Tuesday, 16 Jun 2026

State Examinations

Ceisteanna (445, 446, 447)

Ken O'Flynn

Ceist:

445. Deputy Ken O'Flynn asked the Minister for Education and Youth whether she has been informed of concerns raised by students, parents, teachers or representative bodies regarding the 2026 Leaving Certificate higher level mathematics paper 1; the quality assurance, review and approval procedures which apply to the setting of State examination papers by the State Examinations Commission; whether she has been informed that those procedures were followed in respect of this examination paper; and if she will make a statement on the matter. [45065/26]

Amharc ar fhreagra

Ken O'Flynn

Ceist:

446. Deputy Ken O'Flynn asked the Minister for Education and Youth whether her Department or the State Examinations Commission has received representations regarding the 2026 Leaving Certificate higher level mathematics paper 1; whether she has sought assurances from the State Examinations Commission that any concerns raised will be considered through its established marking, grading and review processes; whether any formal mechanisms exist for reviewing concerns relating to the content or standard of an examination paper after it has been sat by candidates; and if she will make a statement on the matter. [45066/26]

Amharc ar fhreagra

Ken O'Flynn

Ceist:

447. Deputy Ken O'Flynn asked the Minister for Education and Youth whether the Government has been briefed on concerns expressed regarding the 2026 Leaving Certificate higher level mathematics paper 1; whether he is satisfied that the current statutory and governance framework applying to the State Examinations Commission provides sufficient transparency, accountability and oversight in relation to the setting and review of State examination papers; and if she will make a statement on the matter. [45067/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

I propose to take Questions Nos. 445, 446 and 447 together.

The State Examinations Commission (SEC) has responsibility for the delivery of the State examinations, including the preparation of all examination papers and test instruments. In accordance with its role, all matters relating to the drafting and setting of examinations and the marking of them fall within its remit. Providing a high-quality state examinations and assessment system incorporating the highest standards of openness, fairness and accountability is a core part of the SEC’s role.

The Department engages regularly with the SEC on a range of matters relating to the examinations, including matters such as this. The SEC has also advised that commentary and correspondence on the examinations from students, parents, teachers, professional bodies and other interested parties, which is a normal part of the examinations process, is brought to the attention of the Chief Examiner and is considered in the refinement of the draft marking scheme. Any such correspondence received in my Department has been brought to the SEC's attention.

In view of the SEC’s statutory responsibility for the delivery of State examinations, your query has been forwarded to them so that they can provide a more detailed response.

Question No. 446 answered with Question No. 445.

Question No. 447 answered with Question No. 445.

Departmental Programmes

Ceisteanna (448)

Louise O'Reilly

Ceist:

448. Deputy Louise O'Reilly asked the Minister for Education and Youth if she is aware of severe difficulties new protocols for the School Summer Programme is imposing on schools nationwide, particularly a Gaelscoil (details supplied). [45080/26]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education and Youth

Details of the 2026 Summer Programme were communicated to all schools on the 6th May 2026. While it is acknowledged that details of the Summer Programme are typically announced earlier, the finalisation of arrangements for the 2026 programme was delayed pending confirmation that the Department of Education and Youth would receive the additional funding required to support all aspects of education.

All schools have been offered the opportunity to run a school-based programme for children with the most complex special educational needs and those at risk of educational disadvantage.

Where a school does not intend to run a school-based programme or there is no place on the programme for an eligible child, schools were invited to make an application for the home-based programme.

It is important to note that staffing allocations are made to schools based on the number of children they are catering for in accordance with the published terms and conditions of the programme.

The staffing allocation for special class groups in the Primary School Scheme is typically the same as the special class resource allocation which exists during the school year. Where this is not the case, the Department will engage directly with individual schools so that all of the children enrolled in special classes can partake. The scheme does not, however, provide for a greater number of special class groups that those operating during the school term.

