Natasha Newsome Drennan
Ceist:232. Deputy Natasha Newsome Drennan asked the Minister for Education and Youth the current plans for Bus Éireann to follow through for a proposed bus service (details supplied). [35071/25]
Amharc ar fhreagraSchool Transport
Ceisteanna (232)
Freagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Bus Eireann review all school transport services over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
Children who are eligible for school transport and who have completed the application and payment process on time will be accommodated on school transport services where such services are in operation when the school year commences.
Bus Éireann are currently reviewing all new and existing applications for the 2025/2026 school year.
School Transport
Ceisteanna (233)
Natasha Newsome Drennan
Ceist:233. Deputy Natasha Newsome Drennan asked the Minister for Education and Youth the due diligence in place between his Department and Bus Éireann to ensure public funds are spent for the purposes they are approved for. [35072/25]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The 1975 Summary of Accounting Arrangements form the basis of the payment to Bus Éireann for the operation of the School Transport Scheme. In this regard, the Department reimburses Bus Éireann for a range of costs incurred in the operation and administration of the scheme. Reimbursement to Bus Éireann is on a cost recovery basis.
My Department works with Bus Éireann to analyse costs to the scheme on an on-going basis while each year the company produces an audited statement of account. This ensures that the financial information provided by Bus Éireann is in accordance with the relevant summary of accounting arrangements.
Bus Éireann provide the Department with an annual projected cost of school transport services together with a provisional spread of payments. These figures are incorporated into the Department’s annual profile of expenditure and are monitored on a monthly basis both in terms of the Department’s monthly profile of expenditure and Bus Éireann information based on actual costs versus projected costs. Expenditure headings and profiles are discussed at monthly meetings held between the Department and Bus Éireann. Where changes in projected expenditure occur, a new year-end forecast is submitted by Bus Éireann and reflected in a revised spread of payments.
Actual expenditure is finalised in the Bus Éireann annual statement of account which is independently audited by the Bus Éireann auditors in accordance with the 1975 Summary of Accounting Arrangements. Balances, where they occur, are accounted for in the following year’s projected cost.
School Admissions
Ceisteanna (234)
Colm Burke
Ceist:234. Deputy Colm Burke asked the Minister for Education and Youth to confirm that she and her Department will intervene to ensure that more school places will be made available in the Mallow, County Cork region for the forthcoming school year, as schools in the area are fully subscribed such as a school (details supplied) and there are a number of pupils from Mallow without school places for the forthcoming school year; and if she will make a statement on the matter. [35077/25]
Amharc ar fhreagraFreagraí scríofa
My Department uses a range of data sources when analysing the demand for school places, including enrolment data, child benefit data, census data, Local Authority population & housing projections and data on residential construction activity.
As the Deputy may be aware, the annual enrolment process for new Junior Infants at primary and new First Years at post-primary is a very large-scale operation that is transacted at close to 4,000 schools across the country, involving some 140,000 pupils. While there can be enrolment pressures and demand for additional school places in some areas, it is important to note sometimes this may not be as a result of lack of accommodation. Enrolment pressures can be driven by duplications of applications, applications from outside an area, and school of choice factors.
Under the Education (Admission to Schools) Act 2018, parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
The Act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves.
With respect to post primary school places in Mallow, there are significantly more first year places available for 2025/26 than there are sixth class children in primary school across the wider area. According to data provided to my Department, while there are a number of boys remaining on the waiting list for Patrician Academy, the majority of these children have accepted a place at another school. Parents/guardians of a small number of boys who remain on the waiting list for Patrician Academy appear to have only applied for admission to that school. Parents/guardians of boys without a place are advised to make an application for admission to Davis College.
Special Educational Needs
Ceisteanna (235, 236, 238, 239, 240)
Shónagh Ní Raghallaigh
Ceist:235. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if, under her plans to redesignate mild special school as the catch all for special schools, children with mild general learning disability will be moved to a mainstream setting in the short-term; if children with mild general learning disability being moved to mainstream is a reasonable outcome to expect from this redesignation in the medium-term even if children are not moved straight away; and if she will make a statement on the matter. [35078/25]
Amharc ar fhreagraShónagh Ní Raghallaigh
Ceist:236. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth her views on whether mild special schools have a place in our educational mix; and her further views on whether mild special schools provide a tailored service and added value that justifies their continued existence as such. [35079/25]
Amharc ar fhreagraShónagh Ní Raghallaigh
Ceist:238. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth to outline, under her plans to redesignate mild special school as catch all special schools, the specific resources and training that will be provided to mainstream teachers to effectively accommodate mild students in mainstream before 2026-2027. [35081/25]
Amharc ar fhreagraShónagh Ní Raghallaigh
Ceist:239. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth to outline, under her plans to redesignate mild special school as catch all special schools, the means by which, and the pool whence, the many therapists needed to support mainstream and special schools with this action by 2026-2027 will be recruited. [35082/25]
Amharc ar fhreagraShónagh Ní Raghallaigh
Ceist:240. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth under her plans to redesignate mild special school as catch-all special schools, the number of pupils with mild learning disabilities that will be moved to a mainstream setting for the 2026-2027 academic year; and if she will make a statement on the matter. [35084/25]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 235, 236, 238, 239 and 240 together.
