Written Answers Nos. 341-360
343. Deputy Naoise Ó Muirí asked the Minister for Education and Youth if she will provide an update on the tender process for a school (details supplied); and if she will make a statement on the matter. [53574/26]
Amharc ar fhreagraThe large scale capital project for the school referred to by the Deputy is for the provision of a new 600 pupil school building including all associated ancillary accommodation, with the inclusion of additional classrooms for children with Special Educational Needs configured within the existing layout.
The invitation to tender issued in late Q4 2025. Tenders have recently been returned and are been evaluated in accordance with procurement guidelines. It is envisaged construction could commence in late Quarter 3 of 2026.
I would like to advise the Deputy, since 2020, my Department has provided €1,906.47 million in capital funding for Dublin schools. 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 were included in the NDP Implementation Plan to go to tender or construction in 2026 and 2027 including Gaelcholáiste Reachrann.
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 529 special classes have been sanctioned in Dublin, of which 128 were sanctioned for September 2026.
344. Deputy Paul Murphy asked the Minister for Education and Youth if her attention has been drawn to a matter (details supplied); and if she will instruct her Department to take action to ensure that these children continue to have access to education [53575/26]
Amharc ar fhreagraThis 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 majority of students with special education needs in this country are supported by their classroom teachers, special education teachers and special needs assistants (SNAs) to attend mainstream classes with their peers. This is considered the most inclusive environment for students with special education needs and ensures that students can attend their local school. My department has significantly increased the resources available to support students with special educational needs in mainstream provision with 15,000 special education teachers and over 12,500 SNAs.
Where students have more complex needs a special class or special school is provided. What is important here is that students have access to a placement that is appropriate to their needs and that is why in October 2024, my department issued a circular letter to all schools setting out a range of new measures to support the forward planning of special education.
My department and the National Council for Special Education (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.
584 new special classes have been sanctioned to date, including 68 inclusive special classes. This brings the total number of special classes sanctioned to date to over 4,300. Of the 584 new special classes, 378 are being established in primary schools and 206 in post-primary schools. Further new special classes may be confirmed in the coming weeks, if required.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Matters in relation to registration with Tusla should be referred to my colleague the Minister for Children Disability and Equality.
My department and the NCSE are committed to ensuring that sufficient special education placements remain available for students with special educational needs and will continue to review and monitor the situation as to where new specialist provision is required.
345. Deputy Michael Cahill asked the Minister for Education and Youth the legal or contractual basis her Department decided to withdraw the agreed local bargaining measures for SNAs (details supplied); and if she will make a statement on the matter. [53587/26]
Amharc ar fhreagra346. Deputy Michael Cahill asked the Minister for Education and Youth if her Department will identify the clause within the public service agreement, local bargaining agreement or any other written agreement that made implementation of the local bargaining measures conditional upon acceptance of the Workforce Development Plan (details supplied); and if she will make a statement on the matter. [53588/26]
Amharc ar fhreagra347. Deputy Michael Cahill asked the Minister for Education and Youth the reason members were asked to vote separately on the local bargaining proposal, if it was dependent on the outcome of a separate ballot (details supplied); and if she will make a statement on the matter. [53589/26]
Amharc ar fhreagraI propose to take Questions Nos. 345 to 347, inclusive, together.
Chapter 4 of the outgoing Public Service Agreement (PSA) 2024–2026 provides for Local Bargaining, a mechanism through which employers and trade unions may agree changes to structures, work practices and conditions of service in return for an agreed local bargaining payment.
A key part of the local bargaining process, agreed between the Department of Public Expenditure Infrastructure Public Service Reform and Digitalisation (DPER) and the Public Services Committee of ICTU, is that parties at sectoral level agree reform measures known as ‘management priorities’ in return for payment of agreed local bargaining claims. It is a matter for each individual union to decide to proceed to ballot on any matter, including local bargaining.
My department is considering written correspondence received from Fórsa on 9 July 2026 regarding the outcome of their recent ballots. My department remains committed to constructive engagement with Fórsa and is available to continue discussions on these matters.
