Written Answers Nos. 509-528
509. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth if she will consider measures to ensure that minor works and ICT grants are not diverted to core running costs, particularly in small rural schools, so that these grants may be used for maintenance, improvement works and digital provision as intended (details supplied); and if she will make a statement on the matter. [17027/26]
View answer517. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth when the grant payment calendar for 2026 and 2027 will be published for primary schools, including the scheduled payment months for Minor Works and ICT grants, with particular reference to small rural schools to support Board of Management planning and procurement (details supplied); and if she will make a statement on the matter. [17045/26]
View answerI propose to take Questions Nos. 509 and 517 together.
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.
Under Project Ireland 2040, a commitment was given that the Minor Works Grant and ICT grants would be paid in either December or January of the school year. In recent years, my department’s approach has been to pay the Minor Works Grant to schools in advance of the start of the following school year, in order to facilitate a better lead in period for schools to plan any maintenance or minor works during the summer period.
Since 2020, €330 million in Minor Works Grants and Enhanced Minor Works Grants, have been allocated to schools. This includes the payment of Minor Works Grants totalling almost €30 million for the school year 2026/2027 which has issued in December 2025
Primary and special schools need not apply for Minor Works Grant aid. Under the scheme, funding is made available to all primary and special schools on the following basis:
€5,500 basic grant plus €18.50 per mainstream pupil and €74 per special needs pupil enrolled in the school on the 30th of September of the year prior to the issue of the grant. The €74 rate applies to a special needs pupil attending a special school or attending a special class attached to a mainstream school.
Schools have the autonomy to use this funding for maintenance and small-scale improvements to school buildings and grounds. Given that each school setting is different, individual schools are best placed, to decide how best to use this funding to address their particular needs.
As part of planning for a strengthened maintenance regime, December 2028/January 2029 is being set as planned payment timeline for (a) introduction of an increase in minor works grant funding at primary level and (b) introduction of minor works grant at post-primary level.
Engagement to commence in 2026 with relevant stakeholders to develop appropriate methodology for targeting this increased investment on maintenance
The Digital Strategy for Schools to 2027 and its associated implementation plan is underpinned by funding of €200 million for schools in the form of the ICT Grant over the course of the strategy, committed to under Ireland’s National Development Plan (NDP).
In December 2021 the first tranche (€50m) of the ICT grant issued.
In April 2024 the second tranche of €50m issued to schools. In May 2025 €35m the third tranche issued to schools, the most recent tranche of €35m issued to schools in January 2026.
The remainder of the ICT Infrastructure Grant from the €200 million NDP Sectoral Investment will issue in December 26/January 27.
This funding underpins the ongoing commitment to supporting and enabling schools to continue to embed the use of digital technologies to enhance teaching, learning and assessment.
The School referred to by the Deputy has received grants totalling €57,607 for the Minor Works Grant and €31,486 in ICT funding since 2020.
All schools that receive funding from my Department are subject to compliance checks to ensure that all funds are being used in an appropriate manner and in line with the circular(s) that govern the Minor Works Grant and ICT.
The Department is committed to providing schools at both primary and post-primary level with as much detail regarding grants, grant amounts and expected payment timeframes for each academic year in as far in advance as is practicable.
Officials in the Department are currently considering the presentation of schedules for grants that will include, as applicable across primary and post-primary, Standarised Testing, Capitation, Digital Strategy ICT, Deontas Breise Gaeilge, Free School Books, School Services Support Fund, Programme grants and DEIS grants.
510. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth the supports available to small primary schools for caretaking and cleaning where no ancillary grant is provided; if she will consider an ancillary top-up for such schools (details supplied); and if she will make a statement on the matter. [17028/26]
View answerThe Ancillary Services Grant is payable to recognised primary schools and special schools in the Free Education Scheme. The grant is intended to cater for the cost of employing Secretarial and Caretaking staff. It is up to the BOM to allocate this funding as per their priorities. As per Circular 0040/2009 the capitation grant provided for general running costs and the ancillary services grant provided for Secretarial and Caretaking services may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.
