Written Answers Nos. 222-241
222. Deputy Ann Graves asked the Minister for Education and Youth further to Parliamentary Question No. 553 of 12 November 2025, if there is financial assistance available for parents/guardians who cannot afford the cost of transition year in certain schools. [67433/25]
Amharc ar fhreagraTransition Year is a valuable programme for students that offers opportunities to develop future life skills, for personal, social and academic development and to experience other aspects of adult and working life. Transition Year can bring a unique and important value into the lives of students.
The management authority of each school carries responsibility for making decisions regarding the Transition Year programme in that school. Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students.
Currently, the Transition Year programme is supported by the Transition Year Grant, which is paid on a per capita basis each year in addition to regular capitation payments to all post-primary schools in the free scheme. As part of the capitation package in Budget 2024, the rate of the Transition Year Grant was restored to the pre-2011 level of €100 per student in post-primary schools.
Transition Year is also supported through the payment of teachers’ salaries and the provision of capital funding to schools. The number of students in Transition Year is taken into account when the teaching allocation available to a school is determined, in line with the relevant circulars.
Under the final phase of the Post-Primary Schoolbooks Scheme, free schoolbooks and core classroom resources are being provided to all students in post-primary schools in the Free Education Scheme from the current school year. Under this scheme the per capita rate paid to schools for students in Transition Year is €142 in line with recognised student enrolment.
The Post-primary Schoolbooks Scheme removes the cost from families of funding schoolbooks and core classroom resources for students in post-primary schools in the Free Education Scheme. Schools may use any surplus funding to provide additional classroom resources, defined in the scheme guidance as the supporting materials for any subject, required by students to complete projects and practical elements of the curriculum, beyond schoolbooks and core classroom resources. Expenditure under additional classroom resources is limited to expenditure that, up to the commencement of the scheme, was borne by parents/guardians, either by providing the item themselves or by paying a fee to the school to provide the item. Schools are required to inform parents/guardians of the classroom resources now covered under the scheme. Where additional classroom resources are required but cannot be covered under the scheme, parents/guardians must be advised of how these items will be provided. Schools should either provide parents/guardians with a list of the specific items that they are required to purchase or provide them with information of the fee that the school will charge and a list of items that the school will provide for this fee.
No mandatory charge or fee may be levied on parents or students in respect of instruction in any subject of the school curriculum where all students are expected to take part. This applies to all recognised schools in the Free Education Scheme.
It is also permissible for a school to seek payments in respect of extra-curricular activities provided such activities are not obligatory and individual pupils can choose whether or not to participate. No pupil should be disadvantaged in their learning due to the non-payment of fees.
If a parent is concerned about a requested payment, they can contact the school to discuss. Schools should support parents that are struggling to pay, through offering different methods of payment options including instalments, or fee waivers considering the individual circumstance.
Under the redevelopment of Senior Cycle, I am committed to ensuring that in the future, every student in every school who wishes to participate in the programme will have the opportunity to do so.
The Programme for Government and the Senior Cycle Redevelopment Implementation Support Measures document contain commitments to work with students and schools to identify and address any barriers that remain to ensuring that all student who wish to avail of Transition Year can do so.
At present, over 99% of schools indicate that they offer a Transition Year programme, however, not every school is able to accommodate every student who wishes to participate. The 2024/25 school year saw a continued trend of record participation in TY with over 60,000 students enrolled or just over 80% of the number of students enrolled in Third Year in the previous year.
My officials are currently assessing the level of unmet demand for access to TY, identifying the causes, and determining how to allow schools meet that demand.
223. Deputy Ann Graves asked the Minister for Education and Youth the role of the board of management regarding holding principals to account in secondary schools. [67434/25]
Amharc ar fhreagraUnder the provisions of the Education Act 1998, the board of management is the body charged with the direct governance of a school. Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012), provides that the appointment, suspension and dismissal of teachers are the responsibility of boards of management of recognised schools or, where the employer is a person other than a board, by that person.