The staffing allocation for pupils with special educational needs and/or pupils at risk of educational disadvantage enrolled in mainstream classes is more favourable than during the school term. For each group of 12 pupils participating, one teacher and one Special Needs Assistant (SNA) is allocated. This is compared to the pupil teacher ratio of one teacher for every 23 pupils during term-time.

In the case of the school referred to by the Deputy, Department officials have confirmed that they have been actively engaging with the school regarding its Summer Programme allocation with a view to maximising the number of children participating, in line with the published terms of the programme.

School Staff

Ceisteanna (449)

Sorca Clarke

Ceist:

449. Deputy Sorca Clarke asked the Minister for Education and Youth if she will reconsider the decision to reduce the teaching staff allocation at a primary school (details supplied) for the 2026/2027 school year, in circumstances where the schools projected entitlement of 198 pupils stands six above the appointment threshold for its current seven class teacher allocation and where it is experiencing a significant surge in junior infant applications and a waiting list (details supplied); and if she will make a statement on the matter. [45107/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally.

The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board. The appeal submitted by the school was unsuccessful. The Appeals Board operates independently of the Department and its decision is final.

School Transport

Ceisteanna (450)

Sorca Clarke

Ceist:

450. Deputy Sorca Clarke asked the Minister for Education and Youth if she will waive the nearest school rule for the upcoming academic year for students attending schools in a catchment area (details supplied); and if she will make a statement on the matter. [45108/26]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education and Youth

The 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 and subject to available resources.

The closing date for applications and payments or entering medical card details was Friday 08 May 2026. Applications or payments/medical card details received after this date will be considered late.

The Bus Éireann family portal has now closed to allow Bus Éireann time to plan for the new school year. The portal will reopen on 1st July, but any applications, payments or medical card details entered after that point will be deemed as late, and families will not be guaranteed a seat on a school transport service.

Bus Éireann are currently assessing all applications and planning routes and services for the 2026/27 school year.

The Single Online Application for Schools, introduced by the Planning and Building Unit, does not provide for any changes to existing enrolment patterns. It enables parents to submit a single application to multiple schools of their choice, in place of submitting individual applications to each school.

In this context, Bus Éireann will assess all applications within these areas in accordance with the terms of the current School Transport Schemes.

Once routes have been finalised, Bus Éireann will assign tickets for each vehicle. Families who are unsuccessful in obtaining a seat will be notified via email and a refund will issue.

School Enrolments

Ceisteanna (451)

Sorca Clarke

Ceist:

451. Deputy Sorca Clarke asked the Minister for Education and Youth if the specific areas and schools to be included in the next stage of expansion of the pilot enrolment scheme have been selected; to provide details of same; and if she will make a statement on the matter. [45109/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

Demographic shifts and increasing demand for both mainstream and special class provision for students with special educational needs have placed growing pressure on school admissions processes across the country. Complexities in the admissions process can cause unnecessary stress for families and place a significant administrative burden on schools.

In response to these challenges and a commitment in the Programme for Government, my Department is working towards a nationwide common application system. As a first step, the Apply to School pilot scheme was launched in October 2025 for the 2026/2027 admissions cycle. The pilot was introduced for 15 post-primary schools in five school planning areas namely Athenry, Celbridge, Clonakilty, Greystones, and Tullamore_Killina.

The rollout of the pilot Apply to School system for schools represents a significant step towards improving the school admissions system. It provided families with a single online application process and introduced synchronised and streamlined timelines for schools to manage admissions and issue offers.

Detailed post-project evaluations with the schools who participated in the pilot have subsequently been completed. Apply to School received very positive feedback, obtaining an 80% customer effort score and contained some helpful recommendations around the direction of travel for increased system functionality. The feedback received from parents and schools has been carefully considered and forms a useful context for ongoing discussion with stakeholders. Practical suggestions are being integrated into the expanded pilot which will go live on 1 October 2026. The Apply to School pilot focused on achieving simple efficiencies within a short timeframe for delivery and the expanded pilot will build on this. The planned improvements in the functionality of the system reflects collaborative effort to imbed lessons learned and aims to further enhance the potential of the system to ease the administrative burden on both parents and schools. Furthermore, the pilot will be expanded to ten school planning areas by adding a new adjacent area to each of the original five areas. Confirmation of the new participating schools will be announced shortly.

