Jen Cummins
Question:219. Deputy Jen Cummins asked the Minister for Education and Youth the supports available for students with a significant ongoing illness who are sitting the Leaving Certificate this year. [27721/26]
View answerState Examinations
Questions (219)
Written answers
The State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations, and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme.
In view of this, I have asked the SEC to respond directly to the Deputy.
School Patronage
Questions (220)
Michael Collins
Question:220. Deputy Michael Collins asked the Minister for Education and Youth the percentage of parents of preschool children that chose the multi-denominational option regarding the primary school survey; the percentage of parents of children currently attending multi-denominational schools that chose the multi-denominational option; the percentage of all parents surveyed that chose the multi-denominational option; the reason the published survey outcomes focused only on the preferences of parents of children attending denominational schools, rather than presenting the preferences of all parents surveyed; if her Department will commit to releasing the full dataset, or at minimum a more detailed breakdown of responses, in order to ensure transparency and maintain public trust in the consultation process; and if she will make a statement on the matter. [27752/26]
View answerWritten answers
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 main focus of this framework and action plan was an online, school-specific survey. The survey ran from 4 November to 16 December 2025.
Through the survey, my department is obtaining clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).
The results of the survey will help my department to plan how education at primary level is provided.
As set out in the framework and action plan, initial high-level summary results are to be published in early 2026, with a Q2 2026 timeframe for the school-level data.
In line with this commitment, I recently announced the high-level national and county summary results in respect of the preferences of parents with children currently in primary school. My department is continuing its detailed analysis of the survey data and is preparing finalised school-specific reports. These school reports will also include the preferences of parents and guardians of children who are not yet in primary school and will be issued to all primary schools in May. This is in line with the Q2 2026 timeframe that was previously stated by my department.
The preliminary national findings indicate that:
• Approximately 60% of parents in denominational schools wish to retain that ethos.
• Approximately 73% of parents in the 276 single-sex primary schools favour a move to co-education.
• Approximately 87% of parents in English-medium schools support maintaining English as the primary language of instruction.
While these figures provide a national overview, it is important to note that it is the preferences within each individual school community that will determine future direction. Demand for change, or continuity, will vary from school to school. A good response rate at individual school level will also be relevant in assessing the parental preferences.
Question No. 221 answered with Question No. 213.
School Staff
Questions (222)
Seán Ó Fearghaíl
Question:222. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will expedite a positive response to a school staffing appeal raised in correspondence (details supplied); and if she will make a statement on the matter. [27767/26]
View answerWritten answers
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.
The primary school staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. These arrangements contain an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board.
The Primary Staffing Appeals Board will meet in mid-May and schools will be notified of the Board's decisions then.
The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
School Patronage
Questions (223, 224)
Ruth Coppinger
Question:223. Deputy Ruth Coppinger asked the Minister for Education and Youth her views on concerns that have been raised regarding the recently published results to the patronage preference question in her Department’s primary school survey (details supplied); and if she will make a statement on the matter. [27798/26]
View answerRuth Coppinger
Question:224. Deputy Ruth Coppinger asked the Minister for Education and Youth if she will consider a more holistic approach in relation to the use of the recently published results of the patronage preference question in her Department's Primary School Survey (details supplied); and if she will make a statement on the matter. [27799/26]
View answerWritten answers
I propose to take Questions Nos. 223 and 224 together.
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 main focus of this framework and action plan was an online, school-specific survey. The survey ran from 4 November to 16 December 2025.
Through the survey, my department is obtaining clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including patronage/ethos, co-education or single-sex school provision and language of instruction (English or Irish).
The results of the survey will help my department to plan how education at primary level is provided.
As set out in the framework and action plan, initial high-level summary results are to be published in early 2026, with a Q2 2026 timeframe for the school-level data.
In line with this commitment, I recently announced the high-level national and county summary results in respect of the preferences of parents with children currently in primary school. My department is continuing its detailed analysis of the survey data and is preparing finalised school-specific reports. These school reports will also include the preferences of parents and guardians of children who are not yet in primary school and will be issued to all primary schools in May. This is in line with the Q2 2026 timeframe that was previously stated by my department.
The preliminary national findings indicate that:
• Approximately 60% of parents in denominational schools wish to retain that ethos.
