Written Answers Nos. 126-145
126. Deputy Mairéad Farrell asked the Minister for Education and Youth further to Parliamentary Question No. 543 of 4 February 2026, if she will provide the data as requested; and if not, the reason for this. [10508/26]
View answerThe provision of post-primary school places and the operation of admissions processes are matters for individual school authorities, in line with their published admissions policies and relevant legislation. Schools determine their own intake numbers and maintain their own enrolment and waiting list information.
The Department does not centrally collate or hold a definitive dataset of available places or waiting lists by school planning area. Consequently, it is not possible for the Department to provide a comprehensive table of post-primary places in Galway city for each year from 2022 to 2026, or to confirm current waiting list numbers for 2026/27.
Information on first-year intake numbers for individual schools is published in each school’s Admissions Notice on their respective websites. National enrolment data is available on gov.ie.
While the Department engages regularly with post-primary schools in Galway city as part of its planning for September 2026, including requesting admissions data where potential pressures have been identified, this information is point-in-time and does not capture pupils who may subsequently secure places elsewhere or be added to school lists after data returns.
The Department has not imposed any reduction in post-primary places for 2026/27. Decisions on intake levels remain with school authorities, within agreed parameters.
The Department continues to work with schools, patrons and management bodies to monitor enrolment trends and to ensure that sufficient capacity is available to meet demand in Galway city and nationally.
127. Deputy Emer Currie asked the Minister for Education and Youth if she is aware of challenges to the operation of school bus routes due to requirements for experienced school bus drivers with existing Garda vetting to apply for new vetting due to a change of employer. [10524/26]
View answerAll school transport drivers are vetted by Bus Éireann through the Garda National Vetting Bureau. All drivers employed under the remit of the School Transport Schemes have to operate under strict Child Protection Guidelines set out by Bus Éireann which has been endorsed by Child Safeguarding Statement Compliance Unit (CSSCU) Tusla.
Garda vetting is specific to a role and an employer. If you are changing jobs, even in the same sector, the new employer is required to initiate a new vetting process.
Any further queries relating to vetting should be addressed to the Garda National Vetting Bureau who operate vetting based on the legislative requirements contained in the [National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016].
In such circumstances where there is no existing suitable service available, and while Bus Éireann are in the process of sourcing services, the Department will offer a grant on an interim basis to families of eligible children towards the cost of private transport arrangements based on the number of days attended from the date of application until a suitable dedicated specialised service becomes available.
128. Deputy Ryan O'Meara asked the Minister for Education and Youth for an update on a school extension project (details supplied); and if she will make a statement on the matter. [10530/26]
View answerThe school referred was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing one Special Educational Needs (SEN) Classrooms and 3 Special Education Tuition (SET) Classrooms. The project is devolved to the school authority for delivery.
The Stage 2b report was received by my department and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. All projects, including this one, will undergo the necessary due diligence outlined in the public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
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 rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout 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 rollout 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 rollout 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 rollout 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 at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
129. Deputy Roderic O'Gorman asked the Minister for Education and Youth the working definition used by her Department for the term inclusion and for the term complex needs (details supplied); and if she will make a statement on the matter. [10532/26]
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 department has long held the position that children should be educated in the most inclusive environment possible. For the vast majority of children, this means being educated alongside their peers in mainstream schools and classes. To support those who attend mainstream classes, but who may have some additional needs, the department has allocated approximately 15,000 special education teachers to schools to assist them in meeting those needs. There are, however, some children whose needs are at a level of complexity that they cannot have those needs met in a mainstream environment.
A continuum of provision applies in respect of system supports for children and young people with complex special educational needs:
Special classes in mainstream schools. • Special classes are part of a continuum of educational provision that enable students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools. They offer a supportive learning environment to students who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day.
