Written Answers Nos. 321-340
321. Deputy Ruairí Ó Murchú asked the Minister for Education and Youth the number and location of secondary schools that are awaiting a formal lease agreement to be finalised after their management was taken over by State-run entities such as ETBs from the Catholic church; and if she will make a statement on the matter. [47089/26]
Amharc ar fhreagraIn relation to the information requested, the transfer of school management from Catholic patrons to Education and Training Board (ETB) patronage generally takes place at primary level rather than at post-primary level.
All schools operating on land owned by the Department of Education and Youth are subject to a formal lease agreement between the school’s patron and the Minister for Education and Youth. The Chief State Solicitor’s Office, acting on behalf of the Department, engages with the legal representatives of each patron to negotiate and execute these lease agreements.
322. Deputy Roderic O'Gorman asked the Minister for Education and Youth for an update on the progress in undertaking a rebuild of three schools (details supplied) in Dublin 7; and if she will make a statement on the matter. [47136/26]
Amharc ar fhreagraThe joint major building project for the schools referred to by the Deputy is currently at Stage 2(a) of Architectural Planning - Developed Design - which is a crucial element of the architectural planning process as it is at this stage that the design is developed to a stage where it can be fully cost planned and prepared to lodge for statutory approvals.
The Addendum Stage 2a report is under review by department officials and upon completion of that review a date for the Stage 2a stakeholders meeting will be scheduled.
As part of the Stage 2a process and Addendum report review decant solutions must be considered.
Department officials visited the schools on Friday 27th March 2026 and discussed potential options for a decant solution with the school authorities.
These options are currently being explored further and department officials met again with the school authorities and design team lead on 18th June 2026.
Department officials will continue to engage and update the school authorities of progress on the decant solution.
Since 2020, my department has invested over €6.9 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation. This investment has delivered real benefits for school communities.
A total capital allocation of €7.55 billion for the Department of Education and Youth has been confirmed for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
As part of the NDP Implementation Plan for the education and youth sector, a first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. Prioritisation will continue to identify further tranches of projects to proceed to tender and construction over the NDP period, with stakeholder consultation to commence in June 2026.
Our NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs.
I would like to advise the Deputy, over this period, my Department has provided €1906.47 million in capital funding for Dublin schools.
Over this period, a total of 261 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation.
20 school projects to go to tender or construction in 2026 and 2027 were included in the NDP Implementation Plan.
There are currently 54 school projects in Dublin under construction.
This summer, 53 schools?are approved to?undergo works as part of the Climate Action Summer Works Scheme.
In addition, since 2020 a total of 536 special classes have been sanctioned in Dublin, of which 135 were sanctioned for September 2026.
323. Deputy Aindrias Moynihan asked the Minister for Education and Youth to advance a school building (details supplied); and if she will make a statement on the matter. [47137/26]
Amharc ar fhreagraI am pleased to inform the Deputy a project comprising of one music room, one construction room & prep area, and one home economics room has been devolved for delivery to the school authority.
Following the review of the Stage 1/2a Report, comments and observations were issued to the school for incorporation into the project. Subject to these amendments, the project was approved to progress to Stage 2b (Planning).
The Stage 2b report received by the Department is currently under review from a technical and cost perspective. All school building projects, including this one, will undergo the necessary due diligence outlined in the Infrastructure Guidelines. Managing timing, scope, and cost is crucial to ensuring that the overall school building programme remains within the funding parameters.
The project at the school in question forms part of this overall pipeline of school building projects that will continue to be managed in line with available NDP funding.
324. Deputy Barry Heneghan asked the Minister for Education and Youth the extent to which her Department engages directly with schools regarding their DEIS status; the mechanisms through which such engagement takes place; and if she will make a statement on the matter. [47153/26]
Amharc ar fhreagraAddressing educational disadvantage in all schools remains a key priority for me as Minister for Education and Youth.
