We are all aware how the failure of the 2014 circular and the Government to recognise the evolved role of the SNA and what the meaning of inclusion in education really means led to in the crisis we had earlier this year. When will the promised new circular be out? I think I heard the Minister say it will come before the summer recess. Will she confirm this? Will it reflect the needs and aspirations of SNAs, school communities, parents and children?

My Department is in the final stages of work on the first special needs assistant workforce development plan and associated documents. The plan provides a comprehensive framework for understanding and supporting SNAs, children with special educational needs and school communities. It will, through a co-created series of policy developments strengthen, clarify and offer clear direction and consistency to the SNA workforce.

Significant research and collaboration have been undertaken in preparation of the plan. This includes significant engagement with focus groups of SNAs, students, school leaders and teachers as well as a national survey of SNAs. Published reports on each are available on the government website.

The plan is also supported by collaborative working groups established for each of the five pillars of the work. Membership of these working groups include school management bodies, Fórsa, the trade union representing SNAs, school staff, the National Parents Council and the Children’s Rights Alliance.

The working groups examined every facet of the SNA role in 55 meetings with a view to enhancing support to children and young people with special educational needs. Recently, the Minister of State, Deputy Moynihan, and I held a full day-long engagement with SNAs and other education stakeholders on those documents, making sure there are no gaps and that we get this right. It was a very productive, positive meeting. The key outputs from the plan include a new circular on the role of the SNA, a SNA redeployment scheme which is long sought after by SNAs and a review of the SNA employment contract. I very much value the key contribution that SNAs. This was co-designed by them and by education stakeholders to make sure the educational experience and overall well-being of our students, which is what we are all here for, in our schools and to make sure our pupils are getting the resources they need. It will be published in the next couple of weeks.

It is coming out over the coming number of weeks. That is good. It happened because the Government got it so badly wrong. There were massive protests and there was fear and anxiety but it is good that we have moved on. The question is really whether it will be maximalist in terms of the need to include children and genuinely recognise the role of the SNAs and how it has evolved, and genuinely recognise what inclusion means. It is not just physical presence in the school. It is emotional well-being, genuine support and communication. Just because a child is doing well does not necessarily mean an SNA has to be taken out and moved somewhere else because a child who might need that support to continue flourishing could regress because they do not have SNA support. All of this was reflected in the alternative proposed circular put forward by parents' groups. Obviously, teachers have to have input and have to teach. However, this has to be maximalist in terms of inclusion and genuinely recognise the importance and role of SNAs. Will it be?

"Yes" is the short answer. This has been the result of a huge amount of collaboration and engagement and has been co-designed by SNAs and education stakeholders. The Deputy is right about the evolved role of the SNA. It goes beyond the primary care needs. There are the social, emotional and behavioural supports that young people and students require. We also want to make sure SNAs are getting adequate training. These are things they have looked for. SNAs come from a wide variety of life experiences. There are varying qualifications out there and they bring so much as things stand. It is to elevate their position and make sure we are getting this right. There has been a huge amount of co-design with them and with educators. We have also listened to the voices of students and young people. There has been huge collaboration with them as well. For example, almost 7,500 SNAs responded to the national survey. There are focus groups with more than 310 SNAs, over 200 teachers and 250 school leaders. We consulted with almost 150 children and young people about the role of the SNA and what they want to see to support them as well.

That is all good and not a moment too soon. However, we know there is always a tension between budgetary constraints being imposed, the needs of the children and a genuine recognition of the importance and role of SNAs and what school communities really need. It is absolutely critical that the needs of children, a genuine recognition of the importance and role of the SNAs and what school communities need trump any budgetary pressures being imposed. The concern is that these delays and what happened the last time was ultimately driven by budgetary constraints, and it led to the sort of crisis we had. It is good we have had the conversations but let us hope people have genuinely been listened to and that there is no diluting happening for financial reasons, and that this does the job it needs to do for children, SNAs, teachers and schools.