Grace Boland (Dublin Fingal West, Fine Gael)
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1035. To ask the Minister for Education and Skills whether the feasibility study for a shared education campus proposed by the DDLETB has been completed; the next steps in terms of planning and funding; and if she will make a statement on the matter. [47305/25]

Helen McEntee (Meath East, Fine Gael)
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As the Deputy is aware, responsibility for delivering a major project for the school in question has been devolved to Dublin and Dún Laoghaire Education & Training Board (DDLETB). The Department of Education originally approved the partial refurbishment of the school referred to by the Deputy and the construction of a standalone extension of just over 4,000 square metres in area which includes a two classroom Special Education Needs base.

A number of significant issues arose in the course of the architectural design process, including delays in obtaining statutory consents from the local authority and finalisation of the detailed design process for the project as it was originally approved. In line with the Department’s implementation of the public Infrastructure Guidelines and the evolving demographic needs of the local community, the Department’s review of the project resulted in an agreement with a proposal by DDLETB to investigate an alternative proposal for the progression of the project which would better serve the local community. The proposed alternative involves the more efficient use of the site to cater for a new replacement school in light of the extent of refurbishment on the existing school and the master-planning of the site for the provision of accommodation for another school on the site. My department undertook a Feasibility Study for a shared education campus and options in this study have been examined by my Department and the school patron, Dublin and Dún Laoghaire Education and Training Board (DDLETB).

It is envisaged that the revised project will provide a new 1,000 mainstream pupil and 6 SEN school for this school but that the project will also include the master planning of an area of the site to accommodate a potential second school on the site.

In July the Government announced a capital allocation of €7.55 billion for the Department of Education and Youth for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my Department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs. My Department is now preparing an NDP implementation plan which is due for publication later in the Autumn. This plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.

Grace Boland (Dublin Fingal West, Fine Gael)
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1036. To ask the Minister for Education and Skills the measures that are being taken to ensure DDLETB services are inclusive and responsive to the needs of ethnic minority learners and those with additional needs; and if she will make a statement on the matter. [47309/25]

Helen McEntee (Meath East, Fine Gael)
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My Department is committed to ensuring that all learners, including those from ethnic minority backgrounds, migrant communities, and those with additional needs in primary and post-primary schools, have access to inclusive and supportive education. I am committed to delivering an education system that is of the highest quality, where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

Enabling children with special educational needs to receive an appropriate education is a priority for this Government. It is also a key priority for me, my Department, and for the National Council for Special Education (NCSE). The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special class and special school places are provided. This is in keeping with policy on inclusive education, which promotes that children will be supported to receive an education in the most inclusive setting possible.

My Department and the NCSE are committed to ensuring that no matter where a child is enrolled, they have access to the supports they need to achieve their educational goals. At the heart of this are the 44,000 special education teachers and special needs assistants dedicated to ensuring each child is valued, supported, and nurtured to reach their full potential. Supporting this is the variety of differentiated teaching approaches encouraged by my Department to accommodate the varying levels of ability in classrooms, facilitating the inclusion of all learners in a meaningful way. In 2024, the NCSE published new policy advice on the progressive development of a more inclusive education system where the majority of children with special educational needs are supported to attend their local school with their siblings and peers. My Department is working to progress a range of measures to make this a reality over the coming years.

In relation to Traveller and Roma learners, my Department supports measures that promote participation, retention and progression. This work is being further strengthened by the publication of the Traveller and Roma Education Strategy, which sets out a comprehensive framework to improve outcomes, reduce barriers and promote inclusion. Supporting initiatives include the recruitment of community link workers in areas with high Traveller and Roma enrolments, professional development for staff to build cultural awareness, and access to wider inclusion measures including language supports, special education resources and targeted funding.

Migrant children and young people in our schools have also faced enormous challenges in their lives and are among the most vulnerable groups of children in Ireland. Schools across Ireland welcome children of all backgrounds and nationalities. All migrant children, including children of international protection applicants, children of migrant workers, and unaccompanied minors, can access primary and post-primary education in a manner similar to Irish nationals, until they have reached 18 years of age. An inclusive school environment reflects values and affirms linguistic, ethnic and cultural diversity. Migrant children and young people are encouraged and supported in schools to maintain a connection with their own culture and language through curricular activities and displays.

