Written Answers Nos. 341-360
342. Deputy Michael Murphy asked the Minister for Education and Youth the detailed delivery plan, including timelines and key milestones, for the full modular build comprising of 14 classrooms and associated facilities to address the accommodation crisis at a school (details supplied); the expected date for the completion of the design and planning stage; and the projected date for delivery and occupation of the new accommodation. [47249/26]
Amharc ar fhreagraThe project to which the Deputy refers was approved to enter my Department's pipeline for a project under the Additional School Accommodation (ASA) Scheme. The project will provide a fourteen classroom special education school, including a Home Economics room and the necessary ancillary accommodation, to be delivered under my Department’s Modular Framework. This project is devolved to the school authority for delivery.
Following initial approval of the project, a meeting took place in March 2026 involving Department officials, the local authority, the design team, and the contractor. The purpose of this meeting was to address planning and zoning considerations in advance of submitting the project’s planning application.
As a result of this engagement, the design team was asked to further develop the planning application documentation to ensure full compliance with the County Development Plan and any additional guidance provided by the local authority.
While the design has been reviewed by both the school and the Department, responsibility for its development rests with the appointed design team. This design process is necessarily detailed, as special schools require a careful and considered approach to address the diverse and complex needs of their current and future students. A series of design workshops has been held between the school and the design team to ensure the proposed development aligns with local requirements.
In parallel, the school has undertaken visits to other special schools to gain insight into alternative design approaches and operational models.
Given the complexities associated with the site zoning, the design team has requested a second pre-planning meeting. Subject to a positive outcome from this engagement, it is anticipated that the planning application will be submitted as soon as possible, enabling continued progress on this important project. The Department will continue to engage closely with all relevant stakeholders to support advancement to the construction stage at the earliest opportunity.
343. Deputy Michael Murphy asked the Minister for Education and Youth if she is aware that a school (details supplied) is currently operating beyond its accommodation capacity, given that its special education teaching room is being used as a mainstream classroom, that SET teachers are being required to provide support in unsuitable spaces, and that enrolment numbers have had to be restricted due to lack of accommodation; when a decision will be made on the school's application for additional classroom accommodation; whether the project will be prioritised given the school's urgent needs; and if she will make a statement on the matter. [47250/26]
Amharc ar fhreagraThe school has been approved to enter my Department’s pipeline of school building projects under the Additional School Accommodation Scheme for the provision of two mainstream classrooms. This project is devolved to the school authority for delivery.
The project is being advanced under the National Development Plan, and a Stage 2a (pre-planning) report is currently under review by the Department. It is not possible to give a precise timeline at this point; however, progression to the next stage will be considered following completion of this review, in accordance with the requirements of the NDP.
All projects under the NDP are progressed on a prioritised basis, having regard to demographic need, existing capacity and the availability of resources. The Department will revert to the school authorities once the current review is complete and will continue to engage with them in the interim.
344. Deputy Robert O'Donoghue asked the Minister for Education and Youth if provision will be made to allow parents to transfer from school-based July provision to home-based July provision in circumstances where parents enrolled in the school-based programme in good faith, but the school is now unable to provide the programme due to staffing shortages; and if she will make a statement on the matter. [47272/26]
Amharc ar fhreagraDetails of the 2026 Summer Programme were communicated to all schools on the 6th May 2026. 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 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 addition to there being no change in the eligibility criteria and the terms and conditions of the Summer Programme from previous years, there has also been no reduction in funding for the Summer Programme in primary, post-primary or special schools in terms of staffing.
Instead, as communicated to all schools at the outset, it is intended that schools would be engaged with on an individual basis confirming the number of pupils approved to participate in this year’s programme, along with their school’s assigned staffing allocation. This approach ensures that each school receives clear, tailored information to support effective planning and that every child eligible for the Summer Programme is accommodated with the appropriate resources in line with the published programme terms.
A Department helpline is available for schools and parents at 090 648 4292 to address any specific queries regarding this year’s Summer Programme. Queries concerning the school-based scheme can be directed to the schoolsummerprogramme@education.gov.ie. Queries concerning the Home-based scheme can be directed to the homebasedsummerprogram@education.gov.ie.
