PART A – Early Childhood Care and Education National Inclusion Charter

Part A sets out the National Inclusion Charter which aims to promote the values of diversity, equality and inclusion for all children attending early childhood services. Simply put, it is the sector’s commitment to diversity, equality and inclusion. All early childhood services are invited to sign up to the National Inclusion Charter by developing and implementing an inclusion policy for their own setting.

PART B – Diversity, Equality and Inclusion Guidelines 

for the Early Childhood Care and Education sector. The guidelines are divided into five sections, with each section further subdivided for convenience. At the end of each section you will find links to Síolta (2006) and Aistear (2009) and the Pillars of Practice (2015). The guidelines are intended as a reference and working document which early childhood managers and practitioners can utilise on an ongoing basis. 

The Revised SET Allocation Model can be used effectively to manage a school’s support for EAL learners in a flexible way.

The framework gives schools greater autonomy, flexibility and capacity to address emerging needs during the school year.

Students with the greatest levels of need should have access to the greatest level of support.

Using the CEFR results, adopt a Three-Level Approach to EAL Support  based on the Continuum of Support.

Source: Circular 0025/2026, Section 1.6, p.13.

The Revised SET Allocation Model can be used effectively to manage a school’s support for EAL learners in a flexible way.

The framework gives schools greater autonomy, flexibility and capacity to address emerging needs during the school year.

Students with the greatest levels of need should have access to the greatest level of support.

Using the CEFR results, adopt a Three-Level Approach to EAL Support  based on the Continuum of Support.

Link to SET Guidelines and supporting documentation to aid schools in supporting Children/Young people with Special Education Needs

Home Language Buddies can also act as Tech Buddies, supporting translation tools, school tours, special events and transitions for newly arrived pupils.

A buddy should be a trusted model of good behaviour who will support the new learner throughout lessons, clarifying activities and modelling how to speak English in a variety of contexts. 

There are some practical examples of how AI can be used with EAL learners and parents in this document along with general guidance. The Oide Technology in Education AI hub for Primary schools adds to this resource offering videos and courses. AI for Primary Teachers - Oide Technology in Education

Primary In-School Supports available to schools in 2026/27 can be accessed through the link here: https://oide.ie/schools-support/primary-in-school-support/

The Primary Curriculum Framework forms the basis for high-quality learning, teaching, and assessment for all children attending primary and special schools. It reflects our shared understanding of, and trust in, the many positive features of education in our primary and special schools while providing the blueprint for guiding the enhancement of primary and special education for the coming years.

Plurilingual opportunity: Students can share write words, phrases, sentence stems and sentences in English agus Gaeilge and as many languages as they know!

Pupils should also be supported to maintain connections with their home language and culture, including through curricular activities and displays.

Source: Department of Education, Circular 0015/2009 – Meeting the Needs of Pupils Learning English as an Additional Language (EAL).

Language awareness goes beyond vocabulary and grammar. Encourage pupils to draw on and compare their home language with English, helping them recognise how languages work and supporting them to become more active language learners.

Consider opportunities to:

• Compare similarities and differences, including word order.

• Identify cognates across languages.

• Explore sounds and sound patterns across languages.

• Compare how words change and are formed, e.g. plurals and verb tenses.

Pupils’ home languages are a valuable resource for developing language awareness.

Chinese Booklet (PDF)

Polish Booklet (PDF)

Urdu Booklet (PDF)

The Bell Foundation booklets provide an introduction to linguistic and cultural features which may influence the learning of English for speakers of Arabic, Chinese, Polish and Urdu.

They can support teachers in identifying areas where focused language support may be beneficial. They are intended as guidance only: individual learners' linguistic repertoires, educational experiences and language-learning needs will vary.

The booklets include information on:

• features and conventions of each language

• relevant socio-cultural contexts and education systems

• naming systems, courtesies and levels of formality

• differences between English and the respective languages in phonology, grammar, writing systems and vocabulary

"We believe that every child should be able to see themselves reflected within the pages of a book. This list highlights twenty exceptional titles which celebrate representation and inclusion." Children's Books Ireland

Resources – DICE

This indicator is searchable and is presented as a map or in tabular form. It indicates a country's self-reported compulsory or average age of Primary School starting and is updated annually. This can help you get an idea if your new student/s have attended Primary School in their home country before their arrival in Ireland.

