Written Answers Nos. 418-438
418. Deputy Alan Kelly asked the Minister for Education the difference in operational terms between the teacher exchange scheme which operated until the 2018-2019 academic year and the scheme of temporary reassignment for registered teachers in recognised primary schools which commenced in the 2018-2019 academic year. [9048/22]
View answerI wish to advise the Deputy that the Teacher Exchange Scheme for Registered Teachers in Recognised Primary Schools operated up to the 2018/18 academic year under the terms of Circular 17/2015. It provided for teachers to avail of an exchange with a teacher in another school for educational purposes for a period of up to 5 years.
Circular 54/2019 issued in the 2018/2019 academic year and set out the terms of the Temporary Reassignment Scheme for Primary Teachers. The primary difference between the two schemes is that the maximum period allowable under Circular 54/2019 is 3 years for the purpose of a temporary reassignment.
419. Deputy Alan Kelly asked the Minister for Education if there were examples of teachers who exceeded the allowed number of years that primary school teachers were allowed to avail of under the teacher exchange scheme and-or the scheme of temporary reassignment for registered teachers in recognised primary schools; and if so, the locations in which this occurred and the reasons. [9049/22]
View answerI wish to advise the Deputy that, in the current academic year, there are 18 teachers who have exceeded the 3 year permissible under the Temporary Reassignment Scheme for Primary Teachers as set out in Circular 0024/2019.
Due to the effects of the pandemic and the difficulties being experienced by people in terms of relocating, etc. the Department relaxed the rules around the duration of a teacher reassignment arrangement as an exceptional matter for teachers who were in their 3rd year of their reassignment. The locations of these teachers are as follows:
Galway - 8 teachers
Kerry - 2 teachers
Dublin - 2 teachers
Westmeath - 2 teachers
Cavan - 1 teacher
Cork - 1 teacher
Leitrim - 1 teacher
Mayo - 1 teacher
The equivalent information for the teacher exchange scheme which ran up to the 2018/2019 academic year are not readily available at this time.
420. Deputy Paul Kehoe asked the Minister for Education when funding will be allocated to provide full-time SNA hours for a person (details supplied); and if she will make a statement on the matter. [9071/22]
View answerThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. My Department does not have a role in making individual school determinations.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year:
- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically roll over into the 2021/22 school year.
- No school will therefore receive an allocation less than that which they had on 30 April 2021.
- SNAs currently in mainstream settings can continue in post for the next school year in the normal way.
- Priority consideration will now be given by the NCSE to applications for increased support for the 2021/22 school year, in particular, applications from schools with no SNAs and developing schools will be prioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.
- As in previous years, where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website: ncse.ie/for-schools
The NCSE have published the SNA allocations on their website: www.ncse.ie.
SNA allocations for special classes and special schools are not affected by this arrangement.
Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Provisions set out in Circular 0030/2020 has been extended for the 2021/22 school year.
Circulars 29/2021 and 30/2020 are available on the Gov.ie website: www.gov.ie/en/circulars/?organisation=department-of-education
The NCSE have confirmed that the school (as per details supplied) was in contact with the NCSE on 17th February last seeking the assistance of an advisor on a separate matter, however the NCSE have stated that the school has not submitted an application to have its allocation of SNA support reviewed.
421. Deputy Martin Kenny asked the Minister for Education if her Department will provide funding for a bus shelter outside a school (details supplied) to meet the needs of students with disabilities who attend the school by bus given that it takes some time to embark and disembark the bus; and if she will make a statement on the matter. [9074/22]
View answer441. Deputy Marian Harkin asked the Minister for Education if funding will be made available for a bus shelter at a school (details supplied) in County Sligo; and if she will make a statement on the matter. [9320/22]
View answerI propose to take Questions Nos. 421 and 441 together.
The main focus of school building investment over the last decade and for the coming period is on the provision of additional capacity to cater for increasing demographics. The second half of the National Development Plan will see an increasing focus on the upgrade and refurbishment of the existing school stock.
While there is no dedicated funding for the provision of bus shelters at schools under my Department, schools can exercise an element of discretion in addressing such issues under funds provided through the Minor Works Grant.
