Written Answers Nos. 329-348
329. Deputy Eoghan Kenny asked the Minister for Education and Youth the reason home based July provision has been denied for a child (details supplied); the status of the appeal; and if she will make a statement on the matter. [50860/26]
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.
Department officials have confirmed that they have liaised directly with the school and with the family concerned and that this matter has been resolved.
330. Deputy Sorca Clarke asked the Minister for Education and Youth the measures in place to ensure full wheelchair accessibility in all primary and post-primary schools; the number of schools not fully compliant with accessibility standards; the supports available for schools requiring infrastructural upgrades to improve access for wheelchair users; and if she will make a statement on the matter. [50861/26]
Amharc ar fhreagraMy department publishes guidance on Universal Access in its School Design Guidance for new primary and post-primary schools and accommodation for pupils with special education needs on the Department’s website. This is available on gov.ie at School Building Design Guidance.
All new school buildings and extensions to schools funded by my department must be designed to cater for persons with varying ranges of physical ability and they must not be disadvantaged by design limitations. Access for All should be provided in all new building works and shall be in accordance with the Building Regulations Part M Access & Use. The criteria set out in the current publications of the National Disability Authority should also be considered in all cases.
All new school projects must be designed and constructed in accordance the Building Regulations Technical Guidance Document Part M – Access & Use and with a granted Disability Access Certificate (DAC), which is a statutory approval. The completed school building project is certified on completion by the Assigned Certifier & Builder as in compliance with the Building Control (Amendment) Regulations.
It is a matter for individual school authorities to ensure compliance of existing school accommodation with statutory requirements and the department does not compile comprehensive data in this regard. As the Deputy may be aware, it is open to school authorities to apply for funding under the Emergency Works Scheme (EWS) to address unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. Details of the scheme are outlined in Emergency Works Circular Letter 0068/2020 which is available on www.gov.ie.
331. Deputy Ann Graves asked the Minister for Education and Youth to ensure a student (details supplied) will get a place in an appropriate school in the local area by September 2026. [50862/26]
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.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year.
In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
584 new special classes have been sanctioned to date, including 68 inclusive special classes. This brings the total number of special classes sanctioned to date to over 4,300. Further new special classes may be confirmed in the coming weeks, if required.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Of the 584 new special classes, 378 are being established in primary schools and 206 in post-primary schools. New special classes are being established in every county with 140 new special classes confirmed for Dublin.
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.
332. Deputy Peadar Tóibín asked the Minister for Education and Youth the next steps she will take for the schools cluster programme; the implications for class sizes especially in rural schools; and if her Department is seeking additional funding to sustain these rural schools. [50881/26]
Amharc ar fhreagraThe current small schools project is being implemented on a pilot basis to support collaboration and sharing of resources among small schools in rural areas. The project comprises twenty-six small schools in six clusters, with between three and five schools per cluster. The clusters are supported by part-time local coordinators sponsored by the education partners, who work with a national project coordinator under the guidance of a steering group. The project has brought these small schools together in local clusters, enabling them to collaborate, identify common challenges and trial innovative solutions.
The pilot project will continue until the end of this calendar year to provide adequate time for the final evaluation of the pilot to take place. In order that the evaluation can be completed successfully it will be necessary for the clusters to remain in place for the duration of the evaluation process.
Therefore, the supports that are currently in place in the clusters will remain in place for the duration of the evaluation. For example, the innovation fund will remain in place to ensure that any commitments or liabilities currently in progress can continue to be met. The current provision for management release days will also continue and commitments in relation to staffing will also remain in place for the entirety of the 2026/27 school year.
This final evaluation is key to setting out important learnings to inform future evidence-based policy development and long-term strategic planning for all small schools. This is to give effect to implementing the Programme for Government commitment to ‘introduce a new national Small Schools Project for all 1,300 small primary schools to protect these school communities and develop new administrative supports.
