Written Answers Nos. 451-470
451. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will address the eligibility concerns relating to the (SEC) RACE scheme raised in correspondence (details supplied); and if she will make a statement on the matter. [33156/26]
View answerThe 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.
452. Deputy Albert Dolan asked the Minister for Education and Youth the status of the school building project for a school (details supplied); the current stage of the project within her Department’s capital programme, the expected timeline for progression to construction; and if she will make a statement on the matter. [33184/26]
View answerAs previously advised, the project was approved under the Additional School Accommodation (ASA) Scheme to provide fourteen mainstream classrooms (eight prefab replacement), three science labs with shared prep area, one textiles room, one DCG/tech graphics room, one art room, one technology prep area, two project stores, a four classroom Special Educational Needs (SEN) base and ancillary.
This project has been devolved to Galway and Roscommon Education and Training Board (GRETB) for delivery.
The project is currently at Stage 2A (Developed Design) of the architectural planning process. A Stage 2A submission was previously received and reviewed by officials in my Department in line with the full due-diligence requirements set out in the Department’s Infrastructure Guidelines. That submission did not include all necessary information, and GRETB was therefore requested to provide a revised report.
The updated Stage 2A report has since been submitted and is now undergoing a detailed technical and cost assessment. All projects, including this one, are subject to the full due-diligence requirements set out in the Department’s Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
A definitive timeline for proceeding to construction cannot be provided for projects that have not yet proceeded to tender. The progression of such projects is dependent on a range of contingent factors that can arise at each stage of the delivery process, including design development, statutory approvals, procurement, and the availability of construction capacity, all of which must be managed within the capital funding allocations set out under the National Development Plan In addition, for projects that secure planning permission before they can advance to tender or construction, the duration of the planning process is outside the Department’s control and can vary depending on local authority timelines.
As the deputy is aware my Department recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. 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, my department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
The accommodation needs at 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.
453. Deputy James O'Connor asked the Minister for Education and Youth the supports her Department will provide to a primary school (details supplied) considering the large increase incoming for the junior infants in September 2026 and lack of accommodation available on site; and if she will make a statement on the matter. [33230/26]
View answerI wish to advise the Deputy that my department is in receipt of an application for additional school accommodation (ASA) from the school authority in question. The application relates to interim accommodation pending delivery of the school's traditional build of 1 Mainstream classroom and 2 Special education classrooms.
The department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. The availability of places is a matter for each individual school in the context of their admissions legislation.
The Department’s National Development Plan (NDP) has a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
Given the general downward direction of overall enrolments in the area the department's focus for the assessment of such additional accommodation applications will be as follows:
• Analyse the extent to which enrolments at this school and neighbouring schools are serving the local area in the first instance. This will identify if some of the pressures on local capacity are arising from the enrolment of pupils from outside the local area where there may be other school provision opportunities available to them.
• In assessing accommodation capacity at this school and neighbouring schools, an assessment will need to be made on how best to utilise existing capacity in the context of both mainstream and SEN requirements in the local area.
The above sets the parameters for the department’s decision-making processes and this will, where necessary, involve engagement with school patrons and relevant individual schools as appropriate.
In line with the recently published primary staffing schedule, it is important from a school accommodation perspective that admission processes operated by individual primary schools are focused on meeting local needs and do not result in a requirement for additional classroom accommodation unless the Department’s Planning & Building Unit considers that it is necessary to meet demographic or special class requirements in that local area.
The application is being considered in the above context and a decision will issue to the school authority in the coming days.
454. Deputy Niamh Smyth asked the Minister for Education and Youth if she will review the case of a person (details supplied); if she will provide an update on an incremental credit application submitted to her Department; if she will outline the expected timeframe for processing; and if she will make a statement on the matter. [33232/26]
View answerThe criteria for the award of incremental credit are set out in the department’s Circulars 10/2001 for Primary teachers, and 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers were agreed under the auspices of the Teachers Conciliation Council.
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and outside the EU. Where a 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.
An application for Incremental Credit has been received by my Department from the person named. Applications are processed in date of receipt order and my Department will correspond directly with this teacher in due course.
455. Deputy Séamus McGrath asked the Minister for Education and Youth for an update regarding the proposed building extension for a school (details supplied). [33310/26]
View answerAs per previous correspondence, the school to which the Deputy refers was approved to enter my Department's pipeline for a project under the Additional School Accommodation (ASA) scheme. The project will provide one mainstream classroom, two Special Education Tuition (SET) rooms, and a two class Special Education Needs (SEN) base. This project was devolved to the school authority for delivery.
