Written Answers Nos. 371-390
372. Deputy Ken O'Flynn asked the Minister for Education and Youth her Department's policy position on schools operating for extended periods without permanent accommodation; and the measures in place to address cases where such arrangements persist over multiple decades. [32272/26]
Amharc ar fhreagraEarlier this year, I published the NDP Sectoral Investment Plan for the Education and Youth Sectors 2026-2030. The NDP Plan enables the development of new special schools, the upgrading of existing facilities, and the creation of additional places in special classes and special schools including the targeted rollout of projects to meet the most urgent needs including schools currently located in interim accommodation.
The first tranche of projects being progressed to tender and/or construction, as appropriate, over the course of 2026 and 2027 involve 80 Large-Scale and Additional Accommodation Scheme school building projects and a total investment of over €1.5 billion within the parameters of NDP funding. These 80 projects will provide new and/or modernised capacity to cater for 26,000 pupils and all projects have a strong special education dimension.
45 of these projects 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. This timeline reflects the need to carefully manage the rollout of these projects to construction on a controlled basis to ensure the Department continues to operate within NDP funding parameters. These projects include 19 new school buildings of which the majority (are either special schools or primary/post-primary schools that currently are operating from interim accommodation and have an urgent need for permanent accommodation.
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 2026/2027 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 school authorities and will ultimately inform the next tranches of programme rollout to tender.
373. Deputy Carol Nolan asked the Minister for Education and Youth the current status of the modular accommodation project for the second special class in a school (details supplied) in Durrow; the reason the design was not approved until 21 April 2026 despite the project commencing in mid-2025; the expected on-site commencement and operational dates; and if she will make a statement on the matter. [32275/26]
Amharc ar fhreagraI can confirm to the Deputy that project managers were appointed to the school in December 2025. The Project managers carried out a viability report on the proposed brief of accommodation which was received for discussion with the department’s technical team later the same month. Following these discussions the viability report was further amended and eventually issued to the school mid February 2026 for agreement. Agreement to the brief was received from the school shortly after and the project progressed to the department’s modular delivery team on March 4th 2026.
Following a recent meeting between the Project Manager and the School, the Project Managers are reviewing options and floor plans to meet the schools’ requirements. The Department and its Project Manager are working closely with the principal to ensure that this project gets delivered as quickly as possible.
374. Deputy Carol Nolan asked the Minister for Education and Youth if she is aware that a school (details supplied) in Durrow has already completed enrolment and issued offers for a new special class due to open in September 2026 on the basis of promised modular accommodation that is now not expected until February 2027; the contingency arrangements being put in place for these pupils; and if she will make a statement on the matter. [32276/26]
Amharc ar fhreagraThe school to which the Deputy refers to was granted capital funding for the provision of 2 x Special Education Classroom, approved in March 2026 under my Department’s SEN Reconfiguration and Modular Accommodation programme.
This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects.
Following a recent meeting between the Project Manager and the School, the Department and its Project Manager will be working to ensure that this project gets delivered as quickly as possible.
The Special Educational Needs Organiser (SENO) from the National Council for Special Education (NCSE) has been in touch with the school recently and contingency arrangements are currently being agreed.
375. Deputy Carol Nolan asked the Minister for Education and Youth the average time taken from project commencement to on-site delivery under the new Modular Framework compared with the previous system; the number of special class modular projects currently delayed by more than six months; and the steps being taken to address these delays; and if she will make a statement on the matter. [32277/26]
Amharc ar fhreagraThe Department has a number of frameworks in place to deliver modular accommodation, all utilising modern methods of construction for the provision of Primary, Post Primary and Special Education Needs (SEN) school accommodation;
• Modular framework A (single storey standard template layouts) consisting of 10 providers
• Modular framework B (two storey standard template layouts and bespoke layouts) consisting of 7 providers
• A sustainable timber modular framework consisting of 3 providers.
The timeframe for individual projects will vary depending on size, site conditions etc, projects can typically be delivered in twelve months from inception to completion. From once a typical two classroom modular unit is brought to site, the time period required for handover to the school is in the region of 12-16 weeks. Project specific issues can arise in some cases, which impact on the timeframe for project delivery – for example, availability of technical site surveyors, site works contractors. This reflects pressures in the construction sector generally and is not unique to modular projects.
The Department has appointed 2 Project Management firms to assist with delivering the modular programme which includes having a strong oversight on quality and to ensure the modular projects get delivered as quickly as possible.
The assigned Project Managers keep the School Authorities updated regularly as the project progresses.