After Fórsa accepted the Workplace Relations Commission (WRC) agreement about salaries and leave for grant-funded school secretaries, the secretaries who accepted the agreement were added to the Department of Education and Youth’s payroll from September 2023. Because of this, the ancillary-related grant funding has been updated, since schools are no longer paying these salaries directly.
Since the 2023/24 school year, schools have been paid the usual ancillary grant amount, minus the amount that schools previously paid to grant-funded secretaries prior to their acceptance of the new terms and conditions. Schools provided the Department with these details and this information is now being used to reduce the ancillary-related grant funding. Schools should be in no way disadvantaged by this, as the grant is reduced only by the amount they previously paid to their secretaries.
To date we have issued correspondence to schools with details of the arrangements for each interim period since September 2023.
The rate of ancillary services grant has not decreased and continues to be paid based on the relevant enrolments in the school multiplied by the rates set out in Circular 0017/2021. As the grant is based on the enrolments, the amount paid to a school may fluctuate as enrolments increase or decrease from year to year.
Work is ongoing to identify a method of standardising the reduction to the ancillary-related grants for the longer term where school secretaries are being paid on the Department’s payroll. Note the reductions may change when a permanent model for ancillary-related grant reductions has been finalised.
Schools in financial difficulty are encouraged to contact my 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, on behalf of the Department, plays a crucial role in this process and has recently been in contact with the specified school. The FSSU, funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management.
511. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth if she will provide targeted support for the servicing and maintenance of heat pumps in small primary schools and expand access to energy-efficiency measures to reduce utility costs and ease pressure on general grants (details supplied); and if she will make a statement on the matter. [17029/26]
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 day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. My 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.
Maintenance requirements of heat pumps in schools is similar to that of other building services equipment, such as boilers and capitation funding is provided to support school operation costs, which include maintenance of building services.
The above additional funding 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 capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. 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.
OGP frameworks are also 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. 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.
The Financial Support Services Unit (FSSU), funded by my department, is an important source of advice and support to schools on financial matters.
My Department also has a number of other initiatives available to schools to help reduce running costs, such as the Schools PV Programme, which is still open to the school to which the Deputy refers to avail of. The amount a school can save will depend on a number of factors. However, with 6Kw of PV panels, a typical school could expect to save in the region of €1,200-€1,600 per annum on their bill, when the credit they’ve earned for selling electricity to the grid is taken into account. Schools are able to choose an energy supply company offering the best value tariffs for both the import and export of electricity, with the opportunity to maximise their remuneration during the summer months and other times when the school is not occupied, under the Clean Export Guarantee (CEG) scheme.
My Department also developed a Climate Action Summer Works Programme in 2025 for delivery from 2026. The Climate Action Summer works Scheme (CASWS) is an evolution of the Summer Works Scheme (SWS) which has a strong climate dimension and enables schools to undertake small and medium scale maintenance and improvement works such as attic and wall insulation, LED lighting, bike rack facilities to support active travel arrangements, the provision of EV chargers etc. as well as the traditional maintenance work associated with this scheme. The Scheme will facilitate multi-annual funding for schools, which is in line with the Programme for Government commitment to ensure that the Scheme operates every year to ensure good maintenance of school buildings.
513. Deputy Pearse Doherty asked the Minister for Education and Youth further to her announcement of 105 priority school building projects in the first tranche of the NDP rollout, what this means for other projects; if projects such as the additional accommodation project at a school (details supplied) will be delayed due to funding and other practical constraints; and if she will make a statement on the matter. [17047/26]
View answerThe school to which the Deputy refers was approved to enter my Department’s pipeline of school building projects to provide a two-classroom Special Educational Needs (SEN) base. This project is devolved to the school authority for delivery.
I can confirm that the Stage 2b (post planning) report was submitted to the Department in Q3 2025. This report is undergoing a comprehensive 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. This list includes one project in County Donegal.
In addition, there has been €223.54 million in capital funding for Donegal schools between 2020 and 2025. Over that period, a total of 68 schools has been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 11 school projects in Donegal under construction and this summer 26 schools are approved to undergo works as part of the Summer Works Scheme/Climate Action scheme. Since 2020 a total of 56 special classes has been opened in Donegal, 7 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 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.
