DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION www.fiannafail.ie
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SEPTEMBER 2013
INVESTING IN TOMORROW
Investing in Tomorrow Discussion Paper on
Early Childhood Care and Education August 2013 The purpose of this Fianna Fﾃ｡il Discussion Paper is to promote an informed conversation between parents, stakeholders and policy-makers regarding the further development of early childhood care and education in Ireland.
CONTENTS Introduction The Current Early Childhood Care and Education Landscape
2
The National Early Years Strategy
3
Fianna Fﾃ｡il Vision for Early Childhood Care and Education in Ireland
3
Overarching Goals: Children, Parents, Society and the Economy
4
Underpinning Principles
5
Summary, Key Recommendations and Targets for Implementation
6
Objective 1:
Raising Quality Standards
11
Objective 2:
Supporting and Professionalising the Early Childhood Workforce
17
Enabling the Inclusion of Children with Special Educational Needs in Early Childhood Services
21
Providing Accessible and Affordable Childcare to Working Parents
25
Tackling Obesity in Early Childhood
29
Objective 3: Objective 4: Objective 5: References: Appendices:
34 Appendix 1: Key Developments that Shaped the ECCE Sector in Ireland 1992-2012
35
Appendix 2: Existing Funding Supports for Childcare in Ireland
37
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INTRODUCTION Early childhood education is a fundamental component of Ireland’s education system. Learning and development that takes place in early childhood, provides an essential cornerstone for lifelong learning and educational attainment. Effective early childhood care and education has a significant role to play in reducing educational underachievement, particularly for children who are faced with barriers to learning, thereby reducing or eliminating the need for later interventions. Investing in Tomorrow: the Fianna Fáil Discussion Paper on Early Childhood Care and Education, seeks to ensure that through policy, legislation and investment, children get the best start in life to enable them to reach their full educational potential. The previous 12 years have witnessed many positive developments for Early Childhood Care and Education and under the Fianna Fáil administration; there was a clear commitment to investing in children. At policy level, a range of key initiatives are relevant to the emergence of structures to support early childhood care and education (see appendix 1). Prior to 2000, there was very limited capacity in the childcare sector. However, over the decade 2000 to 2010, the State, initially in partnership with the EU, invested €425 million capital funding to create childcare places throughout Ireland. The Equal Opportunities Childcare Programme which ran between 2000 and 2007 created some 40,000 childcare places, while its successor the National Childcare Investment Programme created 25,000 new childcare places between 2006 and 2011. As a result of these two programmes, we now have extensive early childhood physical infrastructure in place. The introduction of the Free Pre-School Year by Minister for Children Barry Andrews in 2010 was also a monumental advance for early childhood education in Ireland. The State invests approximately €175 million each year in the scheme and approximately 95% of children participate. This discussion paper on Early Childhood Care and Education (ECCE) acknowledges Fianna Fail’s commitment to support the strengthening of these fundamentals to ensure that previous investment is not lost and the infrastructure is protected, sustained and improved.
The Current ECCE Landscape Childcare provision in Ireland encompasses a mixed model of provision with services delivered through the community, private and public sector. There are approximately 4,300 childcare centres in Ireland. This is more than all primary schools (3,300) and second level schools (723) combined. The number of staff employed in the childcare sector in Ireland is around 21,000. By contrast, there is approximately 32,000 full-time equivalent teaching staff in primary schools (McKeown and Haase, 2013). While Ireland’s focus on early childhood care and education has undoubtedly improved and developments in the field are welcomed, we are less advanced than our European counterparts in relation to investment and policy implementation for children under statutory school age.
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The National Early Years Strategy Fianna Fáil welcomes the development of a new National Early Years Strategy. The National Early Years Strategy will represent an important way forward for the further development of the early childhood sector in Ireland and provides an opportunity to ensure that the significant advancements within the early childhood sector witnessed over the past twelve years are developed and built upon. Fianna Fáil proposes that the forthcoming National Early Years Strategy is ambitious, action specific and target based within a specific timeframe. It is essential that the specifics of the strategy are appropriately resourced to ensure practical implementation on the ground. The strategy should be seen as an investment in children and deliver a strong message on the value that we place as a society on a child’s first six years of life.
Fianna Fáil’s Vision for Early Childhood Care and Education in Ireland Fianna Fáil put forward a vision for Early Childhood Care and Education that is contemporary, rational and responsive to the needs of parents and children in Ireland today. Through the proposal of a range of goals, objectives, recommendations and actions, Fianna Fáil are committed to progressing the regulation, quality and affordability of early childhood care and education as an important early intervention measure where benefits are interdependent for young children, parents, society and the economy.
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OVERARCHING GOALS: Children, Parents, Society and the Economy Children: Supporting every child’s right to high quality early education and care • •
•
To support every child’s right to high quality early education in environments where children are safe, valued, happy, healthy and protected from harm To provide equal access to high quality early education and childcare services for all children from birth to six years of age where children can reach their full potential regardless of individual ability or circumstance To ensure children with special educational needs are integrated into the early education and childcare sector, through the provision of necessary supports to enable them to access and participate fully in early childhood service provision.
Parents: Enabling, supporting and informing parents • • •
To support parents to maintain a work-life balance through statutory leave entitlements To ensure that childcare service provision is accessible, flexible and affordable to a level that incentivises and supports parents to return to work or remain in employment To ensure all parents have access to information about standards in early childhood services and to promote parents active involvement in their children’s early education, including the transition from pre-school to primary school.
Society and the Economy: Developing a professional and purposeful early childhood sector •
•
•
To ensure all early childhood services are continuously monitored and fully regulated to enable the health, safety and well-being of all children in line with the highest international standards To provide professional pathway routes for staff working in the early childhood sector including minimal qualifications, training opportunities and appropriate remuneration for qualifications and experience. To ensure that Ireland’s investment in the early childhood care and education system is maintained and incrementally increased to ensure that services are protected and developed in line with European early childhood provision.
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UNDERPINNING PRINCIPLES Investing in Tomorrow: the Fianna Fáil Discussion Paper on Early Childhood Care and Education is grounded in the following underpinning principles: •
•
•
Children are valued and respected as young citizens, enjoying a childhood where they are cherished and supported by their family and by the wider society. Investing in early childhood care and education is more than just a financial investment; it is a statement of commitment and respect for every child’s right to education regardless of age, ability or background in Irish society. The early childhood sector is valued as a core component of Ireland’s employment, economic and enterprise infrastructure and one that will play a pivotal role in enabling people to return to work as the economy improves.
The Fianna Fáil Discussion Paper on Early Childhood Care and Education draws on a range of consultation mechanisms including: •
Fianna Fáil held an Education Policy Conference in June 2012, entitled ‘Putting Education First’. A wide range of valuable proposals were put forward by those in attendance, many of which have been incorporated into this document.
•
As part of the Fianna Fáil Ard Fheis in 2013, a number of suggestions regarding early childhood care and education policy were put forward from members during the seminar entitled ‘Education and Children: Cherishing our Future’.
•
The Fianna Fáil Early Childhood Care and Education Discussion Paper is in line with national and international research in two key areas: • evidence regarding the effectiveness of quality early childhood care and education for children’s life chances and subsequent educational performance; • evidence that shows the economic return to investment in children’s early years’ is significantly higher than the return to investment in education later in childhood.
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SUMMARY, KEY RECOMMENDATIONS AND TARGETS FOR IMPLEMENTATION Investing in Tomorrow: Fianna Fáil’s Discussion Paper on Early Childhood Care and Education, is about progression and moving forward. Fianna Fáil believes that through its effectiveness in prevention and early intervention, quality early care and education has the potential to transform children’s life chances and reduce future social expenditure by the State. Recent revelations about standards in childcare, lead us to ask not whether we can afford to invest in early childhood care and education, but rather can we afford not to.
OBJECTIVE 1: Raising Quality Standards The raising of quality standards in early childhood care and education will require a significant effort on behalf of the government. There is no single solution to this. A multifaceted approach in the areas of Registration, Regulation, Inspection and Policy Activation is required. In an effort to protect the welfare of children in early childhood services, it is imperative that all aspects of the sector are regulated, inspected and brought under child protection legislation. The pre-school inspection process requires an overhaul to ensure a purposeful system of regulation. This includes a system of registration, to ensure compliance prior to opening and funding penalties or de-registration for serious non-compliance. Further recommendations for improving quality standards include moving responsibility for early childhood care and education to one department to promote a more cohesive approach to policy implementation. The development of an implementation strategy for Ireland’s curriculum and quality frameworks and the need to make formal links between the pre-school and primary school sectors are also recommended. To achieve real and tangible progress in progressing quality standards in early childhood care and education, Fianna Fáil recommend an increasing incremental investment of GDP over the next ten years in the key areas recommended in this discussion paper.
Key Recommendations (P13-19)
Targets for Implementation
1.
ECCE sits with a single Government Department
Immediate effect
2.
The GDP ratio in relation to investment in ECCE is incrementally increased
To start Budget 2014
3.
The inclusion of Childminding and School Age Childcare in childcare legislation
Include in forthcoming Children First Bill
4.
A revised inspection system including a registration process and the involvement of HIQA to be extended to all child related services
2013-2014
5.
Activation of early childhood quality and practice frameworks
Immediate effect
6.
Standardised Transition Statement between PreSchool and Primary School.