The government is committed to the provision of additional special school places for children with more complex educational needs. Over 300 new special school places are being provided for the coming 2025/26 school year. Five new special schools are being established in addition to the eleven new special schools opened over the last few years. Special school capacity is also being expanded across a number of special schools.
As recently announced, my department will begin examining the designation of special schools in the 2025/26 school year. It’s important to note that it is not the intention to exclude children who require a special school place from accessing certain special school settings, but rather allow children with complex educational needs apply to their local special school by broadening the designation of more schools. It is also important to state that this is not an attempt to create what the Deputy describes as "catch all special schools", which is an unfair description for schools which have already been through this process.
Currently, there are instances whereby children with complex needs cannot apply for admission to their local special school simply because they don’t meet the narrow designation of that special school. In that regard, along with providing additional special school capacity, my department and the National Council for Special Education (NCSE) consider it necessary to look at the profile of our existing special schools.
This is not a new departure. The NCSE report that over half of mild general learning disability (MGLD) special schools have already changed their policies in order to allow children with more complex needs in their communities who require a special school setting enrol in their local special school. I wish to thank schools who have worked with us to broaden their designation. My department will now engage with and support the remaining schools to embrace this endeavour so that more special schools can better support children with complex needs in their local community. Importantly no child currently enrolled in a MGLD school will be affected by a school predesignating.
There are approximately 30 of our 129 special schools that were originally designated as schools for children with a MGLD. The establishment of these special schools predated the significant expansion in the range of supports offered in mainstream schools through additional special education teaching and special needs assistant resources and through the rapid expansion in special class provision.
It is noted that many of the children enrolling in MGLD special school do so around the transition point from primary to post-primary. The new senior cycle level 1 and level 2 programmes offers a new curriculum pathway for students with special educational needs at post-primary level now also.
Question No. 236 answered with Question No. 235.
Special Educational Needs
Ceisteanna (237)
Shónagh Ní Raghallaigh
Ceist:237. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth her views on the discrepancy between the proportion of general learning disability classes and ASD special classes; if she will make public the data used to make these allocations; and the reasons for this discrepancy. [35080/25]
Amharc ar fhreagraFreagraí scríofa
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special class and special school places are provided.
This is in keeping with policy on an inclusive education, which promotes that children will be supported to receive an education in the most inclusive setting possible.
My department has significantly increased the resources available to support children with special educational needs in mainstream provision. For the 2025/26 school year there will be 15,000 special education teachers and over 12,500 special needs assistants (SNAs) in schools supporting students in mainstream classes.
For children with more complex needs special class and special school places are provided. This provision is established under a particular designation of student need, e.g., Mild/Moderate/Severe to Profound Learning Disability or for particular conditions e.g. Autism or Deaf/Hard of Hearing. Enrolment into these classes is closely linked to its designation. This ensures that these classes continue to meet the needs of the students for which they were intended and for this reason, a diagnosis and/or professional report is required in order for students to be enrolled.
The number of children with a report or recommendation for placement in an autism class continues to grow.
My department works closely with the NCSE on the forward planning of new special classes and additional special school places. The need for special educational provision is identified with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability.
Where the NCSE identify demand for a special class the NCSE sanction the class and my department provides supports to the school to ensure the school can accommodate that class. Under the new parents notification process, the NCSE now have a clearer lens on the level of need for special class and special school places in local areas. The vast majority of children becoming known to the NCSE have a diagnosis of autism and a recommendation for either a special class or special school place.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
Question No. 238 answered with Question No. 235.
Question No. 239 answered with Question No. 235.
Question No. 240 answered with Question No. 235.
