Roderic O'Gorman
Ceist:6. Deputy Roderic O'Gorman asked the Minister for Education and Youth when the report of the Dublin 15 special education task force will be published; and if she will make a statement on the matter. [29032/26]
Ceisteanna Eile - Other Questions
Special Educational Needs
I thank the Deputy for his question. In 2024, the then Minister of State with responsibility for special education and inclusion established a task force to support the forward planning of special education provision in the Dublin 15 area. I thank all of the task force members, including parents representatives, school principals, school patron representatives and representatives of the HSE, the NCSE and officials from the Departments of children and education, for their work through the school year 2024-2025 in discussing the key issues relating to special education provision. The task force met on ten separate occasions. The key aims of the task force were to advise on how to better plan for the provision of special education places in Dublin 15 for the 2025-2026 school year and beyond, examine better ways to establish the level of need in the area, advise on how special education places can be provided and to examine how a common application system can be established to reduce the burden on parents applying to multiple schools.
The task force that supports forward planning of special education provision in the Dublin 15 area submitted its report late last year. The report sets out 21 key recommendations. I am happy that work is progressing in relation to meeting some of the key recommendations of the task force. A new education therapy service is being established. Additional funding has been secured for capitation for schools, with a particular focus on special schools. The State, as set out in the NDP launch earlier this year, is making significant capital funding available to our schools. I am happy to confirm that the report will be published very shortly.
There is real anger about the fact that this report that was handed over to the Department in July still has not been published. The Minister was involved in the establishment of this task force, so I do not need to go into the entire history. Before the 2024 general election, when there was a real crisis in Dublin 15 about lack of places for autism classes and in special schools, the Government, which I was a part of, made a decision to establish the task force to address the issue. The Minister of State set out the huge amount of work that was done by State bodies, but particularly by the representatives of parents and schools in the area. The recommendations are relevant to Dublin 15, but they are also relevant to the wider country. It is not good enough that we still do not have a date for the publication. I thought the Minister of State was going to give me some news there, but we need a specific date for publication and an understanding of how the Department is going to respond to each of the recommendations.
I assure the Deputy that we will be publishing it as a matter of urgency. On the key recommendations, a task force outlined the challenges that were being faced in a particular part of Dublin 15, but it is also representative of the challenges that are being faced across the country. The recommendations that are in it are in relation to investing, understanding the challenges and the need within the communities and to make sure that the whole of the Government and the Department are focused on ensuring that there is provision for special education. An awful lot of work has gone on over the past to ensure that we have school places for children who have special education requirements and to ensure that we have the supports across the country and in Dublin in particular, where there was a huge challenge. A spotlight was put on that area because of the difficulties that were there a couple of years ago. I assure the Deputy that we are looking at the key recommendations in it. The report will be published very shortly. I also assure the Deputy that the recommendations that are in it have been taken on board. We in the Department are working meticulously to make sure that those are implemented.
In Dublin 15, it has been parents and educators who have provided the leadership when it comes to special education. Danu Community Special School has a large number of autism classes. It was driven forward by the Dublin 15 autism group. The common application system, which is where, for the first time, a family only has to apply in one location and that application is sent for autism classes across 18 primary schools was driven forward by the Dublin 15 Principals' Network and Helena Trench in particular. That is why it is so frustrating that these groups gave a huge amount of time to the task force to bring forward these recommendations, which, as the Minister of State said, were put forward in the context of Dublin 15 but have city-wide and national application as well, have not been brought into the public light yet. It is urgent that the report is published. I urge him to do it as quickly as possible and to respect the work that was put into this report.
I give the Deputy a commitment that we will publish it as a matter of urgency. I acknowledge hugely the amount of work that is being put in by the people into the task force by each and every one of the education partners across the sector. The Minister and I have been working since Christmas. Most Monday nights have been spent in meetings in relation to moving forward the education and special education component of it as well to ensure that we are listening to the challenges that are out there. We are taking on board the challenges right across the sector whether it is the SNAs and the school communities, but particularly families and communities that are looking to have the best possible education facilities and educational experience for children with additional needs. I will give a commitment to get that published as a matter of urgency. I reiterate that the recommendations in the report have very much been taken on board by the Government to make sure they are implemented for the best possible education system for children with additional needs.
Special Educational Needs
Barry Heneghan
Ceist:7. Deputy Barry Heneghan asked the Minister for Education and Youth the level of engagement her Department has had with the request by a school (details supplied) for modular accommodation that can facilitate the opening of two additional autism classes; and if she will make a statement on the matter. [29156/26]
Inniu táim chun caint faoi scoil a mbím ag caint fúithi i gcónaí sa Teach seo, Stapolin Educate Together National School in my constituency of Dublin Bay North. I have raised it a number of times. It is a fantastic school with dedicated staff who are watching this at the moment. I had the pleasure of visiting it, as did the Minister of State earlier in the year. He saw how hard-working the staff members are and the exemplary example of the education they are providing for their students. The issue is that they need a special class. They do not have room and they need modular additions for that to happen.
The Government is committed to the continued accelerated provision of additional special classes and special school places for 2026-27. The National Council for Special Education is the statutory body tasked with sanctioning new special education provision in our schools. The NCSE has sanctioned 432 new special classes nationally, including 102 new special classes in Dublin, for the next school year 2026-27, with more to follow in the coming weeks. This is a number of months ahead of last year and provides for greater certainty for families and more time for schools to plan for the establishment of new special classes. I commend every school, including the school referred to by the Deputy, that expresses an interest in opening a new special class. As the Deputy knows, I visited the school last year and I know the good work the staff do in supporting children with additional needs. This school is already supporting three special classes. The focus for the Department and the NCSE is working to provide new special classes in medium and larger primary schools with none or just one special class.
