Partnership for the Public Good

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Publication

Partnership for the Public Good

First 5: A Whole-of-Government Strategy for Babies, Young Children and their Families 2019-2028 commits to increasing State funding in Early Learning and Care (ELC) and School-Age Childcare (SAC) to approximately €1 billion by 2028. A key vehicle to ensure that such significant additional investment delivers for children, families and the State will be a new funding model. An Expert Group was established in 2019 to deliver recommendations on this new funding model.

On 7 December 2021, the Minister for Children, Equality, Disability, Integration and Youth, Roderic O’Gorman T.D., published the Expert Group’s report Partnership for the Public Good: A New Funding Model for Early Learning and Care and School-Age Childcare (PDF), following acceptance of its recommendations by Government.

The Expert Group was independently chaired and included national and international experts in ELC and SAC systems, funding and quality; economics; and relevant policy experts from the Government Departments involved in implementing the new funding model.

During its work, the Expert Group engaged in an inclusive consultation and engagement process to take account of the voices of providers, the workforce, parents and other stakeholders within the sector. Research to inform the Group’s work was undertaken by a Research Partner, Frontier Economics. The outputs from these processes are available on the Publications page.

The Expert Group also drew on national and international evidence from a wide range of sources and bodies to inform its report and recommendations. Further information on the Expert Group and their work can be found on the Expert Group, Process and Meeting Documentation pages.

Download the report, Partnership for the Public Good: A New Funding Model for Early Learning and Care and School-Age Childcare here

Frontier Economics Working papers

Frontier Economics was appointed as Research Partner to provide research support to inform the work of the Expert Group to develop a new Funding Model for Early Learning and Care and School-Age Childcare. Under the direction of the Expert Group, Frontier Economics produced a set of research papers.

These research papers aimed to provide a broad foundational base upon which international comparisons and learnings can be drawn that were of value for the development of the funding model in Ireland. The authors are solely responsible for the views, opinions, findings, conclusions and/or recommendations expressed, which are not attributable to the Department or the Expert Group.

The suite of Research Papers is as follows:

International Comparisons of Fees, Staff Wages and Public Investment

International Approaches to Funding ELC & SAC to Reduce Costs for Parents

Review of Working Conditions for Staff in Early Learning and Care

Mechanisms to Control Fees Charged to Parents for ELC and SAC

Approaches to Identifying Children or Settings in Need of Additional Support

Funding Models Addressing Early Childhood Disadvantage

ELC and SAC Funding Models which Support Provision Quality

Shared Delivery Models for Early Learning and Care and School-Age Childcare

Stakeholder Consultation and Engagement

The Expert Group undertook a programme of stakeholder consultation and engagement.

Phase 1 of this consultation and engagement took place between August and December 2020, comprising a call for submissions, a parental poll, two webinars and focused discussions with providers, practitioners and parents. Reports from these consultations are published below.

Phase 2 took place in April – May 2021, involving a series of facilitated events that brought together different perspectives to engage deeply in the conversation about how the various issues of affordability, sustainability, quality and inclusion interact and how the new Funding Model can best support these objectives.

Phase 3 took place in July 2021, which allowed for further discussion and development of stakeholders’ ideas.

The outputs of the consultation were weighted and balanced by the Expert Group and considered alongside the evidence in order to inform the development of the new funding model.

The reports are as follows:

Rpt on Submissions on the New Funding Model for ELC & (SAC)

Report on New Funding Model Consultation with Providers and Practitioners

Report on New Funding Model Consultation with Parents

IPSOS MRBISurvey of Parents

Phase 2 Report Addressing Disadvantage

Phase 2 Report – Parental Affordability

Phase 2 RPT Partnership State and Services to Provide Sustainability & Accountability

Phase 2 Report – Staff Pay and Quality

Overview of Phase 2 and 3 of Stakeholder Engagement and Consultation

Minister Foley announces €1.4 million in funding to support LGBTIQ+ people through the opening of the 2025 LGBTIQ+ Community Services Funding Call

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Minister Foley announces €1.4 million in funding to support LGBTIQ+ people through the opening of the 2025 LGBTIQ+ Community Services Funding Call

  • €1.400,000 is being made available to applicant groups, operating at national, regional and local level, to support community services and promote visibility and inclusion of LGBTIQ+ people
  • Funding aims to promote inclusion, protect rights and to improve quality of life and wellbeing for LGBTIQ+ people in Ireland.
  • Grant scheme is open to applications from existing LGBTIQ+ non-government organisations and community organisations working with LGBTIQ+ people.

