Minister Foley welcomes the opening of the application process associated with the expansion of the Family Resource Centre Programme

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Press Release

Minister for Children, Disability and Equality, Norma Foley today (1st May 2025) welcomed the announcement by Tusla, the Child and Family Agency of the opening of the application process associated with the expansion of the Family Resource Centre Programme.

Family Resource Centres acting as a national network have been active in Ireland for over 20 years and have a significant impact locally, regionally and nationally. FRCs impact on the lives of children, families, individual adults including older people and whole communities because of their human rights-based approach to community development across the life-course. Their progressive approach means they provide empowering, non-stigmatising supports for all the community but also more targeted supports to those who need it most.

In 2023, 129,305 people participated in FRC community-based initiatives, while 15,578 people availed of group-based supports. Working in partnership with Tusla, FRCs operate a prevention and early intervention approach, offering support to all children and families in the community. In 2023 FRCs delivered 52,481 parenting/family support sessions, 70,960 counselling and therapeutic support sessions, while 51,154 children and young people benefited from pre and after school activities

Funding was secured as part of Budget 2025 to allow membership of the Family Resource Centre Programme to increase from 121 to 126 nationally, in line with the Programme for Government commitment.

Applications to join the Family Resource Centre Programme will be managed by Tusla. Groups/organisations interested in applying will be required to complete an application form, and to comply with the criteria for membership of the Programme.

Interested groups/organisations will have four weeks to complete the application process. Tusla will arrange to supply a dedicated application form to any group/organisation expressing an interest.

Minister Foley said:

The Programme for Government commits to increasing funding and expanding the capacity and network of Family Resource Centres. In this context, I am very much aware of the valuable work that Family Resource Centres do in our communities, including engaging with vulnerable families, offering services to individuals across the whole life cycle from early years to senior citizens, and fostering a positive and inclusive community spirit. I am delighted that Tusla is commencing the search for new FRC Programme members, and that in the coming months we will have an additional five Programme members in place.

Notes to the Editor

  • The Family Resource Centre (FRC) Programme is a community development initiative that is supported by multiple State agencies and Government Departments in a partnership approach. FRCs may draw on various sources of funding provided by Government Departments, agencies and private sources.
  • With 121 centres nationwide, FRCs are usually located in disadvantaged areas and serve as vital hubs for a wide range of community activities, catering to all age groups from early childhood to senior citizens.
  • FRCs provides a range of universal and targeted services and development opportunities that address the needs of families. These can include but are not limited to:
    • The provision of information, advice and support to target groups and families e.g. information concerning the range of services and development options available locally, and advice on accessing rights and entitlements. FRCs act as a focal point for onward referrals to mainstream service providers.
    • Delivering education courses and training opportunities.
    • The establishment and maintenance of new community groups to meet local needs and the delivery of services at local level (e.g. childcare facilities, after-school clubs, men’s groups, etc.)
    • The provision of counselling and support to individuals and groups (Prevention and Early Intervention measures such as counselling, psychotherapy and therapeutic supports can improve the quality of children’s home lives and family relationships, increase educational attainment and support good mental health).
    • Developing capacity and leadership within communities.
    • Supporting personal and group development.
    • Practical assistance to individuals and community groups, such as access to information technology and office facilities.
    • Practical assistance to existing community groups, such as providing help with organisational structures, assistance with accessing funding or advice on how to address specific social issues.
    • Supporting networking within the community.
    • Contributing to Policy work.
    • Practical supports to Ukrainian recipients of Temporary Protection, and International Protection Applicants. This includes support with school enrolment and medical care, integration and accommodation needs, and language and other direct supports.

 

Annual Literacy, Numeracy and Digital Literacy Forum held at Dublin Castle

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Link to Press Release

Minister for Children, Disability and Equality, Norma Foley, and Bernie McNally, Secretary General, Department of Education today (Wednesday, 30 April) addressed the annual Literacy, Numeracy and Digital Literacy Forum which took place in Dublin Castle.

This is the first forum to be held since the launch in May 2024 of Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024-2033: Every Learner from Birth to Young Adulthood and supporting five-year implementation plan. The strategy’s vision is that: ‘Every learner, from birth to young adulthood, develops the necessary literacy, numeracy, and digital literacy skills to thrive and flourish as an individual, to engage and contribute fully as an ethical, active member of society and to live a satisfying and rewarding life.’

