Written Answers Nos. 621-640
621. Deputy Michael Cahill asked the Minister for Education and Youth to provide emergency funding to a school (details supplied) to allow this school carryout emergency works including the replacement of windows and doors; and if she will make a statement on the matter. [11925/26]
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 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.
In November 2025, the Minister 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.
The Department can confirm an application was received from the school in question for the replacement of windows and doors, 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:
It remains open to a school to apply for funding under the Department's emergency works scheme. The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of a minimal scope works to address the emergency situation and operates on the basis of the minimal scope of works required to remedy an emergency situation. The EWS usually provides an interim solution until such time as a comprehensive solution can be provided under the Summer Works Scheme (SWS).
622. Deputy Malcolm Byrne asked the Minister for Education and Youth the systems in place to agree performance metrics of Chief Executives of agencies within the aegis of her Department; the way in which these are measured; the person or body that carries out the assessment; and if she will make a statement on the matter. [11956/26]
Amharc ar fhreagraThe Department of Education and Youth bodies within the scope of this question operate under the Code of Practice for the Governance of State Bodies (2016) (“the Code”). Under the Code, responsibility for ensuring high standards of governance across all aspects of a state body rests primarily with its Board.
The performance of the Chief Executive Officer is assessed by the Board. Section 1.7 of the Code sets out the matters reserved for Board decision, which include the assessment of their performance.
623. Deputy Tom Brabazon asked the Minister for Education and Youth when a child will be issued with an updated letter of eligibility from the NCSE (details supplied). [11976/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
The NCSE has advised my department of an increasing number of children and young people who have come to their attention since the 1 October timeline. My department and the NCSE have worked on proposals to address the needs of children and young people coming forward to the NCSE after 1 October. I am pleased to say that my department is confirming that the NCSE are now in a position to issue letters of eligibility to children and young people who have made contact with them after the 1 October timeline and who meet the criteria for a special class or special school placement. The NCSE has commenced this process.
Each school prepares and publishes their own admissions policy and runs their own admissions process in line with the Admissions Act. Individual schools will determine the outcome of applications received by them in accordance with their own admissions policy and procedures. I want to reassure families that they will be supported in seeking a placement and that no child or young person should be prevented from starting school. There are a wide range of supports in mainstream classes, special classes and special schools for children and young people with additional needs.
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 delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
624. Deputy Eoin Ó Broin asked the Minister for Education and Youth for an update on a school building project (details supplied); when it will commence and be completed; and if she will make a statement on the matter. [11998/26]
Amharc ar fhreagraThis joint school building project will deliver a new extension and refurbishment of some existing accommodation to provide a 24 classroom primary school with classrooms for children with special educational needs, at both schools.
The schedule of accommodation was recently increased to include SEN accommodation and the design options submitted by the Design Team are being evaluated by my Department.
A meeting of all stakeholders is anticipated to be held in the near future, to discuss and agree a preferred option which can be further developed and prepared to be submitted for planning permission.
As the Deputy will be aware, I have recently published the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 20 projects in County Dublin.
These projects are in addition to €1,794.95 million in capital funding for Dublin schools between 2020 and 2025. Over that period, a total of 244 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 64 school projects in Dublin under construction.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at Devine Mercy Junior and Senior National Schools, Balgaddy, will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
625. Deputy Roderic O'Gorman asked the Minister for Education and Youth the rationale for the decision in Circular 0002/2026 to award bonus marks for both written examinations and continuous assessment components completed through Irish only from 2027 onwards, and not to extend this provision to students sitting the Leaving Certificate in 2026; and if she will make a statement on the matter. [12010/26]
Amharc ar fhreagra626. Deputy Roderic O'Gorman asked the Minister for Education and Youth if she recognises that the implications of Circular 0002/2026 creates a measurable disadvantage for the 2026 cohort of students, particularly for students attending Irish-medium schools, where significant assessed components including project work accounting for 20% of the overall mark in subjects such as history and geography are completed through Irish; and if she will make a statement on the matter. [12011/26]
Amharc ar fhreagra627. Deputy Roderic O'Gorman asked the Minister for Education and Youth if she will consider extending the awarding of bonus marks for continuous assessment components completed through Irish to students sitting the 2026 Leaving Certificate, in order to ensure parity between students completing identical work in consecutive years and to uphold principles of fairness within the education system; and if she will make a statement on the matter. [12012/26]
Amharc ar fhreagraI propose to take Questions Nos. 625, 626 and 627 together.