422. Deputy Brendan Howlin asked the Minister for Education if she will examine the requirement for a special class, a second hearing impairment class, for a school (details supplied); and if she will make a statement on the matter. [9075/22]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
The NCSE through their network of SENOs (Special Educational Needs Organisers) are currently engaged in a process of establishing new classes for the 2022/2023 school year and beyond. They are looking at local information in relation to projected demand for future special class places.
The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list.
As the Deputy's query refers to an individual school, I will arrange to have the details referred to the NCSE for their attention and direct reply.
423. Deputy Paul Kehoe asked the Minister for Education the status of an application (details supplied) for an early intervention ASD class in County Wexford; and if she will make a statement on the matter. [9084/22]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
The NCSE through their network of SENOs (Special Educational Needs Organisers) are currently engaged in a process of establishing new classes for the 2022/2023 school year and beyond. They are looking at local information in relation to projected demand for future special class places.
The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list.
As the Deputy's query refers to an individual school, I will arrange to have the details referred to the NCSE for their attention and direct reply.
424. Deputy Richard Boyd Barrett asked the Minister for Education if she will provide details of the model for the certificate history essays for this year; the way it differs from last year's model and the traditional leaving certificate model; and if she will make a statement on the matter. [9101/22]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
425. Deputy Chris Andrews asked the Minister for Education the person in her Department managing the delivery of the final permanent school building for a school (details supplied); and the contact details of the person. [9160/22]
View answerThe school to which the Deputy refers is fully aware of the contact details of the officials in my Department dealing with the project. In addition, my Department officials communicate regularly with the Patron Body of the school on the progression of all building projects being delivered for schools under it's patronage.
The major building project for this school is currently at Stage 3 - Tender Stage and is working through the tender process.
426. Deputy Bernard J. Durkan asked the Minister for Education if she will consider changing the entry level qualifications to work as an SNA supporting children with additional needs to a level 6 qualification with particular reference to the fact that the entry requirement has not changed in 42 years and the need to upgrade the qualification due to the number and complexity of the needs of the children that SNAs work with on a daily basis; and if she will make a statement on the matter. [9162/22]
View answerSpecial Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.
The Review made a number of recommendations regarding SNAs including the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the complex needs of some students would also be provided.
The policy advice has been considered by my Department. It was decided that priority would be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.
The first national training programme for SNAs is now in place and it aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by my Department and delivered at no cost to the SNA.
As this is the first programme, it is appropriate to take the time to review outcomes and this will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.
Raising the minimum qualification for appointment as a special needs assistant has been raised by the FORSA union and has been referred to the Workplace Relations Commission. My Department is engaging in that process.
The recruitment and appointment of Special Needs Assistants is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.
However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the position. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is of the view that the forthcoming review of the SNA contract should be carried out and implemented first.
I am satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.
427. Deputy Paul Donnelly asked the Minister for Education the progress regarding a school (details supplied); and if it is still on target to open and receive students in September 2022. [9166/22]
View answerThe project referred to by the Deputy is currently in construction and will provide a new 1,000 pupil post-primary school with a 4 class SEN base when complete. Phase one of the project is due for completion in advance of the 2022/23 academic year.
428. Deputy Peadar Tóibín asked the Minister for Education if she and the private secretary of her Department will meet with a union (details supplied) to discuss the updating of the educational requirements for new SNAs working within the education system; when the review of the education requirements for SNAs will begin; and her views on whether the current educational requirements for SNAs is out of touch with the requirements of the job and the needs of student. [9205/22]
View answerMy Department meets with Fórsa regularly in respect of Special Needs Assistants (SNAs) and, indeed, has established a forum which meets throughout the year specifically to engage with and consult on all matters relating to SNAs. Raising the minimum qualification for appointment as an SNA has been raised by Fórsa as a formal claim and has been referred to the Workplace Relations Commission and the Department is engaging in that process.
However, having considered the claim and, in particular, the period of time since they were set, the Department has indicated to Fórsa that it is open to reviewing the entry requirements for SNAs but has also agreed to a review of the SNA contract as part of the Building Momentum national pay agreement. This review is being prioritised which will then be followed by a review of the entry qualifications in due course.
