Written Answers Nos. 1-30
5. Deputy David Maxwell asked the Minister for Education and Youth the current status of proposals to acquire lands adjacent to a school (details supplied); to confirm whether her Department is engaged in discussions regarding the potential purchase of these lands; whether funding has been identified for such an acquisition; and whether this would facilitate the provision of additional facilities, including a sports hall, at the school. [29533/26]
Amharc ar fhreagraCavan Monaghan Education and Training Board intend to acquire lands adjacent to the school referred to by the Deputy for the development of sporting facilities for the school including potential future development of a PE hall. The ETB has confirmed that the acquisition will not require any departmental funding.
An NDP investment plan for the education and youth sector was published in January 2026. A key focus of the €7.55 billion Investment Plan is the creation of additional places in special classes and special schools, as well as the targeted rollout of projects to meet the most urgent needs in areas of high demographic pressure. Enrolments in the school planning area in which this school is located peaked in 2023.
My department approved a project under the department's Modular Framework for the school. The project for two special education classrooms and six mainstream classroom was delivered in 2023. The Department also recently provided funding for the refurbishment of an engineering room at the school.
Progress will continue to be made under the NDP Investment Plan on both new and modernised PE Hall and GP Room provision as part of the rollout of new schools and large-scale projects in the existing pipeline, including the completion of circa 300 existing school building projects currently in construction involving 14 PE halls.
Funding will also be invested to support curricular delivery and well-being across schools which will prioritise the development of PE halls and sporting facilities (including yards and play areas) in conjunction with the Sports Capital Fund to deliver for both schools and communities.
Additional initiatives to be rolled out over the course of the 2026 to 2030 NDP period include a PE Hall programme targeting post-primary schools that do not yet have dedicated PE Hall facilities, for delivery from 2029 onwards. My Department will engage with patrons regarding the prioritisation of investment in this regard.
9. Deputy Peadar Tóibín asked the Minister for Education and Youth the number of pupils assessed as requiring special needs assistant support who did not have that support in place at the commencement of the school year in each of the past three academic years; the number of special needs assistant posts approved but unfilled at the start of each year; the average delay between approval and deployment; and whether an assessment has been made of the impact of such delays on a child’s effective access to education. [29094/26]
Amharc ar fhreagraThis government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
Special needs assistants (SNAs) play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
The number of SNAs allocated to schools nationally has increased by 45% between the 2020/21 school year and the present and by the end of the 2026/27 school year there will be close to 25,000 SNAs in our schools. The increase in numbers of SNAs reaches across all counties and across all education settings including mainstream, special classes and special schools.
When a school has been allocated an SNA post, the Board of Management, as the employer, is responsible for filling the vacancy. This is also true of all other posts in the schools’ system including teachers. Timelines for recruitment of school staff will vary across 4,000 individual schools but there is no evidence of any difficulty with recruitment or retention when it comes to SNAs. Stakeholder feedback indicates SNA courses continue to attract students, schools can fill vacant SNA posts, candidates are coming forward and SNAs are choosing to remain in their roles. The service is operating effectively, and children are being supported.
Data on the needs of individual students is maintained at individual school level and detailed within the individual student support file held by the school. Student needs change on an ongoing basis and an allocation model which supports schools to make the best decision for the care needs of their individual students as happens currently is the best way to meet needs which change and evolve. The National Council for Special Education, who have a key role in the allocation and deployment of SNAs are available to assist schools on an ongoing basis.
13. Deputy Brian Stanley asked the Minister for Education and Youth the percentage of schools that now have solar panels on their roofs; the plans to increase this; and if she will make a statement on the matter. [14593/26]
Amharc ar fhreagraAs a result of the Schools PV Programme, as well as the inclusion of solar panels in all new school buildings since 2019, at least 90% of schools now have solar panels or have been approved to tender for solar panels.
The Schools PV Programme is a key strand of my Department’s climate action programming, supporting schools to reduce their energy costs, while making progress towards the 2030 and 2050 climate targets.
The programme provides eligible schools with up to 6 kilowatts peak of roof-mounted solar photovoltaic (PV) installations on their roofs, which equates to approximately 14 solar panels.