My department engages regularly with schools and education stakeholders on a wide range of matters relating to educational disadvantage, including the DEIS programme and the implementation of the DEIS Strategy to 2035. This engagement takes place through a variety of channels, including direct engagement with schools, education stakeholders and representative bodies.
As part of the development of the new DEIS Strategy to 2035, my department established a DEIS Advisory Group and DEIS Plus Design Group. The department engaged with these groups regularly during the development of the strategy and continues to engage with them to support its implementation.
The DEIS Strategy to 2035 is the first long-term, whole-system approach to addressing educational disadvantage. This strategy recognises education as central to breaking cycles of disadvantage, expanding opportunity, and ensuring long-term security. It sets out a more flexible model of support, so that resources are aligned with each school's level of need as it changes over time.
Over 700 schools benefitted from the new DEIS Strategy to 2035 and the DEIS Plus scheme. Schools receiving additional supports under the new strategy were informed by email from the department on the morning that the DEIS Strategy to 2035 and the DEIS Plus scheme were announced. These additional supports vary from school to school depending on the level of concentrated disadvantage but may include an increase in the DEIS grant, increased access to HSCL, access to the HSCL pilot programme and/or inclusion in the DEIS Plus scheme.
Copies of the DEIS Strategy to 2035, its first Implementation Plan 2026-2028, and the DEIS Plus Scheme, as well as detailed papers on the identification models for both the DEIS programme and DEIS Plus are available on gov.ie/DEIS.
My department will continue to actively engage with school communities and education stakeholders regarding the implementation of the DEIS Strategy to 2035 and the range of supports which are available to schools serving children and young people at risk of experiencing educational disadvantage.
325. Deputy Barry Heneghan asked the Minister for Education and Youth the process used by her Department to assess schools for inclusion in the DEIS programme and DEIS Plus programme; the criteria applied as part of that assessment; and if she will make a statement on the matter. [47154/26]
Amharc ar fhreagraAddressing educational disadvantage in all schools is a key priority for me as Minister for Education and Youth. The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage. Schools that were included in the most recent expansion of the programme in 2022 were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model. This identification model is a statistic-based, objective approach that accounted for the breadth and severity of disadvantage through the application of a weighted process. It also took into consideration the significant educational disadvantage experienced by Traveller and Roma learners and of students residing in direct provision or emergency homeless accommodation. Schools were not required to apply for inclusion in the DEIS programme, and the model was applied fairly and equally to all schools. A detailed paper on the refined DEIS identification model is available on gov.ie.
The new DEIS Plus scheme, which will commence this year and was launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of DEIS. DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of schools with the highest concentrations of children and young people at risk of educational disadvantage.
As part of the DEIS Plus identification process, the DEIS Plus identification model was applied nationally to DEIS Urban Band 1 primary schools and DEIS post-primary schools. Using this model, schools were identified for inclusion in the DEIS Plus scheme through an objective and data-based approach that applies nationally available indicators consistently across all schools. The identification model is underpinned by a range of administrative data on every child and young person enrolled in primary and post-primary school. A detailed paper on the DEIS Plus identification model is available on gov.ie.
The DEIS Strategy to 2035 is the first long-term, whole-system approach to addressing educational disadvantage. This strategy recognises education as central to breaking cycles of disadvantage, expanding opportunity, and ensuring long-term security. It sets out a more flexible model of support, so that resources are aligned with each school’s level of need as it changes over time.
The strategy also acknowledges that students at risk of educational disadvantage are present in all schools. It therefore focuses on improving outcomes, encouraging innovation, and ensuring schools can access the right supports when needed. The DEIS Strategy to 2035 sets out actions under Strategic Objective 2.2 to develop an agile resource allocation model to support children and young people at risk of educational disadvantage in all primary and post-primary schools.
326. Deputy Eoghan Kenny asked the Minister for Education and Youth the number of meetings held with special needs assistants and their representative organisations during the development of the SNA workforce development plan; whether direct consultation took place with frontline SNAs; and if she will provide details of the consultation process. [47165/26]
Amharc ar fhreagraMy department published the first Special Needs Assistant (SNA) Workforce Development Plan (the Plan) and a number of associated policy documents on the 3 June 2026.