• Approximately 73% of parents in the 276 single-sex primary schools favour a move to co-education.
• Approximately 87% of parents in English-medium schools support maintaining English as the primary language of instruction.
While these figures provide a national overview, it is important to note that it is the preferences within each individual school community that will determine future direction. Demand for change, or continuity, will vary from school to school. A good response rate at individual school level will also be relevant in assessing the parental preferences.
Question No. 224 answered with Question No. 223.
Departmental Circulars
Questions (225)
Ruth Coppinger
Question:225. Deputy Ruth Coppinger asked the Minister for Education and Youth her views on concerns raised by union membership of circular letters 0037/2026 and 0038/2026 for senior cycle (details supplied); and if she will make a statement on the matter. [27801/26]
View answerWritten answers
As the Deputy is aware my Department published two Circulars last week which provide for two Posts of Responsibility in post-primary schools across the country. It is intended that , following a recruitment process, teachers selected for these posts can be in position from the start of the 2026/2027 school year.
The Posts of Responsibility in question were committed to in the Senior Cycle Redevelopment Implementation Support Measures document published by my Department in May 2025, following extensive negotiations with both the ASTI and the TUI. Each post-primary teacher union balloted in the relevant sections of the Support Measures package with the TUI membership accepting the package whilst the ASTI membership rejected the measures.
There has been ongoing engagement with each Union since those ballot results were declared in June 2025 in regard to Senior Cycle Redevelopment. This has included engagement with the ASTI through the Dispute Resolution mechanisms set out in the Public Sector Agreement 2024-2026 following the initiation of a dispute by the ASTI in June 2025.
The ASTI’s membership have not been excluded from eligibility for the posts provided for in the Circulars referenced. The ASTI’s membership voted to reject the relevant sections of the Support Measures package and as such cannot be beneficiaries of measures they have rejected. Therefore, in framing each of the Circulars published last week my Department has sought to respect each of the ballot results.
In the details supplied by the Deputy, reference is made to certain elements of the Circulars published last week being without precedent. I would draw the Deputy’s attention to the Declaration required under Circular 0068/2025 in regard to the introduction of temporary revised Croke Park Hours for post-primary teachers. That Circular, and its provisions, arose from the Support Measures package and also sought to respect the respective union ballot results.
It is a matter for the ASTI to consider how its members could become eligible for these Posts of Responsibility and the other measures set out in the Senior Cycle Redevelopment Implementation Support Measures package. It is my hope that in time ASTI members will also benefit from those supports as they continue to implement Senior Cycle Redevelopment, as committed to under the Public Service Pay Agreement.
Teaching Qualifications
Questions (226, 227)
Michael Murphy
Question:226. Deputy Michael Murphy asked the Minister for Education and Youth the criteria used to recognise teaching experience gained abroad for the purposes of salary scale placement; whether experience gained in accredited private international schools delivering programmes such as the International Baccalaureate is considered; and if she will make a statement on the matter. [27806/26]
View answerMichael Murphy
Question:227. Deputy Michael Murphy asked the Minister for Education and Youth whether there are plans to introduce a system whereby teachers working abroad can have their experience assessed for salary scale purposes in advance of returning to take up a position in the State; and if she will consider introducing such a mechanism. [27807/26]
View answerWritten answers
I propose to take Questions Nos. 226 and 227 together.
The criteria for the award of incremental credit are set out in the Department of Education’s Circular 10/2001 for Primary teachers, and Circulars 29/2007 and 29/2010 for Post-Primary teachers. These circulars provide for the award of incremental credit in respect of prior teaching service, including overseas teaching service, both within and outside the EU and/or relevant non-teaching service.
Where the service/school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Criteria such as whether the school is subject to state funding, if the school offers a range of studies which incorporates all of the courses prescribed on the national curriculum of the State in which the school is located, for which both criteria can be of relevance when examining claims relating to private teaching schools, and the length of time the school has been in existence, must be satisfied for service at that school to be recognised for incremental credit. Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit.
The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council (TCC) and are subject to review by way of an incremental credit committee, which is a sub-committee of the TCC and which meets on an ongoing basis.
Question No. 227 answered with Question No. 226.