The school received a new building comprising 16 mainstream classrooms and a two-class SEN base in 2023. A recently received application for two special education needs modular classrooms under the additional school accommodation, ASA, scheme is currently under consideration. However, as this is a relatively new school building, the Department expects the school to prioritise utilisation of all existing capacity in the first instance. Resources are available to support schools who have children who have needs beyond those catered for within the special classes. I ask the school to continue to engage with the NCSE on accessing those supports. The council is also engaging with parents in the locality and in the surrounding areas to ensure there is a range of provision available, including in Stapolin National School. My Department and the council will continue to keep the matter under review.
I visited the students in the school again last week . They need this to be given to them. One of the students, Esmai, also asked for a pink castle, if the Minister of State could do this for her. He said the NCSE is reviewing it, but from speaking and listening to the principal, the NCSE is saying that the Department will not give the modular building, so there is miscommunication there. All five TDs in Dublin Bay North have brought this up. It is needed. All of the local TDs are pushing for it, as are local councillors. Other schools that are not asking for special classes or for modular buildings are being offered them but this school, which has a clear demand with data - 64 children are waiting in this area that I represent - to support the need for a modular building to be put in and they will be able to do it. It has an exemplary example of how it should be done. It has hard-working staff. I would really appreciate if it could be reviewed.
I know the school community is extremely dedicated and capable. It has been engaging with all the public representatives, including the Deputy. He has mentioned it a considerable number of times in the House. There is a number of issues. We are trying to make sure that we have the best possible provision across the Dublin community. Dublin continues to be a challenge in terms of special education, both in special classes and in special schools.
There is a huge amount of work going on. This school is a new building, comprising of 16 mainstream classes. We are looking at other school communities to make sure we have a balance right across the system in it. Deputy Heneghan has raised it a number of times but I assure him that we are looking at every single piece and at all school communities. We are looking at how best we can support children with additional needs right across the city of Dublin and right across the country. It is fair to say that it is a relatively new school and it is important the school prioritises utilisation of all existing capacity in the first instance.
It is a new school but it was not built big enough and there are more houses going into that area, which I represent. They need modular additions and I would appreciate if the Department could clarify whether it has assessed the situation.
I was speaking to one of the parents who is waiting for a school place. It is the case of James Field, who is currently without an appropriate special school place since September, despite the endless determination from his family. His mother, who was a councillor with me in the Clontarf Ward, has reached out to me. She said:
If James has no appropriate space by September, the years of progress will turn to regress day by day. James does not have play dates or friends coming here. School is essential for James to learn the basic life skills and social skills.
I have met James. He is a fantastic young man. Councillor Ali Field deserves for this case to be looked at. She has raised it through all of the TDs. She said:
If it was my child, how would you feel? You should be ashamed doing this to a 12-year-old, vulnerable little boy.
I would appreciate if the Department could look at that.
I appeal to James's family and the councillor to make sure they are engaging with the NCSE, like we have over many years within the NCSE. We are building up the expertise within the council to liaise with families. It is hugely important that we have what is needed on the ground dealing with families and challenges within the school communities. However, in the first instance it is important that James's mom is engaging with the council because it is the important conduit between the families and the school communities. It is always easier to give the carte blanche but this is a very challenging question the Deputy keeps referring to. It is important that the Department and the NCSE keep the matter under review but the school community should listen very carefully as well to the guidance they are being given and that they should utilise everything within the new school building at Stapolin Educate Together National School.
School Transport
Edward Timmins
Ceist:8. Deputy Edward Timmins asked the Minister for Education and Youth for an update on the expansion of the school transport service to reduce the distance criteria to recognise feeder schools; and if she will make a statement on the matter. [29143/26]
As part of the programme for Government, we set out to implement the terms of the school transport review to reduce distance criteria and expand eligibility. I want to raise the importance of recognising feeder schools as part of this criteria.
The school transport system scheme, which Bus Éireann operates on behalf of the Department, has expanded significantly over the past six years. In that time, the number of children and young people using the service has grown from under 120,000 in 2018 to over 181,000, including over 24,000 pupils with special educational needs in 2025, which equates to an increase of over 50%. Since 2018, investment in the scheme has more than doubled from €200 million to €537 million in 2025. The growth in school transport has been especially marked in the area of special educational needs. This now represents almost 60% of the scheme’s total costs, while serving around 13% of pupils.
The School Transport 2030 report was published in early 2024. The recommended changes to the schemes include expansion of the current eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure the better value for money to the Exchequer. It was outlined at the time the review was published that the proposed changes to the eligibility criteria would further increase demand for the scheme so it was considered prudent to implement the changes on a phased basis.
As part of this phased rollout, 14 school transport pilots commenced in the 2024-25 school year. A further 11 pilots were approved for the 2025-26 school year. For these pilots, the distance criteria for pupils were reduced to 2 km for primary and post-primary and the need for a pupil to be attending their nearest school was removed. All pilots are being monitored, and a further evaluation will take place at the end of the current school year. Findings from these evaluations will guide the planning and implementation needed for a national rollout of a revised school transport scheme. Implementation of the recommendations of the review will continue to be planned subject to resources being available to meet the increased demand.
In west Wicklow, St. Brigid's National School in Manor Kilbride is a feeder school to Blessington Community College. Some families attending Manor Kilbride school are told they cannot receive bus tickets to Blessington. This is because five other secondary schools in County Dublin are closer but they cannot get into those schools as it is not a feeder school to those schools. This is a crazy anomaly.