School Funding
Ceisteanna (241)
John Brady
Ceist:241. Deputy John Brady asked the Minister for Education and Youth if she will engage with her Department to build a sports hall for a school (details supplied), as it is the only school in the county without a sports hall; and if she will make a statement on the matter. [35096/25]
Amharc ar fhreagraFreagraí scríofa
I am pleased to advise the Deputy that the school in question currently has a project at stage 4 under my department's Additional Schools' Accommodation (ASA) scheme.
This project will provide the school with three new science laboratories, two prep areas and a new design and communications (DCG) room as well as two mainstream classrooms by way of refurbishment of existing accommodation.
The purpose of my department’s ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area. A request for a PE Hall does not come within the remit of the ASA scheme.
Investment and expenditure on PE Halls is an element of the overall School Building Programme. The provision of GP rooms and PE Halls, at primary and post primary level respectively, and outdoor hard play areas, form part of the accommodation brief for all new school buildings. This is also the case where a major building or refurbishment project is being delivered for an existing school as part of the department’s large-scale building programme.
Almost 95% of the post primary schools that made 2020 Annual Schools Returns have indicated to my department that they either have a PE Hall, access to a nearby PE Hall, or a project in train that will deliver a new PE Hall. Practically all schools have outdoor play areas and many schools use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.
Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects and with construction currently underway in over 325 other projects, which includes new school buildings some of which are being delivered in phases.
These 325 projects currently at construction involve a total State investment of over €1.7bn. This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
A future strengthened focus on refurbishment of existing school stock will have different strands and will include a PE build and modernisation programme which will enable students in post-primary schools to have access to appropriate facilities to support PE provision, particularly also in the context of the roll-out of PE as a leaving-certificate subject. Enhanced and modernised PE facilities will also provide important amenities for local communities.
However, the main focus of my department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs.
My department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects my department’s fundamental objective of ensuring the availability of a school place for every child.
The overall position with regard to potential modernisation and replacement of existing school infrastructure will be kept under review as capital funding allocations for future years are clarified.
The Department of Public Expenditure, NDP Delivery and Reform will be engaging with all Department's on NDP allocations for the period 2026 to 2028 over the coming months.
Schools Building Projects
Ceisteanna (242)
Séamus McGrath
Ceist:242. Deputy Séamus McGrath asked the Minister for Education and Youth for an update on the proposed building works at a school (details supplied); and if she will make a statement on the matter. [35120/25]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy was approved under the Additional School Accommodation Scheme to provide 1 mainstream classroom and a 2 classroom SEN base. The project is devolved to the school authority for delivery.
A Stage 2b Report (post planning) was received in April 2025. This report is presently being evaluated from both technical and financial standpoints in compliance with the public Infrastructure Guidelines.
The Deputy will appreciate that all projects, including this one, undergo the necessary due diligence outlined in the public Infrastructure Guidelines. Furthermore, managing timing, scope, and cost is crucial to staying within budgetary limits for the overall programme. Once this review is complete, my Department will be in touch with the school on how best to progress this important project.
School Staff
Ceisteanna (243)
Eoin Ó Broin
Ceist:243. Deputy Eoin Ó Broin asked the Minister for Education and Youth the reason a school (details supplied) has not received an increased allocation of SNAs following their exceptional review request; if the decision will be reviewed given the desperation for further support for children with special education needs within the school; and if she will make a statement on the matter. [35149/25]
Amharc ar fhreagraFreagraí scríofa
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs including the allocation of SNAs to schools. I have therefore forwarded the school's details to them for their attention and direct reply.
Deputies are also welcome to raise such matters with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
Departmental Correspondence
Ceisteanna (244)
James Geoghegan
Ceist:244. Deputy James Geoghegan asked the Minister for Education and Youth to review matters raised in correspondence (details supplied); and if she will make a statement on the matter. [35154/25]
Amharc ar fhreagraFreagraí scríofa
There are sixty-three special classes in primary school located across the country for children with Developmental Language Disorder/Severe Speech Sound Disorder. These classes have a pupil teacher ratio of 7:1. In addition, the classes are supported by speech and language therapists provided by the Health Service Executive (HSE). Teachers and therapists work collaboratively to meet the identified needs of the pupils in the classes.
Questions relating to the appointment or assignment of speech and language therapists in schools are a matter for the HSE and the Department of Health. I have forwarded your question to the Department of Health and asked that it responds directly to you.
Physical Education
Ceisteanna (245)
Malcolm Byrne
Ceist:245. Deputy Malcolm Byrne asked the Minister for Education and Youth the number of primary schools that provide swimming lessons to pupils; if the aquatics module of the physical education curriculum is offered in all schools; and if she will make a statement on the matter. [35185/25]
Amharc ar fhreagraFreagraí scríofa
The Department does not hold data on how many schools offer swimming lessons.
