Written Answers Nos. 409-428
409. Deputy Eoin Ó Broin asked the Minister for Education and Youth further to Parliamentary Question No. 638 of 10 February 2026, if two extra places will be available in a school (details supplied) following the completion of the current major project to provide the three storey 1,000 pupil community school, given information provided in that reply indicates current enrolment is circa 998; and if she will make a statement on the matter. [16287/26]
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 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 and Modular programmes.
My department will continue to build on the progress made over recent years with the continued rollout of these on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities.
Since 2020, my department has provided €1824.69 million in capital funding for Dublin schools. Over this period, a total of 245 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 60 school projects in Dublin under construction.
The current major project in the school referred to by the Deputy is designed to accommodate a minimum of 1,000 pupils and is part of the 300 schools currently under construction.
In line with the NDP Sectoral Investment Plan, guidance has been published on my department’s website which will ensure that available capacity is maximised, allowing for an enrolment greater than the minimum design capacity. (Guidance Support the Optimisation of Accommodation Usage in Post Primary Schools Oct 2025- available at www.gov.ie)
My department will be engaging with patrons to ensure enrolment policies, which are the responsibility of the school authorities maximise the available capacity in areas of demographic pressures.
410. Deputy Eoin Ó Broin asked the Minister for Education and Youth the actions her Department is taking to ensure sufficient capacity for first-year secondary school places in Rathcoole, Newcastle, Citywest and Saggart; and if she will make a statement on the matter. [16288/26]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority of mine.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
While my department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that enrolment pressures can be driven by duplications of applications, applications from outside an area, and school of choice factors. Notwithstanding the above, in some areas, demographic pressures and other factors are driving a requirement for additional school places.
The annual enrolment process for new Junior Infants at primary and new First Years at post-primary is a very large-scale operation that is transacted at close to 4,000 schools across the country, involving some 140,000 pupils. My department works with schools, patrons, and management bodies to ensure that there are sufficient school places available to meet the needs of children.
My department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
The availability of places is a matter for each individual school in the context of their Admissions legislation.
To support families during the post-primary admissions process for the 2026/27 school year, my department has put several measures in place, particularly in areas where demand is high, such as Rathcoole, Newcastle and Citywest . As part of these measures, the data-sharing arrangements between schools and the department have been put in place again for the 2026/27 admissions process. This allows my department to better understand application patterns and respond where overlap between schools is causing delays.
The admissions process can take time, as families may accept an offer from one school and later receive an offer from another. When this happens, places become available and are then offered to other students. As in previous years, my department is working closely with school patrons and principals to make sure that every child in Rathcoole, Newcastle and Citywest receives an offer of a post-primary school place.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may 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. However, this may result in some pupils not obtaining a place in the school of their first choice.
I want to assure the Deputy that my department will continue to work to ensure a school place for every child in Rathcoole,_Newcastle, Citywest and Saggart, as with other areas across the country, under review.
411. Deputy Sean Fleming asked the Minister for Education and Youth for an update in relation to the allocation of special needs assistants (SNAs) for schools for the 2026-2027 school year; the date on which there will be clarity on this issue; the steps schools are expected to take where there is a cut in the SNA allocation to the school; and if she will make a statement on the matter. [16303/26]
View answer425. Deputy Ruth Coppinger asked the Minister for Education and Youth how the pause of the SNA review will affect those schools who have been told their SNA allocation will be reduced; and if she will make a statement on the matter. [16399/26]
View answer426. Deputy Ruth Coppinger asked the Minister for Education and Youth her Department's plans to ensure that mainstream schools’ SNA allocation is appropriate to the level of need; and if she will make a statement on the matter. [16400/26]
View answer428. Deputy Cathal Crowe asked the Minister for Education and Youth to address matters concerning notifications received by a number of primary schools that they were set to lose some of their SNA allocation (details supplied); and if she will make a statement on the matter. [16412/26]
View answerI propose to take Questions Nos. 411, 425, 426 and 428 together.