376. Deputy Carol Nolan asked the Minister for Education and Youth the interim accommodation options her Department is providing to schools that were promised modular special class accommodation for September 2026 but are now facing delays into 2027; if she will outline the policy in this regard; and if she will make a statement on the matter. [32278/26]
Amharc ar fhreagraMy department’s Modular Accommodation Programme is an important mechanism for facilitating accelerated delivery of necessary additional capacity for Special education classes, where there is no alterative classroom space available nearby to repurpose.
My department is working to ensure that the accommodation in question is delivered as soon as possible. The timeline for delivery is subject to a number of factors, including some factors outside the department’s control. However, the assigned Project Manager and department officials are liaising closely with the school authorities to keep them informed of the status of their school project.
The department’s approach is to advise schools that it is prudent to have contingency plans in place for modular accommodation projects, and this contingency planning is supported by training, guidance and support from the NCSE in relation to the establishment of the special class.
My department will continue to prioritise the delivery of these projects as part of the rollout of the school building programme. My department is working closely with the NCSE and with schools to ensure that the required provision is in place, and to contingency plan in mitigation of any risks of delay.
377. Deputy Carol Nolan asked the Minister for Education and Youth if she will confirm that the modular special class project for a school (details supplied) has been designated as urgent and prioritised; the criteria used to prioritise projects under the new Modular Framework; and if she will make a statement on the matter. [32279/26]
Amharc ar fhreagraAs 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.
Applications in support of urgently required additional mainstream or special education capacity in an area as outlined in the NDP Plan for example are expedited while larger applications require very detailed levels of oversight under the Government’s Infrastructure Guidelines. For example, the repurposing of existing accommodation capacity across the school estate has been a key enabler of timely provision of special class capacity with 80% of new special classes in 2025/2026 facilitated in repurposed classroom accommodation. Such smaller applications are now expedited through a dedicated SEN repurposing process, details of which are available on gov.ie.
In relation to the school in question, I can confirm to the Deputy that following a recent meeting between the Project Manager and the School, the Project Managers are reviewing options and floor plans to meet the schools’ requirements. The Department and its Project Manager are working closely with the principal to ensure that this project gets delivered as quickly as possible.
378. Deputy Peadar Tóibín asked the Minister for Education and Youth the number of protected disclosures that have gone missing or have been compromised that have been submitted to her Department or State bodies that are responsible to her Department.; and if she will make a statement on the matter. [32285/26]
Amharc ar fhreagraMy department has in place formal channels for submitting reports of wrongdoing under the Protected Disclosures Act, 2014. When such reports are received, they are managed in accordance with the Act and the department's protected disclosure policy and procedures.
I can confirm that no report of wrongdoing, as described by the Act, submitted to and received by my department have gone missing or been compromised.
The information in respect of state bodies under the aegis, within the scope of the Deputy’s question, is not held by my department. These state bodies have been provided with the question and have been advised to respond directly to the Deputy.
379. Deputy Albert Dolan asked the Minister for Education and Youth when the next announcement regarding the identification of schools for DEIS status is expected, having regard to the DEIS Strategy to 2035 and Implementation Plan 2026–2028; and if she will make a statement on the matter. [32299/26]
Amharc ar fhreagraAddressing educational disadvantage in all schools is a key priority for me as Minister for Education and Youth. The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. This model took into consideration the significant educational disadvantage experienced by Traveller and Roma learners and of students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme, and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie. It is important to stress that schools not identified through the refined DEIS identification model does not in any way imply that the department is saying that disadvantage does not exist within in the school community.
I recently announced the DEIS Strategy to 2035 which is the first long-term, whole-system approach to addressing educational disadvantage. This strategy recognises education as central to breaking cycles of disadvantage, expanding opportunity, and ensuring long-term security. It sets out a more flexible model of support, so that resources are aligned with each school’s level of need as it changes over time.
The strategy also acknowledges that students at risk of educational disadvantage are present in all schools. It therefore focuses on improving outcomes, encouraging innovation, and ensuring schools can access the right supports when needed. The DEIS Strategy to 2035 sets out actions under the strategic objective 2.2, to develop an agile resource allocation model to support children and young people at risk of educational disadvantage in all primary and post-primary schools. These actions focus on the continued enhancement of the data available to measure school level disadvantage and for the development of a more flexible resource allocation model that can react to change in school needs and provide the right resources at the right time. The increase in DEIS Grant and HSCL allocation for schools in the DEIS programme, and the allocation of HSCL on a pilot basis to a selection of schools that are not in the DEIS programme is a first step in the move to that more dynamic model. No schools are losing resources in relation to this work.