Minister for Education Helen McEntee said:

“Forums like this are not just about the strategy, they are about listening, learning, and ensuring our actions match the needs of the learners we serve.

“The way our learners engage with literacy, numeracy and digital literacy is evolving rapidly. It is essential we evolve with them not only in policy, but in practice. That means asking critical questions, being open to innovation, and recognising that no one-size-fits-all.

“My department is focused on ensuring that our strategies for literacy, numeracy, and digital literacy remain responsive to the evolving needs of learners, educators, and communities. Together, we can create an environment where every learner is empowered to thrive, both now and in the future.”

Speakers at the event included: Dr Sandra O’Neill, Institute of Education, Dublin City University and Dr Niamh O’Meara, EPI-STEM School of Education, University of Limerick, Áine Lynch and René O’Malley, National Parents Council. Workshops on the day focused on a range of topics including storytelling, outdoor learning, numeracy and mis/disinformation. There were also presentations and video contributions from early learning and care settings and schools which showcased inspiring literacy, numeracy and digital literacy practice.

Minister Foley said:

“Significantly the Literacy, Numeracy and Digital Literacy Strategy highlights early childhood as the fundamental first stage on a child’s educational journey and the importance of children’s earliest experiences in language, literacy, and numeracy.

“This forum provides a valuable opportunity for us to come together with our colleagues across the primary and post-primary sectors, to share inspiring practice and explore innovative, evidence-based approaches to play-based learning.

“It is wonderful to see such strong participation from the early learning and care sector here today, and I look forward to hearing the insights and observations gathered in areas such as early mathematical thinking, story-telling traditions and the importance of language-rich environments for babies, toddlers and young children.”

Secretary General, Department of Education, Bernie McNally said:

“It was a real pleasure to meet the children and young people this morning. They are, after all, at the centre of everything we do in education. Seeing their energy and potential was a powerful reminder of why our work to support their learning and development is so important.

“Building strong literacy, numeracy, and digital skills is essential not just for academic success, but for full participation in an increasingly digital and global society. These skills form the foundation of opportunity, equality, and lifelong learning.

“Alongside the Department of Children, Equality, Disability, Integration and Youth, we are driving the Literacy, Numeracy and Digital Literacy Strategy forward with energy, ambition, and collaboration. Together, we can build the core skills every learner needs to succeed in education, in the workforce, and in life.”

Minister Foley and Bernie McNally also acknowledged all who participated in the forum today and committed to continue to foster ongoing dialogue and action to support every learner’s success.

Notes

The forum took place at Dublin Castle on 30 April 2025.

The keynote speakers included:

  • Dr Sandra O’Neill, Institute of Education, Dublin City University
  • Dr Niamh O’Meara, EPI-STEM School of Education, University of Limerick
  • Áine Lynch, National Parents Council
  • René O’Malley, National Parents Council

Early learning and care settings and schools involved in the presentations were as follows:

  • Happy Days, Ballyporeen, Co. Tipperary.
  • Doon Convent National School, Co. Limerick.
  • St. Anthony’s Special School, Castlebar, Co. Mayo
  • Beneavin College, Finglas, Dublin 11

Background

Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024-2033: Every Learner from Birth to Young Adulthood builds on the achievements and ambition of the Literacy and Numeracy Strategy 2011-2020 and the 2017 interim review. The new strategy continues the journey to nurture and enhance literacy, numeracy and digital literacy skills from birth to young adulthood to ensure that every individual is equipped with the essential skills to navigate and succeed in an increasingly complex and interconnected world.

The areas for development and action, as identified in the strategy, span five pillars:

Pillar 1: Enabling parents and communities to support learners’ literacy, numeracy and digital literacy.

Pillar 2: Supporting the professional practice of early years educators, childminders and teachers.

Pillar 3: Supporting leadership in early learning and care and in the school system.

Pillar 4: Improving the learner experience through curriculum, pedagogy and assessment.

Pillar 5: Supporting diverse learners to achieve their potential.

A comprehensive five-year implementation plan has been developed which serves as the blueprint that transforms the strategy into actionable steps. It outlines the specific actions and initiatives that will be undertaken. Measuring the success of the strategy will be a continuous process.

