Written Answers Nos. 623-642
623. Deputy James Geoghegan asked the Minister for Education and Youth if she will outline, all primary and secondary schools in Dublin 2, Dublin 4, Dublin 6 and Dublin 6W with special classes; those under consideration, in tabular form; and if she will make a statement on the matter. [35041/26]
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.
A list of all mainstream and special schools is available on my department's website on gov.ie. In addition, a list of schools with special classes; broken by location and class designation is available on the NCSE website (www.ncse.ie/special-classes).
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. To date, 504 new special classes have been sanctioned by the NCSE for 2026/27. This is a number of months ahead of last year and should provide greater clarity for parents.
Further details on additional new special classes will be confirmed in the coming weeks. Details of the new special classes are available on the NCSE website.
Of the 504 new special classes, 330 are being established in primary schools and 174 in post-primary schools. New special classes are being established in every county with 114 new special classes confirmed for Dublin so far.
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.
624. Deputy James Geoghegan asked the Minister for Education and Youth to review correspondence (details supplied); and if she will make a statement on the matter. [35042/26]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy will deliver a new 1,000 pupil Post Primary School and accommodation, including 6 classrooms for children with special educational needs at Le Fanu Road, Ballyfermot.
This project is currently planned to be delivered as part of Phase 2 of my Department's ADAPT 4 Programme - Programme Innovate.
As part of planning ahead, 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.
As part of this forward planning, projects to be included as part of Phase 2 ADAPT 4 Programme are currently being assessed by department officials. Upon completion of this process, procurement of the IPT's (Integrated Project Teams) may progress.
The ADAPT 4 Programme uses a professional external Programme Manager to co-ordinate and drive the Integrated Project Team to achieve the best possible timeframe for the project through the stages of Architectural Planning, to Tender and Construction.
Integrated Project Teams (IPT's) consist of highly skilled and experienced design professionals, architects, engineers, project managers, quantity surveyors and various other consultants to deliver the projects.
As the Deputy will be aware, earlier this year I 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.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As referred to above, 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 St Setons Secondary School will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
625. Deputy Claire Kerrane asked the Minister for Education and Youth if she will bring forward the announcement of Schools to be awarded funding under the climate action summer works scheme 2026 (category 7 climate action & windows) rather than waiting until the end of the year, to support schools that are waiting on and relying on this funding for works; and if she will make a statement on the matter. [35050/26]
Amharc ar fhreagraThe purpose of the Climate Action Summer Works Scheme (CASWS) is to enable individual school authorities to undertake small-scale building works on a devolved basis that, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The CASWS operates on a multi-annual basis across a number of categories of works including windows.
It is envisaged that approvals in any given year will involve a spread of categories rather than the traditional single category at a time. This is aimed at managing market capacity and maximising value for money opportunities for school authorities.
In November 2025, my colleague the former Minister of Education and Youth, Helen McEntee TD, announced the first tranche of approvals under the new Climate Action Summer Works Scheme. 297 projects were approved to proceed and involve primary, post primary and special schools, along with projects in all counties and across all categories of works.
Given that funding is limited in any particular year it is necessary to prioritise applications. Under the new climate action summer works scheme which operates on a multi annual basis, like previous summer works schemes, applications from schools that are not reached for funding or market prioritisation reasons in 2026 will qualify to be assessed for purposes of the funding available for climate action summer works in subsequent years.
It is anticipated that the next tranche of approvals will be in the latter half of 2026.
Full details of the of the announcement and the list of schools approved in the first tranche, the Circular (0029/2025) for the scheme and guidance documents for schools can be found at the below link;
[Summer Works Scheme] (www.gov.ie/en/department-of-education/services/summer-works-scheme/)
626. Deputy Eoghan Kenny asked the Minister for Education and Youth the basis on which the current levy arising from public expenditure overruns is being calculated and applied to her Department’s Vote; whether any categories of expenditure, including pay, pensions or staffing-related costs, are exempt from the levy within her Department; and if she will provide a breakdown of the areas against which the levy is being applied [35078/26]
Amharc ar fhreagraOn 21 April, the Government agreed to provide additional funding of €646 million to the Department of Education and Youth to help ensure that high-quality education services are maintained for children and young people across the country. This agreement is ultimately subject to Dáil approval and will bring the 2026 budget for the Department of Education and Youth to €14.1 Billion. There is to be no reduction to other education and youth services on foot of the additional funding agreed. This will put the Department in a more financially sustainable position to meet the needs of a highly demand-led sector across the education sectors of almost 4,000 schools, a workforce to reach over 113,000 and almost 1 million children and young people and, in particularly, for special education where the need has grown significantly.
