Youth the number of students enrolled in DEIS schools; the number of those schools that have special classes; the number of such classes they have; if she will also provide the same statistics for non-DEIS schools, and the reason for the discrepancy; and if she will make a statement on the matter. [8791/26]
View answerPlease find attached requested data. Data provided is for academic year 2024-2025, the latest year we have final class data available. We expect to publish final class data for academic year 202-2026 in June 2026.
The 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.
Over 30,500 students with more complex needs are enrolled in special classes and special schools this school year – an increase of 67% since 2020.
Over 1,900 new special classes and 16 new special schools have been established in the last five years.
This expansion reflects the Government’s commitment to inclusive education and ensuring every child with special educational needs receives the support they deserve.
The Department of Education and Youth and the National Council for Special Education (NCSE), continue to forward plan to provide additional special class and special school places for children with complex special educational needs.
My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an area’s existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
In order to ensure new special classes can open as quickly as possible the NCSE prioritise working with medium and larger primary schools who do not already have a special class and have available accommodation to accommodate new special class. This approach maximises the use of existing space which can be reconfigured efficiently while also ensuring that new provision continues to be established. It also increases the number of schools with special classes providing parents with greater choice and reducing the distances that some students are travelling to access a special class place.
However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
The vast majority of new special classes established in recent years are provided in available school accommodation which is being repurposed as a special class.
Budget 2026 provides funding for a further 3,000 special class and special school places to be provided for the 2026/2027 school year.
This month, the NCSE has begun sanctioning new special classes for 2026/27. 263 new special classes have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. Details of the special classes in mainstream schools are available on the NCSE website which can be accessed here (www.ncse.ie/wp-content/uploads/2026/01/New-Special-Class-Sanctions-for-2026-27-School-Year.pdf).
Primary DEIS and Non DEIS 2024-2025
|
|
|
Mainstream Classes |
|
|
Special Classes |
|
|
|
Academic Year (Enrolment) |
DEIS (Y/N) |
Enrolment per Return |
Count Class |
Count School |
Enrolment per Return |
Count Class |
Count School |
|
2024 |
N |
381,741 |
16,498 |
2121 |
8,198 |
1,430 |
731 |
|
2024 |
Y |
147,321 |
7,359 |
961 |
5,119 |
894 |
436 |
|
Grand Total |
|
529,062 |
23,857 |
3,082 |
13,317 |
2,324 |
1,167 |
224. Deputy Eoghan Kenny asked the Minister for Education and Youth the reason her Department this year has made home tuition conditional on having a psychological report done within the past six months, especially given the potentially years long wait to get such reports; to provide statistics from the past five years of successful home tuition applications as compared to successful applications in this current academic year under this new condition; and if she will make a statement on the matter. [8793/26]
View answerMy Department's Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school.
The purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for:
Pre-School Children with autism who meet the scheme’s eligibility criteria
Children seeking a Special School or Special Class placement
Students, enrolled in schools, with a significant medical condition, which has caused, and is likely to continue to cause, major disruption to their attendance at school
Students, enrolled in schools, with school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school
Under category d above, a psychologist’s or psychiatrist’s report from the previous six months is required to make sure the information about the child’s mental health is up to date. Issues such as school reluctance and school avoidance behaviour/school phobia, anxiety and depression can change over time, especially when a child is receiving support or treatment.
Requiring a report dated within the previous six months does not represent a change in policy for processing Home Tuition applications. Special Education has always required up-to-date and recent documentation when processing Home Tuition applications under this category. This year, we highlighted the requirement for a report within the previous six months on the HTMED1 application form. This was not a policy change, but rather an effort to clearly communicate to parents exactly what documentation is required when submitting an application.
A recent report allows decision-makers to:
• Confirm that the diagnosis is current and clinically relevant, rather than historical
• Assess how their anxiety or school phobia is affecting school attendance right now
• Verify what supports or therapy are currently in place
• Evaluate whether home tuition is still needed at this time
• Ensure home tuition can help as part of a plan to gradually return to school when your child is ready
Having a recent report helps ensure that decisions are made based on the child’s current needs, and that any support provided is appropriate, helpful, and focused on the child’s long-term wellbeing and mental health and return to school.
My department recognises that it is not always possible for families to provide a psychologist’s or psychiatrist’s report from within the previous six months, and a flexible and understanding approach is taken when considering such cases.
Where recent reports are not available, officers will carefully review a range of relevant information to understand the child’s current circumstances. This may include evidence of engagement with the school and mental health services, reports or input from relevant support agencies (such as the school, the National Educational Psychological Service (NEPS), Tusla Education Support Service (TESS) through the Education Welfare Officer (EWO), Child and Adolescent Mental Health Services (CAMHS), TUSLA – Child and Family Agency, the HSE, or the NCSE), as well as the child’s current attendance levels and attendance in the previous school year.
All information provided is used to help determine what is most appropriate for the child at the time the application is made.
