Michael Cahill (Kerry, Fianna Fail)
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1930. To ask the Minister for Children, Disability and Equality if she will review the lack of external oversight or appeals process when children are expelled from ECCE-funded preschools, particularly those with additional needs. [45456/25]

Norma Foley (Kerry, Fianna Fail)
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ECCE providers are private businesses with their own criteria for admission and the handling of behavioural issues in children attending ECCE sessions and this is outside of the remit of this Department. Providers should ensure equal access for all children and should not undertake any action that could adversely affect the ability of any child to access and meaningfully participate in the ECCE programme.

The Access and Inclusion Model (AIM) is a model of supports designed to ensure that children with additional needs can fully participate in the Early Childhood Care and Education (ECCE) preschool programme and beyond, thereby reaping the benefits of quality early learning and care and realising the opportunity to reach their full potential.

A key focus of AIM is on building the capacity of early years educators to create inclusive environments through training and practical support. This includes continuous professional development (CPD) on disability and inclusion, funding for a Level 6 award programme on inclusion (LINC); the establishment of an Inclusion Co-ordinator (INCO) in each ECCE setting; and funding for inclusion training for INCOs and other early years practitioners.

An independent evaluation of the model, published in January 2024, reported positive findings regarding the effectiveness and impact of the programme. The evaluation also highlighted areas for development which have informed several follow-up actions for my Department. These include the updating of the Inclusion Coordinator Level 6 Higher Education Programme to place increased focus on autism and supplementary CPD in this area; and the publication of Introductory Guidelines to Support the Inclusion of Autistic Children in Early Learning and Care, School-Age Childcare and Childminding Settings, developed with the support of AsIAM. Work in this area is continuing, to ensure that AIM can respond as effectively as possible to the diverse needs of children with additional needs including autistic children.

While early learning and childcare providers are private entities and manage their own admissions, they are strongly encouraged to adopt inclusive approaches, supporting access to and participation in the ECCE programme for all children. Any parent or guardian who is experiencing difficulty in securing a place should contact their local City or County Childcare Committee for advice and support.

Equal Start is a funding model and set of associated universal and targeted measures to support access and meaningful participation in early learning and care (ELC) and school-age childcare (SAC) for children and their families who experience disadvantage.

Equal Start was launched in May 2024 delivering on a key commitment in the First 5 strategy (2019-2028), with initial roll-out commencing in September 2024.

Equal Start includes a suite of universal supports, child-targeted supports, and setting-targeted supports to ensure every child and every early learning and childcare setting will benefit from a continuum of supports that reflects a continuum of need.

Equal Start commits to reviewing the guidance on inclusion policies to ensure there is adequate support and recognition for priority target groups; provide guidance on admissions policies, and explore the possible introduction of regulatory requirements for ELC and SAC services to have an inclusive admissions policy; As part of the introduction of comprehensive regulations for SAC services, introduce a regulatory requirement for SAC services to have an inclusion policy.

The Tusla Early Years Inspectorate is the independent statutory regulator for the early years sector under Part VIIA of the Child Care Act 1991. The sector is governed by a number of regulations which set the standards for registration, inspection and enforcement by Tusla. Services are required to have an inclusion policy under the Child Care Act 1991 (Early Years Services) Regulations 2016. In addition, each service is required to have a complaints policy and deal with complaints in line with the policy.

While Tusla do not carry out investigations of complaints, they have a “feedback and concerns” mechanisms by which the public may make complaints about services, which will inform risk-based decision-making by Tusla on the prioritisation of inspections.

Michael Cahill (Kerry, Fianna Fail)
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1931. To ask the Minister for Children, Disability and Equality if there are plans to standardise policies across all ECCE providers regarding the handling of behavioural issues in children with additional needs. [45457/25]

Norma Foley (Kerry, Fianna Fail)
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ECCE providers are private businesses with their own criteria for admission and the handling of behavioural issues in children attending ECCE sessions and this is outside of the remit of this Department. Providers should ensure equal access for all children and should not undertake any action that could adversely affect the ability of any child to access and meaningfully participate in the ECCE programme.

The Access and Inclusion Model (AIM) is a model of supports designed to ensure that children with additional needs can fully participate in the Early Childhood Care and Education (ECCE) preschool programme and beyond, thereby reaping the benefits of quality early learning and care and realising the opportunity to reach their full potential.

A key focus of AIM is on building the capacity of early years educators to create inclusive environments through training and practical support. This includes continuous professional development (CPD) on disability and inclusion, funding for a Level 6 award programme on inclusion (LINC); the establishment of an Inclusion Co-ordinator (INCO) in each ECCE setting; and funding for inclusion training for INCOs and other early years practitioners.