348. Deputy Michael Cahill asked the Minister for Education and Youth if her Department will publish the correspondence or agreement upon which a decision has been based (details supplied); and if she will make a statement on the matter. [53590/26]
Amharc ar fhreagraChapter 4 of the outgoing Public Service Agreement (PSA) 2024–2026 provides for Local Bargaining, a mechanism through which employers and trade unions may agree changes to structures, work practices and conditions of service in return for an agreed local bargaining payment.
A key part of the local bargaining process, agreed between the Department of Public Expenditure Infrastructure Public Service Reform and Digitalisation (DPER) and the Public Services Committee of ICTU, is that parties at sectoral level agree reform measures known as ‘management priorities’ in return for payment of agreed local bargaining claims. It is a matter for each individual union to decide to proceed to ballot on any matter, including local bargaining.
My department is considering written correspondence received from Fórsa on 9 July 2026 regarding the outcome of their recent ballots. My department remains committed to constructive engagement with Fórsa and is available to continue discussions on these matters.
349. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she is aware of concerns expressed by special needs assistants following the rejection of the proposed SNA Workforce Development Plan; the reason other proposed measures, including pay improvements, special leave arrangements, redeployment provisions, professionalisation measures and career progression opportunities, will now not proceed; if her Department intends to re-engage in meaningful negotiations with SNA representatives; the measures being considered to address the increasing complexity and physical risks associated with the SNA role; and if she will make a statement on the matter. [53610/26]
Amharc ar fhreagraThe number of special need assistants (SNAs) has grown significantly, to support the increasing number of students with special education needs. By the end of this year there will be approximately 26,000 SNAs in our education system.
On 3 June 2026 my department published the first SNA Workforce Development Plan. 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 SNA Workforce Development Plan was developed over a period of more than two years through extensive engagement between my department, school management bodies, Fórsa, the trade union representing SNAs and other education stakeholders.
My department is considering written correspondence received from Fórsa on 9 July 2026 regarding the outcome of their recent ballots. My department remains committed to constructive engagement with Fórsa and is available to continue discussions on these matters.
350. Deputy Mairéad Farrell asked the Minister for Education and Youth if she has given further consideration to establishing a secondary school on Inishbofin, County Galway; if she will provide an update in relation to this; and if she will make a statement on the matter. [53626/26]
Amharc ar fhreagraI wish to advise the Deputy that requirements for school places are kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Inishbofin island forms part of the Clifden School Planning Area, for the purposes of planning for post primary school place demand. The population of the post primary school going population of the Clifden School Planning Area is circa 480. This area is served by Scoil Phobail, located in Clifden, with a current enrolment of 489.
There are less than 10 post primary school going children living on Inishbofin, the majority of these pupils attend Scoil Phobail.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
On the basis of demographics, there are currently no plans to establish a new post-primary school in the Clifden School Planning Area.
Pupils’ resident on off-shore islands that do not have a school providing suitable free second level education, such as Inishbofin, may qualify for assistance under the Remote Area Boarding Grant scheme. The purpose of the Remote Area Boarding Grant scheme is to give students who are disadvantaged, because of their remoteness from schools, the opportunity to attend school on the same basis as students not so disadvantaged. It is important that post primary students have access to a range of subject choices, as well as other social and developmental opportunities.
The terms of the Remote Area Boarding Grant scheme are set out in Circular 16/2016 which is published on my department’s website.
The department will continue to liaise with Galway County Council in respect of their county development plan, and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
351. Deputy Barry Heneghan asked the Minister for Education and Youth whether her Department has assessed the availability of second-level school places in the Killester, Raheny and Clontarf areas in view of increasing demand and projected population growth; the measures being taken to ensure sufficient school places are available for students in these areas in the coming years; and if she will make a statement on the matter. [53657/26]
Amharc ar fhreagraI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure must be prioritised to meet the needs of areas of significant population increase to ensure that every child has a school place.