However, it is important to note that home tuition cannot be granted on an ongoing or indefinite basis without a psychologist’s or psychiatrist’s report that clearly confirms a diagnosis of school phobia and/or associated anxiety or depression. Up-to-date professional guidance is necessary to ensure that home tuition remains a temporary support, focused on meeting the child’s needs while working towards their return to school.
|
Year |
Mental Health |
|
2020/2021 |
347 |
|
2021/2022 |
387 |
|
2022/2023 |
418 |
|
2023/2024 |
398 |
|
2024/2025 |
515 |
|
2025/2026 |
356* |
*As of 30th January 2026
225. Deputy Claire Kerrane asked the Minister for Education and Youth to provide a timeline for all developments in relation to the proposed development at a school (details supplied) since its first proposal; and if she will make a statement on the matter. [8796/26]
View answerThe project referred to by the Deputy has been devolved for delivery to the Laois Offaly Education Training Board (LOETB).
The project is currently at Stage 2A of the architectural design process. In Quarter 2 2025, a Stage 2A report was submitted to the Department for review and is undergoing an intensive review from both a technical and cost perspective in accordance with the requirements of the Public Spending Code.
LOETB have proposed an option to acquire an alternative site for this project. This proposal has been reviewed by the Department and following further engagement, LOETB are now finalising cost comparisons on the two sites.
As the Deputy will be aware, the department recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project roll-out.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project roll-out to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
The department will continue to build on the progress made over recent years with the continued roll-out of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, my Department has published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
These projects are in addition to €105.88 million in capital funding for Offaly schools between 2020 and 2025. Over that period, a total of 30 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 4 school projects in Offaly under construction.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project roll-out to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027.? Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
My department recognises that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme roll-out to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs of the school referred to by the Deputy will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
226. Deputy Willie O'Dea asked the Minister for Education and Youth when a school (details supplied) will be approved to proceed to construction of a new secondary school, as this project was initially approved four years ago; and if she will make a statement on the matter. [8799/26]
View answerThe project referred to by the Deputy for Ard Scoil Mhuire, Corbally has been devolved for delivery to CEIST.
The project brief provides for the construction of a new post primary school building to accommodate a long-term projected enrolment of 650 pupils including 5 special education needs classrooms.
The project is currently at Stage 2b of the architectural process, which allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project roll-out.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project roll-out to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued roll-out of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
These projects are in addition to €293.20 million in capital funding for Limerick schools between 2020 and 2025. Over that period, a total of 54 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 6 school projects in Limerick under construction.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project roll-out to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027.? Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme roll-out to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
The accommodation needs at the school referred to by the Deputy will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
227. Deputy Eoghan Kenny asked the Minister for Education and Youth the reason a school (details supplied) that has been seeking an extension for SEN room and additional classroom since 2022 was left off the recent announcement; and if she will make a statement on the matter. [8812/26]
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.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE has begun sanctioning new special classes this month, which is several months ahead of last year. 263 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Of the 263 new special classes, 173 are being established in primary schools and 90 in post-primary schools. New special classes are being established in every county with 26 for Cork so far. Further details on additional new special classes will be confirmed in the coming weeks.
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.
228. Deputy Eoghan Kenny asked the Minister for Education and Youth the number of schools not included, but that have applied, in the NDP announcement that included provision for SEN, in tabular form; and if she will make a statement on the matter. [8813/26]
View answerAs the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project roll-out.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project roll-out to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued roll-out of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project roll-out to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme roll-out to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
The current status of all projects, including completions, is set out under item number ten at the following link (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction. All Large Scale projects have SEN accommodation as part of their delivery and the Additional Accommodation Scheme projects list includes information on the SEN elements delivered as part of their design brief.
As set out in the NDP Implementation Plan the DEY is planning for the provision of at least 2,000 additional special classes across 2026-2030. The specific accommodation solutions for these classes will be worked through at local level, however, it is expected that the majority of special classes will be facilitated in repurposed available accommodation. As part of the Department’s policy of maximising existing capacity, 80% of the new special classes for the 2025/2026 school year were provided through the repurposing of existing available classroom accommodation. All schools opening new special classes are provided with an initial start-up grant of €30,000 and further funding of up to €70,000 is provided to schools that required re-purposing works to be done. The SEN repurposing scheme provides a good mechanism for schools to make provision for special classes with streamlined funding arrangements as outlined in Circular 0039/2025.
229. Deputy James O'Connor asked the Minister for Education and Youth further to Parliamentary Question No. 560 of 12 November 2025, if she will provide an update on her Department’s plans on the site identified; if there are no plans, if she will instruct her Department’s officials to engage with school management to discuss the matter further; and if she will make a statement on the matter. [8820/26]
View answerMy department can confirm that it owns a 1.9 acre site across the road from the main campus referred to by the deputy. The potential future use of this piece of land is being considered by this department in the context of educational requirements in the area.
Once my department has fully determined the requirements in this area we will be in a position to confirm the plans for this land and engage with the appropriate stakeholders.