All schools are required to deliver physical education as part of the curriculum. Physical Education supports the development of physical, cognitive, psychological and social capabilities.
1999 Curriculum:
The current Physical Education (PE) curriculum was introduced as part of the Primary School Curriculum (1999). It provides a balanced range of activities for children through the six strands: Athletics; Dance; Gymnastics; Games; Outdoor and Adventure Activities; and Aquatics.
The PE curriculum contributes to children’s overall development by helping them to lead full, active and healthy lives. It provides a balanced range of activities for children through Aquatics strand of PE. The aquatics programme is concerned with gaining competence and confidence near, in, under and on water. The term ‘aquatics’ is used to include not only the teaching of swimming strokes but the provision of opportunities for enjoyment of water play and other aspects of aquatics. The concern for water safety permeates all aquatic activities.
However, the PE curriculum has been developed on the understanding that facilities available to schools vary. Consequently, it offers a level of flexibility that allows each individual school to design a programme that can be delivered using the resources and supports available to it.
New Well-being Specification:
The redeveloped curriculum specification for Primary Well-being, including SPHE and PE, along with four other curriculum specifications are due to be published in the 2025/2026 school year with implementation on a phased basis, over a 5 – 6 year period. Each of the five curriculum specifications will include a ‘Toolkit’. In addition, professional development opportunities will be provided to school leaders and teachers. The model of professional development is currently being considered.
The Well-being Curriculum aims to provide all children with a balanced, inclusive, age and developmentally appropriate understanding of human development and sexuality. This includes fostering healthy attitudes and relationships while recognising the diversity of human experience.
The Well-being Curriculum includes the subjects of PE and SPHE. Learning in the Well-being Curriculum is organised across four Strands:
• Movement Education
• Emotional and Relational Education
• Health Education
• Community and Belonging.
The PE activity areas, includes aquatics which aims to provide children with water and land-based learning to develop essential safety skills depending on access to suitable environments, transport and qualified instructors.
The Department has committed to the following actions in the National Swimming Strategy, published last year:
• As part of the review of the primary school curriculum, further embed the provision of aquatics and water safety as components of the curriculum.
• Develop a specific resource to support schools and aquatic providers to work together in partnership in the enactment of the Well-being specification as part of the redeveloped primary school curriculum.
• Develop, and roll out, specific Continuing Professional Development (CPD) support for post-primary teachers in the area of aquatic and water safety as part of Physical Education supports at Junior Cycle level.
Physical Education
Ceisteanna (246)
Malcolm Byrne
Ceist:246. Deputy Malcolm Byrne asked the Minister for Education and Youth the supports available to primary schools to provide swimming lessons to their pupils. [35186/25]
Amharc ar fhreagraFreagraí scríofa
The Department does not hold data on how many schools offer swimming lessons.
All schools are required to deliver physical education as part of the curriculum. Physical Education supports the development of physical, cognitive, psychological and social capabilities.
1999 Curriculum:
The current Physical Education (PE) curriculum was introduced as part of the Primary School Curriculum (1999). It provides a balanced range of activities for children through the six strands: Athletics; Dance; Gymnastics; Games; Outdoor and Adventure Activities; and Aquatics.
The PE curriculum contributes to children’s overall development by helping them to lead full, active and healthy lives. It provides a balanced range of activities for children through Aquatics strand of PE. The aquatics programme is concerned with gaining competence and confidence near, in, under and on water. The term ‘aquatics’ is used to include not only the teaching of swimming strokes but the provision of opportunities for enjoyment of water play and other aspects of aquatics. The concern for water safety permeates all aquatic activities.
However, the PE curriculum has been developed on the understanding that facilities available to schools vary. Consequently, it offers a level of flexibility that allows each individual school to design a programme that can be delivered using the resources and supports available to it.
New Well-being Specification:
The redeveloped curriculum specification for Primary Well-being, including SPHE and PE, along with four other curriculum specifications are due to be published in the 2025/2026 school year with implementation on a phased basis, over a 5 – 6 year period. Each of the five curriculum specifications will include a ‘Toolkit’. In addition, professional development opportunities will be provided to school leaders and teachers. The model of professional development is currently being considered.
The Well-being Curriculum aims to provide all children with a balanced, inclusive, age and developmentally appropriate understanding of human development and sexuality. This includes fostering healthy attitudes and relationships while recognising the diversity of human experience.
The Well-being Curriculum includes the subjects of PE and SPHE. Learning in the Well-being Curriculum is organised across four Strands:
• Movement Education
• Emotional and Relational Education
• Health Education
• Community and Belonging.
