Parent-teacher meetings · NEPS feedback · IEP reviews · Enrolment interviews · Section 29 appeals
Never miss what your child's teacher is saying.
From €60 / hour. Polish & Ukrainian on call. Same-day bookings, native speakers.
We sit in on parent-teacher conferences, NEPS feedback, IEP reviews and disciplinary meetings across Irish primary and secondary schools — translating live, neutrally, in plain language both parties understand.
- Rated 5.0 / 5 on Google
- Same-day urgent bookings
- Qualified court / medical / business
- 100% confidential GDPR-bound
- WhatsApp ready reply in minutes
Types of Meetings We Attend
How It Works
Before the Meeting
Contact us with the school, student, date, and time. We arrive 10 minutes early to prepare with you.
During the Meeting
Our professional interpreter sits with you and interprets everything clearly — no detail gets missed.
After the Meeting
We can provide a summary and answer any follow-up questions about what was discussed.
Document Follow-Up
Report cards, IEP paperwork, NEPS reports and Section 29 correspondence can be translated in writing afterwards. Need a different setting? See our full interpreting services.
Neutrality & Role
The interpreter stays impartial throughout. They convey what is said in both directions — they do not advocate, advise or negotiate on your behalf.
Why Parents Rely on Us
Peace of Mind
Know exactly what your child's teacher is saying. Understand progress, concerns, and next steps fully.
Professional Interpreters
Education-trained interpreters who understand school terminology, grades systems, and Irish curriculum.
Fast Booking
Book as soon as you get a meeting notice. Often available same-week or within 24–48 hours.
Affordable & Transparent
€45/hour. Most parent-teacher meetings take 30–60 minutes. No hidden charges or surprises.
Neutral & GDPR-Aware
Interpreters follow a strict impartiality code and handle school records under GDPR. No case details discussed outside the meeting.
Primary Through Post-LC
Coverage across Junior Infants to 6th year, PLC and apprenticeship pathways — plus SEN, NEPS and disciplinary settings.
NEPS Assessment Feedback
The National Educational Psychological Service (NEPS) sits within the Department of Education and assigns psychologists to schools to support students with learning, behavioural, social or emotional needs. Feedback meetings are usually the point at which parents first hear the results of a full assessment — and where the school agrees next steps.
What a NEPS feedback meeting covers
The psychologist walks through the assessment findings — typically cognitive ability, literacy and numeracy attainment, adaptive functioning and socio-emotional profile — then outlines recommendations for the school and, where relevant, for home. A class teacher and Special Education Teacher (SET) usually attend as well.
Recommendations vs "diagnosis"
This is the most common point of confusion for parents. NEPS produces a psychological report with recommendations (interventions, supports, strategies). It does not issue clinical diagnoses of conditions such as autism or ADHD — those come from HSE assessment teams, CAMHS or a private clinical/educational psychologist. We flag this distinction carefully in interpretation so nothing is over- or under-stated.
What often follows
Depending on findings, next steps may include:
- A Student Support File and revised in-school targets under the Continuum of Support
- An Individual Education Plan (IEP) with review dates
- Additional teaching time via the school's SET allocation
- An SNA (Special Needs Assistant) review if care needs are identified
- Onward referral to HSE Primary Care, CAMHS or a private assessment
Wait times and access
NEPS caseloads are stretched — most schools have a fixed casework quota per year, and some assessments are commissioned externally through the Scheme for Commissioning Psychological Assessments (SCPA). Waits of a full school term or longer are common. We can interpret at the initial parent consent conversation as well as the final feedback.
How we prepare
Before the meeting the interpreter reviews the terminology likely to come up — WISC-V and WIAT-III subtests, standard scores and percentiles, executive-function and working-memory language, adaptive-behaviour scales. That means the psychologist can speak at normal pace instead of stopping to define terms.
Enrolment Interviews & Admissions
Primary and secondary schools in Ireland run enrolment meetings under the Education (Admission to Schools) Act 2018. Waiting lists are no longer permitted, but ethos, catchment and sibling criteria still shape who gets in — and the school has to explain that clearly.
Primary school (Junior Infants)
Most primary schools run an informational meeting rather than a formal interview. Expect discussion of uniform, book rental, ASD-class provision, before/after-school care and the school's ethos. For families new to Ireland this is often the first exposure to the difference between Catholic, Educate Together (multi-denominational), gaelscoil (Irish-medium) and ETB / Community National School settings.
