Written Answers Nos. 355-374
355. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth for an update on major ongoing school building projects in south Kildare; and if she will make a statement on the matter. [41108/26]
View answerLast January, 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.
Of the total €7.55 billion investment, it is envisaged that approximately €5 billion will be used for project rollout to support the delivery and modernisation of school buildings. This project rollout will continue 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 a first tranche to proceed to construction or tender over 2026 and 2027, including 5 projects in Kildare south. 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.
Since 2020, the Department of Education and Youth has provided €169 million in capital funding for schools in south Kildare. Over this period, a total of 21 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 6 school projects in south Kildare under construction.
This summer, 1 school in south Kildare?is approved to?undergo works as part of the Climate Action Summer Works Scheme. In addition to this, 9 special classes have been sanctioned in south Kildare for September 2026.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects. My department will engage with stakeholders to inform the next tranches of projects to roll out to tender.? Meetings with patrons are scheduled for June. As part of this engagement any interim accommodation needs or required enabling works will be explored.
A next tranche of projects to proceed to tender is expected to be announced in 2027.
The current status of all projects is 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.
356. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth her plans for providing additional opportunities for Irish-language immersion for graduate teachers; and if she will make a statement on the matter. [41109/26]
View answerThe Department supports the quality of teaching and learning through the provision and oversight of teacher education programmes, Professional Learning Experience (PLE) and supports for school leaders and teachers. This is delivered through teacher education programmes, Education Support Centres and Oide – the Teacher Support Service for principals and teachers at primary and post-primary level.
Oide promotes the quality of teachers and learning through the provision of a more efficient, effective and responsive model of professional learning and support for teachers and school leaders. Oide facilitates optimum teaching and learning and enables students to achieve their potential and contribute to Ireland’s social, economic and cultural development.
As part of Oide, a new Division called GaelAonad has been created with specific responsibility for the curricular area of Irish and school contexts operating through the medium of Irish. The provision of the GaelAonad division ensures that Oide’s focus as an organisation on the development of the language and support for school contexts operating through the medium of Irish becomes more visible and explicit both internally and externally.
The GaelAonad Division is a cross-sectoral division in Oide and has responsibility for all elements of professional learning for school leaders and teachers in, and through the medium of, Irish. The Division also supports and advises the other divisions of Oide in ensuring the provision of high quality professional learning as Gaeilge. The GaelAonad Division supports provision for the professional learning needs of schools, school leaders and teachers in the Irish-medium sector at primary and post-primary level as well as teaching and learning Irish in all school contexts.
In 2025/26 the approved staffing of the GaelAonad Division increased significantly from 18 secondees at the end of 2024/25 academic year to 39 secondees in September 2025. This included provision for a new team tasked with supporting the implementation of the new Action Plan for Irish in English-Medium Schools. Since the publication of the plan in November 2025, the new team are working specifically to develop supports and provide professional learning to school leaders and teachers.
The Department also provides upskilling programmes over two years on a part-time basis free to post-primary teachers. These programmes are aimed at increasing the number of qualified teachers in high-demand subjects and reducing out-of-field teaching. New programmes in Irish, French, politics & society, and computer science complement existing programmes in maths, physics, and Spanish. The upskilling programme in Irish is open to registered post-primary teachers irrespective of employment status who are not already registered in the subject of Irish. Trinity College Dublin are delivering the Irish upskilling programme which commenced in January 2025 with a second cycle commencing in January 2026 and a third cycle due to commence in September 2026.
An Chomhairle Um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) provide a wide variety of supports to teachers to support teaching Irish and through Irish. These include, teacher supports, live and interactive online sessions, sustained school supports, workshops, online resources, summer courses, webinars, whole school days as Gaeilge and in some cases dedicated teams to provide specific areas as Gaeilge.
COGG is playing a key role in the development of the Irish language competence of teachers who work in Irish-medium settings and funds an annual Irish Language course to develop and enrich the Irish language ability of Irish Medium and Gaeltacht School teachers: www.cogg.ie/dianchursa/.