I can assure the Deputy that my Department will continue to work closely with, and support all key stakeholders involved.

Schools Building Projects

Ceisteanna (452, 454)

Sorca Clarke

Ceist:

452. Deputy Sorca Clarke asked the Minister for Education and Youth if her Department has specific plans to undertake building works to expand a school (details supplied) in the future; and if she will make a statement on the matter. [45110/26]

Amharc ar fhreagra

Sorca Clarke

Ceist:

454. Deputy Sorca Clarke asked the Minister for Education and Youth if her Department has any specific plans to amalgamate schools (details supplied); and if she will make a statement on the matter. [45112/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

I propose to take Questions Nos. 452 and 454 together.

I can confirm that the school referred to by the Deputy has an application with the department, under the Additional School Accommodation (ASA) Scheme, for mainstream classroom accommodation. The application is currently under consideration.

Last January, 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.

Of the total €7.55 billion investment, it is envisaged that approximately €5 billion will be used for project rollout to support the delivery and modernisation of school buildings. This project rollout will continue 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 a first tranche to proceed to construction or tender over 2026 and 2027. 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.

My department will engage with stakeholders to inform the next tranche of projects to roll out to tender. Meetings with patrons are scheduled for June. A next tranche of projects to proceed to tender is expected to be announced in 2027.

As soon as a decision has been made in relation to the school's application for additional accommodation the school authorities will be contacted directly.

In reference to the proposed amalgamation of the schools to which the Deputy refers, please be advised that the decision-making authority for any amalgamation is the patron/trustees of the schools concerned. It is open to any patron to submit proposals to the department for consideration. Any proposed change involves extensive consultation at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system. The Patron and relevant stakeholders are also advised to consider the implications that any amalgamation proposal may have on factors such as school accommodation, funding, staffing and school transport so that an informed decision can be made.

Given the complexity of the proposal department officials are currently considering the feasibility of the proposal, taking account of existing capacity, projected enrolment trends and the requirements of the wider school planning area.

Schools Building Projects

Ceisteanna (453)

Sorca Clarke

Ceist:

453. Deputy Sorca Clarke asked the Minister for Education and Youth if her Department has any specific plans to undertake building works to expand a school (details supplied) in the future; and if she will make a statement on the matter. [45111/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

I am pleased to confirm to the Deputy that a provisional offer has issued to the school for the delivery of additional accommodation under my department’s Additional School Accommodation (ASA) Scheme. The offer consists of two modular special education classrooms and the repurposing of existing space to provide an additional mainstream classroom and resource space. This approach is intended to address the school’s current accommodation and health and safety needs.

Since 2020, over €6.9 billion has been invested in schools nationwide under the National Development Plan. This has supported the completion of more than 1,400 school building projects and over 4,000 small-scale improvement works to address priority maintenance, enhance energy efficiency, and support climate goals. In addition, the repurposing and optimisation of existing school accommodation has been a key factor in enabling the timely provision of special class places. Approximately 80% of new special classes in the 2025/26 school year are being delivered through the use of existing classroom space. This investment has delivered significant benefits for school communities.

A total capital allocation of €7.55 billion has been confirmed for the Department of Education and Youth for the period 2026–2030 under the National Development Plan. This will include a strong focus on provision for children with special educational needs, particularly in meeting annual demand for school places.

In progressing both large-scale projects and those under the ASA Scheme, priority will be given to maximising the use of existing school capacity in the first instance. Additional capacity will then be delivered through targeted and prioritised project rollout over the period 2026 to 2030 to address the most urgent needs.