I propose to take PQs 12012/26, 12011/26, and 12010/26, together.
As the Deputy will be aware, my department has an existing, longstanding policy in place for awarding bonus marks for written examinations in the Leaving Certificate examinations completed through the medium of Irish.
My department recently published Circular 002/2026 detailing the extension of Irish bonus marks to include all components of State examinations, including additional assessment components (AACs) and coursework. The publication of the circular delivers on a commitment made in the Senior Cycle Redevelopment Implementation Support Measures document published in May 2025 and was further communicated to schools in an Information Note in August 2025.
The extension of Irish bonus marks applies to all students taking their Leaving Certificate examinations in 2027 and in subsequent years. The existing Irish bonus marks policy, as set out under Rule 29 of the ‘Rules and Programmes for Secondary Schools 2004/2005’, continues to apply for students sitting their written examinations this year, in 2026.
The extension coincides with the examination of the first Tranche of new and revised subjects, currently being studied by fifth years and to be examined for the first time in 2027.
This acknowledges the value of the AACs in each subject and their intended integration into the teaching and learning experienced by students. It also recognises that a number of subjects within Tranche 1 which are taken by very significant numbers of students that were previously examined solely by written examination now have coursework components with a significant weighting.
In these circumstances, it is considered appropriate to include coursework components completed in Irish for the first time. To not do so would reduce the efficacy of the current Irish bonus marks policy in those subjects, given the numbers of students who complete the subjects of Biology, Business, Chemistry and Physics and where the AAC in these subjects takes the form of coursework at a weighting of 40%.
I note the Deputy refers to one group of students having a measurable disadvantage but without specifying in what way, or measured against whom, or what standard such a disadvantage might arise.
All students completing their Leaving Certificate in each respective year are being treated in the same fashion as any other student in the given year.
The rationale for the extension of bonus marks to coursework is as I set out above. Critically, were the extension not made now, it would significantly dilute the benefit of the bonus in the first instance.
It does not apply to earlier cohorts, including 2026, as those annual cohorts will not engage with additional components under Senior Cycle Redevelopment in the same way as those in 2027 will do so.
In regard to students in the Leaving Certificate 2026 cohort, as referenced above, the completion dates for coursework in some subjects have already passed. In that instance, for example, were it the case that Circular 002/2026 was to be extended to Leaving Certificate 2026; those students taking subjects where coursework has already been completed could not receive any bonus marks (including those applicable to the written examinations) as it is a requirement of the Circular that both the coursework and written examination be completed through Irish.
In that circumstance, students in the 2026 cohort could be treated differently to each other based solely on their subject choices made two years ago. The application of this policy must acknowledge that the Leaving Certificate Established and Leaving Certificate Applied are both two-year programmes. The introduction of significant changes to the Irish bonus marks policy, mid-way through students’ final year as they are preparing for their examinations in June, would also raise significant issues in relation to fairness and equity.
It should also be noted that the provision of Irish bonus marks relates to examinations undertaken by all Leaving Certificate examination candidates where they undertake their examination through Irish and not just those from Irish language-medium schools.
The State Examinations Commission has also recently published circular S10/26 ‘Application of the Irish Bonus in State Examinations’, outlining the operational dimensions of the policy change including the applicable criteria and parameters relating to the awarding of the bonus marks.
