Niamh Smyth
Ceist:282. Deputy Niamh Smyth asked the Minister for Education and Youth for an update on a project (details supplied); and if she will make a statement on the matter. [67996/25]
Amharc ar fhreagraDepartmental Projects
Ceisteanna (282)
Freagraí scríofa
The school to which the Deputy refers was approved to enter the department’s pipeline for a project under my Department's Additional School Accommodation (ASA) Scheme. The project will provide nine general classrooms, two SET rooms, three Science labs & two prep area and a four classroom SEN base. The project was devolved for delivery to Cavan & Monaghan ETB.
Following departmental approval, the project received planning permission with conditions in March 2024. One condition required the demolition of an existing school building, which led to appeals being lodged with An Bord Pleanála. In response, the department advised Cavan & Monaghan ETB and the design team to prepare a revised design and costings based on an alternative approach. This alternative retained the building through extensive refurbishment works and reduced the scope of the planned extension by excluding rooms now accommodated in the refurbished structure. As a result of this revised proposal, all appellants withdrew their appeals.
A developed design and updated cost report for this option was submitted to the department in Q1 2025. Additional information was requested and subsequently provided in Q2 2025. The report is now under review from both technical and cost perspectives, in line with the requirements of the Public Spending Code.
The Department with be in contact with Cavan & Monaghan ETB once this review has been completed.
Departmental Projects
Ceisteanna (283)
Niamh Smyth
Ceist:283. Deputy Niamh Smyth asked the Minister for Education and Youth for an update on a project (details supplied); and if she will make a statement on the matter. [67997/25]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy was approved to enter the Departments pipeline of school buildings projects to provide the following accommodation: eight General Classrooms, four Special Education Tuition rooms, one Music Room, one Textiles Room, one Art Room, one Multimedia Room, two Science Laboratories and Preparation Area, one Library and a General Purpose/Dining Hall. The project has been devolved for delivery to the school authority.
A Stage 2b report was submitted to my Department in October 2025 and is currently undergoing a detailed review from a technical and cost perspective. 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.
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. 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 rollout 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 rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
My department is now preparing an NDP implementation plan which is due for publication later in the year. This 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.
Departmental Projects
Ceisteanna (284)
Niamh Smyth
Ceist:284. Deputy Niamh Smyth asked the Minister for Education and Youth the position regarding a project (details supplied); and if she will make a statement on the matter. [67998/25]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy was approved under the Additional School Accommodation Scheme to provide twenty three general classrooms, five SET rooms, one Multimedia room, one DCG room, three Science labs and two prep areas, one Home Economics room, one Art room, one Construction Studies room, one Engineering Room, one Tech prep room, one Staff room, one GP/Dining room and a two 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 departments 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.
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. 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 rollout 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 rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
My department is now preparing an NDP implementation plan which is due for publication later in the year. This 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.
Schools Building Projects
Ceisteanna (285, 287)
Grace Boland
Ceist:285. Deputy Grace Boland asked the Minister for Education and Youth the current status of the new school building projects for a school (details supplied), which were granted planning permission in May 2025; and if she will make a statement on the matter. [68000/25]
Amharc ar fhreagraGrace Boland
Ceist:287. Deputy Grace Boland asked the Minister for Education and Youth when the tendering process for contractors for the new school buildings in Rush will commence; and if the projects have progressed to the design and procurement stage; and if she will make a statement on the matter. [68002/25]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 285 and 287 together.
The school project to which the Deputy refers is a campus project and is devolved for delivery to CEIST.
The project is currently at Stage 2b (post planning process) of the architectural process which allows for detailed design and planning, obtaining the necessary statutory permissions and the preparation of tender documents.
CEIST, as the delivery body will continue to engage directly with the school community to keep it fully informed of progress.
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 rollout 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 rollout 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.
School Funding
Ceisteanna (286)
Grace Boland
Ceist:286. Deputy Grace Boland asked the Minister for Education and Youth if full capital funding has been allocated for the construction of new buildings for a school (details supplied), and if she will outline the total estimated cost for the project; and if she will make a statement on the matter. [68001/25]
Amharc ar fhreagraFreagraí scríofa
The school project to which the Deputy refers is a campus project and is devolved for delivery to CEIST.
The project is currently at Stage 2b (post planning process) of the architectural design process. A stage 2b report involves obtaining all statutory approvals, preparing a set of fully detailed Tender documents, and preparing an accurate pre-tender cost plan. As this project is at pre-tender stage, this financial information is commercially sensitive, and cannot be disclosed at this time.