333. Deputy Peadar Tóibín asked the Minister for Education and Youth the number of small rural schools in each county over each of the past twenty years; the annual enrolment in each school in the same time period; and the total maximum allocation for enrolment of each, in tabular form. [50882/26]
Amharc ar fhreagraPlease find attached requested data. The data provided is for mainstream pupil enrolments and the number of mainstream classes for rural schools with a mainstream classroom count of four or less for academic years 2006 to 2025. Data were collated from the relevant class tables for each year which can be found at the link below. The Department uses the latest CSO Census definition for urban and rural areas as constituted in the most recent census, this may not match the historic characteristics of areas where schools have closed.
www.gov.ie/en/department-of-education/collections/class-size-information-at-individual-primary-school-level/
The Department is still collating the allocation data as it is not in a readily available format and we will forward to the Deputy once it is available.
334. Deputy Albert Dolan asked the Minister for Education and Youth the status of an application (details supplied) for additional school accommodation in a primary school; when a decision is expected; and if the Minister will consider prioritising this application in light of significant accommodation pressures and the urgent need for additional mainstream and special education teaching space. [50885/26]
Amharc ar fhreagraI can confirm that my department is in receipt of an application from the school in question under the additional school accommodation scheme (ASA) for a mainstream classroom and a special education teaching room.
As you will be aware, my department published in January 2026 the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. While primary enrolments have been in decline nationally for many years and this trend is set to continue, the NDP Plan will seek to optimise outputs from the capital allocation, 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. A department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects.
This school’s application is under consideration, and the school will be contacted directly by my department as soon as a decision has been made.
335. Deputy Frankie Feighan asked the Minister for Education and Youth her views on an appeals process (details supplied); and if she will make a statement on the matter. [50905/26]
Amharc ar fhreagraCircular 0003/2018 Leadership and Management in Post Primary Schools paved the way for the further development of a distributed leadership model and the restoration of posts of responsibility across the post primary sector. Several changes were introduced in the circular including a revised appeal procedure which is confined to an alleged breach of procedures in the appointment process. Information on the revised appeal procedure is set out in sections 15 to 22 in the circular.
Section 16 of the circular outlines the grounds in which an appeal can be lodged.
An appeal on the basis of an alleged Conflict of interest can be made under section 16.1(b)(5) of the circular:
16.1 Initiating the Process of Appeal
An applicant may appeal on one or more of the following grounds in relation to an alleged breach of procedure:
(b) Composition of the Interview Board:
(5) Incorrect/ incomplete composition of the Interview Board
As set out in 16.2 of the Circular, supporting evidence must be supplied in respect of the ground for appeal.
336. Deputy Roderic O'Gorman asked the Minister for Education and Youth if there are any potential plans for new schools in the Kellystown area; and if she will make a statement on the matter. [50906/26]
Amharc ar fhreagraI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
My department also conducts granular analysis below the level of a school planning area, particularly where a school planning area encompasses both high growth urban settlement areas and a more rural hinterland. Our analysis of school place demand in urban areas experiencing high population growth has indicated that demand in the urban area can be 10-20% higher than the school planning area as a whole.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
Kellystown is located in the BlanchardstownVge_D15 school planning area, close to the Carpenterstown_D15 school planning area border. The department is aware of planned residential development here currently at an early phase of delivery. Fingal County Council have reserved land for the provision of a primary school in this area.
Provision in BlanchardstownVge_D15 SPA includes 11 primary schools and 3 post-primary schools, while Carpenterstown_D15 has 3 primary schools and 2 post-primary schools. The number of junior and senior infants enrolled in both SPA is fewer than 5th and 6th class pupils. My department is satisfied that any unmet demand can be accommodated at present by the existing and growing schools in the area.
Details of large-scale projects being delivered under the school building programme may be viewed on my department's website at www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The pace of delivery of additional residential development in the school planning areas, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements. My department will continue to liaise with the Fingal County Council in respect to the projected completion of planned residential developments.