While the Department sets out the composition of boards of management and rules of procedure it is not directly involved in the management of schools. The Department does not have the legal powers to instruct a school to follow a particular course of action regarding individual complaint cases, or to investigate individual complaints except where the complaint involves a refused enrolment, expulsion or suspension, in accordance with section 29 of The Education Act, 1998.
The principal is responsible for the day-to-day management of the school, including guidance and direction of the teachers and non-teaching staff of the school. The principal is accountable to the board for that management.
Circulars 0048/2018 and 0049/2018 provide the procedures for boards of management to adhere to in relation to professional competences issues and general disciplinary matters for teachers and principals in Education and Training Board (ETB) schools, and Primary, Secondary and Comprehensive Schools, respectively. Circular 0050/2018 provides for the suspension and dismissal of principals of community national schools.
224. Deputy Darren O'Rourke asked the Minister for Education and Youth the measures being taken by her Department to ensure schools are protected from noise pollution from Dublin Airport. [67445/25]
Amharc ar fhreagraMy Department provides design guidance for new schools including SDG 02-05-03 Acoustic Performance in New Primary & Post Primary School Buildings published in October 2020. The overall objective of the performance standards in this document is to provide acoustic conditions in schools that:
• Facilitate clear communication of speech between teacher and students.
• Do not interfere with study activities.
The guidance also notes in relation to school sites that;
External sources outside the school premises include, but are not limited to, noise from road, rail and air traffic, industrial and commercial premises. Due regard to Indoor Ambient Noise Level (IANL) shall be considered in selecting sites for schools and in the design of the school building layout and orientation. Under EU Directive 2002/49/EC transposed by SI number 140 of 2006, Environmental Noise Regulations 2006, it is the responsibility of Local Authorities to produce Noise Maps and Action Plans. Maps and Action Plans will only be available for agglomerations with:
More than 250,000 inhabitants
Places near major roads which have more than six million vehicle passages a year
Major railways which have more than 60 000 train passages per year
Major airports
In addition all new schools are required to be constructed in compliance with the Building Regulations including Technical Guidance Document Part E – Sound published by the Department of Housing, Local Government and Heritage.
My department notes in relation to Dublin Airport, that Fingal County Council have published the Noise Action Plan for Dublin Airport (2024-2028). The airport authority for Dublin Airport (DAA) is responsible for preparing strategic noise maps and the management of aircraft noise at Dublin Airport in accordance with the relevant regulations.
225. Deputy Darren O'Rourke asked the Minister for Education and Youth in the case of Elevate 25, carried out by DAA, the number of other State-owned companies that provide funding to schools; and if this will become more prominent in the years ahead. [67446/25]
Amharc ar fhreagra226. Deputy Darren O'Rourke asked the Minister for Education and Youth the obligations placed on schools that receive funding from State-owned companies (details supplied). [67447/25]
Amharc ar fhreagraI propose to take Questions Nos. 225 and 226 together.
The information requested by the Deputy is not available as my department is not accountable for funding provided to schools outside of the funding provided by this department.
However, under the Education Act 1998, Boards of Management must keep records of all monies received and expended. In line with Circulars 0060/2017 and 0002/2018, all recognised schools (Primary, Voluntary Secondary, Community & Comprehensive) must:
- Prepare annual accounts in the format specified by the Financial Support Services Unit (FSSU). The FSSU have devised a Chart of Accounts which incorporates codes where all income and expenditure is classified accordingly.
- Submit these accounts online to the FSSU.
Schools are obliged to treat any contributions from State bodies as restricted income where conditions apply, maintaining clear documentation and align with FSSU guidelines for the annual financial statements. The FSSU can advise individual schools on how to classify particular items of income or expenditure.
As per DPER Circular 0013/2014 all grantors should notify the grantee of the purpose of the funding and the terms and conditions under which the money will issue, to ensure that the grantee is fully aware of their responsibilities.
