Written Answers Nos. 665-684
677. Deputy Michael Cahill asked the Minister for Education and Youth to urgently intervene in a matter regarding a school building in County Kerry (details supplied); and if she will make a statement on the matter. [18768/26]
Amharc ar fhreagraI can confirm that my department had discussions with the patron of the school referred to by the Deputy regarding its future longer-term plans. The priority of the Department continues to be the provision of required additional school places to meet demographic requirements as well as for children with special educational needs.
The Department led Energy and Condition survey of all schools in the state which is due for completion in 2026 will provide a significant amount of data in order to help determine priorities going forward in relation to retrofit and refurbishment projects. The process may ultimately identify a requirement for the replacement of some accommodation, but this is not expected to be widespread. This overall process is particularly valuable in facilitating a proportionate assessment of a school’s accommodation upgrade needs relative to all other schools and allow an effective prioritisation of capital investment.
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. This allows the Department to keep a strong focus on the provision of additional capacity to cater for demographics, new housing developments and the rollout of additional special classes for children with additional needs. This approach reflects the Department’s fundamental objective of ensuring the availability of a school place for every child.
The focus 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.
678. Deputy Eoin Ó Broin asked the Minister for Education and Youth the training provided to teachers at both primary and secondary level regarding dyslexia, how to recognise if a student is experiencing this learning disability and how to support them consistently; and if she will make a statement on the matter. [18772/26]
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.
By the end of the 2026 calendar year there will be over 21,000 special educational teachers (SET) and almost 25,000 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. This will mean we will have almost 46,000 teachers and SNAs working in our education system committed to supporting and nurturing students with special educational needs, enabling them to achieve their best outcomes and reach their full potential.
In pursuit of a more inclusive education system it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
SET have been provided to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The National Council for Special Education (NCSE) offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
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.
679. Deputy Eoin Ó Broin asked the Minister for Education and Youth to outline the educational supports available to students with dyslexia at primary and secondary level; if all supports are available in all schools, including access to assistive technology; the route to access the supports; the route to access supports when they are not being provided by a school; and if she will make a statement on the matter. [18773/26]
Amharc ar fhreagraThe 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.
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an education that meets their needs.
The functions of the NCSE include planning and coordinating the provision of education and support services to children and young people with special educational needs in conjunction with schools and the Health Service Executive (HSE).
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support in their schools and for schools to deploy resources based on each student’s individual learning needs.
In addition, special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
The NCSE provides support for teachers with additional training needs in the area of special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs.
This included Teacher Professional Learning (TPL). The NCSE continues to update current TPL courses and design new courses in response to the needs of teachers.
Detailed information on the comprehensive programme of TPL seminars on a variety of special educational needs topics is published on the NCSE website.
When allocating resources schools take into account the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have. Specific interventions are therefore tailored, by the school, to the individual’s needs, rather than being generic to a specific difficulty, disability or condition.
My department also provides funding for assistive technologies for students where they are required. Information on these supports is available also via the local SENO.
These supports along with developed curriculum aim to provide a child/young person with the highest standard of education in mainstream classes, special classes and special schools.
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.
680. Deputy Niall Collins asked the Minister for Education and Youth to give consideration to, and reply to, points raised in correspondence (details supplied); and if she will make a statement on the matter. [18793/26]
Amharc ar fhreagraThe correspondence referenced by the Deputy was received by the department as an attachment. The attachment however appears to be incomplete. The department has sought clarification in this regard.
The following update is provided in relation to the status of the project.
The school building project referred to by the Deputy, forms part of a single campus development comprising Kilkenny City Vocational School and Coláiste Pobail Osraí. It has been devolved for delivery to the Kilkenny and Carlow Education and Training Board (KCETB).
The approved brief for Kilkenny City Vocational School provides for a new post-primary school building with a long-term projected enrolment of 550 pupils, including a 2-classroom SEN provision.
The approved brief for Coláiste Pobail Osraí provides for a new post-primary school building with a long-term projected enrolment of 400 pupils.
The project is currently at Stage 2b of the architectural planning process, which encompasses detailed design, securing the necessary statutory permissions, and the preparation of tender documentation.
The department 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.
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 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.
These projects are in addition to €207.97 million in capital funding for Kilkenny schools between 2020 and 2025. Over that period, a total of 43 Kilkenny 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 4 school projects in Kilkenny 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.
The department recognises 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 of 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.
681. Deputy Ryan O'Meara asked the Minister for Education and Youth the position regarding a school building project (detail supplied); and if she will make a statement on the matter. [18796/26]
Amharc ar fhreagraThe project referred to by the Deputy is devolved for delivery to the National Development Finance Agency (NDFA) as part of a programme of school building projects (Project Liffey).
The brief provides for the development of a 16 Classroom Primary School with an increased 4 Classroom Special Education Needs base to accommodate the amalgamation of St. Joseph’s NS & St. Colmcille’s N.S, including the Refurbishment & Demolition of Existing Buildings, construction of a New Build Extension and all associated site works
The project is currently at the final stages of Stage 2a of the architectural design process. The length of time a project takes to deliver depends on several factors, including scale and complexity and is subject to the time it takes to progress through the various design stages and the statutory approval process.
My department 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 roll out.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project roll out 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 roll out 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, a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027 has also been recently published.
These projects are in addition to the €177.79 million in capital funding for County Tipperary schools between 2020 and 2025. Over that period a total of 67 schools have been upgraded through the provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 9 school projects in County Tipperary under construction. Another 4 school projects will go to tender or construction in 2026 and 2027 and this summer 14 schools are approved to undergo works as part of the Summer Works Scheme/Climate Action Scheme.