The provision of post-primary school places and the operation of admissions processes are matters for individual school authorities, in line with their published admissions policies and relevant legislation. Schools determine their own intake numbers and maintain their own enrolment and waiting list information.
The department does not centrally collate or hold a definitive dataset of available places or waiting lists by school planning area. Consequently, it is not possible for the department to provide a comprehensive table of post-primary places in Dublin or to confirm current waiting list numbers for 2026/27.
Information on first-year intake numbers for individual schools is published in each school’s Admissions Notice on their respective websites. National enrolment data is available on gov.ie.
While the Department engages regularly with post-primary schools in Dublin city as part of its planning for September 2026, including requesting admissions data where potential pressures have been identified, this information is point-in-time and does not capture pupils who may subsequently secure places elsewhere or be added to school lists after data returns.
The department has not imposed any reduction in post-primary places for 2026/27. Decisions on intake levels remain with school authorities, within agreed parameters.
Data available to my department for the 2025/26 academic year highlights that 12.22% of first year places were unfilled across the Killester_Raheny_Clontarf school planning areas in Co. Dublin.
The provision of additional school places can be required in a very small number of areas. This can be facilitated by a range of strategies, some of which may involve additional accommodation but also optimising use of existing capacity.
There are 5 post-primary projects planned in the school planning area and when completed, will cater for the demand for school places in the area. Details of large-scale projects being delivered under the school building programme may be viewed on my department's website at www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The department will continue to liaise with Dublin City Council in respect of their county development plan, and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
352. Deputy Cian O'Callaghan asked the Minister for Education and Youth to examine the unacceptable delays in issuing sanction letters for the Home Based Summer Provision Programme; and if she will make a statement on the matter. [53660/26]
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 began issuing on the 18th June 2026.
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.
353. Deputy John Clendennen asked the Minister for Education and Youth for an update on the additional school accommodation project for a school (details supplied); and if she will make a statement on the matter. [53681/26]
Amharc ar fhreagraAs the deputy is aware, the school referred to was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing three early intervention units. The project is devolved to the school authority for delivery.
I can confirm that the Stage 2b (post planning) report was submitted to the Department in Q3 2025. Further information was subsequentially requested by department officials and outstanding documents were submitted by the school authority in recent days. In line with the Department’s Infrastructure Guidelines, all projects are subject to technical and cost compliance assessments. Given the complexity of this project, and the need to ensure value for money and alignment with National Development Plan (NDP) objectives, the Stage 2b review process will necessarily be comprehensive and thorough.
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. Progression of this project will form part of my Department’s broader work under the NDP Implementation Plan.
354. Deputy John Clendennen asked the Minister for Education and Youth further to Parliamentary Question No. 442 of 21 October 2025, to provide an updated list of additional school accommodation projects approved for County Offaly in each of the past ten years to date in 2026; the date of their completion; if not yet completed, their current status and expected completion date; and if she will make a statement on the matter. [53682/26]
Amharc ar fhreagraSet out at the links below is an updated list of live Additional School Accommodation (ASA) projects in County Offaly, including their current stages of delivery, together with a list of projects completed over the past ten years.
Furthermore since 2020, my Department has invested €112.44 million in capital funding for schools in Offaly. During this period, 30 schools have benefited from significant infrastructure improvements through the delivery of new school buildings, major extensions or modular accommodation.
Looking ahead, four school projects in Offaly were included in the National Development Plan (NDP) Implementation Plan and are expected to progress to tender or construction during 2026 and 2027.
There are currently six school projects under construction across the county, while five schools have been approved to undertake works this summer under the Climate Action Summer Works Scheme.
In addition, since 2020, a total of 49 special classes have been sanctioned in Offaly, including 14 approved for September 2026.
355. Deputy John Clendennen asked the Minister for Education and Youth for an update on the additional school accommodation project for a school (details supplied); and if she will make a statement on the matter. [53683/26]
Amharc ar fhreagraThe school to which the Deputy refers has been sanctioned to open a special class for 2026/2027 by the National Council for Special Education (NCSE). I am pleased to advise that the start-up grant payment of €30,000 has been processed by the Department.