227. Deputy Séamus McGrath asked the Minister for Education and Youth for an update on the redress scheme for survivors of historical child sexual abuse in primary and secondary schools. [67454/25]
Amharc ar fhreagraThe Deputy will be aware that a Commission of Investigation has been established by the Government to investigate the handling of historical child sexual abuse in all day and boarding schools. The Chair of the Commission was appointed effective from 1st October 2025 and is currently undertaking initial technical and preparatory work on the systems and processes required to support the work of the Commission. The Commission is independent in its operation and, when it is ready to begin its engagement with survivors of child sexual abuse in schools, this will be widely advertised.
The report of the Inter Departmental Group (IDG) established to advise Government on the recommendations of the Scoping Inquiry advised that further work needs to be undertaken on any potential redress scheme that may be established in the future. This work will continue in parallel with the establishment of the Commission, which does not have a role in relation to redress.
228. Deputy Malcolm Byrne asked the Minister for Education and Youth the type of training provided to staff within her Department in the use of, or understanding of artificial intelligence; if a programme is planned for all staff on their obligations under the EU Artificial Intelligence (AI) Act; and if she will make a statement on the matter. [67460/25]
Amharc ar fhreagraMy Department continues to review and follow guidance issued by the National Cyber Security Centre, the Office of the Government Chief Information Officer, and the Department of Public Expenditure NDP Delivery and Reform on the use of Artificial Intelligence.
All staff have access to the One Learning, the Civil Service Learning and Development shared service, One Learning includes a module of "AI in the Public Service". A communication of this course availability was issue to all staff.
When introducing AI technology to staff, training will be provided in a manner that is proportionate to their role, level of use, and prior experience. This will ensure that each staff member receives the knowledge they need to use AI safely, effectively, and in line with the EU AI Act.
229. Deputy Malcolm Byrne asked the Minister for Education and Youth the online supports that are made available by her Department to students with additional learning needs. [67475/25]
Amharc ar fhreagraI would like to thank the Deputy for his question.
My Department’s preference is that students with additional learning needs are supported to attend school in person, as this provides the most inclusive and effective learning environment. However, there are circumstances where this is not possible, particularly for students with a significant medical condition or school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school
In such cases, my Department provides online supports, including:
Home Tuition Grant Scheme
The department’s Home Tuition Grant Schemes provide funding towards the provision of a compensatory educational service for children who, for several reasons, are unable to attend school. By its nature, it is intended to be a short-term intervention.
Its purpose is to fund an educational provision for:
Pre-School Children with autism who meet the scheme’s eligibility criteria
Children seeking a Special School or Special Class placement
Students, enrolled in schools, with a significant medical condition, which has caused, and is likely to continue to cause, major disruption to their attendance at school
Students, enrolled in schools, with school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school
In exceptional cases the Department will consider home tuition applications on behalf of students with diagnoses of school phobia and/or associated depression/anxiety which has caused, and is likely to continue to cause, major disruption to their attendance at school. This exception will only apply where a continued absence from school is required to facilitate appropriate medical or therapeutic intervention with a view to the reintegration of the student in their school.
Under this scheme, the principle that home tuition cannot be provided as an alternative to school attendance still applies. It remains the Department’s preference that home tuition is delivered in the home on a one-to-one basis. However, in recognition of exceptional circumstances, the Department may facilitate home tuition to take place online. This typically occurs where a student’s medical condition prevents in-person tuition or where a parent or legal guardian is experiencing difficulty in securing a tutor to attend the home.
iScoil
For students aged from 13 to 16 and who have been out of school for 6 months or more, iScoil is another support available. iScoil is an autonomous online learning community which has developed a model of learning that, in its own terms, is flexible, adaptive, innovative and inclusive, where young people who are out of school can re-engage in learning with the help of digital technologies and a personalized approach to learning online. Their work focusses on achieving progression to enable these students to go back to school. iScoil is registered under Section 14 of the Educational (Welfare) Act 2000 as a provider of education to certain children receiving education in places other than a recognised school.
The Department has significantly increased funding to iScoil to expand the number of places available. In recent years, capacity has grown from 80 places to 180, and funding for a further 70 places has been secured in Budget 2026. This means that 250 students will be able to access iScoil in 2026. This provision is particularly suited to students whose medical assessments indicate school phobia or similar conditions, where an alternative, flexible learning approach is required.