Special schools. • Special schools support students with more complex special educational needs in cases where enrolment in mainstream or in a special class would be unable to meet their needs. To enrol in a special school a student must have a professional report stating that he/she has a diagnosis of disability (in line with the designation of the special school in question) and that their special educational needs are of such complexity that a special school placement is required.
The department is aware that language is ever evolving and regularly engages with stakeholders such as the National Disability Authority on the use of disability language and terminology. A considerable body of work is nearing completion the outcomes of which will inform future policy, practice and the type of language used to describe students with special educational needs.
130. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the breakdown of the number of special classes by fee-paying and non-fee-paying schools; if she accepts the discrepancy; and if she will make a statement on the matter. [10536/26]
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.
Departmental policy is that special education provision should be made in State funded recognised schools (free-scheme schools) in the first instance. It is only where there is insufficient capacity in free scheme schools that the NCSE will engage with fee charging schools in order to provide special classes.
It is however recognised that in certain school planning areas, the NCSE may need to consider engaging with fee-charging schools in relation to the provision of special classes for the 2026/27 school year and beyond.
There are approximately 50 fee-charging post-primary schools nationwide. Of these, one school has two special classes. These were sanctioned for opening as it was considered that there was insufficient provision in free scheme schools to meet the special educational needs of students in the local area.
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: Special Classes – National Council for Special Education – Working to deliver a better special education service
Also attached is a breakdown of schools by category as asked by the Deputy.
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.
131. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she will consider putting forward a proposal to the Department of Public Expenditure; Infrastructure; Public Service Reform and Digitalisation to make public servants of youth workers; and if she will make a statement on the matter. [10537/26]
View answerThe Department of Education and Youth provides grant funding to youth organisations to deliver youth services, supports, programmes and activities for young people aged 10 – 24 years in communities across the country. There are currently approximately 2000 youth workers employed by youth organisations to deliver youth services which receive grant funding from a number of departments and agencies. The legislation that underpins the delivery of youth work is the Youth Work Act 2001. This Act defines youth work as a planned programme of education designed for the purpose of aiding and enhancing the personal and social development of young persons through their voluntary participation, which is complementary to their formal, academic or vocational education and training, and provided primarily by voluntary youth work organisations. It is the position that public services are provided by a combination of public servants and a myriad of grant funded non-public service organisations and non-public service employees. There are currently no plans to develop a proposal to change the status of youth workers. Any proposal to change the status of youth workers, or to align their pay to a public service pay scale linked to public service pay agreements, would have wider implications for the public sector as a whole.
132. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she will outline recent changes to the home tuition scheme; her views on the additional requirement for a psychological report within six-months; if she is aware of the exclusionary effects of same; and if she will make a statement on the matter. [10538/26]
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 4 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.
133. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth further to Parliamentary Question No. 485 of 4 February 2026, if she will confirm if any of the classes listed on the NCSE website are early intervention; and if she will make a statement on the matter. [10541/26]
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 Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme. Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care. There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.
The NCSE is the statutory body responsible for the provision of special education and allocating supports for children and young people with special educational needs. Where the NCSE identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class. Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) are allocated to each class.
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 began sanctioning new special classes last month, which is several months earlier than last year. 301 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.
Details of the new special classes including the class type are 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.
134. Deputy Darren O'Rourke asked the Minister for Education and Youth the breakdown of the €35 million ICT grant to be issued to schools in January 2026, by county, in tabular form; and if she will make a statement on the matter. [10546/26]
View answerAs the Deputy is aware, I recently announced €35 million in funding for Information and Communications Technology (ICT) which issued to all recognised primary and post-primary schools by the end of January 2026. This ICT funding is being provided to schools to enable the continued embedding of digital technologies in their teaching, learning and assessment This is the fourth tranche of ICT funding under the Digital Strategy for Schools to 2027.
The Digital Strategy for Schools to 2027 and it's associated implementation plan is underpinned by funding of €200m over the course of the strategy, committed to under Ireland’s National Development Plan (NDP). The funding allocation model is provided for in the National Development Plan, with funding to issue over the period of the NDP, applied by the Department for the Digital Strategy duration (to 2027 for the current strategy).
