Donnchadh Ó Laoghaire (Cork South Central, Sinn Fein)
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98. To ask the Minister for Education and Skills if she will establish an expert review group to examine the minimum qualifications of SNAs and issue recommendations on same; if she will delay any contract negotiations until this review has taken place; and if she will make a statement on the matter. [13482/22]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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Special Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life.  This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018. 

The Review made a number of recommendations regarding SNAs including the training needs of SNAs.  In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment.  The NCSE also recommended that training tailored to the complex needs of some students would also be provided. 

The policy advice has been considered by my Department. It was decided that priority would be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role. 

The first national training programme for SNAs is now in place and it aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by the Department and delivered at no cost to the SNA. 

As this is the first programme, it is appropriate to take the time to review outcomes and this will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.

Raising the minimum qualification for appointment as a special needs assistant has been raised by the FORSA union and has been referred to the Workplace Relations Commission.  My Department is engaging in that process.

The recruitment and appointment of Special Needs Assistants is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.

However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the position. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is of the view that the forthcoming review of the SNA contract should be carried out and implemented first.

I am satisfied that the approach outlined fully recognises the important place of SNAs in our schools.  The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.

Joe Flaherty (Longford-Westmeath, Fianna Fail)
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99. To ask the Minister for Education and Skills the details of the supports provided under the Summer Programme for 2022; and if she will make a statement on the matter. [13501/22]

Josepha Madigan (Dublin Rathdown, Fine Gael)
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My Department ran an expanded summer education programme for Summer 2021, as a response to the COVID-19 pandemic.

Under this expansion, students with complex special educational needs and those at greatest risk of educational disadvantage had access to an enhanced summer programme of education. The total funding available to provide the programme was €40 million, which was a one hundred per cent increase on the allocation for summer provision in 2020.

The programme’s aims were to support pupils to re-engage with education, to build their confidence and increase their motivation, promote wellbeing and for some who are at key transition stages, help to ensure they could move on to their planned educational placement for the start of the next school year along with their peers.

For the first time ever, all schools (primary and-post primary) were encouraged to provide summer programmes and the eligibility criteria was extended to include post-primary children with complex needs and children at risk of educational disadvantage. Prior to this expansion, summer programmes were only available to special schools and pupils in special classes in primary schools and in DEIS schools. This resulted in 945 schools participating in the overall programme, a rise of 72% over 2021. 24,656 pupils participated in the 2021 school-based programme, an increase of 85% over 2020.

A home-based summer programme continued to be available for children with complex needs where their schools are not providing a school based programme. A total of 13,321 students availed of the home-based programme, an increase of 35% on 2020.

Overall, 37,977 pupils participated in the 2021 summer programme across both home and school-based elements, which represented an increase of 65% on participation in the 2020 programme.

Planning work for the 2022 summer programme is ongoing and my Department will be consulting with education partners in the coming weeks.