Submit AIM non-term application for Summer 2024

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Dear Service Provider, 

Please submit your AIM Non-term 2024/2025 applications for the summer months via the Early Years Hive as soon as possible. When submitting an AIM Non-term application, we recommend you submit all dates in which AIM Non-term support is required over the summer period. Please note, AIM Non-term applications may take up to 12 weeks to process. 
 
Change of Circumstances
If you have already submitted your AIM non-term applications and did not include the required summer dates, please submit a Change of Circumstance review to add the relevant dates. Please note, AIM Non-term reviews may take up to 6 weeks to process.
 A How-to-Guide on how to submit a Change of Circumstances review can be found here. 
Regards, 
The Early Years Team. 

Checks to ensure that hours of school and ECCE attendance are not included in NCS registered hours

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​Dear Service Provider,

As you are aware, the purpose of the National Childcare Scheme (NCS) is to provide financial support for parents towards the cost of their childcare with a service provider. The hours of care required are agreed between the parent and the service provider. Once agreed, then the hours claimed under NCS should reflect this arrangement.
It is important to note that the child should only be registered on NCS for hours that they require and intend to be present in the service. In particular, NCS subsidised hours cannot be claimed for hours that the child is in education (i.e. ECCE or school).
For ECCE and school-age children, NCS subsidised hours can only be claimed in the following scenarios during term time:
  • childcare used before preschool or school starts in the morning (e.g. a breakfast club)
  • after-school childcare
 
Children may attend for additional hours on school closure days.
 
Confirmation of your compliance with the rules above can be reviewed as part of compliance inspections. Services are therefore advised to have details of school calendars and school opening/closing times on file for school-age children who attend their facility.
We want to take this opportunity to thank services in advance for your continued co-operation with compliance checks.
Kind regards,
Pobal & DCEDIY Compliance Teams

 

Nurturing Skills Learner Fund (NSLF) reminder for the academic year 2025/2026

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Dear Service Provider,

 

Please note the following regarding the Nurturing Skills Learner Fund (NSLF).

 

NSLF applications for the academic year 2025/2026

 

NSLF applications for the academic year 2025/2026 are now open and will close on 1 May 2025 at 5pm.

 

Please advise your staff to contact NSLF@pobal.ie to request a link to the NSLF Student Portal to register on the NSLF Student Portal, upload employment details and complete the new application process.

 

There are two steps in the application process and, in some instances, the employment record step could take several working days to complete. The numbers applying may also impact.

 

All applications must be submitted prior to the deadline of 1 May 2025. Late and incomplete applications will not be accepted after the deadline.

 

NSLF students continuing from the academic year 2024/2025

 

Pobal will contact continuing students directly in early summer asking individuals to verify their continuing eligibility for NSLF.  Once eligibility is confirmed, a new letter of Conditional Funding will issue to the student for the academic year 2025/2026.

 

Training for continuing students will happen at a later stage and you will be notified.

 

Note: Continuing Students are existing students who successfully received NSLF funding for the academic year 2024/2025 and wish to continue to receive funding for NSLF for Academic Year 2025/2026.

 

Regards,
The Early Years Team

 

Updated Service Profile and May Core Funding Review and Confirm

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​Dear Service Provider,

We are writing to you regards the Service Profile and the May Core Funding Review and Confirm.

 

Updated Service Profile – Changes from 2 May on Early Years Hive

From 2 May you will see the following changes to questions on the Service Profile:

Facility Details section:

  • Two new mandatory questions about wheelchair accessibility will be added. These questions were previously part of the Annual Early Years Sector Profile and will now be blank and are mandatory to complete.

Members section:

  • New mandatory questions are added for each staff type.
  • Two job titles will be removed from the ‘Out of Ratio’ staff type: AIM Level 7 (Assigned to specific children) and Equal Start Resource Allocation. Existing ‘Out of Ratio’ staff with these job titles will be updated to ‘In Ratio Staff.’ These need to be reviewed, and all mandatory fields updated.

All new questions are mandatory, you must review and update information for all existing staff members. Partner Services are responsible for ensuring their Service Profile is accurate and up to date.

A detailed Service Profile guidance document is available soon on the Early Years Hive to help services update their Service Profile.

May Core Funding Review and Confirm

There has been a change to the opening date of the May Core Funding Review and Confirm window, which will now open from the 2 May to 14 May 2025.