Including the €35m that issued in January 2026, a total of €170 million of the €200 million committed for in the NDP for the strategy has issued to schools through the ICT grant. While the NDP commitment did not guarantee a specific amount in each year it is anticipated that providing €35m this year, will enable the balance of €30 million to issue to schools over the remaining years of the current strategy to 2027. Clarity and certainty is being provided for school system on annual grant payment timeline which is now set at December/January payment period for each year.
This funding underpins the ongoing commitment to supporting and enabling schools to ensure the continued embedding of digital technologies in teaching learning and assessment and builds on the €210m in grants that issued under the previous Digital Strategy for Schools 2015-2020.
The information sought by the Deputy in relation to the breakdown of the ICT grant, paid by county, for the 2025/26 school year, is attached.
|
- |
2025-2026 |
2025-2026 |
|
|
|
Primary Total |
Post-primary Total |
Full Total |
|
Carlow |
€291,109 |
€226,749.96 |
€517,858 |
|
Cavan |
€412,680 |
€231,859.80 |
€644,540 |
|
Clare |
€568,925 |
€324,801.08 |
€893,726 |
|
Cork |
€2,313,796 |
€1,622,956.34 |
€3,936,753 |
|
Donegal |
€863,298 |
€532,754.56 |
€1,396,053 |
|
Dublin |
€4,627,087 |
€3,322,564.06 |
€7,949,651 |
|
Galway |
€1,231,023 |
€805,832.86 |
€2,036,856 |
|
Kerry |
€687,118 |
€435,062.84 |
€1,122,181 |
|
Kildare |
€974,701 |
€731,912.24 |
€1,706,613 |
|
Kilkenny |
€427,973 |
€301,920.80 |
€729,894 |
|
Laois |
€416,298 |
€240,967.36 |
€657,266 |
|
Leitrim |
€176,674 |
€102,606.80 |
€279,281 |
|
Limerick |
€879,036 |
€589,050.38 |
€1,468,087 |
|
Longford |
€219,499 |
€164,331.08 |
€383,830 |
|
Louth |
€597,125 |
€491,083.04 |
€1,088,208 |
|
Mayo |
€703,567 |
€413,037.98 |
€1,116,605 |
|
Meath |
€899,927 |
€608,632.80 |
€1,508,559 |
|
Monaghan |
€333,643 |
€217,844.36 |
€551,487 |
|
Offaly |
€388,193 |
€242,031.16 |
€630,225 |
|
Roscommon |
€387,054 |
€173,243.10 |
€560,297 |
|
Sligo |
€328,533 |
€197,599.04 |
€526,132 |
|
Tipperary |
€795,991 |
€534,731.16 |
€1,330,722 |
|
Waterford |
€519,544 |
€354,437.10 |
€873,981 |
|
Westmeath |
€454,131 |
€305,337.92 |
€759,469 |
|
Wexford |
€689,380 |
€502,110.60 |
€1,191,490 |
|
Wicklow |
€625,653 |
€482,707.48 |
€1,108,361 |
|
Total |
€20,811,957 |
€14,156,166 |
€34,968,123 |
135. Deputy Catherine Ardagh asked the Minister for Education and Youth the number of early intervention preschool classes for autistic children, only in special schools, by county, from 2014 to 2026, in tabular form; and if she will make a statement on the matter. [10643/26]
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 promotes that students will be supported to receive an education in the most inclusive setting possible.
The 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.
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.
136. Deputy Holly Cairns asked the Minister for Education and Youth the provisions in place to support students with additional needs through State exams, including provisions for schools to maintain access to special classrooms throughout the exam timetable. [10644/26]
View answerThe State Examination Commission (SEC) has statutory responsibility for the operation of the State examinations, and I have asked the SEC to respond directly to you with the information you have requested.