The Minister for Children, Disability and Equality, Norma Foley today announced that applications can now be made for funding from the LGBTIQ+ Community Services fund.

The 2025 LGBTIQ+ Community Services Funding Call is an important element in supporting the implementation of the National LGBTIQ+ Inclusion Strategy II 2024-2028, which was published in June 2025

Announcing the opening of the 2025 fund, Minister Foley said:

“I am delighted to announce the opening of the 2025 LGBTIQ+ Community Services Fund, which provides vital funding to organisations throughout the country to support LGBTIQ+ people and to provide crucial services to the LGBTIQ+ community.

2025 marks the fifth year of the LGBTIQ+ Community Services Funding Call. The opening of the Funding Call coincides with Pride celebrations and recognises the key contribution made by LGBTIQ+ organisations to enable LGBTIQ+ people to participate fully in Ireland’s social, economic, cultural, and political life.

The National LGBTIQ+ Inclusion Strategy II 2024-2028 was also published this year and outlines the Government’s commitment to responding to continued challenges facing the LGBTIQ+ community and ensuring they are supported in realising their rights. “

Application details for the LGBTIQ+ Community Services Fund

There are two streams of funding under the LGBTIQ+ Community Services Fund

– Scheme A is open to applications from existing LGBTIQ+ NGOs and community organisations working with the LGBTIQ+ community to support new initiatives and to maintain and enhance existing services and initiatives.

– Scheme B will provide small grants to organisations for projects that promote visibility and inclusion of LGBTIQ+ persons.

All applications must be submitted electronically.

Applications for funding will remain open until 12pm on Wednesday 30 July 2025. Groups can access a detailed guidance document and complete an online application form at the following links:

Scheme A

Scheme B

Early Years Sectoral e-Bulletin June 2025

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The Early Years e-Bulletin that has issued to early learning and care (ELC) providers, school-age childcare (SAC) providers, and childminders.

The e-Bulletin includes updates from the Department of Children, Disability and Equality, the Department of Education and Youth’s Early Years Inspectorate, Pobal and Tusla.

A link to the e-Bulletin can be found here: Early Years Sectoral e-Bulletin June 2025

 

Let’s Play Ireland 2025 campaign is launched

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Summer can give you the perfect opportunity to spend all day with your child and we have the summer play guide for you! We know coming up with new fun ideas everyday can be difficult.

Let’s Play Ireland is jam-packed with free fun-filled play ideas for you and your family.

Let’s Play Ireland has lots of information on the different types of play and fun activities including:

•    Outdoor family adventures.

•    Rainy day ideas.

•    Messy play ideas.

•    Play packs from our friends in Scotland.

•    National Play Day.

Parents who have experience of their child(ren) being in an informal kinship care arrangement

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Parents who have experience of their child(ren) being in an informal kinship care arrangement

Informal Kinship Care is when children live with and are cared for by a relative or close family friend, when a parent is unable to. These children are not in the care of the state (i.e., it’s not called “Foster Care”). Tusla may be involved. If so, it’s called a “Private Family Arrangement”. This may be temporary or longer term.

The Department of Children, Disability & Equality (DCDE) want to better support families involved in these arrangements. To help understand what support parents need, DCDE wants to hear from parents who have experience of their child(ren) being cared for in these arrangements.

Can you help us by completing a 10 min survey – online or over the phone?

Click here for the link to the survey.

You can complete this survey by yourself, or with support from a friend a practitioner (e.g. Social Worker, Family Support Worker, etc).

If you want independent support with the survey, you can contact Yvonne Davis. Yvonne is part of the Quality Matters team and has lots of experience working with parents and families in a wide range of circumstances. Yvonne is passionate about creating safe, respectful spaces where people feel heard and supported.

