Written Answers Nos. 1241-1260
1241. Deputy Conor Sheehan asked the Minister for Education and Youth the funding stream available to a school (details supplied) to apply to extend a sports hall given that they are ineligible under additional school accommodation; and if she will make a statement on the matter. [43712/25]
Amharc ar fhreagraInvestment 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.
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.
The Government has now concluded the review of the National Development Plan which sets out the capital allocations for each Government Department for the 2026 to 2030 period.
The NDP outcome involves an allocation of €7.55bn for the Department of Education and Youth for the 2026 to 2030 period. This equates to an average of €1.51bn per annum with some front-loading in the initial period as set out in the table below:
Department of Education & Youth - Breakdown of €7.55bn into annual allocations for 2026-2030 period
|
|
2026 |
2027 |
2028 |
2029 |
2030 |
Total |
|
|
€bn |
€bn |
€bn |
€bn |
€bn |
€bn |
|
NDP funding allocation |
1.60 |
1.60 |
1.55 |
1.40 |
1.40 |
7.55 |
Each Department is now tasked to develop implementation plans based on their NDP Allocations. Our target will be to have this done and published in the Autumn. This will involve my Department’s Planning and Building Unit undertaking a review and analysis to determine the optimum outputs to be achieved from the €7.55bn allocation with a strong emphasis on maximising existing capacity and in relation to project delivery ensuring a continued focus on affordability, value for money and functionality.
Some key points to note in relation to the NDP funding include the following:
• It will facilitate the completion of circa 300 school building projects currently in construction to deliver over 22,300 school places in new and modernised accommodation across primary, post-primary and special schools. Most of these projects are expected to be completed over the course of 2026 and 2027.
• Its use will place a strong emphasis on supporting children with special educational needs in relation to the annual requirements for special classes and places in special schools through continuing to maximise and re-purpose existing capacity as much as possible and through the provision of modular accommodation where determined necessary by the Department. It is envisaged that this will involve the provision of circa. 14,000 school places in special classes and special schools over the course of the 2026 to 2030 period to meet necessary annual requirements.
• In relation to project roll-out for Large-Scale projects and Additional Accommodation Scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
1242. Deputy Michael Cahill asked the Minister for Education and Youth if the issues outlined in correspondence (details supplied) can be urgently addressed, and circular 0010/2013 updated as its criteria are too rigid and its parameters now outdated; and if she will make a statement on the matter. [43746/25]
Amharc ar fhreagra1243. Deputy Michael Cahill asked the Minister for Education and Youth if three specific questions raised in correspondence (details supplied) can be addressed; and if a pathway can be provided for specialists to engage with policymakers to ensure that policy revision and policies reflect international best standards; and if she will make a statement on the matter. [43747/25]
Amharc ar fhreagraI propose to take Questions Nos. 1242 and 1243 together.
The Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment in order to access the school curriculum.
As outlined in circular 0010/2013, the purpose of Assistive Technology Scheme is to provide grant aid to schools to enable them to purchase essential specialist equipment. This applies in cases where the existing equipment in the school is insufficient to meet the child's needs without unduly depriving other children of access to the equipment and where the absence of such equipment would prevent the child from accessing the curriculum.
The Special Education Section is currently finalising a review of the Assistive Technology Scheme. This review will culminate in the publication of a new circular and the launch of an updated online application process.
A key objective of the review is to streamline the application process. This will be achieved through the implementation of a new portal for schools to submit applications, as well as a review of the eligibility criteria. The Department aims to shift the scheme from a diagnosis-based approach to a needs-based approach, granting schools greater autonomy in determining whether a child requires assistive technology to access the curriculum.
As part of the review process, my Department has been consulting with key stakeholders such as:
• National Council for Special Education (NCSE)
• National Educational Psychological Services (NEPS)
• Disability advocacy groups and parent bodies who represent the voice of children who currently benefit from the scheme.