Developed and piloted 2014-2016
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OBJECTIVE 2: Supporting and Professionalising the Early Childhood Workforce National and international research has established that the skills and qualifications of adults working with young children is a critical factor in determining the quality of young children’s early learning experiences. The levels of effective early childhood care and education in early childhood services depends on having highly skilled and trained staff. Fianna Fáil proposes that now is the time to invest in and develop a graduate-led, professional early childhood workforce. This is essential to achieve high quality standards in the education and care of young children, in keeping with quality provision internationally. As a key incentive to raise quality standards and to intensify the impact of the Workforce Development Plan, recommendations include the development of a Professional Early Childhood Training Fund for the early childhood workforce with targeted, proportionally allocated funding and pre-determined conditions for participation. Furthermore, it is proposed that in the interim period at least, State funded childcare programmes are an important conduit for improving quality standards through predetermined conditions for participation. State funded training organisations need to be fully committed to providing the best quality training programmes for the early childhood workforce. Quality assurance standards should be consistently applied and all early childhood care and education programme content should be current, relevant and fit for purpose.
Key Recommendations (P20-23)
Targets for Implementation
1.
The development of a Professional Early Childhood Training Fund, using a needs-led targeted approach.
€15m on an incremental basis 2014-2017
2.
Early childhood services in receipt of higher capitation rates will remunerate staff accordingly as an incentive for staff to train to graduate level
Revisions made to the contract of service for state funded early childhood services.
March 2014 – or next entry/reentry contract term for childcare funding programmes. 3.
Working conditions for the early childhood workforce are improved to include paid non-contact time and an allocation of continuing professional development days
Revisions made to the contract of service for state funded early childhood services.
March 2014 – or next entry/ re-entry contract term for childcare funding programmes. 4.
Mandatory training levels are included in childcare regulations
Revisions made to the Child Care Regulations: 2014
5.
Existing Childcare and Education Training Programmes are fit for purpose.
September 2014
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OBJECTIVE 3: Enabling the Inclusion of Children with Special Educational Needs in Early Childhood Services Fianna Fáil supports a policy of inclusion in that every child with a disability or special educational need is enabled to access early childhood education provision in integrated and inclusive environments, rather than specialised settings, unless it is not in the best interests of the child. Nevertheless, the absence of a specific inclusion policy or guidelines for early childhood is a significant barrier to the realisation of inclusive practice in mainstream early childhood services. In addition, supports for children with special needs are largely at the discretion of the local HSE resulting in varying levels of service across counties and regions. Proposals and recommendations to enable inclusion include the full implementation of the EPSEN Act 2004 and the development of a National Inclusion Policy for the early childhood sector. It is further recommended that responsibility for the provision of Special Needs Assistants to mainstream pre-school services rests with the HSE through accessible disability support services. The expansion of flexible models of early childhood provision is recommended to support the inclusion of children with more severe and complex needs. This enables a system of dual placement between specialist and mainstream provision throughout the country, to meet a child’s individual learning and support needs. Fianna Fáil proposes the extension of the Free Pre-School Year to a second, full pre-school year for children with special educational needs and disabilities. It is proposed that this is the first step in the phased roll-out of a second pre-school year for all children.
Key Recommendations (p.24-28)
Targets for Implementation
1.
The implementation of the EPSEN Act (2004)
Immediate effect
2.
A National Inclusion Policy for the early childhood care and education sector
Provision within Budget 2013
3.
Move to mainstream SEN Assistants being directly employed by the HSE
2014
4.
Flexible models of early childhood provision to support the inclusion of children with more severe and complex needs including a system of dual placement
Retain existing specialist preschool services and map the need for further services as part of a National Inclusion Plan (above)
5.
The provision of a second full free preschool year for all children with special educational needs.
Pre-School Year 2013/14
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OBJECTIVE 4: Providing Accessible and Affordable Childcare to Working Parents Fianna Fáil believe that the provision of childcare and employment are interdependent and it is imperative that evidence based policy proposals are developed to both act as an incentive for working parents to either return to or remain in employment and as a measure to tackle child poverty and educational outcomes for children. Consequently, Ireland’s early childhood policy acts as an enormous barrier to working families and to women in particular. Ireland’s childcare policy is actively not supporting and even systemically punishing working parents and their children.
Fianna Fáil proposes that the Government needs to systemically address the cost of childcare for working families through a cost analysis of childcare in Ireland with cost relief proposals for working parents. Recommendations around paid maternity leave and the development of a joint transferrable paid parental leave plan are proposed. The development of School Aged Childcare is also recommended as a means of providing essential support services for working parents.
Key Recommendations (p.29-33)
Targets for Implementation
1.
A Government Commissioned Cost Analysis of Childcare in Ireland including cost relief proposals for working parents
March 2014
2.
An extension of statutory paid Maternity Leave to one year by 2019
Incrementally to reach 52 weeks by 2019.
3.
A joint transferrable paid parental leave plan, based on the existing maternity leave entitlements as an interim measure
Immediate effect
4.
The development of School Aged Childcare Provision
National Early Years Strategy – capital investment 2014-2017
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OBJECTIVE 5: Tackling Obesity in Early Childhood Ireland is facing an obesity epidemic. Recent figures show that 31.8 % of Irish 7 year olds are either overweight or obese, that is more than 1: 4 school aged children. This translates to 100,000 children who are obese and 300,000 children who are overweight in Ireland, with 70% of these children likely to become obese adults. The problem begins in childhood and is beginning earlier and earlier as currently 6% of 3 year olds are obese.
The social and physical environments provided in early childhood services exert an important influence on children’s diet, behaviour and lifestyle choices. With regard to young children, many opportunities exist for enhanced health promotion through the early childhood curriculum.
A series of recommendations are put forward including a National Obesity Prevention and Treatment Strategy. In addition, the development of, and support to, early intervention programmes and initiatives such as a Health Promotion Flag Initiative and the expansion of existing Childhood Obesity Prevention Programmes is proposed.
Recommendations for early childhood services include the mandatory provision of outdoor play spaces and a series of actions to improve the breadth and effectiveness of health promotion education and obesity prevention.
Key Recommendations (p.34-39)
Targets for Implementation
1.
National Obesity Prevention and Treatment Strategy outlining responsibilities for all stakeholders
March 2014
2.
Development of and support to early intervention programmes and initiatives such as a Health Promotion Flag Initiative and the expansion of existing Childhood Obesity Prevention Programmes such as Up4it!
September 2013
3.
The availability of outdoor play spaces are a mandatory requirement for new early childhood services
Requirement of new Pre-School Registration process: 2014-2015
4.
The inclusion of requirements for physical activity, nutrition, and exposure to digital media incorporated into the Child Care Regulations.
Requirement of revised Child Care Pre-School Services Regulations: 2014-2015
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OBJECTIVE 1: Raising Quality Standards
Key recommendations: 1. 2. 3. 4. 5. 6.
Responsibility for Early Childhood Care and Education sits with one single Government Department An investment of 0.7% of GDP in early childhood care and education The inclusion of childminding and school age childcare in childcare legislation A revised and fit for purpose inspection system including a registration process for all early childhood services including childminders The activation of early childhood quality and curriculum practice frameworks The development of a standardised Transition Statement between pre-school and primary school.
Context There is consensus in academic literature that high quality pre-school programmes have lasting positive effects for children and society, particularly for children from low socioeconomic backgrounds and for those at risk of developing learning or behavioural difficulties at school (Barnett, 2008). On a review of international research on human capital, economist James Heckman concludes that the economic return to investment in children’s early years is higher than the return to investment in later childhood (2006). Nevertheless, pre-school education is the least resourced stage of Ireland’s education system.
Responsibility for Early Childhood Care and Education Currently there is cross departmental responsibility for early childhood care and education in Ireland. This can lead to a disjointed approach to strategic development, policy implementation and resource responsibility for early childhood care and education. 11 INVESTING IN TOMORROW FIANNA FÁIL DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
The Inspectorate from the Department of Education and Skills (DES) and the Health Services Executive (HSE) Pre-School Inspection Services have a common interest in the quality assurance of pre-school services. The HSE Pre-School Inspection Service is responsible for inspecting early childhood services that cater for children 0-6 years of age. Childcare services, with the exception of child-minding, are governed by the Child Care Act 1991 and the subsequent Child Care (Pre-School Services) (No 2) Regulations 2006. It is anticipated that the inspection of pre-school services will soon be transferred from the HSE to the new Child and Family Support Agency in the Department of Children and Youth Affairs (DCYA). The Early Years Education Policy Unit (EYPU) in the Department of Education and Skills is co-located with the DCYA to ensure that policy developments in the early childhood sector are developed within an overall strategic policy framework for children. Local and national early childhood support agencies are a crucial resource to assist childcare providers to both maintain and build on quality standards in early childhood care and education. Local agencies such as City and County Childcare Committees provide a high degree of flexibility and responsiveness in terms of local need regarding quality supports, training and information. With appropriate resources, these existing support structures can raise quality standards through the provision of on the ground training, mentoring and peer networking supports.
Ireland’s Investment in Early Childhood Care and Education Ireland’s investment in early childhood care and education is low by international standards. The OECD Average is 0.7% of GDP, with Scandinavian countries widely recognised for best practice in early childhood services; investment exceeds 1% (OECD 2012). According to a paper prepared by Barnardos and Start Strong in 2012, there is a range of interconnecting features that are common to childcare systems in the Nordic Countries. These draw on a shared commitment to children’s rights, a broad understanding of education, recognition of the importance of quality childcare, and a shared view of the role of the state in ensuring the availability of quality affordable early childhood and afterschool services. To reach such aspirations in Ireland will require a significant movement in policy activation and investment. Government expenditure figures from 2012 provide a picture of the investment level in early childhood care and education services in Ireland amounted to €300m or less than 0.2% of GDP. This can be broken down as follows:
Free Pre-School Year
€175m
Childcare Supports for low income families – CETS, CCS Scheme
€80.9m
Childcare Workers through the Community Employment Scheme
€22.4m
County Childcare Committees
€11.3m
National Voluntary Childcare Organisations
€2.8m
Early Intervention Programme
€1.6m
In order to achieve real and tangible progress in progressing quality standards in early childhood care and education, Fianna Fáil recommend an increasing incremental investment to 0.7 pc of GDP over the next ten years, in the key areas recommended in this discussion 12 INVESTING IN TOMORROW FIANNA FÁIL DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
paper. Obviously such investment can only take place as resources permit within the context of Ireland honouring its commitments under the EU Fiscal Compact Treaty.