345. Deputy Pearse Doherty asked the Minister for Education and Youth when a decision will be made for a school transport application for a child (details supplied) to travel on SEN transport; and if she will make a statement on the matter. [47299/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
The National Council for Special Education acts in an advisory role to the department on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
School Transport Section of my department has advised that an application for School Transport for Children with Special Educational Needs has been received for one of the children referred to by the Deputy to the school referred and they have been deemed eligible for school transport. Bus Éireann is currently assessing this application. School Transport Section has further advised that they have not received an application for the sibling referred to by the Deputy to the school referred.
Parents should contact their school principal who will assist in making an application for school transport to the SENO that is affiliated with the school the child is attending.
346. Deputy William Aird asked the Minister for Education and Youth when a Stage B review for a school (details supplied) will be completed; the expected date for the school to be given approval to proceed to tender; and if she will make a statement on the matter. [47300/26]
Amharc ar fhreagraThe project to which the Deputy refers was approved to enter my Department's pipeline for a project under the Additional School Accommodation (ASA) Scheme. The project will provide four special educational needs classrooms. The project is devolved to the school authority for delivery.
This project is currently at Stage 2b (detailed design) of the architectural design process. The Stage 2b report was submitted to my Department in March 2026 and was reviewed from both a technical and cost perspective. Comments and observations on the costs and tender documentation have recently issued to the school authority for management by their design team, and my Department currently awaits their response. Upon receipt, the submission will be reviewed in the context of the National Development Plan, with a view to advancing the project to the next stage.
More recently the provision of two special education needs classrooms (SEN) under my Department’s Devolved SEN Reconfiguration and Modular Accommodation programme was delivered at this school.
The €7.55 billion NDP Sectoral Investment Plan for 2026–2030 prioritises maximising existing school capacity and addressing the most urgent needs, with a strong focus on special education provision. Approximately €5 billion is allocated to school building projects, with construction activity planned across about 10% of the school estate in 2026–2027, delivering around 57,000 new and modernised places.
A first tranche of 105 projects has been identified to advance to tender or construction during this period. These include projects at both Stage 3 (tender) and Stage 2b (detailed design), which have been prioritised based on urgent capacity, condition, and special education needs.
This project forms part of the first tranche of the NDP programme and is scheduled to progress to tender and construction during 2026 and 2027.
347. Deputy George Lawlor asked the Minister for Education and Youth the reason special needs assistants are required to attend in-service training courses in their own time outside of school hours, without receiving either leave in lieu or monetary payment; if she will review the mechanism for the provision of such courses for SNAs; and if she will make a statement on the matter. [47316/26]
Amharc ar fhreagraMy department published the first Special Needs Assistant (SNA) Workforce Development Plan (the Plan) and a number of associated policy documents on the 3 June 2026.
The SNA workforce has grown significantly in recent years and now comprises almost 25,000 staff across primary, post-primary and special schools. Built around five strategic pillars, the plan recognises the vital contribution SNAs make to supporting children and young people with additional educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities.
The Plan and associated published documents are available on www.gov.ie at Special Needs Assistant (SNA) Workforce Development Plan: www.gov.ie/en/department-of-education/campaigns/special-needs-assistant-sna-workforce-development-plan/.
It is intended that the Learning and Development Programme proposed under pillar 3 of the Plan will support SNAs and schools by providing equitable access to appropriate, legitimate opportunities for training and development, to ensure that SNAs are equipped to meet the diverse needs of students in an evolving educational environment.
SNAs play a key role in helping students with special educational needs to take part in school, whether in mainstream classes, special classes or in special schools. SNA support helps these students to access an education to achieve their best outcomes and reach their full potential.
The 72 hours working requirement of SNA’s has been in place since 2005, forming part of the SNA contract of employment, as agreed with unions. Under the terms of the standard employment contract agreed in 2005, SNAs were required to be available for a number of days at the start and finish of each school term, not exceeding 12 in total. Under the Public Service (Croke Park) Agreement, it was agreed to convert that requirement to one of 72 hours (pro-rata for part-time SNAs), for use by schools as an additional bank of hours to be utilised and delivered outside of normal school opening hours and/or the normal school year. These arrangements were notified to schools in 2011, in Department Circular 0071/2011.
This additional time outside of classroom hours (up to a maximum of 72 hours per school year) is used to complete training and upskilling as well as planning, reviewing and collaboration with colleagues. It allows SNAs to complete these important tasks without taking away from the time spent supporting students during the school day.