The addition funding agreed includes provision of €19m for additional SNAs due to no redeployment of existing SNAs, resources to accommodate additional children and young people with special educational needs in our schools and enhanced supports for survivors of historical residential abuse.
Any queries in relation to the approach to overall Government funding should be directed to the Minister for Public Expenditure, Infrastructure, Public Service Reform and Digitalisation.
Demand for education services has grown significantly in recent years. In the past five years alone, there have been 38,000 additional students. There has also been a major increase in the number of children with additional needs. Today, one in four children, or around 240,000 children, require extra supports. This has led to a very large expansion in special education services.
My Department works closely with the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation on expenditure matters. Over recent years, Government has provided significant additional investment in education, including funding for pay, capital projects, school transport, reduced class sizes, and expanded special education supports along with crisis related funding in response to Covid, Ukraine and the cost-of-living. It is a shared aim to ensure the education and youth sectors are put on a sustainable fiscal footing going forward.
There has been a range of financial reviews carried out on my Department. There is no evidence arising from these reviews of financial mismanagement in the Education and Youth Vote that has a proven track record of accurately forecasting the costs required to appropriately fund the education sector. Furthermore, the International Monetary Fund (IMF) conducted an assessment in 2025 and found that education in Ireland to be “at or close to the frontier” when it came to public spending efficiency when compared across other OECD, EU and peer countries.
627. Deputy Michael Healy-Rae asked the Minister for Education and Youth if a remote area grant can be offered (details supplied); and if she will make a statement on the matter. [35133/26]
Amharc ar fhreagraThe purpose of the Remote Area Boarding Grant is to provide students who are disadvantaged because of their remoteness from schools an opportunity to attend school on the same basis as students not so disadvantaged.
The terms of this scheme are set out in Circular 0016/2016 which is published on the department’s website at - www.gov.ie/en/department-of-education/circulars/remote-area-boarding-grant-scheme/
Under the terms of the scheme, a second-level school is a school which is recognised by the department for the purpose of providing the prescribed certificate courses, which enters its students for the State examinations, and is subject to inspection by the department.
As per the circular above, the applicant must be resident 4.8 km or more from a second-level school where suitable free second-level education is available; and be more than 3.2 km from a pick-up point on a transport service to such a school; and must be unable to obtain a place in a suitable second-level school within 25 km of his/her normal place of residence and should provide written confirmation of same.
Students resident on offshore islands that do not have a school providing suitable free second-level education may also qualify for assistance under the scheme.
For students requiring an Irish medium education the outlined criteria will be applied to the nearest second-level school providing instruction through Irish.
The curriculum choices provided by a school (including the provision or otherwise of transition year) within 25 km of the applicant’s normal place of residence will not be a factor in the determination of eligibility for the award of a grant.
The maximum grant payable under the scheme may not exceed €4,947 per student per school year. The grant is payable after each school term to the school or parent/guardian, whichever is appropriate, subject to verification by the school that the student has been in full-time attendance for the period concerned and a statement of the annual maintenance charge for the boarding or lodging fees, whichever is applicable, is provided.
The information sought by the Deputy regarding the provision of the remote area boarding grant is subject to the parameters outlined above. The department is currently engaging with the applicant to obtain written confirmation of refusal of a place at a suitable second-level school within 25 km of their normal place of residence. To allow the application to be processed, the department requires both proof of address and written confirmation of refusal of admission from the relevant school.