429. Deputy Cathal Crowe asked the Minister for Education her plans to facilitate the full recognition of post-primary school staff guidance counsellors as career guidance teachers. [9206/22]
View answerI can advise the Deputy that the recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
To work as a guidance counsellor in a post-primary school a teacher must hold dual professional qualifications: that of post-primary teacher and that of post-primary guidance counsellor. There are sound educational and pedagogical reasons for the requirement to hold both as this is a complex role which involves both teaching and guidance counselling.
It is the view of the Department that in order to be able to execute the full range of functions of the guidance counsellor in a post-primary school, a person needs to hold both qualifications. Notwithstanding the similar modules in sector specific teacher training programmes, teachers qualified to work in primary or further education sectors would still require post-primary sector specific training to be deemed fully qualified to competently work as a post primary teacher and / or guidance counsellor in a post-primary setting.
The Teaching Council and the Department of Education are cognisant of the value of education in society, of the unique role which teachers play within the education system in providing for the holistic development of students, and of the complex and intricate nature of teaching as it is elaborated in the Code of Professional Conduct for Teachers. The Council reiterates the critical objectives of promoting quality teaching and learning in all sectors.
Programmes of post-primary initial teacher education such as the Professional Master of Education (PME) prepare student teachers for core areas such as school and classroom planning, assessment, evaluation, classroom management and differentiated teaching to meet the age and stage appropriate needs of the individual learner. At the end of the initial teacher training PME course, students will have acquired the professional knowledge, understanding and skills needed to teach their subject or subjects in a post primary school. They will have gained practical experience ‘school placement’ in two contrasting school settings, and developed their ability to respond flexibly to the diverse and changing educational needs of students aged 12 to 18 years.
It remains the case that a person being assigned as a guidance counsellor must be a qualified and registered second-level teacher with the Teaching Council and, in addition, hold the relevant recognised qualification for school guidance work.
Information on the Programme Recognition Framework for Guidance Counselling can be found here: www.gov.ie/en/publication/dce0a0-programme-recognition-framework-guidance-counselling/
430. Deputy Cathal Crowe asked the Minister for Education if she will consider providing support towards the cost to allow a limited number of experienced teachers to receive a qualification as career guidance teachers. [9207/22]
View answerThe Teacher Fee Refund Scheme is administered by Marino Institute of Education (MIE) on behalf of my Department and provides funding to serving teachers towards the cost of course participation and examination fees on successful completion of professional development courses that are directly relevant and of benefit to schools and that are subject to certification/award by an appropriate accreditation authority recognised by the Department.
Applications for funding under the Scheme are made retrospectively for a course undertaken during the previous academic year.
Following a review of the Teacher Fee Refund Scheme, in 2021 the Department announced that funding would be prioritised under the scheme for the following areas:
a. Upskilling for post primary teachers leading to registration with the Teaching Council in an additional subject, to support teacher supply at post-primary level
b. Inclusion and tackling disadvantage
c. Promoting well-being
d. Digital technologies in teaching, learning and assessment
e. Improving students’ literacy and numeracy
f. Curricular initiatives including pre-identified areas of systemic need endorsed by school management (identified in the annual circular relating to the period in which course/year of course is completed).
Recently published Circulars 0001/2022 and 0015/2021 relate to this Scheme.
431. Deputy Fergus O'Dowd asked the Minister for Education the progress that has been made with a project (details supplied); if the tender documentation has been returned; when the next stage of planning is expected; and if she will make a statement on the matter. [9212/22]
View answerA major building project for the school in question has been devolved for delivery to Louth County Council.
There were some issues, including a design issue, that arose in respect of this project. This included how best to incorporate a revised Schedule of Accommodation which included an upgrade to a 4-Class SEN Base. Agreement on the best way forward was reached following discussions with Louth County Council, the Design Team and the school.
Planning drawings for the Part 8 application for the proposed extension were issued to Louth County Council in early October 2021 and went on public display on the 7th December 2021.
The Tender short-list for this project has now been confirmed. Tender documentation issued and the anticipated tender return date has now passed.
Following the completion of this tender process and a Departmental review of the Tender Assessment Report, construction will commence on-site. Providing no significant issues arise, the Department currently projects that construction should commence in Q2 2022.