The SNA workforce has grown significantly in recent years and now comprises almost 25,000 staff across primary, post-primary and special schools. Built around five strategic pillars, the Plan recognises the vital contribution SNAs make to supporting children and young people with additional educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities.
The Plan has been developed in close consultation and collaboration with stakeholders including SNAs. The Plan was supported by five separate working groups comprising a wide range of stakeholders which met on 55 occasions, providing input from a number of perspectives. These stakeholders include frontline SNAs, school management bodies, Fórsa (the recognised trade union which represents SNAs), the National Parents Council, the Children’s Rights Alliance and HSE.
A SNA Stakeholder Group was also established with eight frontline SNAs from various education settings. This group met 5 times with my department to provide feedback on proposals.
In preparation for the Plan my department conducted focus groups with 310 frontline SNAs. The SNA Learning and Development Focus Group Report includes findings and recommendations and is available on www.gov.ie.
In December 2024 my department convened webinars to provide an update on progress on the Plan which were attended by 1,065 frontline SNAs.
A national survey of SNAs was also completed to ensure all SNAs were given the opportunity to input to the development of the Plan. More than 13,000 SNAs responded to the survey providing valuable information on which to base policy decisions. The report on the survey is available on www.gov.ie.
In September 2024 Minister Naughton met with 14 frontline SNAs to discuss issues around their role and duties and in March 2026 Minister Naughton and I met with 23 frontline SNAs to discuss progress on the Plan. These engagements are in addition to the many SNAs and other staff and students we meet in the course of our work.
As part of broader consultation on the Plan my department also conducted focus groups with principals and deputy principals, and with teachers. A consultation with children and young people on the role of SNA also provided valuable input. Reports with findings and recommendations from these research initiatives are available on www.gov.ie and on the SNA information hub.
In addition, my department conducted several bilateral meetings with stakeholders including 12 with Fórsa, the trade union representing SNAs.
In addition, I meet SNAs at various engagements over the course of my work, such as school visits, conferences, launches, meetings and so on. Such engagements allow for opportunities to discuss issues facing SNAs in their work and how best we can all work together to ensure SNAs are fully supported and empowered in their important role.
All this research, meetings and consultation with SNAs and other stakeholders fed into decision making and directly influenced the final text of the Plan and associated published documents.
I am pleased that the Plan and the associated documents have now been published and I look forward to working with SNAs, schools and stakeholders to implement the actions set out in the Plan.
327. Deputy Eoghan Kenny asked the Minister for Education and Youth the considerations given to the importance of continuity of relationships between special needs assistants and pupils with additional educational needs when developing the proposed allocation and redeployment arrangements; and if she will make a statement on the matter. [47166/26]
Amharc ar fhreagraSNAs play a vital role in providing additional support which is focused on the development of students’ independence to help them learn, develop and reach their full potential.
Circular 0032/2026 The Role of Special Needs Assistants (www.gov.ie/en/department-of-education/circulars/the-role-of-special-needs-assistants-in-recognised-primary-post-primary-and-special-schools/) which was published by my department on 3 June 2026 and developed in close consultation with stakeholders provides for revised arrangements from the coming school year 2026/2027. Supported by an accompanying Guidance Document (https://assets.gov.ie/static/documents/dd6bdf99/Guidance_on_the_Role_of_the_SNA_EV.pdf), it emphasises the important role that SNAs play as members of the whole school community that works together to create and maintain a positive, productive, safe and inclusive learning environment for all students.
The NCSE SNA Review is a thorough review of each school's care needs. It makes sure schools have the right SNA support to support students' care needs, attendance and participation in school. It also considers appropriate student independence targets with goals suited to their age. Circular 0032/2026 makes it clear, that as part of whole school planning, schools should encourage and empower students to take on manageable tasks and build their confidence and self-esteem.