Approval has recently been granted for an asbestos survey, and the works are now progressing in line with Departmental requirements. Once completed, and when all other necessary design issues have been addressed, the school’s design team will be required to submit a Stage 2a Developed Design Report from the school authority. When received a comprehensive review will be undertaken from a technical and cost perspective as required under the Infrastructure Guidelines.
456. Deputy Séamus McGrath asked the Minister for Education and Youth to provide an update in relation to a new school building project (details supplied); and if the Stage 1 Addendum Report has been fully assessed. [33313/26]
View answerThe brief for the school referred to by the Deputy is the development of a new 16 classroom primary school and 5 classrooms for children with special educational needs.
The project is currently at Stage 1 - Preliminary Design (assessment of site and location suitability and initial sketch scheme).
As part of the Stage 1 process the design team submit a Stage 1 report to my department. A preferred design option, including the scope and extent of works to be carried out form part of this report.
The Stage 1 report was received in my department in January 2025 and upon completion of the department’s due diligence review, the Stage 1 stakeholders meeting took place on 24th March 2025 where the principal, a representative from Educate Together, all design team members, the project manager and department officials were in attendance. The meeting concluded with agreement that the design team would explore further design layout options.
On the 30th of April 2025, an architectural workshop took place between the design team architect and the department senior architect.
The full design team Stage 1 addendum report was received in August 2025 and this report is currently under review. On completion of this review, department officials will be in contact with the school and Patron regarding further progression of the project
The department 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 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.
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. The department has 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 12 projects in County Cork.
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 in relation to provision for pupils and students with special educational needs.
Projects were prioritised on the following basis: 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 and secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
The department recognises that there are schools with 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 Owenabue ETNS will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
457. Deputy Cathal Crowe asked the Minister for Education and Youth the reason the positive behaviour support (PBS) approach despite being the framework embedded in existing Irish legislation is not currently mandated for implementation within the education sector; if she is aware of reports from clinical professionals that the approach is not being applied in a meaningful or consistent way across schools; and if her Department will take steps to ensure its uniform adoption to align with statutory requirements and best practices. [33317/26]
View answer458. Deputy Cathal Crowe asked the Minister for Education and Youth the reason specific and significant qualifications, equivalent to those required in adult services and other mandated sectors, are not mandatory for individuals providing guidance, training, and support regarding behaviours of concern within the education sector; the reason a level 9 Master's Degree in Applied Behaviour Analysis (ABA) and substantial supervised experience under a chartered behavioural psychologist are not prerequisites for these roles; and her plans to standardise professional requirements for behaviour specialists in schools. [33318/26]
View answerI propose to take Questions Nos. 457 and 458 together.
Providing inclusive education to children with special educational needs is a fundamental principle of the education system. This principle is observed through Department policies, Teaching Council requirements for initial teacher education, curriculum provision and the range of supports provided to schools by the National Council for Special Education (NCSE) and Oide.
Teachers undertake professional learning in a range of pedagogical, curricular and educational areas. Teacher Professional Learning (TPL) provided for teachers supports the inclusion of students with Special Education Needs (SEN) in mainstream classrooms
Inclusive education is a mandatory element of initial teacher education (ITE) programmes. Within further updated standards which the Teaching Council adopted in 2020, known as Céim Standards for Initial Teacher Education, inclusive education was further strengthened as one of seven core elements which must underpin all aspects of programmes of ITE.
Launched in March 2023, the Policy Statement on Initial Teacher Education looks to build on the work carried out to enhance inclusive education under Céim: Standards for Initial Teacher Education. The Teaching Council provided a report to my department in October 2024 on how the core element of inclusive education has been included in initial teacher education. This will help foster progress on other actions agreed as part of the Policy Statement on Initial Teacher Education.
In March of this year, the Minister initiated a process to move towards a mandatory assessed placement period in a special education need (SEN) setting for all student teachers, supported by appropriate modules.
In seeking to gain a deeper understanding of the current landscape of school placement provision in special education settings, the Teaching Council conducted a survey across all Initial Teacher Education (ITE) providers in April of this year. The findings from the survey have been analysed and are being used to inform drafting of a guidance note for ITE providers. This will hopefully support the Teaching Council’s decision-making in relation to the introduction of a two-week assessed student placement period in a SEN setting on an interim basis from September 2026 and the potential for its long-term inclusion in the revision of Céim, which are the agreed standards for the provision of ITE.