In addition, COGG have developed ‘Cosán Foghlama’ a programme of upskilling opportunities for all Irish-medium post-primary teachers.
COGG has a role in co-ordinating Teacher Professional Learning seminars relating to the specific needs of principals and teachers in Gaeltacht schools participating in the Gaeltacht Schools Recognition Scheme to support the implementation of their action plans and to improve the provision of all-Irish education. They provide Irish courses for Gaeltacht and all-Irish post-primary teachers to support teachers of Gaeltacht and all-Irish post-primary schools to improve their Irish language proficiency.
Under the Policy for Irish-medium Education Outside the Gaeltacht (POLG) COGG have been asked to develop and provide professional learning opportunities on various aspects of Irish-medium education for school leaders and teachers in Irish-medium schools throughout the country. They will also work to increase the professional learning opportunities available to Irish-medium schools on how to support learners with special educational needs, including literacy difficulties.
COGG provide Irish language upskilling courses for English-medium primary teachers in education centres around the country. These are attended by almost 350 primary teachers each year since starting in 2024. Interim short courses in the various education centres take place throughout the year depending on resources and demand demonstrated. In 2026 there will be a dedicated course for teachers who have been trained abroad and who are in real need of improving their language skills.
The Action Plan for Irish in English-medium Schools, will see COGG take steps to increase school leaders’ and teachers’ awareness of and engagement with summer courses and other professional learning experiences, including Irish language immersive courses that support the maintenance and development of their proficiency in Irish. COGG will also be supporting teachers and trainee teachers to familiarise themselves with and use existing resources within professional learning experiences.
The Policy for Irish-Medium Education outside of the Gaeltacht builds on what has been achieved under the Policy on Gaeltacht Education since its publication in 2016. Additional TPL has been provided to schools participating in the Gaeltacht School Recognition Scheme since its inception, with additional resources made available to COGG to support this. Additionally an M.Ed. in Irish-medium and Gaeltacht education, funded by the department under the Policy on Gaeltacht Education, is currently being delivered by Trinity College Dublin, providing further TPL opportunities to school leaders and teachers in the Irish-medium and Gaeltacht education sector.
A key action in the Action Plan for Irish in English-medium Schools is to maintain and enhance teachers’ proficiency in Irish.
This involves:
- working with higher education institutions to:
- provide innovative and motivating opportunities for student teachers to use and improve their Irish.
- identify and increase awareness of the supports they are providing for Irish in the school sector.
- exploring ways to fund access to Irish-language courses for teachers.
- exploring how initial teacher education programmes can best support student teachers to develop the Irish language and pedagogical skills and competencies necessary for the teaching of Irish as part of the next review of Céim: Standards in Initial Teacher Education.
- actions to ensure a supply of teachers of Irish in post-primary schools, including provision of upskilling courses and exploring the potential for sharing of teachers.
- increasing school leaders’ and teachers’ awareness of and engagement with summer courses and other professional learning experiences, including Irish language immersion courses.
I am committed to ensuring that all teachers, at primary and post-primary level, have the skills they need to support the diverse needs of all our children and young people in our schools. It is critical that our teachers are equipped with the knowledge and skills needed to continue to deliver high quality and inclusive education.
My department will continue to work with partners in education to provide a comprehensive range of in-service TPL opportunities that allows those working at all levels of education, to access supports which will benefit all learners.
357. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the progress made on the Programme for Government commitment to reduce class sizes in line with European averages; and if she will make a statement on the matter. [41113/26]
View answerPriority was given in recent Budgets to reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively.
In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio shows the ratio of pupils to teachers improve from 16:1 to 12.8:1. In addition to the reductions in the teacher allocation ratio, a three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts. Further progress on this matter will be considered as part of the annual budgetary process.