NCSE SNA Review Guidelines for Schools (https://ncseproductionsa.blob.core.windows.net/assets/2026/06/08402-NCSE-Guideline-for-Schools-for-the-Review-of-SNA-Allocations-2026-27-Proof12.pdf) explain how the reviews will work for school patrons, boards, leaders and staff. The level of SNA support allocated to a school by the NCSE may change from time to time either increasing or decreasing in line with identified needs. When these changes arise, experienced SNAs will now have the opportunity to be retained in the education system for the benefit of students and schools.
Circular 0022/2026 (www.gov.ie/en/department-of-education/circulars/sna-redeployment-scheme/) provides for a SNA Redeployment Scheme which supports the objective of the equitable allocation of SNA support to schools based on identified needs. It ensures that the SNA workforce can respond to changing needs and ensures that eligible SNAs are retained in schools, maintaining capacity in the workforce and enhancing the service provided to students and schools
The SNA Redeployment Scheme facilitates experienced SNAs to stay in the education sector ensuring they can continue to build on and share their skills and experience with other SNAs, students and school communities. It ensures that the SNA workforce is flexible and, in a position to respond to emerging needs.
The SNA Redeployment Scheme has been designed and established with the best interests of students as the key priority.
328. Deputy Eoghan Kenny asked the Minister for Education and Youth if her Department has undertaken an assessment of recruitment and retention challenges within the special needs assistant workforce; whether the proposed circular is expected to improve retention rates; and if she will make a statement on the matter. [47167/26]
Amharc ar fhreagraOur education system does not have a difficulty with recruitment or retention when it comes to SNAs. Available data and stakeholder feedback indicates SNA courses continue to attract students, schools can fill vacant SNA posts, candidates are coming forward and SNAs are choosing to remain in their roles. Analysis conducted by my department shows that churn rates remain consistently low, averaging 3.8% in primary schools and 5% in post-primary settings, with an overall churn rate of 4% across the workforce. These figures compare favourably with national benchmarks and are significantly lower than churn levels recorded in other sectors of the labour market.
You may be aware that my department recently published the first ever Special Needs Assistant (SNA) Workforce Development Plan.
The SNA workforce has grown significantly in recent years and now includes almost 25,000 staff across primary, post-primary and special schools. Built around five strategic pillars, the Plan recognises the vital contribution SNAs make to supporting children and young people with additional educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities.
The newly published Circular 0032/2026 on the role of the SNA reflects the evolved role of the SNA and responds to requests for greater clarity on the SNA role. Circulars 0039/2026 and 0040/2026 updates the SNA employment contracts to align with current policy, regulations and legislation. Circular 002/2026 sets out arrangements for an SNA Redeployment Scheme, providing increased job security and ensuring experienced SNAs are retained in the education sector.
Pillar 4 of the SNA Workforce Development Plan sets out a range of measures to support the recruitment, retention and long-term sustainability of the SNA workforce. While recruitment and retention are not a challenge at present my department remains vigilant for any change in the situation.
329. Deputy Eoghan Kenny asked the Minister for Education and Youth if she accepts that special needs assistants are being asked under the proposed SNA workforce development plan to undertake expanded duties, mandatory professional development and increased workplace flexibility without any corresponding commitment to enhanced pay, allowances or career progression opportunities; and if she will make a statement on the matter. [47168/26]
Amharc ar fhreagra333. Deputy Eoghan Kenny asked the Minister for Education and Youth if any consideration was given during the development of the SNA workforce development plan to the introduction of additional remuneration, allowances or incremental payments for special needs assistants in recognition of expanded duties and mandatory professional development requirements; and if she will make a statement on the matter. [47226/26]
Amharc ar fhreagra337. Deputy Eoghan Kenny asked the Minister for Education and Youth whether consideration was given to the introduction of qualification-based increments or allowances for special needs assistants holding level six, level seven, level eight or postgraduate qualifications relevant to their role; and if she will make a statement on the matter. [47230/26]
Amharc ar fhreagra340. Deputy Eoghan Kenny asked the Minister for Education and Youth whether her Department has conducted an equality impact assessment of the SNA workforce development plan; whether such assessment examined the impact on pupils with disabilities and additional educational needs; and if she will publish the findings. [47233/26]
Amharc ar fhreagra341. Deputy Eoghan Kenny asked the Minister for Education and Youth the estimated annual cost of implementing the SNA workforce development plan; the additional funding allocated for training, professional development and implementation supports; and if she will provide a breakdown of these costs. [47234/26]
Amharc ar fhreagraI propose to take Questions Nos. 329, 333, 337, 340 and 341 together.