Teaching Qualifications
Questions (228)
Michael Murphy
Question:228. Deputy Michael Murphy asked the Minister for Education and Youth ; if her Department has assessed the impact of current rules regarding recognition of overseas teaching experience on the ability of qualified teachers to return to Ireland; and if any reforms are planned in light of ongoing teacher shortages. [27808/26]
View answerWritten answers
Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2025. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The qualification requirements for each route are set down in the Schedule of the Regulations.
Fully qualified teachers who have qualified outside of the Republic of Ireland are eligible to apply for registration with the Teaching Council. The qualifications of these teachers are assessed on an individual basis for the purposes of registering as a teacher. All applications are assessed in line with and given the benefit of EU Directive 2005/36 including a holistic approach to assessment which considers all relevant qualifications and teaching experience.
Qualifications are assessed for comparability with graduates of initial teacher education programmes accredited by the Teaching Council. A person deemed to be a fully qualified teacher has completed a recognised teacher education qualification and programme of induction in the country in which they qualified and can provide an official letter from the relevant teacher registration body/ Competent Authority or Ministry of Education confirming recognition as a fully qualified teacher in that State/ country. More information is available on the Council’s website here: www.teachingcouncil.ie/i-am-applying-to-register/qualified-outside-of-ireland/
All applications are assessed on an individual, case by case basis. The assessments are holistic and include the individual combination of relevant qualifications, teaching experience, and lifelong learning. The relevant criteria are equally applied to all applicants.
Ahead of a teacher returning to a post in Ireland or taking up a post in Ireland, the department is unable to confirm if a teacher’s prior service will attract incremental credit. A teacher must be on payroll with either a department paid school or ETB paid school in order to apply for incremental credit. Department circulars set out the criteria that allow teachers claim incremental credit for prior teaching service. Also, if a teacher is based in an Education & Training Board (ETB) school, that ETB are more than likely responsible for processing an incremental credit application for their teachers. Similarly, if the teacher is based in a directly paid Department post, then the Department is more than likely responsible for processing the incremental credit application.
It is important to note, that there is no automatic entitlement to incremental credit in recognising prior service, but many teachers qualify for it based on the criteria in the Department’s incremental credit circulars.
The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC). The criteria required to have incremental credit awarded to teachers are set out in the Department of Education Primary Circular 10/2010 and Post Primary Circulars 29/2007 and 29/2010.There are more qualified teachers than ever working in schools and an analysis of payroll data as of November 2025 shows there are over 75,000 teachers employed in schools across the country. The number of unfilled teaching posts remains low and over 98% of teaching posts were filled in November 2025; this analysis found that just 2.5% of allocations (996 posts) in primary and 0.7% of allocations (247 posts) in post-primary were unutilised nationwide.?
While the relatively low vacancy rate suggests that the vast majority of schools are well-staffed and able to meet the needs of their students, acute challenges exist, and a number of targeted measures have, or are being implemented to address teacher supply issues.
These include improving tenure for teachers; teachers taking up their first contract in a viable post will be eligible for a permanent position after one year, subject to successful re-appointment through a competitive process.
In addition, free upskilling programmes for teachers are offered in high-demand subjects: Irish, French, politics & society, and computer science, maths, physics, and Spanish. These flexible programmes boost teachers’ employment opportunities while addressing subject-specific teacher shortages.
A project?focused on strategic workforce planning for teachers in Ireland,?led?by UNESCO and?supported?by?the EU Commission,?is developing?recommendations for addressing the main factors affecting teacher supply in Ireland. These recommendations will form the basis for the development by my department of a strategic plan for the teaching workforce in Ireland.??
Increases in teaching posts have outpaced student population growth in both primary and post-primary schools. Since 2018/2019, there has been an increase of 15% in teaching posts at primary and 20% at post-primary.
Budget 2026 has seen an increase of 1,042 teacher posts, including 860 additional teachers working across various Special Educational Needs settings.
My department is considering further measures to strengthen the teaching workforce and ensure that schools have the support needed to provide an excellent education for every student.
Teaching Qualifications
Questions (229)
Michael Murphy
Question:229. Deputy Michael Murphy asked the Minister for Education and Youth the number of applications for recognition of overseas teaching experience have been made in each of the past five years; the number that were approved in full, in part, or refused; and if she will make a statement on the matter. [27809/26]
View answerWritten answers
Statistical data on the breakdown of the number of number of applications for overseas teaching experience in last 5 years is not collated by my department and is therefore not readily available.