359. Deputy Sorca Clarke asked the Minister for Education and Youth the number of primary school teachers per county, who are currently in receipt of the special education teacher diploma allowance, in tabular form. [41120/26]
View answer360. Deputy Sorca Clarke asked the Minister for Education and Youth the number of primary school teachers, currently teaching in any special education setting in a mainstream school, who hold the special education teacher diploma but are not in receipt of the special education teacher diploma allowance. [41121/26]
View answerI propose to take Questions Nos. 359 and 360 together.
The Payroll Division of my department provides a payroll service to over 3,700 schools. At the end of April 2026 there were 688 primary school teachers that were in receipt of the Diploma in Special Education allowance. This breakdown of this information by county is not readily available. The department does not hold record on teachers who are currently teaching and hold the special education teacher diploma qualification but are not in receipt of the special education diploma allowance.
361. Deputy Sorca Clarke asked the Minister for Education and Youth her plans for expenditure regarding the remaining funding in phase one of the local bargaining fund. [41122/26]
View answerThe current pay agreement, Public Service Agreement (PSA) 2024-2026, contains a local bargaining provision which under which employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment.
In this regard, the Department continues to engage with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation and the relevant Unions in the Education Sector on the claims submitted by trade unions in the Education Sector.
As such matters under industrial relations processes are confidential to the parties it would not be appropriate for the Minister to comment any further at this time.
362. Deputy John Connolly asked the Minister for Education and Youth for an update on the establishment of the taskforce on models of provision for Irish-Medium Education; and if she will make a statement on the matter. [41132/26]
View answerThe Policy for Irish-Medium Education outside of the Gaeltacht was launched in November 2025. The establishment of a Taskforce on Models of Provision for Irish-Medium Education was a key action under the policy. It enables collaboration between my department and key stakeholders to identify and co-design approaches to increase the provision of Irish-medium education. The taskforce was established in November 2025 and has already met seven times.
It is intended that the taskforce will make recommendations to me, setting out:
• the models needed to provide Irish-medium education at primary and post-primary level, including a discussion of the need for changes to existing models if necessary.
• definitions of all models of provision, including related language-based criteria.
• how inclusive, high-quality Irish-medium education can be provided within each model along the continuum.
• what supports schools may need to implement the models effectively.
• how to effectively assess the demand for Irish-medium education.
• criteria for establishing new Irish-medium education provision through the various models identified, including consideration of the need for changes to the patronage process.
• procedures to support schools in the effective transition from an English-medium to an Irish-medium model.
• procedures and criteria for how schools/educational settings can transition from one model to another on the continuum, in order to increase the provision of Irish-medium education, and the supports they may need to do so.
• mechanisms to be put in place to facilitate expansion of provision of Irish-medium education.
A range of organisations and stakeholders whose input is important in agreeing recommendations in this area are on the taskforce. I am grateful to the members of the taskforce for their time and commitment in contributing to its work.
I look forward to the outcome of this taskforce, and I hope that stakeholders will take the opportunities it provides to maintain and strengthen the future of Irish-medium education provision.
363. Deputy Michael Cahill asked the Minister for Education and Youth to significantly increase funding for building works and modernisation works to national primary and secondary schools across County Kerry; and if she will make a statement on the matter. [41290/26]
View answerLast January, 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.
Of the total €7.55 billion investment, it is envisaged that approximately €5 billion will be used for project rollout to support the delivery and modernisation of school buildings. This project rollout will continue 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 a first tranche to proceed to construction or tender over 2026 and 2027, including 3 for County Kerry, 1 post primary and 2 primary schools. 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.
Since 2020, the Department of Education and Youth has provided close to €150 million in capital funding for County Kerry schools. Over this period, a total of 69 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation, 19 post primary and 50 primary schools. There are currently 11 school projects in County Kerry under construction, 1 post primary and 10 primary school projects. This summer, 20 schools in County Kerry are approved to?undergo works as part of the Climate Action Summer Works Scheme,9 post primary and 11 primary schools. In addition, since 2020 a total of 70 special classes have been sanctioned in County Kerry, of which 17 were sanctioned for September 2026.