My department has a long-standing policy of encouraging the active use of the Irish language by students and in school communities. The extension of the Irish bonus marks builds on this objective, encouraging the use of the Irish language by all learners, in all schools.
The application of the Irish Bonus will be reviewed as subjects are redeveloped under the redevelopment programme.
628. Deputy Eoin Ó Broin asked the Minister for Education and Youth to urgently consider a request from a school regarding building works (details supplied); and if she will make a statement on the matter. [12023/26]
Amharc ar fhreagraI can confirm to the Deputy, that approval was given to the school in question for the delivery of 4 Mainstream classrooms, 3 Special education tuition rooms, 2 Special education classrooms, 1 UAWC by traditional build with repurposing to create 1 Special education classroom. This project has been devolved to the school authorities for delivery.
The purpose of the Additional School Accommodation (ASA) scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school's existing accommodation.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard, there will be a strong special education dimension to the project rollout.
I have published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This includes the project at Lucan BNS.
In relation to the modular project, I can assure the Deputy that department officials have worked closely with the school authorities in relation to the school's application for Additional School Accommodation and will continue to do so.
629. Deputy John Paul O'Shea asked the Minister for Education and Youth for an update on a school project (details supplied); and if she will make a statement on the matter. [12027/26]
Amharc ar fhreagraThe brief for the major building project referred to by the Deputy will delivery a 20 classroom Special School.
This project is currently planned to be delivered as part of Phase 2 of my Department's ADAPT 4 Programme - Programme Innovate.
This programme uses a professional external Programme Manager to co-ordinate and drive the Integrated Project Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
This programme will be led by (IPT's) Integrated Project Teams consisting of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects.
The Project Manager was appointed in Q3 2023 and is in the process of preparing documentation for the tender process for the appointment of IPTs for the Phase 2 bundle of projects, which includes the project referred to by the deputy.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by my department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at the school referred to by the Deputy will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
My Department will continue to keep the school and it’s patron body updated as the project progresses.
630. Deputy John Paul O'Shea asked the Minister for Education and Youth the way in which the allocation of therapy and SNA is done, comparing between ASD-focused provisions and medically complex schools; and if she will make a statement on the matter. [12028/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide.
The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed.
The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised we have paused the review of the SNA allocations.
Minister Naughton, myself, the Tánaiste and the Taoiseach are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
On 6th February 2026, building on the programme for government commitment, the Department of Education and Youth announced the phased rollout of the Education Therapy Service (ETS) which is being delivered by the National Council for Special Education (NCSE). It is important to highlight that this is the initial phase of the ETS rollout, which will occur on a phased basis, with a wider roll-out to further special schools within the 2026/2027 school year and a new initiative which will see all schools benefit in the coming years.
NCSE Speech and Language Therapists (SLTs) and Occupational Therapists (Ots) will work in collaborative partnership with schools to ensure the children with the greatest needs are supported. NCSE therapy will also work alongside existing supports and services.
The initial phase of the ETS will commence in 45 special schools in this school year. The initial clusters will be based in Carlow, Cork, Dublin, Galway, Kildare, Kilkenny, Louth, Laois, Limerick, Longford, Meath, Monaghan, Tipperary, Westmeath, Wexford and Wicklow.
Initial schools and clusters have been determined through detailed and robust engagement with the NCSE, HSE and the Department of Children, Disability and Equality (DCDE) to ensure transparency and alignment of services. A framework, including a weighting system, was developed to identify schools for inclusion in the initial phase of the ETS. A number of factors were considered, including therapy supports available through existing services, the needs and number of students per school, date of school establishment, together with the NCSE’s regional structure.