ECCE Joint Evaluation 2011/2012 Ireland’s lack of investment in quality standards has been brought sharply into focus in recent months through both media exposure into standards in childcare services and through a report commissioned jointly by the DES and the HSE. These developments have provided evidence of a number of worrying realisations about the quality of state funded early childhood education in Ireland. A joint inspection of early childhood provision in 15 state funded early childhood services was carried out in 2011-2012. The report concluded that the process provides evidence that the programme of activities and the management structure and organisation are aspects of provision which, in some settings, require significant attention and improvement. The extent to which the programme of activities and its implementation supports the children’s development was effective in less than half, with 8 settings demonstrating significant weaknesses or more weaknesses than strengths. Furthermore, the extent to which the management structure and organisation supports the well-being of children was effective in just three fifths (9) of the settings. The report shows that the aspects of the provision that were most effective were the quality of personal care and the extent to which relationships with children and the environment supported children’s development. Nonetheless, inspectors identified weaknesses in relation to these two areas in a quarter to a third of the settings evaluated.
Raising Standards through Registration, Regulation and Inspection The regulatory framework within the Child Care (Pre-School Services) Regulations 2006 are concerned with minimum standards and are weighted heavily on the side of environmental and health and safety requirements. The regulations are essentially a license to practice, and do not include sufficient incentives to train, employ qualified staff or continually improve expertise. Ireland’s regulatory framework is weak in comparison to other countries as they contain minimum standards and not indicators of quality. The inspection system requires an overhaul to enable a fit for purpose regulation system for all early childhood services. This includes a review of areas such as the expertise and background of pre-school inspectors, the regulation of all childcare services, a system of registration and de-registration and the continuation of State funding being linked to the outcome of inspections. Fianna Fáil proposes that, under the provision of the Child and Family Support Agency, the remit of HIQA should be extended to be responsible for all child-related services. Fianna Fail believes that there is a need for an independent watchdog to restore public confidence in early childcare and education services.
Childminding The Child Care Act 1991 exempts three categories of carer from pre-school regulations – a relative of the child, anyone caring for children from one family or anyone caring for three or fewer children of different families. Unfortunately, these exemptions cover a high number of paid childminders and the system is open to manipulation. Nearly 50,000 children are minded by childminders every day but most of these 19,000 childminders are unregulated. At the end of 2011, there were only 257 childminders (approximately 1%) notified to the HSE and therefore subject to the HSE inspection process 13 INVESTING IN TOMORROW FIANNA FÁIL DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
(Start Strong, 2011). Many parents are faced with no choice other than to use unregulated forms of childcare, mainly due to cost and accessibility, leaving parents, children and the childminders themselves vulnerable and unprotected. Fianna Fáil proposes that requirements for all paid childminders should be proportionate to centre based services and requirements should include Garda vetting and training, including child protection training. Including childminders in a registration system will allow a comprehensive inspection of the service prior to operation. In relation to child protection concerns alone, the current situation which allows childminders to remain outside the regulatory framework cannot be allowed to continue.
School Age Childcare Similar to childminders, School Age Childcare Services do not fall under the Child Care (PreSchool Services) Regulations 2006. The afterschool sector in Ireland remains self-regulated, resulting in variable standards of provision. Initiatives to develop School Age Childcare provision were beginning to emerge under the National Childcare Investment Programme 2000-2006. The most significant report on school aged childcare is Developing School-Age Childcare (2005) published by the Department of Justice, Equality and Law Reform (DJELR). The report put forward a series of recommendations for the School Aged Childcare sector, including an amendment to the primary legislation (Child Care Act 1991) to enable the statutory regulation of school age childcare provision.
Raising Standards through Policy Activation Ireland now has at its disposal a range of contemporary, forward thinking policy and practice frameworks on which to build quality early childhood education including: • • • •
Síolta, the National Quality Framework for Early Childhood Education Aistear, the Early Childhood Curriculum Framework A Workforce Development Plan for the Early Childhood Education Sector The Literacy and Numeracy for Learning and Life
However, the absence of a properly resourced implementation plan for the national roll-out of training and professional development opportunities relating to each policy has resulted in little impact on the quality of provision for young children. While the Free Pre-School Year was a very positive step forward, quality across early childhood services remains variable. Measures to improve quality have largely focused on the Free Pre-School Year, with almost no support for the development of quality services for children under the age of 3.
Early Childhood Policy: Síolta, Aistear and the National Literacy and Numeracy Strategy The development of Síolta arose from one of the main objectives of the White Paper on Early Education published by the then Department of Education and Science in 1999 and was launched in 2006. Even though it is one of the key mandates of the Early Years Policy Unit, to date, only a small percentage of early childhood settings nationally (134 services out of 4,300 services nationally) have participated in a formal engagement process involving implementing the Síolta Quality Assurance Programme. An evaluation of the Síolta pilot programme commissioned by the DES provided a series of recommendations for the future roll out of the Síolta framework in December 2011. To date there has been no visible evidence of any of these recommendations being progressed. Aistear was developed by the National Council of Curriculum and Assessment (NCCA) and was launched in 2009. Even though the development of Aistear was commissioned by the DES, to date neither the NCCA, DES nor the Early Years Policy Unit have taken responsibility for the implementation of the framework. To date, there has been no national 14 INVESTING IN TOMORROW FIANNA FÁIL DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
training or implementation strategy or resource package to support the roll-out of Aistear to the early childhood sector. By comparison, work is well underway by the DES in relation to the implementation of Aistear in primary schools. Since the 2010/2011 school year and through collaboration between the NCCA and the Association of Teachers' Education Centres in Ireland, support initiatives have been implemented to enable primary school teachers and principals to become familiar with the key ideas in Aistear. This support is provided primarily through a suite of Aistear workshops, developed and facilitated by Aistear Tutors (primary school teachers) within the 21 fulltime Education Centres throughout the country. Up to the end of 2012, a total of 322 two hour workshops provided support to 5,977 teachers and principals. In addition, a total of 827 teachers were supported through 38 Aistear summer courses in 2011 and 2012. (Response to Parliamentary Question 14th March, 2013. Ref:13479/13). The National Literacy and Numeracy Strategy views early education as playing a central role in the formation of literacy and numeracy skills and includes recommendations aimed at raising many aspects of the quality of provision of early care and education. The strategy states that the ECCE workforce needs to continue to become more skilled and qualified if the challenging targets associated with supporting the development of early literacy and numeracy are to be achieved. At its launch in 2011, the Government stated that the National Literacy and Numeracy Strategy is a key priority and will cost approximately €6.5 million in 2013. What is not forthcoming is the portion of funding, if any, that has been allocated to its implementation in the early childhood sector. In addition, the criteria within funding contracts for the ECCE Scheme has created a ‘quality divide’ in relation to requirements for early childhood provision as only those services delivering the free pre-school year are required to have minimum training levels and use the curriculum and quality frameworks, Siolta and Aistear. Fianna Fáil believe that there should be no distinction drawn between preschool provision for 3–5 year-olds for which educational qualifications are required, and provision for 0–3 year olds for which training requirements are either absent or are primarily concerned with care and safety at the expense of child development and learning.
Strengthening Linkages between Pre-School and Primary Schools As Síolta, Aistear and the National Literacy and Numeracy Strategy were designed to dovetail both the pre-school and primary school sectors, it is essential that both sectors develop meaningful and effective linkages. When children are moving from one setting to another, it is imperative that there is collaboration and cooperation between all parties to ensure effective information sharing and to make transitions as smooth as possible for children and parents. To ensure effective information sharing and to provide continuity of learning from pre-school to primary school, Fianna Fáil proposes the development of a national transition statement to be prepared by the pre-school service as part of the conditions of participating in the ECCE Scheme. This is particularly important to support the transition of children with special educational needs from one setting to another.
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Policy Actions 1.
The GDP ratio in relation to investment in early childhood care and education is incrementally increased over the next 10 years.
2.
Move responsibility for early childhood care and education to a single Government Department to promote cohesion.
3.
Amend the Child Care Act 1991, to ensure that all non-relative, paid childminders and School Aged Childcare Services are subject to inspection
4.
Amend Child Protection Legislation (Children First Bill) to include paid childminders
5.
Under the provision of the Child and Family Support Agency, the remit of HIQA should be extended to be responsible for all child-related services.
6.
Develop a registration process that requires those who wish to operate an ECCE service, including Childminders and School Age Childcare Services to show compliance with all statutory requirements. This will include inspection and approval prior to opening a service and a de-registration process for those who fail to meet standards.
7.
Amend the current model of inspection, which is compliance based, and replace it with a model which is based on the outcomes for children. This should include a predominant focus on the quality of services in terms of their provision for child learning, development and well-being.
8.
The Child Care (Pre-School Services) Regulations 2006 should be amended to include mandatory training levels for early childhood staff including compulsory training on child protection (see objective 2).
Actions for Practical Implementation 1.
The educational and pedagogical components of childcare service inspections are conducted by early childhood experts with expertise and qualifications in early childhood education.
2.
A weighted system of compliance that differentiates between minor and more serious breaches of the Child Care Regulations is included in the revised inspection report format.
3.