Places are available only to those referred to iScoil by Tusla Education Support Service (TESS) Educational Welfare Officers (EWO’s) and not the Department of Education.
iScoil also works in partnership with agencies, youth services, and School Completion Programmes nationally to provide blended learning opportunities for young people who have disengaged from mainstream education. Blended learning centres are youth-friendly, safe spaces where students log on and receive a combination of digital instruction from tutors and face-to-face support from designated centre-based staff, known as support workers. Support workers monitor and follow-up on student attendance and engagement and identify and support student progression. Students attend blended learning centres at set times. iScoil provides training to all support workers.
230. Deputy Malcolm Byrne asked the Minister for Education and Youth the range of supports available to students with additional learning needs upon leaving second level education. [67476/25]
Amharc ar fhreagraQueries in relation to educational supports within further and higher education settings should be directed to the Department of Further and Higher Education, Research, Innovation and Science.
231. Deputy Malcolm Byrne asked the Minister for Education and Youth the assessments, particularly independent research, has been carried out or commissioned into mobile phone use by students in schools; and if she will make a statement on the matter. [67477/25]
Amharc ar fhreagraMy department advised all schools in June of this year that they are required to implement a policy to ban (primary schools) or restrict (post-primary schools) the use of, and access to, personal mobile phones by students for the duration of the school day. This policy is intended to support schools in improving the learning environment in schools by reducing distraction, reducing the risk of cyberbullying and access to inappropriate content during school hours, and increasing traditional social interactions between pupils and students at school break times.
A key feature of the guidance is the requirement for all schools to develop their policy in consultation with the school community — including parents, students, teaching and non-teaching staff. This collaborative approach ensures that each school’s policy reflects local needs while supporting a national goal: reducing students' exposure to harmful online content and enabling them to disengage from their phones during school hours.
My department’s approach to mobile phone restrictions in schools has been informed by ongoing research in the area. This includes the UNESCO Global Education Monitoring Report “Technology in Education a tool on whose terms”, and the Norwegian Screen Use Committee Report on the impact of the use of mobile phones during the school day on well-being and academic performance. Relevant research will continue to inform Department policy and resources in this area.
My department provides core funding to the Anti-Bullying Centre and provides funding for the development and expansion of the FUSE anti-bullying programme for schools.
In November 2023, my department funding to the Anti-Bullying Centre toward research that would inform the impact of smartphone restrictions on bullying behaviour in the Irish context.
The purpose of the study was to obtain a better understanding of the views of students on these initiatives and to inform policy in this area.
Reform of the curriculum at all levels is underway which will ensure that our young people are equipped with the necessary digital skills and literacy to allow them to participate fully in society.
The new Primary Curriculum Framework includes digital learning as a key competency, and the Framework for Junior Cycle has an explicit focus of the development of digital skills. In addition, the new SPHE specification at Junior and Senior Cycle has specific learning outcomes to support students in navigating the online world.
Implementation of the 50 actions in the Student Participation Implementation Plan will ensure that the views of children and young people are at the forefront of education policy development. The new guidelines for post-primary schools on smartphone policies makes clear that students should be consulted by their schools in these matters and will provide examples of mechanisms of how this can be done.
Webwise, the Irish Internet Safety Centre which is funded by my department, have a youth advisory panel comprising of children and young people who advise Webwise on the content of their online safety training and awareness campaigns, including Safer internet Day.
Coimisúin na Meán is the authority for regulating social media companies and my department liaises with Coimisúin na Meán as well as the Online Safety Commissioner in relation to online safety.