It is important that this criterion be reviewed. Many families have been left relying on the concessionary ticket system, which creates uncertainty. This distance calculation is also sometimes done on roads that may not be safe or suitable for a bus carrying students to travel on.
The school transport system is a hugely valued piece by families right across primary, post-primary and special education. Since the start of the school transport system in the late 1960s there have been many changes along the way. We had the recommendations of the report. The cost of the school transport has grown hugely over the past number of years to try to meet the needs.
Last September or October, there were over nine hours of discussion in the Dáil, Seanad Éireann and committees in one week on school transport and that goes to show the respect there is for school transport right across the system. The Deputy made a point in relation to feeder schools and the anomalies within the school transport system. We are evaluating some of the pilot schemes that have been done over the past two years. Those evaluations will be done after this school year to inform us how best we can meet the various challenges within the system.
School bus services in County Wicklow are critical, especially in west Wicklow where public transport is limited. Some schools are on narrow roads with limited parking and no footpaths. School bus travel is essential and will make school drop-off and collection time safer, reduce traffic congestion and will be more environmentally friendly. It also allows parents to continue working, as many have given up employment or reduced working hours due to the logistical challenge of getting children to and from school where transport is not available. It is also important that the process considers the community links for students choosing to attend a particular school.
The full implementation of the 2030 review is required to permanently fix the eligibility status for families, whose nearest school is not their feeder school. This is an anomaly. They are being refused tickets because they are not the nearest school, yet it is a feeder school and the only option they have to get in because they are not feeder schools of other closer schools. A feeder school should automatically qualify for the ticket.
There are pinch points across the country. There are always issues in relation to school transport in Wicklow. The school transport scheme was initiated in the late 1960s because a huge number of people did not have transport themselves. The school transport system was to get people to post-primary in particular, and to primary school as well. Now, because of work patterns, it is a crucial piece for families, in rural Ireland in particular, to make sure they have access to education.
Regarding the issues around the feeder schools, we will evaluate the data that will come forward at the end of this year on the pilot schemes. The cost of the scheme to the Exchequer has grown hugely over a short number of years, but we have to meet the demand as well. I will keep the points the Deputy made under review.
Question No. 9 taken with Written Answers.
Teacher Training
Ryan O'Meara
Ceist:10. Deputy Ryan O'Meara asked the Minister for Education and Youth the training available for teachers to support them in their AI literacy skills; and if she will make a statement on the matter. [29161/26]
A comprehensive suite of professional learning to support teachers in relation to artificial intelligence, AI, for teachers is being provided by Oide technology in education, Oide TIE, which is the Department-funded digital teacher professional learning service that has been rolled out across the country. This work recognises both the opportunities and challenges presented by AI in schools, including its potential to enhance teaching and learning and assessment, alongside considerations such as ethics, responsible use, data privacy, algorithmic bias and assessment integrity.
In this context, the AI in schools external advisory task force will hold its first meeting on 14 May 2026. This task force will be set up and will support the Department in developing a coherent national approach to the safe, responsible and effective use of AI across our school system. At my request as Minister, the task force will report to me quarterly with reports on its emerging findings.
Through Oide TIE, general support is provided on the use of AI, particularly generative AI, in education. A dedicated AI hub on the Oide TIE website is available for all schools. This is a carefully curated digital space to support school leaders and teachers in considering the use of AI. It promotes the practical implementation and ethical application of AI, ensuring that schools adopt AI technologies in a thoughtful and effective way. The AI hub provides resources for teachers, including an introductory online course, AI for Schools. It also helps educators to understand AI. Documents are published in relation to guidance on AI for schools and the ethical considerations involved, as outlined in the digital strategy for schools.
I would like to focus briefly on the additional assessment components, AACs. These are being rolled out fully but they exist already in some subjects. This time 12 years ago, I finished my research study report as part of leaving certificate history. I did that report on the Modreeny ambush, where the north Tipperary flying column ambushed the Black and Tans between Cloughjordan and Borrisokane during the War of Independence. I had to look at Ernie O’Malley’s Raids and Rallies, the late Roche Williams' book, In and Out of School - In the Home of the MacDonaghs, and research done by the Cloughjordan Heritage Group.
This morning, I was able to just google the Modreeny ambush and get a full overview, with the date and time, the number of casualties, their names and everything else. My concern is around the way in which students are so easily able to access all that information now and how it impacts on the additional assessment component. I am glad to hear that the external advisory task force is being established. That will be needed for teachers and for external examiners as we continue to grow what I see as the very important additional assessment components.
The Deputy raises an important issue. In relation to the additional assessment components, coursework rules were published by the State Examinations Commission, SEC, last November. They addressed the use and misuse of artificial intelligence. Additionally, the SEC has also commissioned research by the University of Limerick, which is due for completion in December 2026. There are very clear rules online, through the SEC, in relation to the use of AI for examinations. As the Deputy and I will remember from when we were at school, if somebody else’s work is being used, then it has to be referenced. We have to quote it. It is very clearly laid out for teachers and students. Students have a responsibility as well.
There is the AI task force, which has key educational stakeholders and experts in this area on it who will report back to me. It is not just us doing the work here nationally. We are also working with our European counterparts, looking at the evidence and best practice coming from an EU level, and constantly updating our own AI research and guidance to schools. The SEC has clear coursework guidelines in this regard.