Secondary first-year induction
Post-primary induction covers subject sampling, digital-device policy, sports and extracurriculars, and the pastoral system (year-head, tutor, guidance counsellor). Voluntary secondary schools with a religious trust — CBS, Loreto, Presentation, Holy Faith, Mercy, Jesuit — will also explain their charism briefly, alongside the standard admissions notice.
Oversubscription and refusal
If a school is oversubscribed, it must apply its published admissions policy in order — sibling, catchment, feeder primary, ethos, date of application, lottery. If a place is refused, the school has to issue a written notice explaining exactly why, and you have the right to a Section 29 appeal to the Department of Education. We can interpret at both the initial refusal meeting and the appeal itself.
ETB and Community Schools
Education and Training Board (ETB) schools and Community / Comprehensive Schools are state-run, multi-denominational and typically the most linguistically diverse. Their admissions meetings often cover EAL (English as an Additional Language) support, homework club and, at secondary level, PLC and apprenticeship pathways from the outset.
IEP Meetings & Special Education
An Individual Education Plan (IEP) is the working document that sets out what a child with additional needs is working on, who is supporting them, and when it will be reviewed. IEP meetings are collaborative — you are part of the planning team, not an observer.
What an IEP contains
A typical IEP records the student's profile and priority learning needs, sets 3–5 SMART targets for the next review period, notes the strategies and staff involved, and fixes a review date. It is a live document, revised termly or annually.
Who is usually in the room
Class teacher (primary) or year-head (post-primary), the Special Education Teacher (SET), parents, sometimes the SNA, and — for more complex cases — the NEPS psychologist or a member of the school's care team.
SET allocation and resource hours
Since 2017, additional teaching time is allocated to schools under the Special Education Teaching (SET) allocation model rather than tied to a specific diagnosis. The SET decides internally, in consultation with parents, how to deploy that resource. Meetings often explore whether support will be in-class, small-group or one-to-one, and for how many periods a week.
SNA allocation
Special Needs Assistants are allocated for care needs — mobility, medical management, significant behavioural or safety risk — not for academic support. Reviews are handled by the school with the NCSE (National Council for Special Education) via a SENO (Special Educational Needs Organiser). We can interpret at the parental consultation stage of SNA reviews.
EPSEN Act 2004 in context
The Education for Persons with Special Educational Needs (EPSEN) Act 2004 is the legislative backdrop — parents ask about it often. Some sections of the Act (including statutory IEPs and independent assessment) have never been commenced, so day-to-day rights sit under the Education Act 1998 and Department of Education circulars. The interpreter conveys what the school explains; we do not offer legal interpretation of the Act itself.
Transition IEPs
Moving from primary to post-primary, or from post-primary to further education, usually triggers a transition planning meeting so the receiving setting inherits current supports without a gap. These meetings often involve two schools plus the family — an interpreter reduces the risk of a support falling through the cracks.
Disciplinary Meetings & Section 29 Appeals
Suspension, expulsion and enrolment-refusal decisions follow a structured process rooted in the Education Act 1998 and the NEWB / Tusla Code of Behaviour guidelines. Parents have specific rights at each stage. We interpret at the school-level meeting and, if it goes further, at the Section 29 hearing.
Code of Behaviour and initial hearing
Every school publishes a Code of Behaviour explaining what conduct is expected and what sanctions may follow. Before any serious sanction, the school will invite parents to a meeting to hear the school's account and give the student a fair opportunity to respond. Written notes are usually kept and shared afterwards.
Suspension
The principal can suspend for a short period; longer suspensions (typically beyond 3 days, and always cumulatively 20+ days in a school year) require Board of Management involvement. Parents must be notified in writing, told the reasons, and given the length of the suspension and the conditions for return.
Expulsion and Board of Management hearings
Expulsion is a Board of Management decision, taken only after a fair-process hearing where parents and the student have a right to be heard. Tusla's Educational Welfare Service must also be notified before the expulsion takes effect, and there is a mandatory 20-school-day consultation period.
Section 29 appeals (Education Act 1998)
A Section 29 appeal to the Department of Education is available where the school has (a) permanently excluded / expelled a student, (b) suspended the student for 20+ cumulative school days in a year, or (c) refused to enrol. The appeal is heard by an independent committee — usually three members — and both sides present their case. Interpretation is critical here: a mistranslated sentence in a written submission can shape the outcome.
What we do and do not do
The interpreter conveys everything said in the meeting accurately and impartially, in both directions. They do not give legal advice, argue your case, or coach responses. If you want an advocate or legal representative alongside the interpreter, engage a solicitor or an organisation such as the National Parents Council separately — we work well beside both.
