Special Needs Assistants (SNAs) Policy and Guidelines

1. Introduction

This policy sets out the framework for the deployment, management and review of Special Needs Assistants (SNAs) in Scoil Phádraig, Drumkeen. It applies to pupils in mainstream classes and is informed by Department of Education Circular 0032/2026 and current NCSE Guidelines. This policy supports the school’s commitment to inclusion, equality of access, pupil wellbeing and the effective use of SNA support to meet identified additional and significant support needs while promoting participation, inclusion and independence.

2. Legislative and Policy Context

Department of Education Circular 0032/2026 – SNA allocation, deployment and review.
NCSE Guidelines on SNA support and the whole-school review process.
Education for Persons with Special Educational Needs (EPSEN) Act 2004.
Child Protection Procedures for Primary and Post-Primary Schools.
Relevant school policies including SEN, Inclusion, Health & Safety and Data Protection.

3. Rationale

• SNAs are provided to schools to support pupils with identified additional and significant support needs, enabling them to access education, participate in school life and develop independence.

• In line with Circular 0032/2026, SNA support is allocated to the school, not to individual pupils.

• SNA support is non-teaching in nature.

• SNA support complements the work of teachers by supporting pupils’ wellbeing, participation, communication, inclusion and independence.

• SNA support is deployed by school management using a whole-school, needs-based approach.

4. Aims of the Policy

Clarify the role and responsibilities of SNAs.
Ensure SNA support is deployed fairly, flexibly and transparently.
Promote pupil independence, dignity and inclusion.
Support consistency of practice across mainstream class settings.
Provide a clear framework for monitoring and review in line with NCSE processes.

5. Role of the Special Needs Assistant

The role of the Special Needs Assistant (SNA) is to support pupils with identified additional and significant support needs to access education, participate in school life and develop independence. SNAs work under the direction of the Principal and teaching staff and form part of the school’s support team.

Personal care (toileting, dressing, feeding where required).
Assistance with mobility or physical needs.
Supervision to ensure pupil safety.
Support during transitions and movement around the school.
Assistance with medical or health-related needs as outlined in care plans.
Support pupils’ participation in all aspects of school life.
Support communication and social interaction.
Assist pupils in developing independence and self-regulation skills.
Support access to recreational, extracurricular and school-related activities where appropriate.
SNAs do not teach pupils or deliver curriculum content.
SNAs do not undertake planning, assessment or instruction.
SNAs do not replace the role of the teacher.
SNAs may not be left in sole charge of a class.
A full-time SNA is paid for 32 hours per week and a part-time SNA works the hours outlined by the NCSE.
The SNA is required to work normal classroom hours and may assist with preparation and tidying as agreed by the Board of Management.
SNAs must be available for an additional 72 hours per year outside the normal school year in line with the Public Service Agreement.
On days when teaching staff attend in-service courses, SNAs may report for work and undertake appropriate non-teaching duties assigned by school management.

6. Principles of SNA Deployment

• SNA support is deployed based on identified additional and significant support needs.

• Deployment is flexible and responsive to changing needs.

• Pupils with the greatest level of identified support need are prioritised.

• Support is provided in a manner that promotes independence, dignity and inclusion.

• Deployment seeks to maximise pupil participation, inclusion, wellbeing and independence.

• Allocation and deployment are subject to whole-school NCSE review processes.

7. Roles and Responsibilities

7.1 Board of Management
• Ratifies and reviews this policy.
• Ensures compliance with Department of Education and NCSE requirements.

7.2 Principal
• Has responsibility for the day-to-day management and deployment of SNAs.
• Ensures SNAs receive induction and guidance on school procedures.
• Liaises with the NCSE/SENO regarding allocation and review.
• Ensures child protection, confidentiality and GDPR compliance.

7.3 Special Education Teachers (SETs)
• Support planning and review of SNA deployment.
• Facilitate communication between teachers and SNAs.
• Assist with documentation for NCSE review processes.
• Collaborate with class teachers, SNAs and school management to support pupil inclusion and participation.

7.4 Class Teachers
• Retain full responsibility for teaching, learning and assessment.
• Direct and guide SNAs in relation to pupils’ identified support needs and participation in school life.
• Share relevant care plans, routines and information.

7.5 Special Needs Assistants
• Work under the direction of the principal and class teacher.
• Carry out assigned care duties respectfully and professionally.
• Support inclusion while promoting pupil independence.
• Communicate concerns promptly and appropriately.

• Support pupils’ participation in all aspects of school life.
• Promote pupil independence and avoid unnecessary dependence on adult support.
• Work collaboratively with teachers, SET teachers and school management.
• Support agreed pupil support plans where appropriate.
• Participate in relevant training and professional learning opportunities.

8. Promoting Independence

The school recognises that a key purpose of SNA support is to promote pupil independence. SNA support will be provided in a manner that:
• Encourages pupils to complete tasks independently where possible.
• Develops self-help, communication and self-regulation skills.
• Avoids unnecessary dependence on adult support.
• Supports participation alongside peers in all aspects of school life.
• Is reviewed regularly to ensure support remains appropriate and proportionate to pupil need.

SNAs will provide the minimum level of support necessary to enable pupils to participate successfully and safely in school activities while encouraging the development of independence.

9. Review of SNA Support

SNA deployment is reviewed regularly at school level. Where appropriate, SNAs may be rotated, typically within a 1 to 2-year timeframe, having regard to pupil needs, continuity of care and staff expertise. Formal reviews are conducted through the NCSE whole-school SNA review process. Allocation may change in response to evolving pupil needs. SNA posts are subject to national redeployment arrangements.

10. Seniority

The sequence in which special needs assistants are appointed to the school determines seniority. Seniority is used when determining reduced hours, redundancy and redeployment arrangements. The Board of Management determines seniority based on the date of commencement as an SNA in the school.

11. Training and Professional Development

Child protection and safeguarding.
Health, safety and manual handling.
First aid and medical care (where required).
Supporting pupils with additional and significant support needs.
Supporting communication and social interaction.
Promoting independence and self-regulation.
Understanding neurodiversity and inclusive practice.
Positive behaviour support approaches.
SNAs must follow all school health and safety procedures and report concerns promptly to the Principal.

12. Communication with Parents/Guardians

Parents are informed of the purpose and nature of SNA support. SNAs are not allocated to individual pupils at parental request. Queries or concerns should be raised with the class teacher or Principal. SNAs are encouraged to build positive relationships with parents while maintaining professional boundaries. SNAs may contribute relevant information to school staff but do not provide educational reports to parents. Communication regarding educational progress remains the responsibility of the class teacher and/or Special Education Teacher. All formal communication regarding pupils should be conducted through the class teacher, special education teacher, principal or agreed school communication systems. Parents should not have private phone numbers of staff members or contact SNAs outside school hours.

13. Confidentiality and Professional Conduct

Maintain confidentiality at all times.
Comply with GDPR and school data protection policies.
Act in a professional, respectful and inclusive manner.

14. Review of Policy

This policy will be reviewed by the Board of Management every two years or earlier if required in line with changes to Department of Education or NCSE guidance.

Approval

Signed: ____________________ Date: _____________
Chairperson, BoM

Signed: ____________________ Date: _____________
Principal