Further consultation with educational stakeholders is planned in the coming weeks to ensure the updated scheme effectively meets the needs of children accessing assistive technology.
The type of evidence base considered most effective in supporting a policy revision is a combination of quantitative and qualitative data as well as comparative policy analysis. In terms of the Assistive Technology scheme, this includes, but is not limited to:
• comparing the level of applications for assistive technology that were approved versus not approved over a set period
• reviewing turnaround processing times (from application to receipt)
• identifying barriers to access (e.g. need for a professional report before making application, maintenance of, and training in the use of assistive technology)
• conducting surveys with multiple stakeholders to gather feedback
• aligning with international best practices, including the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).
Ongoing research, continued engagement with multiple stakeholders and other Government Departments and agencies, piloting and evaluation will form key components of the department’s response to the policy advice in the coming years. In doing so, this will ensure that the revised Assistive Technology Scheme is reflective of an inclusive and responsive education system.
My Department remains committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
1244. Deputy Rory Hearne asked the Minister for Education and Youth in respect of the ADAPT programme of school building project delivery for a school (details supplied), the number of third-party contracts issued to date under the programme; the number of contractors recruited as part of the programme; the number of contractor vacancies exist under the programme; the breakdown of third-party contractors by role (architecture, design, fire safety, project management, etc.); and if she will make a statement on the matter. [43775/25]
Amharc ar fhreagraThe school building project referred to by the Deputy is included in the Department of Education and Youths’ Construction Programme.
The brief for the project is the delivery of a new 1,000 pupil post primary school and accommodation including 6 classrooms for children with special educational needs.
The project will be delivered under my Department's ADAPT 4 Programme – Programme Innovate. This programme will be led by Integrated Project Teams consisting of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects.
AECOM as the Programme Manager are overseeing the procurement and appointment of these Integrated Project Teams. At present, the procurement process for the Integrated Project Team for this project at the Whitehall campus is currently being concluded and further details cannot be provided until the appointments are concluded and ratified.
1245. Deputy Rory Hearne asked the Minister for Education and Youth in relation to the ADAPT programme of school building project delivery, the cost of the programme in 2024 and to date in 2025; and the projected cost for 2026 and 2027, in tabular form; and if she will make a statement on the matter. [43776/25]
Amharc ar fhreagraFollowing clarification from the Deputy, my Department understand the query relates to ADAPT 4 - Programme Innovate.
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. Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities.
The Government has now concluded the review of the National Development Plan which sets out the capital allocations for each Government Department for the 2026 to 2030 period. The NDP outcome involves an allocation of €7.55bn for the Department of Education and Youth for the 2026 to 2030 period. I intend to prioritise investment in special education and school places as part of €7.55 Billion in funding for 2026-2030.
It is envisaged that the NDP funding will involve the following:
- It will facilitate the completion of circa 300 school building projects currently in construction to deliver over 22,300 school places in new and modernised accommodation across primary, post-primary and special schools. Most of these projects are expected to be completed over the course of 2026 and 2027.
- Have a strong emphasis on supporting children with special educational needs in relation to the annual requirements for special classes and places in special schools through continuing to maximise and re-purpose existing capacity as much as possible and provision of modular accommodation where determined necessary by the Department. It is envisaged that this will involve the provision of circa. 14,000 school places in special classes and special schools over the course of the 2026 to 2030 period to meet necessary annual requirements.
- In relation to project rollout for Large-Scale projects and Additional Accommodation Scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
Each Department is now tasked to develop implementation plans based on their NDP Allocations. Our target will be to have this done and published in the Autumn. This will involve the Department’s Planning and Building Unit undertaking a review and analysis to determine the optimum outputs to be achieved from the €7.55bn allocation with a strong emphasis on maximising existing capacity and in relation to project delivery ensuring a continued focus on affordability, value for money and functionality. The investment levels in relation to the ADAPT programme will be considered in this context.
