Timeline Consultation – “Improving the Lives of Children and Young People” – June-July 2012 Expert Advisory Group – formed June 2012 Monthly meetings – Sep to Sep Publication of “Right from the Start” – Oct.2013 – with ADVICE to the Government

Members of Expert Advisory Group Chair = Dr. Eilis Hennessy (UCD) Catherine Byrne Siobhan Feehan (Deansrath Family Centre) Fergus Finlay (Barnardos) Irene Gunning (Early Childhood Ireland) Prof. Noirín Hayes (CSER, DIT) Fiona McDonnell (Early Years Inspectorate) Roisin McGlone (Sligo IT) Breda McKenna (Monaghan CCC) Patricia Murray (Childminding Ireland) Gerard O’Connor (St. Ultan’s Cherry Orchard) Patricia O’Dwyer (PHN Consultant) Biddy O’Neill (HSE) Kathryn O’Riordan (Cork City CC) Thomas Walsh (DES Inspectorate) Ciarín de Buis / Toby Wolfe (Start Strong) Supported by: Sean Denyer (DCYA/HSE) Claire MacEvilly (CES) DCYA Centre for Effective Services Jane Clarke

Terms of reference To review and advise on the proposed topics and themes for inclusion in the EYS to ensure that they are appropriate and comprehensive. To review and comment on the content of the literature review and other relevant research or submissions in the context of the key themes identified To consider and advise on future developments of programmes and services required to deliver on the objectives of the Strategy

Vision and principles

Vision The National Early Years Strategy will be for all children from the ages of 0-6 years. 1.All children from 0 to 6 will flourish and thrive within healthy and supportive families and communities. They will be happy, healthy, secure, hopeful and will have a sense of belonging. 2.Young children will grow up in nurturing environments in which the quality of their experiences supports their learning, development and well-being. This will allow them to make the most of their early childhood and maximise their individual life chances. 3.Society will recognise its responsibility for the health, care, education and nurturing of all young children. It will value all young children as competent, capable, able doers who have histories, potential and who matter here and now. 4.All Government policies should be informed by the rights of children and be child-proofed for their impact on children aged 0-6.

Vision The National Early Years Strategy will be for all children from the ages of 0-6 years. 1.All children from 0 to 6 will flourish and thrive within healthy and supportive families and communities. They will be happy, healthy, secure, hopeful and will have a sense of belonging. 2.Young children will grow up in nurturing environments in which the quality of their experiences supports their learning, development and well-being. This will allow them to make the most of their early childhood and maximise their individual life chances. 3.Society will recognise its responsibility for the health, care, education and nurturing of all young children. It will value all young children as competent, capable, able doers who have histories, potential and who matter here and now. 4.All Government policies should be informed by the rights of children and be child-proofed for their impact on children aged 0-6.

Vision The National Early Years Strategy will be for all children from the ages of 0-6 years. 1.All children from 0 to 6 will flourish and thrive within healthy and supportive families and communities. They will be happy, healthy, secure, hopeful and will have a sense of belonging. 2.Young children will grow up in nurturing environments in which the quality of their experiences supports their learning, development and well-being. This will allow them to make the most of their early childhood and maximise their individual life chances. 3.Society will recognise its responsibility for the health, care, education and nurturing of all young children. It will value all young children as competent, capable, able doers who have histories, potential and who matter here and now. 4.All Government policies should be informed by the rights of children and be child-proofed for their impact on children aged 0-6.

Vision The National Early Years Strategy will be for all children from the ages of 0-6 years. 1.All children from 0 to 6 will flourish and thrive within healthy and supportive families and communities. They will be happy, healthy, secure, hopeful and will have a sense of belonging. 2.Young children will grow up in nurturing environments in which the quality of their experiences supports their learning, development and well-being. This will allow them to make the most of their early childhood and maximise their individual life chances. 3.Society will recognise its responsibility for the health, care, education and nurturing of all young children. It will value all young children as competent, capable, able doers who have histories, potential and who matter here and now. 4.All Government policies should be informed by the rights of children and be child-proofed for their impact on children aged 0-6.

Principles Early childhood is a significant and distinct time in life that must be nurtured, respected, valued and supported in its own right. Relationships and interactions with significant others, and the environments in which they take place, play a central role in the quality of children’s experiences in early childhood. Services and supports to children and their families should be of a high quality, affordable and accessible to all, while recognising that some children and families will need additional support. The provision of quality services requires everyone working with children and families to communicate and cooperate with one another and with children and families in an atmosphere of mutual respect and common purpose/partnership. Society must value and support parents/guardians, families and everyone who promotes the well-being, learning and development of young children. Government policies pertaining to children should be informed by evidence, by international standards of best practice and by children’s rights.