It is important to acknowledge the many positive benefits to AI as well. It is not all negative but it is essential that this advisory task force is up and running and doing that work. AI is moving so quickly compared to what we would have had only a number of years ago, let alone what I would have had in technological assistance doing my leaving certificate 12 years ago. There are so many benefits there to enhance students' learning experience and to enhance their ability to dig down into information but it is about all those mechanisms the Minister mentioned and possibly more, including working with European counterparts, that will be so important to ensure this technology does not take away from the ability to teach students the skills of critical thinking, research and analysis and investigating primary and secondary sources in whatever subject it might be. A huge body of work is needed and I am delighted to see the Department advancing it.
The Deputy very eloquently expressed the situation in relation to the role of the teacher and teaching and learning, which is very important. There are lots of positives for AI, as well as lots of challenges, including its ethical use. Teachers and school leaders play a central role in developing students' digital skills, including AI literacy. To support them, we have the AI schools hubs, acceptable use policy, bespoke in-school supports for teachers and Oide. We are also working at EU level. An international AI pilot is exploring data literacy, the ethical use of AI and generative AI. That information, the feedback and learning from that pilot, will feed into our guidance for our schools. We are constantly working and evolving, and working with our European counterparts and on national research here and on best practice to ensure we are rolling this technology out in a very safe and ethical manner. My Department has adopted a whole evidence-informed approach to AI, and that task force will be instrumental in these ongoing efforts. This is a living document and an evolving situation, and we need to make sure we are keeping ahead and working with European counterparts to make sure our young people are prepared for this digital world.
Deputies have asked to switch Question Nos. 11 and 12 around to allow for attendance at committees. We take Question No. 12 next.
School Transport
Keira Keogh
Ceist:12. Deputy Keira Keogh asked the Minister for Education and Youth if her Department has considered the particular challenges associated with the current school transport criteria in rural areas such as County Mayo, including the local nuances associated with feeder schools and geographical distances; the measures her Department is taking to address these challenges; and if she will make a statement on the matter. [29062/26]
Go raibh maith agat to my Vice Chair who is allowing me to swap to let me make it in time for a committee. Has the Minister considered the particularly nuanced challenges around current school transport, especially local traditions in relation to feeder schools versus kilometres, especially in rural counties like Mayo?
I thank the Deputy for the question. The school transport system is operated on behalf of the Department by Bus Éireann and it has expanded significantly over the past six years. In response to previous questions, I said the number of pupils using the service had increased from 120,000 years ago to 181,000 now. That is more than a 50% increase in a short time. The investment by the State has increased from €200 million to €537 million in 2025. There has been a huge increase in the special education requirement aspect of it as well, which now accounts for almost 60% of funding in the scheme.
The Deputy mentioned the feeder schools. At various points, we can see that the school transport system is encountering challenges across the country. There are challenges in relation to areas of the country where the feeder schools are going to one particular school and the nearest school is going to other schools. Those have been recurring for some time. In fact, going back a number of years ago, it was changed from the catchment area to the nearest school to try to alleviate the pressures in the school transport system and to modernise it. A number of pilot projects have taken place. There were 14 in the previous school year and 11 in the current school year. This data is being collected right to the end of this school year to ensure we have a proper glance at where the challenges are. In the programme for Government, we are committed to further expanding the scheme. Indeed, the 2030 report also talks about it.
A lot of the questions that have come from the Deputy, and from other Deputies, concerned feeder schools, the criteria involved in this context and how that marries into how we operate the school transport system in future. County Mayo has been mentioned a few times, and we will certainly review the situation, but it will be based on the data we have from the pilot schemes.
I welcome the huge investment in school transport and the huge increase.
It is almost a year to the day I spoke about Sancta Maria Secondary School in Louisburgh that has two buses going every single day from Westport at a cost of approximately €850 to the parents. Traditionally, kids from Westport have either gone to Westport or Louisburgh schools. I even know of kids from Newport who will either go to school in Westport or Achill, but Castlebar schools could be considered their second nearest option. I understand there might be pilots going on, but a year later there are still parents paying €850. We do not have many children going from Westport to Castlebar, but traditionally we have two buses going to Louisburgh. That is data. We can look back over the past seven or eight years and there are two buses every single year going from Westport to Louisburgh. The Minister of State will agree, €850 is a huge cost to parents.
We have looked at the different challenges with feeder schools and where the clusters or noise is within the system. Last year, we had a weekly meeting with Bus Éireann and the Department to monitor the situation and this year we have brought forward a closing date from June to 8 May to ensure we can do better. We probably will have the same challenges in August or September but we want to have better sight of what is needed and what are the applications. The issue in relation to feeder schools is continuously raised with us whether in the Deputy’s area or other areas, and how the figures are with parental choice and what the norm is in those communities. It is something that if we had an endless purse we would love to resolve but we are constantly keeping it under review. Going back a number of years, it was the catchment areas which were drawn up in the late 1960s. We removed that. It is something that is constantly brought in with feeder schools and it is constantly under review.
I can see why in places like Dublin, Galway or bigger areas, the catchment area could be confusing and there are a lot of schools. However, when we look at really rural places, it seems it would be much easier to engage with the schools themselves. The primary schools can tell the Department where all the students are going. If the primary schools in Newport are saying their students are either going to go to Westport, Achill or Louisburgh, why is Castlebar down as their nearest school? It might geographically be the second nearest or nearest school, but if kids from an area are not going there at all, it is crazy that the system would look at it that way. If there is any way there is a pilot that could be looked at for rural areas to see if the Department could engage with primary schools first and foremost to assess the nearest and second nearest schools based on where kids are going rather than on kilometres it would help, because there could be a school nearer by kilometres. For example, for students in Glenhest, there is a 0.5 difference in kilometres, but the kids are not going to Castlebar, they are going to Achill, Westport or Louisburgh.