The PE activity areas, includes aquatics which aims to provide children with water and land-based learning to develop essential safety skills depending on access to suitable environments, transport and qualified instructors.
The Department has committed to the following actions in the National Swimming Strategy, published last year:
• As part of the review of the primary school curriculum, further embed the provision of aquatics and water safety as components of the curriculum.
• Develop a specific resource to support schools and aquatic providers to work together in partnership in the enactment of the Well-being specification as part of the redeveloped primary school curriculum.
• Develop, and roll out, specific Continuing Professional Development (CPD) support for post-primary teachers in the area of aquatic and water safety as part of Physical Education supports at Junior Cycle level.
Physical Education
Ceisteanna (247)
Malcolm Byrne
Ceist:247. Deputy Malcolm Byrne asked the Minister for Education and Youth the supports available to secondary schools to provide swimming lessons to their pupils. [35188/25]
Amharc ar fhreagraFreagraí scríofa
At Junior Cycle all students undertaking a level 3 programme study a Physical Education specification designed for 135 hours engagement over the three years of Junior Cycle. The course offers a level of flexibility that allows each individual school to design a programme that can be delivered using the resources and supports available to it. Aquatics is one of the physical activities included in the specification, which are the instrumental medium for students to achieve learning outcomes. One of these outcomes is that students should be able to: “Demonstrate an understanding of personal survival and water safety considerations”.
It is worth noting that other short courses can also be developed by schools themselves or by other bodies, using a template provided by the NCCA. It is therefore open to a school or other body to develop a targeted short course in Aquatics for use in schools. Further details on how to develop a short course for Junior Cycle can be accessed at the following link: www.juniorcycle.ie/Planning/Short-Course-Development
In the Leaving Certificate Physical Education specification, learners’ physically active participation is central to teaching and learning. To enable this to happen, students learn about the different theoretical perspectives through their participation in three different physical activities. These activities are selected from six distinct physical activity areas which reflect the activities more commonly included in school physical education programmes currently. In the Physical Activity area, Aquatics students learn about water-based activities that utilise swimming and/or diving skills and techniques for performance water safety, or recreational purposes. Learners may choose one of the following activities: lifesaving, survival swimming, swimming strokes, water-polo, synchronised swimming.
The Physical Education curricula at both primary and post-primary level have been developed on the understanding that facilities available to schools vary. Consequently, they offer a level of flexibility that allows each individual school to design a programme that can be delivered using the resources and supports available to it. However, it is recognised that the particular context of the school, the physical education programme it can facilitate and the level of community facilities will have a bearing on the level of choice that can be managed. The physical education teacher, in consultation with the learners, will agree the range of activities that can be accommodated and supported for Physical Education. In relation to physical education facilities, many schools have PE halls and practically all schools have outdoor play areas. In addition, many schools use adjacent local facilities, including community halls, public parks, playing fields and swimming pools. Access to these facilities is arranged directly by schools and the Department is not involved in these arrangements.
Programme for Government
Ceisteanna (248)
John Connolly
Ceist:248. Deputy John Connolly asked the Minister for Culture, Communications and Sport the progress made towards meeting the Programme for Government commitment to examine the introduction of a culture card for 16 and 17-year-olds to access theatre, music and art events; and if he will make a statement on the matter. [34642/25]
Amharc ar fhreagraFreagraí scríofa
As committed to in the Programme for Government I propose to examine the introduction of a youth Culture Card and its potential to enhance interest in the arts among young people. My Department has not yet commenced the formal engagement in the primary assessment of modalities, scope, and reach for a Youth Card scheme given other priorities in recent months. However, I am committed to ensuring that this work does commence in the coming period.
It is important to ensure that any initiative provides access opportunities for all young people and represents an effective and efficient use of resources. With advice from my Department, other relevant departments, the National Cultural Institutions, and stakeholders in the arts sector, The participation of young people is crucial to fostering creativity and advancing the arts throughout Ireland. The introduction of a Culture Card could contribute significantly to this goal.