432. Deputy Joe Carey asked the Minister for Education if she will report on progress in relation to the issue of school secretaries and caretaker’s terms and conditions; when it is expected that a final resolution will be reached; and if she will make a statement on the matter. [9238/22]
View answerSchool secretaries and caretakers are valued members of our school communities and my Department is fully aware of the vitally important role played by them in the running of our schools.
The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
The Department with school management bodies have been engaging with Fórsa on a claim on terms and conditions for grant-funded school secretaries and caretakers. On the 27th of October 2020, under the auspices of the WRC, an understanding was agreed on a pathway to progress the issues. Several key strands were identified, and a phased approach is being taken to the development of proposals.
Following intensive discussions at the WRC on 13th September 2021, there was significant progress in this dispute. Subject to agreement on all elements of the claim, the Department has offered to move School Secretaries’ pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale on a pro rata basis according to a secretary’s current working pattern. The Department has also offered to improve the conditions for School Secretaries with regard to sick leave, annual leave and maternity provisions for this cohort of staff.
Further dialogue has taken place between the parties on these issues since 13 September with the aim of reaching an overall agreement. The talks continue, most recently at a meeting at the WRC on 26 January; the parties are to meet again later this week, following reflection on the matters discussed at that meeting.
While there is agreement in principle to take the same approach to the consideration of appropriate pay and conditions of grant funded caretakers there remains a deficit of data on working terms and conditions of such staff. When the final package for secretaries has been agreed and an implementation plan is in place for schools and for the Department, similar engagement, on regularising the pay and conditions of grant funded caretakers, will begin.
I welcome the continued engagement between the parties and I encourage all stakeholders to focus on finalising an agreement.
433. Deputy John McGuinness asked the Minister for Education the criteria used by the HSE to refer persons to the Middletown Centre for Autism, Middletown, Northern Ireland; and if she will make a statement on the matter. [9244/22]
View answerThe Middletown Centre for Autism project is a jointly funded initiative between the Department of Education in Northern Ireland and the Department of Education aimed at supporting the promotion of excellence in the development and harmonisation of education and allied services to children and young people with autistic spectrum disorders.
At the request of my Department, and, as approved by the North South Ministerial Council, Middletown Centre for Autism (MCA) commenced provision, on a limited basis in the Republic of Ireland of an intensive educational assessment and learning support service to children and young people on an outreach basis (MCA Pilot). This is a second-tier service which complements existing provision for children and young people with autism. Therefore, where autistic children and young people experience significant difficulties, the first course of action is engagement with first tier services provided by the Department of Education, (including NEPS), National Council for Special Education and Health Services Executive and (HSE)/ HSE funded services.
The MCA Pilot is a second-tier service and works with a defined number of referrals. The nomination and referral process is initiated by parents and professionals at school level via the Principal following a multidisciplinary school based review involving the National Educational Psychological Service (NEPS), the local Special Educational Needs Officer (SENO) and other relevant professionals. Nominations cannot be made directly to Middletown Centre for Autism (MCA), the Department of Education or the NCSE.
Nominations for MCA Referral are only considered for children and young people where such a review concludes despite comprehensive autism specific support and consistent engagement from school and home with first-tier services, the child or young person continues to present with significant and enduring behavioural and emotional concerns which impact their engagement and participation in education. MCA’s Learning Support & Assessment team builds on the work of first tier services and works alongside them to ensure their involvement in the process. They aim to create a strong base for building family and professional capacity to support the child when the referral concludes (normally after 10 months).
The Centre provides a comprehensive nationwide training service for parents and educational professionals. Parents can view the range of courses which the Centre has available through the website, www.middletownautism.com.
434. Deputy Carol Nolan asked the Minister for Education the total number of officials who are currently assigned to her Department; the number of officials that have been transferred from her Department to the Department of Further and Higher Education since its establishment; and if she will make a statement on the matter. [9254/22]
View answerThere are currently 1504* officials assigned to this Department. Following the establishment of the Department of Further and Higher Education, Research, Innovation and Science in August 2020, 122 officials transferred on foot of the transfer of further and higher education functions from the Department of Education
* Denotes headcount numbers excluding temporary staff
435. Deputy Richard Bruton asked the Minister for Education if she has plans to extend DEIS status to new schools; if so, the scale of the planned extension; and the manner in which new schools will be chosen. [9256/22]
View answerBudget 2022 has provided for an allocation of €18million for 2022 and €32million for 2023 to extend the DEIS programme to further schools with the highest levels of disadvantage. This represents an increase of over 20% in funding for the DEIS programme and will enable an expansion in 2022 to additional schools.