The United Nations Group of Experts on Geographical Names (UNGEGN) maintains a comprehensive list of country names to ensure standardisation. This is an Interactive platform for exploring country names, capitals, and cities. it provides information on official languages and shows the writing system used in each country. It is available in a number of languages.

When assessing EAL learners it is important that the assessment materials are linked to the CEFR. This means that the assessment results correspond to the CEFR language proficiency levels. 

Assessments should be carried out for each of the four skills, listening, speaking, reading, and writing. Remember to wait until a new EAL learner has settled in school before assessing them.

You can access the Circular 0015/2009 to refer the Department of Education Guidelines on the administration of the PSAK and Assessment of EAL learners.

NEPS Service NEPS psychologists are available to support and assist schools about how best to support young people’s wellbeing. Schools may wish to contact their assigned NEPS psychologist or their local NEPS Office. NEPS will continue to provide guidance documents and resources to support schools to meet emerging need. These will be sent directly to schools and will also be available on gov.ie.

August 2022

The promotion of wellbeing is central to the Department of Education mission to enable children and young people to achieve their full potential. Promoting the wellbeing of our children and young people is a shared community responsibility and is everybody’s business.

This site provides access to a wide range of wellbeing information and supports for schools, students and parents.

Speech and Language Therapy Resources for Teachers

Visual Supports within an Inclusive Learning Environment Booklet

 
This booklet includes information, strategies and resources to assist teachers using visuals to support all students with their communication and participation in school. It links well to the use of visuals and realia as a scaffolding strategy for EAL learners.

When visuals are used in classrooms and shared spaces as part of a total communication approach, they help to create an inclusive learning environment for all learners including EAL learners.

Practical guidance for pupils, parents/guardians and school staff on stress, anxiety, emotional wellbeing and psychological first aid.

Recognise that work commitments, transport, childcare, financial pressures and language barriers may affect families’ ability to participate in Parent–Teacher Meetings.

Consider flexible approaches, such as:

• Offering a choice of meeting times or, where appropriate, a home visit.

• Gathering information from subject teachers in advance and using clear, visual feedback.

• Offering language support where needed.

• Inviting families to meet the EAL Coordinator when attending a Parent–Teacher Meeting for the first time.

Aim to make meetings accessible and meaningful for all families.

Developing every individual’s language repertoire and cultural identities and highlighting the social value of linguistic and cultural diversity lie at the core of ECML work. Plurilingual education embraces all language learning, e.g. home language/s, language/s of schooling, foreign languages, and regional and minority languages. Intercultural learning supports the personal growth of learners and enhances social cohesion.

These children face other challenges besides that of learning English as an Additional Language (EAL). In addition to the fact that all EAL learners are learning English and learning through English at the same time, those with limited literacy in their first language may also be tackling:

• Learning an additional language without literacy support

• Developing initial literacy in an additional language

• Socialisation into formal schooling for the first time

Understanding the similarities and differences between a learner’s home language(s) and English can help teachers anticipate potential challenges and provide more targeted language support.

Differences in areas such as word order, grammar, vocabulary and sounds can influence how learners acquire English. Sharing information about a learner’s languages and cultural background across the school can therefore support more responsive teaching.

Michael Swan’s Learner English provides detailed comparisons between English and a range of languages, highlighting common areas of difference and potential language transfer.

Great Ideas

The Beginning EAL resources are part of a suite of English as an Additional Language (EAL) resources for teachers.

They provide practical, easy to use resources including activities, games and worksheets. Teachers can use the resources with students who are just beginning to learn English.

Teachers can use these resources to:

• support students to learn and practise basic English

• encourage communication and interaction in the classroom.

These short thematic booklets (there are two levels at this link) from Australia. They can support primary school children who are new to English. They are levelled according to the CEFR and by school year group/age.

Please always consider the context of your own school, your students and your community when selecting resources.

Easily turn a Google™ Spreadsheet into a Set of Online Flashcards and Other Cool Stuff!