The move to mandatory assessed placements in special education settings builds on the already extensive changes to ITE in recent years to support a more inclusive education system.
The Department and the NCSE provide a range of guidance and resources to support schools in implementing effective classroom strategies for pupils additional needs.
These materials are designed to assist schools in adopting evidence-informed, inclusive practices, including the use of movement breaks, sensory supports, and differentiated instruction. While the guidance is advisory in nature, it is meant to complement schools’ statutory obligations under Department of Education policy and the Special Education Teaching (SET) model.
Differentiated instruction is embedded within both the SET Guidelines and the broader NCSE approach to inclusive pedagogy.
The revised Special Education Teacher Guidelines, developed jointly by the Department of Education, NCSE, NEPS, and the Inspectorate, emphasise:
• Creating inclusive learning environments that accommodate varied learning strengths and needs.
• Collaborative problem-solving approaches for identifying pupils’ strengths, needs, and required supports.
• Adoption of needs-based, pupil-centred planning aligned with inclusive school culture.
The principles underlying differentiated instruction closely align with Universal Design for Learning, which promotes flexible teaching methods, diverse ways of engaging with content, and multiple means of demonstrating learning.
While UDL is not mandated, it is strongly encouraged within national guidance as a best-practice framework for reducing barriers and supporting learner variability in mainstream classrooms.
The Department and NCSE guidance documents are not mandatory in a purely statutory sense:
• They are provided to assist schools in meeting their obligations under the Department of Education’s SET model and broader inclusive education policy.
• Department-issued SET Guidelines, which incorporate NCSE input and link to NCSE resources, are binding on schools in relation to the organisation and deployment of special education teaching resources.
• Schools are therefore expected to consider NCSE guidance as part of their evidence-informed practice when planning supports for pupils with additional needs.
Furthermore, the National Educational Psychological Service (NEPS) psychological support to primary, post-primary and special schools. NEPS support schools in a consultative, problem-solving approach to promote better understanding of the child or young person’s strengths and needs, to suggest interventions that may be helpful to include in the Student Support Plan, and to assist schools to implement, monitor and review those interventions. This work is done in partnership with school staff, parents and the child or young person themselves.
The focus of the NEPS Support & Development Service is to help enhance school systems, to maximise a whole-school approach to creating school environments that are inclusive, flexible and responsive to the needs of all and to build school capability to provide evidence-informed prevention and early intervention support as part of the Continuum of Support framework.
On December 12, 2024, the department published the "Understanding Behaviours of Concern and Responding to Crisis Situations in Schools" guidelines.
“Behaviours of concern” are defined in the guidelines as “behaviours that indicate a risk to the safety or wellbeing of the people who exhibit them or to others”.
The guidelines have been developed to address uncertainty for staff on how to respond when facing crisis situation where there are concerns regarding physical safety. They focus on creating inclusive environments which can respond to need and build on good practice including prevention and de-escalation.
Development of the guidelines has been informed by evidence showing that whole school positive behavioural approaches and early and ongoing engagement with the school community, including parents/guardians, are necessary for the development of effective school policy and practice.
The guidelines place a strong focus on prevention and early intervention strategies for the management of crisis situations in which physical intervention may be employed only as the last part of a comprehensive, positive, and planned behavioural approach by the school.
In developing the guidelines they were subject to an extensive consultation process with education stakeholders and advocacy groups. In addition, the Guidelines and the attendant training programme were subject to trials in special schools. In that regard, the Department has taken account of feedback provided in the development of the guidelines.
A range of training opportunities is available to schools through the National Council for Special Education to support their engagement with the guidelines and with the broader issue of student behaviour.
The NCSE recently launched Relate, a comprehensive resource to support behaviour using neurodiversity affirming approaches. This resource is accompanied by a full breadth of training supports from the NCSE Behaviour and Wellbeing team, including in person visits, sustained support to special schools, the behaviour for learning programme for post primary schools, and in person and sustained support in special classes and primary schools.