As the ETS support to special schools is rolled out, the ETS will continue to provide support to mainstream schools through a Teacher Professional Learning service which includes follow up coaching and mentoring. The ETS will also continue to provide supports to mainstream schools through the sustained support service which is operational in 22 schools in the Eastern region and 28 schools in the Western region during the 2025/2026 school year.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
631. Deputy John Paul O'Shea asked the Minister for Education and Youth for an update on the SNA review nationally; if there are delays in this review; if so, the actions being taken to expedite the reviews; and if she will make a statement on the matter. [12029/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision and care support for children and young people with special educational needs in our schools, including the allocation of special needs assistant (SNA) support to schools.
SNAs are very important in supporting students with additional and significant care needs take part in school life. Because of this, the department has been increasing SNA numbers for many years. There are now over 23,000 SNAs working in schools. By the end of the 2026/27 school year, this number will be close to 25,000 across mainstream classes, special classes, and special schools.
Since 2020/21, the number of SNAs in schools has grown by 45%. Every county has seen an increase in SNA support over this period.
SNAs work as part of a whole-school team to support students with special educational needs. This team also includes nearly 22,000 special education teachers nationwide.
The number of SNAs a school needs can change for different reasons, such as changes in student numbers, changes in individual care needs, or students moving from primary to post-primary school.
When the NCSE reviews SNA allocations, it looks closely at the care needs of students in each school. This helps make sure that SNA support goes where it is most needed.
The role of the SNA is set out in DEY Circular 30/2014 and the NCSE process for SNA reviews is consistent with its provisions.
Every SNA review undertaken by the NCSE is a detailed and specific review of the care needs profile in that individual school. Where the NCSE identify during the review that the care needs have increased in an individual schools the necessary SNA resources to support those needs schools are provided.
Minister Naughton and I have listened carefully to all of the issues raised by parents and school communities in recent days. In light of concerns raised we have paused the review of the SNA allocations.
Minister Naughton, myself, the Tánaiste and the Taoiseach are engaging intensively to ensure that all of the concerns raised are really understood and children with special educational needs are fully supported.
No further letters on SNA review outcomes will issue until these engagements have concluded in the coming weeks.
The department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
632. Deputy John Paul O'Shea asked the Minister for Education and Youth the timeline for when therapists will be appointed to a school (details supplied); and if she will make a statement on the matter. [12030/26]
Amharc ar fhreagraOn 6th February 2026, the Department of Education and Youth announced the phased rollout of the new Education Therapy Service (ETS), delivered by the National Council for Special Education (NCSE). It is important to highlight that this is the initial phase of the ETS rollout which will occur on a phased basis with a wider roll-out to further special schools within the 2026/2027 school year and a new initiative which will see all schools benefit in the coming years.
NCSE Speech and Language Therapists (SLTs) and Occupational Therapists (Ots) will work in collaborative partnership with schools to ensure the children with the greatest needs are supported. NCSE therapy will also work alongside existing supports and services.
Initial schools and clusters have been determined through detailed and robust engagement with the NCSE, HSE and the Department of Children, Disability and Equality (DCDE) to ensure transparency and alignment of services. A framework, including a weighting system, was developed to identify schools for inclusion in the initial phase of the ETS.
The initial phase of the ETS will commence in 45 special schools in this school year. The initial clusters will be based in Carlow, Cork, Dublin, Galway, Kildare, Kilkenny, Louth, Laois, Limerick, Longford, Meath, Monaghan, Tipperary, Westmeath, Wexford and Wicklow.
The NCSE has recently completed a recruitment campaign for Senior and Staff Grade Occupational Therapists and Speech and Language Therapists, with interviews scheduled for this month. The continued rollout of the ETS will be supported by phased recruitment campaigns throughout 2026 to ensure therapy needs across the school system are met, including a recruitment campaign in Donegal, Kerry, Cavan and Waterford by the end of June 2026. A rolling national campaign will continue later in 2026.
At this time, School of the Divine Child is not included in the initial cohort of special schools, however any existing supports the school is currently receiving will continue as usual.
In line with the rollout and development of the ETS, we will continue to engage with the HSE on the ETS model of service, to ensure a safe transition of schools supports between HSE and NCSE services, as NCSE therapists are assigned to schools.