Principles Early childhood is a significant and distinct time in life that must be nurtured, respected, valued and supported in its own right. Relationships and interactions with significant others, and the environments in which they take place, play a central role in the quality of children’s experiences in early childhood. Services and supports to children and their families should be of a high quality, affordable and accessible to all, while recognising that some children and families will need additional support. The provision of quality services requires everyone working with children and families to communicate and cooperate with one another and with children and families in an atmosphere of mutual respect and common purpose/partnership. Society must value and support parents/guardians, families and everyone who promotes the well-being, learning and development of young children. Government policies pertaining to children should be informed by evidence, by international standards of best practice and by children’s rights.

Principles Early childhood is a significant and distinct time in life that must be nurtured, respected, valued and supported in its own right. Relationships and interactions with significant others, and the environments in which they take place, play a central role in the quality of children’s experiences in early childhood. Services and supports to children and their families should be of a high quality, affordable and accessible to all, while recognising that some children and families will need additional support. The provision of quality services requires everyone working with children and families to communicate and cooperate with one another and with children and families in an atmosphere of mutual respect and common purpose/partnership. Society must value and support parents/guardians, families and everyone who promotes the well-being, learning and development of young children. Government policies pertaining to children should be informed by evidence, by international standards of best practice and by children’s rights.

Principles Early childhood is a significant and distinct time in life that must be nurtured, respected, valued and supported in its own right. Relationships and interactions with significant others, and the environments in which they take place, play a central role in the quality of children’s experiences in early childhood. Services and supports to children and their families should be of a high quality, affordable and accessible to all, while recognising that some children and families will need additional support. The provision of quality services requires everyone working with children and families to communicate and cooperate with one another and with children and families in an atmosphere of mutual respect and common purpose/partnership. Society must value and support parents/guardians, families and everyone who promotes the well-being, learning and development of young children. Government policies pertaining to children should be informed by evidence, by international standards of best practice and by children’s rights.

Principles Early childhood is a significant and distinct time in life that must be nurtured, respected, valued and supported in its own right. Relationships and interactions with significant others, and the environments in which they take place, play a central role in the quality of children’s experiences in early childhood. Services and supports to children and their families should be of a high quality, affordable and accessible to all, while recognising that some children and families will need additional support. The provision of quality services requires everyone working with children and families to communicate and cooperate with one another and with children and families in an atmosphere of mutual respect and common purpose/partnership. Society must value and support parents/guardians, families and everyone who promotes the well-being, learning and development of young children. Government policies pertaining to children should be informed by evidence, by international standards of best practice and by children’s rights.

Key messages: ‘Five Peaks Over Five Years’

1. Increasing investmentInvestment in ECEC services 0.4 % GDP → 0.7% → 1% 2. Extending paid leaveOne year’s paid leave + 2 weeks’ paternity leave 3. Strengthening child and family supports Dedicated ‘child and family’ PHN service 4. Good governance, accountability, quality in services No child in a low quality service. No public money to services that fail. 5. Enhancing and extending quality early years services Subject to quality, make free pre- school entitlement from 3 rd birthday

Structure of the report

10 themes 1. Increased investment6. Training and professional development 2. Supporting families7. Regulation and support 3. Health and well-being8. Governance 4. Access to services and inclusion 9. Information, research and data 5. Quality in services and supports 10. Implementation

Structure For each theme: –Why the issue matters –The situation in Ireland today –Recommendations 54 recommendations in total Five background papers with data and literature reviews

Theme 1: Investment 1. Increased investment6. Training and professional development 2. Supporting families7. Regulation and support 3. Health and well-being8. Governance 4. Access to services and inclusion 9. Information, research and data 5. Quality in services and supports 10. Implementation

Clear evidence of social and economic benefits of investing in early years. Spending in Ireland is well below internationally accepted targets. 1Raise significantly the amount of public investment in young children and their families. 2Increase investment in early care and education services incrementally, from 0.4 % GDP to OECD average (0.7%) in 5 years and international target 1% GDP in 10 years. 4Higher total investment, rather than re-directing from child income supports. Protect level of Child Benefit etc.

Theme 2: Families 1. Increased investment6. Training and professional development 2. Supporting families7. Regulation and support 3. Health and well-being8. Governance 4. Access to services and inclusion 9. Information, research and data 5. Quality in services and supports 10. Implementation

Parents and guardians have primary responsibility for children’s upbringing. All parents need some support at some time in child’s life. Many parents do not have sufficient time at home in first year. Health and parenting supports are not sufficiently available. 5Significantly longer paid leave for parents. At least one year in total. 7Reorganise Public Health Nursing service, focused on child health and development, with home visits to every child in first year. 8Develop a National Parenting Action Plan.