This package follows an extensive body of work which has been under taken by the DEIS technical group in relation to the development of a model to identify the concentrated levels of disadvantage of schools. The refined DEIS identification model is an objective, statistics based process, based on school enrolment data and data available from Census 2016 under the HP Deprivation Index. It is important to note that there is no application process for the DEIS programme and all schools will be considered under the refined DEIS model when it is applied.
In advance of the implementation of the refined DEIS identification model, there will be further engagement with relevant stakeholders. The purpose is to ensure that, as far as possible, the refined DEIS identification model can provide an objective and independent means of identifying schools serving high concentrations of pupils at risk of educational disadvantage and also to ensure there is a full understanding of the refined model and its potential application.
436. Deputy Richard Bruton asked the Minister for Education if she has assessed the disadvantage status of a school (details supplied) which was one of the schools selected from among those not in the DEIS scheme for inclusion in the expansion of the free school meals; and if the school was close to being placed on the same scale as schools which now have disadvantaged status. [9257/22]
View answerBudget 2022 has provided for an allocation of €18million for 2022 and €32million for 2023 to extend the DEIS programme to further schools with the highest levels of disadvantage. This represents an increase of over 20% in funding for the DEIS programme and will enable an expansion in 2022 to additional schools.
This package follows an extensive body of work which has been under taken by the DEIS technical group in relation to the development of a model to identify the concentrated levels of disadvantage of schools. The refined DEIS identification model is an objective, statistics based process, based on school enrolment data and data available from Census 2016 under the HP Deprivation Index. It is important to note that there is no application process for the DEIS programme and all schools will be considered under the refined DEIS model when it is applied.
In advance of the implementation of the refined DEIS identification model, there will be further engagement with relevant stakeholders. The purpose is to ensure that, as far as possible, the refined DEIS identification model can provide an objective and independent means of identifying schools serving high concentrations of pupils at risk of educational disadvantage and also to ensure there is a full understanding of the refined model and its potential application.
437. Deputy Aodhán Ó Ríordáin asked the Minister for Education if her attention has been drawn to the widespread concerns and questions (details supplied) among school principals, parents, SNAs and other stakeholders regarding practical elements of the allocation of special needs assistants; and if she will make a statement on the matter. [9264/22]
View answerThe Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
The allocation of 1,165 SNAs announced in Budget 2022 is to meet the care needs of pupils in 2022 and will enable the establishment of new special classes, creation of new places in special schools, support children in mainstream classes for the 2022/23 school year. Provision for 19,169 SNAs as at 31st December 2022 will represent an increase of 81% since 2011 at which time 10,575 were provided.
Where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website: ncse.ie/for-schools
All stakeholders will be advised when the SNA allocation process has been completed and this will be done in line with previous years in May.
Your query has also been forwarded to the NCSE for direct reply.
438. Deputy Kathleen Funchion asked the Minister for Education the plans regarding SNAs in relation to minimum qualification criteria have being increased from the current requirement of three Ds in the junior certificate; the date from which the new requirement will be set; and if she will make a statement on the matter. [9268/22]
View answerSpecial Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.
The Review made a number of recommendations regarding SNAs including the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the complex needs of some students would also be provided.
The policy advice has been considered by my Department. It was decided that priority would be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.
The first national training programme for SNAs is now in place and it aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life. The programme is fully funded by my Department and delivered at no cost to the SNA.
As this is the first programme, it is appropriate to take the time to review outcomes and this will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.
Raising the minimum qualification for appointment as a special needs assistant has been raised by the FORSA union and has been referred to the Workplace Relations Commission. My Department is engaging in that process.
The recruitment and appointment of Special Needs Assistants is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.
However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the position. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is of the view that the forthcoming review of the SNA contract should be carried out and implemented first.
I am satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.