Circular 0032/2026 (https://assets.gov.ie/static/documents/fe9133ae/0032_2026.pdf) which was published by my department on 3 June 2026 provides for revised arrangements from the coming school year 2026/2027. Along with the accompanying Guidance Document (https://assets.gov.ie/static/documents/dd6bdf99/Guidance_on_the_Role_of_the_SNA_EV.pdf) it aims to ensure schools and SNAs are clear on the purpose and uses for this time and to mitigate against any misuse. Under the new circular the additional hours are broken down into two main areas:
- School Community Time (maximum 36 hours) to include student support planning and review,
and
- Learning and Development Time (maximum 36 hours) to include training and upskilling for SNAs.
Duties carried out and recorded as School Community Time must be appropriate to the SNA role and similarly, any training recorded under the Learning and Development Time must be relevant to the SNA role and duties.
I am pleased that the Plan and the associated documents have now been published and I look forward to working together with SNAs, schools and stakeholders to implement the actions set out in the Plan.
348. Deputy Ann Graves asked the Minister for Education and Youth to review the 2026 Leaving Certificate biology higher paper concerning a question on genetics (details sup[plied), [47319/26]
Amharc ar fhreagraThe 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.
In view of this, I have asked the SEC to respond directly to the Deputy.
349. Deputy Darren O'Rourke asked the Minister for Education and Youth if alternative funding has been arranged for the STEM engagement officer and the STEM programme in County Laois; if she recognises the positive contribution made by this role; and if she will make a statement on the matter. [47353/26]
Amharc ar fhreagraI can advise the Deputy that the promotion of STEM and digital learning within our education system is a key priority for the Department and is reflected in multiple strategy documents, such as the STEM Education Policy Statement, Digital Strategy for Schools and the Literacy, Numeracy and Digital Literacy Strategy.
While I commend the work being done by STEM Project Co-ordinators in the Midlands region, the positions were funded under the EU Just Transition Fund, which this department had no role in. You will appreciate that the department receives many requests in relation to support/funding for initiatives, projects, resources, books etc. and given the range of funding already provided, the department is not in a position to replace this funding source.
Under the STEM Education Policy Statement 2017-2026 (www.gov.ie/en/department-of-education/policy-information/stem-education-policy/) the department continues to provide support for STEM including STEM related curricular reform, ongoing provision of STEM professional development, guidelines for STEM partnerships between schools and business/industry, partnership with Research Ireland to support education and public engagement projects in STEM and ongoing support of informal STEM education projects such as Scifest, Stripe YSTE, Science Blast and iWish.
My Department has been in correspondence with the local authorities concerned and has outlined how there may be other possibilities for funding elsewhere.
350. Deputy Holly Cairns asked the Minister for Education and Youth the number of school sexual abuse related claims which have been lodged with the State Claims Agency, from 2014 to 2025 and to date in 2026; and the number of said claims which were settled out of court over the same time period; in tabular form. [47357/26]
Amharc ar fhreagra351. Deputy Holly Cairns asked the Minister for Education and Youth the amount paid by the State Claims Agency in out-of-court settlements and plaintiff legal costs in relation to school sexual abuse claims, from 2014 to 2025 and to date in 2026, by anonymised case, in tabular form. [47359/26]
Amharc ar fhreagra352. Deputy Holly Cairns asked the Minister for Education and Youth the amount paid through ex-gratia schemes in relation to school sexual abuse from 2014 to 2025, and to date in 2026. [47361/26]
Amharc ar fhreagraI propose to take Questions Nos. 350, 351 and 352 together.
The ex gratia scheme was devised in order to implement the European Court of Human Rights (ECtHR) judgement in O’Keeffe v Ireland by providing those who had instituted legal proceedings against the State in respect of day school sexual abuse and subsequently discontinued those proceedings, and were therefore unable to reinstate their cases, with an opportunity to apply for an ex gratia payment of €84,000.
The scheme was established in 2015 and paused in 2019 following a report from the Independent Assessor Mr. Justice Iarflaith O'Neill. A revised ex gratia scheme, which broadened the scope of the Scheme and the type and nature of evidence that could be considered by the State Claims Agency in respect of individual applications, operated from 21 July 2021 to 20 July 2023. A total of 193 applications were received. Of these, 128 applications were approved while 65 were unsuccessful. Over €11m has been spent on the scheme, of which €10.75m has issued to the applicants as ex gratia payments, with the remainder providing for legal costs and the appeals process.
The State Claims Agency (SCA) is mandated to manage the cases referred to by the Deputy on behalf of the State. The SCA has been asked to collate the information sought by the Deputy, which I will arrange to have forwarded to her when it has been made available to my Department.