514. Deputy Pearse Doherty asked the Minister for Education and Youth further to her announcement of 105 priority school building projects in the first tranche of the NDP rollout, what this means for other projects; if projects such as the additional accommodation project at a school (details supplied) will be delayed due to funding and other practical constraints; and if she will make a statement on the matter. [17048/26]
View answerThe school to which the Deputy refers was approved to enter my Department’s pipeline of school building projects to provide a two-classroom Special Educational Needs (SEN) base. This project is devolved to the school authority for delivery.
I can confirm that the project was approved to proceed to Stage 2b (Planning) in October 2024. As part of the conditions for progressing to Planning, the school was asked to revisit its request for funding for interim temporary accommodation and to explore two potential options that might address this need. It appears that these considerations were not taken on board, and the project was advanced without reflecting them. The school has since been asked again to review these matters and respond accordingly.
Once these issues have been satisfactorily addressed, the school will be required to submit a Stage 2b report. Once the Stage 2b report is received, it will undergo a comprehensive 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.
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.
515. Deputy Pearse Doherty asked the Minister for Education and Youth further to her announcement of 105 priority school building projects in the first tranche of the NDP rollout, what this means for other projects; if projects such as the additional accommodation project at a school (details supplied) will be delayed due to funding and other practical constraints; and if she will make a statement on the matter. [17049/26]
View answerThe school to which the Deputy refers was approved to enter my Department’s pipeline of school building projects to provide two Special Education Tuition (SET) rooms. This project is devolved to the school authority for delivery.
I can confirm that the Stage 2a (detailed design) report was submitted to the Department in Q3 2025. This report is undergoing a comprehensive 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 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.
516. Deputy Joe Cooney asked the Minister for Education and Youth if she will consider the application by a school (details supplied) to open a second special class for children with autism, which will meet the documented demand in the wider geographical area; and if she will make a statement on the matter. [17058/26]
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.
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, 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.
The school referred to by the Deputy already has one special class and any school willing to open further new special classes is to be commended.
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.
518. Deputy Mairéad Farrell asked the Minister for Education and Youth further to report No. 98 of the Comptroller and Auditor General on school transport, if she will provide the exact figures that the Bus Éireann directors and auditors determined as profit in each year for school transport that was actually credited to the statutory financial statement in the profit and loss account, balance sheet and cash flow statement in each of the years 2010 to 2016, in tabular form; and if she will make a statement on the matter. [17064/26]
View answerThe 1975 Summary of Accounting Arrangements form the basis of the payment to Bus Éireann for the operation of the School Transport Scheme. In this regard, the Department reimburses Bus Éireann for a range of costs incurred in the operation and administration of the scheme. Re-imbursement to Bus Éireann is on a cost recovery basis.
The Comptroller and Auditor General (C&AG) carried out an examination of the provision of school transport and completed its report in August 2017 – the C&AG Special Report 98. The C&AG report referenced a surplus in the Transport Management Charge element of the costs. This amount was held by way of an uncommitted reserve by Bus Éireann to be used solely for the purposes of the School Transport Scheme. The balance on the uncommitted reserve was €8.1m at the end of December 2011 and reduced to €6.7m at the end of December 2018 when it was repaid fully to the Department.
The school transport scheme is a demand-led service based on the number of eligible children who apply to avail of transport. My Department works with Bus Éireann to analyse costs to the scheme on an on-going basis while each year the company produces an audited statement of account. This ensures that the financial information provided by Bus Éireann is in accordance with the relevant summary of accounting arrangements.
Bus Éireann provide the Department with an annual projected cost of school transport services together with a provisional spread of payments. These figures are incorporated into the Department’s annual profile of expenditure and are monitored on a monthly basis both in terms of the Department’s monthly profile of expenditure and Bus Éireann information based on actual costs versus projected costs. Expenditure headings and profiles are discussed at monthly meetings held between the Department and Bus Éireann. Where changes in projected expenditure occur, a new year-end forecast is submitted by Bus Éireann and reflected in a revised spread of payments.
Actual expenditure is finalised in the Bus Éireann annual statement of account which is independently audited by the Bus Éireann auditors in accordance with the 1975 Summary of Accounting Arrangements. Balances, where they occur, are accounted for in the following year’s projected cost.