Funding criteria is amended by DCYA to ensure that Siolta and Aistear apply to all sections of the early childhood service from birth to six years of age.
4.
Resources are provided through the local early childhood support agencies for dedicated personnel to support on the ground, early childhood practice, including the provision of mentoring supports, Aistear training and pre-validation support for Sﾃｭolta accreditation.
5.
Local and national childcare support agencies collaborate to carry out information initiatives to encourage childminders to register and to encourage parents to avail of the services of registered childminders.
6.
Local and national early childhood support agencies collaborate to provide an information campaign aimed at parents on the benefits of high quality early childhood education and what to look for in a high quality service.
7.
The Early Years Policy Unit should develop a Standardised Transition Statement to be prepared by the pre-school service as part of the conditions of participating in the ECCE Scheme to assist the transition process between pre-school and primary school.
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OBJECTIVE 2: Supporting and Professionalising the Early Childhood Workforce
Key recommendations: 1.
A Professional Early Childhood Training Fund designed to take a whole centre approach to the training and professional development of the early childhood workforce
2.
As a condition of funding schemes, working conditions for the early childhood workforce are improved to include incentivised remuneration, paid non-contact time and an allocation of continuing professional development days
3.
Mandatory training levels are included in childcare regulations
4.
Existing childcare and education training programmes are reviewed and fit for purpose.
Context National and international research has established that the skills and qualifications of adults working with young children is a critical factor in determining the quality of young children’s early learning experiences. The levels of effective early childhood care and education in early childhood services depends on having highly skilled and trained staff, and a high ratio of staff to children. Pobal, which administers the childcare support programmes on behalf of the Department of Children and Youth Affairs, compiles an Annual Survey of the Early Childhood Sector. For the 2012 approximately 3,137 of these services (out of over 4,300) responded and provided information on the level of training/qualifications of 12,838 staff working directly with children.
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The survey established that the level of staff qualifications for those services who responded can be categorised as follows: Level 4 - 2.1%, Level 5 - 39.4%, Level 6 - 34.8%, Level 7 - 4.9%, Level 8 - 6.3%, Level 9/10 - 0.7%, Primary Teaching Qualification - 0.5%; Up to 86.6% of staff working directly with children have qualifications equal to or higher than FETAC Level 5 on the National Framework of Qualification. (Response to Parliamentary Question reference 32237/13) In 2010, Fianna Fáil introduced minimum qualification requirements for early childhood staff under the Free Pre-School Year Scheme. However, these qualification requirements have not been extended beyond those delivering the free pre-school year and even at that, only the pre-school leader must be qualified to the minimum level. Fianna Fáil proposes that now is the time to build on this and that a graduate-led, professional workforce is essential in order to achieve high quality standards in the education and care of young children, in keeping with quality provision internationally. As a consequence of the lack of implementation of the national early childhood curriculum framework (see objective 1), engagement with Aistear in a practical sense is a challenge for the workforce due to the lack of training opportunities to support the implementation of the curriculum. Training organisations are slow to include Aistear in ECCE training content leading to poor levels of student knowledge and awareness. The situation is further compounded by poor linkages between the pre-school and primary school sectors where there is inconsistency of professional development and supports between the two sectors. By enlarge, the ad-hoc nature of implementing Síolta and Aistear has been further compromised by creating a ‘quality divide’ in relation to requirements for early childhood provision as only those services delivering the free pre-school year are required to implement the curriculum and quality frameworks Siolta and Aistear. Anecdotal evidence suggests that this has resulted in the least qualified and experienced staff working with children under 3 years old.
Creating Professional Pathways for the Early Childhood Workforce To date, little has been done to provide professional pathways or financial support to enable those working in the early childhood sector to engage with an increasingly demanding role as part of a rapidly evolving sector. Fianna Fáil proposes that in the interim period at least, childcare funding programmes are an important conduit for improving quality standards through pre-determined conditions for participation. This includes adopting consistent staffing requirements across State funded early childhood services. The Workforce Development Plan for the Early Childhood Care and Education Sector in Ireland was launched by Barry Andrews in November 2010. The document is the culmination of a significant process of research and consultation across the diverse range of stakeholders in the sector. That process has resulted in the identification of a number of agreed perspectives on the type of workforce needed to support the development of high quality ECCE service in Ireland. To activate the recommendations of the Workforce Development Plan, Fianna Fáil proposes the development of a Professional Early Childhood Training Fund to incentivise a whole service quality improvement initiative. Under this initiative, early childhood service providers, in collaboration with local or national support services, would carry out a baseline assessment of the training needs of their whole team including management, staff and committee members where appropriate. On the basis of this information, early childhood service providers make application to the fund to address training needs in areas such as early childhood care and education, working with children with special needs, leadership and management and effective governance. Allocations are made on a priority basis targeting the lowest qualified teams within early childhood services. As part of the funding contract, early childhood service providers would be expected to improve terms of employment where necessary, including the remuneration 18 INVESTING IN TOMORROW FIANNA FÁIL DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
of staff in line with the level of qualification; particularly when availing of the higher capitation rate. Funding allocations should carry a weighting system for community and privately run early childhood services.
The Role of State Funded Training Agencies in Improving Quality Standards Training organisations offering accredited childcare training programmes have a crucial role to play in ensuring the high standard of training on offer. Training organisations need to be fully committed to providing the best quality training programmes for the early childhood workforce. Those facilitating programmes must hold the appropriate skills, experience and qualifications and regularly access continuing professional development themselves to keep updated in early childhood policy and practice. Quality assurance standards should be consistently applied and all early childhood care and education programme content should be current, relevant and fit for purpose. Training organisations should also ensure that there are sufficient places available on part time courses so that the early childhood workforce can combine work and study while progressing to levels 7 and above on the National Qualifications Framework (NQF). Systems of Recognition for Prior Learning (RPL) should be in place to recognise and reward the skills base developed by staff working in the sector over a number of years who require formally recognised qualifications.
Policy Actions 1.
2.
3.
4.
The development of a Professional Early Childhood Training Fund for the early childhood workforce with targeted, proportionally allocated funding and pre-determined conditions for participation. Through an amendment to the Child Care Pre-School Services Regulations 2006, include mandatory training levels including training in child protection for each member of staff. In the interim period, DCYA should extend qualification requirements to all ages within early childhood services, not just the Free Pre-School Year. Revise the conditions of childcare programme funding contracts as an incentive to raising quality standards for the early childhood workforce as follows: 窶｢ ensure higher capitation rates are passed on to staff through an agreed salary scale for the early childhood workforce in line with qualifications, levels of experience and job responsibility 窶｢ make provision that all early childhood services have 3 days for continuing professional development included in the allocation of days being funded 窶｢ Non-contact time apportioned to hours worked by staff to facilitate obligations around record keeping, observations, planning and team meetings. As a quality assurance measure, the Early Years Policy Unit should provide clear stipulations to training providers offering accredited early childhood care and education programmes around a required criteria for the delivery of such programmes including expertise, qualifications and experience.
Actions for Practical Implementation 1.
1. A Childcare and Education Training Fund should take a targeted approach to raising qualification levels of the early childhood workforce across all roles including management and leadership
2.
Services in receipt of State funding should actively engage quality development expertise through local or national early childhood support agencies as appropriate.
19 INVESTING IN TOMORROW FIANNA Fﾃ！L DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
3.
To assist the development of professional pathways for the early childhood workforce, a consistent model of staffing requirements should be adopted by early childhood services as follows: • Early childhood services are supervised and led by a graduate in early childhood care and education with a minimum of 3 years experience in a supervisory role, inclusive of both services for 0-3 year olds and pre-school children. • For larger early childhood services, each service component within the early childhood service (babies, pre-school, afterschool) is supervised and led by a graduate in early childhood care and education with a minimum of 3 years experience in a supervisory role. • Each room is led by an early childhood educator with a minimum FETAC Level 6 in early childhood care and education. • Early childhood support staff should have a minimum FETAC Level 5 in early childhood care and education with modules in special needs and pedagogical practice being mandatory components of early childhood training programmes.
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OBJECTIVE 3: Enabling the Inclusion of Children with Special Educational Needs in Early Childhood Services
Key recommendations: 1.
The implementation of the EPSEN Act (2004)
2.
The development of a National Inclusion Policy for the early childhood sector
3.
HSE employed SEN Assistants for the early childhood sector through an accessible support structure
4.
Flexible models of early childhood provision to support the inclusion of children with more severe and complex needs including a system of dual placement throughout the country to meets children’s individual learning needs
5.
The provision of a second full, free pre-school year for children with SEN
Context Fianna Fáil proposes that every child with a special educational need is enabled to access early childhood care and education services and supports the provision of education in integrated and inclusive environments, rather than specialised settings, unless it is not in the best interests of the child. Despite the progress in early childhood care and education from the mid 1990’s onwards, efforts to establish inclusive practices have historically focused on children of school going age. No clear policy or guidelines have emerged for children with special educational needs participating in early childhood services, or indeed, who has responsibility for specific
21 INVESTING IN TOMORROW FIANNA FÁIL DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
supports. Supports for children with special needs is therefore largely at the discretion of the local HSE resulting in varying levels of service across counties and regions. Assessment and provision of services for children is set out in interrelated pieces of legislation – the Education Act 1998, the Education for Persons with Special Educational Needs Act 2004 (EPSEN), and the Disability Act 2005. The child’s right to inclusive education is mandated through educational legislation and the Education Act and EPSEN Act focus on schools and school age-children. There is no such mandate for early childhood care and education. Under the Disability Act, the HSE deals with associated care needs. The HSE is also responsible for assessment and referrals to education providers for the pre-school age group. With the exception of the EPSEN Act 2004, references to inclusion are implicit rather than explicit within the Child Care (Pre-School Services) (Amendment no2) Regulations 2006. In 2006, the National Council for Special Education produced an implementation plan for the EPSEN Act, 2004 but at present, implementation has been deferred. Fianna Fáil fully supports the commitment to a timeline for progress towards the full implementation of the EPSEN Act 2004. This will give statutory rights to children with special educational needs in relation to assessment, individual education plans, and the right to make appeals.