My Department will continue to foster inclusive learning environments, respond to emerging needs and ensure that all learners regardless of background or ability can reach their full potential. For specific information on policies and practices at local level, the Deputy may wish to contact the relevant Education and Training Board directly.

Grace Boland (Dublin Fingal West, Fine Gael)
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1037. To ask the Minister for Education and Skills to publish performance indicators and outcomes from the DDLETB’s Statement of Strategy 2022–2026, and how these are being monitored across its 100+ locations; and if she will make a statement on the matter. [47310/25]

Helen McEntee (Meath East, Fine Gael)
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Arrangements in relation to an Education and Training Board’s (ETB’s) statement of strategy and annual reporting by an ETB on its performance are set out in the Education and Training Boards Act 2013.

Section 27 of the Act requires the chief executive to prepare and submit a strategy statement to the board every 5 years. Section 27 provides that a strategy statement shall specify the objectives of the board, the priorities of the specified objectives and the strategies for achieving those objectives. After its adoption by the board of the ETB, the statement of strategy must be published.

Section 47 requires a chief executive to submit an annual service plan to the board of the ETB for adoption. The annual service plan must set out the services that the board proposes to provide during the year in question along with an estimate of income and expenditure of the board for that year.

Section 28 requires each Education and Training Board to prepare and submit an annual report to my Department in relation to the performance of the board’s functions during the period covered by the annual report. The report must include, inter alia, a statement of the services provided by that board during the year in question.

My Department requires each ETB to publish their statements of strategy, service plans and annual reports on their ETB’s website. In the case of the ETB concerned, its statement of strategy, service plans and annual reports can be found at www.ddletb.ie

Grace Boland (Dublin Fingal West, Fine Gael)
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1038. To ask the Minister for Education and Skills the engagement that has taken place between the DDLETB and local authorities to align education planning with regional demographic trends, particularly in rapidly growing areas; and if she will make a statement on the matter. [47311/25]

Helen McEntee (Meath East, Fine Gael)
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In order to plan for school provision and analyse the relevant demographic data, the department divides the country into 314 school planning areas.

The Department uses a geographic information system, which facilitates the analysis of 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.

As part of the demographic demand analysis, the Department also factors in planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO, along with engagement with local authorities. This ensures that schools infrastructure planning is keeping pace with demographic changes at a local level, where the picture can quickly evolve due to planned new residential development.

The Department also conducts granular analysis below the level of a school planning area, particularly where a school planning area encompasses both high growth urban settlement areas and a more rural hinterland. Our analysis of school place demand in urban areas experiencing high population growth has indicated that demand in the urban area can be 10-20% higher than the school planning area as a whole.

To ensure alignment of school provision with rollout of additional residential development, the Department, through the consultation phases of the statutory plan process, liaises with all 31 Local Authorities in respect of their County Development Plans, any associated Local Area Plans and Masterplans with a view to identifying any potential long-term school place and accommodation requirements across school planning areas and with the purpose of ensuring that there is an adequate amount of appropriately zoned and suitably located sites for future school place provision, which are in line with objectives as identified in the National Planning Framework. Department officials have continually interacted with the Local Authorities in respect of school place provision, whilst simultaneously engaging in 68 consultation phases of the Statutory Plan process.

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, and

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.

Since 2011, new arrangements have been in place for the establishment of new schools involving the forecasting of demand for school places based on demographic exercises carried out by the department. 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.

These new arrangements also give an opportunity to patrons, including DDLETB, to apply for the patronage of new schools. The criteria used in deciding on the patronage of new schools place a particular emphasis on parental preference and language preferences and an analysis of existing provision in the areas where the schools are being established. This approach is underpinned by a 2011 Government decision.

The Department also engages with patrons, including DDLETB, to align education planning with regional demographic trends in rapidly growing areas, where necessary.

The Department will continue to liaise with all Dublin Local Authorities in respect of their current Development Plans and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across the Dublin city and county area.