519. Deputy Darren O'Rourke asked the Minister for Education and Youth when sample AAC reports will be provided to teachers for science subjects to illustrate the expectation that will be considered when grading these projects from students; and if she will make a statement on the matter. [17069/26]
View answer520. Deputy Darren O'Rourke asked the Minister for Education and Youth when students undertaking AACs in science subjects will be provided with guidance on approaching the additional assessment component, particularly in relation to word count; the number of questions to answer; the amount of detail required for each question; and if she will make a statement on the matter. [17070/26]
View answer522. Deputy Darren O'Rourke asked the Minister for Education and Youth the reason no marking scheme was introduced with exam papers for the written component of the Leaving Certificate for science subjects; when she expects this will be circulated; and if she will make a statement on the matter. [17072/26]
View answerI propose to take Questions Nos. 519, 520 and 522 together.
The State Examination Commission (SEC) has statutory responsibility for the administration of the State certificate examinations including the approach to marking examinations and other assessment components, in line with overall examinations and assessment policy.
In view of this, I have asked the SEC to respond directly to you with the information you have requested
521. Deputy Darren O'Rourke asked the Minister for Education and Youth following the recent ‘WATTS report’ based on input and data gathered by an organisation (details supplied), if she will pause the introduction of the AAC component in science subjects, with particular concern from science teachers given to health and safety risks, infrastructure gaps, workload crisis and equity and integrity issues; and if she will make a statement on the matter. [17071/26]
View answer523. Deputy Darren O'Rourke asked the Minister for Education and Youth if she will provide additional funding to accompany the introduction of AAC’s for science subjects following the concern raised in the recent ‘WATTS report’ based on data provided by an organisation (details supplied), with great concern given to health and safety issues, lack of storage, inadequate facilities, lack of lab technicians and outdated labs, equipment and resources; and if she will make a statement on the matter. [17073/26]
View answerI propose to take Questions Nos. 521 and 523 together.
As the deputy will be aware, the Programme for Government commits to ‘continue the programme of reform of Senior Cycle to ensure that students benefit from up-to-date curricula, more diverse skills development and assessments, and reduced stress levels.’ Also, the Senior Cycle Implementation Support Measures package was published last May following extensive negotiations and includes commitments to deliver supports in regard to the science subjects.
As of September 2025, the revised Leaving Certificate science specifications and their associated Additional Assessment Components (AACs) are the established curriculum being followed by students. It would not now be appropriate, or in the interest of students, to pause the AACs in these subjects. AACs are designed to be integrated into the teaching and learning associated with the specifications and it is not possible to pause the AACs in isolation. Students, teachers, and their schools are now actively working on their AACs in terms of planning and preparing for the various stages or phases involved in their completion.
AACs are designed to assess students’ skills and key competencies, in a way that a terminal written examination cannot. Instead of relying solely on one final exam, students will learn through exploring, analysing and investigating – not all of which involves laboratory work. This spreads the assessment load, helps develop critical thinking, and prepares them better for college and the workplace. Students have consistently told us this is how they prefer to learn.
The role of the SEC is to provide a high-quality, candidate-centred State examinations service that is progressive, fair and responsive in the context of the Irish second level education system. This includes ensuring that the integrity of the examinations, including inter-candidate equity, is maintained and that the Irish examinations system retains public confidence and is trusted nationally and internationally.
The SEC’s approach to upholding the integrity of the Leaving Certificate in the completion of coursework is to have robust arrangements for the completion, authentication and verification of such work. This process is set out clearly in the published consolidated Coursework Rules and Procedures document published in November. These rules are not new and authentication has always been a critical feature of coursework for SEC assessment. The document clearly sets out the roles of students themselves as examination candidates, of teachers, and of schools. It makes clear the sanctions for the breaches of those rules and critically it sets out how authentication is a process that takes places over time involving engagement between teachers and students – it is not a single ‘point in time’ process.
Schools are supported in safe science practice through a number of documents and resources. My Department has produced documents that set out the key principles of safety in a science laboratory, in addition to guidance developed in collaboration with the Health & Safety Authority (HSA). Oide also provides support and training for teachers on safe science practice in schools, including the webinar “An Introduction to Laboratory Safety in Schools,” provided in March 2025.