Yvonne Davis

To reach Yvonne, please see contact details below:

Phone (please only call between 9 – 5): 086 266 7749

Email: Yvonne@qualitymatters.ie

If you want, you can also download the survey – please click here. If you choose to complete the survey this way, please email or post the completed survey back to Yvonne.

Email: Yvonne@qualitymatters.ie

Postal address: 24 Mountjoy St East, Dublin 1

If you have any questions, please contact Yvonne@qualitymatters.ie.

Thank you for taking the time to complete this survey. Your input is greatly appreciated.

Minister Foley welcomes new proposals for 10% increase in minimum rates of pay for Early Years Educators and School-Age Childcare Practitioners

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Minister Foley welcomes new proposals for 10% increase in minimum rates of pay for Early Years Educators and School-Age Childcare Practitioners

The Minister for Children, Disability and Equality, Norma Foley, T.D., has welcomed the new proposals for a 10% increase to minimum rates of pay for Early Years Educators and School-Age Childcare Practitioners.

The proposals have been put forward by the Joint Labour Committee, which is made up of employer and worker representatives. It has the responsibility for setting minimum rates of pay for over 35,000 staff in the early years and childcare sector.

The Minister expressed her appreciation for the collaborative efforts of the Joint Labour Committee and acknowledged their independence in the negotiation process.

“The new proposals for a 10 per cent increase in minimum pay represent a significant step toward ensuring fair pay for educators and practitioners working in the sector. I am committed to ensuring the successful implementation of these proposals by providing a ring-fenced allocation of €45 million from Core Funding. It has been specifically earmarked to support services in meeting the cost of the proposed increases in pay and conditions.”

Recently, the Minister met with the Joint Labour Committee to highlight the availability of this €45 million in Core Funding from the state for increased pay for staff in the early years and childcare sector.

Minister Foley said:

“I would like to acknowledge the hard work and dedication of the Joint Labour Committee in these negotiations and their vital role in advancing the professionalism and value of those working in the sector.

If these proposals are implemented through updated Employment Regulation Orders, they will bring much-needed improvements in pay for these dedicated professionals, enhancing the quality of care and education provided to children across Ireland.

I am hopeful that these proposals will soon come into effect, marking a positive change for our dedicated and skilled staff in the early learning and childcare sector and the services that employ them.”

Minister Foley announces more than €420,000 for Parent and Toddler Groups

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Minister Foley announces more than €420,000 for Parent and Toddler Groups

Minister for Children, Disability and Equality Norma Foley T.D. is today delighted to announce that 461 Parent and Toddler Groups around the country are receiving funding totaling €421,618.

The funding can be used for a variety of purposes including children’s toys, equipment and books as well as children’s refreshments and snacks. It can also be used for children’s activities such as arts and crafts and music. Parents can also be supported with parenting courses and courses in first aid for children.

This initiative is part of First 5, the Whole of Government Strategy for Babies, Young Children and their Families. In February, the Minister announced that funding of €350,000 had been secured, which was an increase of €100,000 on last year’s allocation.

However, with the growth in demand even stronger this year, a further additional €70,000 in funding was secured to bring the budget up to €421,000.

This has allowed the allocation of grants to 461 Parent and Toddler Groups this year, an increase of 66 compared to last year when 395 groups received grants.

Minister Foley said:

“I’m delighted to be supporting the wonderful work of the Parent and Toddler groups who provide a valuable opportunity for parents/carers with younger children to meet up in the community.

“It is very encouraging to see that more and more parents and their toddlers are taking part every year. I am pleased that these grants are supporting the growth of buggy walking groups, which were introduced post-COVID to encourage more outdoor activity.

“These groups are an important source of social contact especially for new parents and parents who are new to an area.

“I want to especially thank the groups who are offering a welcome and friendship to parents and children who are newly arrived in Ireland and into the community.”