My department published the first Special Needs Assistant (SNA) Workforce Development Plan (the Plan) and a number of associated policy documents on the 3 June 2026.
The SNA workforce has grown significantly in recent years and now includes almost 25,000 staff across primary, post-primary and special schools. Built around five strategic pillars, the Plan recognises the vital contribution SNAs make to supporting children and young people with additional educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities. Actions in the Plan have been developed with a view to building on existing resources and any additional costs will be addressed through the standard budgetary processes.
The Plan has been developed with due regard to the Public Sector Equality and Human Rights Duty which requires public bodies to actively promote equality, prevent discrimination and protect the rights of those they serve.
The newly published Circular 0032/2026 on the role of the SNA reflects the evolved role of the SNA and responds to requests for greater clarity on the SNA role. Circulars 0039/2026 and 0040/2026 updates the SNA employment contracts to align with current policy, regulations and legislation. Circular 0022/2026 sets out arrangements for an SNA Redeployment Scheme, providing increased job security and ensuring as far as possible experienced SNAs are retained in the education sector.
In respect of pay and allowances, the Government is committed to the delivery of quality public services and continues to approach public service pay in a balanced way that is reasonable and fair to both public servants and to the taxpayer. This has been achieved through a series of national collective agreements, agreed between trade unions and the Government, applying across the public sector.
SNAs are public servants and as such are governed by national pay agreements. Under the Public Service Agreement 2024–2026 (PSA), which has been approved by Government and applies to all public servants, pay increases totalling 9.25% are provided for up to June 2026. These terms were collectively agreed with the Irish Congress of Trade Unions.
The PSA also contains a local bargaining provision under which employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment. The PSA concludes on 30 June 2026.
Additional amendments to teacher and SNA Terms and Conditions, including pay, can only be achieved through engagement and collective bargaining agreements between the Government and the Public Service unions. Such changes can occur only under those processes, and any such proposals would need to be considered in detail by my department, the Department of Public Expenditure Infrastructure Public Service Reform and Digitalisation and the relevant unions.
The current salary scale and structure applicable to Special Needs Assistants (SNAs) is set out in the Department of Education and Youth Circular 0057/2026. Circular 0139/2006 provides for an Incremental Credit Scheme for Special Needs Assistants including awards in respect of previous relevant experience.
I am pleased that the Plan and the associated documents have now been published and I look forward to working with SNAs, schools and stakeholders to implement actions set out in the Plan.
330. Deputy Eoghan Kenny asked the Minister for Education and Youth her plans to deliver school transport for the July provision programme at a school (details supplied); and if she will make a statement on the matter. [47169/26]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth.
School transport services for the Summer Programme 2026 may be available to pupils who normally avail of transport under School Transport Scheme for Children with Special Educational Needs (SEN) during the school year.
All schools who registered for the Summer Programme 2026 and who required SEN transport were asked to submit their details to the School Transport Section. These details are forwarded to Bus Éireann who will endeavour to arrange transport for the required pupils.
There is a facility within the School Transport Scheme for Children with Special Educational Needs for the appointment of a School Transport Escort where a child’s care and safety needs while on school transport are such as to require the support of a School Transport Escort.
The Board of Management/ETB are responsible for the employment of the School Transport Escort. The Department of Education provides grant funding directly to the school for the employment of the School Transport Escort and sets the rate of pay.
Bus Éireann has advised that drivers and vehicles are ready to operate these SEN services for the summer programme 2026.