The Schools PV Programme is funded by the Climate Action Fund in line with the Government’s recognition that taking action on climate change is central to Ireland’s social and economic development.
The overall programme will see up to 24 megawatts of installed renewable energy provision on schools with associated savings in the region of €5.5 million per year across 4,000 schools.
Since the launch of the programme in November 2023, there has been a really positive response in terms of applications for solar panels from schools and we are seeing the impacts today as PV panels are being installed on school roofs around the country.
To date, 3,790 schools, 97% of all eligible schools, have completed the expression of interest stage of the scheme. 88% of schools who expressed interest in the scheme, 3,338 schools, have progressed to tender stage with 93% of those, 3,107 schools, so far approved for funding.
To date, 82% of schools approved for funding, 2,576 schools, have confirmed their installations as complete and further new installations continue to be confirmed regularly.
The installations not only support schools in cutting their carbon emissions and energy costs but also serve as valuable educational tools, engaging pupils and the broader school community in learning about the benefits of solar technology.
14. Deputy Brian Stanley asked the Minister for Education and Youth to provide an update on the capital works for a school (details supplied) which has been waiting on ASD classrooms, a sensory room and a general purpose hall; and if she will make a statement on the matter. [29137/26]
Amharc ar fhreagraAn extension project at the school to which the Deputy refers has been approved to enter my Department’s pipeline of projects and has been devolved to the school authority to progress. As a first step, interim accommodation was approved for the school to support the establishment of special classes at the school.
A Stage 1 Design Report for the project was submitted to my Department in Q4 2023. Following an initial review and a preliminary Stage 1 meeting, the design team was requested to further develop the design in line with the guidance provided and submit a revised Stage 1 report for my Department’s consideration. A revised report was submitted by the school authority in January 2026 and is currently under review. As with all school building projects, this project will be subject to the necessary due diligence outlined in the Infrastructure Guidelines and will be considered within the context of overall programme prioritisation and NDP funding parameters.
My Department’s NDP Sectoral Investment Plan sets out my department’s focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs, particularly to support special education needs provision. This targeted project rollout will build on significant capital investment across the school estate in recent years, including over €146 million in capital funding for Laois schools since 2020.
The next step for the project under reference will be the provision of any technical comments on the revised Stage 1 report with a view to completing the Stage 1 process. My officials will be in contact with the school shortly in this regard.
15. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth if she will make the national anthem, Amhrán na bhFiann a mandatory part of the primary school curriculum; and if she will make a statement on the matter. [17284/26]
Amharc ar fhreagraUnder the Education Act 1998 in Ireland, the Board of Management of a school is primarily responsible for the management of the school on behalf of the patron and for the benefit of the students. The school principal, under the direction of the board, is responsible for the day-to-day management of the school. Therefore, it is a matter for each school to decide on how best to serve the school community, and whilst schools may choose to carry out activities relating to the National Anthem, Amhrán na bhFiann, it could not be mandatory.
The curricular frameworks provide clear pathways for schools to include Amhrán na bhFiann as part of broader learning about Irish history and identity. It is for each school to decide whether to include the National Anthem as part of their Irish, History or Music programme.
The department recognises the importance of national symbols, including Amhrán na bhFiann, as valuable educational tools for fostering civic pride and historical awareness. This was clearly demonstrated during the 2016 Centenary Programme, when schools nationwide participated meaningfully in the National Flag Ceremony while incorporating the anthem into their commemorative activities.
In terms of the Primary School Curriculum, schools can choose to teach the anthem as part of the strands Eras of Change and Conflict or in Politics, Conflict and Society, which form part of the curriculum for senior classes in primary schools. They could also choose to teach the anthem as part of the strand Performing, which includes the very important strand unit Song Singing. This strand unit recommends teaching Amhráin Ghaeilge.
Taken together, these actions, along with the wider curricula, provide for a strong sense of cultural identity and understanding.
17. Deputy James O'Connor asked the Minister for Education and Youth if additional transport to school routes will be considered for Cork east; and if she will make a statement on the matter. [29171/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The scheme has expanded significantly over the past six years. In that time, the numbers of children and young people using the service have grown from under 120,000 pupils in 2018 to over 181,000 pupils in 2025, which equates to an increase of close to 50%. The cost of the school transport scheme is circa €3 million per school day.