I talked about if we had endless funding in the Department, one issue would be traditional feeder schools and the policy there. We have to work within the parameters we have.
In relation to the evolving of the school transport system, it is hugely valued within rural Ireland because it is an enabler to get the children to and from school and the different work patterns parents have. As I said earlier, one week last September there were nine hours of debate on school transport within the Houses of the Oireachtas which showed the level of interest in relation to it. One of the issues the Deputy’s colleagues raised earlier in relation to another part of the country was feeder schools. There is no question we have challenges in relation to this because of the huge growth in the school transport system in the past number of years. We are continuing to invest in it, but it is one of the key pieces we have to do more work on.
Schools Building Projects
Aisling Dempsey
Ceist:11. Deputy Aisling Dempsey asked the Minister for Education and Youth to explain the process around School Building Projects; the project process and if there are currently delays in the process. [29148/26]
I ask the Minister about the school building project list for schools which are either new builds or seeking extensions, and when they get on to that list how they work through the process and what delays they might face.
I thank the Deputy for her question. My Department’s process for delivering a school building project under the large-scale programme or additional school accommodation programme involves five core stages. These stages are reflective of the capital works, management framework and infrastructure guidelines. The stages range from preliminary design to completion and handover. My Department’s design team procedures set out the requirements to be followed at each stage of those processes. These procedures are available on the website.
At a high level, the work progressed at each of the key stages is as follows: stage 1 includes reviewing the project brief information and analysing all the site factors which may impact on the project’s viability; stage 2(a) includes the development of the design, cost planning and preparations to lodge the statutory approvals; stage 2(b) includes obtaining all the statutory approvals, preparing the tender documents and pre-tender cost plan; stage 3 includes running the tender process, assessing the tenders and awarding the project contract; stage 4 refers to the construction. Finally, stage 5 includes ensuring quality completion and timely project handover along with the final account.
In order for a pipeline project to move from one stage to the next, confirmation is always required that the project is compliant with all the relevant technical and cost requirements. Other factors which influence the timing for progress include relative prioritisation of the project and the timing affordability within the national development plan funding parameters, taking account of the overall programme requirements. Delays can occur on occasion due to factors beyond the Department’s control, for example, challenges in acquiring a site, planning permission issues, procurement difficulties or adverse weather while the project is at construction. Some of these issues are not unique to the school building programme and the Department manages challenges as they arrive. Overall, my Department endeavours to manage the school building programme across the estate of over 4,000 schools to ensure that projects are delivered to meet the most urgent needs in the shortest possible timeframe. This year, will see at least 1,000 projects under construction across a range of programmes.
I thank the Minister for that clarification. I will use Boyne Community School in Trim as an example. It has been on the school project building list for over 15 years for works and an extension. Some 24 prefabs have been added to that site which is a recognition that the Department is aware how important extending and improving the school is. The local demand for this school is huge. It is the only secondary school in Trim that caters for boys. Engagement with the Department was lacking for many years, but a full redesign was completed recently. However, it still remains in stage 2(a) behind Scoil Mhuire and our local Gaelscoil which only got onto the list in recent years.
I understand emergency school building works will arise and sometimes projects will have to be leapfrogged, but Boyne Community School should be on a transparent, public list with works completed as quickly as possible, in the order it went on the said list.
I think the Deputy. In the national development plan, of the 105 projects published earlier this year, seven are in County Meath, two of which are in Meath West, St Ultan’s School and Ard Rí Community National School, both in Navan. Additionally, ten schools, including six in Meath West are approved to undergo works as part of the climate action summer works programme this summer. These projects are in addition to the €473 million investment in capital funding since 2020 for schools in County Meath. Some €216 million was for Meath West schools. Over that period, a total of 62 schools have been upgraded either through the provision of a new school building, large-scale extension or provision of modular accommodation which includes 24 schools in Meath West. There are also 13 school projects in County Meath under construction, of which five are in Meath West. In addition, since 2020, a total of 125 special classes have been opened in County Meath of which six were sanctioned in Meath West for September 2026. I will come back in.
Boyne Community School is a DEIS school. It is on a fantastic site and is a lovely, historical building, but it is not fit-for-purpose as it stands. The type of building it is causes complexity in design and cost but we really need to overcome that. It was acknowledged 15 plus years ago that this work was needed.
I have concerns around the 24 prefabs. Incredibly, having looked at them and the classrooms in the school, they provide better facilities for the students.
It is putting some pupils at a disadvantage. It is almost creating a two-tier education system within the one school community. With the new and improved curriculums which focus on continuous assessment and practical matters, we need to provide these much-needed facilities. We cannot continue to disadvantage the pupils in Boyne Community School.
First, to reassure people, the NDP is a five-year plan but I know there is urgency. When you are on the list, it is great but when you are not on it, there is disappointment. This is the first tranche of a five-year national development plan programme for the country. It is €1.6 billion for those that are going to tender and construction this year and next year. My Department is also carrying out a prioritisation list. I know that school is moving through the process but it is looking at the energy and conditions of all the school estate across the country. That will feed in to prioritisation. There are some school which do not have a home at all - they might be working from a sports club, for example - and special education is a real priority for us. Also schools which have space to provide extra special education classes in their existing footprint are a priority as well. I know the Department will be working with that school to move it through the different stages of the process.