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
The number of special needs assistants (SNAs) allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.
SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.
I have listened carefully to all of the issues raised by parents and school communities.
It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.
All schools reviewed by the National Council for Special Education (NCSE) and allocated additional resources will receive them in the upcoming school year.
It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
The 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.
412. Deputy Paula Butterly asked the Minister for Education and Youth the measures in place to ensure that smaller schools (details supplied) including those in rural and isolated areas, have equitable access to capital and operational funding opportunities; the supports available to assist such schools in applying for and securing funding. [16320/26]
View answerThe Department provides a range of capital and operational funding supports to ensure equity for all schools participating in the Free Education Scheme, including smaller schools irrespective of location. These supports include the Capitation Grants, ICT Grants, Minor Works Grants, Climate Action Summer Scheme (CASWS) and Emergency Works Scheme (EWS).
Payment timelines for Minor Works and ICT grants were clarified in the NDP Sectoral Investment Plan for Education and Youth, with the Minor Works Grant for the 2026/2027 school year issuing in December 2025 and the ICT Grant for the 2025/2026 school year issuing in January. As part of plans to strengthen the maintenance regime, December 2028/January 2029 has been identified as the timeline for introducing an increase in the Minor Works Grant at primary level and for introducing a Minor Works Grant at post-primary level. Engagement with stakeholders will commence in 2026 to develop an appropriate methodology to target this increased maintenance investment.
With regards to the school referenced. Since 2020 the school has received over €2 million in capital funding across various schemes including over €1.25 million under the Summer Works Scheme.
The school applied and was approved for works under the Emergency Works Scheme for Life Safety Systems in 2025. The school is yet to drawdown the final balance of the funding awarded. This school also applied under CASWS 2026 for Category 4 Climate Action and Mechanical Works; while not approved in the first tranche, it remains eligible for assessment in future rounds, with the next tranche expected in the latter half of 2026.
The Programme for Government commits to increasing capitation funding to help schools meet rising day-to-day running costs. In Budget 2026, the Department secured €39 million to raise standard capitation rates by €50 per pupil in primary schools (from €224 to €274) and by €20 per student in post-primary schools (from €386 to €406), effective September 2026. Urban Band One DEIS primary schools will see a further €20 increase, bringing their mainstream rate to €294, and special schools will receive the same mainstream capitation rates for students aged 12 and over as post-primary schools. These increases build on a 12% rise in Budget 2025, bringing total capitation increases over the last three budgets to 49.7% (€91) for primary and 28.5% (€90) for post-primary schools.
Capitation funding, provided under the Free Education Scheme, supports essential running costs such as heating, lighting, cleaning, insurance and general upkeep, while ancillary grants support caretaking and secretarial services. Schools have flexibility to allocate these funds according to local priorities. To maximise value for money, schools are encouraged to use OGP procurement frameworks and can access advice and support from the Schools Procurement Unit (www.spu.ie) and the Financial Support Services Unit (www.fssu.ie) on procurement, budgeting and financial management matters.
413. Deputy Paula Butterly asked the Minister for Education and Youth the supports and funding options available to a post-primary school in Drogheda, County Louth (details supplied) whose gymnasium is now in serious disrepair despite significant recent investment in other sports facilities; noting that an application for refurbishment is already with the Department; and if she will outline the next steps for progressing this project and advise on any further funding streams that may be accessed. [16321/26]
View answerThe school identified here in incorrect. Confirmation was received that the question relates to Our Ladys Greenhills Drogheda, RN 63850F
I can confirm to the Deputy that an application under the department’s Additional Schools Accommodation (ASA) Scheme for PE hall upgrade was received from the school in question.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or by available accommodation at other schools in the area.
GP Rooms and PE Halls are included in the construction of all new primary and post-primary schools, respectively. Currently, approximately 90% of post-primary schools have indicated that they either have access to a PE Hall or have one on-site, with a further 5% having projects in the pipeline that will deliver such facilities. At primary level, around 70% of schools have reported having access to a GP Room, while an additional 2.5% have projects planned to provide one. These facilities play a vital role not only in supporting physical education but also in strengthening community infrastructure—particularly in developing areas where access to social amenities may be limited.