CEIST, as the delivery body will continue to engage directly with the school community to keep it fully informed of progress.
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 rollout 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 rollout 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.
Question No. 287 answered with Question No. 285.
Departmental Projects
Ceisteanna (288)
Niamh Smyth
Ceist:288. Deputy Niamh Smyth asked the Minister for Education and Youth for an update on a project (details supplied); and if she will make a statement on the matter. [68003/25]
Amharc ar fhreagraFreagraí scríofa
I can confirm that my department is in receipt of an application for funding under the Additional Schools Accommodation (ASA) scheme from the school in question. The application was received in September 2025 and sought accommodation in the form of a Music room, Textiles room, Design and Computer Graphics room, Multimedia room and a Science lab and Prep area.
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 by available accommodation at other schools in the area.
I am pleased to inform the Deputy that the school in question was approved a traditional build project for a Home economics room, an Engineering room and prep area, and a Construction studies prep area, and this project is currently at stage 2b. In addition, the school was approved two modular Mainstream classrooms in 2023, and this project is now complete.
I can advise the Deputy that the school also submitted an application under the ASA scheme in February 2025 for special class accommodation and a replacement mainstream classroom. The school had requested that this accommodation be added to their traditional build project however given the delays this would have entailed the school agreed to allow its stage 2b project proceed and to have its accommodation needs reviewed at a later stage. The school was advised, as an interim measure, that they could apply for funding to reconfigure current accommodation for a special class.
The school’s applications for additional accommodation are currently being considered and the school will be contacted directly once a decision has been made. I can only seek to assure you that we will advance this matter as quickly as possible and that we are very conscious that where additional accommodation is required, a significant lead-in time is necessary for a variety of reasons.
Departmental Projects
Ceisteanna (289)
Niamh Smyth
Ceist:289. Deputy Niamh Smyth asked the Minister for Education and Youth for an update on project (details supplied); and if she will make a statement on the matter. [68004/25]
Amharc ar fhreagraFreagraí scríofa
The school to which the Deputy refers was approved to enter the department’s pipeline for a project under my Department's Additional School Accommodation (ASA) Scheme. The project will provide four General classrooms, seven SET rooms, three Science labs/two Prep rooms, two Engineering rooms, two Tech rooms/two Prep rooms, one Graphics room, one Art room, one Home Economics room, one Textiles room, five Project stores, one General Purpose Hall and a two Classroom SEN base. Delivery of this project has been devolved to Cavan & Monaghan ETB.
I can confirm that this project received my departments approval to go to planning in May 2025 and my department now awaits a post planning (developed design) report from Cavan & Monaghan ETB for review.
At this early stage, it is not possible to predict when a significant school building project of this nature will go to construction, nor when it will be completed, as progress depends upon many contingent factors that can arise.
My department will continue to engage with the school authority to provide practical advice and assistance on this much needed project.
Departmental Data
Ceisteanna (290)
Naoise Ó Cearúil
Ceist:290. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth her plans to use data from the school admissions pilot to forecast demand and prioritise capacity expansion, including new builds or extensions, in oversubscribed growth areas such as Maynooth, Kilcock and Celbridge; and if she will make a statement on the matter. [68015/25]
Amharc ar fhreagraFreagraí scríofa
The Apply to School pilot was introduced to simplify and improve the admissions process for post-primary schools in five pilot areas including Celbridge. This new system provides families, for the first time, with a single online application and introduces synchronised, streamlined timelines for schools to manage admissions, issue offers, and update a central database to record accepted places. Other areas will be taken into consideration for future iterations of the pilot.
I wish to advise the Deputy that schools continue to operate in line with the Education (Admission to Schools) Act 2018 and their own Admissions Policies. Under this process, some applicants may receive more than one offer, while others may not receive an offer until later in the process. The centralised system helps identify duplicate acceptances and supports families in achieving certainty on school places earlier.
As part of this process, a second round of offers will be issued on 4 December. This ensures that any places that become available after the first round are allocated fairly and that every child is considered.
I want to reassure parents that there are sufficient first-year places in each pilot area for local children seeking a place. The Department will closely monitor the outcomes of the admissions process to ensure that all local children are accommodated and to identify any required solutions if necessary. The Apply to School pilot will provide early clarity and robust data to support this commitment.
Department officials will continue to work in consultation with stakeholders to develop an evidence-informed, tested, equitable solution for a nationwide Common Application System and to deliver this in an incremental way that ensures the admissions process safeguards the best interest of children.