Research regarding arts and cultural participation among children confirms the benefits to children when they engage in the arts in their early years, and also indicates that patterns of participation in the arts are set from a very young age. My Department already actively supports a range programmes and initiatives which create opportunities for all ranges of young people around the country to engage with the arts and culture with little or no further participation cost to the public which includes:-
Creative Ireland’s Creative Youth Plan 2023-2027 aims to embed creativity into the heart of children and young people’s lives. Through a cross-government partnership between this Department, the Department of Education, the Department of Children Equality, Disability, Integration and Youth Affairs, the Department of Further and Higher Education, Research, Innovation and Science and the Arts Council, a combined inter-departmental budget allocation of over €10 million in 2025, including an allocation through the Government’s Shared Island initiative, will provide creative opportunities for 0-24 year olds. With a particular focus on ensuring access for children and young people that are seldom heard and at risk of disadvantage, programmes include Local Creative Youth Partnerships (LCYPs). There are currently LCYPs based in 7 Education and Training Boards across the country. They aim to provide out-of-school creative and cultural activities for young people by bringing together the whole local infrastructure. The target audience for all LCYP programmes are children and young people in local communities (within the ETB’s geographical remit) in ‘out of school’ settings with a particular focus on previously less served cohorts. An eighth LCYP will be established in 2025 following a recent call-out to the remaining ETBs.
Cruinniú na nÓg’s annual day of creativity for children and young people up to 18 years of age, took place on 7th June this year in collaboration with all 31 local authorities and 3 strategic partnerships, with all events free to attend, with over 1000 events took place across the island of Ireland.
The Creative Youth Nurture Fund awarded 9 projects over €700,000 in 2023, and this is running until 2025, to engage with specific cohorts of seldom heard children and young people in a creative experience in which their voice is central.
The Creative Youth on a Shared Island dimension of the Creative Ireland Programme, has allocate over €1 million for 2024-2025 supporting 6 projects to bring children and young people from across the island of Ireland, engaging in creative writing and storytelling, song-writing, parade, theatre and more.
Post-primary schools and Youthreach Centres engage in Creative Youth programmes such as Creative Schools, Creative Clusters, Creative Engagement and BLAST, bringing enhanced access to arts, culture and creativity in education.
In addition to the allocation above, the Creative Youth Plan 2023-2027 also supports, through funding from the Department of Education, Music Generation’s National Music Education Programme which has been allocated €6.9 million in 2025.
My Department also supports several programmes and initiatives through the National Cultural Institution. For example, the Department has provided funding to the National Cultural Institutions to digitise and archive a large amount of it content and collections, which is available online for all ages to view and study, and a lot of this material was developed and rolled out during COVID.
Furthermore, each of these organisations also have a range of programmes, events and resources for young people including both in-person and online events and resources.
My Department is also investing ambitiously in the audio-visual sector, all with a view to growing these sectors and providing new opportunities for younger people to participate in arts, culture and media activities. This group is also considered a key demographic for our work to stimulate the night-time economy.
Access and exposure to the arts from an early age can establish a lifetime interest and a fulfilling appreciation and I will welcome all contributions to the considerations around the potential for a youth Culture Card.
Departmental Meetings
Ceisteanna (249)
Sinéad Gibney
Ceist:249. Deputy Sinéad Gibney asked the Minister for Culture, Communications and Sport the engagement he has had with large social media companies since he took office on the topic of their ability to monitor online hatred and discrimination and creating safe online communities; and if he will make a statement on the matter. [34943/25]
Amharc ar fhreagraFreagraí scríofa
Online safety is a Government priority, especially as it relates to children. Ensuring children do not see illegal, harmful or inappropriate content while being able to avail of all the benefits of the online world is vital for children’s development.
It was in that context that I met with social media platforms over the course of last week. They updated me on the measures they are taking to protect children and young people online.
I highlighted my focus on protecting children from harmful online content. I emphasised how important robust age verification is to ensuring online safety for children and young people.
It is important to note the progress we have made in online safety in recent years. Coimisiún na Meán, Ireland’s online safety and media regulator, was established in March 2023 and is at the heart of Ireland’s online safety framework. The framework comprises the Online Safety and Media Regulation (OSMR) Act, under which An Coimisiún adopted and applied Ireland’s first online safety code, the EU Digital Services Act (DSA), under which An Coimisiún is Ireland’s Digital Services Coordinator, and the EU Terrorist Content Online Regulation for which An Coimisiún is a competent authority.
I am committed to working across Government and with all stakeholders to ensure that all of us, especially children and young people, can enjoy the benefits of being increased connectivity while being safe from harmful or illegal content online.
Artists' Remuneration
Ceisteanna (250, 251)
Ruth Coppinger
Ceist:250. Deputy Ruth Coppinger asked the Minister for Culture, Communications and Sport to consider making permanent the basic income for the arts pilot scheme; and if he will make a statement on the matter. [35102/25]
Amharc ar fhreagraRuth Coppinger
Ceist:251. Deputy Ruth Coppinger asked the Minister for Culture, Communications and Sport to consider increasing the weekly payment for the basic income for the arts pilot given currently it is below minimum wage; and if he will make a statement on the matter. [35103/25]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 250 and 251 together.