137. Deputy Brendan Smith asked the Minister for Education and Youth if funding will be made available to enhance facilities at schools (details supplied); and if she will make a statement on the matter. [10662/26]
View answerI should explain that applications relating to the provision of funding for issues relating to an existing school building can fall under a number of different delivery mechanisms including, most frequently, the Summer Works Scheme and the Emergency Works Scheme and could include the upgrade or provision of play areas and/or car parking and set down areas.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property, or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).
The purpose of the SWS is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school.
The Climate Action Summer Works Scheme (which was previously named the Summer Works Scheme) places a strong emphasis on sustainability. Schools can now undertake additional measures such as insulation upgrades, LED lighting installation, EV charger provision, bike rack facilities to support active travel and other climate-focused works alongside traditional maintenance.
The newly announced Climate Action Summer works opened for applications on the 1st May and the application window closed on the 30th of June 2025, full details of the scheme can be found under [Summer Works Scheme]. The EWS is open for applications year-round. It is open to the school to make an application under the most appropriate scheme.
138. Deputy Niamh Smyth asked the Minister for Education and Youth to review a case (details supplied) and provide an update on this extension; and if she will make a statement on the matter. [10667/26]
View answerThe school, to which the deputy refers, was approved funding under my Department's Additional School Accommodation scheme for a project to provide 1 Mainstream Classroom. The project has been devolved for delivery to the school authority.
A school building project has four points within the design and delivery process where approval from the department to move to the succeeding stage is mandatory.
These stages are:
Stage 1/2(a) - developed design stage - before applying for planning permission;
Stage 2b - Immediately where a Notice of Intention to Grant Planning Permission/Fire Cert/Disability Access Cert issues from the Local Authority with onerous conditions as these may be the subject of an appeal to An Bord Pleanála;
Stage 3 - Before seeking tenders for the project;
Stage 4 - Before accepting a tender/placing a contract and commencing construction.
In Q4 2025, the school submitted a Stage 2B post-planning report, having bypassed the initial stage. A standardised stage 1/2a report template has now been issued to the school for completion and return to my department. This submission will include the area reconciliation sheet, drawings, energy information forms, an updated cost plan, and any other project-specific documentation required.
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 rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout 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 rollout 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 rollout 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 rollout 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 at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
139. Deputy Alan Kelly asked the Minister for Education and Youth the reason, as part of the National Development Plan and the Government’s recent announcement of 105 schools that will progress to tender and/or construction, as appropriate, over the course of 2026 and 2027, that a school (details supplied) was not included in this list. [10695/26]
View answerThe project referred to by the Deputy has been devolved for delivery to Tipperary Education and Training Board.
The brief provides for the development of a new replacement 800 pupil Post Primary School with 4 Classroom Special Education Needs Base.
The project was approved to progress to Stage 2b of the architectural planning design process in July 2025. This stage allows for detailed design and planning, obtaining the necessary statutory permissions and the preparation of tender documents. The department awaits the submission of the Stage 2b report.
As the Deputy is aware, the department 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 rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout 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 rollout 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 €176.12 million in capital funding for Tipperary schools between 2020 and 2025. Over that period, a total of 67 Tipperary 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 8 school projects in Tipperary under construction. Another 4 school projects will go to tender and construction in 2026 and 2027 and this summer 14 schools are approved to undergo works as part of the Summer Works Scheme/Climate action scheme.
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 rollout 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.
The department recognises that there are schools with 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 rollout 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 my department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at Colaiste Phobail Roscrea will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
140. Deputy Alan Kelly asked the Minister for Education and Youth the reason, as part of the National Development Plan and the Government’s recent announcement of 105 schools that will progress to tender and/or construction, as appropriate, over the course of 2026 and 2027, that a school (details supplied) was not included in this list. [10696/26]
View answerThe department has received an application for additional accommodation and a request for a new school building on a greenfield site from the school referred to by the Deputy. This application is being considered in the context of the priorities set out in the recently published NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026-2030.