628. Deputy Michael Cahill asked the Minister for Education and Youth to provide emergency funding to a school in County Kerry (details supplied); and if she will make a statement on the matter. [35191/26]
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 new DEIS Plus scheme, which will commence this year, launched as part of the strategy, represents the most significant expansion of targeted supports since the establishment of DEIS. While an appeals process is currently open to certain DEIS schools not granted DEIS Plus status, there are no additional schools included in the DEIS programme at this 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 frontloaded 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.
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters, including budgeting and cashflow management. Contact details for FSSU can be found on www.fssu.ie.
629. Deputy Paul Lawless asked the Minister for Education and Youth the reason a school (details supplied) with an exceptionally high concentration of socio-economic disadvantage and complex educational needs was excluded from both DEIS and DEIS Plus, and whether she will review this decision; and if she will make a statement on the matter. [35198/26]
Amharc ar fhreagra630. Deputy Paul Lawless asked the Minister for Education and Youth the reason non-DEIS schools are excluded from the DEIS appeals process; the mechanism that exists for a school (details supplied) to seek reconsideration of its exclusion; and if she will make a statement on the matter. [35199/26]
Amharc ar fhreagra631. Deputy Paul Lawless asked the Minister for Education and Youth if she will conduct a needs-based assessment of a school (details supplied) in light of its exceptionally high level of concentrated disadvantage and the absence of DEIS supports; and if she will make a statement on the matter. [35200/26]
Amharc ar fhreagra632. Deputy Paul Lawless asked the Minister for Education and Youth the interim supports that can be provided immediately to a school (details supplied) pending any future DEIS review, given the school’s severe resource shortages, food insecurity among pupils, and high levels of complex need; and if she will make a statement on the matter. [35201/26]
Amharc ar fhreagra633. Deputy Paul Lawless asked the Minister for Education and Youth whether the DEIS profiling model will be reformed to account for rural schools with non-local disadvantaged enrolments, such as a school (details supplied), where area-based indicators do not reflect the actual pupil population; and if she will make a statement on the matter. [35202/26]
Amharc ar fhreagraI propose to take Questions Nos. 629, 630, 631, 632 and 633 together.
Addressing educational disadvantage in all schools is a key priority for the Minister for Education and Youth.
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. Schools were not required to apply for inclusion in the DEIS programme, and the model was applied fairly and equally to all schools. This identification model is a statistic-based, objective approach that accounted for the breadth and severity of disadvantage through the application of a weighted process. It also took into consideration the significant educational disadvantage experienced by Traveller and Roma learners and of students residing in direct provision or emergency homeless accommodation. A detailed paper on the refined DEIS identification model is available on gov.ie.
I wish to acknowledge the very real challenges faced by school communities as well as the commitment of principals, teachers and support staff who work continuously to support children and families facing complex and entrenched difficulties. It is important to stress that a school 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 that school community.
The DEIS Strategy to 2035, its first three-year implementation plan, and the DEIS Plus scheme was launched in March 2026. This strategy sets out the department’s long-term vision to address educational disadvantage in all schools. This strategy recognises education as central to breaking cycles of disadvantage, expanding opportunity, and ensuring long-term security. It sets out a more flexible and responsive model of support so that resources can be aligned with a school’s level of need as it changes over time.
The Home-School-Community Liaison (HSCL) scheme is a core element of the DEIS programme and of the wider Tusla Education Support Service (TESS). Urban DEIS primary schools and all DEIS post-primary schools are currently included in the HSCL scheme. HSCL coordinators are teachers assigned for a maximum of five years to work directly with parents, guardians, school staff and community services to strengthen engagement between home, school and the community. The overarching aim of HSCL is to improve attendance, participation and retention, particularly for children and young people experiencing educational disadvantage. However, the department is aware that there are children and young people at risk of educational disadvantage enrolled in other schools. In line with the DEIS Strategy to 2035, additional HSCL provision has therefore been allocated through the allocation of HSCL on a pilot basis to a selection of non-DEIS schools. This represents an initial step towards a more dynamic and needs-based approach to HSCL provision.
