# data[].attributes.headline
Reflections on Inclusion in the Irish Education System

# data[].attributes.subject
Reflections on Inclusion in the Irish Education System

# data[].attributes.attachment_link.title
Reflections on inclusion in the Irish education system

# data[].attributes.attachment_link.description
Traditionally, inclusion in the context of education tended to be about ensuring that children with special educational needs could access education in mainstream schools alongside their peers. While this is an important aspect of inclusion, more recent understandings of inclusion take account of how children and young people are served in relation to other aspects of diversity such as ethnicity, socio-economic background, culture, membership of the Traveller and Roma communities, language, religion, gender and sexual orientation. Inclusion is now increasingly seen as a process designed to increase the engagement of each child and young person in their learning, build the capacity of all schools and settings to create welcoming cultures and communities and, at a system level, reduce exclusion within and from education.

# data[].attributes.headline
TESS National School Attendance Campaign

# data[].attributes.subject
TESS National School Attendance Campaign

# data[].attributes.attachment_link.title
National School Attendance CampaignTusla - Child and Family Agency

# data[].attributes.attachment_link.description
The Child and Family Agency was established on 1st January 2014 and is now the dedicated State agency responsible for improving wellbeing and outcomes for children.

# data[].attributes.attachment_link.description
Take Care: The school experiences of children and young people who have been in care What is Take Care? Take Care is a new toolkit designed to help schools better understand and support children and young people in care. Developed with care-experienced children and young people, this guide provides insight into their school experiences and

# data[].attributes.headline
Traveller and Roma Education Strategy 2024-2030

# data[].attributes.subject
Traveller and Roma Education Strategy 2024-2030

# data[].attributes.attachment_link.description
Smart Moves is a suite of evidence-based short sessions to give young people small, learnable skills that increase resilience.

# data[].attributes.attachment_link.title
Every empty chair has a reason - School Attendance Survey | National Parents Council

# data[].attributes.attachment_link.description
NPC exists to ensure that all parents are supported and empowered to become effective partners in their childrens education.

# data[].attributes.attachment_link.title
Welcome | Childhood Development Initiative

# data[].attributes.attachment_link.description
Welcome to CDI’s Online School Avoidance Toolkit! We realise that school avoidance is a growing challenge that affects students, families, and educators. CDI’s School Avoidance Toolkit is designed to equip schools in Dublin 24, with the knowledge, good practice tips, and practical resources needed to support students who struggle to attend school. We welcome your […]

# data[].attributes.headline
2025 / 2026 Spring / Autumn PLE Teaching, Learning and Assessment Booklet

# data[].attributes.subject
2025 / 2026 Spring / Autumn PLE Teaching, Learning and Assessment Booklet

# data[].attributes.headline
2025 Spring PLE Effective Teaching, Learning and Assessment to Support DEIS Action Planning. 

# data[].attributes.subject
2025 Spring PLE Effective Teaching, Learning and Assessment to Support DEIS Action Planning. 

# data[].attributes.attachment_link.title
Effective Teaching, Learning and Assessmnet to support DEIS Action Planning 

# data[].attributes.headline
A Guide to Inspection in Post-Primary Schools

# data[].attributes.subject
A Guide to Inspection in Post-Primary Schools

# data[].attributes.attachment_link.title
A Guide to Inspection in Post-Primary Schools  — Updated February 2025

# data[].attributes.attachment_link.description
Jigsaw’s mental health supports for post-primary schools

# data[].attributes.headline
Traveller and Roma Communities in our Classrooms

# data[].attributes.subject
Traveller and Roma Communities in our Classrooms

# data[].attributes.headline
Traveller Culture and history in the curriculum 2019

# data[].attributes.subject
Traveller Culture and history in the curriculum 2019

# data[].attributes.headline
Traveller Culture and History Research Report 2023

# data[].attributes.subject
Traveller Culture and History Research Report 2023

# data[].attributes.headline
2024 Autumn PLE DEIS Planning and Target Setting 

# data[].attributes.subject
2024 Autumn PLE DEIS Planning and Target Setting 

# data[].attributes.headline
What inspections tell us about assessment practices in Post-Primary Schools

# data[].attributes.subject
What inspections tell us about assessment practices in Post-Primary Schools

# data[].attributes.attachment_link.readable_text
Assessment is understood as 'an ongoing process of gathering evidence to determine what students know, understand and can do' ( 2 ). Therefore, assessment needs to address the learning process as well as the learning outcomes ( 3 ) Newton (2007) proposes that 'the essential characteristic of summative assessment is that it occurs after the learning has taken place, in contrast to formative assessment which takes place during the learning to improve it' ( 4 ). Though this approach reflects distinctive and separate functions of formative and summative assessment, others, including Black (1998), argue that these two functions are 'two ends of the spectrum with no sharp difference' ( 5 ).