The criteria for the award of incremental credit are set out in the Department of Education’s Circular 10/2001 for Primary teachers, and Circulars 29/2007 and 29/2010 for Post-Primary teachers. These circulars provide for the award of incremental credit in respect of prior teaching service, including overseas teaching service, both within and outside the EU and/or relevant non-teaching service.
Where the service/school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Criteria such as whether the school is subject to state funding, if the school offers a range of studies which incorporates all of the courses prescribed on the national curriculum of the State in which the school is located, for which both criteria can be of relevance when examining claims relating to private teaching schools, and the length of time the school has been in existence, must be satisfied for service at that school to be recognised for incremental credit. Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit.
The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council (TCC) and are subject to review by way of an incremental credit committee, which is a sub-committee of the TCC and which meets on an ongoing basis.
Special Educational Needs
Questions (230)
Roderic O'Gorman
Question:230. Deputy Roderic O'Gorman asked the Minister for Education and Youth the SET hours provided to each primary school in Dublin 15 under circular 0011/2026 for the 2026-2027 school year; if this represents an increase or decrease in the number of SET hours provided in each school, in tabular form; and if she will make a statement on the matter. [27811/26]
View answerWritten answers
The Government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The Special Education Teaching (SET) allocation model is a standardised allocation model that provides schools with additional teaching hours to support the identified and recorded teaching needs of students in mainstream classes. The mainstream class teacher has primary responsibility for the progress and care of all children in their classrooms, including children with additional learning needs.
The SET allocation model is a distribution model to ensure that the children with the greatest level of need in mainstream can get access to additional teaching support. It provides a transparent means of allocating Special Education Teaching (SET) resources to best meet the needs of children and to ensure consistency and equity in the system.
The SET allocation model distributes the total available number of Special Education Teaching posts in line with each school’s profile of need.
The model makes an allocation based on a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests (in the Primary school model) and Junior Cycle data (in the Post Primary model) to reflect levels of overall additional learning need in the schools. It also incorporates data on students who have been granted exemptions from tests as this indicates additional learning need is required by them. As all children and young people from disadvantaged areas may not attend a DEIS school, the model applies a small value to schools based on individual pupils Eircode and the HP deprivation index and this is to ensure that schools who are not in receipt of the additional DEIS resources are allocated resources to support their potential additional learning need.
As is the case every year, where needs change resources follow with teaching hours moving to the schools where children need them most.
For any school that received a reduction in their allocation, this is due to changes in the profile of the school including demographic changes and enrolment reduction.
In Dublin 15 for example two schools have seen changes in their learning needs profile, including reduced enrolments of 88 pupils, while another school in the Dublin 15 area has seen an increase in the learning need profile including an enrolment increase of 85 pupils. The model as it always has done reallocates support to where it is required.
The SET allocation data by Dublin area codes is being compiled at present and will be published on the NCSE website shortly as in previous years.
My department and the National Council for Special Education (NCSE) are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.
Special Educational Needs
Questions (231)
Michael Cahill
Question:231. Deputy Michael Cahill asked the Minister for Education and Youth to urgently intervene, examine and address issues raised in respect of a school (details supplied) in County Kerry; and if she will make a statement on the matter. [27812/26]
View answerWritten answers
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 achieve their full potential.
Teaching Qualifications
Questions (232)
Ryan O'Meara
Question:232. Deputy Ryan O'Meara asked the Minister for Education and Youth to consider recognising years of teaching experience abroad, in terms of the teachers’ pay scale, as an incentive for teachers living abroad to return home to Ireland; and if she will make a statement on the matter. [27845/26]
View answerWritten answers
The criteria for the award of incremental credit are set out in the Department of Education’s Circular 10/2001 for Primary teachers, and Circulars 29/2007 and 29/2010 for Post-Primary teachers. These circulars provide for the award of incremental credit in respect of prior teaching service, including overseas teaching service, both within and outside the EU and/or relevant non-teaching service.
Where the service/school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Criteria such as whether the school is subject to state funding, which can be of relevance when examining claims relating to private teaching schools, and the length of time the school has been in existence, must be satisfied for service at that school to be recognised for incremental credit. Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit.
The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council (TCC) and are subject to review by way of an incremental credit committee, which is a sub-committee of the TCC and which meets on an ongoing basis.
