e²e²Tusla want to see that your child is receiving "a certain minimum education." They are not checking whether your home education looks like school. Here is what an assessor actually looks at, what they ask, and what they do not care about.
Tusla is looking for evidence that your child is receiving "a certain minimum education" appropriate to their age, ability, and aptitudes. That phrase comes from the Irish Constitution and it is deliberately broad. An assessor is not checking whether your home education looks like school. They are checking whether it looks like learning.
Here is what they actually look at, what they ask, and what they do not care about.
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For home-educating families raising a 2e child: gifted and neurodivergent at once, often PDA, autistic, ADHD or AuDHD.
The legal standard comes from Article 42.3.2° of the Irish Constitution and is given practical form by the Education (Welfare) Act 2000.
Neither document defines the standard in curriculum terms. There is no list of subjects, and no minimum number of hours per day.
What the standard requires, in practice, is that a child's education covers five broad areas: intellectual development, social development, moral development, physical development, and character development. Tusla assessors use these five areas as a loose framework when deciding whether what you're doing is sufficient. They are not a checklist — they are a lens.
A child who spends most of their time on one topic — sourdough chemistry, ancient history, game design — is not automatically failing the standard. The assessor wants to see breadth across a reasonable period, not breadth every single day.
The conversation is usually shorter than parents expect. An assessor will generally want to know:
These are not trick questions. They are the same questions you'd ask if you were trying to understand whether a child was learning. Vague answers ("we just do lots of things") raise concern. Specific answers — "we use Khan Academy for maths, she does parkour on Tuesdays, and we've just finished reading The Hobbit" — settle it.
Most assessors will ask to see an education plan. It does not need to be long. It does not need to look like a school curriculum. It needs to show that you've thought about what your child is learning and how.
A one-page document covering what you do week to week, how you're approaching the five areas, and what resources you use is enough. Assessors have told parents that a clear, honest plan carries more weight than an elaborate one.
Assessors want to see evidence that learning is happening, not a plan for when it might. A portfolio helps here. It does not need to be a folder of worksheets. Photos of projects, a list of books read, written work, a record of topics explored, notes from real conversations — all of these count.
One photo with two sentences of context ("she figured out why bread goes stale — then we looked up the chemistry") is more credible than a hundred blank observation sheets. The assessor is reading for genuine engagement, not form-filling.
If your child is present and willing to talk, the assessor may speak with them briefly — about what they're interested in, what they've been doing recently, what they find difficult. This is not a test. No correct answers are required.
If your child is autistic, has a PDA profile, or finds the situation overwhelming, you can tell the assessor this in advance. Assessors are not required to interview the child directly. Refusing to engage with a stranger who showed up at your home is not evidence of educational failure.
They are not checking:
The standard is minimum, not optimal. The assessor is not grading your home education against an ideal. They are making a single determination: is there evidence of a certain minimum of education, or not?
You do not need to produce anything new. The assessment is a review of what you have already been doing.
What helps:
Most assessments result in registration on the Section 14 register of children receiving home education. This means Tusla is satisfied that a certain minimum education is being provided. You will be reviewed again — usually every two to three years, depending on your child's age and circumstances.
If the assessor has concerns, they will usually raise them with you during or after the visit rather than simply refusing registration. You may be asked to provide additional documentation or to attend a follow-up. Outright refusal is rare. Most cases where it happens involve situations where no evidence of any education could be found.
The assessor rang a few days before to confirm the appointment. She told me there was no need to be nervous, that there is no right or wrong way to home educate, and that most parents feel anxious going in. That call changed the tone of the whole thing.
The meeting itself felt nothing like being assessed. She was down to earth. We talked about what my kids were interested in, how I was approaching their education, what interest-led learning looked like for our family. She listened more than she questioned.
My husband walked in partway through with both kids — they said hello, she acknowledged them, and they headed off again. That was enough. She took their emotional state into account without making it an issue.
At the end she offered a few ideas. Not corrections — just things other families had found useful. We are due another assessment in two years.
I was in the early stages of building E Squared at the time. I wish it had existed for that first meeting. I spent the days before rummaging through paper projects, old books, scraps of notes I had made. A structured record of what we had been doing would have taken most of the stress out of it — not because the assessor needed perfection, but because I did.
How long does a Tusla home education assessment take?
Most assessments take between one and two hours. The conversation part is usually 30–45 minutes. The rest of the time is spent looking at documentation and the evidence you've gathered.
Can my child be present during the assessment?
Yes, and some assessors will want to speak with them briefly. Your child is not obliged to participate. If your child finds the situation difficult — due to anxiety, autism, a PDA profile, or simply not wanting to talk to a stranger — tell the assessor in advance. This is common and will not affect the outcome.
What if my child won't engage with the assessor?
It changes nothing. The assessor's decision is based on the education being provided, not on the child's willingness to demonstrate it to a stranger. If your child is present but disengaged, that is normal. The assessment proceeds regardless.
What happens if Tusla doesn't approve our home education?
Tusla will usually raise concerns before making a formal decision against registration. If they do refuse, you will receive written notification of the reasons and have a right to make further submissions. Outright refusal is genuinely rare. It typically happens in cases where no evidence of any education at all could be provided.
Can I appeal a negative assessment outcome?
Yes. You can make further representations to Tusla and, if necessary, appeal through the formal procedures under the Education (Welfare) Act 2000. HEN Ireland can point you toward support if you reach that point.
If you have an assessment coming up in the next week, How to Prepare for a Tusla Home Education Assessment in One Week goes through the practical preparation day by day.