The importance of the School Transport Scheme cannot be underestimated. It has been a vital part of rural Ireland since its inception in the late 1960s. The availability of transport to school can be a critical component for children to access education and is a real lifeline for families.
It is recognised that the School Transport Scheme is vital to families and its benefits extend to support parents and guardians who are accessing employment. It continues to support pupils living in rural and remote areas, children and young people with additional needs, as well as national sustainability and climate goals.
The scheme is demand-led based on the number of eligible children who apply and pay on time. Families are required to register their details on the Bus Éireann Family Portal to have their eligibility for transport assessed and to make applications under the scheme.
The Portal for the next school year is now open for mainstream applications and payments. The closing date for payments or entering medical card details is Friday the 8th of May 2026. Applications or payments/medical card details received after this date will be considered late.
After the closing date, the portal will close. It is only then that Bus Éireann will be in a position to assess all applications and plan for routes and services for the next school year. Routes may be altered or extended depending on the number and location of children who will be availing of school transport for that year.
20. Deputy Joe Cooney asked the Minister for Education and Youth the steps she is taking to ensure the stability of special needs assistant allocations in County Clare following the distress caused to schools, children and parents by the proposed NCSE review earlier in 2026; whether she will confirm that no school in Clare will face a reduction in SNA support for the 2026-2027 academic year; and if she will make a statement on the matter. [28760/26]
Amharc ar fhreagraThis government is strongly committed to supporting children with special educational needs to achieve their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
By the end of this year there will be almost 25,000 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. It should be noted that in the last 5 years in County Clare, the number of SNAs have grown from 394 to 519, which is an increase of 32%.
I visited a number of schools in county Clare last May and saw first hand the wonderful work that is being done in those schools to support children with special educational needs.
SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools.
In February I confirmed that I had listened to and engaged intensively with stakeholders to ensure that all of the concerns raised were fully understood. As is always the case I did this with a view to ensuring children with special educational needs are appropriately supported.It was agreed that there will be no reductions to special needs assistants for the next school year 2026/27.
All schools reviewed by the NCSE and allocated additional resources will receive them in the upcoming school year.
The SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
Following agreement and publication of these key documents, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
The NCSE has responsibility for ensuring that the additional 1,717 SNA posts funded through Budget 2026 are allocated to mainstream, special classes and special schools to meet the care needs in these sectors.
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.
22. Deputy Michael Murphy asked the Minister for Education and Youth whether any discretion exists to extend career breaks beyond the five-year limit set out in circular 0054/2019 in exceptional or compassionate circumstances, particularly where a teacher has significant caregiving responsibilities for a child with profound additional needs; whether she will consider introducing or applying greater flexibility in such cases to support teacher retention; and if she will make a statement on the matter. [25631/26]
Amharc ar fhreagraUnder Section 24 of the Education Act 1998, the Minister for Education and Youth, with the concurrence of the Minister for Public Expenditure, Infrastructure, Public Service Reform and Digitalisation is authorised to determine the terms and conditions of employment for teachers employed in approved teaching posts funded by monies provided by the Oireachtas.
The terms and conditions of the non-statutory Career Break Scheme for teachers detailed in my department’s Circular 0054/2019 were agreed with all Education Partners through the Teachers Conciliation Council (TCC) which forms part of the Scheme of Conciliation and Arbitration for Teachers.
A Career Break is a period of special leave without pay. The main objective of the non-statutory Career Break Scheme is to facilitate applications in relation to areas including educational purposes, family reasons or public representation, in accordance with the agreed terms and conditions of the Career Break Scheme for teachers.
A Career Break is for a period of not less than 1 school year and may be extended on an annual basis provided the total period of the Career Break does not exceed 5 years at any one time, subject to an overall maximum of 10 years absence in the course of the teacher’s career.
A subsequent Career Break may not be taken until the teacher has served for a period equal to the duration of the previous Career Break.
An employer can only approve an application where it adheres to the agreed terms and conditions.