Pre-School Inclusion in Ireland While research has highlighted the importance and benefits of inclusion it has also identified numerous barriers which have to be overcome for inclusion to be successful. There is evidence that children with disabilities or special educational needs are unable to access early childhood services. Research carried out by DESSA as part of its Childcare Inclusion Programme, revealed that 21% of services taking part in the research had previously turned away a child with special educational needs from their service. Reasons given included accessibility, inability to meet the child’s specific needs and lack of training. Highlighting the importance of effective early intervention for children with special educational needs, the DES (1999) point to the need for a ‘high quality, intensive and clearly articulated programme, delivered by highly skilled and carefully trained personnel in contexts of small groups and individual instruction, and designed to specifically address individual identified needs’ (p.84). DESSA (2007) and Moloney and McCarthy (2010) both report that early education and care providers highlight the lack of specific staff training related to disability or special needs as an impediment to inclusion. The introduction of the Free Pre-School Year has changed the landscape regarding access to pre-school and to the inclusion of children with special educational needs. However, consultation informs us that there are three main barriers to appropriate participation in the Free Pre-School Year:
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ACCESSIBILITY: Whilst early childhood services are bound by equality legislation, as entitlement to the Free Pre-School Year is universal, being allocated a place is conditional on early childhood services having spaces locally. Therefore, there is no system in place to ensure that children with special educational needs or disabilities can access a place. Resource constraints in the early childhood service may prevent children that require higher staff ratios in accessing a place over children who do not. The expansion of flexible models of early childhood provision is required to support the inclusion of children with more severe and complex needs. This enables a system of dual placement between specialist and mainstream provision throughout the country to meets children’s individual learning and support needs. DURATION: It is occasionally unclear at the beginning of the child’s first Free-Pre-School Year if he/she will have achieved school readiness by the end of the year. If this is the case and the child needs a second pre-school year due to developmental delay, parents have only two choices open to them – to fund the child’s additional time in pre-school or send the child to school. Although the Free Pre-School Year entitlement can be spread out over two years on a prorata basis, this is often disjointed and insufficient for the child’s needs and the administration attached to this process is cumbersome for both parents and pre-school service providers. To eliminate this problem, Fianna Fáil proposes the extension of the Free Pre-School Year to a second, full pre-school year for children with special educational needs and disabilities. APPROPRIATE TRAINING: The professional capacity of those working with children with Special Educational Needs (SEN) is a key ingredient for specialised quality care and education. A CECDE report in 2005, notes that the relatively poorly-trained early education and care workforce contributes to poor practice in relation to adapting the curriculum for children with disabilities and special education needs. At present there is no qualification requirement for those staff working with children with SEN. This in itself is a barrier to inclusion in mainstream early childhood services as staff often do not have the necessary skills and expertise to enable a child with SEN or a disability to participate. The stand alone FETAC Special Needs Module is an optional module and is not a mandatory part of childcare training.
Taking Responsibility Under the Disability Act, the HSE is responsible for assessment and referrals to education providers for the pre-school age group. As part of this responsibility, HSE should be mandated to supply suitably trained Special Needs Assistants, employed by HSE and allocated to early childhood services as necessary and appropriate. This could be facilitated through the provision of HSE funded Enable Ireland sites to serve each county/region. Enable Ireland is contracted by the Health Service Executive (HSE) to provide, in an area, services to children and their families. Enable Ireland provides free services to children and adults with disabilities and their families from 40 locations in 14 counties. Covering childhood to adulthood, expert teams work with the individual and their family. Fianna Fáil proposes that this model is provided consistently across the country to enable children and families to access support services at each stage of the child’s life. A bank of trained and experienced SEN personnel should be held at local level in the HSE/Enable Ireland to facilitate the provision of a qualified and experienced panel of specialist personnel as required for mainstream early childhood work positions.
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Policy Actions 1. Commit to a timeline for progress towards the full implementation of the EPSEN Act, 2004 in accordance with the National Council for Special Education Implementation Plan 2006. 2. Develop a National Inclusion Policy for mainstream early childhood services including clear policy aims in relation to the inclusion of children with disabilities and the requirements on services. This should include guidelines on how early childhood services should liaise with Public Health Nurses, with primary schools, as well as with specialist supports such as Speech and Language Therapists. 3. Provide a second, full Free Pre-School year is provided for all children in need of SEN supports. 4. The services provided by Enable Ireland should be accessible to all counties across the country. 5. HSE should be mandated to supply suitably trained Special Needs Assistants, employed by HSE and allocated to early childhood services as necessary and appropriate. 6. Establish flexible models of early childhood provision to support the inclusion of children with more severe and complex needs including the expansion of specialist early intervention settings to promote a system of dual placement where appropriate. 7. The Professional Early Childhood Training Fund (See Objective 2) would include as a priority, funding for training to enable the early childhood workforce to provide fully inclusive experiences for children.
Actions for Practical Implementation 1. A national inclusion implementation plan for the ECCE sector that should include as priority: • An accurate and up to date SEN database on the numbers of children with SEN both diagnosed and undiagnosed in each region to ensure services are meeting needs and responding to changing needs. • The development of a coherent training policy to ensure an adequate supply of personnel equipped to deal with young children with disabilities and special educational needs. • Establishment of a National Professional Early Years Inclusion Support Service. It is proposed that this service would work at local and regional level with CCC’s, NCO’s, HSE and the National Disability Agencies to provide training and support to childcare providers and pre-school special needs assistants. 2. Access to support, advice and referral pathways through accessible Enable Ireland sites including SEN Assistants are responsible in liaison with disability specialists to develop a coordinated support plan for children with special educational needs 3. The allocation of supports should be made on the basis of clearly defined eligibility criteria with a broad range of referral routes (GP, PHN, Early Intervention Team). Assessment of need rather than establishing a diagnosis should be the focus of assessment for early childhood SEN supports. 4. DCYA should ensure that early childhood services in receipt of government funding have a fully inclusive admissions criterion that stipulates that no child with special educational needs can be excluded and that parents are actively informed of this criterion. 5. Efficient and informative pre-school to primary school transition mechanisms should be put in place to assist the child’s transition from pre-school to primary school to enable information sharing, a continuation of learning and specialist supports. 6. A mandatory SEN training requirement is introduced into FETAC Childcare Programmes 7. A bank of trained and experienced SEN personnel should be held at local level in the HSE to facilitate the provision of a qualified and experienced panel of specialist personnel as required for mainstream early childhood work positions.
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OBJECTIVE 4: Providing Accessible and Affordable Childcare to Working Parents
Key recommendations: 1.
A Government Commissioned Cost Analysis of Childcare in Ireland including cost relief proposals for working parents
2.
An extension of paid maternity leave to one year
3.
A joint transferrable paid parental leave plan, based on the existing maternity leave entitlements as an interim measure
4.
The development of School Aged Childcare Provision.
Context There is a massive disincentive in Ireland for parents to return to paid employment due to the high cost of childcare, limited maternity leave and the lack of universal supports. The costs for childcare services in Ireland are among the highest in Europe making the issue of affordability a constant issue for parents. High costs can also drive working parents to avail of lower cost unregulated childcare services for their children. Figures from OECD (2007) show that for a typical dual-earner family seeking full-day care for two children, the cost is between 29% and 35% of the family’s net income and more than 50% of the net income of a lone parent family. This is in stark contrast to the OECD average of 12-14% for both dual income and lone parent families.
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The National Consumer Agency Childcare Price Survey (2011) found the average cost of full time care for a toddler was €181 per week (Ranging from €145 to €220 per week across services nationally). In addition, the provision of School Age Childcare is seriously underdeveloped in Ireland. As statutory regulations do not apply to the provision of School Age Childcare, the sector in Ireland remains self-regulated, resulting in provision being ad hoc, expensive and varying in quality. Childcare costs can exceed mortgage payments as the largest monthly bill for families with young children. This increased strain means thousands of working parents, particularly mothers, face a stark choice of quitting work because of the high cost of childcare, or continuing their careers while losing money.
Parental Leave Entitlements and Childcare Policy Parental leave entitlements and childcare policy are clearly interlinked. In 2008, UNICEF, in putting forward 10 minimum standards for early childhood supports included the entitlement to one year paid parental leave at 50% of salary or more. Evidence from the most recent Growing Up in Ireland Report which focussed on mothers return to work and childcare choices for infants in Ireland (2013), suggests that paid maternity leave is an effective instrument influencing the duration of sole parental care. The report suggests that the extension of paid maternity leave would be a successful policy strategy in promoting and extending parental care in the first year of a child’s life. In recent times, the present government has indicated their intention to develop a childcare system similar to that of Scandinavian countries. Fianna Fáil welcomes this intention as Scandinavian countries are considered the forerunners in designing family-friendly policies. Historically, their lead in this arena originated decades ago when the state started intervening in trying to alleviate the conflicts between motherhood and work life. Sweden, in particular, has led the way internationally in investing in childcare policies to support quality, affordable childcare. In the Swedish system, generous parental leave of 16 months per child, at 80% pay with the cost shared between employer and State, is viewed as a complement to the development and expansion of the childcare system. Recent OECD and UNICEF analyses indicate, Scandinavian countries consistently fare among the best internationally on all the indicators of children’s wellbeing.