It is envisioned that further phases will be rollout in the 2026/2027 school year to ensure therapy needs across the school system are met.
While School of the Divine Child cannot be offered ETS strand 1 supports in this cohort the school can avail of NCSE regional therapy provides national therapy led Teacher Professional Learning (TPL) events. This therapy-led TPL, with follow-on implementation support, is available to this school and is accessible online at: https://ncse.ie/tpl
My Department and the National Council for Special Education (NCSE) are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
633. Deputy Eoghan Kenny asked the Minister for Education and Youth if an extension was placed on a planning application for a school building project (details supplied) where further information was required, before going to tender approval; the status of the project in terms of lapsing of dates for planning; and if she will make a statement on the matter. [12034/26]
Amharc ar fhreagraThe project to which the deputy refers has been devolved for delivery to Cork Educational and Training Board (CETB).
The project brief is for a new post primary school building to accommodate a long-term projected enrolment of 1000 pupils and 4 special education needs classroom base.
Coachford Community College is currently at Stage 2b (post planning process) of the architectural design process which allows for detailed design and planning, obtaining the necessary statutory permissions and the preparation of tender documents. The department awaits submission of a Stage 2b report. Once received, it will undergo a detailed technical and cost review in line with the Public Spending Code. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
As the Deputy will be aware, the department have published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
The department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, the department has published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
These projects are in addition to €767.68 million in capital funding for Cork schools between 2020 and 2025. Over that period, a total of 157 Cork schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 20 school projects in County Cork under construction. Another 12 school projects will go to tender or construction in 2026 and 2027, and this summer, 35 schools are approved to undergo works as part of the Summer Works Scheme / Climate Action scheme.
The department recognises that there are schools with building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at the school referred to by the Deputy will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
634. Deputy Duncan Smith asked the Minister for Education and Youth if the land acquisition for a primary school site in Corballis east, Donabate has concluded and the land is now in the ownership of her Department; and if she will make a statement on the matter. [12081/26]
Amharc ar fhreagraI wish to advise that the acquisition of the 3.31-acre site at Corballis East, Donabate has now been completed.
The site will be used as the permanent location for Gaelscoil Na Mara (Roll No. 20530R).
The site is currently pending registration to the Minister for Education and Youth.
635. Deputy Conor D. McGuinness asked the Minister for Education and Youth if she or her Department have received correspondence from a school (details supplied); if she has responded to this correspondence; if she will ensure a review of the matter raised; and if she will make a statement on the matter. [12100/26]
Amharc ar fhreagraI can confirm that the school in question initially applied under the department’s Additional School Accommodation Scheme (ASA) in 2018. An assessment deemed that the site was restricted and that additional lands were required to deliver this accommodation, and this application was withdrawn by the school authority.
A request to purchase additional lands was submitted by the school in 2021 and the acquisition of a 2.765 acres site adjacent to the school was completed at the end of May 2025.
In late 2024 the school in question submitted a revised ASA application for additional accommodation to meet their future needs.
Following a total capital allocation of €1.6 billion for 2025, the Government announced a further 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. The approach will be to continue to maximise the capacity of the existing school estate. Re-purposing 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. To support the delivery of special classes in good time, a new streamlined approach to funding was made available to re-purpose existing accommodation for SEN in 2025. Further information on SEN re-purposing supports can be accessed on [www.gov.ie] (www.gov.ie/en/).
It is on this basis that my department is currently considering options to provide additional accommodation to this school. My department will contact the school authorities directly regarding how the requirements of the school community are best addressed.