353. Deputy Seán Kyne asked the Minister for Education and Youth the status of a proposed single classroom extension to a school (details supplied) previously approved; and if she will make a statement on the matter. [47369/26]
Amharc ar fhreagraThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing one Mainstream Classroom. This project is devolved to the school authority for delivery.
I can confirm that the Stage 2b (Detailed Design) report was submitted to my Department and is currently review. As with all projects progressing through the programme, it is subject to the established due diligence processes set out in the Infrastructure Guidelines. This includes managing timing, scope, and cost to staying within budgetary limits for the overall programme.
This project remains part of the overall pipeline of school building projects and will continue to be managed in line with National Development Plan prioritisation parameters.
354. Deputy Danny Healy-Rae asked the Minister for Education and Youth for a review of procedures for exam students regarding family bereavements; and if she will make a statement on the matter. [47372/26]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the delivery of the State examinations, including the Scheme of Deferred Examinations which is provided within the policy context of the Scheme of Reasonable Accommodations at the Certificate Examinations (RACE Scheme).
In view of this, I have asked the SEC to respond directly to the Deputy.
355. Deputy Pádraig Rice asked the Minister for Education and Youth to address matters raised in correspondence (details supplied); if she has been made aware of the issues relating to the provision of transport schemes for the Summer Programme; and if she will make a statement on the matter. [47389/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
School transport services for the Summer Programme 2026 may be available to pupils who normally avail of transport under School Transport Scheme for Children with Special Educational Needs (SEN) during the school year.
All schools who registered for the Summer Programme 2026 and who required SEN transport were asked to submit their details to the School Transport Section. These details are forwarded to Bus Éireann who will endeavour to arrange transport for the required pupils.
The school in question has approached the department in relation to supplementary funding required for the employment of additional school bus escorts. Department officials have recently met with the school principal, Board of Management and Patron in this regard and continues to engage with the school directly on the matter.
356. Deputy Sorca Clarke asked the Minister for Education and Youth the reason sanction approvals for the 2026 Home-Based Summer Programme have not yet issued to participating families; the number of applications received to date; when sanction emails will issue to parents and guardians; and the measures being taken to ensure that children do not lose access to tutors or programme hours as a result of delays in the approval process. [47390/26]
Amharc ar fhreagraDetails of the 2026 Summer Programme were communicated to all schools on the 6th May 2026.
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.
On making an application for the home-based programme, both schools and parents received acknowledgement emails which outlined that decisions regarding a student's placement on the programme would be communicated after the school-based applications had been reviewed. Department officials have confirmed that sanction letters for the home-based programme commenced issuing on the 18th June 2026.
Full details of the Home-based programme, including details on how to source a tutor were issued to schools directly on the 6th May 2026 and has been published on www.gov.ie/summerprogramme.
Final participation figures for the 2026 Summer Programme will only be available after all claims have been submitted and processed.
357. Deputy Seán Kyne asked the Minister for Education and Youth when the "best practice guidelines" to support schools in accommodating children who have opted out of religious instruction are expected to be published; whether schools will have any obligation to implement or adhere to these guidelines; or whether they will be advisory only; the key stakeholders that the Government consulted with to write these guidelines; and if she will make a statement on the matter. [47432/26]
Amharc ar fhreagraIn relation to religious instruction, and as set out in the Education Plan 2025, the department is committed to developing best practice guidance for schools to support them in responding to parental requests for children to attend school without attending religious instruction.
The purpose of this guidance is to assist schools in putting in place clear, consistent and child-centred arrangements that facilitate the rights of both parents and students, while also taking into account the ethos of individual schools. This guidance is intended to improve consistency across schools and to make expectations clearer for all stakeholders. These arrangements when completed can be used by schools to facilitate all similar requests regardless of the subject.
This work is currently ongoing, that is involving detailed consideration of operational considerations. Particular attention is needed to ensure that the guidance is workable across varying school types and sizes. In finalising this work, my department needs to strike an appropriate balance between providing clear guidance and allowing schools the flexibility to consider the needs of all the members of their school communities.
The development of this guidance will be undertaken in a phased approach. A comprehensive consultation process will be undertaken with partners including school patrons, school management bodies, school leaders, parents, and students and is scheduled to commence this autumn. This work will be cognisant of primary and post-primary schools, different sizes of schools and existing good practices and arrangements that currently work well in schools.