Questions Nos. 13 to 15, inclusive, taken with Written Answers.
Question No. 17 taken with Written Answers.
Schools Building Projects
Eoghan Kenny
Ceist:18. Deputy Eoghan Kenny asked the Minister for Education and Youth the rationale her Department has in choosing particular schools for priority building lists, to outline the denomination of each of the 105 schools chosen by category; if schools that are currently at stage 2b will be progressed over the next two years; and if she will make a statement on the matter. [28885/26]
In January this year, my Department published a comprehensive national development plan implementation plan for the education and youth sector. That included 105 school building projects to proceed to construction and tender in 2026 and 2027. That list included 80 large-scale and additional school accommodation projects along with 25 modular projects. The number of modular projects has now increased to 31.
The first tranche of projects was selected with a view to facilitating projects already at stage 3, that is, at tender stage, to progress to construction as smoothly as possible. The prioritisation of projects at stage 2b focused on projects which had achieved planning permission where therefore there is an appropriate stage of readiness for progression to tender.
Within the cohort of stage 2b projects, projects at special schools were afforded a top priority. Other projects included schools that did not have a permanent accommodation and had ongoing demographic pressures, projects providing significant special education capacity as well as projects progressing demographic pressures or had major condition issues.
There is a Department-led prioritisation process which will continue over the course of this year and next year to assess and to evaluate the progression of individual projects through the design pipeline, projects at stage 2b, that are not on that 105 list. This will ultimately inform the next tranches of the programme roll-out.
This is a five-year programme out to 2030. Where appropriate, the Department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate that smooth progression to construction in 2028 and beyond. It is important to note that of the 105 projects to move to tender and construction that represents a subset of all projects currently being progressed so in total 1,000 school buildings are projected to be under construction this year alone.
I want to reference one school in particular. I taught in Coachford College for a year. The Minister of State, Deputy Moynihan, will be acutely aware of Coachford College. I know he has engaged with the school on a consistent basis as it represents a number of his own constituents. Coachford College is a fantastic school with around 900 pupils. It has a huge offering of subjects. However, Coachford College has been waiting a number of years for a new school building. It is not part of the 105 school building projects list despite the fact it has been waiting so long. It is absolutely appropriate that the Department of education would communicate with schools like Coachford College on an ongoing basis so that they have an understanding on whether or not they will move to the tender process over the next two years. Will the Minister also clarify the date on which the new tranche of schools will be announced? Will it be 2028?
There is ongoing engagement between the Department and schools and school patrons. That is happening all the time. The list of 105 projects includes 12 projects in County Cork, of which five are in Cork North-Central. One of these schools, Scoil Íosagáin, moved into stage 4, which is construction, in February. Additionally, there are 35 schools, including eight in Cork North-Central, that were approved to undergo works as part of the climate action summer work scheme. These projects are in addition to the €785 million in capital funding since 2020 for schools in County Cork, of which over €199 million was for Cork North-Central schools. Over that period a total of 158 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 20 projects in County Cork under construction, of which three are in Cork North-Central.
A prioritisation list will be worked on by the Department - that is the energy and condition survey. This is the first time this work has ever happened and it will give a real picture of our schools across the school estate. The Department will be working with schools through that and that will feed into the next tranche. I do not have a date per se.
I was in communication with the Department last Thursday at the Committee of Public Accounts. We have moved to a modular accommodation style of building works. While we are still building traditional school buildings we have significantly moved towards modular accommodation on which a significant amount of money has been spent over the past five years. I am not saying at all that modular accommodation is not welcome. I am sure it is welcome the majority of school grounds across the country but exact clarification must be given to schools like Coachford College in relation to when they might possibly see a new school building. A significant number of students in the likes of Coachford College who have gone through their whole six years without ever seeing a new school building. It is a fantastic school. It covers a huge area as the Minister of State, Deputy Moynihan, knows. There are a number of primary schools in the whole area of Duhallow. It is essential that schools like Coachford College would have some sort of an understanding of when they might see shovels in the ground for new school buildings.
In the past we might have thought of as modular as prefabs but these are not prefabs. These are state-of-the-art, very modern buildings. The Minister of State, Deputy Moynihan, and I have walked into many of them. You do not realise they are modular. They just look like an extension to a school. The spec is of a high quality.
The Department is working with schools and engaging with school stakeholders. That prioritisation process is ongoing. Work is under way in the thousands of schools across the country that are currently under construction. This is the first tranche of a five-year plan. That energy and condition survey will feed into that. There will be that ongoing communication with the Department and the schools in order to prioritise the next tranche.
The timing of a pipeline project, moving from one stage to the next, requires careful planning. It is determined by a number of factors, including confirmation that any existing or emerging school capacity in the area is being well optimised - we have to make sure we are getting value for money for that - and that there is compliance with all the technical and cost requirements. The outcome of that prioritisation assessment will feed into it as well as affordability around the funding through the NDP.
School Facilities
Noel McCarthy
Ceist:19. Deputy Noel McCarthy asked the Minister for Education and Youth further to Parliamentary Question No. 211 of 12 February 2026, the progress made to date in ensuring the use of a green area by schools (details supplied); and if she will make a statement on the matter. [28762/26]
I ask the Minister for Education and Youth, further to Parliamentary Question No. 211 of 12 February 2026, the progress made to date in ensuring the use of a green area by schools at Carrigtwohill School campus and if she will make a statement on the matter.