636. Deputy Darren O'Rourke asked the Minister for Education and Youth following the moving of all pension records of retired teachers to digital media during the coming year, if there will be an option for retired teachers/principals to request their information be posted to their home in hardcopy format; and if she will make a statement on the matter. [12182/26]
Amharc ar fhreagra637. Deputy Darren O'Rourke asked the Minister for Education and Youth following the moving of all pension records to digital media during the coming year, the measures or considerations that will be in place for retirees who are not digitally proficient; and if she will make a statement on the matter. [12183/26]
Amharc ar fhreagraI propose to take Questions Nos. 636 and 637 together.
I wish to inform the Deputy that there has been no change to how pay, pension or other records of school employees are stored in my Department. The Department of Education and Youth has promoted and utilised digital solutions for many years as prescribed in the relevant Climate Action Plans and Digital Strategies.
My Department is currently modernising the HR and payroll system to include an online self-service portal where current and former school employees can access their personal data directly. This will provide school employees with greater access and control over their own information.
The new self-service portal will conform to the standards specified in the Web Content Accessibility Guidelines making content more accessible to a wider range of people using assistive technologies. Please rest assured that my Department will communicate regularly with all current and former school employees throughout this transformation and will work closely with those concerned to ensure they have the necessary supports required.
638. Deputy David Cullinane asked the Minister for Education and Youth the number and details of early intervention classes for students with ASD or ASD pre-school places in Waterford, for each school year 2024-2025, 2025-2026, and 2026-2027 by location; the approved and existing staffing for each; the approved and existing number of students enrolled in each; if any are due to end this year; if she is aware that some schools (details supplied) have advised parents that the class will end; if any other are due to end this year; if funding will be guaranteed to continue all of these classes and develop new ones; if new classes will open, in tabular form; and if she will make a statement on the matter. [12189/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The Access and Inclusion Model (AIM) under the Department of Children, Disability and Equality, enables the full inclusion and meaningful participation of children with disabilities/additional needs in the Early Childhood Care & Education Scheme (ECCE) programme. Its goal is to create a more inclusive environment in pre-schools, so all children availing of preschool, regardless of ability, can benefit from quality early learning and care. There has been a significant increase in resources and supports provided to children with additional needs accessing the AIM programme over recent years.
It is important to note that a diagnosis is not required in order to access AIM supports and that while some children require additional supports at preschool level, many will transition into mainstream classes thereafter. This trend has also been noted as students’ progress from primary level to post-primary.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for children and young people with special educational needs. Where the NCSE identifies need for an early intervention class, the class is sanctioned and supports are provided by my department to ensure the school can accommodate the class. Generally, these classes are resourced at a 6:1 student/teacher ratio and two special needs assistants (SNAs) are allocated to each class.
Early intervention classes are available in mainstream and special school settings for children aged 3 -5 years old with a diagnosis of autism. There is also a small number dedicated to children who are deaf/hard of hearing. These classes are intended to provide early support to children before they start school and can aid their transition to junior infants.
The NCSE in collaboration with the Department of Education and Youth may re-designate an early year’s class to a primary age class where there is verified demand for increased special class provision in the locality. Whilst all stakeholders are agreed on the value of early intervention, the NCSE must consider the legislative requirement for children over six to attend school.
The NCSE work closely with the department to ensure we explore all viable options in increasing such provision to meet the local need. In some areas, where students are leaving an early intervention class and have not secured suitable primary specialist provision, the NCSE may re-designate the class. This is done to ensure they can continue with their specialist educational placement at primary level.
Many of the early intervention classes sanctioned to date have been reclassified as the children enrolled reach primary level age. This allows the children to remain in the class at the school they attended for early intervention. However, this it is not always the case, and some classes continue to enrol a new cohort of children yearly.
A list of all mainstream and special schools is available on my department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE [website (www.ncse.ie/special-classes)]. Details of SNA and special education teacher allocations are also available on the NCSE website.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
639. Deputy Shane Moynihan asked the Minister for Education and Youth to provide an update on the school building projects for a number of schools in Dublin mid-west (details supplied). [12190/26]
Amharc ar fhreagraSt Thomas JNS & Scoil Áine SNS
The joint school building project will deliver two new 24 classroom primary schools with accommodation for children with special educational needs, at the current site in Lucan.