It is acknowledged that minding a child with additional needs can be extremely challenging. Therefore, where a teacher has exhausted their entitlement to a Career Break they should consult with their employer to review eligibility to other leave schemes that may apply i.e. Job-Sharing Scheme, Carer's Leave Scheme or the Parental Leave Scheme.
23. Deputy Michael Cahill asked the Minister for Education and Youth to urgently allow for further funding to schools in Kerry for urgent building repair works; and if she will make a statement on the matter. [28995/26]
Amharc ar fhreagraSince 2020, the Department of Education and Youth has provided €148m million in capital funding for Kerry schools.
Over this period, a total of 66 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation.
There are currently nine school projects in Kerry under construction, and another three school projects will go to tender or construction in 2026 and 2027.
This summer, 20 schools in Kerry are approved to undergo works as part of the Climate Action Summer Works Scheme. The Climate Action Summer Works Scheme is enabling school authorities to undertake small-scale upgrade works on a devolved basis. The application window was open for May and June 2025. The first phase of projects for progression was announced in November 2025, and further projects will be progressed over a multi-year period. The scheme places a strong emphasis on sustainability. In addition to standard upgrade works, such as roof or window replacement, schools can now undertake additional measures such as insulation, LED lighting installation, EV charger provision, bike rack facilities to support active travel and other climate-focused works.
In addition, the Emergency Works Scheme is available year-round to support schools that require urgent building repair works.
The purpose of the Emergency Works Scheme is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs.
I can assure the Deputy that my department will continue to work closely with schools nationally, including in County Kerry, in delivering on capital investment priorities.
24. 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). [28459/26]
Amharc ar fhreagraI am pleased to outline the summary position on each of the schools referenced by the Deputy.
In relation to St Thomas Junior National School and Scoil Áine Senior National School, the joint school building project will deliver two new 24 classroom primary schools and accommodation for children with special educational needs, at the current site in Lucan.
The project is currently at the early stage of Architectural Planning, Stage 1. A preferred design option was agreed by all Stakeholders and my Department requested the Design Team to further assess the proposed construction programme and methodology.
In relation to Divine Mercy Junior National School and Senior National School, this joint school building project will deliver a new extension and refurbishment of some existing accommodation to provide two 24 classroom primary schools.
The project is currently at an advanced stage of Architectural Planning - Stage 2B Detailed Design. A meeting of all stakeholders is anticipated to be held in the near future, to discuss and agree the detailed design to submit for planning permission.
The major building project for Lucan Community College 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 education classrooms.
It is currently proposed to progress a first phase of this overall project through my Department’s timber modular framework which enables early delivery of additional permanent accommodation at the school which will assist with managing capacity pressures.
With regard to St Kevin’s Community College, Clondalkin, I can confirm that the school was recently granted approval under the Additional School Accommodation Scheme to progress a project for three mainstream classrooms and a two classroom special educational needs base. The project is currently at Stage 1 of the architectural process.
The timing of individual projects moving to the next stage will depend on a range of factors, including compliance with technical and cost requirements relevant to the project stage, relative prioritisation in the context of the overall programme and affordability within NDP funding parameters.
25. Deputy Joe Neville asked the Minister for Education and Youth the latest correspondence her Department has had with a school (details supplied); when all necessary EWS works will be completed; and if she will make a statement on the matter. [29110/26]
Amharc ar fhreagraI would like to thank the Deputy for the question.
I am very familiar with St Patrick's in Celbridge, and visited the school following an invitation from you last January.
I have seen first-hand the conditions of the school, and am mindful that it is in temporary accommodation for a number of years.
Following a storm event in January 2026, my Department directly engaged project managers and contractors to address the immediate issues at the school in question.
Works being carried out include internal remediation works to floors, fire doors and water damaged areas; ongoing drainage clearance and the installation of a new boiler. Two temporary modular classrooms have also been provided.
The remaining issues are being addressed as part of an extensive programme of works that is ongoing. The ongoing presence of the project managers on site ensures that the school is kept up to date on the sequencing and progression of works. Good progress is being made, including over the recent Easter school holiday period, and there is good feedback from the school regarding same.
The Department has also advised the school authority about the importance of having a good maintenance regime in place given that significant water ingress issues arose due to blocked gutters, blocked drains, and an underfloor water leak from the heating system.
The Deputy will be aware that a new school building for the school is also being progressed as part of the Department's design pipeline. This will be part of a three school campus. The project is currently at Stage 2a of the architectural design process, which involves developing the detailed design, preparing full cost plans, and preparing for submission for planning permission. The project is devolved to the National Development Finance Agency for delivery. A meeting between the Department, NDFA, Design Team and schools to review the Stage 2a designs and overall report was held in recent days.
26. Deputy Paul McAuliffe asked the Minister for Education and Youth given the criteria that has been published for DEIS Plus, the reasoning schools (details supplied) did not qualify for this new scheme; and if she will make a statement on the matter. [29136/26]
Amharc ar fhreagraAddressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me as Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year, launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of DEIS. The DEIS Plus scheme has a clear and defined purpose, which is to target a small number of schools with the very highest concentrations of children and young people experiencing persistent and intergenerational disadvantage, using an evidence based and nationally consistent identification model. Applying that model fairly means that not every school serving disadvantaged communities can be included in this very targeted scheme.
This approach ensures that additional resources are directed where they can have the greatest impact, and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending the 121 DEIS Plus schools will benefit from these targeted supports.
It is important to stress that a school not identified through the DEIS Plus model does not in any way imply that the department is saying that disadvantage does not exist within that school community. DEIS Plus schools were identified using a refined, rules-based model built on nationally available pupil-level administrative data. The model draws on a range of indicators associated with persistent and intergenerational disadvantage, including small-area deprivation, lone parenthood and unemployment, Traveller and Roma identity, and children living in State-funded emergency accommodation or international protection accommodation. These indicators are applied consistently across all schools using enrolment data from the past three years. For inclusion in DEIS Plus, schools must demonstrate both a level of disadvantage that is significantly above the national average under the model and a high concentration of pupils from very or extremely disadvantaged areas. Schools can, and do, experience significant levels of challenge and need, but still fall outside the thresholds required for inclusion in this very targeted scheme. Not being in included in the DEIS Plus scheme in no way dilutes the level of supports that my department will continue to provide to schools throughout the DEIS programme.
When the DEIS Plus identification model was applied to the schools referenced by the Deputy, the data reflected disadvantage, but not at the level of concentration required for inclusion in the DEIS Plus cohort. However, as DEIS Urban Band 1 schools, the schools will continue to receive significant supports, including an enhanced staffing schedule and access to the school completion programme. In addition, under the DEIS Strategy to 2035, DEIS grant and Home School Community Liaison allocations have been recalculated in line with the new model, with each of the schools referenced by the Deputy benefiting as a result.
My department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS Plus scheme. Relevant schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their school enrolment data will have the opportunity to have that outcome reviewed. The appeals process will open in the coming days and schools will have a period of four weeks to submit to the department for review. Schools will be given the opportunity to update their school enrolment data for the years 2023/24, 2024/25 and 2025/26 on POD and PPOD, where they identify that the information already provided is not an accurate reflection of their school enrolment for those years. Schools may also request that the application of the model to their existing data is reviewed.
The review process will be overseen by an appeals board, the members of which are independent of the initial design and implementation of the DEIS Plus identification model.
When all appeals have been processed, schools will be informed in writing by my department outlining the outcome of the appeal. It is my intention that schools will be provided with the outcome promptly.
A circular outlining the full details of the appeals process will issue to schools in the coming days.
27. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the plans to provide further training to teachers working with vision impaired pupils; and if she will make a statement on the matter. [29027/26]
Amharc ar fhreagraThe Visiting Teachers for the Blind and Visually Impaired (VTBVIs) are all qualified teachers with particular skills and knowledge of the development and education of children with varying degrees of visual impairment. They offer longitudinal support to children, their families and schools from the time of referral through to the end of post-primary education.
The National Council for Special Education (NCSE), who manages the VT’s service on behalf of my Department offers seminars, delivered by Visiting Teachers, for schools with a student(s) who is blind or visually impaired. This is an introductory seminar which is additional to the sustained support that is the core work of the Visiting Teachers.