Parental Leave in Ireland In Ireland there is a significant gap between the cessation of paid maternity leave (26 weeks) and the commencement of the Free Pre-School Year when a child is at the earliest 3 years and 2 months. During the time a mother’s maternity leave expires and the child commences pre-school, there are no tax incentives or cost relief available to help meet childcare costs. As a means of both alleviating the cost of childcare and of strengthening overall childcare policy, Fianna . Estimated costs associated with an extension of paid maternity benefit to 52 weeks, based on the last full year confirmed expenditure available, is €300m in a full year (Parliamentary Question, Ref. 33235-13). The progression of this policy would have a complementary effect on areas such as parental choice, work life balance and child well being. The extension of paid maternity leave would minimise the need and cost of childcare in the child’s first year and allow young children to spend the crucial first year of life in parental care.
26 INVESTING IN TOMORROW FIANNA FÁIL DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
Moving Towards Shared Parental Leave Ireland is one of the few countries that does not offer fathers some form of paternity leave on the birth or adoption of a child. The Growing Up in Ireland Report which focussed on mothers return to work and childcare choices for infants in Ireland (2013) revealed that take up of unpaid parental leave by fathers, was very low. Fianna Fáil propose that an interim solution is a joint transferable paid parental leave plan, based on existing maternity leave, without compromising any of its benefits. Fianna Fáil has already brought legislation forward in this regard through the Parental Leave Bill 2013 which has passed through the second stage of the Seanad. The purpose of this Bill is to provide for both maternity and paternity leave for parents of a newborn child. It seeks to amend Part II of the Maternity Protection Act 1994 to provide an entitlement to maternity or paternity leave after the birth of an employee’s child. The provides that a pregnant employee and the father of that pregnant employee’s child shall not be permitted to take maternity or paternity leave at the same time but that they shall be permitted to share between them the minimum period of maternity or paternity leave. This practice is currently in effect in many other EU countries, and is one which was highlighted by Ireland’s Equality Authority, an independent body set up under the Employment Equality Act 1998, believing that a mother should have the right to assign a portion of her maternity leave to her spouse or partner, thereby providing greater flexibility for the family in making childcare arrangements.
Existing Supports for Childcare The part-time free pre-school place available for every child in the year before primary school offers limited support to parents in terms of the overall cost of childcare as the scheme is limited to 3 hours per day, for 38 weeks in one year. Outside the universal Free Pre-School Year, existing government supports for childcare in Ireland (see appendix 2) are greatest for children from disadvantaged backgrounds. However, research evidence shows that whilst benefits are greatest for children from disadvantaged backgrounds, all children benefit from high quality early childhood care and education. One of the criticisms levelled at the Community Childcare Subvention Scheme is that it goes against the principles of social inclusion because it may lead to community childcare services being forced to either fully support welfare dependent children and parents, or adopt a fully commercial approach. This fact contradicts the National Action Plan for Social Inclusion 2007 – 2016, which claims that 'Research in Ireland and internationally confirms that poverty rates for children in jobless families are substantially higher than in those where one or both parents work. Therefore, policies that strongly support parents into employment will have a major impact on child poverty.'
Providing Solutions to alleviate cost will have multiple benefits Subsidised childcare needs to be made available to working parents. This should be either as a tax deductible expense or through subvented fee structures based on parents’ ability to pay. Of course, there would also be costs — parents already at work and paying for childcare would pay less tax but contributory factors such as increasing the tax taken through the regulation of informal childcare, increased employment opportunities for women and a fit for purpose evaluation of current childcare supports would help balance these costs.
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Providing realistic solutions to this crippling anomaly presents a valuable opportunity, as it would make it possible for many parents to return to paid work; 1.
Increased work opportunities for women would create additional jobs in professional childcare — and if the system was shaped appropriately, it would bring some of those working in childcare from the informal to the formal sector. This is essential to collecting taxes and providing those workers with social insurance.
2.
The benefits of regulation and support for the Childminding and School Age Childcare sectors would strengthen the accessibility of services and address issues around quality standards and child protection;
3.
Current childcare funding schemes for parents such as the Community Childcare Subvention Scheme could be reviewed and evaluated in terms of value for money and being fit for purpose in today’s economic climate.
4.
Increased employment opportunities would provide meaningful outcomes to the courses currently on offer by State training agencies (for example as supported by the Childcare Education and Training Scheme).
Policy Actions 1. 2. 3. 4 5.
An incremental extension of statutory paid maternity leave from 26 weeks to 52 weeks by 2016. The adoption of a joint transferrable paid parental leave plan based on the existing maternity leave entitlements. Include paid childminders and school age childcare services in the Child Care (PreSchool Services) Regulations 2006. A capital funding programme is developed to incentivise the development of regulated school age childcare services. A government commissioned examination and analysis of existing childcare funding programmes and their ability to support and incentivise working families including: • An accurate analysis of the cost of childcare in different parts of the country. This is obtainable through information submitted to DCYA in order to access funding schemes. • An analysis of current childcare funding programmes in relation to their ability to support working families. In particular, a review of the CCS Scheme, in terms of value for money, sustainability and being fit for purpose in today’s financial climate (increase in eligibility due to unemployment, increase in medical card allocations). • Practical solutions, including for example an equitable, tiered scale of tax relief for childcare, taking into account income and number of children. or Childcare costs subvented at source based on parents’ ability to pay.
Actions for Practical Implementation The following criteria should be put in place by the DCYA for availing of subvented childcare fees or tax relief: •
Measures are incorporated to ensure that only parents who avail of childcare services, registered under and compliant with the Child Care (Pre-School Services) Regulations 2006 can avail of subvented rates/childcare tax relief.
•
Measures are incorporated to prevent childcare service providers hiking costs to parents where childcare is tax deductible.
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OBJECTIVE 5: Tackling Obesity in Early Childhood
Key recommendations: 1.
A National Obesity Prevention and Treatment Strategy outlining responsibilities for all stakeholders
2.
The further development of existing obesity prevention and treatment programmes
3.
The development of a Healthy Flag Initiative for early childhood services
4.
The availability of outdoor play spaces as a mandatory requirement, for new early childhood services
5.
The inclusion of requirements for physical activity, nutrition, and exposure to digital media incorporated into the Child Care (Pre-School Services) Regulations 2006.
Context Childhood obesity is a highly complex issue with far reaching consequences for children, their families, future generations and Ireland’s health care system. According to a submission to the Oireachtas Committee on Health and Children, the cost of adult obesity to the state is in excess of 1 billion euro per annum. The average child who is obese (of whom there are 100,000 in Ireland), if left untreated costs in the region of €5,000 per year as a direct cost of treating related complications in paediatric centres (2013). There are multiple stakeholders involved in tackling obesity including the food industry, media and advertising industries and the various elements of the education sector. Fianna Fáil proposes that all key stakeholders are required by government to play a role in 29 INVESTING IN TOMORROW FIANNA FÁIL DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
addressing childhood obesity through the direction of a National Obesity Prevention and Treatment Strategy.
Childhood Obesity in Ireland A presentation to the Oireachtas Committee on Health and Children in June 2013 revealed that recent figures show that 31.8 % of Irish 7 year olds are either overweight or obese. That is more than 1: 4 of our school children. This translates to 100,000 children who are obese and 300,000 children who are overweight in Ireland, with 70% of these children likely to become obese adults. The problem begins in childhood- currently 6% of 3 year olds are obese. This ranks Ireland in 5th place among 27 EU countries and the situation is steadily getting worse. In November 2011, Growing Up in Ireland – The National Longitudinal Study of Children, published a major report from the study on obesity among children in Ireland. Growing Up in Ireland – Overweight and Obesity Among 9-Year-Olds examines the patterns of overweight and obesity among children in Ireland. Key findings include: • •
•
Low levels of physical exercise and high levels of sedentary activities are both associated with a higher risk of overweight and obesity. Boys watching television for 3+ hours on an average school night were 4.2 times more likely to be obese than boys watching less than an hour of TV on average. Girls watching 3+ hours of television were 1.75 times more likely to be obese. Childhood weight issues are associated with significantly lower self-esteem around physical appearance and popularity and worse emotional and behavioural problems.
The Role of Early Childhood Education in Tackling Obesity There is a growing recognition that early childhood has emerged as a critical period for assessing the beginnings of obesity and instigating preventive measures. During infancy and early childhood, lifestyle behaviours that promote obesity are just being learned and it is easier to establish new behaviours than to change existing ones. Parents play the primary role in shaping children’s development and influencing their obesity risk through genetics and home environments. However, early childhood service providers have a crucial role to play in developing positive health choices in very young children in a way that complements and supports parents’ efforts to maintain healthy weight in their young children. According to the Growing Up In Ireland Report (2011), young children spend substantial amounts of time in early childhood education services in Ireland: •
•
•
50% of three year olds were in some form of non-parental childcare for eight or more hours a week. The most common form used was centre-based childcare which almost tripled between nine months and three years, from 11% to 30% A similar percentage of grandparents were caring for children at both nine months and three years, 12% and 11% respectively. A total of 10% of three-year-olds were being minded by a childminder Children who were in some form of non-parental childcare were spending an average of 23 hours a week in their main type of childcare.
A number of key factors influence the risk for obesity in an infant or young child, including prenatal influences, eating patterns, physical activity and sedentary behaviour, and also, sleep patterns, marketing and digital media. Young children are dependent on parents, caregivers, and others to provide environments that can help shape these factors in positive ways by, for example, supporting the development of lifestyle behaviours that promote growth and development, making healthy foods available in appropriate amounts, and providing safe places for active play. 30 INVESTING IN TOMORROW FIANNA FÁIL DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
Therefore early childhood services have a fundamental role to play in devising policies and strategies to empower children and their parents to make healthy, nutritional and lifestyle choices.