As part of the NDP Implementation Plan for the education and youth sector, an initial tranche of projects progressing to tender and/or construction in 2026 and 2027 was published in January 2026. Further tranches will be identified over the lifetime of the Plan, with stakeholder consultation commencing in June 2026. The Implementation Plan seeks to maximise outputs from available funding by prioritising projects where local school capacity is insufficient, while ensuring value for money and the delivery of appropriate and functional accommodation.

Department officials engaged directly with representatives of the school recently in relation to the offer of accommodation. As soon as agreement to the offer is received the matter will be progressed.

Question No. 454 answered with Question No. 452.

Departmental Expenditure

Ceisteanna (455, 456)

Albert Dolan

Ceist:

455. Deputy Albert Dolan asked the Minister for Education and Youth whether for procurement spend, a purchase order can be raised within her Department's financial management systems without reference to a contract, framework agreement, procurement process or other authorising arrangement; if so, the circumstances in which this may occur; and if she will make a statement on the matter. [45162/26]

Amharc ar fhreagra

Albert Dolan

Ceist:

456. Deputy Albert Dolan asked the Minister for Education and Youth whether an invoice can be paid by her Department without an associated purchase order having first been raised; if so, the circumstances in which this may occur; the number and value of payments made during quarter one of 2026 which were not associated with a purchase order; and if she will make a statement on the matter. [45180/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

I propose to take Questions Nos. 455 and 456 together.

As the deputy will be aware over 85% of my department's expenditure goes on payroll, pensions and grants to school which of their nature do not requires a purchase order.

Once a contract has been awarded, my department records relevant information specific to that contract, including category of the contract (goods, services, works), and any information on the utilisation of central procurement arrangements, on its contracts register.

Expenditure that occurs under these contracts is managed by my department on its Financial Management System (FMS), which is separate and distinct from the contracts register.

Within its FMS, my department has both Purchase to Pay and Accounts Payable functions. There are six line units within my department currently using Purchase to Pay which uses purchase orders and the remainder use Accounts Payable which do not. Therefore, invoices raised by those units using Accounts Payable are paid without an associated purchase order. The number of invoices paid in quarter 1 of 2026 which were not associated with a purchase order is 1,347 with a value of €43.8 million.

My department is due to move its financial management to the National Shared Services Office’s financial management system in Wave 4 of this project. Any further development of the current system would come at a significant cost and be for a limited time only. Therefore, it is not envisaged that there will be any significant changes made to the current system.

Question No. 456 answered with Question No. 455.

Schools Building Projects

Ceisteanna (457)

Michael Murphy

Ceist:

457. Deputy Michael Murphy asked the Minister for Education and Youth the current status of the proposed extension project at a school (details supplied); the stage of the approval process the project has reached; when her Department expects to complete its review of the Stage 2A submission received in July 2025; the timeframe envisaged for progression to planning and tender stages; and if she will make a statement on the matter. [45205/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

The school to which the Deputy refers was approved to enter my Department's pipeline for a project under the Additional School Accommodation Scheme. The project will provide six general classrooms (three prefab replacements), one technology room with a preparation room, one science laboratory with a preparation area, one home economics room, one project store, and a four-classroom special educational needs (SEN) base. The project was devolved to the school authority for delivery.

This project is at Stage 2a (developed design). The stage 2a report has been submitted to my Department and is currently undergoing a comprehensive review from both a technical and cost perspective. All projects, including this one, must undergo the necessary due diligence as outlined in the Public Infrastructure Guidelines. Given the detailed nature of the evaluation process, the need to ensure full cost compliance, and the requirement to align the project with the prioritisation framework under the National Development Plan, this review process is necessarily thorough.

Although this project is not within the first tranche of school building projects recently published in the NDP Sectoral Investment Plan, it remains part of my Department’s overall pipeline of school building projects. The 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.

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.