In December 2024, schools were provided with a Science Implementation Support Grant worth €12 million. Schools had the autonomy to use the grant to address any locally identified needs, which could include equipment or storage. Schools are supported through the enhanced science subject grant, which has seen an effective doubling of the previous rate from this year and the expansion of the grant to include Agricultural Science and the most popular science subject Biology. This represents approximately €3m in annual subject grant funding in addition to the €12m funding which issued to schools in December 2024 under the Science Implementation Support Grant.
Progress in providing new and modernised science laboratory facilities is being made through the rollout of the school building programme with almost 300 new or modernised science labs delivered since 2020. Work has been conducted within the Department to identify potential acute needs as regards laboratory facilities. The upgrade of laboratory facilities is a dedicated and specific works category within the Department’s summer works scheme. The first tranche of approvals under this scheme was announced in November 2025 including €30m for 60 science laboratories.
Under the published Senior Cycle Redevelopment Implementation Support Measures document published in May 2025, a dedicated working group is being established comprising the Department, teacher unions, management bodies and other relevant agencies to identify the approach and mitigating measures needed to address these concerns expressed by teachers.
As Minister, I am committed to ensuring that students are able to benefit from renewed and redeveloped specifications that allow them to develop their scientific skills safely and confidently. To pause AACs, if it were even possible, would need the new specifications themselves to be paused or redeveloped which would introduce a level of confusion for students and schools that would be to the benefit of no one. My officials will continue to engage with all our education partners to ensure the redevelopment of senior cycle responds to the needs of our students to ensure they are prepared for their future lives in education and the workforce.
524. Deputy Natasha Newsome Drennan asked the Minister for Education and Youth the reason a school (details supplied) was not included in the list of school building projects as announced under the National Development Plan; and if she will make a statement on the matter. [17076/26]
View answerThe school to which the Deputy refers was approved to enter my Department’s pipeline of school building projects to provide two mainstream classrooms, two SET rooms, and a two-classroom special educational needs (SEN) base - one of which will be located on the junior campus and the other on the senior campus.
The project is devolved for delivery to the school authority.
A Stage 2B (post planning) report has been submitted to my Department and is currently undergoing a comprehensive 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 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.
525. Deputy John Connolly asked the Minister for Education and Youth to detail the current basis on which guidance counsellors are allocated to secondary schools; and if she will make a statement on the matter. [17142/26]
View answerTeacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment on the previous 30 September. The criteria for the allocation of posts (including Guidance Provision) are communicated to school managements annually and are available on the Department website (the circulars for the current school year being 0006/2025 0007/2025 & 0008/2025).
Each school receives an allocation in respect of Guidance Provision, calculated in accordance with published criteria and by reference to the approved enrolment.
For the current school year 2025/26 there are almost 970 Guidance Counselling posts allocated to our schools at a cost of over €75 million.
The allocation for Guidance Provision is provided separately and transparently on each school’s staffing schedule. These posts have been ring-fenced so they can only be used for guidance activities and to meet the guidance needs of the school in accordance with the school’s Guidance Plan.
My Department has committed considerable resources towards the restoration of guidance counselling hours to post-primary schools, to the provision of CPD for guidance counsellors and to the provision of a national guidance counselling supervision service for post-primary guidance counsellors in recent times.
526. Deputy Barry Heneghan asked the Minister for Education and Youth the current policy position of her Department regarding the establishment of new Irish medium primary and post-primary schools in Dublin city; whether her Department has assessed projected demand for more Gaelcholáistí in the area; and if she will make a statement on the matter. [17173/26]
View answerThe Programme for Government 2025, Securing Ireland’s Future, includes a commitment to establish Gaelscoileanna and Gaelcholáistí where there is demand and support parents choosing Irish-medium education for their children.
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 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 nationally.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth.
In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure must be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The recent primary school survey included a question to establish parental interest in Irish medium provision. It will provide a useful guide to inform primary and post-primary provision. Initial high-level summary results focusing on response rates will be published in early 2026, with a Q2 2026 timeframe for school-level data.