I am very aware of this issue. I recently met Scoil Mhuire Naofa and the local representatives, including the Deputy, on the matter. A campus project was delivered for three schools - Carrigtwohill Community College, Scoil Mhuire Naofa Carrigtwohill, and Scoil Clíodhna Community National School - as part of my Department's design and build programme. The project was completed in quarter 4 of 2023.
The schools on the campus have sought to use a green area, which forms part of the site for recreation purposes.
The area in question, as the Deputy knows, is not suitable for a formal playing pitch, because it is required as an attenuation basin under the flood management system for the campus. However, the Department is pleased to support the schools' access to this green area as an informal recreation space. Planning permission was granted by Cork County Council for an entrance and access way to this green area, as a standalone planning application.
The scope of works and associated costs to provide the entrance and access way is being reviewed by the Department and officials will update the schools upon completion of that review. In addition, there is an area of about 1.9 acres to the north of the campus in my Department's ownership. The Department has agreed that this can be used as a recreation area by the schools on a licence basis. Officials from my Department are in contact with the relevant stakeholders to progress this. Should the land be required to support school place expansion in the future, its use as a recreation area will cease. My Department has had positive and productive engagements with the three schools and their patrons throughout all stages of this project and will continue to support the schools on the new school campus.
I thank the Minister for her response. I thank her and her Department officials for recently meeting councillor Anthony Barry, Rory Cocking and me to discuss this matter. It is encouraging to hear at first hand from the Department that the expectation remains that access to the green area will be granted to all campus schools for recreational purposes. Entrance and access works to the green area have been approved, as the Minister said, by Cork County Council, but these works have yet to be completed. We are now nearly in May and it would be highly beneficial to all if these works were undertaken to ensure that access to the green area is in place for the upcoming school year in September. With this in mind, will the Minister confirm whether she has had any further recent engagement with the ETB and the schools on the matter and the status of the access works to be completed?
A scope of works and associated costs for the green space have been received by my Department for the proposed works to provide access to that green area. On initial review, it is the Department's recommendation that a cost-effective solution be considered and resubmitted for further consideration. Once the scope works and the cost to provide the access and entrance are agreed, procurement of a contractor to complete the works can be undertaken. Until the scope works are agreed, it is just not possible to give a timeline for completion, but the commitment is there to work with the schools on this. On completion of the works, my Department intends that the lands will be handed over to Cork Education and Training Board to be managed and maintained.
I thank the Minister for her positive response. It is good to hear that work will be undertaken as soon as the scope of work and cost is in. This is an easy win for all concerned. The green area is a flood attenuation area that is currently locked and lying idle despite being approved. It would make perfect sense that students of all ages would be able to benefit from the use of such a large green area close to their schools. There will be no pitch markings or changes of any description, just a green area that will be cut regularly and used for recreation. I therefore again ask the Minister to address the need for her and her Department to do everything within their power to ensure that the area is open to all local students as soon as possible. I thank the Minister for her positive response.
I thank the Deputy. The original planning permission for the campus development at Carrigtwohill included the green area lands to the south of the school building infrastructure, so the green area was always included in the development as a flood attenuation zone, which forms part of the campus flood mitigation strategy. The campus development was delivered according to the schedule of accommodation, which provided three general purpose areas, a PE hall in the post-primary school and a total of 13 ball courts across the three schools. As the function of the green area is primarily as a flood attenuation area, once the access and entrance are delivered, the area of green space can be accessed by the schools for recreation purposes and can be used when the weather and ground conditions permit. As I say, there has been ongoing engagement with my Department about this. At our meeting, we gave the commitment for this to proceed. The scope of works and associated costs were received by the Department, so the Department is asking the schools to come back with further information, and we can work with them.
Question No. 20 taken with Written Answers.
Education Costs
Darren O'Rourke
Ceist:21. Deputy Darren O'Rourke asked the Minister for Education and Youth in light of the cost-of-living crisis and cost-of-doing-business crisis, if she will reverse the reintroduction of leaving certificate and junior certificate fees, and increases in school transport fees; and if she will engage with school transport operators to ensure that they are adequately supported with the increased cost of fuel. [29045/26]
As part of budget 2026, the Government confirmed that examination entry fees will be reintroduced for the 2026 State exams. These fees are being restored at their previous levels, which are unchanged since 2012. It is €116 for leaving certificate candidates and €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's or guardian's card, will continue to be fully exempt from that fee. 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.
I am advised that approximately one third of candidates who have engaged with the process to date are exempt from the fees. The process is straightforward, transparent and well signposted, and full details are available on the State Examinations Commission's website. Phone and email help desk services are available to school authorities and families who need assistance. A recent review of the school transport scheme found that having a fee helps make better use of resources and prevents seats on school buses from going unused, helping to protect and sustain the scheme for all families who need it. The school transport scheme remains heavily subsidised by the State, with over 92% of the overall cost covered. Transport, too, remains free for eligible medical card holders and pupils who are eligible for the special educational needs transport service.
The Department appreciates the concerns, given the recent global events and the impacts already being seen in increased fuel prices in Ireland. That is why a support package of measures has been approved by Government, providing targeted relief to transport operators, because this was a key concern for those operators. The details of these supports are being finalised.
We cannot separate these increases in cost. To that repeated line about the review of school transport fees, there are already fees. It is not the case that there were not fees. The issue is that they are being increased significantly, by up to 100% in some cases. The Minister might say they are modest increases or a reintroduction of leaving certificate and junior certificate fees that were there before, but she cannot strip this away from the cost-of-living crisis. Parents are dealing with uniforms, transition year fees, voluntary contributions and digital devices. It is a major burden on families at a time when they need relief rather than additional costs being heaped on them. Will the Minister review and reverse these decisions?