A key part of NDP rollout is the completion of circa 300 school building projects currently in construction. The majority of these projects are expected to be completed in 2026 and will deliver over 30,000 school places in total including 14 PE halls. Progress will continue to be made under the NDP Investment Plan on both new and modernised PE Hall and GP Room provision as part of the rollout of new schools and large-scale projects in the existing pipeline. Funding will be invested to support curricular delivery and well-being across schools which will prioritise the development of PE halls and sporting facilities (including yards and play areas) in conjunction with the Sports Capital Fund to deliver for both schools and communities. Additional initiatives to be rolled out over the course of the 2026 to 2030 NDP period include a PE Hall programme targeting post-primary schools that do not yet have dedicated PE Hall facilities, for delivery from 2029 onwards.
The department has provided €118.56 million in capital funding for County Louth schools between 2020 and 2025. Over that period, a total of 27 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 5 school projects in County Louth under construction. We also have a large modular accommodation programme delivering urgently needed school places
I can confirm to the Deputy that a department official has recently engaged with the school in relation to their application.
414. Deputy Paula Butterly asked the Minister for Education and Youth the steps her Department will take to address ongoing delays and inaccuracies in the assessment of a school building project (details supplied) ; noting that despite the submission of the Stage A Report in November 2022 and further documentation in 2023, feedback has contained errors, and that the school urgently requires a displaced classroom, an expanded staffroom to accommodate significant staff growth, and an accessible WC to meet mobility and care needs; and if she will outline how this project can be progressed as the school moves to developing school status. [16322/26]
View answerThe school referred to by the deputy was approved to enter the department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing one mainstream classroom plus conversion of a mainstream classroom to provide a second SEN base, along with associated ancillary accommodation.
A Stage 2a submission has been received from the school and reviewed by our professional and technical team. Following this review, it was identified that further work is required for the submission to meet departmental standards and align with previously issued recommendations. My department has urged the school's design team to rectify the identified issues, as the project cannot advance until the new submission meets departmental standard. We have therefore requested that the school provide a revised proposal addressing the outstanding matters.
Once the revised report is submitted, it will undergo evaluation from both technical and cost perspectives. All projects, including this one, are subject to the full due-diligence requirements set out in my Department’s Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
415. Deputy Paula Butterly asked the Minister for Education and Youth the supports available to assist a school (details supplied) to establish two new classrooms; noting that the Department has been reluctant to progress the school’s application due to its small size and has indicated a preference to explore larger schools first; and if she will outline how the school’s expression of interest can be advanced. [16323/26]
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 NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest.
When assessing the needs in the local area, the NCSE identify schools in the neighbouring vicinity with available special class vacancies or capacity and assess their capability with consideration to demographical and statistical data.
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.
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 in January of this year, which is several months earlier than last year. 351 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 are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
416. Deputy Paula Butterly asked the Minister for Education and Youth the status of the proposed school extension for a school in Drogheda (details supplied); if the project has been included for consideration under the National Development Plan (NPD), as indicated in correspondence issued by her Department in October 2025; the current stage of the project within the Department’s capital appraisal process; and the expected timeline for full sanction and progression to the next phase of development. [16324/26]
View answerI can confirm that my department is in receipt of an application for capital funding, under the Additional Schools Accommodation (ASA) Scheme from the school in question.
I am pleased to advise the Deputy that the school was approved 4 Special education classrooms and ancillary accommodation in 2022 under the department's ASA Scheme. This project was devolved to the school authority for delivery. In 2023 the school requested the scope of the proposed works at the school be expanded. In light of the request for additional accommodation beyond the four Special education classrooms originally approved, it was agreed and the school was informed in October last year that consultation with the National Council for Special Education (NCSE) would be necessary. The school was advised to contact their local Special Education Needs Organiser (SENO) in order to ensure their views would be considered in the consultation process. Consultation with the NCSE is ongoing.