Media Sector
Questions (233)
Malcolm Byrne
Question:233. Deputy Malcolm Byrne asked the Minister for Culture, Communications and Sport to provide an update on each of the nine commitments outlined in the National Counter Disinformation Strategy; and if he will make a statement on the matter. [27727/26]
View answerWritten answers
The multi-stakeholder Steering Committee which oversees and drives implementation of the Strategy agreed to publish updates every six months on progress on implementation under each of the nine commitments and the first such update, compiled based on inputs from action owners, was published on the Strategy web page in December 2025 and is available to view here: assets.gov.ie/static/documents/f346e655/20251219_NCDS_Implementation_Update.pdf
2025 highlights include the first Disinformation Forum held in June, the Media Literacy Ireland Annual Conference held in November and Ireland joining the Steering Group of the OECD Hub on Information Integrity.
Implementation of the Strategy is being accelerated in 2026 with the disbursement of the €1.1 million in funding which I secured in Budget 2026. Coimisiún na Meán has commenced a scheme to support media literacy activities and will shortly launch a scheme to assist fact-checking initiatives. My Department is finalising arrangements with a partner in respect of research initiatives and it is hoped to launch a scheme in that regard very shortly.
National Broadband Plan
Questions (234, 235, 236)
William Aird
Question:234. Deputy William Aird asked the Minister for Culture, Communications and Sport to clarify the policy position of National Broadband Ireland ( whereby only one broadband order or line may be allocated per Eircode or associated postal point; the rationale for this restriction, particularly in cases where a single domestic property contains a separate home office or workspace requiring an additional broadband connection; and if he will make a statement on the matter. [27874/26]
View answerWilliam Aird
Question:235. Deputy William Aird asked the Minister for Culture, Communications and Sport the process by which a second postal point or commercial postal point may be created through GeoDirectory in order to facilitate an additional NBI connection, including the criteria which must be met (such as physical separation, separate driveway, or supporting photographic evidence); to indicate whether this process is considered proportionate in the context of increasing levels of remote working and home-based enterprise activity in rural areas; and if he will make a statement on the matter. [27875/26]
View answerWilliam Aird
Question:236. Deputy William Aird asked the Minister for Culture, Communications and Sport whether his Department has considered or intends to review the interaction between Eircode, GeoDirectory and NBI systems to ensure that households are not unduly prevented from accessing multiple fibre connections where there is legitimate dual residential and home office usage; whether any flexibility exists within the National Broadband Plan framework to accommodate such cases without requiring structural changes to properties; and if he will make a statement on the matter. [27876/26]
View answerWritten answers
I propose to take Questions Nos. 234, 235 and 236 together.
The National Broadband Plan (NBP) is the Government's initiative to deliver high speed broadband services to all premises in Ireland.
As part of the NBP, the government appointed National Broadband Ireland (NBI) to deliver wholesale broadband services to those parts of the country not served by commercial operators, i.e. those premises in the Intervention (AMBER) area.
NBI have informed my department that as part of the NBP Contract and the NBI rollout, NBI assigns a single line ID per postal point associated with an Eircode. If a business or home office requires a second line they should apply for a second postal delivery address. It is advised that end users requiring a second postal address should engage directly with An Post GeoDirectory (APG).
Further information can be found on An Post GeoDirectory’s website at www.geodirectory.ie/
Once a second postal delivery address has been added, NBI will then assign an additional line to the premises.
GeoDirectory updates are provided on a quarterly basis between my department and NBI. NBI makes changes to the network to accommodate additional postal points where they are added in. NBI also engages with APG as part of the quarterly update cycle which involves working closely with my department as it involves changes to premises in the Amber area.
Question No. 235 answered with Question No. 234.
Question No. 236 answered with Question No. 234.
Electricity Grid
Questions (237)
Naoise Ó Muirí
Question:237. Deputy Naoise Ó Muirí asked the Minister for Housing, Local Government and Heritage the progress being made to support the development of battery power through national planning guidelines; and if he will make a statement on the matter. [27696/26]
View answerWritten answers
The Programme for Government 2025 – Securing Ireland’s Future commits to ensure the managed development of solar energy and battery power through the development of national planning guidelines. It also commits to advance battery development and take up to allow portable energy and reduce grid dependence and reaffirms Ireland’s ambitious targets of 8 GW of solar capacity connected to the grid by 2030, to assist with meeting the requirement of 80% of electricity demand supplied by renewables.