There are a number of EPV approved summer courses in behaviour this year for primary and special schoolteachers and a programme of learning for whole staff sessions in late August. There are weekly behaviour training opportunities throughout the year on the NCSE teacher professional learning calendar, as well as many communities of practice facilitated by NCSE Advisors. The NCSE funded SNA course has been updated to provide Relate training to SNAs and there is a programme of learning available to schools who wish to use their Croke Park hours to engage in whole staff learning around behaviour, regulation and trauma informed practices.
Furthermore, a range of guidance is available for schools in relation to behaviour. The Department of Education published Autism Guidance in 2022 which contains information on behaviours. Tusla's Educational Welfare Service has published guidelines for schools on Codes of Behaviour.
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.
459. Deputy Brian Stanley asked the Minister for Education and Youth if her Department will provide the shortfall in funding to complete the construction of a school (details supplied), and to make it operational; and if she will make a statement on the matter. [33322/26]
View answerThe Deputy will be aware that the construction of the school in question is being progressed directly by the school. The project is being funded under the Immigration Investor Programme (IIP) introduced by the Irish Government in 2012. This development was initiated by the school and is being progressed independently by the school in conjunction with the Department of Justice, Home Affairs and Migration who have oversight of the IIP Programme. The school announced in a statement earlier this year that works will commence in the coming weeks, with full construction scheduled to recommence this summer.
The Department of Education and Youth has not had any involvement with the project. The responsibility for completing the project, including making arrangements to meet any funding shortfall, rests with the school authority.
460. Deputy Marie Sherlock asked the Minister for Education and Youth the status of a school building project (details supplied) to bring the school which is spread over two sites onto one site; when the building project will commence; the reason for any delays; and if she will make a statement on the matter. [33352/26]
View answerThe major building project for the school referred to by the Deputy will deliver a new 1,000 pupil Post Primary School and accommodation, including 6 classrooms for children with special educational needs at Le Fanu Road, Ballyfermot.
This project is currently planned to be delivered as part of Phase 2 of my Department's ADAPT 4 Programme - Programme Innovate.
As part of planning ahead, 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.
As part of this forward planning, the projects to be included as part of Phase 2 ADAPT 4 Programme are currently being assessed by department officials. Upon completion of this process, procurement of the IPT's (Integrated Project Teams) may progress.
The ADAPT 4 Programme uses a professional external Programme Manager to co-ordinate and drive the Integrated Project Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
Integrated Project Teams (IPT's) consist of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects.
As the Deputy will be aware, earlier this year I 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.
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 referred to above, as part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at St Setons Secondary School will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
461. Deputy Pearse Doherty asked the Minister for Education and Youth the date on which she will visit a school (details supplied); and if she will make a statement on the matter. [33353/26]
View answerThe Minister has recently met with the school and Senator Manus Boyle regarding the project for St Eunan's College. Details of the school visit are being finalised and will be communicated directly to the school.
462. Deputy Erin McGreehan asked the Minister for Education and Youth if she will outline whether any fee exemption or partial relief is available for families with more than one student sitting the Leaving Certificate in the same year, and if she is considering introducing such a measure. [33363/26]
View answer463. Deputy Erin McGreehan asked the Minister for Education and Youth if her Department is considering a review of the medical card only exemption for leaving certificate fees in light of concerns about its fairness, consistency; and the absence of any exemption or partial relief for families who do not qualify for a medical card. [33364/26]
View answerI propose to take Questions Nos. 462 and 463 together.
As part of Budget 2026, the Government has reintroduced examination entry fees at the same rate as when they were last charged in 2019. Fee rates for the 2026 examinations, which have remained unchanged since 2012, are:
• €116 for Leaving Certificate candidates
• €109 for Junior Cycle candidates
Not all families are liable to pay examination fees. Any student with a full medical card, or covered under a parent or guardian’s card, will continue to be fully exempt. This approach strikes a fair balance, maintaining support for those who need it most while restoring a long-standing contribution towards the cost of running the examinations system.
Since the announcement, the State Examinations Commission (SEC) has communicated with candidates and school authorities about the reintroduction of examination fees. The SEC’s online fee collection facility went live on 19 March 2026, providing a user-friendly service for paying the fee or claiming an exemption. The process is straightforward, transparent, and well signposted, with full details available from the SEC at Examination Fees - State Examinations Commission. Phone and email help desk services are available to school authorities and families who need assistance. The final date for payment of fees has been extended to 22 May. The SEC continues to monitor the situation.