527. Deputy Barry Heneghan asked the Minister for Education and Youth whether her Department has conducted or commissioned any recent analysis of parental demand for Irish medium education in Dublin city and nationally; if so, if she will provide details of the methodology and findings of such analysis; and if she will make a statement on the matter. [17174/26]
View answerThe Programme for Government 2025, Securing Ireland’s Future, includes a commitment to establish Gaelscoileanna and Gaelcholáistí where there is demand and support parents choosing Irish-medium education for their children.
On 4 November 2025, my department published a 'Framework and Action Plan for Delivery of Increased Choice for Parents on Education Provision at Primary Level'. The initial focus of the framework and action plan was an online, school-specific survey. This Primary School Survey launched on 4 November and ran to 16 December 2025.
This national primary school survey, the largest of its kind ever undertaken in Ireland, was school specific and through its results, aims to assess parental demand and preferences for different types of primary school provision including the language of instruction (English or Irish).
The survey preferences on providing education primarily through the English language or through the Irish language will inform potential future local consultation around opportunities to increase the provision of education through Irish.
The survey itself is not a final step. Where there is clear support from parents and guardians for change to be considered, a further process of inclusive dialogue will begin.
Initial high-level summary results focusing on response rates will be published in early 2026, with a Q2 2026 timeframe for school-level data.
528. Deputy Barry Heneghan asked the Minister for Education and Youth whether consideration is being given to legislative measures to support a systematic and long-term expansion of Irish medium education, including the establishment of new schools rather than reliance solely on the expansion of existing provision; and if she will make a statement on the matter. [17175/26]
View answer530. Deputy Barry Heneghan asked the Minister for Education and Youth whether her Department has examined proposals to provide a statutory right to education through the medium of Irish where sufficient parental demand exists; and if she will make a statement on the matter. [17177/26]
View answerI propose to take Questions Nos. 528 and 530 together.
I propose to take questions 17175/26 and 17177/26 together.
I can confirm to the Deputy that the Government is fully committed to supporting Irish-medium education and to providing increased opportunities for children and young people to receive their education through the medium of Irish. There are commitments in the Programme for Government 2025 – Securing Ireland’s Future - to expand opportunities for pupils and students to attend Gaelscoileanna and Gaelcholáistí, to establish Gaelscoileanna and Gaelcholáistí where there is demand, and also, to support parents choosing Irish-medium education for their children.
The Policy for Irish-Medium Education outside of the Gaeltacht was launched in November 2025. The policy sets out my department’s vision that high-quality Irish-medium education will be available to all, in inclusive and multicultural educational settings, that a particular affinity with and love for the Irish language and culture will be fostered in children and young people so that they will continue to use the language competently and with pride throughout their lives, and that an ecosystem of appropriate supports and resources will be available to Irish-medium education settings and their communities.
My department is committed to working collaboratively with stakeholders to achieve this vision, and to progress towards achieving the Programme for Government commitments. We do not feel that legislative measures are required to do this.
A key action under the Policy for Irish-Medium Education outside of the Gaeltacht is the establishment of a Taskforce on Models of Provision of Irish-Medium Education, which will provide a platform for collaboration between my department and key stakeholders on this issue. The taskforce has met four times, and will continue to meet regularly in 2026. The objective is that the taskforce will make recommendations to my department, setting out:
• the models needed to provide Irish-medium education at primary and post-primary level, including a discussion of the need for changes to existing models if necessary
• definitions of models of provision, including related language-based criteria
• how inclusive, high-quality Irish-medium education can be provided within each model
• what supports schools may need to implement the models effectively
• how to effectively assess the demand for Irish-medium education
• criteria for establishing new Irish-medium education provision through the various models identified, including consideration of the need for changes to the patronage process
• procedures to support schools in the effective transition from an English-medium to an Irish-medium model
• procedures and criteria for how schools can transition from one model to another, in order to increase the provision of Irish-medium education, and the supports they may need to do so
• mechanisms to be put in place to facilitate the expansion of Irish-medium provision.
A range of organisations and stakeholders whose input is important in formulating recommendations in this area have nominated members to the taskforce. I am grateful to the members of the taskforce for their time and commitment in contributing to its body of work over the coming year.