Theme 3: Health 1. Increased investment6. Training and professional development 2. Supporting families7. Regulation and support 3. Health and well-being8. Governance 4. Access to services and inclusion 9. Information, research and data 5. Quality in services and supports 10. Implementation

Ireland has lowest rate of breastfeeding in the EU. Almost a quarter of 3 year olds in Ireland are overweight or obese. Provision of basic vaccinations and developmental screening is variable around the country. 9Ensure consistency in core screening and vaccination programmes. 10Improve breastfeeding rates, building on Breastfeeding Strategic Action Plan. 12Review Guidelines on the Pre-School Regulations to ensure all children in early years services have access to and regularly use outdoor spaces.

Theme 4: Inclusion 1. Increased investment6. Training and professional development 2. Supporting families7. Regulation and support 3. Health and well-being8. Governance 4. Access to services and inclusion 9. Information, research and data 5. Quality in services and supports 10. Implementation

Not all children / families have equal access to services, whether health or early care and education. Even when children do have access, services are not always inclusive. 14Free GP care for all children under the age of 6. 15Improve access to specialist supports such as Speech and Language Therapy, bringing supports into local settings as far as possible. 17Reform subsidies for early care and education (e.g. CCSS) to address cost barrier facing low-income families. 18Introduce a national policy on access to Pre-School Special Needs Assistants. 20Roll out the Diversity and Equality Guidelines with mandatory training.

Theme 5: Quality 1. Increased investment6. Training and professional development 2. Supporting families7. Regulation and support 3. Health and well-being8. Governance 4. Access to services and inclusion 9. Information, research and data 5. Quality in services and supports 10. Implementation

Early care and education services only benefit children when high quality. Quality is variable – “the foremost policy challenge in early care and education today”. 21Prioritise quality. By end of Strategy, no child in a low-quality service. 22Carry out baseline audit of quality of services at start of Strategy. 23National plan for implementation of Síolta and Aistear. 25Align public funding to achievement of quality standards. 26Extend free pre-school – free part-time entitlement from 3 rd birthday. 27Establish national quality support service. 28Fund higher quality through more public investment, not through higher fees for parents.

Theme 6: Training 1. Increased investment6. Training and professional development 2. Supporting families7. Regulation and support 3. Health and well-being8. Governance 4. Access to services and inclusion 9. Information, research and data 5. Quality in services and supports 10. Implementation

Quality depends above all on skills and competencies of staff. Levels of training in early care and education are below EU recommended levels, and concerns about quality of some training. 29Implement CoRe recommendations – at least 60% graduates, equally for under-3s and over-3s. 30Introduce training fund for those working in early care and education services, and funded non-contact time for CPD. 32Support professionalisation through higher wages by requiring agreed salary scale as a condition of public funding. Graduate salaries should be comparable to related professions including primary teachers.

Theme 7: Regulation 1. Increased investment6. Training and professional development 2. Supporting families7. Regulation and support 3. Health and well-being8. Governance 4. Access to services and inclusion 9. Information, research and data 5. Quality in services and supports 10. Implementation

Continuing reform of Pre-School Inspectorate is required. Lack of regulation of childminding and after-school services exposes children to unacceptable risk and limits action on quality. 35Broaden composition of pre-school inspection teams. 36Review Pre-School Regulations and new National Standards in line with Síolta and Aistear. 37Introduce regulation and support of all paid, non-relative childminders. 38Increase funding and resources for Pre-School Inspectorate.

Theme 8: Governance 1. Increased investment6. Training and professional development 2. Supporting families7. Regulation and support 3. Health and well-being8. Governance 4. Access to services and inclusion 9. Information, research and data 5. Quality in services and supports 10. Implementation

Stronger collaboration and coordination needed at all levels of service provision, from national to local. Need for strong leadership and a political champion for the early years. 40Junior Minister for the Early Years with cross-departmental responsibility for driving the National Early Years Strategy. 41Bring all policy responsibility for early care and education into a single Government department. 42Give DCYA responsibility for “child-proofing” all Government decisions and legislation.

Theme 9: Research & data 1. Increased investment6. Training and professional development 2. Supporting families7. Regulation and support 3. Health and well-being8. Governance 4. Access to services and inclusion 9. Information, research and data 5. Quality in services and supports 10. Implementation

Data and information-sharing are essential to achieve high quality, evidence-informed services. There are significant gaps in data on early years services in Ireland, in relation to both quality and access. 44Develop measurement tools to assess quality and quantity of services. 48Standardisation and electronic storage of child development data gathered by PHNs.

Theme 10: Implementation 1. Increased investment6. Training and professional development 2. Supporting families7. Regulation and support 3. Health and well-being8. Governance 4. Access to services and inclusion 9. Information, research and data 5. Quality in services and supports 10. Implementation

The Early Years Strategy will be of no value if it is not implemented effectively. 49The Strategy should be led by the Minister for Children and Youth Affairs 50Establish a Cabinet Sub-Committee on the early years. 51Establish an implementation team, independently chaired, with an equal number of public servants and people from outside the system, to prepare an annual report on progress. 54Conduct a baselines assessment of outcomes to enable monitoring of progress.