The Programme for Government commits to assessing the Basic Income for the Arts pilot research scheme to maximise its impact. I appreciate the importance of the Basic Income support for artists, which is why last week I announced that Cabinet had agreed to my proposal to an extension of six months to allow for further evaluation of the pilot data. This will also give sufficient time to engage in stakeholder consultation and to evaluate the data which will provide the evidence base for Government to make decisions on the next steps.
The primary objective of the scheme is to help artists deal with precarious incomes and to prevent talent from leaving the sector for economic reasons.
My Department has been undertaking a comprehensive research programme based on this data and is currently preparing a report examining the first 24 months of the scheme. I also recently published a paper which collects the experiences of BIA recipients, who were interviewed by a sociologist. A cost-benefit analysis paper is also being prepared. It will compare the benefits and costs arising from the BIA in order to determine its net value.
While the research phase of the pilot scheme is still ongoing, it is clear from evidence collected to date under the scheme that it is having a positive impact on participants. This data shows that the BIA payment is having a consistent, positive impact across almost all indicators - affecting practice development, sectoral retention, well-being, and deprivation.
Artists in receipt of the support are typically able to devote more time to their art, produce more pieces of work, experience a boost to their well-being through greater life satisfaction and reduced anxiety, and are protected from the precariousness of incomes in the sector to a greater degree than those who are not receiving the support.
I know that the BIA support is hugely valued by artists in receipt of it, it has also been the subject of much positive commentary at home and in an international context and makes an important statement about the value placed on the arts in Ireland.
A Government decision will be required on a successor scheme to the pilot, and I intend to bring forward proposals for a permanent intervention in the context of Budget 2026 discussions, based on the evidence arising from the research programme and stakeholder engagement.
Question No. 251 answered with Question No. 250.
Artists' Remuneration
Ceisteanna (252)
Michael Cahill
Ceist:252. Deputy Michael Cahill asked the Minister for Culture, Communications and Sport if certainty will be given to artists, by extending indefinitely the basic income for the arts pilot scheme and support the wider community of artists and give the recognition and financial security that this important sector in County Kerry deserves; and if he will make a statement on the matter. [35121/25]
Amharc ar fhreagraFreagraí scríofa
The Programme for Government commits to assessing the Basic Income for the Arts pilot research scheme to maximise its impact. I appreciate the importance of the Basic Income support for artists, which is why last week I announced that Cabinet had agreed to my proposal to an extension of six months to allow for further evaluation of the pilot data. This will also give sufficient time to engage in stakeholder consultation and to evaluate the data which will provide the evidence base for Government to make decisions on the next steps.
53 artists based in Kerry were selected to receive the payment in 2022, the number in receipt of the payment has changed due to natural attrition and the number from Kerry receiving the payment is 51.
The primary objective of the scheme is to help artists deal with precarious incomes and to prevent talent from leaving the sector for economic reasons.
My Department has been undertaking a comprehensive research programme based on this data and is currently preparing a report examining the first 24 months of the scheme. I also recently published a paper which collects the experiences of BIA recipients, who were interviewed by a sociologist. A cost-benefit analysis paper is also being prepared. It will compare the benefits and costs arising from the BIA in order to determine its net value.
While the research phase of the pilot scheme is still ongoing, it is clear from evidence collected to date under the scheme that it is having a positive impact on participants. This data shows that the BIA payment is having a consistent, positive impact across almost all indicators - affecting practice development, sectoral retention, well-being, and deprivation.
Artists in receipt of the support are typically able to devote more time to their art, produce more pieces of work, experience a boost to their well-being through greater life satisfaction and reduced anxiety, and are protected from the precariousness of incomes in the sector to a greater degree than those who are not receiving the support.
I know that the BIA support is hugely valued by artists in receipt of it, it has also been the subject of much positive commentary at home and in an international context and makes an important statement about the value placed on the arts in Ireland.
A Government decision will be required on a successor scheme to the pilot, and I intend to bring forward proposals for a permanent intervention in the context of Budget 2026 discussions, based on the evidence arising from the research programme and stakeholder engagement.