This investment has delivered real benefits for school communities in County Kerry.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
My department will engage with stakeholders to inform the next tranches of projects to roll out to tender.? As part of this engagement any interim accommodation needs or required enabling works will be explored. Meetings with patrons are scheduled for June. A next tranche of projects to proceed to tender is expected to be announced in 2027.
The current status of all projects is 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.
364. Deputy Barry Heneghan asked the Minister for Education and Youth if she will review the decision to reduce the mainstream teaching allocation for a school (details supplied) for the 2026-2027 school year; if she will consider allowing the school to retain its current teaching post in light of the likely impact on class sizes and educational supports; and if she will make a statement on the matter. [41323/26]
View answerThe 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 staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The appeal submitted by the school was unsuccessful. The Appeals Board operates independently of the Department and its decision is final.
365. Deputy Barry Heneghan asked the Minister for Education and Youth the number of parents or guardians required to complete forms or applications relating to children leaving school at age 16 in each of the past five years, despite the majority of young people now remaining in second-level education until age 18 or 19; whether consideration has been given to extending supports such as child benefit until age 19 in line with current educational participation; and if she will make a statement on the matter. [41324/26]
View answerAfter enquiring within my department, I can advise that the Department of Social Protection may be better placed to answer this query.
366. Deputy Niall Collins asked the Minister for Education and Youth for an update on emergency works funding applications by a school (details supplied); if these have been approved; if not, the alternatives available to the school; and if she will make a statement on the matter. [41338/26]
View answerAs 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 (SWS) which deals with upgrade works to the school.
The school's application (7068) was unsuccessful as the application does not fall under the remit of the Emergency Works Scheme as set out in Circular Letter 0068/2020 as the EWS does not provide for upgrades, refurbishments or futureproofing. However, the option remains open to the school to appeal this decision. Appeals will only be considered if additional relevant information that was not provided as part of the original application is submitted to the Department for further review.
The school's applications (7069) was deemed invalid due to an incomplete application form. Once a completed application is submitted, the EWS team will review the application.
367. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if there is any reduction of funding for the July provision programme in national schools; if she will commit to restoring and safeguarding this funding to ensure adequate provision for summer 2026 and beyond; and if she will make a statement on the matter. [41358/26]
View answerDetails of the 2026 Summer Programme were communicated to schools on the 6th May 2026 with the online application portals being opened from the 6th May 2026 to the 15th May 2026 inclusive.
All schools have been given the opportunity to run a Summer Programme for children with the most complex special educational needs and those at risk of educational disadvantage. Where a school is not running a school-based programme or a place on the school-based programme is unavailable, schools were invited to register eligible children for the home-based programme.
In addition to there being no change in the eligiblity criteria and the terms and conditions of the Summer Programme from previous years, there has also been no reduction in funding for the Summer Programme in primary, post-primary or special schools in terms of capitation and payroll costs.
368. Deputy Cormac Devlin asked the Minister for Education and Youth if she will provide a report on the progress made implementing the Programme for Government commitments within her remit and on the achievements since the formation of the Government; and if she will make a statement on the matter. [41383/26]
View answerThe Programme for Government – Securing Ireland’s Future contains over 90 commitments relating to my department to be delivered over the course of this Government's term of office.
An update of progress on these commitments is provided in the table attached.
369. Deputy Pa Daly asked the Minister for Education and Youth the number of special education classes in each of the years 2020 to date, broken down by county, in tabular form. [41396/26]
View answer371. Deputy Pa Daly asked the Minister for Education and Youth the number of early intervention classes in each of the years 2020 to date, broken down by county, in tabular form.; and if she will make a statement on the matter. [41398/26]
View answerI propose to take Questions Nos. 369 and 371 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.
A list of all mainstream and special schools is available on my department's website on gov.ie.
In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE website: https://ncse.ie/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.
370. Deputy Pa Daly asked the Minister for Education and Youth the number of SNAS in each of the years 2020 to date, broken down by county, in tabular form. [41397/26]
View answerThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. Budget 2026 provides for a further 1,717 SNA posts which will bring the total number of SNAs to 24,986 by the end of 2026.