While new modular accommodation was delivered for the school, 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 and will give a good picture of the nature of accommodation at all schools including Colaiste Mhuire. The department is engaging directly with the patron regarding how best to address the school community’s longer-term requirements.
The Deputy may be aware that €82 million in capital funding has been provided to schools in North Tipperary since 2020. This funding has supported the upgrading of 37 schools either through provision of a new school building, a large-scale extension or provision of modular accommodation.
141. Deputy Alan Kelly asked the Minister for Education and Youth the reason, as part of the National Development Plan and the Government’s recent announcement of 105 schools that will progress to tender and/or construction, as appropriate, over the course of 2026 and 2027, that a school (details supplied) was not included in this list. [10697/26]
View answerThe school to which the deputy refers was approved to enter my Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project to provide twelve mainstream classrooms (5 prefab replacement), two special educational needs (SEN) classrooms, one special education tuition (SET) room, three science labs (1 prefab replacement), one art room, one DCG room, one textiles room, one woodwork room and ancillary spaces. The project is devolved to the Tipperary Education and Training Board (TETB) for delivery.
The project is currently at Stage 2b, and my Department currently awaits submission of the Stage 2b report by Tipperary ETB who have advised that an appeal is to be lodged in relation to a planning requirement.
My Department has received the stage 1 (preliminary design) report which is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. All projects, including this one, will undergo the necessary due diligence outlined in the Public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
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 rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout 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 rollout 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 rollout 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 rollout 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 at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
142. Deputy Alan Kelly asked the Minister for Education and Youth the reason, as part of the National Development Plan and the Government’s recent announcement of 105 schools that will progress to tender and/or construction, as appropriate, over the course of 2026 and 2027, that a school (details supplied) was not included in this list. [10698/26]
View answerThe school in question submitted an application for capital funding under my department's Additional Schools' Accommodation scheme. Since 2020, my department has invested over €176 million in capital funding for Tipperary schools. Over this period, a total of 67 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 8 school projects in Tipperary under construction. In addition, 86 new special classes have been opened in Tipperary since 2020 while 14 schools?are approved to?undergo works as part of the Climate Action Summer Works Scheme.
As the Deputy is aware, I have recently published the NDP Sectoral Investment Plan for the Education and Youth Sectors. 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. Four? school?projects in county Tipperary were included in the 105 prioritised projects in the first tranche of projects to progress to tender or construction over the course of 2026 and 2027. This list of projects were prioritised from those projects in the department’s pipeline which were sufficiently advanced to enable them to go to tender or construction over the course of 2026 and 2027. It includes an extension project at St. Anne’s Special School in Roscrea for example.
A department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the architectural design pipeline. This process will involve engagement with key stakeholders and individual schools. The department will further engage with the patron regarding how best to address both the school community’s immediate and longer-term requirements in order to ensure it can cater for its enrolments.
143. Deputy Emer Currie asked the Minister for Education and Youth whether her Department has carried out any research or reviews of funding provided under the schoolbooks scheme (details supplied); and if she will make a statement on the matter. [10751/26]
View answerThe Programme for Government acknowledges that education should be inclusive of all children and young people, recognising that particular students may need particular supports. It commits to continue work to tackle all forms of disadvantage in education and promote inclusivity and to provide free schoolbooks to all children in the Free Education Scheme and introduce changes as needed to the operation of this scheme. As Minister for Education and Youth, I want to ensure that all our children and young people have the opportunity of access to education which empowers them to thrive and realise the full extent of their potential.
Since 2023, over €340 million has been invested in the Primary and Post-primary Schoolbooks Schemes. For the first time in September 2025 all children and young people in primary and post-primary schools in the Free Education Scheme received free schoolbooks and core classroom resources.
A review of the implementation of year 2 of the primary scheme and year 1 of the post-primary scheme for Junior Cycle students was undertaken. All primary and post-primary schools were asked to provide data on their expenditure in respect of the 2024/25 school year.
Primary and special schools have recently been asked to provide data on their expenditure in respect of the 2025/26 school year. The portal for primary schools to submit an income and expenditure return for year 3 of the Primary Schoolbooks Scheme is currently open and schools will have until 27 February to submit a return. The post-primary return will issue to schools in the coming weeks. This data received from schools will support analysis of the schemes to inform the guidance, implementation, costs and efficiency of the schemes for future years.
Data from primary and post-primary schools will be analysed by my department as part of the evaluation and review of both schemes. My department will undertake ongoing evaluation of the schoolbooks schemes and in this regard will continue to engage with the DPEIPD as the scope of the evaluation is determined, to ensure all aspects of the implementation of each scheme are adequately addressed.
I am grateful to all school leaders who have taken the time to submit the information to my department in relation to the scheme.
144. Deputy Richard Boyd Barrett asked the Minister for Education and Youth to respond to concerns that funding for works at a school (details supplied) have not been added to her Department’s priority list and that the relevant planning permission risks lapsing as a result. [10752/26]
View answerThe major building project for the school referred to by the Deputy is currently completing Stage 2(b) of the architectural design process.
Stage 2(b) involves detailed design, securing all Statutory Approvals and the preparation of tender documentation.
The brief for this major project is to provide a New Build Extension and Refurbishment of the existing Protected Structures to extend school capacity to 1,000 and to provide additional classrooms for Students with Special Educational Needs.
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 rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout 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 rollout 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 1 project in County Donegal.
These projects are in addition to €220.78 million in capital funding for Donegal schools between 2020 and 2025. Over that period, a total of 66 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 14 school projects in Donegal 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 rollout 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.
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 rollout 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 at St Eunans College will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
I can confirm that a request to visit this school has been received by my office and is currently under consideration.
145. Deputy Darren O'Rourke asked the Minister for Education and Youth the percentage of male students who dropped out of post-primary education or training after 16 years-of-age, for each of the years 2020 to 2025, in tabular form; and if she will make a statement on the matter. [10783/26]
View answer146. Deputy Darren O'Rourke asked the Minister for Education and Youth the percentage of female students who dropped out of post-primary education or training after 16 years-of-age, for each of the years 2020 to 2025, in tabular form; and if she will make a statement on the matter. [10784/26]
View answerI propose to take Questions Nos. 145 and 146 together.
Please see tables below for pupils who have dropped out of post-primary from 5th year on and the percentage of pupils who are subsequently enrolled in Further Education & Training.
Dropout rates for pupils in 5th year or beyond:
|
Year |
Male |
Female |
|
2020 |
2.97 |
1.16 |
|
2021 |
2.3 |
1.01 |
|
2022 |
3.2 |
1.63 |
|
2023 |
3.99 |
2.26 |
|
2024 |
3.3 |
0.87 |
Dropouts found in Further Education & Training by PPSN matching
|
Year |
% in FET |
|
2020 |
44.63 |
|
2021 |
47.8 |
|
2022 |
46.74 |
|
2023 |
44.9 |
|
2024 |
35.04 |
Tackling educational disadvantage and supporting students to realise their full potential in life is a key priority for me as Minister for Education and Youth, and for the Government. The DEIS programme is a key Government policy aimed at addressing concentrated educational disadvantage at school level.
Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over investment of over €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to introduce the DEIS Plus scheme and support the implementation of the new DEIS Strategy.
The new DEIS Strategy will set out the Department of Education and Youth’s strategic vision, goals, and objectives to tackle educational disadvantage in all schools. The strategy has a focus on developing more innovative approaches to addressing educational disadvantage and working towards a more flexible system of support to ensure that all schools can receive the right support at the right time. This will involve a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data.
Any future expansion of the DEIS programme and overall allocation of resources will be determined within the context of the new DEIS Strategy, which will be published in the coming weeks.
