🌅 SUPPORT NEEDS ASSESSMENT (SNA1 & SNA2) — FULL GUIDE & PURPOSE
The Support Needs Assessment (SNA1 & SNA2) is one of the most important documents in the South African
education support system. It forms part of the official SIAS Policy – Screening, Identification, Assessment & Support,
and is used in all public schools to determine whether a learner requires additional academic, social, behavioural, health or psycho-educational support.
This article explains the purpose, relevant legislation, and gives a step-by-step guide on how to complete every section of the form accurately using information extracted from the uploaded document.
1. What Is the Purpose of the SNA1 & SNA2 Form?
The SNA1 and SNA2 form a structured support and monitoring framework that ensures no learner “falls through the cracks.”
According to the SIAS Policy, every learner presenting a barrier to learning must be screened, identified, assessed and supported through a clear and legally compliant process.
The uploaded form makes it clear that the SNA1 must be completed by the teacher, while SNA2 is completed by the School-Based Support Team (SBST).
These documents guide how the school collects information, plans interventions, records progress, and escalates cases to the District-Based Support Team (DBST) if higher-level assistance is required.
2. Legislation and Policies Behind SNA1 & SNA2
2.1 The Inclusive Education Framework
SNA1 & SNA2 exist because South Africa follows an inclusive education model grounded in:
- Constitution of South Africa (1996) – guarantees every learner the right to basic education.
- South African Schools Act (SASA) 84 of 1996 – outlines principles of equal access and non-discrimination.
- White Paper 6 (2001) – officially introduces Inclusive Education & Support Services.
- SIAS Policy (2014) – provides the operational framework for screening, identifying, assessing and supporting learners.
2.2 Why the Form Is a Legal Document
The uploaded SNA and Learner Profile documents are marked CONFIDENTIAL and contain strict instructions on handling, transfer and completion.
This is because they include:
- Medical information
- Disability indicators
- Social grants
- Family structure & psychosocial risks
- Academic histories
- Behavioural concerns
- Teacher interventions & school responses
Improper handling can violate POPIA (Protection of Personal Information Act), thus the document must only be accessed by authorised education personnel.
3. Step-by-Step Guide to Completing SNA1
3.1 Areas of Concern
The teacher must clearly explain:
- What the concern is (learning, behaviour, emotional, physical, language etc.)
- When it was first noticed
- How it was observed (teacher observation, parent report, assessment results)
- How it affects learning and development
3.2 Scholastic Profile
Teachers must extract information from the Learner Profile including:
- Grades passed or repeated
- Number of schools attended
- Identified disabilities (if diagnosed)
- Assessment outcomes from previous years
3.3 Strengths and Needs
This section requires honest reflection under:
- Communication – expressive & receptive skills
- Learning – ability to meet grade-level expectations
- Social behaviour – interaction, cooperation, emotional regulation
- Classroom & school environment – rules, routines, inclusive practices
- Family/home/community – trauma, parenting style, instability, poverty, disability of parent
Each subsection must include:
- Strengths (what the learner CAN do)
- Needs/At-risk factors (what hinders progress)
- Support needed (what is required to assist)
4. Documenting Teacher Interventions
SIAS requires teachers to document all interventions attempted BEFORE requesting SBST help.
The form provides spaces to record:
- Curriculum differentiation
- Modified teaching strategies
- Adapted assessment methods
- Environmental adjustments
- Behaviour support
4.1 Curriculum Adjustments
Examples include:
- Breaking activities into manageable steps
- Using visuals, charts, or concrete objects
- Extended time for tasks
- Alternative assessments
- Providing simplified text or audio support
4.2 Environmental Adaptations
- Changing seating to reduce distractions
- Providing a quieter space
- Creating a buddy system
- Ensuring wheelchair-friendly access
4.3 Consultation Log
The teacher must record all meetings with parents, caregivers, or the learner including:
- Date
- Purpose
- Outcome
5. Completing SNA2 — SBST Responsibilities
5.1 Review of Teacher Input
The SBST evaluates whether the teacher:
- Identified the correct barriers
- Implemented adequate support
- Provided enough evidence
- Requires further guidance or training
5.2 Summary of Barriers
SBST provides a consolidated report including:
- Type of barrier (e.g. learning, psychosocial, behavioural, medical)
- Past and current interventions
- Challenges still unresolved
5.3 Individual Support Plan (ISP)
This is the official action plan. It includes:
- Area needing support
- Target
- Strategy of intervention
- Responsible person
- Timeframe
- Review date
- Comments on progress
5.4 When to Refer to DBST
Referral is made ONLY when:
- The school has exhausted all internal support options
- The learner requires specialised intervention
- There is a need for concessions, therapy, assistive devices or placement in special support programmes
6. Tips for Correctly Completing the Form
- Use BLACK ink as instructed in the form
- No correction fluids (no Tippex)
- Be honest and specific
- Use evidence from assessments, parent meetings, classroom observations
- Attach all supporting documents: Learner Profile, medical reports, interventions log
- Ensure confidential storage — locked cabinet or password-protected archive