# data[].attributes.attachment_link.title
What inspections tell us about assessment practices in post-primary schools

# data[].attributes.attachment_link.description
Assessment is understood as 'an ongoing process of gathering evidence to determine what students know, understand and can do' ( 2 ). Therefore, assessment needs to address the learning process as well as the learning outcomes ( 3 ) Newton (2007) proposes that 'the essential characteristic of summative assessment is that it occurs after the learning has taken place, in contrast to formative assessment which takes place during the learning to improve it' ( 4 ).

# data[].attributes.headline
Working with your child to address school avoidance - Nala

# data[].attributes.subject
Working with your child to address school avoidance - Nala

# data[].attributes.body
address school avoidance

# data[].attributes.attachment_link.title
Adapting and Managing Successful Transitions

# data[].attributes.attachment_link.title
NPCPP - The National Parents Council Post Primary

# data[].attributes.attachment_link.description
The National Parents Council Post Primary is the voice & advocate for all parents and guardians of young people in post-primary education.

# data[].attributes.attachment_link.readable_text
Under DEIS (Delivering Equality of Opportunity in Schools) the Home School Community Liaison Scheme (HSCL) seeks to promote partnership between parents, teachers and community family support services. A HSCL Coordinator is a teacher from a participating school/s who is released from teaching duties, for a maximum of five years, in order to work intensively with and support parents/guardians. The overarching goal of the HSCL Coordinator is to improve educational outcomes for children through their work with the key adults in the child's life.

The HSCL coordinator also works in an integrated way with the other two strands of tess; School Completion Programme (SCP) and Educational Welfare Service Statutory (EWS), in order to provide appropriate initiatives and interventions for families.

Home Visits are the primary point of contact for HSCL Coordinators, as this is where strong relationships are built with parents/guardians. In addition, HSCL Coordinators organise parent classes in the relevant school/s and provide information and guidance to parents/guardians with regard to accessing community based programmes and supports.

The scheme also supports families as their children transition from early education to primary school, from primary school to post-primary school and finally from post-primary school to further and higher education, training or employment.

As HSCL, how do I work as part of the integrated tess team?

As a HSCL Coordinator, you will work collaboratively with the three strands of tess; Home School Community Liaison Coordinators (HSCL), Education Welfare Officers (EWO) and School Completion Programme personnel (SCP) to improve educational outcomes for children. You will also link in with the local HSCL Coordinators and attend your family/ local HSCL clusters regularly. Liaise with the local EWO regarding open cases, referrals and parent meetings. Engage with the local SCP Coordinator and support the implementation of the SCP intake framework.

What planning and recording requirements are expected?

tess require that all HSCL Coordinators complete:

HSCL Annual Logic Model Plan

HSCL Weekly Timetable

HSCL Parent/Guardian One-to-One Contact form

HSCL Annual Return Form

HSCL Grant Expenditure

Key Performance Indicators

Sample templates are available in the Induction Booklet (insert hyperlink) and, upon appointment to the post of HSCL Coordinator, this soft copies will be issued to you via the HSCL office. You will receive training during CPD, your local cluster will also offer support and your Regional Manager is always available for advice and guidance.

As HSCL, how do I liaise with my Principal?

Your Principal is responsible for the management of all school personnel and it is important that you take time to build your professional relationship with your Principal, especially if you are shared between schools and the Principal is new to you. Good communication is very important. You will likely have a great deal of communication with the Principal but a weekly scheduled meeting is highly recommended. This allows you to work together to determine priorities in your school, in accordance with national guidance. You are required to provide the Principal with a copy of your HSCL Weekly Timetable and your HSCL Annual Logic Model Plan. The weekly meeting is a valuable opportunity to plan your work and to offer feedback.

Is there a budget for HSCL activities?

A minimum of 10% of your school's DEIS Grant is to be allocated to HSCL activities. You should discuss planning and accounting for these funds with your Principal. Schools are accountable to the DES Social Inclusion Unit for this expenditure. You should keep an accurate record and receipts of all items purchased for HSCL activities as a completed expenditure form must be returned to the DES annually, and it will be required in the event of an audit. HSCL Coordinators are entitled to travel expenses, in accordance with Department of Public Expenditure and Reform regulations.

In my role as HSCL, how can parents, colleagues and tess management team contact me?