1246. Deputy Rory Hearne asked the Minister for Education and Youth to provide all progress reports including interim reports in respect of the ADAPT programme for school building projects on the programme in 2024, and to date in 2025; and if she will make a statement on the matter. [43777/25]
Amharc ar fhreagraFollowing clarification with the Deputy, my Department understands the parliamentary question refers to ADAPT 4- Programme Innovate.
These are technical reports for use by the Integrated Design Teams (IPT) in relation to facilitating the development of project briefs into the initial stages of design and ultimately through detailed design and procurement stages. Such documentation is voluminous in nature and would contain commercially sensitive information. If there is a particular school that the Deputy wishes to enquire about then I can arrange for an update to be provided to the Deputy.
Programme Innovate is in the early stages and as per the scope of service, the Programme Manager has completed the coordinated procurement and appointment of companies to carry out initial site surveys for the first tranche of projects on the ADAPT 4 Programme. Those site survey reports will be made available to the incoming IPTs. The procurement of site surveys for the next tranche of projects will commence in due course.
The procurement process to appoint the Integrated Project Teams (IPT) for the first tranche of ADAPT 4 Projects is nearing conclusion. Upon appointment , the IPT will begin stage 1 of architectural planning - Preliminary design ( assessment of site and location suitability, and initial sketch scheme).
The Programme Manager is also carrying out other miscellaneous items that pertain to their scope of service at this early part of the the programme, and along with the procurement processes outlined above, progress is reported to my Department on a monthly basis on these technical issues.
1247. Deputy Rory Hearne asked the Minister for Education and Youth in respect of the ADAPT programme for school building project delivery, the number of third-party contracts that have been issued to date as part of the programme, at a national level, by local authority; the number of contractors that have been recruited by local authority; the number of contractor vacancies that exist by local authority; the breakdown of third-party contractors by role architecture, design, fire safety, project management, and so on, by local authority, in tabular form; and if she will make a statement on the matter. [43778/25]
Amharc ar fhreagraFollowing clarification from the Deputy, my Department understands this parliamentary question refers to ADAPT 4 - Programme Innovate.
An external professional Programme Manager has been appointed by my Department to co-ordinate and drive Integrated Project Teams (IPTs) to achieve the best possible timeframe for the projects through the stages of Architectural Planning, to Tender and Construction.
Each project has an external IPT consisting of a consultant architect, consultant civil structural engineer, consultant building service engineer, consultant quantity surveyor, a fire safety consultant and PSDP consultant. Sub consultancies relating to landscape design, planning, acoustics, sustainability and BIM are also being procured.
AECOM as the Programme Manager are overseeing the procurement and appointment of the IPT’s on behalf of my Department. The procurement process to appoint IPTs for the first tranche of projects in ADAPT 4 are currently being concluded. It is anticipated that a Framework of IPTs will be established as part of this procurement process, to which my Department can tender for future projects as part of ADAPT 4 - Programme Innovate.
The projects are located across the country - table attached.
|
Adapt 4 Programme Innovate Tranche 1 |
|
|
Whitehall Campus (4 schools) Clonturk Community College Ellenfield Post Primary School Gaelscoil Áine An Cosan Special School |
Dublin |
|
Grange Campus (2 schools) Grange Community College Gaelscoil Grainne Mhaol |
Dublin |
|
Killester Raheny Clontarf ETNS |
Dublin |
|
Rivervalley NS Swords |
Dublin |
|
Notre Dame Campus (2 schools) Gaelscoil na Fuinseoige Additional School TBC |
Dublin |
|
Templeogue Campus (2 schools) Templeogue College Libermann Special School |
Dublin |
|
Tallaght Community School |
Dublin |
|
Leixlip Campus ( 2 schools) Leixlip ETNS Coláiste Chiarán CS Leixlip |
Kildare |
|
Gorey ETSS |
Wexford |
|
Galway Campus (2 schools) Galway ETSS Abalta Special School |
Galway |
|
Ballincollig Campus ( 2 schools) Le Chéile Secondary School Ballincollig Gaelscoil an Chaisleán |
Cork |
|
South Lee ETNS |
Cork |
|
Westport Campus ( 2 schools) Sacred Heart Secondary School Westport Westport ETNS |
Mayo |
1248. Deputy Rory Hearne asked the Minister for Education and Youth the number of requests received by the NCSE and-or her Department for additional SNA and SET posts; the number of posts that were requested; the breakdown of the WTE requested, in the Dublin North-West constituency, by school, in tabular form; and if she will make a statement on the matter. [43779/25]
Amharc ar fhreagra1249. Deputy Rory Hearne asked the Minister for Education and Youth of the requests received by the NCSE and-or her Department for additional SNA and SET posts made by schools in Dublin North-West, the number of requests for additional SNA and SET posts that were approved; the number of approved posts which were filled; the breakdown of the WTE of the filled posts, by school and in tabular form; and if she will make a statement on the matter. [43780/25]
Amharc ar fhreagraI propose to take Questions Nos. 1248 and 1249 together.