337. Deputy Seán Kyne asked the Minister for Education and Youth when a school (details supplied) will receive permission to go to tender; and if she will make a statement on the matter. [50917/26]
Amharc ar fhreagraThe major building project referred to by the Deputy is being delivered as part of my Department’s ADAPT Programme.
The ADAPT Programme uses a professional external Project Manager to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The brief for this major project is to provide a New 16 Classroom School & 2 classrooms for children with special educational needs, at the existing site in Moycullen. The Board of Management have acquired additional land to accommodate a new build.
The project is at completion of Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design, securing all statutory approvals and the preparation of tender documentation. Planning Permission was secured in May 2023.
I would like to advise the Deputy, over this period, my Department has provided €264.25 million in capital funding for Galway schools. A total of 89 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. 10 school projects were included in the NDP Implementation Plan to go to tender or construction in 2026 and 2027 including Scoil Mhuire, Maigh Cuilinn.
The 105 prioritised projects will progress to tender and/or construction on a rolling basis over the course of 2026 and 2027 and within the context of NDP funding parameters. The timing of project progression will reflect the need to carefully manage the rollout of these projects to construction on a controlled basis to ensure that projects are delivered efficiently, align with the requirements of the Infrastructure Guidelines and Capital Works Management Framework and remain within the parameters of NDP funding.
Department officials will continue to engage closely patron bodies, management bodies and schools with respect to the timing of the progression of projects to tender and/or construction over the period 2026 to 2027. This will include continued engagement with Scoil Mhuire with respect to the progression of its project to tender and construction.
338. Deputy Michael Murphy asked the Minister for Education and Youth the current status of the major capital project for a school (details supplied); the stage the project has reached under her Department's Capital Appraisal Process; the timeframe within which it is expected to progress to the next stage; whether it is being considered for inclusion in the next tranche of school building projects advancing to construction; and if she will make a statement on the matter. [50939/26]
Amharc ar fhreagra339. Deputy Michael Murphy asked the Minister for Education and Youth whether priority will be afforded to school building projects that have secured planning permission and include significant expansion of special educational needs and ASD accommodation; if a school (details supplied) falls within this category; and if she will make a statement on the matter. [50940/26]
Amharc ar fhreagraI propose to take Questions Nos. 338 and 339 together.
The school referred to by the Deputy was approved to enter my Department’s pipeline of school buildings under the Additional School Accommodation Scheme to provide a two class-room special educational needs (SEN) base, two special education tuition (SET) rooms, one technology room and preparation area, one project store, two science labs and preparation area, one design and communication graphics (DCG) room, one home economics room, one textiles room, one multi-media room and ancillary.
This project is currently at Stage 2b (Detailed Design). The Department is awaiting submission of the Stage 2b report from the school authority. Upon receipt, the Department will undertake a detailed review of the proposal.
In accordance with the Department’s Infrastructure Guidelines, all projects are subject to technical and cost assessments at this stage. Given the complexity of the project and the requirement to ensure value for money, cost compliance, and alignment with the National Development Plan (NDP), the review process will necessarily be comprehensive and thorough.
The accommodation needs at this school will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities. Progression of this project will form part of my Department’s broader work under the NDP Implementation Plan. At this point, while it is not possible to provide indicative timelines for advancement to further stages, the project remains under active review and will be progressed when the wider implementation framework permits.
340. Deputy Jen Cummins asked the Minister for Education and Youth the amount of funding that has been provided for the incredible edible programme annually since it launched, in tabular form. [50986/26]
Amharc ar fhreagra341. Deputy Jen Cummins asked the Minister for Education and Youth the percentage of schools engaged with the incredible edible programme. [50988/26]
Amharc ar fhreagraI propose to take Questions Nos. 340 and 341 together.
My Department works together with the Department of Health and other agencies to support students in the area of health promotion, including through Agri Aware’s Incredible Edibles programme, which is also supported by the Department of Agriculture, Food and the Marine and the Department of Health.