Any interim accommodation requirements will continue to be assessed and considered by my Department on a case-by-case basis to determine the prioritised needs and approach for addressing same.

The accommodation needs at 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. It is not possible to provide indicative timelines for progression to subsequent stages, as the project remains under active review and will advance in line with the wider NDP programme implementation framework.

Special Educational Needs

Ceisteanna (458)

Shane Moynihan

Ceist:

458. Deputy Shane Moynihan asked the Minister for Education and Youth the reason an educational assessment for a child (details supplied) showing literacy difficulties consistent with dyslexia was not sanctioned following the school's referral through the NEPS advisory support line; the criteria applied and the reasons this referral was refused; and if she will make a statement on the matter. [45225/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

Where a school temporarily does not have an assigned psychologist due to a vacancy, it continues to have access to a range of NEPS services including:

- The NEPS Advisory Support Line. This line provides access for schools to support and advice from a senior educational psychologist in NEPS via a designated phone line available from Monday to Friday.

- Support from a NEPS psychologist in the event of a critical incident.

- The NEPS National and Regional Support and Development service for school staff also continues to be available to schools. This National and Regional Support and Development covers areas such as trauma informed practice, cluster group support for post-primary special education teachers and special class teachers, training for Student Support Teams and supporting reluctant school attendance/school avoidance behaviour.

- Access, through the Scheme for Commissioning Psychological Assessments (SCPA), to a private educational psychologist on the SCPA panel for individual casework where a priority need is established.

Where a school does not have an assigned psychologist, the school can contact the NEPS Advisory Support Line for advice and support from a senior psychologist.

NEPS encourages schools to support children and young people using the Continuum of Support, whereby school staff use a problem-solving approach evidence-based approach to intervention for children and young people experiencing difficulties in the school context, including those experiencing literacy difficulties. This process includes initial screening at school level. Response to intervention is monitored and recorded in the Student Support File. The teachers, parents and child or young person are involved in this process. Under this model diagnosis is not required for a child or young person to access a number of supports that can be implemented at school level in mainstream classes such as special education teaching support and SNA support.

I have made enquiries in relation to the case referred to by the Deputy and I understand the school was in contact with the NEPS Advisory Support Line and that an assessment through the Scheme for Commissioning Psychological Assessments (SCPA) was sanctioned.

Special Educational Needs

Ceisteanna (459)

Richard Boyd Barrett

Ceist:

459. Deputy Richard Boyd Barrett asked the Minister for Education and Youth further to Parliamentary Question No. 184 of 28 May 2026, wherein a detailed breakdown of children without an appropriate school place for September 2026 was requested, to provide the requested data alongside an overview of all data held by her Department and the NCSE as regards unmet need for special education places for September 2026. [45259/26]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education and Youth

This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.

The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.

In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.

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.

In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.

565 new special classes have been sanctioned to date, including 56 inclusive special classes. Further new special classes may be confirmed in the coming weeks.

Of the 565 new special classes, 366 are being established in primary schools and 199 in post-primary schools. New special classes are being established in every county.

Parents may apply to enrol their child in a school of their choosing. Each school prepares and publishes their own admissions policy and runs their own admissions process in line with the Admissions Act. Individual schools will determine the outcome of applications received by them in accordance with their own admissions policy and procedures.

I want to reassure families that they will be supported in seeking a placement and that no child or young person should be prevented from starting school. There are a wide range of supports in mainstream classes, special classes and special schools for children and young people with additional needs.

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.

Departmental Data

Ceisteanna (460)

Shónagh Ní Raghallaigh

Ceist:

460. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the number of youth spaces and young services, by county, for each of the years from 2020 to 2025 and to date in 2026, in tabular form; and if she will make a statement on the matter. [45273/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

UBU Your Place Your Space (UBU) is the largest youth services scheme funded by the Department of Education and Youth targeting young people aged between 10 to 24 who are identified as marginalised, vulnerable and at risk of not flourishing. The UBU scheme provides funding to 258 targeted youth services across the 16 Education and Training Boards (ETBs) that coordinate delivery of funding to services in their local areas. In 2025, funding was also allocated to support the establishment of an additional 10 UBU services nationwide, which became operational in 2026. In 2026, over €54.5 million was allocated to the UBU scheme.