The NCSE is, in the first instance, the primary body responsible for the matter the Deputy has raised. I have forwarded this issue to them for their attention and direct reply.
Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas query line at: oireachtasqueries@ncse.ie.
1250. Deputy Rory Hearne asked the Minister for Education and Youth to provide an update on the establishment of a new DEIS Plus scheme; and if she will make a statement on the matter. [43781/25]
Amharc ar fhreagraTackling educational disadvantage and supporting students to fulfil their full potential in life is a key priority for me as Minister for Education and Youth. The DEIS programme is a key policy of government to tackle concentrated educational disadvantage at school level. It provides a targeted range of supports and is additional to the universal supports provided to all schools, such as the introduction of free school books and free hot school meals. Schools also have access other universal supports such as wellbeing supports for students through the National Educational Psychological Service (NEPS), additional teaching hours under the English as an Additional Language (EAL) scheme and advisory support from the Department’s Inspectorate.
My Department is investing over €180 million annually to provide additional supports to almost 1,200 schools in the DEIS programme.
As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle educational disadvantage. Part of delivering this objective will be the introduction of a new DEIS Plus scheme to support schools with the highest levels of disadvantage.
To inform the development of the DEIS Plus scheme, I have established a design advisory group with principals, Home School Community Liaison and School Completion Programme coordinators who work every day with children from areas of high inter-generational disadvantage. This group, which I met in March, led by officials from my Department are using a student-centred design approach to identify the resources needed to ensure the DEIS plus scheme will meet the needs of children and young people at acute risk of educational disadvantage.
My Department is also intensifying its engagement with other Government Departments and agencies, the education partners, and stakeholders across the education sector to develop the DEIS Plus scheme.
The details of the DEIS plus scheme are currently in development. I am committed to delivering a new DEIS Plan this year to outline my Department’s overall approach to tackle educational disadvantage, and the DEIS Plus scheme will be an important part of that plan.
1251. Deputy Rory Hearne asked the Minister for Education and Youth the number of students who sat the Leaving Certificate in politics and society in Dublin North-West, by year and, by school, in tabular form; and if she will make a statement on the matter. [43782/25]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the State examinations.
In view of this I have forwarded the Deputy's query to the State Examinations Commission for direct reply to the Deputy
1252. Deputy Rory Hearne asked the Minister for Education and Youth the number of students who sat the Leaving Certificate in politics and society nationally, by year and, by county, in tabular form; and if she will make a statement on the matter. [43783/25]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the State examinations.
In view of this I have forwarded the Deputy's query to the State Examinations Commission for direct reply to the Deputy.
1253. Deputy Rory Hearne asked the Minister for Education and Youth the number of students who sat the Leaving Certificate in politics and society nationally, by year and, by DEIS school or non-DEIS school, in tabular form; and if she will make a statement on the matter. [43784/25]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the State examinations.
In view of this I have forwarded the Deputy's query to the State Examinations Commission for direct reply to the Deputy.
