Developing School Age Childcare - Department of Children and ...

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2.2.2 In a 1996 Report, the European Commission Network on Childcare 5 described SchoolAge Childcare services as“services which take over the responsibility for children when school is over but parentsare not available - whether because they are working or for other reasons.”The Report noted that these services are an important, specific resource for parents andchildren. They help parents to reconcile work and family life and offer play,companionship and cultural activities to children.2.2.3 In an Irish context, there is a need to provide a childcare facility to meet the holisticneeds of children whose parents’ work or educational timetables are incompatible withschool timetables. To fully address the gaps between school hours and the parents’timetables, such a childcare service may be required to provide for the care needs ofchildren before school starts in the morning, after school finishes in the afternoon andduring school holidays and pre-planned school closures.2.2.4 Again, in an Irish setting, care for school going children out of school hours and wherethe parents are unable to provide direct care due to employment or education andtraining commitments, may be provided by a child minder (either a relative or nonrelativeand formally or informally), or in a group setting. In Ireland it is not unusual tohear terms such as After-school Care, Out of School Care, After School Clubs, SummerSchemes, Homework Clubs being applied to services which meet the needs of parents ofschool going children. Some of these terms derive directly from the titles used forservices in other countries.2.2.5 The European Commission Network description closely approximates thedefinition of the range of services which are seen by the Working Group as falling withinthe remit on which it is to develop its thinking. Indeed, it may be easier to define whatdoes not fall within the remit of the Working Group as some of the names mentionedabove often, but not always, relate to more tightly focused services than are the subjectof the present Report. Accordingly, the Working Group sees the definition of School AgeChildcare as being wider than the popularly perceived concept of homework clubs.Similarly, its definition is also wider than the provision of a family support type servicefor the parent or parents in a disadvantaged area - although again, a School AgeChildcare facility may include an element of such a service.2.2.6 The Working Group noted with interest the following common features identified byacknowledged expert Pat Petrie 6 in defining School Age Childcare in the Europeancontext:School Age Childcare provision operates on the basis that responsibility is taken forchildren outside normal school hours and when parents are not available;School Age Childcare provision operates on the basis of an agreement between parentsand staff, which includes the hours that the children will attend the service; andfinallyChildren are not allowed to come and go as they please to and from the service.2.3 School Age Childcare - a definition for IrelandFor the purposes of this Report and the recommendations therein, the Working Groupdefines School Age Childcare as being“Childcare for school going children provided outside of normal school hourswhere the same children attend the childcare facility on a regular basis and accessto the service is clearly defined by agreement with parents and guardians.”10 5 European Commission Network on Childcare : School Age Childcare in the European Union: 19966 European Commission Network on Childcare : ibid.
CHAPTER 3School Age Childcare inIreland - current provision
Page 1: DEVELOPINGSCHOOL AGECHILDCAREREPORT
Page 5: FOREWORDThe early years of the new
Page 8 and 9: The development of this sector also
Page 10 and 11: D.6 The Working Group reviewed mate
Page 12 and 13: G.3 A number of key elements contri
Page 14 and 15: I. Other Key Issues Impacting on a
Page 16 and 17: J. Training for School Age Childcar
Page 18 and 19: L. GuidelinesL.1 In accordance with
Page 20 and 21: aimsire agus forbartha a sholáthar
Page 22 and 23: lianta beaga ó bhunlíne íseal (m
Page 24 and 25: G. Caighdeán an Chúraim Leanaí d
Page 26 and 27: feasacht maidir le cumais an linbh;
Page 28 and 29: molann an Grúpa Oibre go n-úsáid
Page 30 and 31: áitiúil chun cúram leanaí a fho
Page 32 and 33: INTRODUCTION AND CONTEXT1.1 Introdu
Page 34 and 35: 1.3.3 The Mid Term Review of the pe
Page 36 and 37: CHAPTER 2WHAT IS SCHOOL AGECHILDCAR
Page 41 and 42: SCHOOL AGE CHILDCARE IN IRELAND - C
Page 43 and 44: 3.12 The average cost per hour of s
Page 45 and 46: 3.19 The objectives of each service
Page 47 and 48: THE PROVISION OF SCHOOL AGE CHILDCA
Page 49 and 50: 4.7.2 Within England, as part of an
Page 51 and 52: New Zealand4.11.1 New Zealand also
Page 54 and 55: THE DEMAND FOR SCHOOL AGE CHILDCARE
Page 56 and 57: TABLE 5.3FEMALE PARTICIPATION IN TH
Page 58 and 59: may not have childcare requirements
Page 61 and 62: THE FURTHER DEVELOPMENT OFSCHOOL AG
Page 63 and 64: 6.4 The provision of School Age Chi
Page 65 and 66: 6.6.3 To encourage private provider
Page 68 and 69: QUALITY IN SCHOOL AGE CHILDCARE7.1
Page 70 and 71: 7.4.2 The box below gives detail of
Page 72 and 73: European Commission Network on Chil
Page 74 and 75: Provides equal opportunities for al
Page 77 and 78: THE CHILD IN THE CONTEXT OF SCHOOL
Page 79 and 80: TABLE 8.3NATIONAL NETWORK FOR CHILD
Page 81 and 82: TABLE 8.4bDEVELOPMENTAL MILESTONES
Page 83 and 84: CHAPTER 9QUALITY SCHOOL AGECHILDCAR
Page 85 and 86: “Shot from a cannon, funnelled th
Page 87 and 88: 9.4.3 Play can be either structured
Page 89 and 90:
9.6.2 Children of school going age
Page 91 and 92:
9.8.2 Children, especially older ch
Page 93 and 94:
CHAPTER 10QUALITY SCHOOL AGECHILDCA
Page 95 and 96:
Every facility should have adequate
Page 97 and 98:
All childcare providers who offer s
Page 99 and 100:
Chapter 11QUALITY SCHOOL AGECHILDCA
Page 101 and 102:
11.2.6 IPPA the Early Childhood Org
Page 103 and 104:
11.3.7 Five universities in England
Page 105 and 106:
understand and promote all aspects
Page 108:
THE WAY FORWARD12.1 The Equal Oppor
Page 112 and 113:
APPENDIX 2GUIDELINES FOR THE DEVELO
Page 114 and 115:
It should be clean and well maintai
Page 116 and 117:
AGUISÍN 2TREOIRLÍNTE MAIDIR LE C
Page 118 and 119:
Go n-oireann gach limistéar don mh
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