Thursday, 5 Mar 2026

Written Answers Nos. 355-374

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EU Presidency

Questions (355)

Ged Nash

Question:

355. Deputy Ged Nash asked the Minister for Education and Youth if her Department plans to engage staff from the private sector who work in accountancy and corporate law firms to work in her Department during the course of the upcoming EU Presidency term; the terms under which such staff will be engaged; the number of staff her Department plans to hire; the measures planned to guard against potential conflicts of interest between her Department and parent companies; and if she will make a statement on the matter. [18083/26]

Written answers

Minister for Education and Youth

There are currently no plans by my Department to contract accountancy or corporate law firms to work for the Department during the course of the EU Presidency.

School Facilities

Questions (356)

Ruth Coppinger

Question:

356. Deputy Ruth Coppinger asked the Minister for Education and Youth her current plans to deal with structural issues in a school ( details supplied); and if she will make a statement on the matter. [18096/26]

Written answers

Minister for Education and Youth

I should explain that applications relating to the provision of funding for issues relating to an existing school building can fall under a number of different delivery mechanisms including, most frequently, the Summer Works Scheme and the Emergency Works Scheme.

The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.

An emergency is deemed to be a situation which poses an immediate risk to health, life, property, or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.

The EWS operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).

The purpose of the SWS is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school.

The Climate Action Summer Works Scheme (which was previously named the Summer Works Scheme) places a strong emphasis on sustainability. Schools can now undertake additional measures such as insulation upgrades, LED lighting installation, EV charger provision, bike rack facilities to support active travel and other climate-focused works alongside traditional maintenance.

The newly announced Climate Action Summer works opened for applications on the 1st May and the application window closed on the 30th of June 2025, full details of the scheme can be found under Summer Works Scheme (www.gov.ie/en/department-of-education/services/summer-works-scheme/). The EWS is open for applications year-round. It is open to the school to make an application under the most appropriate scheme.

In the case of the school in question it should be noted that there are currently no outstanding EWS or SWS projects.

Special Educational Needs

Questions (357)

Albert Dolan

Question:

357. Deputy Albert Dolan asked the Minister for Education and Youth the status of the special education teacher allocation for a school (details supplied); if a review of the school’s allocation has taken place or is planned; and if she will make a statement on the matter. [18112/26]

Written answers

Minister of State at the Department of Education (Deputy Michael Moynihan)

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.

This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.

Special education teachers provide additional teaching support to children attending mainstream classes with special educational needs using a wide variety of teaching approaches.

The Special Education Teaching (SET) Allocation Model is a standardised allocation model that provides schools with additional teaching hours to support the teaching needs of students in mainstream classes based on their profile of need.

The educational profile of each school is now updated annually and SET allocations are advised to schools as part of the staffing arrangements circular and each school is provided with additional detail on their allocation by email from the NCSE at the earliest possible date each year.

The allocations of special education teaching posts for 2026/27 school year are presently being finalised and will be issued to schools shortly.

Any school who has a concern about their allocation at that time will have the opportunity to request a review of their SET allocation. Details of the review will be available on the NCSE website following publication of the 2026/27 allocations.

The NCSE can provide advisor support to schools at anytime to support the deployment of its SET allocation.

It must be noted that the outcome of the SET Review Allocation Process is final and the Department has no role in the review process.

Thank you again for taking the time to raise this matter with Minister Moynihan. Be assured that the Minister and department are focused on delivering a high-quality education system where the well-being and success of every child and young person are central, providing the active support they need to be successful and feel fully valued.

Special Educational Needs

Questions (358, 375)

Aengus Ó Snodaigh

Question:

358. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth the number of letters of eligibility which have been issued by the NCSE for children with autism and mild to moderate special needs, aged four to 18 years-of-age, in Dublin 10; the number of children with autism and mild to moderate special needs, aged 4 to 18 years-of-age, from D10 waiting for appropriate school places; the number of children who have ended up in schools outside D10 and the number of children who have ended up in mainstream classes in D10 and outside D10. [18115/26]

Aengus Ó Snodaigh

Question:

375. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth the number of letters of eligibility have been issued by the NCSE for children with autism and mild to moderate special needs, from four to 18 years-of-age, in D10; the number of children with autism and mild to moderate special needs, four to 18 years-of-age, from D10 waiting for appropriate school places; the number of children have ended up in schools outside D10; and the number of children have ended up in mainstream classes in D10 and outside D10. [18225/26]

Written answers

Minister of State at the Department of Education (Deputy Michael Moynihan)

I propose to take Questions Nos. 358 and 375 together.