This process ensures Core Funding payments continue by allowing Partner Services to check their most recent application information. Partner Services can then choose to:

  1. Review and Confirm with Changes
  2. Review and Confirm without Changes

Partner Services with an approved May Review and Confirm record can auto-populate their Application Module for the 2025/2026 Programme Year to help reduce administration.  More information will be provided soon.

Before completing the Review and Confirm, Partner Services should:

  • Make sure data captured in the Service Profile is accurate and up to date for the 2024/2025 programme year, including hourly rates of pay for staff members.
  • Make sure your Core Funding Application status is ‘Approved.’ If it is ‘Referred back,’ fix the issue and complete the May Review and Confirm process once its status is ‘Approved.’
  • If your most recent ‘Approved’ Core Funding application record has an Update Due Date on or before May 2, 2025, action this during your Review and Confirm process. Use the ‘Review and Confirm with Changes’ option to either replace the departed staff member or reduce your capacity.

After the Review and Confirm window closes, Core Funding payments will continue as per the schedule on the Early Years Hive, as long as your May Review and Confirm status is at ‘Approved.

You can find Core Funding support and training materials in the Help and Support section of the Early Years Hive.

Regards,

The Early Years Team

AIM Level 4, 5, and 7 standard applications available in May

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​Dear Service Provider,

 
Access and Inclusion Model (AIM) Level 4, Level 5 and Level 7 standard applications for the 2025/26 programme year will open on the Early Years Hive in early May.
 
The opening date will be announced on the Early Years Hive in the coming weeks
 
There will also be AIM Level 4 and Level 7 programme readiness training coming soon.
 
Regards,
The Early Years Team

Aistear Blogs #8: Emergent literacy and Aistear

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Link to Blog

This blog looks at emergent literacy in the updated Aistear curriculum framework (2024). In early childhood, literacy involves the development of communication and language(s), as well as the exploration and development of skills, concepts, knowledge and understanding through multi-sensory, multi-modal and interconnected ways. This understanding of emergent literacy supports the recently launched Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024­2033: Every Learner from Birth to Young Adulthood.

The updated Framework, emphasises supporting babies, toddlers and young children in developing a growing understanding of language and print, which forms the foundation for communicating, reading and writing. Emergent literacy is embedded in all of Aistear’s themes but is particularly emphasised in the Theme of Communicating.  This Theme focuses on babies, toddlers and young children sharing their experiences, thoughts, ideas, feelings, interests, needs and rights with others, with growing muinín (confidence) and competence in various ways and for various purposes. All of the Aims and Learning Goals in Communicating are useful in supporting emergent literacy.

Experiencing inclusive and rich communicative environments empowers babies, toddlers and young children to engage daily in a variety of emergent literacy experiences through a slow relational pedagogy. They use multiple ways to communicate, with oral language being just one of these. They may babble, cry, point, scream, frown, make marks, draw and talk to get their messages across. They also learn to listen and take turns in conversations. Extending their vocabulary by learning new words is important, as is learning about other language(s) including English and Gaeilge.

Babies, toddlers and young children enjoy noticing and talking about pictures, books, posters, photos, people, animals and nature. They love singing nursery rhymes and songs. Access to a variety of books is important but they will have their favourites, and it is ok to read these over and over again!  Babies will quickly realise that symbols can be understood by others. They enjoy lifting flaps, feeling textures and pointing to characters in the story. Toddlers like talking about the pictures and making sounds to match the story. Young children enjoy listening to stories being read and discussing the plot. They may also ‘read’ the story themselves. Babies, toddlers and young children quickly learn how to ‘read’ books – holding them the right way up, reading from left to right and turning pages in sequence. Access to books that are culturally relevant and reflect diversity is key. Using puppets and other props to bring stories to life in a playful way provides opportunities to explore characters and events in stories, promoting higher order thinking. The use of open-ended questioning also supports this. Visiting the local library and encouraging reading with families helps make experiences more meaningful.

The role of the agentic educator is to draw attention to literacy in everyday routines and situations. This can include modelling writing messages and reading them back, taking on roles during play, making signs for shops; writing prescriptions for the chemist, writing letters to Santa or making passports. Providing easy access to a variety of mark making materials – such as paint, crayons, chalk, pastels, different types of paper as well as loose parts and other materials to create transient art – is also important. Emphasising the process over the product supports babies, toddlers and young children to express themselves creatively. It is also important to help them develop a love of reading through art and a love of art through books, as art and literacy are very closely interlinked.

