Barry Heneghan (Dublin Bay North, Independent)
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223. To ask the Minister for Education and Skills if he would examine the delays in implementing the new model of front-loading SNA support which was announced back in 2020; the reason it has not been implemented; and if she will make a statement on the matter. [7119/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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As you are aware enabling children with special educational needs to receive an education is a priority for government. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.

Special needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into schools. They help ensure that these students can access an education to enable them to achieve their best outcomes and reach their full potential.

SNAs are allocated to schools as a school-based resource. Principals/board of managements deploy SNAs within schools to meet the care support requirements of the children enrolled whom SNA support has been allocated. This provides schools flexibility in how the SNA support is utilised.

A school can apply to the NCSE for a review of its SNA allocation if it is believed insufficient to support the care needs identified.

The Special Education Teaching (SET) Allocation Model introduced in 2017 was intended to form the basis of an SNA front loading model, however this has not been possible. The data which informs how learning needs can be met through the SET Allocation Model is not suitable to indicate the care needs of children in a school, using it would lead to SNA resources being incorrectly deployed.

In the last two years, the NCSE has been working with schools to address additional care needs that arise by means of the exceptional review process. This process involves detailed analysis of the care needs in individual schools and ensures that the correct resources are applied to children who need them. At present, this process is the best approach to assist schools in supporting vital care needs.

Work will continue until a successful model is ready to introduce. Further work is being undertaken as highlighted above in tandem with the review of SET, which will support our thinking as how best SNA resources can also be managed. It is important that any allocation process is based on care needs rather than educational ability. My department is fully committed to establishing an SNA model of allocation that is fully cognisant of matching SNA resources with the care needs of those children who require this support.