Breakdown of the Parent and Toddler grants are listed in the table below

2025 Parent and Toddler grants
Childcare Committee No. applications recommended Total € Amount Recommended by CCC
Carlow 7 €6,700
Cavan 11 €10,100
Clare 13 €10,900
Cork City 8 €6,380
Cork County 41 €35,991
Donegal 28 €26,730
Dublin City 26 €23,150
Dún Laoighaire Rathdown 16 €13,300
Fingal 15 €12,782
Galway 24 €23,490
Kerry 18 €17,100
Kildare 20 €16,677
Kilkenny 7 €6,290
Laois 4 €3,700
Leitrim 12 €11,300
Limerick 31 €30,700
Longford 5 €5,600
Louth 10 €8,700
Mayo 22 €22,500
Meath 22 €19,775
Monaghan 7 €6,600
Offaly 13 €14,200
Roscommon 7 €6,200
Sligo 8 €7,328
South Dublin 17 €15,600
Tipperary 15 €15,450
Waterford 14 €9,750
Westmeath 14 €12,748
Wexford 17 €14,177
Wicklow 9 €7,700
 
Totals 461 €421,618

Minister Foley and Minister of State Naughton announce €2.8 million in grants from the Disability and Participation Awareness Fund

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Minister Foley and Minister of State Naughton announce €2.8 million in grants from the Disability and Participation Awareness Fund

Minister for Children, Disability and Equality, Norma Foley and Minister of State with responsibility for Disability, Hildegarde Naughton, have today announced that 22 innovative projects will receive funding of €2.8 million under the latest round of the Disability and Participation Awareness Fund.

The grants are being provided for projects to support people with disabilities to take part in community, sports and physical activities, arts and cultural activities, social enterprises and neurodiversity initiatives.

The projects for people with disabilities include canoeing clubs how to cater for people with disabilities, audio theatre workshops, disability arts festivals and a DIY wheelchair repair programme.

There are also employment skills courses for people with disabilities and stroke rehabilitation courses.

In September 2024, a call for applications was launched under the Disability Participation and Awareness Fund and following a robust selection process, 22 successful organisations will now receive grant awards of up to approx. €200,000.

Announcing these most recent recipients of funding under the Disability Participation and Awareness Fund, Minister Foley said:

“I am delighted to announce that 22 innovative new projects will receive funding under this round of the Disability Participation and Awareness Fund. There is a wonderful range of projects to support people with disabilities of all ages to live full and active lives. They include sailing voyages, forest singing workshops, school therapy dog programmes and fully inclusive circus performances. These projects will offer new and exciting opportunities for people with disabilities to show their talents and abilities and to reach their true potential.

Minister of State Naughton added

“The brilliant initiatives which will be funded by this most recent round of DPAF funding will have a lasting impact on society by promoting more understanding and awareness of disability matters within the community, creating genuine employment opportunities for disabled people through the provision of various training programmes, providing life changing supports with assistive technology and facilitating meaningful participation in many recreational activities, fostering that broader sense of community and belonging for everyone.”

The ministers made the announcement at the Together Academy Café in Dun Laoghaire, which is receiving funding to provide training and work experience for people with disabilities.

The fund is operated on behalf of the Department by Rethink Ireland, and each of the successful projects will receive both grants and non-financial support as part of the funding model.

The following projects were successful:

Project Organisation Counties Award size Strand
Sea Change for All Sail Training Ireland for youth Development Nationwide € 56,486 1
Mixed Ability Sport COPE Foundation T/A Horizons Cork €136,745 1
PaddleAble Educate Irish Canoe Union T/A Canoeing Ireland Nationwide €75,550 1
creATe Assistive Technology Peter Bradley Foundation T/A Acquired Brain Injury Ireland Nationwide €121,550 1
Digital and Accessible
Technology (DAT) Library		 Brothers of Charity Services Ireland CLG Galway, Roscommon €101,608 1
Evidence-based exercise programmes for Stroke survivors Cork Stroke Support CLG Cork, Kerry Waterford €118,138 1
DIY Wheelchair Repair project An Mheitheal Comhshaol Cooperative Limited Galway, Sligo, Mayo, Clare, Roscommon €55,550 1
When Forests Sing (WFS): Open Youth Orchestra of Ireland’s bio/Diverse Opera Royal Irish Academy of Music (RIAM) Nationwide €143,150 2
Sightless Cinema Sightless Cinema Dublin; Kildare; Laois; Meath €109,850 2
Disrupt Creative Access Development
Programme		 Disrupt Disability Arts Festival Nationwide €127,280 2
Circus is for EVERYBODY Galway Community Circus CLG Nationwide €176,550 2
Our Place Carlow Arts Festival CLG Carlow €205,095 2
Shine Drama, Music and Dance Hawk’s Well Theatre Donegal, Leitrim,
Mayo, Roscommon, Sligo		 €134,480 2
From CAPCA to Abundance Fionnathan Productions Nationwide €185,400 3
DigiCoaching –Advancing Digital Accessibility St. John of God Community Services Nationwide €100,550 3
Bluestack Special
Needs Foundation		 Bluestack Special Needs Foundation Donegal €138,950 3
See My Skills See My Skills Cork €94,881 3
Together Academy

