Jen Cummins (Dublin South Central, Social Democrats)
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437. To ask the Minister for Education and Skills the number of SNAs employed in the education system, in tabular form. [16566/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.

By the end of the year there will be over 20,800 special educational teachers and 23,400 special needs assistants (SNAs) in our mainstream classes, special classes and special schools. This will mean we will have over 44,000 teachers and SNAs working in our education system committed to supporting and nurturing children with special educational needs, enabling them to achieve their best outcomes and reach their full potential.

Allocations of special education teaching (SET) posts for the next school year have recently been provided to schools and SNA allocations will be confirmed by the NCSE to schools in the coming weeks.

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. It is important to remember that when the NCSE allocates a SNA post, the board of management as the employer, is responsible for filling the vacancy. The decision on whether to employ a full time SNA to fill a full-time post or to employ an equivalent number of part time SNAs rests with the employer.

We have been steadily building on the number of SNAs in our education system. At the end of the 2024 school year there was over 22,000 SNAs in schools. Budget 2025 provides for an additional 1,600 SNA posts nationwide. This is the highest ever annual increase.

The NCSE continue to prioritise the full allocation of the additional 1,600 SNAs to schools, including to support up to 400 new special classes and 300 new special school places for this September to ensure that those children with the highest level of need get the highest level of support.

If a school feels like it has insufficient SNA support to meet the needs of its students an application can be submitted to the NCSE requesting a review of its allocation. Detailed information on the NCSE's SNA review process is published on the NCSE's website. Each case is individually assessed and is based on the student profile of each school.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

Jen Cummins (Dublin South Central, Social Democrats)
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438. To ask the Minister for Education and Skills the educational qualifications needed to become an SNA; whether this should be adjusted to reflect the experience and expertise needed to fully support the children and young people they work with; and if she will make a statement on the matter. [16567/25]

Michael Moynihan (Cork North-West, Fianna Fail)
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I would like to thank the Deputy for his question and assure him that I very much value the vital role that the almost 23,000 special needs assistants (SNAs) play in the successful inclusion of students with additional and significant care needs in our schools. SNAs ensure that these students can access education to enable them to achieve their best outcomes and reach their full potential.

My department is currently advancing work on the first SNA Workforce Development Plan. The plan, which is scheduled for completion by September 2025, aims to bring clarity and direction to the SNA service through policy developments in five key areas:

• Pillar 1: Review and Development of the SNA Role
• Pillar 2: Establish a Quality Framework
• Pillar 3: Establish a SNA Learning and Development Programme
• Pillar 4: Supporting SNA Recruitment, Retention, and Diversity
• Pillar 5: Devising a Communications Strategy

It is intended that the Learning and Development Programme being developed under pillar 3 of the plan will improve SNA service delivery by providing access to appropriate, legitimate and convenient opportunities for upskilling and reskilling to help SNAs learn and adapt in the ever-changing educational environment.

Circular 0051/2019 – Recruitment and Appointment Procedures for Special Needs Assistants (SNAs) at www.gov.ie/en/circular/cb26b4-recruitment-and-appointment-procedures-for-special-needs-assistants-/ which is also being reviewed under the plan, sets out the current minimum educational requirements for appointment to the post of SNA i.e. a level 3 qualification on the National Framework of Qualifications or a minimum of three grade Ds in the Junior Certificate, or equivalent. The working group under pillar 3 of the plan is also looking at the current minimum educational requirement for entry to the SNA role and determining what changes may be required to this.

Separately, following a recent procurement process for the continued provision of the SNA National Training Programme, a contract has been awarded to the successful tenderer,Atlantic Technological University (ATU). The course will be jointly offered between the School of Education and the School of Nursing, Health Sciences and Disability Studies at ATU St Angela’s College in Sligo.

Approximately 2,962 SNAs have completed the National Training Programme to date, with 881 SNAs currently completing the course for the 2024/2025 academic year. Feedback from students who have completed the course has been overwhelmingly positive. My department fully covers the course fees for SNAs currently employed in recognised schools (primary, post-primary and special).

While most of the course remains online, from September 2025 it will include practical training sessions delivered in-person at regional locations, fostering communities of practice among SNAs.

I am pleased that work is progressing on the SNA Workforce Development Plan which will provide recommendations and strategies to deliver an enhanced SNA service to children and young people with additional care needs in our schools.