Ken O'Flynn (Cork North-Central, Independent Ireland Party)
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1059. To ask the Minister for Education and Skills in view of the CSO showing Ireland’s population reached 5.38 million, driven by net migration of 79,300 in a single year, the specific school places that will be delivered by the Government in 2026 to keep pace with this surge. [47966/25]

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

My 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, my 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

My 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.

Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:

o Utilising existing unused capacity within a school or schools,

o Extending the capacity of a school or schools,

o Provision of a new school or schools.

If additional accommodation is required, the aim is 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 policy in relation to compact growth, as set out in the National Planning Framework.

Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects.? Government support for this investment, including by way of supplementary capital funding, has delivered real benefits for school communities.? A recent Government decision has approved €210m supplementary capital funding for my department which brings the total capital allocation for 2025 for my department to €1.6 billion.

Primary school enrolments at national level have been in decline for a number of years and this downward demographic trend is also now apparent at first year post primary level. There are, however continued pressures in some areas where there is high demand with continued population growth and housing development driving the need for additional school places.

In that context my Department has put in place a number of measures to support post-primary schools in managing and coordinating their admissions processes including enhancements to the IT systems for registering enrolments so that duplicate acceptances of admission offers are effectively known in real-time at school level, and continuing the data-sharing arrangements with schools in areas of enrolment pressure. The sharing of this data has been very effective in the identification and addressing of school place requirements. The Department’s priority is to ensure that schools in an area can, between them, meet local school place requirements.

The annual enrolment process for new Junior Infants at primary and new First Years at post-primary is a very large-scale operation that is transacted at close to 4,000 schools across the country, involving some 140,000 pupils. My department works with schools, patrons, and management bodies to ensure that there are sufficient school places available to meet the needs of children. In order to assist with the enrolment of children without a school place, the Department shares information on available capacity with the Tusla's Education Welfare Service. The Educational Welfare Services of the Child and Family Agency, Tusla, is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers. Contact details are available on Tusla’s website.