Tackling the Problem of Childhood Obesity through Early Intervention Programmes Although no single initiative or action alone will reverse the trend of early childhood obesity, a combination of measures adopted by early childhood services in partnership with parents will have a significant impact. Early intervention initiatives that partner early childhood services, parents and children can have a significant impact. Fianna Fﾃ｡il recommend the further development and availability of programmes developed in the community which reflect evidence of best practice such as Up4it! which is a Cross Border Prevention and Management Childhood Obesity Programmes led out by CAWT (Cooperation and Working Together) and currently funded as part of Interreg funding. Fianna Fﾃ｡il proposes the introduction of a Health Promotion Flag Initiative facilitated by the HSE Health Promotions Department. Participating early childhood services would receive a recognised award in return of evidence of health promotion activities as part of the overall policy of the service. This would include a strong emphasis on partnership with parents. Supporting existing early childhood services to adopt an ethos of health promotion including Physical Activity, Healthy Eating, a Well-being Curriculum Theme and Marketing and Media is also an effective early intervention mechanism.
Physical Activity Over the past 20 years, society has changed in multiple ways that have reduced the demand for physical activity and increased the time children spend in sedentary pursuits. Increasing physical activity and reducing sedentary behaviour are logical and accepted strategies for maintaining energy balance and preventing excessive weight gain. All children should have access to outdoor play on a daily basis. However, currently there is no requirement within the childcare regulations to provide an outdoor play space or mandatory periods of outdoor play for pre-school children.
Healthy Eating A child develops food preferences by responding to what he or she is fed and observing adults; the availability of food in the immediate environment also plays a role. Because food offered to young children is determined by caregivers, they should make every effort to introduce children to healthy foods and lifestyle habits from infancy onward. Children who have early experiences with eating healthy foods are more likely to prefer and consume those foods and to have dietary patterns that promote healthy growth and weight patterns that may then persist in later childhood.
31 INVESTING IN TOMORROW FIANNA Fﾃ！L DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
Promoting Well-being through the Early Childhood Curriculum Aistear the early childhood curriculum has ‘Well-Being’ as one of its four central themes. Appropriate training in transferring the goals of this theme into practice is facilitated through access to training and professional development opportunities. To ensure children receive nutritionally balanced snacks and meals whilst in early childhood settings, service providers should provide food in accordance with the Food and Nutrition Guidelines for Pre-School Services, 2004.
Marketing and Media The lives of young children are permeated by media (e.g., television, video games, mobile media, the Internet). According to the Growing Up In Ireland Report 2009, 11% of children watch television for three or more hours on an average weekday. For young children, decades of research provides strong evidence that marketing works, to establish their food preferences and purchase requests. Substantial exposure to television (including any advertising) is associated with greater risk of overweight and later obesity, inactivity, decreased metabolic rate, and increased snacking. Limiting total screen time and improving content across the multiple environments where young children spend their time will reduce both their exposure to food and beverage marketing and their risk of early childhood obesity. Fianna Fáil proposes that as part of a national Obesity Prevention Strategy, the Government take action on the marketing and advertising of products that contribute to weight gain, particularly those aimed at children.
Policy Actions 1.
2.
3. 4.
A National Obesity Prevention and Treatment Strategy incorporating the health, food, media, advertising and education sectors as key stakeholders with particular responsibilities in obesity prevention and treatment. Development of and support to early intervention programmes and initiatives such as a Health Promotion Flag Initiative and the expansion of existing childhood obesity prevention programmes such as Up4it! Outdoor play space suitable for the number of children to be accommodated as a mandatory requirement of registration for new childcare facilities. Addendum added to Regulation 5 (Child Health, Welfare and Development) of the Child Care (Pre-School Services) Regulations 2006 as follows: • existing early childhood services have access to outdoor play spaces on a daily basis and the programme includes a mandatory period of physical activity each day. • early childhood services to provide food and snacks in accordance with the Food and Nutrition Guidelines for Pre-School Services, 2004. • early childhood services to prohibit and limit exposure to digital media.
Actions for Practical Implementation As a practical application of Regulation 5 (Child Health, Welfare and Development) of the Child Care (Pre-School Services) Regulations 2006, early childhood services should: 1.
Provide infants, toddlers, and preschool children with opportunities for light, moderate, and vigorous physical activity for at least 15 minutes per hour including daily outdoor time for physical activity when possible.
2.
Enable infants and toddlers to move freely by limiting the use of equipment that restricts infants’ movement and by implementing appropriate strategies to ensure that the amount of time toddlers spend sitting or standing still is limited. This includes using cots, car seats and high chairs for their primary purpose only and limiting the use of equipment such as prams, swings, and bouncer seats/chairs for holding infants while they are awake. 32 INVESTING IN TOMORROW FIANNA FÁIL DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
3.
Practice responsive feeding, including age-appropriate portions and allowing children to determine how much they eat when offering food to them.
4.
Adopt, implement and maintain a no tolerance policy to junk food, sweets, crisps and fizzy drinks in the setting and will inform parents of the importance of complying with such a policy.
5.
Undertake professional development training in promoting children’s physical activity and to develop the tools to develop health eating habits in young children.
6.
Work in partnership with parents and offer advice to parents on planning healthy meals, acting as a role model for healthy eating, creating a healthy mealtime environment at home, and providing suitable physical activities for children.
7.
Develop links and actively engage with community activities such as football, swimming and afterschool activities and act as a signpost for further information on community activities and events.
8.
Maintain a complete ban on television and limit screen time on other digital media such as computers to less than 30 minutes per day for children in sessional services or less than 1 hour per day for those in full-day services.
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REFERENCES: Barnardos and Start Strong (2012) Towards a Scandinavian Childcare System for 0-12 year olds in Ireland. http://www.startstrong.ie/files/Barnardos_-_Start_Strong__Childcare...Briefing_Paper_final_version.pdf Barnett, W. S. (2008) Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Centre & Education Policy Research Unit. http://epicpolicy.org/publication/preschooleducation Centre for Early Childhood Development and Education (2005) Early Years Provision for Children from Birth to Six Years with Special Needs in two Geographical Areas in Ireland. Department of Education and Science (1999) Ready to Learn: White Paper on Early Childhood Education. Department of Education and Skills (2011) Evaluation of Initial Implementation of Síolta, Goodbody Economic Consultants: December 2011. DESSA (2007) Profile of Inclusion: A Study of the Inclusion of Disabled Children in Childcare and Play Settings, p.10. Growing Up in Ireland, National Longitudinal Study of Children (July 2013) Mothers’ Return to Work and Childcare Choices for Infants in Ireland. Report 2. Health Service Executive and Department of Education and Skills (2012) Inspectorate Report: Joint Pilot Inspections of ECCE Early Years Services: October 2012. Department of Justice, Equality and Law Reform (2005) Developing School-Age Childcare, June 2005. Disability Equality Specialist Support Agency (2007) Profile of Inclusion Childcare Inclusion Programme A Study of the Inclusion of Disabled Children in Childcare and Play Settings; http://www.dessa.ie/Profile%20of%20Inclusion.pdf Growing Up in Ireland (2011) Overweight and Obesity Among 9-Year-Olds Report 2. Heckman, J. (2006) The Economics of Investing in Children, Dublin: UCD Geary Institute. Moloney, M. and McCarthy, E., (2010) Development of a Framework for Action for the Inclusion of Children with Special Needs in Early Childhood Education Settings. McKeown, K. and Haase, T. (2013) National Evaluation of NEYAI and Síolta, Newsletter: May 2013. National Consumer Agency (2011) Childcare Price Survey, p13. OECD (2007) Benefits and Wages: OECD Indicators, Paris: OECD, p129-130. OECD (2012) Education at a Glance: OECD Indicators. Start Strong (2011) Children 2020: Cost Benefit Analysis, p. 50. Temple Street Children’s Hospital and the Irish Nutrition and Diabetic Institute (2013) Tackling Childhood Obesity: Presentation to the Oireachtas Committee on Health and Children (13th June 2013). UNICEF Innocenti Research Centre (2008) The Child Care Transition: Report Card 8.
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APPENDIX 1: Key Developments that Shaped the ECCE Sector in Ireland 1992-2012 The table below provides an overview of some of the key developments that shaped early childhood care and education structures as we know them today.
1992
In signing the United Nations Convention on the Rights of the Child in 1992, Ireland accepted a range of international obligations concerning children's right to care and education in the early years.
1996
A ten year action programme, Quality Targets in Services for Young Children was published in 1996 by the European Commission Network on Childcare highlighted that a quality early years programme may only be achieved within a National Policy Framework.
1996
Under the Childcare Act of 1991, The Child Care (Pre-School Services) Regulations was implemented in December 1996. These regulations outlined the minimum required standards in early childhood settings and marked the first legislative control over safety and quality in childcare services in the State.
1999
Ready to Learn, the White Paper on Early Childhood Education (DES) was published in 1999. The White Paper was one of the most comprehensive documents produced on early childhood education in Ireland.
1999
The 1971 Primary School Curriculum was superseded by a Revised Curriculum in 1999 that is delivered in the infant classes in primary schools. The aim of the revised curriculum was to introduce more play based learning in infant classes to meet the needs of younger children.
2000
The National Childcare Strategy 2000, provided the blueprint for going forward and was the governments first attempt at a coherent approach to the range of issues involved in early childhood care and education services. For the first time in the history of children’s services in Ireland, an Expert Working Group on Childcare formulated 27 recommendations encompassing registration, staffing, training and pay, supply and demand strategies, and examined the organisational structures and procedures needed to implement the overall strategy.