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.
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.
The accommodation needs at the school in question will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities. My department will also continue to work with the NCSE in relation to the short-term requirements for special class and special school places and also the more strategic and longer-term requirements. As soon as a decision is reached in relation to the request for an increase in brief the school authority will be contacted directly.
417. Deputy Mark Wall asked the Minister for Education and Youth the up-to-date position with the provision of a new school (details supplied); when the school will proceed to tender; and if she will make a statement on the matter. [16327/26]
View answerThe major project for the school referred to by the Deputy is now at an advanced stage of Architectural Planning - Stage 2(b) - Detailed Design, which includes the application for statutory approvals, which have been secured, and the preparation of tender documents.
The Stage 2b submission report was received by my Department in Q4 2024.
My department commenced a detailed review of this report by the multi disciplinary team and issued comments to the Design Team requesting additional information.
The Design Team have recently returned this information and their response is currently under review.
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.
My department will continue to build on the progress made over recent years with the continued rollout of these 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 the project at St. Annes Special School, The Curragh and 9 other projects in County Kildare.
These projects are in addition to €397.08 million in capital funding for Kildare schools between 2020 and 2025. Over that period, a total of 47 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 9 school projects in Kildare under construction.
Another 12 school?projects will go to tender or construction in 2026 and 2027, and this summer, 5 schools?are approved to?undergo works as part of the Summer Works Scheme / Climate Action scheme. In addition, since 2020 a total of 74 special classes have been opened in Kildare, 11 of which were sanctioned for September 2026.
The 105 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 rollout 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.
Department officials will continue to engage closely with patron bodies, management bodies, and schools with respect to the timing of the progression of projects to tender and/or construction over the period 2026 to 2027. This will include continued engagement with St. Annes Special School, The Curragh, with respect to the progression of its project to tender.
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.
418. Deputy Mark Wall asked the Minister for Education and Youth if she is aware of funding issues for a school in County Kildare (details supplied); the steps the school can take to secure additional funding; and if she will make a statement on the matter. [16328/26]
View answerThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. The Department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three Budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools should ensure that they are availing of these available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the Department, is an important source of advice and support to schools on procurement matters- www.spu.ie.
Schools in financial difficulty are encouraged to contact the Department for advice and support. The Department is committed to offering all available and appropriate supports to schools, which may include an advance in capitation grant funding or other measures.
The Department is constantly engaging with a number of schools in this respect. Schools that have contacted the Department have been referred to the Financial Support Services Unit (FSSU). The FSSU, funded by the Department, is an important source of advice and support to schools on financial matters.
419. Deputy Emer Currie asked the Minister for Education and Youth the next steps of a project (details supplied), in tabular form; and if she will make a statement on the matter. [16333/26]
View answerFurther to previous responses on this matter, I wish to reiterate that the school in question has been approved to enter my Department’s pipeline for school building projects. Under Phase 1 of the SEN Repurposing and Modular Accommodation Programme, approval has been granted for four mainstream classrooms and two science laboratories, along with internal repurposing works to provide two special educational needs classrooms.
Phase 2 of the project has been approved under the Additional School Accommodation Scheme. This phase includes an extensive accommodation brief comprising seven mainstream classrooms; specialist rooms for music, design and computer graphics, home economics, graphics, engineering, construction studies and technology (with preparation areas); two special educational needs classrooms; two special education tuition rooms; an office; a staff room; and associated ancillary accommodation. Delivery of this phase has been devolved to Dublin and Dún Laoghaire Education and Training Board (DDLETB)
The Stage 1 (preliminary design) report for the overall project was only submitted to my Department in February 2026 and is now undergoing a comprehensive technical and cost review in line with the full due-diligence requirements of the Department’s Infrastructure Guidelines. Given the scale and complexity of the project, this review will take time to complete.