Under the SEN Repurposing Scheme additional funding for small scale repurposing works up to a maximum of €80,000 per class is also available to schools on an application basis.
The school submitted an application on 16 June 2026. This is currently being reviewed by our Professional and Technical Team. Department officials will be in contact with the school authority directly once this review has been completed and will advise the school authority on how to progress this project.
My department will continue to assist the school throughout this process with any queries they may have.
356. Deputy Cormac Devlin asked the Minister for Education and Youth the future plans for a building (details supplied); and if she will make a statement on the matter. [53725/26]
Amharc ar fhreagraAs the Deputy is aware Gaelscoil Phádraig is due to relocate to a former primary school building at Beechwood Court, Stillorgan Co. Dublin.
Significant works are required to this vacated building to allow it to be occupied by Gaelscoil Phádraig. A Project Manager has been appointed to carry out the required works. The project is currently progressing with a view to having the school relocate as soon as practicable.
My department is still to determine appropriate actions for the accommodation currently occupied by Gaelscoil Phádraig, which is located on a site that is not owned by the Minister for Education and Youth.
357. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth the measures being taken to improve education and awareness around men's health issues within the primary and secondary school curriculum; whether her Department plans to expand age-appropriate men's health education in schools; and if she will make a statement on the matter. [53732/26]
Amharc ar fhreagra358. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth whether her Department has reviewed the extent to which men's health issues are covered in the SPHE and RSE curricula; the steps being taken to ensure students receive comprehensive and evidence-based education on these topics; and if she will make a statement on the matter. [53733/26]
Amharc ar fhreagraI propose to take Questions Nos. 357 and 358 together.
Health education is mainly done through the Social, Personal and Health Education (SPHE) curriculum. The SPHE curriculum aims to equip students with the knowledge, understanding, skills, dispositions and values that will support them to lead fulfilling and healthy lives.
SPHE does not teach “men's health” as a separate topic but issues relating to the health of boys and men are addressed within the various strands and learning outcomes within SPHE. These include in particular health and wellbeing, relationships and sexuality and emotional wellbeing.
The updated Primary Wellbeing curriculum, which includes SPHE, aims to teach children about healthy living, human development, safety, and media and digital wellbeing. The Wellbeing specification promotes healthy and active living.
In the updated Junior Cycle SPHE specification, which was introduced into schools in 2023, the ‘Making Healthy Choices’ strands aims to teach students to consider the multifaceted nature of health and wellbeing, and evaluate what being healthy might look like for different adolescents, including how food, physical activity, sleep/rest and hygiene contribute to health and wellbeing, as well as to investigate how unhealthy products such as nicotine, vapes, alcohol, and unhealthy food and drinks are marketed and advertised. Students are also taught about emotional wellbeing and about healthy and unhealthy relationships, for example.
In updated Senior Cycle SPHE specification, published in 2024 and to be introduced to all schools on a phased basis by September 2027, students explore the factors that influence their physical, social, spiritual, emotional and mental wellbeing and the relationships between these. They will learn ways to take care of themselves and stay as healthy as possible, with a particular focus on gaining awareness, skills, techniques and information to protect their mental health.
359. Deputy Aengus Ó Snodaigh asked the Minister for Culture, Communications and Sport if he will, through the nighttime economy unit, commission a comprehensive assessment of the economic impact and value of Ireland’s night-time economy, to better understand its role and potential for growth; and if he will make a statement on the matter. [52627/26]
Amharc ar fhreagraThe Night-Time Economy is an important component in the overall development of Irish towns and cities, playing a crucial role in economic growth, cultural vibrancy, social vitality, urban and rural regeneration. The economic impacts of the Night-Time Economy are far-ranging, spanning retail, hospitality, tourism and night-time cultural life, and a thriving Night-Time Economy is an important means of diversifying and revitalising both national and local economies.
