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Insights into effective practices in Irish-medium early learning and care settings
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One of the functions of the Inspectorate is to evaluate the quality of education provision in early learning and care (ELC) settings, including settings that operate either wholly or in part through the Irish language. The Inspectorate does this through conducting an annual programme of early years education inspections (EYEI) ( 1 ). The main objective of these inspections is to evaluate the quality of education provision across the domains of practice set out in the quality framework in the Guide to Early Years Education Inspections ( 2 ).
The ELC settings inspected are funded by the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) to provide services to children from birth to six years, including through the universal free Early Childhood Care and Education (ECCE) programme. Data from the Annual Early Years Sector Profile ( 3 ) in 2023 on services that receive funding from DCEDIY indicates that 158 ELC settings across the country (including within Gaeltacht regions) stated they were wholly Irish-medium settings and 126 stated that they were ‘mixed settings’ (where part of the setting is Irish-medium).
This chapter presents insights from education provision in the ECCE programme in Irish-medium ELC settings. The insights are derived from an analysis of a sample of fifty-nine EYEI reports published over the period 2016 (when early years education inspection began) to 2023. This sample is approximately 25% of the ELC services in Ireland that state that they are either wholly Irish-medium or mixed settings, as of May 2024. Almost two-fifths of the settings in the sample were in Gaeltacht areas. The inspections in this sample were conducted in the ECCE programme rooms of the settings.
The chapter explores the role of the Inspectorate in promoting the Irish language, the vision of the Department of Education in regard to Irish, ongoing collaboration towards building capacity, and the recent review of early years education inspection and its insights. It also shares exemplars of good practice from Irish-medium settings in Gaeltacht and non-Gaeltacht areas.
The Inspectorate, through its evaluation and advisory work in ELC settings and schools, supports high-quality learning opportunities for children and young people through identifying, acknowledging, and promoting good practice. As in evaluations in English-medium ELC settings, inspectors seek to encourage and validate children's acquisition of language at a critical stage in their development, with the added dimension of Irish language immersion education, or tumoideachas, being a key contextual factor in Irish-medium settings.
During evaluations in Irish-medium ELC settings and schools, feedback and recommendations for improvement are provided to support high-quality learning outcomes and experiences for all children and young people, and to support the continued development of Irish-medium education in both Gaeltacht and non-Gaeltacht areas.
The Inspectorate’s evaluation programme in ELC settings also informs policy development. The Inspectorate communicates the findings of its engagements with settings and schools to a range of stakeholders and it shares the outcomes within the Department of Education and DCEDIY, given DCEDIY’s policy responsibility for the ELC sector, outlining the strengths of provision and areas requiring further support in the Irish-medium sector.
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The Department of Education plays a pivotal role in implementing the vision outlined in the Irish Government’s 20-Year Strategy for the Irish Language 2010–2030 ( 4 ) which focuses on revitalising Irish within the education system and embedding it as a core part of Ireland’s cultural and educational framework. The aim is to strengthen Irish in schools, other settings and communities, ensuring that it remains a living language. The strategy has specific commitments in relation to pre-school education, including commitments in the current five-year plan that are under the responsibility of DCEDIY.
Central to this vision is the provision of high-quality Irish-medium education in both Gaeltacht and non-Gaeltacht areas. Initiatives such as the Gaeltacht School Recognition Scheme ( 5 ), under the Policy on Gaeltacht Education ( 6 ), help guide schools in Gaeltacht language-planning areas to implement the language-based criteria for immersion education that underpin the scheme. Schools participating in the scheme are required to foster beneficial language and cultural links with local Irish-medium ELC settings. Work is currently ongoing in the Department of Education on the development of a new policy on Irish-medium education outside of the Gaeltacht, which will build on what has been achieved by the Policy on Gaeltacht Education in supporting immersion education.
During EYEIs, inspectors are cognisant of the importance of coherence and continuity in early learning experiences in achieving optimal outcomes for children. Supports for positive transitions, from home to the ELC setting, and from the setting to primary school, are noted. In the context of Irish-medium ELC settings, attention to transition experiences, regardless of the language of instruction of the primary school, is critical to ensuring that the core language skills acquired during children’s early learning experiences are consolidated and further developed.
Irish-medium ELC settings play a crucial role in developing and enhancing children’s Irish language skills. For some children, these settings provide a first experience of the language in a natural and supportive context. Positive and enriching early language immersion experiences are vital to language and educational development and support children’s ability to engage actively in Irish-medium education. The capacity of educators to use Irish as the language of communication and to engage positively with children at this early stage in language development is a key factor in the success of language acquisition.
It is acknowledged that Irish-medium ELC settings are at different stages of development in their provision of a full immersion experience in Irish for young children. The Inspectorate understands the current context and inspectors acknowledge and support the capacity-building efforts of settings and all who are involved in the management, governance, oversight and professional capacity building for the sector.