The programme aligns with my Department’s work to support students in the area of health promotion. Work by my Department in this area aims to equip students with the skills and knowledge to enable them to make the right choices to maintain healthy lifestyles throughout their lives.
Almost half of all primary schools in Ireland (approximately 46%) participate in the Agri Aware Incredible Edibles programme, with about 1,463 schools involved nationally.
Funding has been provided by my Department for this programme as follows:
|
Year |
Amount |
|
2016 |
€5,000 |
|
2017 |
€7,500 |
|
2018 |
€11,500 |
|
2019 |
€11,500 |
|
2020 |
€7,500 |
|
2021 |
€7,500 |
|
2022 |
€30,000 |
|
2023 |
€30,000 |
|
2024 |
€30,000 |
|
2025 |
€30,000 |
|
2026 |
€56,000 |
342. Deputy John Connolly asked the Minister for Education and Youth the average length of time that it takes for her Department’s buildings section to complete the assessment of a Stage 2B report; and if she will make a statement on the matter. [51067/26]
Amharc ar fhreagraThe Department of Education and Youth does not operate a fixed or standardised timeframe for the assessment of Stage 2B Detailed Design submissions. The duration of the review varies from project to project and is influenced by the scale, complexity, and technical requirements of each individual school building project.
Stage 2B involves the completion of detailed design, the securing of all necessary statutory approvals, and the preparation of full tender documentation. In line with the Infrastructure Guidelines, submissions undergo a comprehensive technical and cost review to ensure compliance with procurement, design, and budgetary requirements.
In some cases, additional information, clarifications, or amendments may be required from the Design Team to ensure that all elements of the submission are complete and accurate. This process is essential to safeguarding project scope, cost control, and value for money within the overall school building programme.
For these reasons, the length of time required to complete a Stage 2B review can vary significantly depending on the nature of the project and the completeness of the documentation submitted.
343. Deputy John Connolly asked the Minister for Education and Youth the nature of the stakeholder consultation to commence in June 2026 to identify further tranches of school capital projects to proceed to tender and construction over the NDP period; the stakeholders involved in the consultation process; when the additional tranches will be published; and if she will make a statement on the matter. [51071/26]
Amharc ar fhreagraThe Department continues to progress prioritised school building projects through the design pipeline. Current prioritisation focuses on special schools; schools operating fully in interim accommodation with an urgent need for permanent provision; projects delivering significant additional special education capacity; accommodation required to meet demographic growth; and projects addressing the most serious condition issues.
An initial tranche of 105 prioritised projects to proceed to tender and/or construction in 2026 and 2027 was published as part of the NDP sectoral implementation plan last January. As part of the Department’s ongoing prioritisation process, which will continue throughout 2026 and 2027, consultation with school patrons and management bodies commenced through meetings held in June. Stakeholders were appraised of the overall approach to prioritisation and provided with relevant information regarding schools and projects, with an opportunity for any relevant feedback over the course of the coming months. This continued engagement will inform the identification of further tranches of projects to advance to tender and construction over the NDP period.
The next tranche of priority projects to proceed to tender and construction will be informed by departmental analysis, patron and school engagement, available funding parameters, and—where relevant—the findings of the Department’s energy and condition inventory of the school estate, which is scheduled for completion by year-end. Projects must also have reached an appropriate stage of readiness.
In addition, some further priority small scale extensions to meet annual September needs will continue to be advanced, with a particular focus on special education needs provision, subject to affordability within annual funding allocations.
Where appropriate, the Department will also consider undertaking advance enabling works for the most urgent and complex large-scale projects to support a smooth transition to construction in 2028 and subsequent years.
Interim accommodation requirements identified by schools will continue to be assessed on a case-by-case basis to determine the most appropriate and prioritised response.