232. Deputy Malcolm Byrne asked the Minister for Education and Youth her views on whether there will be a sufficient number of school places in Gorey, County Wexford at primary and post-primary level over the next decade given home building growth and projected population increases. [67482/25]
Amharc ar fhreagraI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, may be viewed on the Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
A significant number of new houses have been developed in Gorey in recent years and many more are planned. There is an associated demand for school places with the development of new houses. However, due to the reduction in birth rates and family sizes, the school place demand per house has reduced in recent years. Similarly, the demand for school places in the older residential areas in Gorey has reduced significantly. As a consequence and despite the completion of a number of new houses the enrolment numbers in the primary schools have peaked and have reduced in recent years. While the demand for post primary school places are continuing to rise, it is projected to peak in the coming years. As it stands, if no more houses were to be completed in Gorey the demand for places in the existing 15 primary schools would be 15% lower than current levels by 2030 and the demand for places in the existing 3 post primary schools would be 5 to 10% lower than current levels by 2030.
The pace of delivery of additional residential development in Gorey school planning area along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements in the area.
The department will continue to liaise with Wexford County Council in respect of their county development plan and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas including Gorey.
233. Deputy Michael Healy-Rae asked the Minister for Education and Youth if funding be granted for urgent electric works at a location (details supplied); and if she will make a statement on the matter. [67484/25]
Amharc ar fhreagraThe purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis and, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis across a number of categories of works such as Climate Action and Electrical works.
The department can confirm that an application under the CASWS has been received for the school in question. It should be noted that applications were assessed in accordance with availability of funding and involved a spread of categories rather than the traditional single category at a time. This is aimed at managing market capacity and maximising value for money opportunities for school authorities.
While the school in question was not selected for the first tranche of approvals that were announced, the CASWS operates on a multi-annual basis. Under this scheme, approved applications from schools that are not reached for funding or market prioritisation reasons (as above) in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
Full details of the announcement and the list of approvals in the first tranche can be found at the below link:
https://www.gov.ie/en/department-of-education/services/summer-works-scheme/
234. Deputy Emer Currie asked the Minister for Education and Youth the position regarding an ASA application (details provided); and if she will make a statement on the matter. [67488/25]
Amharc ar fhreagraI can confirm to the Deputy, that my department is in receipt of an application under the Additional School Accommodation (ASA) scheme, from the school in question.
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.
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 1,300 school building projects. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation.
Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities. Supplementary capital funding of €210 million approved by Government has brought the total capital allocation for 2025 for my department to €1.6 billion.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project roll-out for Large-Scale projects and Additional School 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 roll-out over the course of 2026 to 2030 period to meet the most urgent and prioritised needs. It is planned that circa 80 school building projects will progress to construction across 2026 and 2027 as part of a 2-year rolling programme.
All Government departments are expected to publish their sectoral NDP Implementation Plans shortly. My department’s plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
The application from the school in question will be considered in this context as part of this process and the school authority will be notified of the decision directly.
235. Deputy Louis O'Hara asked the Minister for Education and Youth if a school place could be offered to a child (details supplied); and if she will make a statement on the matter. [67492/25]
Amharc ar fhreagraMy department’s main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the student 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 students not obtaining a place in the school of their first choice.
In accordance with the provisions of the Education (Admission to Schools) Act 2018, schools are required to clearly set out their selection criteria in their admission policies. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the school’s admission policy.
Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed.
TUSLA’s Education Support Service (TESS) is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child.
Contact details for TESS are available at the following link www.tusla.ie/tess/get-in-touch/ or by email at tessinfo@tusla.ie.
236. Deputy John Paul O'Shea asked the Minister for Education and Youth if she will urgently review the decision to provide only an 8-classroom permanent school building for a school (details supplied); the reason her Department has not approved a 16-classroom school building, given that both current and projected enrolment figures on record with the Department clearly demonstrate sustained oversubscription for junior infant places year-after-year; whether her Department will now proceed with approval for a 16-classroom school as a Phase 2 development in order to meet the growing demographic needs of the school community; and if she will make a statement on the matter. [67511/25]
Amharc ar fhreagraThe project for the school referred to by the Deputy is part of a campus project and is currently at the initial stage of architectural planning – Stage 1, where a site and current building assessment is carried out, and initial design sketch schemes are created.
Currently the Programme Manager and design team anticipate the Stage 1 Submission will be available to the Department in the coming weeks, and that the Stage 1 Stakeholders Meeting will be held before the end of December 2025. The school and patron body will be updated as to the progression of the project on completion of the Stage 1 review.