As the work is currently ongoing, it would be premature to specify a timeline for publication. The department will continue to progress this important work and my focus is to ensure that the guidance is practical and appropriate for the wider school community.
358. Deputy Seán Kyne asked the Minister for Education and Youth whether individual school data sets under the primary school surveys will be published by her Department; whether it will be a requirement for schools to publish data; in particular whether the responses from parents of preschool-aged children will be published; the responses from parents of children attending non-denominational schools; the results from teachers who were surveyed as part of this process will be made available; and if she will make a statement on the matter. [47433/26]
Amharc ar fhreagraOn 4 November 2025, my department published a 'Framework and action plan for delivery of increased choice for parents on education provision at primary level'. The main focus of this framework and action plan was an online, school-specific survey. The survey ran from 4 November to 16 December 2025.
Through the survey, my department has obtained clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including co-education or single-sex school provision, patronage/ethos and language (education through Irish or through English).
On 4 June, my department issued primary schools, including multi-denominational schools, with their school-specific results and explanatory information, marking the next stage in the process of engaging school communities on the future direction of their schools.
My department will publish all school-specific reports and the explanatory information pack for schools on the gov.ie website shortly. High-level survey summary results at a national level, including a county breakdown of the results, will also be published at that time. This includes the preferences of parents with children in primary school as well as the preferences of parents with children not yet in school. The high-level survey results summary report will also include combined staff and Board of Management results at a national level, with a county breakdown.
Where the survey results show demand for change, Boards of Management have the opportunity to consider being included in the first group of schools to action the survey results, following a period of engagement and consultation with their school community, including their parents and Parent’s Association, Student Council, school staff and local community, including parents with children not yet in school. Schools are being asked to inform my department and their patron by 31 October 2026 if the school requests to be included in the first group of schools to action the survey results.
The survey results are intended to support meaningful local engagement and informed decision-making at school level. My department will continue to support and engage with schools as they consider their individual results and next steps.
359. Deputy Aidan Farrelly asked the Minister for Education and Youth to provide a history of the annual rate of the capitation grant at post-primary level since 2008, in tabular form. [47440/26]
Amharc ar fhreagraThe 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.
This commitment builds on the progress made in recent years. The Department of Education and Youth has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406.
This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, and DEIS Plus primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also 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.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools are encouraged to avail of the available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the department, is an important source of advice and support to schools on procurement matters- www.spu.ie
The following table displays the mainstream rate of the capitation grant funding to voluntary secondary schools in the Free Education Scheme since September 2008.
|
Capitation rates in voluntary secondary schools in the Free Education Scheme |
|
|
School Year |
Standard Capitation Rate per mainstream student |
|
2008/09 |
€331.00 |
|
2009/10 |
€345.00 |
|
2010/11 |
€345.00 |
|
2011/12 |
€328.00 |
|
2012/13 |
€317.00 |
|
2013/14 |
€306.00 |
|
2014/15 |
€301.00 |
|
2015/16 |
€296.00 |
|
2016/17 |
€296.00 |
|
2017/18 |
€296.00 |
|
2018/19 |
€296.00 |
|
2019/20 |
€309.00 |
|
2020/21 |
€316.00 |
|
2021/22 |
€316.00 |
|
2022/23 |
€316.00 |
|
2023/24 |
€316.00 |
|
2024/25 |
€345.00 |
|
2025/26 |
€386.00 |
|
2026/27 |
€406.00 |
360. Deputy Shay Brennan asked the Minister for Education and Youth the expected timeline for the delivery of the permanent school building for a school (details supplied); when the project will proceed to tender; when construction is scheduled to begin; the anticipated completion date; and the steps her Department is taking to ensure that no further delays occur in the progression of this long awaited permanent building. [47481/26]
Amharc ar fhreagraThe project for the school referred to by the Deputy is part of a campus project which will deliver a new 1,000 pupil post primary school and accommodation, including six classrooms for children with special education needs and a new 16 classroom primary school and accommodation, including four classrooms for children with special education needs. The project, which has planning permission, will be delivered under my Department's Design and Build Programme.
Earlier this year my department 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.
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.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects. As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and will ultimately inform the next tranches of programme rollout to tender.
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, there will continue to be a strong emphasis on maximising existing capacity across the school estate and also ensuring that school admissions policies and processes are targeted at meeting local mainstream and special class requirements.
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.
The accommodation needs for the school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron
