Ciarán Ahern
Ceist:392. Deputy Ciarán Ahern asked the Minister for Education and Youth the status of a school building project (details supplied); and if she will make a statement on the matter. [51689/26]
Amharc ar fhreagraSchools Building Projects
Ceisteanna (392)
Freagraí scríofa
The major project for the school referred to by the Deputy is for a new school building to include 24 Mainstream Classrooms along with additional classrooms for children with Special Educational Needs and all associated site works.
The major building project is currently at Stage 3, Tender Action and Award.
The design team submitted the tender report to the department in October 2025. Following a detailed review, authorisation was sent to the school and Design Team to issue the Letter of Intent (LOI) on the 29th of April 2026.
My Department will continue to liaise with the school and Patron with regards the further progression of their project.
Since 2020, the Department of Education has provided €1906.47 million in capital funding for Dublin schools. Over this period, a total of 261 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. 20 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan including Loreto Primary School. There are currently 54 school projects in Dublin under construction.
This summer, 53 schools?are approved to?undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 515 special classes have been sanctioned in Dublin, of which 114 were sanctioned for September 2026.
Schools Refurbishment
Ceisteanna (393)
Colm Burke
Ceist:393. Deputy Colm Burke asked the Minister for Education and Youth to consider an emergency works scheme application by a school (details supplied) to repair hazardous and unsafe flooring and carpeting which is in need of repair from a health and safety perspective; and if she will make a statement on the matter. [51690/26]
Amharc ar fhreagraFreagraí scríofa
The school to which the Deputy refers submitted an application for funding, on 26 June 2026, under the Emergency Works Scheme (EWS) for fabric defect works.
As 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 application in question is currently being reviewed by the EWS and technical area within the EWS. Once a technical recommendation has been received back from the technical team, the EWS team will engage further with the school as appropriate. The EWS team is aware of the urgent nature of the works required and will keep the school informed throughout the process.
Educational Disadvantage
Ceisteanna (394)
Conor Sheehan
Ceist:394. Deputy Conor Sheehan asked the Minister for Education and Youth when the next review of the DEIS school programme will take place given that it has been four years since the last extension of the programme which used 2021-2022 Department of Education enrolment databases and 2016 national Census data as represented by the Pobal HP Deprivation Index; and if she will make a statement on the matter. [51693/26]
Amharc ar fhreagraFreagraí scríofa
Addressing 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.
The DEIS Strategy to 2035 sets out a long-term plan to address educational disadvantage in all schools and work to ensure that any child or young person experiencing educational disadvantage is supported through their education journey. 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.
The DEIS Strategy implementation plan 2026-2028, under the strategic objective 2.2, sets out 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.
• 2.2.1 Align the allocation of DEIS resources to the refined DEIS identification model and most up to date data. Timeline for completion: 2028
• 2.2.2 Develop a new DEIS resource allocation model that: supports schools with the highest concentrations of children and young people at risk of educational disadvantage; supports children and young people at risk of educational disadvantage in all schools; is dynamic and has the potential to adjust to changes in a school’s levels of need including amalgamations; uses objective data to equitably allocate resources to schools. Timeline for completion: 2027
• 2.2.3 Conduct an impact assessment on any potential changes to the allocation of resources to schools, ensuring that no child or young person is negatively impacted. Timeline for completion: 2027
In light of these actions and current budget constraints there is currently no intention to conduct a review of DEIS banding or to expand the DEIS programme to include new schools. Any future additional allocation of resources under the DEIS programme 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.
Departmental Surveys
Ceisteanna (395)
John Connolly
Ceist:395. Deputy John Connolly asked the Minister for Education and Youth the number and location of schools that have to date requested to be included in the first group of schools to action the Primary School Survey results; and if she will make a statement on the matter. [51696/26]
Amharc ar fhreagraFreagraí scríofa
On 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).
In early June, my department issued primary 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.
All school-level reports have now been published on the gov.ie webpages by my department, alongside a national summary report including a county breakdown of the results.
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 have been 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.
The first changes arising from this process are expected to be seen in schools from September 2027.
Education Policy
Ceisteanna (396)
Shónagh Ní Raghallaigh
Ceist:396. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if her Department is considering designating special schools as a specific sector, to account for the highly varied age groups contained therein; and if she will make a statement on the matter. [51721/26]
Amharc ar fhreagraFreagraí scríofa
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 current designation of special schools as primary schools is one of a range of additional challenges facing our special schools. My department has been actively engaging with the representative managerial bodies, to address these additional challenges.
A number of new measures to support special schools with a particular focus on post-primary provision have recently been introduced. 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.
The 2015 Junior Cycle Framework incorporates a modernised curriculum across all subjects and a balanced range of assessment modes, that more appropriately addresses the needs of students. It provides students with learning opportunities that strike a better balance between learning knowledge and developing a wide range of skills and thinking abilities.
During the three years of Junior Cycle, the majority of students will learn through a number of subjects or a combination of subjects and short courses that are broadly aligned with Level 3 of the National Framework of Qualifications (NFQ).? For a small number of students with significant special educational needs Priority Learning Units (PLUs) that are broadly aligned with Level 2 or Level 1 of the NFQ will form the majority or entirety of their Junior Cycle.
As part of Senior Cycle Redevelopment, a Senior Cycle Level 1 and 2 Programme Statement, curriculum areas and modules have been published. These provide, for the first time, a Senior Cycle programme designed for students with specific special educational 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.
School Costs
Ceisteanna (397)
Eoin Ó Broin
Ceist:397. Deputy Eoin Ó Broin asked the Minister for Education and Youth her Department’s position on the mandatory purchase and use of laptops by students at post primary level; if she is aware that schools impose late fees in some cases where the full and significant cost for the laptop has not been paid within a particular timeframe; her views on whether this is acceptable; and if she will make a statement on the matter. [51729/26]
Amharc ar fhreagraFreagraí scríofa
As the deputy is aware, under the Education Act, the Boards of Management of Schools have responsibility for the day to day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Management before a decision is made.
Schools, in conjunction with parents, are responsible for all decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements. They are also responsible for the type of digital technology used in their schools.
I recently communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving cert and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parent's Association - before deciding on an approach regarding devices.
It is therefore the responsibility of each individual school to select the digital resources, if any, that it will use to support its implementation of the curriculum. The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, rather it advocates for the deeper embedding of digital technologies in teaching and learning to develop digital literacy and competence, critical thinking and collaborative practice. It is not merely focused on using digital devices as an alternative to physical textbooks or resources.
Accordingly, there is no Department requirement for students to use personal digital devices for schoolwork or homework. Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology. Schools are also required to comply with data protection and child wellbeing obligations, and to set out their approach to digital technology use in relevant policies, including the Acceptable Use Policy, in consultation with parents and pupils, as appropriate.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. As referenced, in 2017, a circular letter issued to schools with measures to be adopted to reduce the cost of school uniforms and other costs including such ICT devices. https://assets.gov.ie/12695/2045e7ccec684f72b55d93930e45372c.pdf
That circular also instructed schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier. This circular specified that wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.).
Additionally, the Circular provides that schools should also consult with parents on their views and suggestions on cost reduction initiatives. Schools should provide parents with a list of all required items and indicate the likely costs of these required items at best value stores. Where an exclusive supply arrangement applies, it should be reviewed regularly and tendered for in accordance with procurement requirements.
I continue to engage with educational stakeholders on this matter.
The Digital Strategy for Schools to 2027 and its associated implementation plan is underpinned by funding of €200m over the course of the strategy, committed to under Ireland’s National Development Plan (NDP). The funding allocation model is provided for in the National Development Plan and commits to funding to issue over the period of the NDP, applied by the Department for the Digital Strategy duration (to 2027 for the current strategy). Including the funding recently issued, to date, a total of €170 million of the €200 million committed to in the NDP for the strategy has issued to schools through the ICT grant
While the Digital Strategy for Schools to 2027, does not mandate or prescribe a policy of one-to-one devices in schools, however, this funding demonstrates the ongoing commitment to support schools to embed the use of digital technologies in teaching learning and assessment.
Departmental Funding
Ceisteanna (398)
Eoin Ó Broin
Ceist:398. Deputy Eoin Ó Broin asked the Minister for Education and Youth the financial supports in place to meet the cost of purchasing mandatory laptops for students at post primary level; and if she will make a statement on the matter. [51730/26]
Amharc ar fhreagraFreagraí scríofa
As the deputy is aware, I recently communicated directly with all schools and boards of management, clarifying the department's position that there is no requirement for a personal device for junior or leaving cert and I requested schools to be cognisant of the views of parents in relation to the use of digital devices and the associated costs. Also, I stressed the need for schools to engage with all parents - and not just the Parent's Association - before deciding on an approach regarding devices.
It is the responsibility of each individual school to select the digital resources, if any, that it will use to support its implementation of the curriculum. The Digital Strategy for Schools to 2027 does not mandate or prescribe the use of any particular devices or technologies in teaching and learning, rather it advocates for the deeper embedding of digital technologies in teaching and learning to develop digital literacy and competence, critical thinking and collaborative practice. It is not merely focused on using digital devices as an alternative to physical textbooks or resources.
Accordingly, there is no Department requirement for students to use personal digital devices for schoolwork or homework. Where digital devices are used as part of teaching and learning, schools are expected to ensure that no child is disadvantaged due to lack of access to technology. Schools are also required to comply with data protection and child wellbeing obligations, and to set out their approach to digital technology use in relevant policies, including the Acceptable Use Policy, in consultation with parents and pupils, as appropriate.
It should be noted that under the Education Act, the Boards of Management of Schools have responsibility for the day-to-day management of schools. Decisions regarding the use and deployment of digital technology in schools is therefore a matter for the Board of Management of each school in the context of their digital learning planning. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices with cost and other implications being fully considered by the Boards of Management before a decision is made.
Department guidance states that schools should support equitable access to ICT for all students and may provide devices on loan to students (via device loan schemes) where required. Schools are also advised to consult with parents and the wider school community when developing technology policies that may involve costs for families. However, there is no dedicated funding stream for one-to-one student devices. Schools have flexibility to use their ICT grants to meet local priorities, including infrastructure, maintenance and device provision, within available resources.
Through the digital strategy, schools are directly funded for ICT and have autonomy to determine which infrastructure and devices (including tablets or laptops) are implemented, in line with their Digital Learning Plans. Schools must also have acceptable usage policies in place and may use ICT funding to support new curricula and assessment.
Under the Digital Strategy, some €200 million has been committed through the National Development Plan for school ICT, with around €170 million already allocated to schools. The most recent tranche of the ICT Grant €35 million which issued to schools in January 2026. Funding is provided through annual ICT grants based on a flat-rate per school and a per-student amount, and must be used for ICT infrastructure, including networks, classroom technology, software and shared student devices. To provide certainty for schools, the ICT grant payment timeline has been standardised, with payments now scheduled for the December/January period each year.
I am keenly aware of the challenges faced by educators and parents in relation to costs of digital technology, including tablets, and my Department continues to work to help support schools and families meet these costs. A number of measures are in place to support educators and parents, as part of my department’s ongoing commitment to reduce financial pressure on families and ensure every student is supported to succeed. This includes an instruction from my department to schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents, and how to avoid costs acting as a barrier - wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.). Schools should also provide a full list of required items, with guidance on best-value options. Circular 32/2017 sets out the measures to be adopted by schools to reduce the cost of school uniforms and other costs.
Finally, to further assist schools, the Schools Procurement Unit (SPU), established by my Department is the central support resource for providing guidance to all primary and post-primary schools (except ETB schools) on any procurement-related issue. The SPU delivers free advice and practical support to schools to help them achieve improvements in their procurement processes, practices and outcomes.
Schools Building Projects
Ceisteanna (399)
Niall Collins
Ceist:399. Deputy Niall Collins asked the Minister for Education and Youth for an update on a school's building project (details supplied); and if she will make a statement on the matter. [51731/26]
Amharc ar fhreagraFreagraí scríofa
As previously advised the project was approved to enter the Department’s pipeline of school buildings providing a 2-classroom special educational needs base.
The Stage 2b (post planning) report was submitted to the Department and remains under review. 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.
If the school accommodation presents an immediate health and safety risk, the school may apply for Emergency Works funding. The scheme supports urgent, unforeseen situations that pose a risk to health, safety, property or the environment and, if not addressed, could prevent the school, or part of it, from operating. It also provides funding to support access and inclusion for students with special educational needs and for staff members where required. Applications must meet the criteria set out in Circular 0068/2020 and include the necessary supporting documentation.
Progression to the next phase is contingent on the project being assessed and advanced in line with the prioritisation framework under the National Development Plan. 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.
Schools Building Projects
Ceisteanna (400)
Niall Collins
Ceist:400. Deputy Niall Collins asked the Minister for Education and Youth for an update on a school building project (details supplied); and if she will make a statement on the matter. [51732/26]
Amharc ar fhreagraFreagraí scríofa
The 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 a 2-classroom special educational needs base. The project is devolved to the school authority for delivery.
I can confirm that Department officials approved the project to Stage 2b (planning) in Q1 2025. The Stage 2b Post Planning Report is currently awaited and once received, will be subject to a comprehensive technical and cost review by the Department. All projects, including this one, are subject to the full due diligence requirements set out in my department’s infrastructure guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits for the overall programme.
Department officials recently engaged with the school authority regarding this project and outlined the requirement for the Stage 2b report.
Progression of this project will form part of my Department’s broader work under the National Development Plan (NDP) Implementation Plan and will be progressed when the wider implementation framework permits.
Departmental Contracts
Ceisteanna (401)
Eoin Hayes
Ceist:401. Deputy Eoin Hayes asked the Minister for Education and Youth the total cost of engagement with a company (details supplied) in each of the years 2020 to 2025, across her Department, by project, year and value; and if she will make a statement on the matter. [51764/26]
Amharc ar fhreagraFreagraí scríofa
There were no payments made by my Department to Bearing Point in the years 2020 to 2025.
Departmental Contracts
Ceisteanna (402)
Eoin Hayes
Ceist:402. Deputy Eoin Hayes asked the Minister for Education and Youth the total cost of engagement with a company (details supplied) in each of the years 2020 to 2025, across her Department, by project, year and value; and if she will make a statement on the matter. [51782/26]
Amharc ar fhreagraFreagraí scríofa
There were no payments made by my Department to Accenture in the years 2020 to 2025.
Departmental Contracts
Ceisteanna (403)
Eoin Hayes
Ceist:403. Deputy Eoin Hayes asked the Minister for Education and Youth the total cost of engagement with a company (details supplied) in each of the years 2020 to 2025, across her Department, by project, year and value; and if she will make a statement on the matter. [51800/26]
Amharc ar fhreagraFreagraí scríofa
My officials are currently collating this information and will forward directly to the deputy in the coming days.
Special Educational Needs
Ceisteanna (404, 405)
Aengus Ó Snodaigh
Ceist:404. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth the reason her Department has ordered a blanket pause on processing transport applications for special needs applicants. [51832/26]
Amharc ar fhreagraAengus Ó Snodaigh
Ceist:405. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth to comment on correspondence received by a person (details supplied) who applied for school transport. [51833/26]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 404 and 405 together.
The 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.
My department has been working closely with the NCSE in relation to updating and improving the data received on the application form for school transport under the above scheme. The NSCE temporarily paused processing applications while reviewing the updates required, however these applications are now being processed and no delays should be expected.
Question No. 405 answered with Question No. 404.
School Admissions
Ceisteanna (406)
Duncan Smith
Ceist:406. Deputy Duncan Smith asked the Minister for Education and Youth if she is aware of a child (details supplied) who has yet to receive a school place for the upcoming 2026/2027 school year; if her Department will assist in ensuring this child receives a place; and if she will make a statement on the matter. [51865/26]
Amharc ar fhreagraFreagraí scríofa
My department’s main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.
Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some student not obtaining a place in the school of their first choice.
In accordance with the provisions of the Education (Admission to Schools) Act 2018, schools are required to clearly set out their selection criteria in their admission policies. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. It is an important feature of the act that schools can only make a decision on an application for admission that is based on the school’s admission policy.
Under Section 29 of the Education Act 1998, the parent of the student, or in the case of a student who has reached the age of 18 years, the student, may appeal a decision of this school to refuse admission. An appeal may be made under Section 29 (1)(c)(i) of the Education Act 1998 where the refusal to admit was due to the school being oversubscribed. An appeal may be made under Section 29 (1)(c)(ii) of the Education Act 1998 where the refusal to admit was due a reason other than the school being oversubscribed.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS have advised that the child referenced in this PQ is not known to Tusla Education Support Service (TESS) and no referral has been received to date. At this time, TESS advise the parents to make applications to both local schools and schools outside of their locality. If the parents have not secured a school place by August 2026, they may contact the local regional office directly and they can assist the parents in securing a school place for their child. The contact details for the Marino area is 01 7718815 or by email tess.dne@tusla.ie.
Schools Building Projects
Ceisteanna (407)
Gary Gannon
Ceist:407. Deputy Gary Gannon asked the Minister for Education and Youth if she will provide an update on the building works at a school (details supplied); whether a new contractor has now been appointed to recommence works on the project; and if so, when works are expected to recommence on site; and if she will make a statement on the matter. [51896/26]
Amharc ar fhreagraFreagraí scríofa
The new build for the school referred to by the Deputy is a large-scale capital project for the construction of a 16-classroom primary school in Dublin 1.
The building project to complete the new build for Gaelscoil Choláiste Mhuire, Dominick Street, is at stage 3 of the architectural planning process - tender action and award.
The Department can confirm that following a confidential conciliation process concerning all matters in dispute between the Department and the original contractor, the conciliator has now issued a formal recommendation for the resolution of those disputes, and that recommendation has now been accepted by both parties.
Following the conclusion of the conciliation process, my Department has instructed the design team to ready a tender for the completion contract for the school in Dominick Street.
This process is expected to take four to six weeks to publish the tender, with a view to having a contractor on-site in early quarter 4 of 2026.
It remains the Department’s priority to deliver a new school building for Gaelscoil Choláiste Mhuire as quickly as possible. Departmental officials will continue to work closely with the school authority.