My department will continue to work collaboratively with the patron in relation to the brief for the school. The current brief is for an 8-classroom school plus 2 SEN Classes but also provides for the master planning of the site for a potential expansion of the brief in order to cater for 16-classrooms plus 4 SEN (special education needs) classes. In line with the Government’s Infrastructure Guidelines, projects are subject to relevant due diligence at each stage in the process, within the context of overall programme and budgetary parameters.
Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan (NDP), involving the completion of over 1,300 school building projects.
In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan (NDP). All Government departments are expected to publish their sectoral NDP Implementation Plans shortly and my department will manage the school building programme in this context. My department’s plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
237. Deputy Brendan Smith asked the Minister for Education and Youth if she will provide details in relation to the approval of additional education provision at schools (details supplied); and if she will make a statement on the matter. [67519/25]
Amharc ar fhreagra238. Deputy Brendan Smith asked the Minister for Education and Youth the proposals there are to increase education provision in schools (details supplied); and if she will make a statement on the matter. [67520/25]
Amharc ar fhreagraI propose to take Questions Nos. 237 and 238 together.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for children with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE that they are seeking a special educational placement for their child. An earlier date of 1 October was set for parents to do so.
This notification process will provide the NCSE with valuable information as to which children will continue to require a special class as they progress to post-primary level and details on students who require a place for the first time.
The earlier date will allow for earlier sanctioning of classes for the 2026/27 school year, and it is the aim of the NCSE to sanction the majority of new special classes by 31 December 2025.
The NCSE will have a clear picture of the local demand for special class places for the 2026/2027 school year after they review and assess all of the information which has been provided through the parents' notification process which closed on 1 October.
Once the NCSE has fully collated and assessed this information, the NCSE will be in a position to engage with schools across the country to open new special classes. The NCSE will also have due regard to any vacant places in existing special classes in an area and any places that will become available through the normal movement of children leaving primary or post-primary school.
I would like to stress that the NCSE will continue to support all children made known to them after the October deadline also, however, it is important for planning purposes that we set an earlier timeframe for which the NCSE has as much local knowledge and detail as possible in order to plan what new provision is required.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for children with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
239. Deputy Ryan O'Meara asked the Minister for Education and Youth to re-enter talks as a matter of urgency in relation to the school secretaries and caretakers pay entitlements dispute; and if she will make a statement on the matter. [67537/25]
Amharc ar fhreagraRecognising the vitally important role of secretaries and caretakers within school communities, Department officials have been working intensively with stakeholders, with the Workplace Relations Commission (WRC) and with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation, to establish a platform for meaningful discussion and resolution.
I believe that all parties have a responsibility to make sure that these talks succeed and that both sides must come together with an open mind without preconditions or preconceived ideas of a final outcome.
My Department has been engaging with Fórsa over the past number of weeks under the auspices of the WRC. The matter has now been referred to the Labour Court. The parties remain in process, and my Department remains committed and ready to engage with Fórsa to reach a resolution on this important matter. As with any industrial relations process the matters under discussion are confidential until this process concludes.
240. Deputy Ryan O'Meara asked the Minister for Education and Youth for an update on the deep energy retrofit programme; and if she will make a statement on the matter. [67538/25]
Amharc ar fhreagraMy department is leading an ambitious sustainability agenda and has progressed a wide array of measures to improve the overall sustainability of our school buildings as part of our work towards 2030 and 2050 climate targets. This performance has been recognised at both National and International level with sustainable energy awards for excellence in design, specification and delivery. My departments policy is supported by a strong research programme with fifty-six research programmes at various stages.
It is a priority for Government to deliver on Ireland’s ambitious climate agenda and reduce greenhouse gas emissions in line with the department’s [School Sector Technical Climate Action Roadmap] which was published in 2023 and updated in 2024.