Once the review has concluded, the outcome will be communicated directly to DDLETB.
420. Deputy John McGuinness asked the Minister for Education and Youth the status of a school extension (details supplied); and if she will make a statement on the matter. [16360/26]
View answerThe school to which the Deputy refers was approved to enter my Department’s pipeline for a project under the Additional School Accommodation (ASA) Scheme. The project will provide three general classrooms, one textiles room, two design and communication graphics (DCG) rooms, one science laboratory with a preparation area, one art room with an associated project store, and one home economics room. The project was devolved to the school for delivery.
In February 2026, the school received approval to proceed to construction on works to repurpose existing accommodation to provide a special education needs classroom, which is scheduled to open in 2026.
For the larger ASA project, a Stage 2b detailed design report was submitted to my Department in December 2025 and is currently undergoing a full technical and cost review. All projects, including this one, are subject to the full due-diligence requirements set out in my Department’s 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 my 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.
421. Deputy Emer Currie asked the Minister for Education and Youth when a Stage 2a meeting will be arranged (details supplied); and if she will make a statement on the matter. [16367/26]
View answerThe joint major building project for the schools referred to is currently at Stage 2(a) of Architectural Planning - Developed Design - which is a crucial element of the architectural planning process as it is at this stage that the design is developed to a stage where it can be fully cost planned and prepared to lodge for statutory approvals.
The Design Team submitted their Stage 2(a) Submission report to my Department in January 2024 for review. Upon review, some key concerns were identified by Department officials, and the school authorities and Design Team were advised in advance that in place of the Stakeholders meeting, there would be a further interim Stage 2(a) workshop to discuss and assist the Design Team in progressing their Stage 2(a) submission in a positive manner.
The Design Team were asked to complete a review and audit of the floor area schedules, and to also refine some design elements in order to meet the approved schedule of accommodation.
A further interim workshop was held on 22nd March 2024, between my Department and the Design Team Architect, where further refinements and adjustment to floor area were discussed.
Upon receipt of the revised Stage 2(a) Report Department officials carried out an initial review and arranged an architectural workshop with the Design Team Lead in May 2025 to discuss further.
In early June 2025 a further meeting was held with the wider Design Team, school authorities and Department officials in attendance. At that meeting the school were provided with a progress update and advised that the Design Team was due to submit an Addendum S2a Report to the Department.
The outstanding information for the Addendum Stage 2a Report was received in the Department on 31st October 2025.
A date for the Stage 2a Stakeholders Meeting will be advised upon completion of the Addendum Report review.
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 John Boscos JNS & SNS and Mary Help of Christians will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
422. Deputy Emer Currie asked the Minister for Education and Youth when her Department will complete its review of an addendum report submitted on 31 October 2025 (details supplied); and if she will make a statement on the matter. [16368/26]
View answerThe joint major building project for the schools referred to by the Deputy is currently at Stage 2(a) of Architectural Planning - Developed Design - which is a crucial element of the architectural planning process as it is at this stage that the design is developed to a stage where it can be fully cost planned and prepared to lodge for statutory approvals.
The Design Team submitted their Stage 2(a) Submission report to my Department in January 2024 for review. Upon review, some key concerns were identified by Department officials, and the school authorities and Design Team were advised in advance that in place of the Stakeholders meeting, there would be a further interim Stage 2(a) workshop to discuss and assist the Design Team in progressing their Stage 2(a) submission in a positive manner.
The Design Team were asked to complete a review and audit of the floor area schedules, and to also refine some design elements in order to meet the approved schedule of accommodation.
A further interim workshop was held on 22nd March 2024, between my Department and the Design Team Architect, where further refinements and adjustment to floor area were discussed.
Upon receipt of the revised Stage 2(a) Report Department officials carried out an initial review and arranged an architectural workshop with the Design Team Lead in May 2025 to discuss further.
In early June 2025 a further meeting was held with the wider Design Team, school authorities and Department officials in attendance. At that meeting the school were provided with a progress update and advised that the Design Team was due to submit an Addendum S2a Report to the Department.