Furthermore, the data sharing arrangements that were in place for the 2025/26 admissions process have been put in place again for the 2026/27 admissions process in school planning areas that are experiencing enrolment pressures, including Maynooth and Kilcock. The admissions data provided by schools will allow the department to analyse duplicate applications as there can be significant overlap in areas.
The Deputy will appreciate that there can often be significant overlap across areas and schools, and the nature of the admissions processes is quite complex. As a result, there can be multiple iterations, where applicants may accept a place but subsequently be offered and accept a place at a second school, freeing up capacity at the first school accepted. In that context, it may take some time for my department to fully review the availability of post-primary school places while the admissions process continues to progress.
Since 2020, my department has invested over €382 million in school infrastructure across County Kildare. The department is continually planning for and investing in existing and new schools to ensure that every child in the State has access to a school place.
Data available to my department for the 2024/25 academic year highlights that 21% of first year places were unfilled across the school planning areas of Celbridge, Maynooth and Kilcock. The provision of additional school places can be required in a very small number of areas. This can be facilitated by a range of strategies, some of which may involve additional accommodation but also optimising use of existing capacity.
There are number of active projects at post-primary level in Maynooth, Kilcock and Celbridge that will increase capacity including new school buildings for Gaelcholáiste Mhaigh Nuad, Celbridge Community School and Enfield Community College. In addition, there are extension projects ongoing for St. Wolstan’s Community College and Scoil Dara.
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.
I can assure the Deputy that my department will continue to work to ensure a school place for every child in Maynooth, Kilcock and Celbridge, and across the rest of the country, including by advancing required school building projects.
School Accommodation
Ceisteanna (291)
Emer Currie
Ceist:291. Deputy Emer Currie asked the Minister for Education and Youth for an update on an application for a school (details supplied); and if she will make a statement on the matter. [68020/25]
Amharc ar fhreagraFreagraí scríofa
The 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 that, 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.
It is envisaged that approvals in any given year will involve 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.
The CASWS will operate on a multi-annual basis. In November 2025, my colleague the former Minister of Education and Youth, Helen McEntee TD, announced the first tranche of approvals under the new Climate Action Summer Works Scheme. 297 projects were approved to proceed and involve primary, post primary and special schools, along with projects in all counties and across all categories of works.
My Department can confirm an application was received from the school in question however the school was not on the list of approvals in the first tranche. Given that funding is limited in any particular year it is necessary to prioritise applications. Under the new climate action summer works scheme which operates on a multi-annual basis, like previous summer works schemes, applications from schools that are not reached for funding or market prioritisation reasons in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
It is anticipated that the next tranche of approvals will be in the latter half of 2026.
Full details of the of the announcement and the list of schools approved in the first tranche, the Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link; www.gov.ie/en/department-of-education/services/summer-works-scheme/.
Departmental Correspondence
Ceisteanna (292)
Seán Ó Fearghaíl
Ceist:292. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will address concerns raised in correspondence (details supplied) regarding the dearth of places for autistic children in primary schools in south Kildare; and if she will make a statement on the matter. [68095/25]
Amharc ar fhreagraFreagraí scríofa
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.
With any date for applications for supports, it is important that those who come forward after that date are assured that they are not forgotten or excluded from the system. I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October in their existing placement with appropriate supports, however, it is important for planning purposes that an earlier timeframe is worked to in 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.
Teacher Training
Ceisteanna (293)
Ciarán Ahern
Ceist:293. Deputy Ciarán Ahern asked the Minister for Education and Youth if she can provide the rationale for the current system where a certain Teastas Eorpach na Gaeilge (TEG) level is an entry requirement for State-funded teacher training colleges, but not privately run colleges; if she will consider implementing a standardised TEG level requirement for all teacher training colleges; and if she will make a statement on the matter. [68099/25]
Amharc ar fhreagraFreagraí scríofa
All prospective applicants for primary Professional Masters of Education (PME) programmes in the four State-funded teacher training colleges must, in addition to achieving a H4 in Irish in the Leaving Certificate (or equivalent), complete the application process as set out by the relevant Higher Education Institute (HEI).
Prior to 2019, to apply under the PME route to primary teaching, applicants who had already satisfied the minimum entry requirements in English, Irish and Maths potentially had to do multiple Irish oral examinations, as HEIs held their own interviews to determine proficiency in both English and Irish.
From 2019, the application process for the State-funded primary PME providers has been streamlined and since then has included a requirement to have achieved a Pass with Merit in the oral component of the Teastas Eorpach na Gaeilge (TEG) Meánleibhéal 1 (B1) Irish examination. This change of practice came about at the request of the State-funded primary PME providers (Dublin City University, Maynooth University, Marino Institute of Education and Mary Immaculate College).
Hibernia College, the private provider of primary PME programmes, interviews each prospective student as part of its application process and continues to include an oral Irish component to determine the student’s language proficiency. The college will also accept a Pass with Merit in the B1 in the TEG (oral) in lieu of the Irish interview, where it has been achieved within the previous two years.
I hope this information is of use.
Teacher Training
Ceisteanna (294)
Ciarán Ahern
Ceist:294. Deputy Ciarán Ahern asked the Minister for Education and Youth if she can provide the rationale for the current system where a certain Teastas Eorpach na Gaeilge (TEG) level is an entry requirement for State-funded teacher training colleges, but not privately run colleges; if she will consider implementing a standardised TEG level requirement for all teacher training colleges; and if she will make a statement on the matter. [68100/25]
Amharc ar fhreagraFreagraí scríofa
All prospective applicants for primary Professional Masters of Education (PME) programmes in the four State-funded teacher training colleges must, in addition to achieving a H4 in Irish in the Leaving Certificate (or equivalent), complete the application process as set out by the relevant Higher Education Institute (HEI).
Prior to 2019, to apply under the PME route to primary teaching, applicants who had already satisfied the minimum entry requirements in English, Irish and Maths potentially had to do multiple Irish oral examinations, as HEIs held their own interviews to determine proficiency in both English and Irish.
From 2019, the application process for the State-funded primary PME providers has been streamlined and since then has included a requirement to have achieved a Pass with Merit in the oral component of the Teastas Eorpach na Gaeilge (TEG) Meánleibhéal 1 (B1) Irish examination. This change of practice came about at the request of the State-funded primary PME providers (Dublin City University, Maynooth University, Marino Institute of Education and Mary Immaculate College).
Hibernia College, the private provider of primary PME programmes, interviews each prospective student as part of its application process and continues to include an oral Irish component to determine the student’s language proficiency. The college will also accept a Pass with Merit in the B1 in the TEG (oral) in lieu of the Irish interview, where it has been achieved within the previous two years.
I hope this information is of use.
School Accommodation
Ceisteanna (295)
Seán Ó Fearghaíl
Ceist:295. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she is aware that a serious problem is developing in Kildare town and in some surrounding catchment areas where existing primary schools have currently reached or are approaching maximum capacity; if she accepts that as a consequence securing infant places for families moving into the area to occupy recently constructed homes is proving highly problematic; if she will identify where specific responsibility rests to address this problem; the timeframe in which it will be resolved; and if she will make a statement on the matter. [68126/25]
Amharc ar fhreagraFreagraí scríofa
I 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 €382 million in school infrastructure across County Kildare. My Department is continually planning for and investing in existing and new schools to ensure that every child in the State has access to a school place.
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.
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.
As the Deputy may be aware, 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.
While my department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that enrolment pressures can be driven by duplications of applications, applications from outside an area, and school of choice factors. Notwithstanding the above, in some areas, demographic pressures and other factors are driving a requirement for additional school places.
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.
To ensure alignment of school provision with the rollout of additional residential development, the department, through the various consultation phases of the Statutory Plan process, liaises with all 31 Local Authorities in respect of their County Development Plans, all associated Local Area Plans and Masterplans with a view to identifying any medium to potential long-term school place and accommodation requirements across school planning areas and with the purpose of ensuring that there is an adequate amount of appropriately zoned and suitably located sites for future school place provision, which are in line with objectives as identified in the National Planning Framework. The recently announced revised housing targets will see an intensification of the Statutory Plan process by local authorities for the foreseeable future. My department officials, who have consistently engaged in this process throughout 2025, will continue to do so going forward into 2026 and beyond.
I want to assure the Deputy that my department will keep the school place requirements in Kildare school planning area under review.
Special Educational Needs
Ceisteanna (296)
Seán Ó Fearghaíl
Ceist:296. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if he will consider and resolve problems raised in correspondence (details supplied) concerning funding and supports for special education; and if she will make a statement on the matter. [68127/25]
Amharc ar fhreagraFreagraí scríofa
As previously advised the Walk programme is a pilot initiative provided through the Dormant Accounts Fund to test best practice in supporting students transitioning from school to adult life. Walk is currently engaging with and delivering its existing Peer Ability programme in 11 schools.
Over the past three years, total funding of €1.5m has been provided to support the Walk pilot. An additional €400,000 has been allocated for 2026.
The pilot has been subject to an external evaluation with the final report expected shortly.
I also with to advise the Deputy that my Department is a co-chair of the recently established inter departmental steering group to develop a National Transitions Policy. A key objective of that group will be to scope the extent of existing measures in place to support effective transitions across the country. It is at that stage that the Walk Peer Ability model and other similar programmes will be considered in the context of the development of a national policy on transitions.
My officials are currently engaging with Walk in relation to its funding gap for 2026.
School Admissions
Ceisteanna (297)
Michael Healy-Rae
Ceist:297. Deputy Michael Healy-Rae asked the Minister for Education and Youth if assistance can be given to parents who missed a deadline (details supplied); and if she will make a statement on the matter. [68143/25]
Amharc ar fhreagraFreagraí scríofa
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.
The NCSE is currently collating the data and information received by 1 October through the parents notify process and are engaging with schools regarding where specialist provision is best placed for the 2026/27 school year. It is envisioned that the majority of these special classes will be sanctioned by 31 December 2025.
With any date for applications for supports, it is important that those who come forward after that date are assured that they are not forgotten or excluded from the system. I would like to stress that the NCSE will continue to support all children and young people made known to them after 1 October in their existing placement with appropriate supports, however, it is important for planning purposes that an earlier timeframe is worked to in which the NCSE has as much local knowledge and detail as possible in order to plan what new provision is required.
For the 2025/26 school year the NCSE advise that a small number of special class places remain in every county in the country for those still seeking placement. While these places may not be in a preferred school, vacancies do exist.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
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.
Special Educational Needs
Ceisteanna (298)
Paul Lawless
Ceist:298. Deputy Paul Lawless asked the Minister for Education and Youth the steps the Government will take to address the shortage of special educational places in Mayo given the unprecedented demand for the 2026-2027 school year; and if she will commit to urgently sanctioning the necessary capital investment and staffing required for special education places. [68169/25]
Amharc ar fhreagraFreagraí scríofa
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
My department works closely with the NCSE on the forward planning of new special classes and additional special school places. Building on successive budgets, Budget 2025 secured funding for up to 400 new special classes in mainstream schools, and an additional 300 special school places for the 2025/26 school year. Together this has delivered 2,700 new places.
In 2026, over €3 billion will be spent supporting students with special educational needs. It will ensure that specialist capacity continues to grow by providing 3,000 specialist places. The majority of these places will be available in special classes within mainstream schools. It will increase our special educational posts by 860 special education teacher and over 1,700 special needs assistant (SNA) posts. This will mean we will have over 46,500 professionals dedicated to supporting students with special educational needs in our schools. This is one of the highest annual increases in posts to date and is a firm reminder of this government’s commitment to supporting students with special educational needs.
Budget 2026 has also afforded a number of new initiatives such as funding for the roll out of the Education Therapy Service (ETS), the introduction of extra special education teaching hours for post-primary schools to support coordination and transition efforts and indeed a special school package to support the unique challenges these schools face.
The Department of Education and Youth and the NCSE will also, this year, look at the profile of existing special schools. This work will ensure children and young people with complex educational needs can apply to their local special school and not have to travel long distances to access an appropriate education.
My department and the NCSE identify the need for special educational provision with consideration to demographical and statistical data and in regard to an areas existing school provision and future capability. In addition, part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education appropriate to their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
The NCSE is currently collating the data and information received by 1 October through the parents notify process and are engaging with schools regarding where specialist provision is best placed for the 2026/27 school year. It is envisioned that the majority of these special classes will be sanctioned by 31 December 2025.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
Special Educational Needs
Ceisteanna (299)
Paul Lawless
Ceist:299. Deputy Paul Lawless asked the Minister for Education and Youth if she or her officials will engage directly with a school (details supplied) in Castlebar County Mayo to discuss the lack of available special educational places; and if she will make a statement on the matter. [68170/25]
Amharc ar fhreagraFreagraí scríofa
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE is currently collating the data and information received by 1 October through the parents notify process and are engaging with schools regarding where specialist provision is best placed for the 2026/27 school year. It is envisioned that the majority of these special classes will be sanctioned by 31 December 2025.
There continues to be an increasing need to provide additional special school places to support students with complex needs. To meet this need, sixteen new special schools have been established in recent years, and capacity has been expanded in a number of others. Five of these were established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary.
The new special schools established over recent years have focused on providing additional places in our largest urban areas – Dublin and Cork. The department and NCSE have already begun planning in relation to further expanding special school capacity for the 2026/27 school year. It is estimated that a further 300 new special school places may be required each year for the coming years.
When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
In planning for increased special school places, my department and the NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
Part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education appropriate to their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation in County Mayo and indeed nationwide as to where new special schools are required.