My Department, in collaboration with the Department of the Environment, Climate and Communications, has developed a jointly funded School Sector Decarbonisation Pathfinder Programme. The programme is administered by the Planning and Building Unit in my Department and the Sustainable Energy Authority of Ireland (SEAI), with devolved delivery support from Education and Training Boards (ETBs).
To date, the programme has funded deep retrofit works in 68 schools, with a further 9 projects currently in progress. These comprehensive upgrades typically include improvements to the building fabric - such as wall and roof insulation, new doors and windows, enhanced air tightness, LED lighting, and heating system upgrades, alongside the installation of renewable energy technologies. Each project incorporates renewable heating systems designed to meet at least 90% of annual space heating demand and deliver carbon savings exceeding 50%. The target outcome for all participating schools is a Building Energy Rating (BER) of B or better.
Funding was also secured through REPowerEU to support an expanded school pathfinder decarbonisation and retrofit programme in 2025. Under this initiative, 28 schools progressed to full retrofit works in summer 2025, with all schools transitioning to renewable heating systems as part of the project.
The Pathfinder 2025 Programme is now underway and involves heating decarbonisation projects across approximately 77 schools. Under this phase, schools will transition to renewable heat sources, including air-source heat pumps and biomass heating systems. This decarbonisation glide path delivery approach will include commencing the move from high carbon fossil fuel heating provision in existing schools by phasing out as part of the transition to zero carbon all existing high carbon fossil fuel (oil) boilers in schools towards renewable heating, supported where necessary by a high efficiency LPG / Biogas gas boiler. The scale of programme is expected to be maintained through 2026 and 2027.
Earlier this year, my Department also launched the Climate Action Summer Works Scheme (CASWS). This multi-annual programme will support schools in implementing sustainable energy measures, with the first tranche of projects to be announced shortly and set to commence in summer 2026. The scheme provides funding opportunities for schools to install heat pump renewable heating systems, as well as cavity wall insulation, LED lighting, and electric vehicle (EV) charging infrastructure.
241. Deputy Ryan O'Meara asked the Minister for Education and Youth when a school (details supplied) will be retrofitted as part of the deep energy retrofit programme; and if she will make a statement on the matter. [67539/25]
Amharc ar fhreagraMy Department and the Department of Environment, Climate and Communications have developed a jointly funded school sector decarbonisation pathfinder programme. It is administered by the Planning and Building Unit in my Department and the Sustainable Energy Authority of Ireland in partnership with devolved delivery support from the Education Training Board sector.
The pathfinder programme is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the school sector on an evidence-based approach. This programme continues to assist my Department to explore options and test various solutions for decarbonised energy efficiency solutions in our broad range of school building types.
The general principles and approach to school selection includes; schools who comply with their annual reporting obligations to the Sustainable Energy Authority of Ireland (SEAI) with respect to their annual energy usage under the Energy Monitoring and Reporting scheme and secondly schools that demonstrate a strong and holistic commitment to energy management practices through participation in the Energy in Education website portal and advice programme that is operated by the SEAI and my Department.
The pathfinder programme is generally delivered in line with the above considerations however and not on an application basis. Schools, such as the school to which the Deputy refers, who wish to be considered should ensure that they are meeting their Energy Monitoring and Reporting requirements and also participating in the Energy in Education Programme.
Another key initiative of my Department is to establish a national energy profile of all schools. Phase 1 of the energy inventory profile (which comprised all schools across five counties) is complete and the Department has been approved funding for the final phase from REPowerEU. This phase is currently underway and includes the school to which the Deputy refers, and all schools in Tipperary. It involves energy assessors gathering focused information on energy use, building types, age, and size along with an overview of general fabric and energy aspects of electrical and mechanical systems in approximately 3,300 schools. This energy inventory profile of the full school estate will facilitate strategic decision-making by the Department on priorities for future capital investment in schools in Tipperary and across the country.
Earlier this year, my Department also launched the Climate Action Summer Works Scheme (CASWS). This multi-annual programme will support schools in implementing sustainable energy measures, which provides funding opportunities for schools to install heat pump renewable heating systems, as well as cavity wall insulation, LED lighting, and electric vehicle (EV) charging infrastructure.