A recent review of the school transport scheme found that having a fee helps to make better use of resources and prevents seats on school buses from going unused. The fee for a primary school student is 55 cent per week and it is 60 cent for a post-primary school pupil, or €1.32 per week for a family. The Minister of State, Deputy Moynihan, and I are also acutely aware of the school transport system and getting better data about usage of school buses across the country. We are working with the Department of Transport and Bus Éireann, which roll this out, to get that data. We absolutely appreciate the importance of school transport, especially around special education children, who get this free of charge. We want to be able to roll that out but we also need to make sure that we are getting good value for money and, where there are vacant seats, that they can be used. For example, there might be students who are taking the bus in the morning and not taking it in the evening, or vice versa, or not taking it on a Tuesday or Wednesday. We need to get that data because we also have calls from TDs here who are saying that their constituents cannot get access to school transport.
That is the work we are doing in the Department to make sure we are getting good value for money for what we are investing.
I think I speak on behalf of every TD in the Chamber in saying that come the middle of August, we will be in contact with the Department about children who have not got access to the school transport system. The Minister can take that as read - unfortunately.
I want to ask the Minister about a related point. My contention is that all of this happens in the same households on which there are demands to provide for the cost of sending children to school. On the one hand, I welcome the free books scheme. The Government is happy to remind people of that. On the other hand, a significant number of schools are demanding digital devices for every child, at a cost of hundreds of euro each. We saw media reports in recent days and weeks about Sweden and other places that are stepping away from this type of technology. Is this something the Minister is looking at? Is she concerned about the direction of travel in schools in Ireland, in particular the costs for parents?
We have introduced a number of cost alleviations for schools and parents. The free school books is one example of that. We are providing solar panels for schools as well to reduce their energy costs. There has been a hugely positive uptake from schools across the country in relation to that. The school transport system costs 55 cent per day for primary school pupils and 60 cent for post-primary students. When we compare that to public transport costs there is a big reduction in the cost.
We give guidance to schools on ICT to ensure that in every way possible they minimise costs for parents. We also give them advice about uniforms. The financial services unit in the Department advises schools on their own costs and how they can make savings. There is also an onus on schools to ensure that, where possible, they reduce those costs. We also have ICT grants for schools. Millions have been invested in that. This is ongoing. We will work with schools in that regard.
With the permission of the House, I intend to go back to Question No. 16. This is the last question of the morning. Is that agreed? Agreed.
School Transport
Colm Burke
Ceist:16. Deputy Colm Burke asked the Minister for Education and Youth the progress made to date in relation to the introduction of e-ticketing as part of the school transport scheme; if there are plans to expand e-ticketing to other schools for the 2026-27 academic year; and if she will make a statement on the matter. [28771/26]
The school transport 2030 report was published in early 2024 following a comprehensive analysis and review of the scheme as it currently operates. The recommended changes to the future operation of the scheme include expansion of the eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure we have better value for money for the Exchequer.
As part of the review, it was also recommended that the Department and Bus Éireann continue to explore and implement improved technology. The Department is currently progressing a number of technological improvements to the scheme, including the planned introduction of e-ticketing. Not only will e-tickets replace the current printed paper tickets but they should also provide accurate information on ticket utilisation, which is currently not readily available. Better data will inform future route planning and maximise the efficiency and effectiveness of the system.
A technology working group has been established between the Department and Bus Éireann. Work is progressing on several projects, including e-ticketing, and the Department continues to engage with both the Department of Transport and the National Transport Authority on these matters. A phased implementation of the review's recommendations began at the start of the 2024-25 school year alongside the Department of Transport and Bus Éireann.
A total of 14 pilot projects took place and a further 11 pilot projects were approved for this school year. All pilots are being monitored, and will be evaluated in the future to better inform us. The e-ticketing pilot project is a hugely important piece of data collection for us and will make the best possible information available to us when we are planning the future direction of school transport. This morning a number of Deputies were looking for additional services in their communities. It is also important that we have the data on the utilisation of the current system, which will make sure we are putting the State resources to the best possible use.
I welcome the Minister of State's reply. The e-ticketing pilot data is extremely important in respect of the use of school transport. Every week we all get complaints about seats being vacant on school buses, while the children who would use them do not have access to the buses. E-ticketing is extremely important in making sure that there is full utilisation and that the people who have been unfortunate in not being able to get on the school transport system can use those vacant seats. What is occurring in parts of the country is that people agree to take the transport offered but then do not use it for various reasons, or they may use it some days of the week but not every day. It is important that e-ticketing would give us the correct data on the usage of school transport.
E-ticketing and the collection of data on school transport are hugely important. We have seen an increase in the State funding being provided, from €200 million to €527 million currently. Demand is growing in terms of the number of people who are looking to access the school transport system. Since 2018, the number of students travelling on it has grown by 50%.
Deputy Burke is aware, from people telling him about challenges in regard to buses, that some of the buses do not have full occupancy. We are constantly being asked if we have data on this. E-ticketing will help us to know whether an allocated seat is being used three days a week or five days a week, mornings and afternoons, and what the data is in that regard, to ensure that the scarce resources we have are being best applied.
We have gone well over time. Deputy Burke can have 30 seconds.
Will the Minister of State clarify if there is a target date for e-ticketing to be available across the board in all school transport systems?
The work is ongoing with the National Transport Authority, the Department of Transport and Bus Éireann. We have to implement the reform and get the data. There is a huge body of work to be done but we intend to do it as soon as possible.