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The Department of Education is committed to working in close collaboration with DCEDIY to support the implementation of Irish-medium education. Both departments ensure that relevant policies, procedures and guidance are aligned to promote continuity, progression in language learning and high-quality provision. Current work in progress across both departments demonstrates this commitment. DCEDIY participates on the Steering Committee for the Policy on Irish-medium Education outside of the Gaeltacht ( 7 ), and is also represented on the Coiste Comhairleach for the Polasaí don Oideachas Gaeilge ( 8 ) while the Department of Education has representatives on the advisory group supporting the development of a National Plan for Irish Language Provision in the ELC Settings and School-Age Childcare ( 9 ).
Joint efforts, including those directed by the Department of Education’s Gaeltacht Education Unit (AOG) and supported by An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG), have contributed to guidance documents that support high-quality Irish-medium education. One such example is the Guide for Gaeltacht Primary Schools: Strengthening links between Primary Schools and ELC Settings: a collaborative approach to promoting the use of Irish ( 10 ), which supports schools in building strong connections with Irish-medium settings and promotes continuity of high-quality Irish-medium educational experiences from early childhood through to primary education.
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In 2024, the Inspectorate conducted a review of Irish-medium EYEIs, which provided an opportunity to highlight the good work being carried out in these settings and to consider ways of further supporting improvement where required. In conducting the review, emphasis was placed on the quality of the learning experience with a view to identifying the next steps for enhancing improvement in pedagogy, keeping the overall quality of the children’s early learning experiences to the fore.
During EYEIs, inspectors evaluate and describe essential aspects of early years education with reference to the four quality areas of the Early Years Education Inspection Quality Framework. These areas address essential aspects of early years education including the learning environment, educational processes and supports, children’s learning experiences, and the quality of management and leadership. These areas also provide a basis for identifying common themes and insights into effective practices in the early years sector. The quality framework applies to both English and Irish-medium settings and, while the framework does not specifically assess educators’ fluency in Irish, inspection reports offered observations on the quality of language immersion in practice.
The findings from EYEI reports offer useful insights into Irish-medium ELC settings. In general, the sample analysed shows that practice was good or better in most of the settings visited, as measured against the EYEI quality framework. This is similar to the findings from English-medium ELC settings inspected during the period September 2022 to December 2023, reflecting the consistent application by educators of high-quality standards that promote enriching early childhood experiences, regardless of language profile.
Having language immersion practices at the heart of the children’s daily experiences is critical to realising the vision for Irish-medium settings. Where language immersion practices were observed, these were highlighted as a real strength across all areas of the EYEI quality framework. That said, inspectors noted differences between settings, where one might excel in a particular area and another have room for improvement. This shows that there is scope for shared learning and collaboration across the sector.
Irish-medium settings operate in a variety of contexts, each with its own challenges and opportunities. Those outside of the Gaeltacht frequently face additional hurdles, such as fewer opportunities for children to hear and use the language in the wider community. These challenges make the strengths observed in these settings noteworthy and highlight the importance of tailoring support to suit the setting context.
Findings for each area of the EYEI quality framework are set out below, with a particular emphasis on those observations and comments most relevant to the promotion of effective Irish immersion language experiences.
This area of the EYEI framework assesses the atmosphere, environment, and relationships within each setting, focusing on how these foster children’s sense of identity and belonging, celebrate cultural backgrounds, and promote positive interactions. Inspectors noted many examples of effective practice contributing to a high-quality learning environment.
A key strength observed was the quality of interactions, with educators showing respect for children as active participants in their learning. This approach encouraged children’s independence and individual preferences, thus fostering self-confidence from an early age. Additionally, inclusive practices that celebrated each child’s sense of inclusion and identity were in evidence, with many settings having well-organised and well-resourced environments. A high standard of Irish and a positive attitude towards it reflected a commitment to nurturing both language skills and cultural identity.
Recommendations were made in some settings to further enrich children’s engagement, such as using daily routines to encourage independence and participation in learning. Inspectors suggested making greater use of the environment - displaying photos of children’s families and communities, for example - to strengthen each child’s sense of identity and belonging. Increased opportunities for using Irish, including involving parents in language activities at home, was also recommended.
This area looks at the approaches used in Irish-medium settings to deliver meaningful and enriching learning experiences, covering aspects from curricular planning and relationship building to observing, assessing and guiding children’s learning.
Effective practices included high-quality adult-child and peer interactions, as well as skilful scaffolding of children’s emerging language skills. Educators made effective use of Aistear, the Early Childhood Curriculum Framework ( 11 ) to guide children’s learning, and they supported this by regular observation and documentation of children’s progress. The environments were rich in language resources, and many settings used a play-based approach that naturally engaged children in their learning.
To strengthen good practice, inspectors suggested building on children’s language achievements by providing more opportunities to extend conversations and share thinking in Irish. Settings were also encouraged to support children’s language competence, helping them grow more confident in their skills. Introduction of STEM-based activities was recommended to foster children’s curiosity and promote exploration.
This area focuses on children’s experiences within the ELC setting, highlighting the importance of their agency, choice, and active participation in learning. Inspectors looked at how children’s enjoyment, engagement and wellbeing were supported and how each setting recognised each child’s potential, particularly in language development.