As the escort is employed by the Board of Management/ETB, they are therefore responsible for all employment related matters relating to the Escort.
If a school transport service cannot be provided due to no service or escort being available, the Department can offer families a Special Transport Grant (STG) for the days that their child attended school.
The school in question has approached the department in relation to supplementary funding required for the employment of additional school bus escorts. Department officials have recently met with the school principal, Board of Management and Patron in this regard and continues to engage with the school directly on the matter.
331. Deputy Eoghan Kenny asked the Minister for Education and Youth the reason for a delay in the sanctioning of home based hours for July provision as opposed to last year; when these hours will be sanctioned; and if she will make a statement on the matter. [47170/26]
Amharc ar fhreagraDetails of the 2026 Summer Programme were communicated to all schools on the 6th May 2026.
All schools have been offered the opportunity to run a school-based programme for children with the most complex special educational needs and those at risk of educational disadvantage.
Where a school does not intend to run a school-based programme or there is no place on the programme for an eligible child, schools were invited to make an application for the home-based programme.
On making an application for the home-based programme, both schools and parents received acknowledgement emails which outlined that decisions regarding a student's placement on the programme would be communicated after the school-based applications had been reviewed. In this respect, it can be confirmed that sanction letters for the home-based programme commenced issuing on the 18th June 2026.
332. Deputy John Brady asked the Minister for Education and Youth the position regarding a new special school at a location (details supplied); the number of places that will be available; the enrolment procedures; if staff have been hired; and if she will make a statement on the matter. [47205/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
There continues to be an increasing need to provide additional special school places to support students with complex needs. To meet this need, sixteen new special schools have been established in recent years, and capacity has been expanded in a number of others. Five of these were established for the 2025/26 school year in counties, Cork, Dublin (2), Monaghan and Tipperary.
Four new special schools were recently announced to be established in Balbriggan, CityWest, Bray and Monasterevin. The Department and the NCSE are working closely with the patron bodies of the four new special schools being established for 2026/27. Dedicated working groups including the Department, the NCSE and relevant patron body continue to meet to support the establishment of the new special schools.
It is expected that details in relation to the admissions process and number of places available at the school referred to by the deputy will be confirmed shortly. The NCSE will continue to advise parents at local level on developments.
A number of recently opened special schools in Dublin are also expanding and are due to offer places very shortly.
When looking to provide additional capacity the department’s preferred option is to increase provision in existing special schools if possible. Where this is not possible in a region, the department and NCSE will consider the need to establish a new special school.
In planning for increased special school places, my department and the NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
Part of the forward planning process as to where new classes, schools or expansion is required looks at how far students are travelling to access an education that meets their needs. This is an important factor which has been incorporated into the decision-making process. Consideration is also given to the information the NCSE hold at local level on the number of children and young people seeking a special school place in a region.
In addition, the NCSE has now sanctioned a total of 575 new special classes in mainstream schools for the next school year. Further new special classes may be confirmed in the coming weeks.
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 achieve their full potential.
334. Deputy Eoghan Kenny asked the Minister for Education and Youth the number of hours of mandatory training and professional development that will be required of special needs assistants under the proposed revised circular; whether these hours will be compensated through additional pay, time off in lieu or other measures; and if she will make a statement on the matter. [47227/26]
Amharc ar fhreagra335. Deputy Eoghan Kenny asked the Minister for Education and Youth whether the requirement for special needs assistants to complete an additional 72 hours outside normal school attendance days was reviewed as part of the SNA workforce development plan; the rationale for retaining this requirement; and if she will make a statement on the matter. [47228/26]
Amharc ar fhreagraMy department published the first Special Needs Assistant (SNA) Workforce Development Plan (the Plan) and a number of associated policy documents on the 3 June 2026.
The SNA workforce has grown significantly in recent years and now includes almost 25,000 staff across primary, post-primary and special schools. Built around five strategic pillars and delivered in close consultation with stakeholders, the Plan recognises the vital contribution SNAs make to supporting children and young people with additional educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities.