2000
The Equal Opportunities Childcare Programme (2000-2006) (EOCP) commenced in 2000 and aimed to enable parents to avail of employment opportunities through the provision of quality childcare. Funding was provided to expand the early childhood sector and improve the quality of services for children. This consisted of capital funding for private and community childcare services and staffing grants for community childcare services.
2000
The National Co-ordinating Childcare Committee (NCCC) and 33 City and County Childcare Committees (CCC’s) were established in 2000 to realise the strategy’s recommendations at national and local level. CCC’s initially facilitated the administration of childcare programme grant assistance on behalf of the then OMCYA and in addition offered a wide variety of services including; support around setting up a childcare business; training courses and professional development 35
INVESTING IN TOMORROW FIANNA FÁIL DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
sessions and provided comprehensive support around quality practice to childcare providers at local level. 2002
The National Childminding Initiative (CMI) was launched in 2002 and provides support for Childminders and for people interested in becoming childminders. Under the initiative childminders can access quality awareness training, Childminding Development Grants and since January 2009, can achieve Voluntary Notification (VN) to County Childcare Committees.
2002
In 2002, the ‘Model Framework for Education, Training and Professional Development for the Early Childhood Care and Education Sector’ (DJELR) was developed. This framework presents guidance on the professional development of those working in the early childhood sector.
2002
The Centre for Early Childhood Development and Education (CECDE) was established in 2002 to meet many of the recommendations of the White Paper. Amongst CECDE’s core objectives was to develop a national quality framework that is a set of quality standards for all of the different settings where early childhood care and education takes place including infant classes in primary schools. In 2009, the CECDE was subsumed into the Early Years Policy Unit (EYPU) of the Department of Education and Skills co-located with the DCYA.
2004
The OECD Thematic Review of Early Childhood Education and Care Policy in Ireland represents a wide-ranging examination of the area in the Irish context. The report highlighted many inadequacies in Irelands ECCE system.
2006
Síolta: the National Quality Framework for Early Childhood Education was published in 2006 by the Centre for Early Childhood Development and Education (CECDE) on behalf of the DES. It is a quality assurance process which addresses all aspects of practice in early childhood care and education services.
2006
The National Childcare Investment Programme (NCIP) 2006-2010 succeeded the Equal Opportunities Childcare Programme. The new Programme aimed to build on previous achievements, particularly in terms of adding further childcare places created under the EOCP. The capital funding component for the development of early childhood services within the National Childcare Investment Programme (NCIP) 2006-2010 was prematurely terminated early in 2009 due to the economic downturn.
2009
In 2009, Regulation 5 was added to the Childcare (Pre-School Services) Regulations 2006. It was a monumental step that refocused the inspection of childcare facilities away from a health and safety perspective only, to allow for the educational development of each child to play a pivotal role.
2009
Aistear: the Early Childhood Curriculum Framework was published by the National Council for Curriculum and Assessment (NCCA) in 2009. Aistear is Irelands first curriculum framework for children from birth to six years.
2010
The Workforce Development Plan for the Early Childhood Care and Education Sector in Ireland was launched in November 2010. That process has resulted in the identification of a number of agreed perspectives on the type of workforce needed to support the development of high quality ECCE service in Ireland.
2012
In January 2012, the development of a National Early Years Strategy was announced by the Department of Children and Youth Affairs. The strategy aims to provide an ‘innovative and exciting blueprint for the future strategic development of Ireland’s Early Years Sector for children’. The Strategy is expected in Autumn 2013.
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APPENDIX 2: Existing Funding Supports for Childcare in Ireland The main objective of childcare funding schemes is to assist parents to access affordable quality early childhood care and education through a series of DCYA funded schemes and grants including: 1. 2. 3. 4.
1.
The Early Childhood Care and Education Scheme (ECCE) The Community Childcare Subvention (CCS) Scheme The Childcare Employment and Training Support (CETS) Scheme The Afterschool Scheme (CETS 11)
EARLY CHILDHOOD CARE AND EDUCATION (ECCE) SCHEME
What is the ECCE Scheme? The ECCE scheme is designed to give children access to a free Pre-School Year of appropriate programme-based activities in the year before they start primary school. Participation in a pre-school programme provides children with their first formal experience of early learning, the starting-point of their educational and social development outside the home. Both community and commercial service providers can apply to participate in the ECCE programme. The free pre-school year is delivered on the basis of 3 hours per day, 5 days per week, 38 weeks per year. It is not mandatory that children attend every day but, where they do not, the capitation fee will be reduced on a pro-rata basis.
What is the age range for children entering the scheme? A child must be aged between 3yrs 2months and 4yrs 7months on the 1st September to access the scheme. The upper age can be extended where a child cannot start school until 5 years 6 months if stated on the school enrolment policy or if a child has been assessed as having a developmental delay. In order to avail of the free pre-school place parents are required to provide a copy of their child’s birth certificate and proof of their PPS number to verify the child’s age.
Capitation Payment under the ECCE programme is by way of capitation fees which are paid directly to the service provider. A capitation fee is payable in respect of each eligible child enrolled in the free pre-school year, on a pro-rata basis if applicable. A higher rate of capitation is payable in respect of certain pre-school services with more highly qualified staff. Services receive a capitation of €62.50 /€73 for providing a pre-school place for 3 hours per day, 5 days per week for 38 weeks of the year.
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2. COMMUNITY CHILDCARE SUBVENTION (CCS) SCHEME The CCS Scheme is available under the Department of Children and Youth Affairs (DCYA) to support community-based childcare services to enable them to provide quality childcare services at reduced rates to parents in receipt of state benefits. There are 3 types of Band that a Parent must fall into if they are to receive subvention, Band A, AJ and B. Band A is where a parent receives a social welfare payment and is also entitled to a medical card, Band AJ is where a parent is in receipt of Jobseekers and is entitled to a medical card and Band B is where a parent is entitled to a Medical, GP card or is in receipt of a social welfare payment/supplementary allowance and is not in receipt of a medical card. Level of Service
Band A
Band AJ
-with medical card
–with medical card
One Parent Family Payment Widows/Widowers Pension Pre-retirement Allowance Farm Assist State Pension Blind Pension Guardian’s Payment Illness/Injury Benefit*** Disability Allowance Carer’s Benefit/Allowance Back to Work/Education Allowance Community Employment Domiciliary Care Allowance Family Income Support (FIS) HSE Referrals €95
€50
€50
Half-Day Payment (3.31-5hrs)
€47.50
€47.50
€25
Sessional Payment (2.15-3.30 hrs)
€31.35
€31.35
€17
Half session payment (1hr2.15hrs)
€15.20
€15.20
€8.50
Full-Day Payment (5hrs+)
Job Seekers Benefit/Assistance (JB/JA)* Supplementary welfare Allowance (SWA)** Tus Part-time Job Incentive Scheme
*Parents in receipt of job seekers benefit/ assistance qualify for subvention on a parttime basis only i.e. no more than 5 hours per day over 5 days or 2.5 full days per week.
Band B
Medical Card GP Visit card Parents who are in receipt of Social Welfare payments listed under Band A/AJ but have no medical card Parents who no longer qualify for Band A/AJ this year but who were verified as being on Band A/AJ at the end of the previous school year.
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*Parents in receipt of Jobseekers Benefit/Assistance (JB/JA) qualify and with a medical card qualify for subvented childcare to a maximum of €50 subvention per week (Band A/J). Parents in receipt of JB/JA and do not have a medical card qualify for subvented childcare under Band B. **A similar cap applies to Basic Payments under the Supplementary Welfare Allowance Scheme, as many of those in receipt of such payments are awaiting a decision on a Jobseekers Benefit/Assistance claim. In the event that this payment concludes with a successful claim which attracts a full Band A eligibility with a medical card (e.g. One parent Family Payment) then the eligibility for that payment can be back dated to the September of that given academic year for which the basic payment applied. However, the successful claim must be appealed before the deadline set by this Department in the given year. ***Parents on Illness Benefit will be reviewed during the course of the academic year. If the illness Benefit no longer applies at the review, the band will be amended accordingly.
3. CHILDCARE EDUCATION TRAINING SUPPORT (CETS) SCHEME The Department of Children and Youth Affairs introduced a childcare support scheme, the Childcare Education and Training Support (CETS) scheme, from September 2010. The CETS scheme supports the childcare needs of participants in training and educational courses operated by FAS and Vocational Education Committees (VECs). The scheme is open to applications from: (a)
childcare services which provide full daycare and / or afterschool care for children attending primary school, and
(b)
except where a service is solely engaged in the provision of afterschool care for children attending primary school, childcare services which are participants in the Early Childhood Care and Education (ECCE) scheme and / or the Community Childcare Subvention (CCS) Scheme.
The rates of payment for FÁS and VEC services will be:
The maximum amount that providers may charge to parents per week is:
Full-time: €145 per week
Full-time: €25 per week
Part time: €80 per week
Part time: €15 per week
Afterschool: €45 per week
Afterschool: €5 per week
Afterschool with pickup service: €80
Afterschool with pickup service: €15
4. THE AFTERSCHOOL SCHEME (CETS II) SCHEME An After-School Scheme aimed at providing up to 6,000 afterschool childcare places for children in primary school was announced in the December 2012 budget and is due to commence in September 2013. A pilot scheme commenced in early 2013, with a small number of places initially available. The places are targeted at low-income families and will support parents to avail of employment opportunities.
39 INVESTING IN TOMORROW FIANNA FÁIL DISCUSSION PAPER ON EARLY CHILDHOOD CARE AND EDUCATION
ROBERT TROY TD SPOKESPERSON ON CHILDREN
0612
Dáil Éireann, Leinster House, Kildare Street, Dublin 2. Your suggestions to : www.fiannafail.ie