1254. Deputy Brendan Smith asked the Minister for Education and Youth the progress to date in advancing a project (details supplied); when this proposal will advance to the next stage; and if she will make a statement on the matter. [43791/25]
Amharc ar fhreagraThe school referred to by the Deputy was approved under the Additional School Accommodation Scheme to provide 23 general classrooms, 5 SET/pastoral rooms, 1 Multimedia room, 1 DCG room, 3 Science labs and 2 prep areas, 1 Home Economics room, 1 Art room, 1 Construction Studies room, 1 Engineering Room, 1 Tech prep room, 3 Project stores, 1 Staff room, 1 GP/Dining room and a 2 classroom SEN base, along with refurbishment works to local Community Centres to deliver interim teaching space. The project is devolved to Cavan and Monaghan Education and Training Board for delivery.
I can confirm that this project received my Department's approval to progress to Stage 2b (developed design) of the architectural planning design process in December 2023. In June 2025 the Stage 2b report which is post planning was received by my Department.
Given the scale and complexity of this project the Stage 2b report will require a thorough and intensive review from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. All projects, including this one, will undergo the necessary due diligence outlined in the Public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program
Upon completion of this review process my Department officials will communicate with the school authority regarding the next steps to advance this significant project.
1255. Deputy Barry Heneghan asked the Minister for Education and Youth the special educational accommodations, such as rest facilities, flexible scheduling or assisted learning support that have been implemented in schools for students diagnosed with narcolepsy post-pandemrix vaccination; whether additional funding is planned to support these students; and if she will make a statement on the matter. [43822/25]
Amharc ar fhreagraThis Government is fully committed to supporting all children including those with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. Children with special educational needs includes those children with medical needs such as referenced by the Deputy and given that medical issues impact children in different ways during their educational journey, my Department provides a range of supports to schools to allow them to meet the individual needs of pupils enrolled in their schools.
Supports include access to special education teaching, special needs assistants, assistive technology and training and, with access to a broad range of measures, schools are best placed to address any needs arising from medical issues of individual students. The National Council for Special Education (NCSE) is the national agency with responsibility for ensuring students with special educational needs are supported in order to achieve their educational goals and reach their full potential. Schools who have students with medical concerns can engage directly with the NCSE who provide advice, support, training and where appropriate additional resources if required to support the individual needs of pupils in schools.
With funding of almost €2.9bn spent annually on special education, to include 15,000 special education teachers and over 23,000 special needs assistants, as an example of the scale of supports in the school system, my Department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
1256. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the number of children, by county who are without a school place for September as of 24 July 2025. [43838/25]
Amharc ar fhreagraI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority of mine.
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. Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities. A recent Government decision has approved €210m supplementary capital funding for my Department which brings the total capital allocation for 2025 for my Department to €1.6 billion.
Primary school enrolments at national level have been in decline for a number of years and this downward demographic trend is also now apparent at first year post primary level. There are, however, continued pressures in some areas where there is high demand with continued population growth and housing development driving the need for additional school places.
In that context my Department has put in place a number of measures to support post-primary schools in managing and coordinating their admissions processes including enhancements to the IT systems for registering enrolments so that duplicate acceptances of admission offers are effectively known in real-time at school level, and continuing the data-sharing arrangements with schools in areas of enrolment pressure. The sharing of this data has been very effective in the identification and addressing of school place requirements. The Department’s priority is to ensure that schools in an area can, between them, meet local school place requirements.
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. My Department works with schools, patrons, and management bodies to ensure that there are sufficient school places available to meet the needs of children. In order to assist with the enrolment of children without a school place, the Department shares information on available capacity with the Tusla's Education Welfare Service. The Educational Welfare Services of the Child and Family Agency, Tusla, is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers. Contact details are available on Tusla’s website.
The specific information requested by the Deputy is not available at this time. The availability of places is a matter for each individual school in the context of their Admissions legislation. While a very small number of applicants may not yet have received an offer of a school place for 2025/2026, families can be assured that all children who require a school place will be provided with one.