The 72 hours working requirement of SNA’s has been in place since 2005, forming part of the SNA contract of employment, as agreed with unions. Under the terms of the standard employment contract agreed in 2005, SNAs were required to be available for a number of days at the start and finish of each school term, not exceeding 12 in total. Under the Public Service (Croke Park) Agreement, it was agreed to convert that requirement to one of 72 hours (pro-rata for part-time SNAs), for use by schools as an additional bank of hours to be utilised and delivered outside of normal school opening hours and/or the normal school year. These arrangements were notified to schools in 2011, in Department Circular 0071/2011.
This additional time outside of classroom hours (up to a maximum of 72 hours per school year) is used to complete training and upskilling as well as planning, reviewing and collaboration with colleagues. It allows SNAs to complete these important tasks without taking away from the time spent supporting students during the school day.
Circular 0032/2026 (https://assets.gov.ie/static/documents/fe9133ae/0032_2026.pdf), which was published by my department on 3 June 2026, provides for revised arrangements from the coming school year 2026/2027. Along with the accompanying Guidance Document (https://assets.gov.ie/static/documents/dd6bdf99/Guidance_on_the_Role_of_the_SNA_EV.pdf) it aims to ensure schools and SNAs are clear on the purpose and appropriate use of this time and to mitigate against any misuse Under the new circular the additional hours are broken down into:
- School Community Time (maximum 36 hours) to include student support planning and review,
and
- Learning and Development Time (maximum 36 hours) to include training and upskilling for SNAs.
Duties carried out and recorded as School Community Time must be appropriate to the SNA role and similarly, any training recorded under the Learning and Development Time must be relevant to the SNA role and duties.
It is intended that the Learning and Development Programme proposed under pillar 3 of the Plan will strengthen SNA service delivery by providing equitable access to appropriate, legitimate opportunities for training and development, to ensure that SNAs are equipped to meet the complex needs of students in their care in an evolving educational environment.
I am pleased that the Plan and the associated documents have now been published and I look forward to working with SNAs, schools and stakeholders to implement the actions set out in the Plan.
Details on the Plan and the associated published documents are available on www.gov.ie at Special Needs Assistant (SNA) Workforce Development Plan: www.gov.ie/en/department-of-education/campaigns/special-needs-assistant-sna-workforce-development-plan/.
336. Deputy Eoghan Kenny asked the Minister for Education and Youth the number of special needs assistants redeployed between schools in each of the past five school years; the number anticipated to be redeployed under the new allocation model; her views on the impact of redeployment on continuity of support for children with additional educational needs.; and if she will make a statement on the matter. [47229/26]
Amharc ar fhreagraYou may be aware that my department published the first ever Special Needs Assistant (SNA) Workforce Development Plan (the Plan), a landmark roadmap for the future development.
Built around five strategic pillars, the Plan recognises the vital contribution SNAs make to supporting children and young people with additional educational needs and enabling their full participation in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities.
The Plan was developed following extensive engagement and consultation with stakeholders across the education sector and sets out high level objectives and policy developments under five key pillars.
I. Review and development of the SNA role.
II. Establishment of a quality framework.
III. Establishment of an SNA learning and development programme.
IV. Supporting SNA recruitment, retention and diversity.
V. Development of a communications strategy.
In addition, the Plan includes the following key outputs:
I. A new circular on the role of the SNA developed in collaboration with stakeholders including SNAs, school management bodies and Fórsa, the trade union representing SNAs.
II. An SNA Redeployment Scheme.
III. A review of the SNA employment contract.
The SNA Redeployment Scheme will be operated by the National Council for Special Education (NCSE) supported by the Department of Education and Youth. Until now there was no formal redeployment scheme in place where SNAs who are surplus posts can be redeployed to another school with a vacant post.
Eligible SNAs will be identified for redeployment and offered positions during the active period in the 26/27 school year and those SNAs who accept an offer will commence their new employment in September 2027.