In settings where practice in these areas was strong, the children communicated their thoughts and experiences with confidence, demonstrating growth in personal and social skills. They showed a strong sense of identity and belonging as they enjoyed their daily activities. Additionally, many settings had effective strategies to help children express their views, supporting their role in decision-making. Children engaged enthusiastically with their peers and with the broader environment, contributing to a lively, inclusive community atmosphere.
To further enrich experiences, inspectors recommended making greater use of learning journals and folders, allowing children to reflect on their progress. Additional activities that focused on sound, rhythm and language patterns were suggested to enhance language exploration, and some settings were encouraged to broaden opportunities for developing children’s social and emotional skills and to incorporate greater use of digital technology and digital media to support learning.
In this area, inspectors evaluated how leadership and management supported daily activities and fostered continuous improvement, including support for transitions in children’s learning journeys both within the setting and as they move on to primary school. Inspectors noted effective structures to ease transitions, particularly where strong links with local primary schools had been established. Staff were active in professional learning, often collaborating with external agencies, and used the Síolta ( 12 ) and Aistear ( 13 ) frameworks to guide reflection and drive improvement. Many settings employed proactive strategies to engage parents and the wider community, promoting a collaborative approach to children’s education.
To further strengthen practices, inspectors recommended regular professional reflection, encouraging the use of the Aistear-Síolta Practice Guide ( 14 ), which is also available in Irish, to support self-evaluation. Enhancing communication with parents was advised to ensure two-way sharing of information on children’s learning and interests. Fostering strong links with primary schools was also highlighted as essential for supporting positive transitions.
In summary, findings across all four areas of the quality framework indicate that children in Irish-medium ELC settings benefit from thoughtfully prepared environments where skilled educators support their holistic development: language, social, emotional and cognitive. Educators consistently demonstrated a commitment to the Irish language, recognising the value of early immersion in fostering children’s growth.
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Educators in many of the Irish-medium settings in the sample in Gaeltacht areas demonstrated effective use of the Irish language, creating immersive language learning environments. Inspectors highlighted the value of these experiences, noting educators' work in helping children develop proficiency in a natural, engaging way.
A key strength was the creation of authentic immersion environments where many educators, fluent in Irish, supported children’s understanding of the language. These environments were enhanced through use of Irish-language books, stories, songs and poems. In several settings, children used Irish with confidence in daily interactions, with inspectors noting positive practices that helped children build language skills and have a meaningful connection to Irish culture.
EYEI reports show a strong commitment to language immersion, with educators dedicated to speaking Irish throughout the day. One report stated, ‘Language acquisition was supported very well and the educators always spoke fluent Irish.’ Another stated, ‘The fluency of Irish among the educators is excellent; and immersion education is in place. The home language is respected, but only Irish is used in the setting.’ A fully immersive experience developed children’s language skills, with some reports observing that children demonstrated ‘a very positive attitude towards the Irish language, and an understanding of the language.’
While Gaeltacht settings showed strong language immersion practices, there were areas for improvement. EYEI report recommendations included additional scaffolding to support children whose first language was English and greater community involvement to support immersion. Educators were encouraged to strengthen their fluency through language courses and to make greater use of visual aids, dictionaries and language resources in their practice.
Inspectors noted effective practices that reflected educators' dedication to language immersion in Irish-medium settings outside of the Gaeltacht. EYEI report recommendations included a need to refine daily routines and to make use of tools, such as the Aistear-Síolta self-evaluation tool ( 15 ), short-term planning documents and learner records, to tailor the curriculum to children’s interests. Inspectors found varied approaches to immersion education, with some settings achieving high levels of immersion.
Where immersion practices were most effective, staff demonstrated strong commitment to maintaining high levels of competence in the promotion and use of Irish. In several settings, educators successfully integrated Irish into daily routines, helping children to feel at ease with the language. As stated in one report, ‘The children demonstrate a very good understanding of Irish and many use the keywords and expressions in Irish embedded in pre-school routines.’
Some ELC settings in areas outside of the Gaeltacht could benefit from practices observed in Gaeltacht settings, such as prioritising the use of Irish in daily learning experiences and enhancing educator fluency. Inspectors also suggested reflecting the commitment to Irish-medium education in external communications to the setting community and recommended professional development to deepen educators’ Irish proficiency.
The review of EYEI reports highlights the strong foundation for effective practices in Irish-medium ELC settings, with inspectors commending progress in fostering early Irish-language acquisition across both Gaeltacht and non-Gaeltacht areas. The findings portray a vibrant and committed sector that is continuously growing in its ability to support young children’s linguistic and holistic development.
Educators are demonstrating commitment and dedication to nurturing children’s love for Irish, although achieving greater consistency in quality remains a sector-wide challenge. By addressing the initial and continuing professional development of educators, and by investing in resource development, engagement with families and planning for transitions, these settings can continue to flourish, ensuring that the future of Irish-language immersion education in ELC settings is of high quality.
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