The NCSE also provides professional development for teachers in the area of Cerebral/Cortical Vision Impairment (CVI).
Post-graduate courses (Master of Arts/Post graduate Diploma) dealing specifically with the education of those with Vision Impairment are offered by universities in the UK and the NCSE provides funding for teachers to attend.
Teachers who have completed the post-graduate course may apply to NCSE for funding for additional post-graduate courses such as courses dealing with Multi-Sensory Impairments.
Furthermore, teachers who are not Visiting Teachers but are working with a student who has sight loss are also eligible to apply for funding from NCSE to attend these courses.
60% of our Visiting Teachers (VT’s) hold a post graduate qualification in Education of students who are blind or visually impaired. There are another 12% who are part way through the course. The remainder of the VT’s are relatively new recruits, and are expected to undertake the course within the next 12-24 months
In addition, the NCSE also holds an annual 2 day training event for VT’s where they focus on particular issues identified by VTs throughout the year.
28. Deputy Cathal Crowe asked the Minister for Education and Youth if she will provide an update on plans to develop new accommodation at a school (details supplied); and if she will make a statement on the matter. [27397/26]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter my Department's pipeline for school building projects under the Additional School Accommodation (ASA) Scheme to provide 2 Mainstream classrooms, 1 Science Lab and prep area, 1 Graphics room and prep area, 1 Construction studies room and project store, 1 Music room, and ancillary.
This project is currently at Stage 2a (developed design). The Stage 2a report, which outlines the proposed design and associated costings, was submitted to my department and is currently undergoing a detailed review from a technical and cost perspective. All school building projects, including this one, will undergo the necessary due diligence outlined in the Infrastructure Guidelines. Managing timing, scope, and cost is crucial to ensuring that the overall school building programme remains within the funding parameters.
My department has a strong track record of delivering the Government’s School Building Programme with over €6 billion invested since 2020.
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 sets out my department’s approach to prioritised investment in school infrastructure. There is a strong focus in the plan on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
The project at the school in question forms part of this overall pipeline of school building projects that will continue to be managed in line with available NDP funding.
29. Deputy Malcolm Byrne asked the Minister for Education and Youth for an update on the planned capital project for a school (details supplied). [29012/26]
Amharc ar fhreagraThe building project to which the Deputy refers has been devolved for delivery to the National Development Finance Agency (NDFA) as part of a programme of school building projects (Project Dargle).
The brief is to provide a new build replacement post primary school for a long-term projected enrolment of 1,000 pupils including both general classrooms, specialist rooms, and a 4 class Special Education Needs (SEN) base.
The project is currently at Stage 2b of the architectural planning design process with a full grant of planning permission received for the school in 2024. All projects are subject to the due diligence requirements of the Public Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
NDFA will be engaging directly with the school authority to keep it informed of progress.
Since 2020, my department has invested over €6.7 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. 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.
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.
The NDP Implementation Plan for the Education and Youth sector along with the first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. This NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
The current status of all projects is 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.
30. Deputy Brendan Smith asked the Minister for Education and Youth if further progress has been made to date in developing a model for smaller schools that, due to their size, do not meet the threshold of six pupils with special needs in order to have a special class sanctioned; and if she will make a statement on the matter. [29164/26]
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.
The information held on the department's Geographical Information System (GIS), particularly in relation to student demographics, is a key component when forecasting the need for additional special class and special school places. My department and the NCSE have undertaken analysis of the trends in special class and special school provision over recent years by county and local school planning area. In total there are 314 local school planning areas.
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 that meets 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.
In order to ensure new special classes can open as quickly as possible the NCSE prioritise working with medium and larger primary schools who do not already have a special class and have available accommodation to accommodate new special class. This approach maximises the use of existing space which can be reconfigured efficiently while also ensuring that new provision continues to be established. It also increases the number of schools with special classes providing parents with greater choice and reducing the distances that some students are travelling to access a special class place.
However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. 432 have been sanctioned to date and more new special classes will be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class.
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 achieve their full potential.