The department acknowledges the level of disadvantage experienced by Roxboro National School (S N Ceathrú an Chlochar), Ballinrobe, Co. Mayo. The school will have received correspondence confirming its inclusion in the HSCL pilot programme. The relevant HSCL circular is available at the following link: Rural DEIS and non-DEIS home school community liaison pilot: assignment of home school community liaison coordinators in some Rural DEIS and Non-DEIS schools (www.gov.ie/en/department-of-education/circulars/rural-deis-and-non-deis-home-school-community-liaison-pilot-assignment-of-home-school-community-liaison-coordinators-in-some-rural-deis-and-non-deis-schools/)
Any future allocation of resources will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
The DEIS Plus scheme is a key action in the DEIS Strategy to 2035. This scheme targets additional resources at a small cohort of 121 schools that have been identified as having the very highest concentrations of children and young people at risk of educational disadvantage.
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.
The DEIS Plus appeal process applies to DEIS Urban Band 1 primary and DEIS post-primary schools only. This is because data shows that 80% of children and young people living in extreme deprivation, as defined by the HP Deprivation Index, are enrolled in 14.5% of our schools, primarily in urban areas, where poverty-related challenges such as hunger, substance abuse, parental incarceration, eviction and homelessness are most acute.
Finally, it is important to note that there is a range of universal supports which are available to all schools to address educational disadvantage. These supports include wellbeing supports for students through the National Educational Psychological Service (NEPS), additional teaching hours under the English as an Additional Language (EAL) scheme, advisory support from the Department’s Inspectorate, free schoolbooks and free hot school meals.
634. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth when her Department expects refurbishment works at a school (details supplied) to move to construction phase; and if she will make a statement on the matter. [35215/26]
Amharc ar fhreagraThe school referred to by the Deputy is currently located in accommodation in the ownership of the Department of Defence.
The department’s Project Management team recently carried out a site visit to the school to assess the proposed scope of works to address some of the accommodation issues at the school. The works will be carried out as soon as possible following the appointment of the contractor.
Pending completion of the new school building, the department will continue to work with the patron bodies to ensure that the accommodation is appropriate for the school’s needs.
635. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth when her Department expects refurbishment works at a school (details supplied); and if she will make a statement on the matter. [35216/26]
Amharc ar fhreagraThe 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 Boyne).
The brief for this project provides for a 1,000 pupil school plus 6 special education classrooms.
I am delighted to inform the deputy that approval was recently granted to the NDFA to issue the Letter of Acceptance to the preferred contractor and this project has earlier this month progressed to construction.
My department remains committed to providing ongoing guidance and practical support as required. The NDFA as the delivery body will continue to engage directly with the school authority to keep it fully informed of all progress.
The current status of all projects is listed on a county by county basis at www.gov.ie. under item number ten and this is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
636. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth the steps her Department is taking to support a school (details supplied), which has been without broadband for over six weeks; the interim measures being put in place to ensure continuity of teaching, learning, school administration and assessments; if she will liaise with the Department of Communications to urgently resolve the issue; and if she will make a statement on the matter. [35237/26]
Amharc ar fhreagraThe delivery of high quality internet connectivity for all schools is a key objective of this Department. It is accepted that good connectivity is essential to ensure that schools are facilitated to progress the embedding of digital technologies in teaching and learning and for the implementation of new and revised curriculum.
The Department invests an average of €15m annually for the provision of broadband connectivity to schools. Under its Schools Broadband Access Programme (SBAP) at least 99% of recognised primary special schools and post-primary schools are included in this programme.
My officials have worked tirelessly engaging with the incumbent and alternative service provider to put in place a replacement solution following the decommissioning of the contracted service providers infrastructure in St. Conleth’s N.S. Unfortunately, while a number of service providers have carried out surveys for alternative broadband solutions, the findings have shown that line of sight to the network masts was not achievable and a secure and reliable service could not be guaranteed.
I can confirm that following the continuous engagement and exploration of all options across multiple range of broadband technologies, the schools broadband connectivity has now been restored on a temporary solution. My officials will continue to engage all options available to install a more permanent solution as soon as possible.