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.

The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

Special Educational Needs

Questions (359)

Aengus Ó Snodaigh

Question:

359. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth to ensure there are enough places with appropriate supports in existing primary and secondary schools in D10 for children with autism and mild to moderate special needs; and if she will make a statement on the matter. [18116/26]

Written answers

Minister of State at the Department of Education (Deputy Michael Moynihan)

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.

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 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.

Special Educational Needs

Questions (360)

Aengus Ó Snodaigh

Question:

360. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth in noting that land has been identified for education facilities in Park West Dublin 10, if she will consider a purpose built school for children with autism and mild to moderate special needs as part of the Park West-Cherry Orchard Local Area Plan. [18117/26]

Written answers

Minister of State at the Department of Education (Deputy Michael Moynihan)

The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.

There continues to be an increasing need to provide additional special school places to support students with complex needs. To meet this need, sixteen new special schools have been established in recent years, and capacity has been expanded in a number of others. Five of these were established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary. There are 129 special schools with approximately 9,226 students enrolled.

The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork. The department and NCSE have already begun planning in relation to further expanding special school capacity for the 2026/27 school year. It is estimated that a further 300 new special school places may be required each year for the coming years.

When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.

In planning for increased special school places, my department and the NCSE review all available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.

Part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.

My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation in County Dublin and indeed nationwide as to where new special schools are required.

Special Educational Needs

Questions (361, 362, 363, 364)

Shane Moynihan

Question:

361. Deputy Shane Moynihan asked the Minister for Education and Youth whether verbal dyspraxia/apraxia of speech is recognised as eligible under Circular 0024/2025.; and if she will make a statement on the matter. [18128/26]

Shane Moynihan

Question:

362. Deputy Shane Moynihan asked the Minister for Education and Youth whether children with dual diagnoses are excluded from speech and language interventions if autism is deemed the primary category. [18129/26]

Shane Moynihan

Question:

363. Deputy Shane Moynihan asked the Minister for Education and Youth the evidential basis for maintaining IQ-based eligibility criteria in dyslexia provision. [18130/26]

Shane Moynihan

Question:

364. Deputy Shane Moynihan asked the Minister for Education and Youth the specific specialised interventions available in mainstream schools for severe dyslexia and severe speech motor disorders. [18131/26]

Written answers

Minister of State at the Department of Education (Deputy Michael Moynihan)

I propose to take Questions Nos. 361, 362, 363 and 364 together.

This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.

Students with Developmental Language Disorder (DLD) or Speech Sound Disorder (SSD) have access to speech therapy services either through the speech and language therapy services provided in special class settings by the Health Service Executive (HSE), or through the HSE’s primary care service. There are currently 64 special classes nationwide for students with a DLD or SSD.

As the HSE provide speech and language therapy to students in these classes the opening and retention of such classes is contingent on the availability of HSE resources. For this reason, close engagement and coordination occurs among stakeholders at a local level.

Importantly, students with specific speech and language difficulties that are not enrolled in a special class may qualify for additional teaching support under the school's special education teaching support provision. 15,000 special education teachers have been provided to enable schools to achieve this objective. In practical terms, this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.

I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year to teachers to attend post-graduate special education needs programmes. The NCSE also offer dedicated professional learning opportunities for teachers supporting students with additional needs.

It is important to me and this Government that we build on the initiatives recently introduced to ensure that no matter where a child is enrolled, they have access to the required supports to enable them to achieve their educational goals. An example of this is the Educational Therapy Support Service (ETSS) which sees 39 occupational and speech and language therapy posts embedded within the NCSE. The service is designed to build the capacity of teachers (and other school personnel as relevant) to provide as effectively as possible for the needs of all students.

While the provision of clinical therapy supports to children is the responsibility of the HSE, my department is working with the Department of Health, the Department of Children, Disability and Equality and the HSE to develop and strengthen more coherent structures to enable children and young people to access therapeutic supports across both health and education.

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.

Question No. 362 answered with Question No. 361.

Question No. 363 answered with Question No. 361.

Question No. 364 answered with Question No. 361.

Special Educational Needs

Questions (365)

George Lawlor

Question:

365. Deputy George Lawlor asked the Minister for Education and Youth if her attention has been drawn to the acute lack of ASD unit places for children attending schools in County Wexford and in the south-east generally; the steps she intends to take to address this urgent need; if she will takes steps to ensure that a suitable place is found for a child (details supplied) who despite applying to every secondary school ASD unit in County Wexford has been unable to find a placement for the next school year; and if she will make a statement on the matter. [18143/26]

Written answers

Minister of State at the Department of Education (Deputy Michael Moynihan)

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.