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 roll out 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.
The department recognises 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 roll out 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 Templemore project will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authority.
My department is committed to ensuring appropriate school accommodation is available for all children in the Templemore area and will in the wider context outlined, ensure that this project - as for all projects on the school building programme - is subject to the due diligence required under the public Infrastructure Guidelines.
The NDFA will continue to engage directly with the respective school authorities to keep them fully informed of progress on this important project.
The current status of all projects continues to be set out under item number ten at the following link: www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
682. Deputy Cormac Devlin asked the Minister for Education and Youth to provide an update on the plans for a school building project (details supplied); and if she will make a statement on the matter. [18813/26]
Amharc ar fhreagraThe major building project referred to by the Deputy is to provide a new school building and will be delivered under my Department's ADAPT programme.
The ADAPT programme uses a professional external Programme Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the design stages of architectural planning to Tender and Construction.
The brief for this project is the development of a new school building on the existing site for 350 pupils plus accommodation for children with special educational needs and all associated site works.
The major building project is currently at Stage 2(a) of Architectural Planning – Developed Design, where the preferred agreed design option can be developed to a stage where the project is fully cost planned and the scheme can be prepared to lodge for statutory approvals with the local authority.
On receipt and review of the Stage 2(a) submission by my Department, the Stage 2(a) Stakeholders meeting will be arranged between the School Authorities, Design Team, Project Manager, and my Department.
Following that meeting, my Department will advise all Stakeholders regarding the further progression of the project.
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.
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 Minister has 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 schools in County Dublin.
These Projects are in addition to €1,824.69 million in capital funding for County Dublin schools between 2020 and 2025. Over that period, a total of 245 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 60 school projects in County Dublin under construction.
This summer, 53 schools are approved to undergo works as part of the Summer Works Scheme / Climate Action scheme. In addition, since 2020 a total of 472 special classes have been opened in Dublin, 71 of which were sanctioned for September 2026.
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.
The Minister recognises 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 Holy Child Community School will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
683. Deputy Cormac Devlin asked the Minister for Education and Youth for an update on the redress scheme for survivors of historical child sexual abuse in primary and secondary schools; when more information will be made available to survivors; the way in which the contact information will be provided to survivors; and if she will make a statement on the matter. [18819/26]
Amharc ar fhreagraThe Report of the Scoping Inquiry into Historical Sexual Abuse in Day and Boarding Schools Run by Religious Orders was published in 2024. The principal recommendation of the Report, for the establishment of a Commission of Investigation, was accepted by Government and Mr Justice Michael MacGrath was appointed as the Chair of the Commission with effect from 1 October 2025. The Commission is independent in the performance of its functions. It is now in its establishment phase and is currently undertaking essential preparatory work. When it is ready to hear from those who may wish to provide it with information, this will be widely advertised.
The Scoping Inquiry’s report also recognised the significance of the issue of redress for survivors and their expressed wish that those running schools where child sexual abuse occurred should be held accountable, and it recommended that consideration be given by the Government to establishing a redress scheme for survivors and that it consult with the orders on contributions to any such scheme.
The report of the Inter-Departmental Group (IDG), established to advise Government on the recommendations of the Scoping Inquiry, was considered by Government and published in July 2025. The IDG was cognisant of the views of survivors in relation to redress as a measure of accountability. It recognised that consideration of a redress scheme may have far-reaching implications and advised that further detailed work is required to ensure that Government is fully informed in any decision it may take.
Government accepted this advice and the IDG has commenced this further work to examine the mechanisms that may be brought to bear so that those responsible for schools where historical sexual abuse happened meet their obligations to survivors.
The work of the IDG is entirely separate from the work of the Commission, which does not have a role in relation to redress. The IDG aims to complete its work within 18 months and will make a report to the Minister, based on which, Government will give consideration to establishing a redress scheme and any related legislative or administrative measures required.
684. Deputy Cormac Devlin asked the Minister for Education and Youth if she will provide a status update on a school building project (details supplied); and if she will make a statement on the matter. [18820/26]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy will deliver a new 16 classroom primary school and accommodation, including 2 classrooms for children with special educational needs.
The project currently has planning permission and is being brought to the level of employer-led design with a Design Team assigned to do so under the supervision of the department’s project manager.
The process of appointing the Design Team from the department’s Frameworks of Consultants was completed in September 2023 and following their due diligence review, the design team are currently completing Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design and the preparation of tender documentation. The next stage, subject to relevant Stage 2(b) approvals, will be Stage 3 tender stage. The period of time it takes to progress through each of the stages varies from project to project depending on its size and complexity and can often take longer than indicated.
An enabling works programme is required for the project and will be undertaken prior to the project proceeding to tender.
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.
My department will continue to build on the progress made over recent years with the continued rollout of these 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 the project referred to by the deputy.
The 105 prioritised projects will progress to tender and/or construction on a rolling basis over the course of 2026 and 2027 and within the context of NDP funding parameters. The timing of project progression will reflect the need to carefully manage the rollout of these projects to construction on a controlled basis to ensure that projects are delivered efficiently, align with the requirements of the Infrastructure Guidelines and Capital Works Management Framework and remain within the parameters of NDP funding.
The Department will continue engaging with the school’s patron body in relation to the school’s interim accommodation needs pending delivery of the permanent school building and provide updates on progress and next steps.