The growth in linguistic diversity in Irish primary schools presents significant opportunities. Learners for whom English is an additional language (EAL) contribute to the rich tapestry of our classrooms. However, ensuring that their achievement is adequately supported requires attention in both policy and practice.

Part of a broader study of EAL in Irish primary classrooms, the present article reports on how teachers from seven schools went about organising support for EAL learners at a time of significant curriculum and policy change. Findings relating to the use of support hours, resourcing, special education needs and assessment are discussed.

Gardiner-Hyland, F. and Burke, P. (2018). “It’s very hard to know how much is the EAL and how much is the learning difficulty”: Challenges in organising support for EAL learners in Irish primary schools. Learn Journal, Vol. 40, Chapter 3, pp. 54-64: Dublin: Irish Learning Support Association.

A searchable collection of children's songs, rhymes and traditions from countries and cultures around the world.

1. When the students arrive, the teacher takes the time to carefully ascertain the students previous languages, learning and gets to know them from a strengths-based point of view.

2. Welcome videos made by children in their home language/s to tell new families/children about the school, routines and information about the school.

3. Ask parents who are already members of the school community to work as Language Ambassadors to help newly arrived families who speak the same languages.

4. Assign newly arrived students a few Buddies who can support them in class, in the yard and during transition times.  One may share their home language and one or both may be strong English language models.

5. Balance the time immersed in English and time in EAL groups/withdrawal. 

These children face other challenges besides that of learning English as an Additional Language (EAL). In addition to the fact that all EAL learners are learning English and learning through English at the same time, those with limited literacy in their first language may also be tackling:

• Learning an additional language without literacy support

• Developing initial literacy in an additional language

• Socialisation into formal schooling for the first time

You will have to be logged into your Gmail account to access this resource. You will be able to make many multilingual word lists that will save into your Google Drive.

https://docs.google.com/spreadsheets/d/1fXMs_N5C3-r_cfIQUy1_3CSIftRCiXfRd-qn44_c1Ws/copy

The aim of the guide is to help teachers create a welcoming atmosphere and a supportive environment for bilingual and multilingual children in the classroom. It explains why this is vital for the success of the children in the classroom or group and have collected easy-to-implement activities for different age groups for teachers to try out straight away. 

• Promote interest in family languages and overall language learning from a young age

  
  

• Boost children’s confidence in speaking their language by doing so in a creative and fun environment outside the home

  
  

• Raise awareness of the different languages spoken in our communities

  
  

• Instill openness to difference by inspiring children and educators to embrace all languages and cultures

These resources are available after registering on the website and click on resources.

Based on Colourful Semantics, these FREE Lessons (on Power Point Presentations, focus on Grammar, Syntax and Morphology.

Highly recommended for students in whole class, small groups and individually.

These children face other challenges besides that of learning English as an Additional Language (EAL). In addition to the fact that all EAL learners are learning English and learning through English at the same time, those with limited literacy in their first language may also be tackling:

• Learning an additional language without literacy support

• Developing initial literacy in an additional language

• Socialisation into formal schooling for the first time

Both available at : https://mylanguage.ca/resources.html

It encourages families to 'Hold On' to their home language/s.

Very useful to share with families at school open days, coffee mornings, etc.

This will download a document onto your device.

This is a resource which teachers can use to inform the planning for, monitoring and evaluation of learners' functional language and communication development.

Allocation of Teachers to Schools landing page

Circular 0025/2026 — Current Staffing Arrangements
Criteria A — New Entrants Application Guidance
Criteria B — Non-New Entrants Application Guidance
EAL Allocation & Staffing

EAL Staffing Appeal Criterion D 2026/27

Standardised Testing — EAL Inclusion & Exemption Criteria

Inspectorate Findings & Report - Enactment of the Primary Language Curriculum: a focus on Irish

Enacting the Curriculum: Assessment Guidance for the Primary School Curriculum

The study draws on teachers, principals and parents in Irish primary schools. It looks specifically at creating culturally responsive school environments, children's sense of belonging, and challenges schools experience translating policy into classroom practice.

Explores migrant parental engagement in Irish primary schools, highlighting diverse forms of home–school involvement and the importance of challenging assumptions about parental interest.

A learner who communicates confidently with peers may therefore still need significant support to understand and use academic language in the classroom.