Following the publication of the Night-Time Economy Task Force Report in 2021, a high-level Night-Time Economy (NTE) Implementation Group was established by my Department. The work of the Implementation Group to date has made valuable impacts in bringing the benefits of a vibrant NTE into public discourse as well as affecting policy development across Government.
This year, the Implementation Group established a number of thematic subgroups, including a dedicated Economic and NTE Data subgroup, to deepen work on actions in this area. This includes further progressing a coordinated data collection, presentation and evaluation strategy with the National Town Centre First Office.
The Night-Time Advisors located in Cork, Galway, Kilkenny, Sligo, Buncrana (Donegal), Longford, Limerick, Drogheda (Louth) and Dublin have all made progress on collecting data relating to the Night-Time Economy in their areas. The pilots have all used consultation and public surveys to discover attitudes to the NTE and priorities for improvement. Footfall counters have been used in a number of pilot locations to gain insight into movement and pedestrian traffic. NTA passenger data is being used to inform and monitor the pilot One@One later rural bus routes in Longford, Sligo and Buncrana. In recent months, Mastercard retail spend data has been made available to the local authorities. This is a valuable tool for the NTE Advisors and local authorities in building a picture of the scale and impact of the Night-Time Economy at a local level.
My Department will continue to work with the relevant departments and agencies in its efforts to explore and coordinate data collection and examine further opportunities to develop and sustain a vibrant, diverse, safe and inclusive night-life across the country.
360. Deputy Shay Brennan asked the Minister for Culture, Communications and Sport when fibre broadband will be available to the residents of lower Kerrymount Rise, Kerrymount Close and Kerrymount Mall, Cornelscourt, Dublin 18. [52689/26]
Amharc ar fhreagraThe National Broadband Plan (NBP) is the Government initiative to deliver high-speed broadband to all premises in Ireland. In addition, Ireland's Digital Connectivity Strategy published in December 2022, sets out a number of targets including that all Irish households and businesses will be covered by a Gigabit network no later than 2028.
The estate in question is in the BLUE area on the broadband map which is available on www.gov.ie/en/publication/5634d-national-broadband-plan-map/. The BLUE area represents those areas where commercial providers are either currently delivering or have plans to deliver high-speed broadband services. The department defines high-speed broadband (HSBB) as a connection with minimum speeds of 30Mbps download and 6Mbps upload.
The majority of the estate in question can get HSBB with speeds in excess of 30Mbps per information available at www.openeir.ie/fibre/broadband-checker.
The activities of commercial operators delivering high-speed broadband within BLUE areas are not planned or funded by the State and the department has no statutory authority to intervene in that regard.
If a person living in the BLUE area is told after contacting their Retail Service Provider they cannot get access to greater than 30Mbps, they should raise a query by clicking on “contact us” in the Contact section, on www.gov.ie/en/publication/5634d-national-broadband-plan-map/, and the Department will escalate with the commercial operator to investigate this matter further.
The estate in question is also included in open eir’s Full Fibre to the Home (FTTH) deployment programme per information available at www.openeir.ie/fibre/broadband-checker. The department does not have sight of information that provides an estimated timeline of when commercial operators will provide a full fibre connection to the area, other than what’s on the open eir messaging.
Alongside the NBP intervention contract, commercial operators continue to upgrade their networks throughout the State to primarily urban areas and contribute materially to achieving the Digital Connectivity Strategy targets. Commercial operators have indicated that their networks will be upgraded to all urban areas by 2028.
My Department is aware that some premises in the estate in question may be affected by direct buried leads. My officials continue to monitor upgrades by commercial operator’s to ensure any unnecessary barriers to these upgrades are addressed so that the risk of any gigabit service challenged areas including areas affected by direct buried leads is mitigated. Information gathering and detailed analysis is ongoing with commercial operators to understand the full scale of the risk of these areas.
This data will complement the initial analysis already conducted by my Department and will feed into the examination of the optimal policy responses, including cost and legal considerations, to address any identified gigabit service challenged areas. The final scale and location of any such gaps cannot be fully quantified until currently planned commercial roll-out programmes through 2026 are complete.