As work continues on these actions, we will continue to work closely with schools and the education stakeholders. Any future allocation of resources will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
There are also a range of universal supports available to all schools to support children and young people at risk of educational disadvantage. These include:
• National Educational Psychological Service (NEPS) provides educational psychological service to all primary and post-primary schools and special schools to support the well-being, academic, social and emotional development of all learners.
• The Special Education Teaching (SET) allocation provides a unified allocation for special education support teaching needs to each school based on each school’s educational profile and also encompasses an element of English as an additional language (EAL) support allocation. Under this SET model, schools are front-loaded with resources to provide support immediately to those pupils who need it without delay.
• Free schoolbooks are provided to all children and young people in the free education system.
• Inspectorate support helps improve education provision for all children and young people. They promote best practice and school improvement by advising teachers, principals and boards of management in schools.
• Through the Department of Social Protection, the School Meals Programme provides regular, nutritious food to children to support them in taking full advantage of the education provided to them. The Hot School Meals Programme is available to all primary schools, meaning that approximately 3,700 schools and organisations and 682,000 children are now eligible for the Schools Meals Programme.
380. Deputy Ken O'Flynn asked the Minister for Education and Youth the national systems that exist to identify, track and allocate special education placements, including special classes and special school places, across all areas . [32344/26]
Amharc ar fhreagraEnabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
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. 464 new special classes have been sanctioned to date, of which 11 are inclusive special classes. Further details on additional 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. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Of the 464 new special classes, 305 are being established in primary schools and 159 in post-primary schools.
The common application system pilot is ongoing in some areas of the country, running concurrently is the extension of the autism class application trial (ACAT) in the Dublin 15 area. There are 18 schools participating in the ACAT trial, 17 at primary level and one special school for 2026/27.
These pilots form an important step towards delivering a more efficient, transparent, and equitable school application process. It will reduce stress for families, ease administrative burdens on schools, while also supporting better planning for school places.
Under the Education Act, 1998 each school must publish an Admissions Policy and an Annual Admissions Notice. The published admission policy sets out the selection criteria for admission to school. The annual admission notice sets out the number of places that are available and the timeline for accepting and processing applications for admission.
This information should be published on the school’s website and be available on request by contacting schools directly.
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.
381. Deputy Ken O'Flynn asked the Minister for Education and Youth if the NCSE 'notify parents system' for special education placements is fully operational and used in all cases where new or vacated special class or special school places arise; if its use is mandatory for all schools and the NCSE; the compliance and monitoring mechanisms in place to ensure the system is consistently used; whether any audits have been conducted in each if the past three years; and the number of instances where special education placements were not recorded or notified through the system when they became available and what corrective actions are taken where non-compliance is identified [32345/26]
Amharc ar fhreagra382. Deputy Ken O'Flynn asked the Minister for Education and Youth the way in which the NCSE ensures that all parents of children awaiting special education placements are engaged with in a consistent and equitable manner across all regions; and the safeguards in place to prevent variation in practice between NCSE areas. [32346/26]
Amharc ar fhreagra383. Deputy Ken O'Flynn asked the Minister for Education and Youth the timelines that apply to NCSE engagement with parents once a special education need is identified; and the average time taken to first contact parents in each of the past three years. [32347/26]
Amharc ar fhreagra384. Deputy Ken O'Flynn asked the Minister for Education and Youth the records maintained by the NCSE to evidence engagement with parents regarding special education placements; and whether these records are subject to audit or independent review. [32348/26]
Amharc ar fhreagraI propose to take Questions Nos. 381, 382, 383 and 384 together.
Enabling students with special educational needs to receive an education that meets their needs is a priority for this Government. It is also a key priority for me, my department and for the National Council for Special Education (NCSE).
The vast majority of students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.This is in keeping with policy on an inclusive education, which advocates that students will be supported to receive an education in the most inclusive setting possible.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs and 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.
Parents and schools can contact the NCSE directly using the details available on the NCSE's website: ncse.ie/seno-contact-information.
Local special educational needs organisers (SENOs) are available to offer advice, support and guidance as required to ensure students with special educational needs are supported to achieve their full potential.
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.
385. Deputy Emer Currie asked the Minister for Education and Youth for an update on a project (details supplied); to provide a timeline on its completion; and if she will make a statement on the matter. [32379/26]
Amharc ar fhreagraAs previously advised to the Deputy, the school referred to was approved to enter my Department's pipeline of project under the Additional School Accommodation (ASA) scheme. The project is for repurposing works to create one Special Educational Needs (SEN) classroom and is devolved to the school authority for delivery.
