Paul Murphy challenges proposed SNA cuts at Furhouse School
Paul Murphy raised concerns about proposed cuts to SNA hours at Furhouse Educate Together National School, arguing the reductions would undermine support for children with additional needs. He urged that SNA hours be increased, citing a parent's account of a child moving from an autism unit into a mainstream class with the help of teachers and SNAs.
He highlighted Furhouse Educate Together National School, saying it currently has only eight SNAs for more than 90 children with additional needs and that the department is proposing to cut the SNA hours required for both inclusion and mainstream support.
Murphy read a parent's letter describing a son who began in the autism unit and, with the support of teachers and SNAs, successfully transitioned to a mainstream class — presented as evidence that early intervention and correct supports enable integration.
He criticised what he described as a government approach that is pushing children with mild general learning disabilities out of special schools and into mainstream settings, arguing this increases the need for SNAs rather than reducing it and that the proposed cuts make no sense.
Minister Chambers said he was not familiar with the specific school or the SNA changes referenced, asserted that the overall number of SNAs is increasing nationally, and pointed to support provided through the NCSE and other measures. He said he would ask the Minister for Education to respond to the specific case and requested engagement with the NCSE on review mechanisms for SNA allocations.
Specific school case
He highlighted Furhouse Educate Together National School, saying it currently has only eight SNAs for more than 90 children with additional needs and that the department is proposing to cut the SNA hours required for both inclusion and mainstream support.
Evidence from a parent
Murphy read a parent's letter describing a son who began in the autism unit and, with the support of teachers and SNAs, successfully transitioned to a mainstream class — presented as evidence that early intervention and correct supports enable integration.
Policy concern on mainstreaming
He criticised what he described as a government approach that is pushing children with mild general learning disabilities out of special schools and into mainstream settings, arguing this increases the need for SNAs rather than reducing it and that the proposed cuts make no sense.
Minister's response and next steps
Minister Chambers said he was not familiar with the specific school or the SNA changes referenced, asserted that the overall number of SNAs is increasing nationally, and pointed to support provided through the NCSE and other measures. He said he would ask the Minister for Education to respond to the specific case and requested engagement with the NCSE on review mechanisms for SNA allocations.
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Transcript
Minister, I want to raise the inexplicable decision to cut SNA hours at Furhouse Educate Together National School. The school is already struggling to cope with only eight SNAs catering for more than 90 children with additional needs. One parent wrote to me that her son started in the autism unit and, with the amazing support of his teachers and his SNAs, he was able to transition to a mainstream class. He is proof of how early intervention and the correct support can help a child to integrate with his mainstream peers. The school needs an increase in SNA hours to give every child equal access to education as a basic human right. Yet now the department is proposing to cut the SNA hours needed for inclusion and mainstream. I raised yesterday how the government is simultaneously trying to push children with mild general learning disabilities out of special schools and into mainstream, which means a need for more SNAs, not less. This makes no sense. Will the government look at it and ensure that the SNA support has increased, not decreased? Minister Chambers to respond. Minister Chambers, I am not familiar with the specific school that you referenced or what has occurred related to SNAs, despite to say that the overall number of SNAs is continuing to increase nationally and indeed the support that we are giving towards special education with the NCSE and others around school buildings, but also teachers, SNAs and other supports within schools. I will ask the Minister for Education to respond back to the specific case that you have referenced. There are review mechanisms through engagement with the NCSE and others on SNA allocations, and I will ask for that engagement to take place.