Following engagements yesterday by Fórsa with the Dáil Joint Committee for Education and Youth, the guidance on how SNA reviews will be conducted will be clarified.
The NCSE and the Department confirmed in evidence to the Committee that they will be writing to schools to clarify that:
- There is to be no change or narrowing of the criteria for SNA supports being provided to students. The provisions of the 2014 Circular on the role of the SNA have not changed nor have the criteria for granting SNA support.
- SNA allocations to Special Classes will not be affected by any reviews. Schools will not be required to transfer SNAs from Mainstream classes in order to maintain staffing in Special Classes.
- Schools will be able to request additional resources after the 14th October next if pressing needs are identified.
The NCSE stated that some 1,400 school reviews had taken place over the last 12 months, a statistic that demonstrates the need for considerable additional SNA posts to be funded within the forthcoming Budget. Fórsa is not aware of any reductions in Mainstream SNA allocations taking place following a request for an exceptional review nor have posts been lost as a consequence of a routine school review. The agreement reached on implementing a redeployment scheme for the commencement of the 2026 School year provides a robust system to ensure that should any problems arise SNAs will be transferred to alternative posts in the same way that teachers can avail of redeployment.
In evidence to the Committee, Fórsa highlighted the need to complete the SNA Workforce Development Plan in a matter of weeks to provide the much needed clarity on the future role of SNAs in our Schools. The Department of Education and Youth confirmed that a new SNA Circular will be issued once discussions are concluded. The Fórsa position on those discussions is very clear, whilst SNAs provide critical support in meeting significant care needs, it is high time that every aspect of the role was recognised including the contribution to supporting learning and development as well as emotional and behavioural support for students.
Further updates will issue as those discussions come to a conclusion.
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