464. Deputy John Brady asked the Minister for Education and Youth to provide a detailed breakdown of all gifts received in her capacity as Minister; the nature of these gifts and potential monetary value; the procedures followed in accepting gifts; and if she will make a statement on the matter. [33378/26]
View answerI have not received any gifts in my capacity as Minister which would exceed the allowable limit under the Ethics in Public Office Act.
465. Deputy Barry Ward asked the Minister for Culture, Communications and Sport if his attention has been drawn to areas that are unable to get fibre broadband installed due to having direct buried leads; if this is under review within his Department; and if he will make a statement on the matter. [31900/26]
View answer466. Deputy Barry Ward asked the Minister for Culture, Communications and Sport the position regarding any engagement he has had with an organisation (detail supplied) in relation to the provision of fibre broadband in estates that have direct buried leads, making the installation of fibre broadband more costly and difficult; and if he will make a statement on the matter. [31901/26]
View answerI propose to take Questions Nos. 465 and 466 together.
The National Broadband Plan (NBP) is the Government initiative to deliver high-speed broadband to all premises in Ireland. In addition, Ireland's Digital Connectivity Strategy published in December 2022, sets out a number of targets including that all Irish households and businesses will be covered by a Gigabit network no later than 2028.
Alongside the NBP intervention contract, commercial operators continue to upgrade their networks throughout the State to primarily urban areas and contribute materially to achieving the Digital Connectivity Strategy targets by 2028.
My department continues to work closely with the commercial operators in reviewing all scenarios where gigabit challenged areas exist including those areas where direct buried leads exist. My department is continuing to monitor these upgrades to ensure any unnecessary barriers to this investment are addressed in a timely manner.
467. Deputy Barry Ward asked the Minister for Culture, Communications and Sport if his attention has been drawn to the concerns of residents in (details supplied) in relation to not being able to get access to fibre broadband due to their houses having direct buried leads, making the installation of fibre broadband more costly and difficult; and if he will make a statement on the matter. [31902/26]
View answerThe National Broadband Plan (NBP) is the Government initiative to deliver high-speed broadband to all premises in Ireland. In addition, Ireland's Digital Connectivity Strategy published in December 2022, sets out a number of targets including that all Irish households and businesses will be covered by a Gigabit network no later than 2028.
The Eircode and estate in question are in the BLUE area on the broadband map which is available on https://www.gov.ie/en/publication/5634d-national-broadband-plan-map/. The BLUE area represents those areas where commercial providers are either currently delivering or have plans to deliver high-speed broadband services. The department defines high-speed broadband as a connection with minimum speeds of 30Mbps download and 6Mbps upload.
The activities of commercial operators delivering high-speed broadband within BLUE areas are not planned or funded by the State and the department has no statutory authority to intervene in that regard.
If a person lives in the BLUE area and after contacting their Retail Service Provider are advised they cannot get access to greater than 30Mbps, they should raise a query by clicking on “contact us” in the Contact section on https://www.gov.ie/en/publication/5634d-national-broadband-plan-map/ and the department will escalate with the commercial operator to investigate this matter further.
The Eircode provided is currently capable of receiving speeds in excess of 30 Mbps from open eir’s local High Speed Broadband cabinet per information available at https://bbchecker.comreg.ie/.
The estate is also included in open eir’s Full Fibre to the Home (FTTH) deployment programme per information available at https://www.openeir.ie/fibre/broadband-checker. The department does not have sight of information that provides an estimated timeline of when commercial operators will provide a full fibre connection to the area, other than what’s on the open eir messaging.
Alongside the NBP intervention contract, commercial operators continue to upgrade their networks throughout the State to primarily urban areas and contribute materially to achieving the Digital Connectivity Strategy targets. Commercial operators have indicated that their networks will be upgraded to all urban areas by 2028.
My department is continuing to monitor these upgrades to ensure any unnecessary barriers to this investment are addressed so that the risk of any gigabit service challenged areas including areas affected by direct buried leads is mitigated. Information gathering and detailed analysis is ongoing with commercial operators to understand the full scale of the risk of these areas.
This data will complement the initial analysis already conducted by my department and will feed into the examination of the optimal policy responses, including cost and legal considerations, to address any identified gigabit service challenged areas. The final scale and location of any such gaps cannot be fully quantified until currently planned commercial roll-out programmes through 2026 are complete.