230. Deputy Thomas Gould asked the Minister for Education and Youth the schools in Cork approved stage 1 and stage 2A in the new build process; and the date they received approval. [8825/26]
View answerAs the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project roll-out.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project roll-out to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. This includes the completion of circa 300 school buildings currently in construction.
My department will continue to build on the progress made over recent years with the continued roll-out of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027 with a capital investment of €1.6 billion.
These prioritised projects will progress to tender and/or construction on a rolling basis over the course of 2026 and 2027 and within the context of NDP funding parameters. The timing of project progression will reflect the need to carefully manage the roll-out of these projects to construction on a controlled basis to ensure that projects are delivered efficiently, align with the requirements of the Infrastructure Guidelines and Capital Works Management Framework and remain within the parameters of NDP funding.
The 105 prioritised projects consist of 80 large-scale and ASA (additional school accommodation) projects along with 25 projects to be delivered under the Modular Accommodation Programme.
The 80 large-scale and ASA projects are estimated to cost just under €1.6 billion.
Of the 80 projects,
• 45 projects that are already at tender stage (Stage 3)
• 35 projects that have planning permission and are at pre-tender stage (Stage 2b).
Regarding the 45 projects that are currently already at tender stage (Stage 3), these projects are being progressed on a rolling basis to ensure that the Department of Education continues to operate within NDP funding parameters.
These projects include 19 new school buildings of which the majority are either special schools or primary/post-primary schools that are currently operating from interim accommodation and have an urgent need for permanent accommodation.
These 105 projects will provide over 27,000 additional and modernised school places a particular priority is the expansion of capacity in our special schools.
• The first tranche of projects covers the initial two-year period of NDP roll-out, and the next tranche of projects will be finalised and published afterwards (post 2027) following a stakeholder engagement process to identify the next most urgent priorities. This stakeholder engagement will be undertaken during 2026 and 2027 and will include an assessment of how well existing capacity is maximised and enrolment policies and processes are prioritising local special education provision and mainstream requirements. The Department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
• Provision of additional special classes each year to meet annual needs with target to have up to 80% of them opened through repurposing existing accommodation.
• Continued strong focus on expansion of capacity at existing special schools and opening some new special schools where necessary. This will assist with the roll-out of the Education Therapy Services.
The list of all projects and the stages are available on the Departments website and updated to show progression on a monthly basis .
The current status of all projects continues to be set out under item number ten at the following link: www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
231. Deputy Cathal Crowe asked the Minister for Education and Youth the number of school building projects that have been completed, by county (details supplied) since 2020; the funding allocated for same, by county since 2020; to provide a breakdown the total number of projects currently under construction, per county; to provide a breakdown of the total number of projects currently in planning and design, per county, in tabular form; and if she will make a statement on the matter. [8847/26]
View answerAs the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project roll-out.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project roll-out to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued roll-out of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 2 projects in County Clare.
These projects are in addition to €155.25 million in capital funding for county Clare schools between 2020 and 2025. Over that period, a total of 28 schools in county Clare have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 7 school projects in county Clare under construction.
The current status of all projects, including completions, is set out under item number ten at the following link (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Please see the following table which outlines my department's capital expenditure 2020 to date, projects completed 2020 to date, projects in construction and in the pipeline.
232. Deputy Mary Lou McDonald asked the Minister for Education and Youth if and when a school place will be facilitated in the case of a child (details supplied). [8849/26]
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 has advised that they are currently engaging with the family regarding options for school placements and other special education supports for the coming school year.
Officials in my department have also confirmed that the second school named has been granted capital funding for the provision of two Special Educational Needs Classrooms. The project is being delivered under my Department’s SEN Reconfiguration and Modular Accommodation programme. The programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects. This is a collaborative process between the Project Manager, School Authority, and my department.
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 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.
233. Deputy Charles Ward asked the Minister for Education and Youth if a school bus issue can be examined (details supplied); and if she will make a statement on the matter. [8865/26]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.?
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of my Department’s Post Primary School Transport Scheme, children are eligible for transport where they reside not less than 4.8 km from their nearest post primary school/centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who complete the application process on time are accommodated on school transport services where such services are in operation.
Bus Éireann have advised that the pupils referred to by the Deputy have applied for school transport for the 2025/26 year and are eligible to school referred. The family have a pick-up-point which is 2.0 km from their home. This pick-up-point has been deemed safe by the Service Supervisor. Bus Éireann have also advise that it is not feasible for the service to be brought closer to their homes due to vehicular access limitations and time constraints.
234. Deputy Eoghan Kenny asked the Minister for Education and Youth if a funding application and or SENO referral has been made for child (details supplied); and if she will make a statement on the matter. [8877/26]
View answerUnder the Assistive Technology Scheme, as set out in my department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment. It must be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
Officials from my department have contacted the school the child is attending, and they have confirmed that an application for assistive technology has been submitted to the SENO in the week commencing 26th January 2026.
