1013. Deputy Mark Ward asked the Minister for Children, Disability and Equality to explain the new update for the AIM Level 7 funding; the rationale for restricting a room to one maintenance of reduced ratio arrangement; if this will be reconsidered where a Service Needs Review demonstrates that this best meets the children’s needs; if transitional arrangements can be made for services that have already planned their 2026-2027 provision on the basis of the previous arrangements; when AIM Level 7 payments will commence; and how services are expected to fund additional AIM staff in the interim. [64134/26]

1027. Deputy Eoin Ó Broin asked the Minister for Children, Disability and Equality given the significant changes to AIM Level 7, the transitional arrangements in place immediately for families and providers who planned for the 2026-2027 year based on the previous rules; if any assessment has been done regarding the best interests of children in this circumstance; and if a review will be undertaken. [64746/26]

1041. Deputy Claire Kerrane asked the Minister for Children, Disability and Equality if she is aware of concerns being raised by providers regarding the new system for AIM (details supplied); if an AIM worker is expected to be sent home when a child is absent; and if she will ensure greater clarification for on the ground in settings for providers. [65039/26]

I propose to take Questions Nos. 1013, 1027 and 1041 together.

The Access and Inclusion Model or AIM is a programme of supports designed to ensure that children with a disability or additional needs can access the Early Childhood Care and Education or ECCE programme. The goal of AIM is to empower early learning and care providers to deliver an inclusive pre-school experience, ensuring that every eligible child can meaningfully participate in the ECCE programme and reap the benefits of quality early learning and care in any mainstream service participating in ECCE.

With regard to AIM level 7 funding, the funding process has not changed other than the payment in arrears arrangement.

With regard to the maintenance of reduced ratios, if more than one such arrangement was permitted, then every time a ratio in a particular room was reduced it would decrease the number of available places by a further three places rather than adding extra adults to assist. Additional assistance is what is required to meet the needs of children with additionally complex or medically complex needs and reduction of available places impacts children seeking an ECCE place.

Only one maintenance of reduced ratio is permitted within one room under the AIM Rules. Transitional arrangements are not permitted and it is not intended that a review of the maintenance of reduced ratio rule will be undertaken. It is not considered that allowing more than one maintenance of reduced ratio within a room would best meet the needs of children with additionally complex or medically complex needs.

Pobal, who administer AIM on behalf of the Department, made the first payment for the AIM level 7 supports on Friday the 4th of September for the 2026/2027 programme year. This would have been available in providers bank accounts on Monday the 7th of September. Services were back-paid for any open Level 7 application up until the 31st of August and will receive consistent payments in arrears going forward, throughout the programme year.

Pobal have published an FAQ on the HIVE to assist providers, which explains in detail the changes to the Level 7 process. This document is updated frequently with new FAQs when new topics arise in the sector such as, for example, queries on timelines or recruitment.

Regarding the reference to individualised support, AIM does not operate a Special Needs Assistant (SNA) model. Instead, AIM Level 7 support provides additional funding to pre-schools where a child requires extra assistance. This funding enables providers to reduce the child-to-adult ratio in the pre-school room or to fund an extra staff member as a shared resource with other children in the setting. In recognition of best practice in this area, this support is designed to improve inclusion and ensure meaningful participation of all children in the room.