It is essential that you have a work mobile phone (with a set greeting stating your name and role) and an email address, normally provided by the school. You should have access to a secure computer or laptop. Do not use your own personal email address or mobile number in your role as HSCL Coordinator.

How can I build relationships with parents?

Take time in the beginning to be visible around your school(s) as much as possible, especially when parents are dropping and collecting their children. Spend time in the Parents' Room and hold parent meetings/coffee mornings. Set up a course for parents and choose an initiative to run. Home visits, a core part of your work as HSCL, to new families are a key way to build relationships. Get to know your target parents and build trust. Some of your families may have feelings of anxiety, ambivalence or negativity towards the school. They may have had poor educational experiences themselves. Do not make assumptions; allow parents to tell you about their experiences and their aspirations for their children. Many families have already built excellent links with the school and now need to get to know and trust you. Be mindful that some children are not in the care of their birth parents and you may find yourself liaising with other carers such as grandparents, older siblings, foster parents etc.

What are Home Visits?

Visiting parents in their own homes is a core part of the HSCL scheme. You are acting as a bridge between home and school. Visiting the family at home allows you a unique opportunity to get the perspective of the family. Parents tend to be more comfortable in their own environment. You are required to plan your home visits in consultation with the Principal and you should aim to spend approximately one third of your time on home visitation.

What courses and classes can I run for parents?

Courses/classes should be aimed at empowering parents and provide opportunities for you to build relationships. Best practice ideas, in the areas of literacy, numeracy, Gaeilge, parenting support and wellbeing are available in the Induction Booklet upon appointment and shared via the Newsletter via the HSCL Office. Your HSCL family and local clusters are also key to sharing and liaising on appropriate parent classes and courses. Please keep an accurate account of the number of parents who attend all courses run through the HSCL scheme.

What is the HSCL Target List?

While the HSCL scheme is largely preventative, it is also a targeted resource, which aims to improve educational outcomes for the students most at risk of poor attendance, participation and retention. The specific work you do with families should focus on the parents/guardians of those students who are experiencing, or are likely to experience, educational disadvantage. Compile the HSCL Target List in consultation with the Principal, SCP, EWS and other relevant services. Children/families who must be on the HSCL Target List include:

Parent/Guardian of any child who is in receipt of SCP intervention

Parent/Guardian of any child referred to EWS and/or is an open case with EWS

Parent/Guardian of any child who is involved with Tusla Social Work and/or in care

Other children and families may also be included on the HSCL Target List. Full details of identifying and managing the HSCL Target List are outlined in the Induction Booklet which will be issued upon appointment.

What are the Family/Local Clusters?

You are required to attend family and local HSCL cluster meetings as these are key to your work and an integral part of your support structure. Clusters support HSCL Coordinators, both at a personal and professional level. These meetings also facilitate the sharing and dissemination of good practice and the development of locally based responses to address educational disadvantage. Cluster meetings are an excellent source of support, advice, inspiration and motivation.

Your Family Cluster, where appropriate, will meet roughly every week/fortnight for 1- 2 hours. You will engage around the same families and may plan joint interventions. Cluster meetings allow HSCL Coordinators to share resources, to organise common courses and classes for parents, and to prepare and initiate transfer programmes. Remember that you have a great deal to offer your cluster and you bring your own perspectives, talents and strengths. The Local Cluster is a larger group made up of HSCL Coordinators from a wider area which meets 5-7 times a year. These meetings provide a structure to allow you to be informed of local initiatives and to liaise with voluntary and statutory bodies. The meetings also support an integrated provision of services to parents and pupils in your particular area.

Cluster meetings provide professional peer support which is vital, as the role of HSCL Coordinator while extremely rewarding can also be challenging at times. Cluster meetings are chaired by a nominated HSCL Coordinator and minutes are taken by a nominated secretary. These roles rotate amongst the HSCL cluster members annually. The family and local cluster meeting must be included in your weekly plan and your attendance is a requirement of tess.

Who can I contact for advice and guidance?

The relevant tess Integrated Service Manager support and advise HSCL Coordinators and schools on all aspects of the HSCL scheme. You may meet your Manager at cluster meetings, at a school visit and at CPD. Contact details are available in Circular 0016/2019, so please feel free to contact your Manager, who will assist you in every way possible. Zita Robinson, HSCL Administrator in the national office, is most helpful and will deal with or redirect your queries. Please ensure she has up to date contact details for you and for your school Principal, in order to receive all relevant information from head office.

Where can I find out more information?