My department is working closely with the commercial operators in reviewing all scenarios where gigabit challenged areas exist and direct buried leads is one of the scenarios under analysis. My Department are reviewing these scenarios and once the analysis is completed my department will determine potential avenues to address and determine the optimal policy solution, including from a cost and legal perspective, to addressing such potential gigabit service challenged areas.
Other measures under consideration include making the processes to access existing infrastructure easier and ensuring new housing developments are designed to facilitate telecommunications connectivity from the outset.
468. Deputy Jen Cummins asked the Minister for Culture, Communications and Sport his plans to increase the number of public swimming pools available in Dublin 8 and Dublin 12. [31926/26]
View answer469. Deputy Jen Cummins asked the Minister for Culture, Communications and Sport the funding available for communities to establish a public pool where there is none. [31927/26]
View answerI propose to take Questions Nos. 468 and 469 together.
Ireland’s first-ever National Swimming Strategy was published in 2024 and it sets out a vision to provide everyone in our country with an opportunity to swim. It includes an Action Plan containing over fifty actions across five thematic strands, focusing on providing improved facilities, increasing access for people with disabilities, improving the culture of inclusion, better coaching supports, increasing safety awareness and providing a pathway that allows for the nurturing and development of potential high performers.
Further to a specific action in the Strategy, Swim Ireland carried out an in-depth analysis of swimming pool provision within Ireland, with particular reference to identifying gaps in provision. The resultant Swimming Pool Gap Analysis Report is available on Swim Ireland’s website. The report is being examined by my Department and will be a key input to the future development of swimming pool facilities by enabling enhanced decision-making with regard to targeting investment more effectively.
There are two capital funding programmes for sport, namely the Community Sport Facilities Fund (CSFF) and the Large-Scale Sport Infrastructure Fund (LSSIF). Capital support for new swimming pools, and the refurbishment of existing pools, continues to be provided by my Department through the LSSIF which, to date, has allocated €41.4 million to swimming pool and aquatic infrastructure projects. Details of allocations under the LSSIF are available at the following link: https://www.gov.ie/en/campaigns/54403-large-scale-sport-infrastructure-fund-lssif/.
LSSIF is aimed primarily at National Governing Bodies (NGBs) and local authorities. Other bodies can also benefit, but applications have to be made and prioritised by a local authority and/or a NGB. The full marking scheme, guidelines and assessment process for LSSIF 2018 and 2024 are published on my Department’s website, https://www.gov.ie/en/department-of-culture-communications-and-sport/campaigns/large-scale-sport-infrastructure-fund-lssif/. I would encourage any prospective applicants to review these documents in preparation for a future LSSIF round, while noting that guidelines and conditions for a future round may differ from those previously published.
The LSSIF is currently closed to applications. My current focus is on ensuring project delivery under the first two rounds of the LSSIF. This process will inform any decisions regarding the timing of a future round, but I am committed to ensuring sustained investment in sports facilities to meet our ambitious goals for sports participation nationwide.
Applications for the refurbishment of pools and the purchase of non-personal swimming equipment can be made under the CSFF. In total over €1.5 million was allocated to swimming under the 2023 CSFF round as part of an overall CSFF investment in swimming of over €3.7 million in the last 10 years. It is anticipated that the next round will open later in 2026.
470. Deputy Robert O'Donoghue asked the Minister for Culture, Communications and Sport if he is satisfied that the National Library is fulfilling its stated mission 'to make accessible the recorded memory of Ireland' by declining to actually physically exhibit a limited number of original pleading letters (details supplied); and if he will make a statement on the matter. [32005/26]
View answerI have consulted with the National Library of Ireland (the NLI) on this matter and I am advised that the NLI holdings include letters relating to the Catalpa Rescue. These manuscripts form part of the John Devoy Papers.
John Devoy, Fenian and journalist, was exiled in New York City during the time of the rescue.
I am satisfied that the NLI is fulfilling its mission in this matter, through the provision of a selection of the manuscripts digitally on the NLI website, and through its intention to display original letters in its headquarters on Kildare Street, Dublin 2 later this year for a finite period.
The National Library lends materials from its collections from time to time for temporary exhibitions in Ireland and overseas. Requests for a loan of material is contingent on the submission of an application and the NLI may apply conditions to a loan, such as those of environmental controls and security. The NLI has received a request to exhibit a selection of letters (digital and facsimile) to mark the anniversary of the Catalpa Rescue. This exhibition will involve working with Kildare County Council and will open on 4 July.