My Department will be working closely with the Department of Climate, Energy and the Environment, who hold overall responsibility for renewable energy policy in order to identify the component factors relevant to the preparation of this National Planning Statement, including any appropriate environmental reporting and public consultation requirements, European obligations such as the Renewable Energy Directive (RED III), battery storage facilities and the possible timeframe for publication of the National Planning Statement.
It is important to note that many of the issues concerning battery storage are more appropriate for consideration under building control and fire safety codes, and may be more appropriately dealt with by way of best practice guidance issued through these codes rather than by way of a National Planning Statement.
I am satisfied that the existing and evolving planning system, supported by wider Government renewable energy policy more generally, provides a sufficiently robust policy and legislative framework to facilitate the rollout of solar energy development, including solar energy developments that use battery storage as part of the development, in a sustainable manner and to assist with meeting our renewable electricity requirements while balancing the perspectives of local communities and allowing for public and stakeholder engagement.
In the interim, there are currently no statutory planning guidelines in place in respect of solar energy or battery storage development. Proposals for individual solar energy developments, including developments that include battery storage, are subject to the statutory requirements as other proposed developments, with planning applications made to the relevant local planning authority, or An Coimisiún Pleanála on appeal.
The Programme for Government also committed to a Land Use Review to ensure that optimal land use options inform all relevant Government decisions. The second phase of the Land Use Review, which is currently underway, will seek to identify the key demands on land (both public and private) to inform policies for land use across key government objectives, improving socioeconomic, climate, biodiversity, water, and air quality outcomes. The Department of Climate, Energy and the Environment and the Department of Agriculture, Food and the Marine are working towards the conclusion of the second stage of the review. Any National Planning Statement on solar energy development or battery storage will take into careful consideration any finding of the Land Use Review.
Heritage Schemes
Questions (238)
Sean Fleming
Question:238. Deputy Sean Fleming asked the Minister for Housing, Local Government and Heritage if projects can apply for funding under both the Historic Structures Fund and under the built heritage investment scheme; and if he will make a statement on the matter. [27712/26]
View answerWritten answers
The Built Heritage Investment Scheme (BHIS) provide grants of between €2,500 and €50,000 for the conservation of historic structures, while larger grants of between €50,000 and €200,000 are made available under the Historic Structures Fund (HSF).
Where a structure meets the eligibility criteria of both schemes, an application under BHIS will not preclude a later application under the HSF for the same structure. However, only one grant may be availed of per structure in a given year.
Full details about eligibility for both schemes may be found on gov.ie at www.gov.ie/en/department-of-housing-local-government-and-heritage/services/built-heritage-investment-scheme-bhis/ and www.gov.ie/en/department-of-housing-local-government-and-heritage/services/historic-structures-fund/
Defective Building Materials
Questions (239)
Eoin Ó Broin
Question:239. Deputy Eoin Ó Broin asked the Minister for Housing, Local Government and Heritage for an update on the remediation scheme for social housing with defective concrete blocks. [27728/26]
View answerWritten answers
The Remediation of Dwellings Damaged by the Use of Defective Concrete Blocks Act 2022 commenced on 22 June 2023 which contains the enhanced Defective Concrete Blocks Grant Scheme and adopted the related Regulations on 29 June 2023.
The Act also provides for the Defective Concrete Blocks Social Homes Scheme.
This is a scheme for the purpose of enabling a designated local authority or an Approved Housing Body with dwellings located in a designated local authority area to remedy damage caused to dwellings, owned by the local authority or Approved Housing Body, by the use of defective concrete blocks in their construction.
Section 36 of the Act provides that social homes will receive the same remediation options as those covered under the Enhanced Defective Concrete Blocks Grant Scheme for private housing, and the same grant cap, grant rates and damage threshold requirements. Thus, any legislative changes to the Act will apply where appropriate, equally to social homes affected by Defective Concrete Blocks, as they do to private housing.
The manner in which the Scheme will be operationalised in practice by local authorities has been the subject of careful consideration before the Scheme can be finalised. It is my intention to bring a proposal to Government shortly in this area that will allow the remediation of social housing stock to begin in the near future.