The project is currently at an early stage of Architectural Planning Stage 1 – Initial Sketch Scheme. A preferred design option has been agreed by all Stakeholders and my Department have requested the Design Team to further assess the proposed construction programme and methodology.
The stage 1 report was received by my Department in May 2025 and is currently under review. Upon completion of the review, my Department will advise both schools and their design team regarding project progression.
Devine Mercy JNS & SNS
This joint school building project will deliver a new extension and refurbishment of some existing accommodation to provide a 24 classroom primary school with classrooms for children with special educational needs, at both schools.
The schedule of accommodation was recently increased to include SEN accommodation and the design options submitted by the Design Team are being evaluated by my Department.
A meeting of all stakeholders is anticipated to be held in the near future, to discuss and agree a preferred option which can be further developed and prepared to be submitted for planning permission.
Lucan Community College
The major building project for the school referred to by the Deputy is a large scale capital project for the construction of a new extension and the refurbishment of existing facilities to accommodate 1,000 pupils, including provision for Special Educational Needs (SEN) classrooms.
More than four years has elapsed since the publication of the contract notice and more than two years since the tender submission deadline. Given the passage of time since tenders were returned and the unacceptably high risk that the contract may not successfully be delivered within budget, the ETB were instructed to collapse the tender procedure in July 2025.
My Department officials have engaged with the ETB and School Principal and have proposed to progress a phase 1 of this project through my Department’s timber modular framework which offers an extremely high quality finish and fast delivery.
The proposal relates to Phase 1 of the school extension, covering a gross internal floor area of 1,500 m² includes the superstructure and internal finishes containing additional accommodation for 204 pupils and 4 additional classrooms for pupils with Special Educational Needs with sufficient flexibility to cater for subsequent phases on the site.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
St. Kevin's Community College, Clondalkin
I wish to advise the Deputy that my department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
I can confirm to the Deputy that the school's application is being considered by my officials and they have been in contact with the school authorities in relation to this application. My officials remain available to work with the school authorities throughout this process. I can assure the Deputy that the application will be progressed as soon as possible and an official decision will issue to the school authorities directly.
Regarding the schools mentioned above, of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 20 projects in County Dublin.
These projects are in addition to €1,794.95 million in capital funding for Dublin schools between 2020 and 2025. Over that period, a total of 244 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 64 school projects in Dublin under construction.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at the schools referred to above will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
640. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Youth if she is aware of the deep hurt felt by the “forgotten children” from this State and their families (details supplied); if she and the Taoiseach will consider that with confirmation, that the survivors of abuse in industrial and reformatory schools will be offered a State apology, this may also be an appropriate time to acknowledge the State’s systemic failings with regard to those “forgotten children”. [12210/26]
Amharc ar fhreagraI can assure the Deputy that I am acutely conscious of the enormous trauma felt by survivors of abuse, as is the Government. While nothing that we do now can ever undo the hurt which has been caused, the Government is committed to recognising that hurt and providing appropriate supports to survivors.
As the Deputy will be aware, in May 1999 the then-Taoiseach Bertie Ahern delivered, in behalf of the State and its citizens, an apology to the victims of childhood abuse. While this was prompted by the appalling revelations of abuse and mistreatment in industrial schools, reformatories and other institutions, the apology was to all such victims, no matter the context. With regard to the apology referred to by the Deputy, I understand that a date for this will be scheduled shortly.
Since that time, there has been a comprehensive response by the State to this issue, including implementation a range of initiatives such as the establishment of the Commission to Inquire into Child Abuse (CICA) and the Residential Institutions Redress Scheme.
In relation to children placed in homes and institutions in Northern Ireland, I would note that the Historical Institutional Abuse Redress Board was established to provide redress to those who were abused as children in relevant institutions.