Phase Transitions: Primary → Secondary → Post-LC
The biggest information gaps for new-arrival families are around the transitions between phases of Irish schooling — where new terminology, new options and new deadlines all arrive at once. We attend all of these meetings.
6th class → 1st year
The primary-to-post-primary jump involves the receiving school's Enrolment / Assessment Day, subject choices for 1st year (short courses vs. full subjects under the new Junior Cycle), digital-device policy, and often a handover meeting between the SET teams if the child has an IEP. Parents typically want the language options — modern languages, Irish exemption criteria under Circular 0054/2022 — explained carefully.
Junior Cycle → Senior Cycle
After 3rd year and the Junior Cycle Profile of Achievement (JCPA), students face a decision about Transition Year (TY) — mandatory in some schools, optional in others. TY meetings explain the work-experience component, mini-company modules, personal-development strands and cost.
Transition Year work experience
TY work-experience placements often need a three-way meeting between the school coordinator, the host employer and the parent. We interpret so consent forms, insurance conditions and reporting expectations are understood before the placement starts.
5th & 6th year: CAO, subject choice, points
Guidance-counsellor consultations at senior-cycle cover Leaving Cert subject-level choice (Higher vs. Ordinary), CAO course lists and points, DARE and HEAR access schemes, and predicted trajectories. These meetings move quickly and use a lot of acronyms — an interpreter makes the difference between an informed choice and a guessed one.
Post-Leaving Cert pathways
After the Leaving Cert, families weigh CAO offers against PLC (Post Leaving Certificate) courses, apprenticeships via SOLAS, university foundation programmes and part-time work. SUSI (Student Universal Support Ireland) grant applications are means-tested and time-sensitive. We interpret at both the school-side planning meeting and at follow-up conversations with the further-education provider.
Why Families Choose Us for School Meetings
Education-Trained
Interpreters briefed on Irish school structures, NEPS terminology, IEP language and JC/LC vocabulary — not general-purpose interpreters.
GDPR & Neutrality
Strict impartiality code. School records and family circumstances stay confidential — no case detail discussed outside the room.
Same-Week Availability
Most school meetings get 5–10 days' notice. We turn confirmations around within hours and can usually staff same-week bookings.
Primary Through Post-LC
Junior Infants to 6th year, PLC, apprenticeship and CAO planning. SEN, NEPS, Section 29 and enrolment settings all covered.
Pricing
| Service | Price |
|---|---|
| Parent-Teacher Meeting Interpreting | €45 / hour (30-60 min typical) |
| NEPS Feedback / IEP Review | €45 / hour |
| Section 29 Appeal / Board of Management Hearing | €45 / hour |
| Document Translation (report cards, IEP, NEPS reports) | Quoted separately per document |
FAQ
Can you attend my child's parent-teacher meeting?
Yes, we specialize in this service. We attend the school and interpret for the full meeting in your language.
How much does it cost?
€45 per hour. Most parent-teacher meetings take 30 minutes to 1 hour. Book early for faster confirmation.
Can you explain what the teacher said?
Yes, our interpreters explain progress, grades, recommendations, and answer your questions in full detail.
Can you help me understand school documents?
Yes, we can attend meetings and also translate documents like report cards, IEP plans, NEPS reports and school policies.
Do you attend NEPS assessment feedback meetings?
Yes — NEPS feedback is one of the settings we cover most often. We brief on WISC/WIAT terminology in advance so the psychologist can speak at normal pace, and we carefully preserve the distinction between recommendations and clinical diagnosis.
Can you interpret at a primary or secondary school enrolment interview?
Yes. We attend Junior Infants enrolment meetings, secondary first-year induction, and admissions discussions where the school needs to explain oversubscription criteria, ethos (Catholic, Educate Together, gaelscoil, ETB) or the Section 29 route if a place is refused.
Can you support a Section 29 appeal or a Board of Management hearing?
Yes. We interpret at the school-level meeting and at the Section 29 appeal to the Department of Education under the Education Act 1998 — covering suspensions of 20+ cumulative days, expulsions and enrolment refusals. For legal representation, engage a solicitor alongside us.
Do you cover Transition Year, CAO and post-LC pathway meetings?
Yes. TY briefings and work-experience placement meetings, guidance-counsellor CAO consultations, DARE/HEAR access-scheme discussions, and post-Leaving Cert PLC/apprenticeship/SUSI conversations are all regular bookings.
Will the interpreter advise us on what to decide?
No — the interpreter stays strictly neutral. They convey exactly what is said in both directions, but do not give educational, legal or medical advice. That impartiality is what makes the interpretation credible to the school as well as to you.