I will remind the deputy, that the schools broadband programme is based on available industry provision, and the best quality connectivity to all schools in line with the best technical infrastructure available in the market. It should be noted that broadband capacity can vary due to geographical location and local infrastructure, and thus impact on the service that can be provided. It should also be noted that my department does not build broadband infrastructure. The fibre broadband in the location of this school is currently due for upgrade to full fibre broadband by private industry in due course and my department continues to liaise with the company and will migrate this school to full fibre broadband as soon as it is possible once it becomes available.
637. Deputy Cathal Crowe asked the Minister for Education and Youth if she will list and name the primary and secondary schools that are constituted entirely of modular / prefabricated buildings; the way she proposes to ensure that these schools are provided with fit-for-purpose permanent buildings; and if she will make a statement on the matter. [35244/26]
Amharc ar fhreagraThe information referred to by the Deputy is comprehensive in nature. Following collation of the requested information, a response will issue to the Deputy.
638. Deputy Cathal Crowe asked the Minister for Education and Youth if modular / prefabricated buildings are eligible for Emergency Works Grant supports; and if she will make a statement on the matter. [35245/26]
Amharc ar fhreagraAs the Deputy maybe aware, the purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.
The EWS is open to primary and post primary schools with permanent recognition and in non-rented accommodation.
639. Deputy Cathal Crowe asked the Minister for Education and Youth the reason an application for a new school building (details supplied) has faltered; the reason the local Education and Training Board have not been given direction to proceed to design; the reason the school is repeatedly asked to furnish additional reports and documents without these being acknowledged or leading to any significant developments in their application; and if she will make a statement on the matter. [35246/26]
Amharc ar fhreagra640. Deputy Cathal Crowe asked the Minister for Education and Youth if she is aware that a rat infestation led to structural damage and ultimately to collapse of a floor in a prefabricated primary classroom in a school (details supplied); the way in which her Department proposes to support the school to rid themselves of decrepit and unsafe prefabricated classrooms, with replacement by permanent buildings; and if she will make a statement on the matter. [35247/26]
Amharc ar fhreagra642. Deputy Cathal Crowe asked the Minister for Education and Youth if she will, as a matter of absolute urgency, send a team of experts from her Department to survey on health and safety grounds, the existing buildings of a primary school (details supplied) in County Clare; and if she will make a statement on the matter. [35249/26]
Amharc ar fhreagraI propose to take Questions Nos. 639, 640 and 642 together.
The school referred to by the Deputy is being funded for the rental of modular units to cater for the schools current needs. The department received recent correspondence from the school in relation to health and safety concerns within the current accommodation. My department have engaged with the school and are conducting a technical review in order to address the school's requirements as a priority.
As the Deputy will be aware, my department published the NDP (National Development Plan) Sectoral Investment Plan for the Education and Youth Sector in January last. 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. While primary enrolments have been in decline nationally for many years and this trend is set to continue, the NDP Plan will seek to optimise outputs from the capital allocation, 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. A department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects. This process will involve engagement with key stakeholders including this school's patron. The progression of this project into architectural planning will be considered as part of this process.
641. Deputy Cathal Crowe asked the Minister for Education and Youth if a site has been selected for a new building for a primary school (details supplied) in County Clare; the efforts her Department has made to date, to legally secure said site; and if she will make a statement on the matter. [35248/26]
Amharc ar fhreagraMy Department has reached Agreement in Principle with Clare County Council for the acquisition of a permanent site at Gort Road Ennis, to accommodate Ennis Educate Together National School.
The project to deliver the permanent school facility is progressing on this basis, with the support of Clare County Council.
As the Deputy will be aware, my department published the NDP (National Development Plan) Sectoral Investment Plan for the Education and Youth Sector in January last. 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. While primary enrolments have been in decline nationally for many years and this trend is set to continue, the NDP Plan will seek to optimise outputs from the capital allocation, 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. A department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects. This process will involve engagement with key stakeholders including this school's patron. The progression of this project into architectural planning will be considered as part of this process.