344. Deputy John Connolly asked the Minister for Education and Youth the sources of funding available within her Department from which organisations can seek funding to develop youth centres; the level of funding provided through this source in 2025; and if she will make a statement on the matter. [51072/26]
Amharc ar fhreagraAs the Deputy will be aware, arising from Budget 2026, an additional €8 million in current and capital funding was made available to support the sustainability and development of youth services. This investment supports the implementation of Opportunities for Youth: National Strategy for Youth Work and Related Services 2024 - 2028 and reflects a strong commitment to ensuring all young people can access high-quality, inclusive supports in their communities.
There has been a significant increase in dedicated capital funding for the youth sector which will be aligned with the National Development Plan (NDP) framework. This framework marks the first time that the youth sector has had clear visibility and certainty regarding capital funding over a multi-year period.
Under the NDP, youth capital funding of €4.0 million will be available annually to support the youth sector from 2026 to 2030. The 2026 capital allocation represents a significant increase of €3.5 million on the 2025 allocation and an enhancement on the annual youth capital allocations of recent years.
Importantly, establishing a defined youth capital envelope under the NDP provides a predictable basis for planning, allowing the youth sector to prepare projects in a structured and strategic way. It also supports value for money and a coherent long-term development of youth facilities nationally.
Work is currently underway within the department to finalise the 2026 youth capital funding scheme. In parallel, 2026 will serve as an important scoping and preparation year for the wider youth capital programme under the NDP to 2030, including building relationships with key external stakeholders. Youth participation will also be a key element of this planning process. Engagement with the youth sector more broadly will ensure that investment is targeted at areas of greatest need.
The Deputy may wish to note that in 2025, capital funding of €500,000 was made available to the youth sector for the set-up costs of UBU funded organisations newly established over the course of 2025 (€158,477) and to the national youth organisations (€341,520) to support the purchase of essential equipment and the completion of minor works.
345. Deputy Erin McGreehan asked the Minister for Education and Youth the number and percentage of special needs assistants currently employed who hold qualifications at Levels 6, 7, 8 and postgraduate level, respectively; and whether consideration will be given to recognising existing qualifications as part of the implementation of the revised SNA framework. [51087/26]
Amharc ar fhreagra346. Deputy Erin McGreehan asked the Minister for Education and Youth whether additional funding or supports will be made available to SNAs required to undertake mandatory professional development under the proposed revised SNA contract, including paid release time and financial assistance where appropriate. [51088/26]
Amharc ar fhreagra348. Deputy Erin McGreehan asked the Minister for Education and Youth whether her Department intends to examine career progression opportunities for special needs assistants, including the development of advanced or specialist SNA roles with appropriate remuneration and responsibilities. [51090/26]
Amharc ar fhreagraI propose to take Questions Nos. 345, 346 and 348 together.
My department published the first Special Needs Assistant Workforce Development Plan (the Plan) and a number of associated policy documents on the 3 June 2026. These documents are available on www.gov.ie
In the research phase of the Plan my department conducted the first national survey of special needs assistants (SNAs). The purpose of the survey which was accessed by more than 13,000 SNAs was to gather information about SNAs and their work to inform the Plan.
Findings from the survey on the highest level of education attained by SNAs indicate 41% hold a NFQ Level 6 qualification, with 9% holding NFQ Level 7 and 16% holding a NFQ Level 8 qualification while a further 4% hold a NFQ Level 9 qualification. The full report on the survey is available on www.gov.ie.
It is intended that the Learning and Development Programme developed under pillar 3 of the Plan will strengthen SNA service delivery by providing equitable access to appropriate, legitimate opportunities for upskilling and reskilling, to ensure that SNAs are equipped to meet the complex needs of children and young people in their care in an evolving educational environment.
Proposals set out in the Plan include working towards a minimum educational requirement of NFQ Level 6 in SNA training or a relevant discipline over a phased approach. My department will develop a mechanism to assess prior qualifications, learning and experience including in relation to qualifications attained outside of Ireland.