The project received approval from my Department to commence construction in January 2026. More recently, Department officials were notified by the school authorities that construction has now commenced.
386. Deputy George Lawlor asked the Minister for Education and Youth if she will take immediate steps to address a dangerous site owned by her Department in Clonard Village, Wexford town (details supplied); and if she will make a statement on the matter. [32402/26]
Amharc ar fhreagraI would like to inform the Deputy that the fencing issue at the department owned lands in Clonard Village, Wexford Town is currently being progressed by officials from my Department. We have organised at a local level for the dilapidated fence and overgrowth to be made safe, whilst we are also in the tendering process of securing the site with new fencing.
387. Deputy Emer Currie asked the Minister for Education and Youth whether her Department is considering any solutions to help reduce the impact of driver and vehicle changes on sanctioned school transport routes; and if she will make a statement on the matter. [32406/26]
Amharc ar fhreagraBus Éireann operates the school transport scheme on behalf of the Department of Education & Youth. It is made up of the mainstream scheme at Primary and Post Primary level, as well as the scheme for pupils with Special Educational Needs.
It is a significant operation providing transport for over 181,000 pupils to and from school daily across over 11,000 routes. This includes the provision of transport for over 24,000 pupils with additional needs.
The scheme is operated using a mix of Bus Éireann owned vehicles and directly recruited drivers, and private contractors who recruit their own drivers to operate the scheme.
Bus Éireann has advised that there were operational challenges with some services following the commencement of the 2025/26 school year. A re-organisation of some services took place and following a number of procurement competitions, vehicles and drivers were secured and transport services put in place.
Bus Éireann awards contracts of five year and one year duration, however on occasion there may be a requirement for a change of driver due to illness, absence or a change in contractor providing the service.
Where there may be disruption to service at short notice, Bus Éireann provides communication directly to families impacted.
388. Deputy Barry Ward asked the Minister for Education and Youth if her attention has been drawn to the application by a school (details supplied) in relation to urgent repairs needed for the roof of their PE hall; the actions she will take to ensure that it is progressed; and if she will make a statement on the matter. [32413/26]
Amharc ar fhreagra389. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the support mechanisms in place to ensure that repairs are urgently carried out on the roof of a PE hall for a school (details supplied) [32414/26]
Amharc ar fhreagra399. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the planned upgrade for a school (details supplied); the actions she will take to progress this project; and if she will make a statement on the matter. [32484/26]
Amharc ar fhreagraI propose to take Questions Nos. 388, 389 and 399 together.
The school to which the Deputy refers was approved to enter my departments pipeline of school building projects under the Additional Schools Accommodation (ASA) Scheme to provide a 2 Classroom SEN base, 1 General Classroom, 1 Science Lab/Prep area and replacement of roof in sports hall.
A Stage 2a report (detailed design) was submitted to my department and is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Infrastructure Guidelines. All projects, including this one, will undergo the necessary due diligence as outlined in the Infrastructure Guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall program.
Regarding the roof repair works, a meeting is due to take place in the coming period to consider the sports hall. Further engagement with the school will follow as appropriate.
As the deputy is aware my Department recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. 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, my 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.
The accommodation needs at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
390. Deputy Paul Lawless asked the Minister for Education and Youth if she is aware of a request submitted on behalf of a school (details supplied) seeking the establishment of a dedicated school transport route from Ballyhaunis; whether this request has been assessed by her Department or Bus Éireann; and if she will outline the current status of this request. [32428/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
Under the current terms of the School Transport Schemes, children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment of school transport services, provided this can be done within reasonable cost limits.
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: buseireann.ie/schooltransport/
The Portal is now open for applications and payments. The closing date for payments or entering medical card details is Friday 08 May 2026. Applications or payments/medical card details received after this date will be considered late.
After the closing date, the portal will close. This will give Bus Éireann time to assess all applications and plan for routes and services for the 2026/27 school year. Routes may be altered or extended depending on the number and location of children who will be availing of school transport for the following school year.
Where a child is eligible for transport and the application and payment process is completed on time, they will get a seat on a school bus service, where a service is available.
Where a child is not eligible for school transport, but the application and payment process is completed on time, they will be considered for any spare seats available after eligible children have been accommodated. These seats are called concessionary seats.
There may be more demand than availability for concessionary seats. In such cases, Bus Éireann will use a selection process to allocate tickets for the spare seats.