The Local Youth Club Grant Scheme (LYCGS) is an annual funding programme administered on behalf of the department by the network of sixteen ETB. The scheme offers financial support to volunteer-led youth clubs and groups to help cover the costs of delivering activities for young people, primarily those aged 10 to 21. In 2024, funding supported approximately 1,135 voluntary youth clubs nationwide, enabling over 60,000 young people to participate in clubs within their communities, and supporting over 15,000 volunteer leaders. The department is currently awaiting final 2025 annual reports, following the receipt of which the 2025 participation data will be available. Funding of over €2.8 million for 2026 has been allocated to the sixteen ETBs and the application and award of grants to clubs is currently in process.?

As both the UBU scheme and the LYCGS are administered by the ETBs, service and club numbers are recorded and reported at ETB level rather than on a county-by-county basis. The number of services and clubs by ETB for the period in question is set out in the tables below.

UBU Your Place Your Space

UBU Services

Total Services 2020

Total Services 2021

Total Services 2022

Total Services 2023

Total Services 2024

Total Services 2025

Total Services 2026

Cavan & Monaghan?

4

5

6

City of Dublin?

49

52

51

43

Cork?

31

30

Donegal?

3

5

6

Dublin?Dun Laoghaire?

32

34

32

Galway & Roscommon?

20

21

20

Kerry?

4

5

6

7

Kildare & Wicklow?

14

13

12

13

Kilkenny & Carlow?

5

8

7

Laois & Offaly?

3

4

5

Limerick Clare?

26

27

26

Longford & Westmeath??

7

6

7

Louth & Meath?

8

9

10

Mayo, Sligo & Leitrim?

7

8

9

10

Tipperary?

9

10

9

10

Waterford & Wexford?

30

31

30

26

Total?

252

257

271

267

252

258

Local Youth Club Grant Scheme

Education and Training Board

Total Clubs/ Groups 2020

Total Clubs/ Groups 2021

Total Clubs/ Groups 2022

Total Clubs/ Groups 2023

Total Clubs/ Groups 2024

Total Clubs/ Groups 2025

Cavan & Monaghan?

72?

69?

70?

86?

78?

75

City of Dublin?

93?

96?

102?

105?

102?

107

Cork?

134?

103?

125?

152?

165?

165

Donegal?

70?

55?

53?

59?

66?

58

Dublin?Dun Laoghaire?

92?

84?

70?

95?

102?

116

Galway & Roscommon?

108?

83?

84?

89?

82?

89

Kerry?

48?

26?

31?

38?

39?

50

Kildare & Wicklow?

83?

63?

58?

67?

70?

Due in on 26/6/26

Kilkenny & Carlow?

25?

27?

25?

27?

32?

39

Laois & Offaly?

35?

26?

28?

37?

34?

39

Limerick Clare?

94?

74?

76?

64?

73?

75

Longford & Westmeath??

25?

32?

29?

33?

35

Louth & Meath?

87?

84?

80?

87?

90?

92

Mayo, Sligo & Leitrim?

98?

62?

56?

75?

65?

72

Tipperary?

34?

36?

32?

29?

31

Waterford & Wexford?

81?

85?

78?

68?

75?

68

Total?

1,179?

998

1,000?

1,110?

1,135?

TBC

Schools Building Projects

Ceisteanna (461)

Sean Fleming

Ceist:

461. Deputy Sean Fleming asked the Minister for Education and Youth the number of school projects at primary and second level that has been devolved to the school authorities in each of the years 2019 to 2023 and prior to that, that have not yet commenced construction on site; and if she will make a statement on the matter. [45355/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

My department has a strong track record of delivery with over 1,400 completed school building projects, including large-scale projects, additional accommodation, and modular buildings delivered since 2020. The department also completed more than 4,000 smaller-scale school building improvements through emergency works and summer works schemes during this timeframe. My department continues to build on the progress made over recent years with the 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.