New Training Cafe

 The Down Syndrome Centre Dublin €146,770 3
MCC School Therapy Dog Programme My Canine Companion Nationwide €155,550 4
Discovery Programme Thriving Autistic CLG Nationwide €203,750 4
Neuroconvergence Happenings CLG Nationwide €200,550 4
ADHD Productivity
Programme		 HADD-ADHD Ireland Nationwide €72,374 4
Total:     2,860,807  

NOTES

The purpose of the Disability Participation and Awareness Fund (DPAF) is to support the participation of people with disabilities in local activities, to help remove barriers to community involvement and to support the promotion and implementation of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in communities.

The most recent call for applications to the Fund opened through Rethink Ireland in September 2024. Applications were invited under four thematic strands.

Strand 1

Supporting community, sports and physical participation: Funding projects/organisations that improve and encourage the accessibility of, and participation in, community life for disabled persons.

Total award: €665,627

Strand 2

Supporting arts and cultural activities, particularly those that foster awareness of the lived experiences of people with disabilities and that support the participation of people with disabilities in artistic, cultural, and community life.

Total award: €896,405

Strand 3

Supporting social enterprise initiatives to provide valuable employment experience or apprenticeships to people with disabilities.

Total award: €666,551

Strand 4

Supporting projects/initiatives in the area of neurodiversity: Funding projects/organisations supporting the participation of neurodiverse children and adults in their local communities.

Total award: €632,224

In addition to cash grants, non-financial support will also be provided, which will be tailored to each project/organisation, and will be aimed at building its capacity and increasing its impact.

ENDS

Aistear Blogs #10: Transitions in Aistear

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Aistear Blog 10 | NCCA

Children and their lives are at the heart of Aistear which celebrates early childhood ‘… as a time of being, and of enjoying and learning from experiences as they unfold’ (GoI, 2024, 6). When updating Aistear, it was important to ensure that it reflected the changes to children’s lived experiences in Ireland, as well as aligning with research and policy developments pertaining to diversity, equity and inclusion.

In considering the respectful image of the baby, toddler and young child in the Framework, there is a particular emphasis on acknowledging their individual life stories with kindness and consideration. This acknowledgement of their individual experiences is grounded in an understanding of the rights of the child in ensuring no baby, toddler or young child faces discrimination in accessing and participating in early childhood education. In presenting a vision of the educator as one who genuinely believes in the competencies of babies, toddlers and young children, meaningful participation is understood as the intentionality that informs and guides pedagogical practices, ensuring all children experience  joy and sonas (happiness) in their learning.

Recognising and celebrating diversity of self, family, baile (home) or ability is embedded throughout Aistear. Recognising diversity is about empowering and enabling babies, toddlers and young children to have bród (pride) in themselves, their family and their culture and to feel confident in knowing all they bring to their social worlds. Their funds of knowledge from home are listened to and wondered at as valued contributions to the curriculum.

As much as Aistear celebrates difference, it also draws attention to the importance of valuing similarities and connectedness. Learning about each other, being fiosrach (curious) together, and finding these connections builds friendships. Aistear recognises the fundamental need to belong and to feel part of a community, nurturing a sense of ómós áite (value of place) and collective identity as being part of something and someplace together.