The updated Aistear offers educators many ways to support babies, toddlers and young children in developing their emergent literacy. Educators have the knowledge, skills and abilities to interpret the Principles and Themes in a way that is relevant to their individual context. This empowers educators to support babies, toddlers and young children to continue their learning and developing in the area of emergent literacy.

Aistear Blogs: #7: Emergent numeracy and Aistear

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This blog looks at emergent numeracy in the updated Aistear curriculum framework. The Framework aligns with the recently published Literacy, Numeracy and Digital Literacy Strategy 2024-¬2033: Every Learner from Birth to Young Adulthood and shares the understanding that numeracy in early childhood involves the exploration and development of mathematical skills, concepts, knowledge and understanding. Through play and meaningful hands-on experiences, babies, toddlers and young children’s lives are enriched by numeracy experiences in their everyday lives.

Central to supporting babies, toddlers and young children’s knowledge and understanding of numeracy are relationships and interactions. Educators, embracing a slow relational pedagogy, can support and extend opportunities for babies, toddlers and young children to build awareness of the variety of numeracy symbols and concepts in the world around them. The daily routine flowing between free-play, guided play and educator-led playful experiences provides opportunities for educators to notice when number, shape and space, size or volume intrigues babies, toddlers and young children. Together, educators with the baby, toddler or young child can build an awareness of the important functions these have in everyday experiences. For example, five strawberries is more than two, the longer piece of timber makes the bridge or, that the metal ball is heavier than the cork bottle top in the treasure basket.

All four aims of Aistear’s Exploring and Thinking Theme support emergent numeracy. Through enjoyable and meaningful play and playful experiences, babies, toddlers and young children come to understand concepts such as matching, comparing, ordering, sorting, estimating, counting, spatial awareness, size, weight, height, length, capacity and money.

To realise these aims in practice requires the creation of an inclusive, numeracy- and maths-rich environment. This means educators provide a range of provocations and age- and stage- appropriate resources for babies, toddlers and young children to safely explore and learn about the role of numeracy in their world. Having items in the learning environment to feel, count, sort, classify and weigh is essential. Some of these items include: interlocking toys, large and small blocks, inset boards, measuring tapes,  jigsaws, sorting sets, art materials, old clocks, money, balls, stacking toys, threading beads, buckets, spades, spoons, ladles, cups, bottle caps, saucepans, sieves, spoons, jugs, kettles, cardboard tubes, pine cones, seashells, scraps of material, hoops, bean bags, balls, balancing beams, blocks, boxes, wheeled toys, tractors, trailers, trikes, balance bicycles, slides, climbing frames, ride-on toys, pull and push toys, climbing frames, slides and ramps. The list is endless!

Educators should ensure that a variety of books, focusing on numeracy related concepts and maths language, are in the learning environment, indoors and outdoors. For example, exploring the concept of small, medium-sized and big through the story of Goldilocks and the Three Bears. Using songs and nursery rhymes that incorporate maths concepts and maths language throughout the day can be very effective in developing babies, toddlers and young children’s mathematical understanding. Educators can also draw attention to numbers in the environment – notices, signs, food containers, shop windows, house numbers and car registrations. Activities like baking, shopping, cooking and gardening are also very useful in developing a positive dispositions towards numeracy and for using maths language in meaningful ways, for example big/bigger/biggest, tall/taller/tallest, wide/wider/widest. These activities can support babies, toddlers and young children’s understanding that mathematics is important and useful.

The updated Aistear positions emergent numeracy as an important part of early childhood education and care, empowering babies, toddlers, and young children to explore, think, and communicate in ways that are meaningful and developmentally appropriate. The Framework highlights the role of the agentic educator and how they use their knowledge and skills to interpret the Principles and Themes of Aistear in their individual context. Educators know the babies, toddlers and young children they work with and adapt the Framework to suit their needs and interests. By seeing the endless possibilities in the learning environment and in local communities, educators can nurture and support emergent numeracy, fostering babies, toddlers and young children’s holistic development.

 

Aistear Blog 7 | NCCA