SNA Circulars Suspended: How to Document SNA Care vs. Educational Targets in the 2026/27 SSF
What the suspension of the Department's 5 SNA Workforce Development Plan circulars means for Irish schools in 2026/27, and how to document SNA care support in Student Support Files.
Updated on 16 August 2026
As Irish schools prepare for the 2026/27 school year, Special Needs Assistant (SNA) allocations and operational boundaries are at the top of every Principal and SENCO’s agenda.
Following the Department of Education's publication of the SNA Workforce Development Plan and five associated circulars on 3 June 2026, union members (Fórsa) voted in July to reject the proposed package. In response, the Department confirmed that the five circulars are suspended pending further consultation and must not be implemented by schools at this time.
For school leadership teams, this creates an urgent practical question: What rules govern SNA deployment for 2026/27, and how should SNA support be documented in the Student Support File (SSF)?
Warning
Official Status for the 2026/27 School Year
The five circulars issued under the SNA Workforce Development Plan (addressing revised contracts, role definitions, allocation reviews, and redeployment) are suspended. Schools must continue operating under existing agreements and circulars (including Circular 0030/2014). The new SNA Redeployment Scheme has been formally deferred to September 2027, and Supplementary Assignment Arrangements remain in place.
1. What the Suspension Means for School Operations
The suspension does not eliminate SNA support or freeze existing school allocations. Instead, it pauses the rollout of structural contract changes and new evaluation mechanisms while negotiations continue.
Here is what school leaders need to know for day-to-day operations in 2026/27:
| Area | Stated in Suspended Circulars | Operational Reality for 2026/27 |
|---|---|---|
| SNA Redeployment | New centralised redeployment panel scheme | Deferred to Sept 2027. Existing Supplementary Assignment Arrangements remain active. |
| Role & Contract Terms | Standardised national role descriptions & duties | Current terms remain. Circular 0030/2014 defines primary care remit. |
| Allocation Reviews | New NCSE diagnostic allocation metrics | Existing baseline allocations apply; emergency reviews continue through standard SENO routes. |
| Documentation Duty | Proposed unified care recording templates | Use standard Student Support File formats aligned with the NEPS Continuum of Support. |
2. Care Needs vs. Educational Targets: The Legal Distinction
One of the most frequent findings in Department Inspectorate evaluations is the conflation of SNA care support with SET/Class Teacher learning targets.
Under Department of Education policy and Section 2 of the Education Act 1998, educational instruction, assessment, target-setting, and progress monitoring are the exclusive statutory responsibility of qualified teachers.
Key Point
The Core Division of Responsibility
- Teachers (Class Teacher & SET): Identify learning needs, design instructional strategies, set SMART targets, assess progress, and sign off on Student Support Plans.
- Special Needs Assistants (SNAs): Provide essential care assistance that enables the child to access education safely and participate in the classroom environment.
Real-World Examples: Care vs. Educational Roles
Understanding this division is essential when drafting Student Support Plans:
| Care Support (SNA Remit) | Educational Target (Teacher Remit) |
|---|---|
| Sensory & Regulation: Assisting with sensory room transitions and supervised movement breaks. | Instructional Target: Teaching co-regulation strategies and self-advocacy check-ins using visual scales. |
| Physical & Motor: Assisting with fine-motor pencil grip tools, positioning, or page-turning. | Instructional Target: Selecting assistive typing software and evaluating written output fluency. |
| Safety & Routines: Prompting safety protocols during transitions on corridors and school yard. | Instructional Target: Teaching social skills, turn-taking, and playground conflict-resolution strategies. |
3. How to Document SNA Support in the Student Support File
Inspectors evaluate the Student Support File (SSF) to verify that resources are allocated efficiently and that support is graduated under the Continuum of Support.
To document SNA support accurately without breaching role boundaries, follow these four rules:
Rule 1: Record Care Needs in Section 1 (Profile & Information Gathering)
When opening or updating an SSF, document the child's significant care needs objectively. Focus on functional access requirements (e.g. assistance with toileting, mobility, feeding, severe sensory dysregulation, or immediate physical safety).
Rule 2: Frame Support as Classroom Accommodations, Not Learning Targets
In the Student Support Plan (Part 2), learning targets must be framed around what the pupil will learn or achieve.
- ❌ Incorrect (SNA-Centred): "SNA will supervise pupil during group work to keep him on task."
- ✅ Correct (Child-Centred & Measurable): "Pupil will complete 10 minutes of independent table-work using a visual timer before requesting a scheduled movement break (Class Teacher / SET). Care support: SNA provides proximity and prompts visual schedule."
Rule 3: Use the Log of Actions for Routine Care Coordination
The Log of Actions is the designated record for operational notes. Use it to record:
- SNA assignment and timetable changes.
- Reviews of specific care plans (e.g. personal pupil plans, intimate care protocols, epilepsy management).
- Collaboration meetings between the Class Teacher, SET, and SNA to align classroom routines.
Student Support Plan Collaboration and Reviews: Inspectorate Checklist
Learn how to document meetings with class teachers, SETs, SNAs, and parents in the Student Support File.
Rule 4: Protect Confidential Medical and Clinical Records
SNAs frequently assist children with complex medical needs. Ensure that clinical diagnoses, psychological reports, and medical management protocols are stored securely according to GDPR requirements and linked only as functional care accommodations in the working SSF.
4. What School Leaders and SENCOs Should Do Now
Before the school term begins, leadership teams should take three practical steps:
- Brief School Staff on the Current Status: Reassure teaching staff and SNAs that operational routines continue under existing circulars without disruption.
- Audit Active Student Support Plans: Review existing Level 2 (School Support) and Level 3 (School Support Plus) plans to ensure learning targets are teacher-led and care supports are clearly delineated.
- Streamline Collaborative Record-Keeping: Establish a structured workflow where class teachers gather SNA observations seamlessly without creating burdensome administrative overhead.
Tip
How SENScribe Helps
SENScribe separates educational target generation from classroom accommodations automatically. When turning informal teacher notes into inspection-ready Student Support Plans, SENScribe formats targets to meet Department of Education standards while keeping learning goals and care supports distinct.
Frequently Asked Questions
Did the Department cancel the SNA Workforce Development Plan?
No. The Department has suspended the implementation of the five circulars following union rejection to allow for further consultation and stakeholder dialogue.
Has the SNA Redeployment Scheme changed for 2026/27?
No. The proposed centralised redeployment scheme has been deferred to September 2027. For the 2026/27 school year, the existing Supplementary Assignment Arrangements remain in effect.
Should SNAs write or sign Student Support Plans?
No. Under Department guidelines, the statutory responsibility for formulating, documenting, assessing, and signing off on Student Support Plans rests with qualified teachers (Class Teacher and Special Education Teacher). SNAs contribute informal observational feedback regarding care routines, which the teacher reviews and integrates.
How can our school ensure our SSFs comply with Department inspections?
Ensure that all targets in the Student Support Plan are SMART (Specific, Measurable, Achievable, Relevant, Time-bound), that reviews occur at least twice yearly, and that SNA care assistance is documented as an enabling access support rather than a replacement for teacher-led instruction.
Complete Guide to the Student Support File for Irish Teachers
Read our comprehensive breakdown of SSF Part 1, Part 2, and Part 3 under the NEPS Continuum of Support.
Official references: Department of Education & Youth, Special Needs Assistant Workforce Development Plan · Circular 0030/2014: The Special Needs Assistant (SNA) Scheme