As your query refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply.Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.

My department and the NCSE 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.

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.

School Accommodation

Questions (366)

Colm Burke

Question:

366. Deputy Colm Burke asked the Minister for Education and Youth if a school (details supplied) will be awarded funding to complete a project; and if she will make a statement on the matter. [18145/26]

Written answers

Minister for Education and Youth

The school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for toilet facilities.

The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.

An emergency is deemed to be a situation which poses an immediate risk to health, life, property, or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.

The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.

The school's original application was refused additional funding as the additional works sought did not fall within the remit of the EWS.

The refusal is currently being reviewed by the EWS team under the appeals process. Once this review process is complete the EWS team will engage further with the school as appropriate. The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.

School Accommodation

Questions (367)

Colm Burke

Question:

367. Deputy Colm Burke asked the Minister for Education and Youth to consider an appeal under the emergency works programme for an application for a school (details supplied) that was refused to repair the dangerous, flooded area outside the infant classrooms that children must negotiate four times daily to access the yard and any recreation area; to address the safety concerns of the school; and if she will make a statement on the matter. [18146/26]

Written answers

Minister for Education and Youth

The school to which the Deputy refers submitted an application for funding under the Emergency Works Scheme (EWS) for life safety systems works, it should be noted however that the works primarily refer to external environment works.

The school's EWS application was refused on the basis that works being sought did not qualify for funding under the EWS as the project was not sudden or unforeseen. The application in question is currently being reviewed by the Department of Education’s EWS team under the appeals process.

Once this review process is complete the EWS team will engage further with the school as appropriate. The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.

School Accommodation

Questions (368)

Colm Burke

Question:

368. Deputy Colm Burke asked the Minister for Education and Youth if a school (details supplied) will be permitted to progress from stage 2b of the additional accommodation scheme for a new building; and if she will make a statement on the matter. [18147/26]

Written answers

Minister for Education and Youth

The major building 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 from the Design Team was received in recent weeks. My department has just commenced a detailed review of this report by the multi disciplinary team, and initial queries and observations have already issued to the Design Team for reply.

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.

The department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 19 projects in County Cork.

These projects are in addition to €781.77 million in capital funding for Cork schools between 2020 and 2025. Over that period, a total of 155 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 19 school projects in Cork under construction.

The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.

Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027.? Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics 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 Scoil Mhuire, Wellington Road] will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.

School Accommodation

Questions (369)

Colm Burke

Question:

369. Deputy Colm Burke asked the Minister for Education and Youth the current status of an additional accommodation project application by a school (details supplied); when they can proceed to the next phase; and if she will make a statement on the matter. [18148/26]

Written answers

Minister for Education and Youth

As previously outlined in my reply to the Deputy, the school to which the Deputy refers was approved to enter the Department’s project pipeline under the Additional School Accommodation (ASA) Scheme. The approved project includes four mainstream classrooms, eight Special Education Tuition (SET) rooms, a four classroom Special Education Needs (SEN) base, and the associated ancillary accommodation. Delivery of the project has been devolved to the school authority.

A Stage 2a (Developed Design) addendum report was submitted to my Department in August 2025 and was reviewed by the Department’s Professional and Technical team. Following this review, further information was sought from the school authority in relation to specific mechanical and electrical issues. A response addressing these matters was received in October 2025.

This response, together with the original Stage 2a addendum report, is currently under detailed review from both a technical and cost perspective, in line with the requirements of the Department’s Infrastructure Guidelines. All school building projects, including this one, must complete these due diligence steps to ensure appropriate management of scope, timing and cost within the overall capital programme, Progression of all school building projects, including this one, is also considered within the context of National Development Plan (NDP) prioritisation process.

Once this review is concluded, the Department will communicate the outcome to the school authority to keep them fully updated on progress.

School Accommodation

Questions (370)

Colm Burke

Question:

370. Deputy Colm Burke asked the Minister for Education and Youth the current status of a school's application (details supplied) under the additional accommodation scheme; when a decision will issue as to whether it can proceed to the next stage; and if she will make a statement on the matter. [18149/26]

Written answers

Minister for Education and Youth

I am pleased to advise the Deputy that phase 1 of the modular/repurposing works for the school in question was completed in May 2025 and this delivered new accommodation to the school which comprised a new technology/graphics room, modern toilet block, disabled access toilet and a deputy principal's office. The works also improved access to the permanent building of the school.