The outstanding information for the Addendum Stage 2a Report was received in the Department on 31st October 2025.
A date for the Stage 2a Stakeholders Meeting will be advised upon completion of the Addendum Report review.
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 John Boscos JNS & SNS and Mary Help of Christians will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
423. Deputy Donna McGettigan asked the Minister for Education and Youth if the new DEIS+ scheme is being developed under her Department's Education Plan 2025 as promised by the previous Minister; if implementation is still due to start in September 2026; when detailed criteria, the application process and the required documentation will be published; and if she will make a statement on the matter. [16369/26]
View answerTackling educational disadvantage and helping students reach their full potential is a priority for me as Minister for Education and Youth. Currently, the DEIS programme supports almost 1,200 primary and post-primary schools, reaching approximately 260,000 students, with an annual investment of over €180 million. Budget 2026 allocates an additional €16.5 million in 2026, rising to €48 million in 2027, to support the implementation of the new DEIS Strategy and to introduce the DEIS Plus scheme, which will commence this year.
The DEIS Plus scheme will provide additional support to schools with the highest levels of need, in line with the Government’s commitment. It will target a cohort of schools with high concentrations of children and young people experiencing intergenerational disadvantage where there is a significant gap in outcomes and there are barriers to those children and young people achieving their potential.
The details of the DEIS Plus scheme are currently being finalised within an overall programme of work to tackle educational disadvantage and will be outlined in the new DEIS Strategy, which will be published in the coming weeks. Future allocation of overall resources will be considered within the context of the new DEIS Strategy and the availability of resources.
Schools will not be required to apply for inclusion in the DEIS Plus scheme. The process to identify schools for inclusion will be evidence-informed, using available data.
424. Deputy Martin Kenny asked the Minister for Education and Youth when the new school building will be approved for a school (details supplied); and if she will make a statement on the matter. [16389/26]
View answerThe major building project for the school referred to by the deputy will be delivered under the Department's ADAPT programme.
The ADAPT programme uses a professional external Programme Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the design stages of architectural planning to Tender and Construction.
The brief for the school referred to by the Deputy is the development of a new 12 Classroom primary school with additional classrooms for pupils with Special Educational needs, on a green-field site. The major building project is currently at Stage 2(a) of Architectural Planning – Developed Design, where the preferred agreed design option can be developed to a stage where the project is fully cost planned and the scheme can be prepared to lodge for statutory approvals with the local authority.
My department has reviewed the Stage 2(a) Submission from the Design Team. The Stage 2(a) Stakeholders meeting was held on the 2nd of July 2025, with representatives from the School Authorities, Design Team, Project Manager and my department in attendance. The meeting concluded with a request for the Design Team to submit a Stage 2(a) Addendum report addressing issues raised by my department at the meeting.
My department has received and are currently reviewing the Stage 2(a) Addendum report. Upon review of the Stage 2(a) Addendum report, my department will advise all Stakeholders regarding the further progression of the project.
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.
These Projects are in addition to €71.61 million in capital funding for County Sligo schools between 2020 and 2025. Over that period, a total of 24 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 6 school projects in County Sligo under construction.
This summer, 7 schools?are approved to?undergo works as part of the Summer Works Scheme / Climate Action scheme. In addition, since 2020 a total of 16 special classes have been opened in Sligo, 1 of which were sanctioned for September 2026.
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 Gaelscoil Chnoc na Ré will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
427. Deputy Ruth Coppinger asked the Minister for Education and Youth the current plans to ensure that a group of children are able to access autism classes in secondary school (details supplied); and if she will make a statement on the matter. [16405/26]
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.
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 in January of this year, which is several months earlier than last year. 351 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 351 new special classes, 237 are being established in primary schools and 114 in post-primary schools. New special classes are being established in every county with 78 new special classes confirmed for Dublin and 38 for Cork so far. Further details on additional new special classes will be confirmed in the coming weeks.
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.