💡 Developing English should not delay access to curriculum learning — language development and curriculum learning happen together.

Jim Cummins BICS and CALP Video: (Moving Target)

Jim Cummins BICS and CALP Video

 BICS and CALP: Clarifying the Distinction Jim Cummins 

📖 See pp. 47–57: Getting to Know the Learner

A practical tool to support teachers in building a picture of how a learner communicates, including their communication strengths and the supports that may help them to participate and engage.

📄 See Appendix 1: Communication Profile

Use alongside current guidance and a broader strengths-based approach to building a learner profile.

For EAL learners, consider how Space, Voice, Audience and Influence can be made accessible through home languages, visuals, translation and other appropriate means of communication.

They can provide valuable insight into the learner’s languages, strengths, interests, prior learning, educational experiences and life beyond school.

Effective partnership is two-way — sharing information with families while creating meaningful opportunities for families to share their knowledge and perspectives with the school.

This may include text, email, phone calls, audio messages, translated information or face-to-face communication, depending on the needs and preferences of the family.

💻 For translation and digital communication tools, see Digital Tools for EAL.

Consider:

• Providing a tour of the school for new pupils and their families.

• Establishing a buddy system to support pupils as they settle in.

• Inviting pupil ambassadors who share the same home language, where possible, to welcome new pupils, help them navigate the school and provide reassurance in a familiar language.

These simple approaches can help pupils and families feel welcomed, connected and valued within the school community.

🎥 Explore the practical classroom example and supporting information.

✍️ Sentence Starters & Frames — provide a structure for learners to rehearse and produce increasingly complex language.

📝 Cloze / Fill-in-the-Blank Activities — support learners to apply vocabulary and language structures within a meaningful context.

↔️ Binary Boards — support choice-making and simple responses while reducing the language demand.

🌍 Multilingual Comprehension — use home languages and digital translation tools to support understanding.

Visuals & Realia Make meaning visible and concrete.

Small Group & Partner Work Provide supported opportunities to talk and learn together.

Home Language as a Scaffold Use home language to support thinking and learning.

Connect to Prior Knowledge Link new learning to what pupils already know.

Graphic Organisers Organise and make learning visible.

Sentence Frames, Stems & Starters Scaffold pupils to express their thinking.

Read Aloud Model fluent language and support comprehension.

Pre-teach Key Vocabulary Teach essential words before new learning.

Identify the language learners need to access the learning, then model, explain, practise and revisit it in meaningful contexts.

Step by step guide here

Frayer Model here

Vocabulary support document here

Source: Circular 0025/2026, Section 1.6, p.13.

💡 Use the stages as a guide, not a set of boxes — language development is not always linear and can vary across contexts and skills.

The aim of the guide is to help teachers create a welcoming atmosphere and a supportive environment for bilingual and multilingual children in the classroom. It explains why this is vital for the success of the children in the classroom or group and have collected easy-to-implement activities for different age groups for teachers to try out straight away. 

Inspectorate: EAL in Practice — Whole-School & Classroom Approaches

Inspectorate: EAL Follow-Through — Progress & Effective Practice

Please use the Search function to access all resources easily. The Search bar is located on the bar at the top of this page.

Visuals & Realia Make meaning visible and concrete.

Small Group & Partner Work Provide supported opportunities to talk and learn together.

Home Language as a Scaffold Use home language to support thinking and learning.

Connect to Prior Knowledge Link new learning to what pupils already know.

Graphic Organisers Organise and make learning visible.

Sentence Frames, Stems & Starters Scaffold pupils to express their thinking.

Read Aloud Model fluent language and support comprehension.

Pre-teach Key Vocabulary Teach essential words before new learning.

Visuals & Realia Make meaning visible and concrete.

Small Group & Partner Work Provide supported opportunities to talk and learn together.

Home Language as a Scaffold Use home language to support thinking and learning.

Connect to Prior Knowledge Link new learning to what pupils already know.

Graphic Organisers Organise and make learning visible.

Sentence Frames, Stems & Starters Scaffold pupils to express their thinking.

Read Aloud Model fluent language and support comprehension.

Pre-teach Key Vocabulary Teach essential words before new learning.