# data[].attributes.attachment_link.title
HSCL - Home School Community LiaisonTusla - Child and Family Agency

# data[].attributes.attachment_link.description
Under DEIS (Delivering Equality of Opportunity in Schools) the Home School Community Liaison Scheme (HSCL) seeks to promote partnership between parents, teachers and community family support services. A HSCL Coordinator is a teacher from a participating school/s who is released from teaching duties, for a maximum of five years, in order to work intensively with and support parents/guardians.

# data[].attributes.attachment_link.title
Effective Literacy Strategies in Post Primary DEIS Schools

# data[].attributes.attachment_link.title
Improving Outcomes and Experiences for Children and Young People

# data[].attributes.attachment_link.readable_text
Welcome to the Yellow Flag

A practical programme that supports primary and secondary schools to become more inclusive of all cultures and ethnicities, celebrate diversity and challenge racism and discrimination

# data[].attributes.attachment_link.title
Yellow Flag Programme - Equality & Diversity Initiative for Schools

# data[].attributes.attachment_link.description
Yellow Flag is a practical programme that supports primary and secondary schools to become more inclusive of all cultures and ethnicities.

# data[].attributes.headline
Looking at DEIS Action Planning for Improvement Report

# data[].attributes.subject
Looking at DEIS Action Planning for Improvement Report

# data[].attributes.attachment_link.readable_text
This unit explores how developing student reflection can allow students to take more responsibility for their own learning and progress. It presents lots of strategies that you can use or adapt when helping students to reflect on their learning.

# data[].attributes.attachment_link.description
Focus on Learning. Assessment at junior cycle places the student at the centre of the learning process allowing for new ways of learning and a broader range of…

# data[].attributes.attachment_link.title
The Refined DEIS Identification Model 2022

# data[].attributes.attachment_link.readable_text
Professor John Sharry

Adjunct professor at UCD School of Psychology, founder of the Parents Plus charity and columnist with The Irish Times.

School refusal is a common problem that is very worrying for well-intentioned parents who don't want their children to miss out on their education. School refusal can be a mild problem with a child resisting getting up and being upset every morning, to being a more severe problem with a child refusing to go most days and missing large portions of the school year.

The causes of school refusal can vary greatly. Sometimes it is due to a child struggling with or being demotivated about school work; sometimes it can be in the context of behaviour problems with a child acting out or rebelling against rules; sometimes the problem can be emotionally based, with a child feeling depressed and finding it hard to generate the energy to go to school.

Often it can be anxiety which has been triggered by specific worries or problems such as finding it hard to make friends, or performance in tests. To deal with the anxiety, the child avoids going to school, which reduces the anxiety in the short term, though the underlying problems are not addressed and so the anxiety will return the next day.

The key to overcoming anxiety is to help the child to understand their feelings, to stop using avoidance, and to address the problems that are causing the anxiety. The first stop can be simply getting the child to talk about their worries and specifically what worries they have about going to school.

If there are specific issues, it is important to listen and avoid rushing to reassure them or dismiss their worries. Instead try to pick up on and normalise their worries. Encourage the child to problem solve there own worries with strategies for making friends or joining friend groups or facilitating social outings.

Parents, understandably, tend to get very worried and panicky about a child refusing to go to school but a lot of pressure sometimes makes it worse and you get these big stand offs with maybe a child having a meltdown at the school gate or being forcibly dragged into the school. For parents it can be very stressful when everybody is trying to get out of the house on time in the morning and a child is refusing to go to school. Responses need to be creative and one parent may need to take time off work to alleviate the pressure on everybody.

With younger children the problem can be often be easier to sort, it might be as simple as encouraging them to travel to school with a friend. Or for a child fearful of speaking out in class, teachers might agree not to call on them to contribute for the time being. Or an anxious child can be given a pre-arranged signal to leave a class if it is getting too much, without drawing attention to themselves. They might never have to do that but, knowing they can, can make an enormous difference. The key is to remain positive and encouraging and to help get the child to school. The goal is to break the cycle of avoiding.

# data[].attributes.attachment_link.title
School Refusal - Parentline - Helpline for Parents.

# data[].attributes.attachment_link.description
Professor John Sharry Adjunct professor at UCD School of Psychology, founder of the Parents Plus charity and columnist with The Irish Times. School refusal is a common problem that is very worrying for well-intentioned parents who don't want their children to miss out on their education.

# data[].attributes.headline
OECD Review of Resourcing Schools to Address Educational Disadvantage in Ireland 2024

# data[].attributes.subject
OECD Review of Resourcing Schools to Address Educational Disadvantage in Ireland 2024