My department is committed to supporting SNAs to meet this minimum educational requirement and to upskill in their role as demonstrated by the continued investment into the SNA National Training Programme which is delivered by Atlantic Technological University (ATU), St. Angela’s College in Sligo. This course is fully funded by my department and delivered free of charge to SNAs working in primary, post-primary and special schools. To date, approximately 3,774 SNAs have completed this programme.
The 72 hours working requirement for 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 time 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. This time was not increased under circular 71/2011 and it has not been increased under the new arrangements.
Under Circular 0032/2026 on the role of the SNA the 72 hours has been replaced by: School Community Time (max 36 hours) and Learning and Development Time (max. 36 hours). School Community Time will ensure that SNAs are involved in planning and review of Student Support Plans in all schools and also that they are included in relevant school staff meetings. Learning and Development Time will ensure that the training needs of SNAs are being met across the school sector and that training associated with the role can be recorded under this category. The circular is accompanied by a comprehensive guidance document to support effective implementation
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.
Amendments to 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.
Further details on the Plan and the associated published documents are available on www.gov.ie at www.gov.ie/en/department-of-education/campaigns/special-needs-assistant-sna-workforce-development-plan/.
347. Deputy Erin McGreehan asked the Minister for Education and Youth whether a review mechanism will be established following implementation of the revised SNA contract to assess its impact on workload, redeployment, retention, and educational outcomes for students with additional educational needs. [51089/26]
Amharc ar fhreagraYou may be aware that my department published the first ever Special Needs Assistant (SNA) Workforce Development Plan, a landmark in the roadmap for the future 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 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.
Review and development of the SNA role
Establishment of a quality framework
Establishment of a learning and development programme
Supporting SNA recruitment, retention and diversity
Development of a communications strategy
In addition, the Plan includes the following key outputs:
Circular 0032/2026 The Role of Special Needs Assistants
Circular 0022/2026 SNA Redeployment Scheme.
Circular 0039/2026 Contract of Employment for Special Needs Assistants in Standard Posts
Circular 0040/2026 Contract of Employment for Special Needs Assistants in Fixed-term posts
The review of the SNA employment contract delivers on a commitment contained in successive public service agreements, including the Public Service Agreement 2024–2026. Two new circulars provide for standard contracts and fixed term contracts. The combined primary and post-primary SNA contracts, modernise the employment framework for SNAs, ensure alignment with current employment law, and provide greater clarity and consistency for schools and staff. To support schools and SNAs a comprehensive guidance document accompanies the circulars.
A unified contract eliminates longstanding inconsistencies between sectors and ensures that all SNAs, regardless of setting, work to the same terms and expectations. At the same time, the contracts retain flexibility to reflect differing operational arrangements in schools. The revised contracts provide greater clarity regarding duties, responsibilities, working arrangements, and professional expectations.
As outlined in the SNA Workforce Development Plan a Post Implementation Review (PIR) is planned on its conclusion.
My department notes the outcome of the ballot by members of Fórsa to not accept the SNA Workforce Development Plan which was developed between the department, SNAs, Fórsa and other key stakeholders, and recommended for acceptance by Fórsa. The publication of the first ever SNA Workforce Development Plan on 3 June fulfils a key commitment in the Programme for Government.
SNAs, alongside schools, parents and advocacy groups, have consistently called for a clearer workforce plan to support and strengthen the SNA role. In response, the department developed the SNA Workforce Development Plan following a comprehensive two-year consultation and engagement process, which included input from approximately 13,000 SNAs, as well as students, parents, teachers, school leaders and other stakeholders, including Fórsa.
The overall aim of the SNA Workforce Development Plan is to support SNAs and strengthen the role into the future by recognising SNAs as professionals, providing greater clarity about their responsibilities, and ensuring appropriate training, development, and career supports in order to provide the best possible service to students with special educational needs in our schools.
The department awaits feedback from Fórsa’s engagement with their members as to the reasons behind this outcome and is available to work to constructively address relevant issues.
Further updates, including more information on the SNA Workforce Development Plan can be found on the SNA Information Hub on www.gov.ie