It is important to remember that when the NCSE allocates a SNA post, the board of management as the employer, is responsible for filling the vacancy.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
The NCSE publish statistics on SNA allocations to primary, post primary and special schools in tabular form, by county, for each school year, this information is available on their website.
The table attached shows the number of whole-time equivalent (WTE) SNA posts allocated in each year.
The department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
372. Deputy Cormac Devlin asked the Minister for Education and Youth the current rules governing the award of incremental credit to teachers returning to the State who have taught abroad; the rationale for the distinction in treatment between teaching service in EU member states, which is recognised under Circular 0027/2016, and teaching service in private schools outside the EU, which is not; if she will review these arrangements in the context of the ongoing teacher recruitment and retention difficulties; and if she will make a statement on the matter. [41423/26]
View answerDepartment Circular 0027/2016 sets out the eligibility criteria for teachers who have previous service in an analogous teaching position in the public service of another EU Member State to have that service recognised for placement onto an earlier pay scale once appointed to an Oireachtas funded teaching post in Ireland. This Circular which includes the relevant Application Form can be accessed on the gov.ie website.
The criteria for the award of incremental credit are set out in the Department’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. In order to apply for incremental credit a teacher must be in an Oireachtas funded post when applying for incremental credit.
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.
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.
373. Deputy Cormac Devlin asked the Minister for Education and Youth the number of applications received in each of the past five years from teachers returning from abroad seeking incremental credit for overseas teaching experience; the number approved and refused in each year, in tabular form; the engagement her Department has had with the teacher unions on the recognition of non-EU teaching experience; the steps being taken to remove disincentives for qualified Irish teachers working abroad to return to the State; and if she will make a statement on the matter. [41424/26]
View answerStatistical data on the breakdown of the number of number of applications for overseas teaching experience in the 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.
374. Deputy John Paul O'Shea asked the Minister for Culture, Communications and Sport the measures being taken to improve digital connectivity and public service access in rural communities with limited broadband coverage; and if he will make a statement on the matter. [40914/26]
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 and access to 5G in all populated areas by 2030.
The Government identified a need to deliver broadband services where commercial operators would not operate. As part of the NBP, the Government appointed National Broadband Ireland (NBI) to deliver wholesale broadband services to those parts of the country, primarily in rural areas, not served by commercial operators.
I am advised by NBI that, over 475,460 premises are passed across 26 counties and available for immediate connection. Over 176,060 premises are already connected to the National Broadband Plan high-speed broadband network.
In the Deputy’s own county of Cork, a significant investment of €314 million is being made under the NBP. There are over 62,300 premises passed with a high-speed fibre broadband network and 62,700 premises available to order/pre-order, with 20,600 premises now connected. A further circa 20,700 premises in County Cork will be passed by NBI’s high speed fibre broadband by the end of the network deployment.
Currently, the NBP is expected to come in on time and on budget with the main infrastructure build on schedule to be complete by the end of 2026.
Along with the NBP intervention contract, progress is being made by commercial operators’ in expanding their next generation networks throughout the State ensuring the targets set out in the Digital Connectivity Strategy are achieved.
Commercial Fixed line operators Open eir, Virgin Media and SIRO are currently delivering or have plans to deliver high-speed broadband services in the blue area on the broadband map which is available on my department's website https://www.gov.ie/en/publication/5634d-national-broadband-plan-map/.
Commercial operators’ fibre rollouts are progressing at pace, Open eir have already passed over 1.5 million homes across the State. SIRO has reached a milestone of having passed over 700,000 premises for full fibre. Virgin Media plan to bring gigabit broadband upgrades to 1 million premises, to date it has passed 700,000 premises with full fibre.
Open eir have advised my department they have already passed over 187,470 homes and businesses in County Cork with gigabit services. SIRO and Virgin Media have also advised my department they are continuing to increase their network footprint right across County Cork having recently passed 99, 742 and 73,746 premises respectively for full fibre.
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.