As the Deputy will be aware, I recently announced the launch of a pilot Single Application System for admission to first year at post-primary schools for the 2026/27 school year in five towns experiencing enrolment pressures. The towns are Athenry, Celbridge, Clonakilty, Greystones, and Tullamore. The pilot marks a significant step towards fulfilling the Programme for Government commitment to introduce a nationwide common application system and enable further improvements in the identification of pupils seeking school places.
1257. Deputy Darren O'Rourke asked the Minister for Education and Youth the total funding allocated in 2025 to continue the implementation of the schoolbooks scheme at primary level; the total grant per pupil in 2025; and the number of pupils who will benefit from the scheme this year, in tabular form. [43839/25]
Amharc ar fhreagraIn Budget 2025, my Department announced that the free schoolbooks scheme would be extended to students in Senior Cycle years, including Transition Year, in post-primary schools in the Free Education Scheme. This brings the total investment for schoolbooks to over €170 million for the 2025/26 school year. This means, for the first time ever, all children and young people enrolled in primary, special and post-primary schools in the Free Education Scheme will be provided with schoolbooks and core classroom resources.
Book grant funding issued to primary schools in April 2025 so that schools have enough time to implement the scheme in advance of the new school year. My Department has also allocated an administration support grant to schools for the forthcoming school year, based on the size of the school to assist with the additional work required in order to implement the scheme. Payment of the Administration Support Grant issued to primary schools in May 2025.
The Schoolbook Schemes have eliminated the cost to families for all schoolbooks, workbooks and copybooks at primary level, including special schools. It continues to deliver on the Programme for Government commitment to provide free schoolbooks to all children in the free education system and introduce changes as needed to the operation of this scheme.
The total funding allocated in 2025 to continue the implementation of the schoolbooks scheme at primary level; the total grant per pupil in 2025; and the number of pupils who will benefit from the scheme this year is set out in tabular form below.
|
Total funding allocated for 2025 |
€47 million |
|
Per capita rate |
€80 per pupil |
|
Number of pupils who will benefit |
550,031 |
1258. Deputy Sinéad Gibney asked the Minister for Education and Youth whether he would be supportive of including Gaelic games on the primary school curriculum in order to give each child a chance to access and play our national sports; and if she will make a statement on the matter. [43887/25]
Amharc ar fhreagraAll 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 “Games” strand allows schools to include a variety of team and individual games, including Gaelic games, where appropriate.
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 Wellbeing Specification: The redeveloped curriculum specification for Primary Wellbeing, 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 Wellbeing Curriculum includes the subjects of PE and SPHE. Learning in the Wellbeing Curriculum is organised across four Strands:
• Movement Education
• Emotional and Relational Education
• Health Education
• Community and Belonging.
Within the Movement Education strand, opportunities will continue to exist for schools to include a range of physical activities and games, including Gaelic games. As with the current curriculum, schools will retain autonomy to select and implement activities based on their local context, interests, and available resources.
1259. Deputy Sinéad Gibney asked the Minister for Education and Youth whether he would be supportive of including Gaelic games on the primary school curriculum in order to give each child a chance to access and play our national sports; and if she will make a statement on the matter. [43888/25]
Amharc ar fhreagraAll 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 “Games” strand allows schools to include a variety of team and individual games, including Gaelic games, where appropriate.
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 Wellbeing Specification: The redeveloped curriculum specification for Primary Wellbeing, 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 Wellbeing Curriculum includes the subjects of PE and SPHE. Learning in the Wellbeing Curriculum is organised across four Strands:
• Movement Education
• Emotional and Relational Education
• Health Education
• Community and Belonging.
Within the Movement Education strand, opportunities will continue to exist for schools to include a range of physical activities and games, including Gaelic games. As with the current curriculum, schools will retain autonomy to select and implement activities based on their local context, interests, and available resources.