Departmental Data
Ceisteanna (253)
Brendan Smith
Ceist:253. Deputy Brendan Smith asked the Minister for Culture, Communications and Sport if he will give detailed consideration to a recent briefing note of the Northern & Western Regional Assembly: Regional Infrastructure Priorities for the Northern and Western Region, June 2025; and if he will make a statement on the matter. [35167/25]
Amharc ar fhreagraFreagraí scríofa
In December 2022, Ireland's Digital Connectivity Strategy was published which supports the ambition outlined in the National Digital Strategy and set out a number of targets including that all Irish households and businesses will be covered by a Gigabit network no later than 2028.
The Programme for Government – Securing Ireland’s Future published in January 2025 sets a number of targets which include the completion of the installation of high-speed fibre broadband to 1.1 million people, including homes, farms, and businesses nationwide, by 2026.
The National Broadband Plan (NBP) is the government's initiative to deliver high speed broadband services to all premises in Ireland. National Broadband Ireland (NBI) are connecting circa 4,400 homes each month. I am advised by NBI that over 373,900 premises are passed across 26 counties and available for immediate connection, which is over half the premises in the Intervention Area. Over 132,200 premises are already connected to the National Broadband Plan high-speed broadband network.
With regard to Digital Connectivity in Donegal County Council listed as a priority in Appendix 2 of the Regional Assembly Briefing Note, I have been advised by NBI that over 20,800 premises are passed with a high-speed fibre broadband network and 22,423 available to order/pre-order in County Donegal, with 4,644 premises now connected. A further circa 13,180 premises in County Donegal will be passed by NBI’s high speed fibre broadband by the end of the contract. Further details are available on specific counties and areas can be monitored via https://nbi.ie/reps. NBI has a dedicated email address, reps@nbi.ie, which can be used by Oireachtas members for specific queries.
Along with the NBP intervention contract, progress is being made by commercial mobile operators in expanding their next generation networks throughout the State and ensuring the targets set out in the Digital Connectivity strategy are achieved. The roll-out of infrastructure for mobile telecommunications services in Ireland is primarily a matter for mobile network operators, operating on a commercial basis in a liberalised market, regulated by the Commission for Communications Regulation (ComReg).
Rental Sector
Ceisteanna (254)
Barry Ward
Ceist:254. Deputy Barry Ward asked the Minister for Housing, Local Government and Heritage if his attention has been drawn to the concerns of short-term letting hosts (details supplied) that have a single listing that is a dwelling in their garden; if any exemption has been considered for properties of this nature that cannot become a viable long-term home regarding registration and planning permission requirements; and if he will make a statement on the matter. [35045/25]
Amharc ar fhreagraFreagraí scríofa
A review of the current Exempted Development Regulations is ongoing and a wider public consultation on exempted development regulations will be undertaken shortly. Members of the public, State bodies and other concerned parties will be able to make submissions in writing as part of the consultation process.
The Government cannot pre-empt the outcome of any consultation and therefore no decision has been made in respect of any revisions to current exempted development provisions. This includes exemptions for modular housing structures in gardens and the associated use of such structures. Any update to Exempted Development Regulations will require positive resolutions by both Houses of the Oireachtas before it can be signed into law.
With regard to Short Term Letting, the EU Short Term Rental (STR) Regulation was adopted by the EU on 11 April 2024 and is applicable from 20 May 2026. This Regulation lays down harmonised rules on the collection and exchange of data on short term rental services for member states, hosts providing short term accommodation rental services, and online platforms that offer services to hosts providing short term accommodation rental services within the EU.
The Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media (DTCAGSM) has drafted the Short Term Letting and Tourism (STLT) Bill General Scheme in full alignment with the STR Regulation. The introduction of the STLT Bill will provide a more effective legal and administrative basis to regulate short term lettings. This Bill when enacted will provide the statutory basis for the introduction of a register for all Short Term Lettings in Ireland, which will be implemented and managed by Fáilte Ireland from 20 May 2026.
The Government has recently agreed a policy to generally preclude new planning permissions for short term letting in cities and towns with a Census population in excess of 10,000 persons, at the most recent Census of Population. It was further agreed that local authorities should have discretion to develop policies for other locations having regard to relevant local criteria to be set out in the guidance. This guidance will be introduced in the form of a National Planning Statement (NPS).
My Department is currently developing a NPS for the short term letting sector to supplement and support the introduction of the STLT Bill. It will consider a variety of factors, such as existing planning legislation, the long term housing need in the local authority area, the location of the proposed short term let and balancing housing need with the potential impact on tourism and economic development.
My Department has met with various stakeholders such as booking platforms and industry representatives and will continue to do so during the development of the NPS for the short-term letting sector. The legislative basis for a NPS is contained within the Planning and Development Act 2024. The relevant provision governing NPS's is due to be commenced later this year.