The department must ensure all projects are rolled out in compliance with the Capital Works Management Framework and Infrastructure Guidelines. The timing of a pipeline project moving from one stage to the next requires careful planning and is determined by a number of factors:

- Confirmation that any existing or emerging school capacity in the area is being, or will be, optimised

- Confirmation of compliance with all technical and cost requirements relevant to that project stage

- Outcome of prioritisation assessment

- Timing of affordability within annual NDP funding parameters, taking account of overall programme requirements

Factors beyond the department’s or a school’s control can also impact on project timelines, for example identifying and acquiring a site, planning permission issues and procurement challenges.

The Department recognises the significant workload associated with managing school capital projects and has in place a comprehensive suite of supports to assist schools in the delivery of devolved projects. These supports, which are targeted based on size and complexity of the projects, include:

- Professional consultants on all projects to guide and advise schools

- Implementation of the modular programme using external professional Project Management (PM) support – the PM companies interface with the schools and report back to the Department

- Extensive suite of School Design Guidance and Design Team Procedures so that there is fully clarity for consultants/design teams on standards to be achieved

- Funding of Buildings Officers and PM supports in partner organisations (e.g. ETBs) to further support schools

- Increased use of programmatic approach for larger, complex projects – e.g. Department and NDFA D&B programmes, ADAPT programme (these programmes involve external PM support to help drive Design Teams and monitor progress across the programme)

- Professional oversight and support from the Department’s Professional & Technical team

- Nominated point of contact within the Planning and Building Unit for the planning and delivery stage of each project

At present, there are five stages of architectural planning involved in the delivery of major school projects. The stages reflect the Capital Works Management Framework developed by the Department of Public Expenditure & Reform.

Capital programmes operate on a multi-annual basis and typically involve a lead-in period as projects progress from initial brief through the various design stages. The Department’s Planning & Building Unit employ a rigorous and structured approach to permitting a project to move from one stage to the next. This includes robust interrogation of project scope, design and cost by Department delivery teams at each stage. Additionally, individual projects must be managed within the context of our overall programme pipeline and budgetary parameters.

The stages are as follows:

Stage	Stages of delivering a large-scale school building project
1	Review project brief information, assess site factors and constraints affecting project viability
2a	Develop design, prepare accurate cost plan for the agreed option, progressing to statutory approval submission
2b	Obtain statutory approvals, prepare detailed tender documents and pre-tender cost plan, noting potential delays e.g. appeals to An Bord Pleanála.
3	Post-tender review, secure Dept. approval before issuing intent; then issue acceptance to form and start the contract.
4	Design Team collectively responsible for managing the project to achieve timely completion within budget.
5	Design Team must manage the project and, with the Contractor, deliver required construction standards and achieve phased and overall completion dates.

The table below provides an overview of approved projects devolved to schools and which are at various stages of design and pre-construction. The majority of projects relate to additional accommodation and small-scale works, and a significant number of projects are with schools to progress. In many cases, projects devolved to school authorities which have not yet commenced construction have been subject to further engagement between the Department and the school. This can include clarification or refinement of project requirements, scope adjustments, or alignment with evolving accommodation needs.

Also included are 19 projects which were listed as part of my department’s NDP Implement Plan first tranche of projects prioritised to proceed to tender and/or construction across 2026 and 2027. Some additional priority modular projects have been added to the list for delivery in 2026 and 2027 and further projects may be added having regard to urgency of need and affordability within annual funding parameters.

