Early Childhood Ireland was invited to take part in a consultation commissioned by the Department of Children, Disability and Equality to inform the monitoring and evaluation of Equal Start. In this post we will provide information on the feedback provided by Early Childhood Ireland around Equal Start, which has been informed by engagement with our members.
Consultation
This study of Equal Start was commissioned to help the Department of Children, Disability and Equality (DCDE) understand how well Equal Start is working and to identify areas for improvements. This study includes desk research, interviews with stakeholders and parents and guardians from marginalised communities as well as a survey of settings.
Discussion topics during the consultation included:
- Barriers to access and inclusion in Early Years and School Age Care for disadvantaged groups
- Expected outcomes
- Alignment of Equal Start with existing policies and programmes
- Monitoring and evaluation mechanisms
- Opportunities for cross-sector collaboration
The findings and feedback from the consultation will be used to inform the DCDE’s monitoring and evaluation framework for Equal Start, and a summary report may be published.
Engagement with members
Between December 2024 and June 2025, Early Childhood Ireland had undertaken an engagement project with members to determine what impact Equal Start was having on children and settings. This was conducted through online focus groups and individual feedback. During this project, members advised that Equal Start has supported positive experiences for children as settings have additional time for children who are in need of extra support. It has also contributed to the development of their service as alongside extra resources and it has improved relationships with parent and guardians. Our members also , noted some improvements which would enhance the outcomes of Equal Start, of which we provide an overview below.
Consultation Feedback
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Communication from DCDE
We emphasised that members said they would have benefitted from more communication and guidance from the DCDE around Equal Start as they were left with fears of being non-compliant at the end of the year once reports were due and also with a level of uncertainty and many questions around the programme when it was first introduced. We also reported that members said they would benefit from a specific point of contact for Equal Start within the DCDE as responses to questions asked by members were not always clear. In addition, we highlighted the benefit that a communication channel between Equal Start settings would have so that settings could support and learn from each other.
Training
We highlighted the inconsistencies in training provided to settings, dependant on where a setting was based, as reported by our members, as well as the inconvenience of training times. We stressed the members plea to holding training outside term time so that educators can attend and pointed out that flexibility is needed to reflect the demanding workload of staff and managers/operators. We also described the impact of the restrictions of the Continuous Professional Development (CPD) provided for under Equal Start as members can only use the funding for CPD provided by the DCDE. Members had highlighted that this does not allow them to undertake training that they identify as being beneficial to themselves, educators and children in the setting. In addition, we reported that there has been no targeted training or CPD provided for staff in meeting the needs of target groups.
Ensuring inclusion of all children
We also highlighted the need to ensure that all children from disadvantaged backgrounds are included in any supports provided by Equal Start to avoid further disadvantaging any families. For example, Bia Blasta is only available to children availing of the Early Childhood Care and Education (ECCE) programme and so non-ECCE children are not benefitting from free meals. In addition, we explained that during Phase 1 where Equal Start is supporting designated priority settings only, children from disadvantaged backgrounds whose settings have not been designated as priority settings are not being supported, as evidenced by member feedback.
Supports for families
We raised the importance of ensuring that parents and guardians are made aware of supports and programmes available to them and their children and highlighted that currently parents and guardians lean on educators to not only inform them of these supports but also to help them to complete the applications. We made it clear that while settings are happy and willing to support parents and guardians and build these relationships with them, this parental support needs to be taken into account, and relevant supports need to be provided to settings accordingly.
Conclusion
Early Childhood Ireland’s contribution to this consultation would have been very limited without the feedback from our members. That engagement is invaluable and informs how we evaluate programmes and how we contribute to consultations such as this. We would once again like to thank each member who has provided and continues to provide us with feedback, about Equal Start and other programmes/issues impacting on the Early Years and School Age Care system.
If you have any feedback on Equal Start or otherwise, please email [email protected].