Aistear places a strong emphasis on an understanding of equity in early childhood. Equity is about addressing any challenges that a baby, toddler or young child might experience because of their background or ability. The agentic educator knows the importance of their role in holding each baby, toddler and young child in a respectful and protective space, understanding the need to make things fair and accessible for all. While the term ‘equality’ means that all babies, toddlers and young children have equal access and opportunity; ‘equity’ is about fairness. It is about knowing who needs the extra time to put on their wellies so they aren’t always the last one to get to the swing. It is about knowing who needs the doors open ten minutes early so they do not have to deal with the busyness of transitions. It is about respecting each baby, toddler and young child and where they are at, and knowing the importance of taking the time to get to know them.

Inclusion in Aistear is about supporting, empowering and enabling every baby, toddler and young child to participate and progress in meaningful learning experiences. Inclusion is interwoven throughout the structures of Aistear, created on a foundation of children’s rights with broad and flexible Aims and Learning Goals so each and every baby, toddler and young child can reach their individual potential. Again, this draws attention back to the centrality of the agentic, competent, confident and reflective educator in using their knowledge and skills to develop a curriculum to inspire joy, fiosracht (curiosity), determination, bravery and sonas (happiness). In doing so, there is recognition and a genuine belief in the competencies of babies, toddlers and young children as well as a determination to advocate for and be a duty-bearer to promote their rights.

Aistear Blogs #9: STEM in Aistear

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Aistear Blog 9 | NCCA

 

Following consultation (NCCA, 2024), the area of Science, Technology, Engineering and Mathematics (STEM) education was identified as an area requiring further consideration in the finalised Framework. In light of this, STEM is now named in the updated Framework and is considered to involve educators nurturing babies, toddlers and young children’s innate curiosity, supporting their active exploration, and helping them to see themselves as agentic, competent and confident learners through engagement with meaningful STEM learning experiences. Aistear aligns with the STEM Education Policy and Implementation Plan (Department of Education and Skills, 2017) and the Early Years Education Inspection Tool (DES Inspectorate, 2018), both of which highlight the importance of STEM education in early childhood.

Agentic educators notice opportunities for babies, toddlers and young children to engage with STEM concepts as they explore and manipulate textures and objects and experiment with cause and effect, indoors and outdoors. The updated Aistear emphasises the integration of these exploratory moments into rich, intentional learning experiences within nurturing relationships. It promotes an inquiry-based approach where babies, toddlers, and young children are encouraged to ask questions, explore concepts and solve problems. Embracing this approach provides opportunities for babies, toddlers and young children to develop skills such as hypothesising, investigating, analysing, questioning and problem-solving and also dispositions such as curiosity, perseverance and confidence.

The Principles of Aistear refer to the value of holistic learning and development emphasising how babies, toddlers and young children learn many different things at the same time. Educators develop an emergent and inquiry-based curriculum through a blend of free-play, guided play and educator-led playful experiences. Educators are also encouraged to set up and or set out provocations, inviting babies, toddlers and children to engage and experiment with open ended materials and natural resources. These play and playful experiences, together with the use of provocations, provide opportunities to support and progress babies, toddlers and young children’s learning and development in many areas, including STEM education.

STEM is most explicitly addressed in the Theme of Exploring and Thinking. Here, it states that babies, toddlers and young children use their senses, their minds and their bodies to find out about and make sense of what they see, feel and experience in the world around them. By facilitating and supporting extended periods of uninterrupted free play, educators can consider guided play or educator-led playful experiences to further engage with babies, toddlers and young children in purposeful and sensitive ways. Babies, toddlers and young children enjoy exploring early STEM concepts and ideas and testing these out. Some of these may include:
•    babies feeling the texture of sand or observing light and shadow through sensory play
•    toddlers building structures with blocks or solving problems like how to create a bridge
•    young children experimenting with water flow or investigating how plants grow.

STEM in early childhood education is about educators nurturing babies, toddlers and young children’s innate curiosity, supporting their exploration, and helping them to see themselves as agentic, competent and confident learners. The Framework encourages educators to see STEM as more than a set of isolated learning experiences; instead, STEM is woven into the fabric of play and interactions to ensure that every baby, toddler, and young child has the opportunity to develop the necessary skills, knowledge and dispositions to thrive and flourish in a complex and ever-changing world.