The SNA Redeployment Scheme builds on the existing supplementary assignment arrangements (SAA) set out in DEY Circular 44/2026.
I would like to confirm that no more than one SNA will be redeployed from any one school in any single year. This approach reflects the feedback that my department received from SNAs, from parents, and school communities regarding the potential for sudden or significant changes in staffing levels following future reviews.
The SNA Workforce Development Plan aims to ensure that the SNA workforce is in a position to respond to emerging and changing needs to facilitate the best outcomes for students with special educational needs. The redeployment scheme will play an important role in this, helping experienced SNAs to continue supporting children and young people as needs change.
The SNA Redeployment Scheme strengthens support for students and schools. It facilitates experienced SNAs to stay in the education sector ensuring they can continue to build on and share their skills and experience with other SNAs, students and school communities.
These measures will support and enhance the path towards inclusion in our schools. It is envisaged that the redeployment of SNAs will maintain capacity in the workforce thereby generating the potential for better outcomes for students with special educational needs.
Further updates, including more information on the SNA Workforce Development Plan can be found here: www.gov.ie/en/department-of-education/campaigns/special-needs-assistant-sna-workforce-development-plan/, and on the SNA Information Hub on gov.ie: www.gov.ie/en/department-of-education/publications/special-needs-assistant-sna-information-hub/.
338. Deputy Eoghan Kenny asked the Minister for Education and Youth the assessment undertaken of the impact of the proposed SNA allocation model on small primary schools with a single SNA post; and the mechanisms available where additional needs arise during the school year. [47231/26]
Amharc ar fhreagra339. Deputy Eoghan Kenny asked the Minister for Education and Youth the way in which the revised SNA allocation model will ensure that autistic and other neurodivergent pupils whose needs relate primarily to communication, emotional regulation, social interaction or school attendance can access appropriate support; and if she will make a statement on the matter. [47232/26]
Amharc ar fhreagraI propose to take Questions Nos. 338 and 339 together.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided. The number of special needs assistants (SNAs) allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.
SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential. It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.
As I outlined recently there will be no reductions to special needs assistants for the next school year 2026/27.
The SNA Allocation Circular for 2026/27 school year was published on the 3rd of June 2026 and is available on gov.ie.
The circular outlines the following:
• Where a school has an existing SNA allocation and a SNA review identifies a surplus in that school, that school’s allocation will not be reduced below one SNA post.
• In cases where the NCSE identify a substantial change in the care need profile of any given school any proposed reduction will be limited to a maximum of 1 SNA post. This will allow school leadership to make a seamless/gradual adjustment to the deployment of SNA support in the school in line with the student support planning process.
In addition, the NCSE will maintain close contact with the school leadership from the start of the 2027/28 school year to ensure that the change has not impacted pupils.
All schools reviewed by the NCSE or where a school submitted an appeal, since February 2026, have been contacted directly by the NCSE with the outcome by the 4 June.
The NCSE have published details of the SNA review process for 2026/27 on their website: www.ncse.ie/school-leaders/guidelines-and-applications/sna-review/.
If a school has a concern with either their SNA allocation for the 2026/27 school year or the outcome of a SNA review/appeal, they should discuss the matter with their NCSE Special Education Needs Organiser (SENO).
On the 3 June, my department published the first ever SNA Workforce Development Plan, a landmark in the roadmap for the development of special education.
Built around five strategic pillars, the Plan recognises the vital contribution SNAs make to supporting children and young people with special educational needs to facilitate their attendance, participation and inclusion in school life. It sets out a clear framework to strengthen and support SNAs through enhanced professional development, greater role clarity, workforce sustainability measures and stronger collaboration across school communities.
Further updates, including more information on the SNA Workforce Development Plan can be found here: www.gov.ie/en/department-of-education/campaigns/special-needs-assistant-sna-workforce-development-plan/, and on the Special Needs Assistant (SNA) Information Hub on gov.ie: www.gov.ie/en/department-of-education/publications/special-needs-assistant-sna-information-hub/.
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 achieve their full potential.