1260. Deputy Rory Hearne asked the Minister for Education and Youth to provide an update on all school building projects in the Dublin North-West constituency, broken down by category (details supplied); and if she will make a statement on the matter. [43904/25]
Amharc ar fhreagraSince 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.
Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities.
The Government has now concluded the review of the National Development Plan which sets out the capital allocations for each Government Department for the 2026 to 2030 period. The NDP outcome involves an allocation of €7.55bn for the Department of Education and Youth for the 2026 to 2030 period.
Since 2020, 27 school building projects have been completed in Dublin North-West.
Currently there are 7 school building projects (Large Scale/ASA/Modular) under construction.
There are also 9 school building projects (Large Scale/ASA/Modular) moving through the various stages of design, of which 1 is a new school building.
These projects are being delivered to ambitious timeframes, and the position on individual projects evolves all the time as they advance through various stages. The status of all projects is set out at (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Please see below details for all Modular, SWS and EWS projects underway in Dublin North-West.
|
Current Status of Modular Projects in Dublin North-West (July 2025) |
|||
|
Roll Number |
School Name |
School Level |
Current Stage of Project |
|
20220C |
Gaelscoil Ui Earcain |
Primary |
Stage 2 - Approval to proceed to construction |
|
04992R |
Scoil Na Croi Naofa |
Primary |
Onsite |
|
19489Q |
S N Naomh Finnin |
Primary |
Stage 2 - Approval to proceed to construction |
|
18205R |
Finglas Parochial NS |
Primary |
Stage 2 - Approval to proceed to construction |
|
18682F |
St Canice's BNS |
Primary |
Project Brief |
|
81017A |
Trinity Comprehensive School |
Post Primary |
Stage 2 - Approval to proceed to construction |
|
Current Status of Summer Works Scheme (SWS) Projects in Dublin North-West (July 2025) |
|||||
|
Year Approved |
County |
School |
Roll No |
Project |
Position |
|
2015 |
Dublin |
St Michaels House Special School |
18763F |
Structural Improvements |
ongoing |
|
2021 |
Dublin |
St Joseph’s G.N.S |
19015R |
Re-roofing and Concrete repairs |
ongoing |
|
2015 |
Dublin |
Sn Naomh Finnin |
19489Q |
Structural Improvements |
ongoing |
|
2022 |
Dublin |
Coláiste Eoin |
70180A |
Repair to existing roof |
ongoing |
|
2022 |
Dublin |
Margaret Aylward Community College |
70321P |
Replace windows in building |
ongoing |
|
Current Status of Emergency Works Scheme (EWS) Projects in Dublin North-West (July 2025) |
|||||
|
Year Approved |
County |
School |
Roll No |
Project |
Position |
|
2025 |
Dublin |
Scoil An Leinbh Iosa Boys Seniors |
17318C |
CAT1: Life Safety Systems |
with school to progress |
|
2025 |
Dublin |
S N An Pharoiste |
18205R |
CAT4: Special Needs Facilities/Universal Access |
with school to progress |
|
2025 |
Dublin |
St Pauls Hospital Special School |
19316I |
CAT3: Mechanical and Electrical Works (other than Life Safety Systems) |
with school to progress |
|
2024 |
Dublin |
St Oliver Plunkett NS |
19546C |
CAT3: Mechanical and Electrical Works (other than Life Safety Systems) |
with school to progress |
|
2024 |
Dublin |
St Malachy’s NS |
19619D |
CAT3: Mechanical and Electrical Works (other than Life Safety Systems) |
with school to progress |
|
2025 |
Dublin |
St. Malachy’s NS |
19619D |
CAT3: Mechanical and Electrical Works (other than Life Safety Systems) |
with school to progress |
|
2024 |
Dublin |
St. Aidan's C.B.S. |
60481I |
CAT1: Life Safety Systems |
with school to progress |
|
2024 |
Dublin |
St Michaels Secondary School |
60741I |
CAT3: Mechanical and Electrical Works (other than Life Safety Systems) |
with school to progress |
