Ms Áine Lynch:

I thank the committee for this opportunity. The role of the SNA is clearly defined in the Department's circular 0030/2014. Under its terms, the NPC considers that the SNA scheme is effective in meeting the needs of children who have specific care needs. It supports children who have care needs that could not ordinarily be fully met by a teacher to access school placement. The NPC believes that the scheme has contributed significantly to the enhancement of students' experiences in school.

Notwithstanding this, however, the role of the SNA in the school needs to be more closely observed. Despite the clarity provided by the recent circular, parents continue to report that SNAs often engage in extended functions outside of those provided for. The NPC agrees with the value for money report that the "weight of educational research considers that the delegation of educational instruction to support staff is inappropriate and would represent an unacceptable departure from the role". Children with special educational needs require the most specialised and skilled professionals to support them in accessing the curriculum.

While the SNA entry requirements are, in the main, appropriate for the role as set out in the circular, they are not appropriate for the extended functions in which SNAs may be engaging. In addition to such extended functions, certain aspects of the role of the SNA as defined in the circular need further consideration in terms of SNAs' suitability to carry out their functions. Specifically, the NPC refers to section 7 of the circular on SNA support for pupils with behaviour-related care needs, which states:

The care role of the SNA, in instances where SNA support is sanctioned to assist with behavioural related care needs, is concerned with assisting the teacher to meet the care needs of the child by:- preserving the safety of the pupil and others with whom the pupil is in contact

- assisting to ensure the prevention of self injurious or destructive behaviour

- reinforcing good behaviour on the child's part and acting as a positive role model for the child

- assisting with recording data in relation to pupil behaviour and behavioural development

The skill and training required for the first two bullet points in particular of the SNA's role in terms of a child's behaviour-related care needs are significant and would require specific training. As is the case for SNA support for children with visual and hearing impairments, schools that require SNAs to work with children with behaviour-related care needs must ensure that they are equipped with the skills necessary to support the particular needs of those children.

The NPC believes that the allocation of SNA support should be clearly linked to an individualised care plan which has been prepared for the child and this is now clearly set out in Circular 0030/2014. This plan should be prepared in consultation with the parents of the child concerned, the child, where possible, and everyone who works with the child in the school and other environments. The plan would clearly identify the care needs of the child and how these needs would be met while ensuring that at all times a focus is maintained on the development of a child’s independence skills. The aim should be that as the child becomes more independent the need for SNA support reduces. The plan should reflect this and proactive steps should be taken to reach this goal. This aim, along with all other aims, should be communicated clearly to parents and the child. The level of need should be monitored regularly.

The NPC is concerned that an over-dependence on SNA support can lead to social isolation of children, as the presence of an adult can create a barrier and so make normal interaction more difficult. We would suggest that other types of support, including peer support, be examined further at school level. There is some evidence to suggest that peer support can have a positive impact on students' behaviour and can lead to a reduction in the need for SNA support.

The NPC believes that there should be an accredited compulsory basic training course for all SNAs. SNAs are often supporting the most vulnerable children within the school and basic training regarding understanding children’s needs, communication skills and basic child protection knowledge should be included in a short initial training course. The mere fact that the SNA is working under the supervision and guidance of the classroom teacher will not ensure they are able to effectively carry out their duties.

The NPC believes that parents should have support and information about the different resources available for their child in the education system and the function of each support. Parents often get caught in a fight for any resource rather than a fight for the right resource due to lack of information on their child’s needs and how these needs should effectively be met. The NPC also believes that special needs assistants are effective in supporting children with specific care needs to access mainstream schools. We are concerned that their remit has been extended beyond this to include an educational role. We believe that the best educational outcomes and overall experience of school for children with SEN would be achieved by children having their identified needs met by appropriate professionals.