As the Deputy is aware, I have recently published the NDP Sectoral Investment Plan for the Education and Youth Sectors. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. This list of projects were prioritised from those projects in the department’s pipeline which were sufficiently advanced to enable them to go to tender or construction over the course of 2026 and 2027.

A department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects. This process will involve engagement with key stakeholders and individual schools.

Officials in my department are exploring a number of options in relation to the proposed phase 2 of this school's project, some of which involve consultation with the local county council. There will be direct engagement with the school authority in the weeks ahead as matters progress.

The school in question has also submitted applications for funding under the Emergency Works Scheme (EWS) to address fabric defects and roof works. As the Deputy may be aware, the purpose of the EWS is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation. An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.

The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered. The school in question has submitted applications for funding under the EWS to address fabric defects and roof works. These applications are under consideration at present.

In all cases the EWS team are aware of the urgent nature of the works required and will keep the school informed throughout the process.

School Accommodation

Questions (371)

Colm Burke

Question:

371. Deputy Colm Burke asked the Minister for Education and Youth the current status of multiple applications (details supplied) under the emergency works scheme, when decisions will be issued in each case as the works are urgently needed by the school and its pupils; and if she will make a statement on the matter. [18150/26]

Written answers

Minister for Education and Youth

As the Deputy may be aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.

An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.

The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme which deals with upgrade works to the school.

The school in question has submitted applications for funding under the EWS to address fabric defects and roof works.

The application for funding for fabric defect works is currently being reviewed by the technical area within the EWS. Once a technical recommendation has been received back from the technical team, the EWS team will engage further with the school as appropriate.

The application pertaining to roof works was refused on the basis that works being sought did not qualify for funding under the EWS as the project submitted was not sudden or unforeseen.

The application in question is currently being reviewed by the EWS team under the appeals process. Once this review process is complete the EWS team will engage further with the school as appropriate.

In all cases the EWS team are aware of the urgent nature of the works required and will keep the school informed throughout the process.

Special Educational Needs

Questions (372)

Paul McAuliffe

Question:

372. Deputy Paul McAuliffe asked the Minister for Education and Youth the position regarding a special school place for child (details supplied). [18159/26]

Written answers

Minister of State at the Department of Education (Deputy Michael Moynihan)

Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).

The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.

As your query refers to an individual placement, I will arrange to have it referred to the NCSE for their attention and direct reply.Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

Schools Building Projects

Questions (373)

Réada Cronin

Question:

373. Deputy Réada Cronin asked the Minister for Education and Youth for an update on the delivery of a full-time, permanent building for a school (details supplied); and if she will make a statement on the matter. [18211/26]

Written answers

Minister for Education and Youth

The project referred to by the Deputy is part of the Celbridge Campus project encompassing St Patrick's Primary School, St Raphael’s Special School and Celbridge Community School. This project has been devolved for delivery to the National Development Finance Agency (NDFA) as part of a bundled school building programme (Project Shannon).

The brief for St Patrick's includes the provision of 24 mainstream classrooms and 4 Special Educational Needs classrooms.

The project is currently at Stage 2a of the architectural design process. Stage 2a (the developed design stage) involves the Design Team developing the designs, fully cost planning the campus project and preparing the necessary documentation to facilitate the lodging for statutory approval to Kildare County Council as part of the Stage 2b process.

The department have recently received the Stage 2a report and this is currently under review by the departments P & T team from a technical and cost perspective. At this early stage it is not possible to provide a timeline for completion of this project. However the NDFA will continue to engage directly with the school authority to keep them fully informed of progress on this important project.

The Department of Education and Youth (DEY) is aware of issues highlighted by the school in question and in recent weeks has engaged project managers and contractors to address said issues. At present there are roofing contractors on site carrying out significant works to the school roof. The school in question has been provided with written programme updates including delivery timelines for specific works. The most recent was sent to the school last Friday (27th February).

The Department is satisfied that the methodology provided to the school addresses all the issues which have been raised by the school and the Department continues to engage with the Patron and school authority on a regular basis.

Schools Building Projects

Questions (374)

Jen Cummins

Question:

374. Deputy Jen Cummins asked the Minister for Education and Youth when a school building will be progressed (details supplied). [18215/26]

Written answers

Minister for Education and Youth

The 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.

• Written Answers Nos. 330-354
• Written Answers Nos. 375-400