An independent evaluation of the model, published in January 2024, reported positive findings regarding the effectiveness and impact of the programme. The evaluation also highlighted areas for development which have informed several follow-up actions for my Department. These include the updating of the Inclusion Coordinator Level 6 Higher Education Programme to place increased focus on autism and supplementary CPD in this area; and the publication of Introductory Guidelines to Support the Inclusion of Autistic Children in Early Learning and Care, School-Age Childcare and Childminding Settings, developed with the support of AsIAM. Work in this area is continuing, to ensure that AIM can respond as effectively as possible to the diverse needs of children with additional needs including autistic children.

While early learning and childcare providers are private entities and manage their own admissions, they are strongly encouraged to adopt inclusive approaches, supporting access to and participation in the ECCE programme for all children. Any parent or guardian who is experiencing difficulty in securing a place should contact their local City or County Childcare Committee for advice and support.

Equal Start is a funding model and set of associated universal and targeted measures to support access and meaningful participation in early learning and care (ELC) and school-age childcare (SAC) for children and their families who experience disadvantage.

Equal Start was launched in May 2024 delivering on a key commitment in the First 5 strategy (2019-2028), with initial roll-out commencing in September 2024.

Equal Start includes a suite of universal supports, child-targeted supports, and setting-targeted supports to ensure every child and every early learning and childcare setting will benefit from a continuum of supports that reflects a continuum of need.

Equal Start commits to:

- Review the guidance on inclusion policies to ensure there is adequate support and recognition for priority target groups.

- Provide guidance on admissions policies, and explore the possible introduction of regulatory requirements for ELC and SAC services to have an inclusive admissions policy.

- As part of the introduction of comprehensive regulations for SAC services, introduce a regulatory requirement for SAC services to have an inclusion policy.

The early years sector is governed under Part VIIA of the Child Care Act 1991 and by related regulations which set the standards for registration, inspection and enforcement by the Tusla Early Years Inspectorate, which is the independent statutory regulator for the sector. Pre-school services are required to have an inclusion policy under the Child Care Act 1991 (Early Years Services) Regulations 2016.

First 5 commitments to a graduate-led workforce, a national programme of Continuous Professional Development (CPD) opportunities. CPD for Early Years Educators, SAC Practitioners and childminders who are already qualified and working in the sector is a key factor in ensuring the quality of ELC and SAC provision. CPD matters both for enhancing the quality of practice, and for providing career development opportunities for Educators and Practitioners. Current CPD requirements in Ireland are set at a service level, and not with the individual Early Years Educator or SAC Practitioner.

A range of training and supports are already available to services and staff in relation to the participation of autistic children, including:

• The Leadership for Inclusion (LINC) training programme for Inclusion Coordinators, as part of the Access and Inclusion Model (AIM).
• Equality, Diversity and Inclusion training available to all early learning and care settings.
• Mentoring provided by Early Years Specialists in Better Start.
• “Introductory Guidelines to Support the Meaningful Inclusion of Autistic Children in Early Learning and Care and School Age Childcare”, published by the Department of Children in October 2024: aim.gov.ie/app/uploads/2024/10/91746-Department-of-Children-Equality-Autism-Guidelines-Booklet-v5-online-1.pdf

Michael Cahill (Kerry, Fianna Fail)
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1932. To ask the Minister for Children, Disability and Equality the way in which access and inclusion model supports are being evaluated for effectiveness when preschools expel children with ASD despite support being in place. [45458/25]

Norma Foley (Kerry, Fianna Fail)
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The Access and Inclusion Model (AIM) is a model of supports designed to ensure that children with disabilities can fully participate in the Early Childhood Care and Education (ECCE) preschool programme and beyond, thereby reaping the benefits of quality early learning and care and realising the opportunity to reach their full potential.

A key focus of AIM is on building the capacity of early years educators to create inclusive environments through training and practical support. This includes continuous professional development (CPD) on disability and inclusion, funding for a Level 6 award programme on inclusion (LINC); the establishment of an Inclusion Co-ordinator (INCO) in each ECCE setting; and funding for inclusion training for INCOs and other early years practitioners.

An independent evaluation of the model, published in January 2024, reported positive findings regarding the effectiveness and impact of the programme. The evaluation also highlighted areas for development which have informed several follow-up actions for my Department. These include the updating of the Inclusion Coordinator Level 6 Higher Education Programme to place increased focus on autism and supplementary CPD in this area; and the publication of Introductory Guidelines to Support the Inclusion of Autistic Children in Early Learning and Care, School-Age Childcare and Childminding Settings, developed with the support of AsIAM. Work in this area is continuing, to ensure that AIM can respond as effectively as possible to the diverse needs of children with additional needs including autistic children.

While early learning and childcare providers are private entities and manage their own admissions, they are strongly encouraged to adopt inclusive approaches, supporting access to and participation in the ECCE programme for all children. Any parent or guardian who is experiencing difficulty in securing a place should contact their local City or County Childcare Committee for advice and support.