Projects devolved to schools - currently pre stage 4 (In Construction)
Year Approved	pre-2019	2019	2020	2021	2022	2023
Total	60	43	82	88	155	32

As part of planning ahead for the next tranche of projects to progress to tender, a department-led prioritisation process will continue over the course of 2026 and 2027. This includes engagement with key stakeholders, including meetings with patrons this month. 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. A next tranche of projects to proceed to tender is expected to be announced in 2027.

Engagement with individual schools will also continue and will include consideration of issues such as any interim accommodation requirements and, in some cases, advancing enabling works to facilitate smooth progress to construction at a later stage.

Artificial Intelligence

Ceisteanna (462)

Peadar Tóibín

Ceist:

462. Deputy Peadar Tóibín asked the Minister for Education and Youth if she has an any way to identify which Parliamentary Questions are AI generated; and the amount it costs, on average, to answer a Parliamentary Question. [45367/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

My Department does not currently screen Parliamentary Questions to determine whether generative AI was used in their preparation. PQs are submitted through the established Oireachtas procedures, and no information is provided to Departments regarding the drafting method used by Deputies or their offices.

The Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation has not published a current estimate of the administrative cost of answering a Parliamentary Question. Resources and associated costs vary and are influenced by numerous factors including the complexity of the issue raised and the level of interdepartmental input required.

Teaching Qualifications

Ceisteanna (463)

John Connolly

Ceist:

463. Deputy John Connolly asked the Minister for Education and Youth further to Parliamentary Question No. 326 of 18 February 2025, the precise criteria that must be met in practice, particularly for teachers with experience in private international schools outside the EU (details supplied); the exact criteria, weightings and decision making methodology used by her Department in assessing such applications; if any internal guidelines, thresholds or scoring frameworks are applied by officials given many teachers require clarity on their likely eligibility for incremental credit award prior to taking up positions at home in Ireland; and if she will make a statement on the matter. [45405/26]

Amharc ar fhreagra

Freagraí scríofa

Minister for Education and Youth

As set out on the 18 February 2025 the criteria for the award of incremental credit are set out in the department’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers. Teachers are advised to refer to those circulars for the specific criteria in advance of accepting a teaching post overseas.

Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.

In relation to private teaching service outside of the EU for Post-Primary teachers, Section 6 of Circular 29/2007 sets out the criteria for Teaching Service in Non-EU Countries.

Section 6 requires that this service be equivalent to approved teaching service and part of the incremental credit application form requires the prior employer to certify if their school is publicly or privately funded.

There are no specific weightings, thresholds or scoring frameworks applied in determining a teacher's eligibility for an award of incremental credit beyond the criteria set out in the Circulars.

Special Educational Needs

Ceisteanna (464)

Jen Cummins

Ceist:

464. Deputy Jen Cummins asked the Minister for Education and Youth her plans to ensure children in SEBD schools are provided with additional supports such as the supports provided under DEIS. [45408/26]

Amharc ar fhreagra

Freagraí scríofa

Minister of State at the Department of Education and Youth

The Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.

The increased capitation rates will see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.

All special schools now benefit from the appointment of administrative deputy principals. These posts are making a real difference in schools in terms of assisting with leadership and management functions and supporting learning, parental and community engagement.

An additional allocation of 100 post-primary teaching posts has also been provided to special schools. I am very conscious that our special schools provide an education for students with the most complex needs, aged from 4 to 18 years of age. These posts allow schools to deliver a greater range of the national curriculum subjects and to improve student progression and transition.

My department is also working closely with the NCSE to further support special schools in relation to a range of issues relating to administration, curriculum and training. Two new specialist leads have been appointed with a specific remit for education and curriculum in special schools and in post-primary education and curriculum.

A host of skills and teaching approaches are required every day by teachers in their classrooms. The NCSE support service is vital in this regard to ensuring teachers have the training needed to support all students to ensure no matter where a child is enrolled, they are supported and provided the opportunity to reach their full potential. It is open to any school who feels it has a training need to contact the NCSE and arrange training.

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.