Trampolines for Tusla and Department of Education (Contractor Guide)

Creating safe, inclusive, and inspiring learning environments through smart design, collaboration, and evidence-based innovation.

Introduction: Building for the Next Generation

Every classroom, corridor, playground, and hall built in Ireland today shapes the learning and wellbeing of children for decades to come. For contractors and design teams involved in developing or upgrading Irish schools, success is no longer defined purely by efficient construction — but by how effectively a space supports children’s health, safety, inclusion, and joy.

Designing for Children’s Wellbeing: A Contractor’s Guide to Working with the Department of Education and Tusla on School Facilities in Ireland

Working with the Department of Education and Tusla – the Child and Family Agency, contractors are now expected to deliver facilities that are not only compliant, but optimised for wellbeing, future-proofed for flexibility, and conscious of every child’s right to a safe, supportive environment.

This guide is written for construction professionals, engineers, architects, and suppliers — including companies like Trampolines Ireland, who provide high-quality active play solutions. It outlines the institutional framework, the key principles, and the best practices for collaborating with the Department and Tusla in creating spaces where children truly thrive.

1. Understanding the Institutional Landscape

The Department of Education – Leadership in School Infrastructure

The Department of Education (An Roinn Oideachais) is the central authority responsible for Ireland’s education policy, including:

Capital works and new school building programmes
Health and safety guidelines for schools
Facility design standards
Oversight of Education and Training Boards (ETBs)
Curriculum and wellbeing policies

Contractors working with the Department must align with its Technical Guidance Documents (TGDs), which cover everything from building fabric and environmental design to accessibility, acoustics, and outdoor play.

Key resources:

These documents establish the baseline for compliance — but forward-thinking contractors aim to go beyond compliance, integrating design innovation that enhances the overall experience for children.

Tusla – Championing Child Welfare and Inclusion

Tusla (the Child and Family Agency) plays a parallel but crucial role in ensuring children’s welfare, safety, and inclusion within the school environment. Through its Education Support Service (TESS) and Educational Welfare Service (EWS), Tusla focuses on:

Encouraging school attendance and engagement
Supporting vulnerable students and families
Regulating early childhood care and education services
Promoting wellbeing and safeguarding children’s rights

While Tusla doesn’t directly fund or manage school building works, its welfare standards influence every aspect of school design and operation. Contractors must be mindful that their work supports these objectives — for instance, by designing inclusive spaces, ensuring safe supervision zones, and integrating wellbeing-friendly features.

2. Designing for Health, Safety, and Wellbeing

The Foundation: A Whole-School Safety Framework

Every school in Ireland must have a Safety Statement, supported by risk assessments and management procedures. For contractors, this means all design and installation work should:

Comply with the Safety, Health and Welfare at Work Act (2005)
Integrate with the school’s safety statement and risk control systems
Address lifecycle safety — from installation through maintenance and use

Contractors and suppliers should embed safety early — not as an afterthought. Whether fitting a new hall, installing playground equipment, or retrofitting a classroom, collaboration with the school’s safety officer and the Department’s guidelines ensures that all hazards are identified and mitigated.

Designing for Active Play and Physical Literacy

Research consistently shows that movement and play are not “extras” — they are central to children’s development, focus, and mental health.
For this reason, schools are increasingly integrating active zones — both indoors and outdoors — that promote physical literacy in safe, structured ways.

Contractor best practices:

Design play areas with clear supervision lines and segregated activity zones
Use impact-absorbing surfaces and certified play equipment (EN 1176/1177 standards)
Incorporate inclusive play features suitable for children of all abilities
Provide multi-use layouts — e.g., combining trampolines, balance elements, and open floor space for varied activities
Ensure weather resilience and low maintenance materials

For example, Trampolines Ireland works with schools to supply rebound and trampoline systems that comply with European safety standards and are tailored to school supervision needs. These can transform underused corners or indoor halls into active wellbeing hubs.

Inclusive and Therapeutic Design

Tusla’s emphasis on inclusion means that school environments should be accessible, sensory-friendly, and restorative.

Contractors can integrate inclusion by:

Providing quiet breakout areas for students with sensory sensitivities
Using soft finishes, natural light, and acoustic control
Installing low-impact movement tools (e.g. rebound trampolines, balance pods, soft play flooring) for children with physical or developmental challenges
Ensuring universal design principles in every classroom and circulation route

Inclusive design isn’t only a welfare issue — it’s an educational equity issue. Every physical environment sends a message about who belongs and who is valued.

3. Retrofitting: Making the Most of Existing Spaces

Ireland’s school estate is diverse — from modern, energy-efficient campuses to older buildings dating back decades. For contractors, retrofitting offers some of the greatest opportunities to make a measurable impact on daily student life.

Principles of Effective Retrofitting

Audit and Reimagine
Begin by auditing underused or inefficient areas — storage rooms, corridors, courtyards — and imagine how they could better serve students’ learning or play.
Light and Air First
Natural light, ventilation, and air quality have proven effects on learning outcomes. Prioritise them in every refurbishment.
Flexible Layouts
Movable partitions, modular furniture, and hybrid indoor-outdoor spaces enable schools to adapt for group learning, play, or community use.
Sustainability and Lifecycle Thinking
Choose durable, low-maintenance, and eco-friendly materials. Schools value systems that reduce long-term costs and environmental impact.
Dual-Use Spaces
Many schools serve as community hubs after hours. Design for shared use — sports, performances, clubs — with appropriate storage, access, and safety features.

Case Example: Active Zones from Underused Space

A small urban school might lack outdoor space but have an unused hall corner. Installing a rebound play system (low-height trampolines, soft mat flooring, netted enclosure) can turn that corner into a supervised movement therapy area.

Benefits:

Minimal structural intervention
High daily usage potential
Supports physical, emotional, and sensory wellbeing
Aligns with both Department safety frameworks and Tusla’s welfare objectives

This kind of creative retrofitting exemplifies how contractors can deliver more value per square metre — a key goal for Department-funded projects.

4. Collaboration and Communication with Authorities

Engaging with the Department of Education

When working on Department-funded or Department-approved projects:

Review Technical Guidance Documents (TGDs) early and confirm compliance with design and construction standards.
Maintain clear communication with the Planning and Building Unit and Architectural Services within the Department.
Include all health and safety documentation, including risk assessments, equipment certifications, and inspection schedules.
For innovative installations (e.g. trampolines or specialist play), seek early technical validation to ensure they meet policy and safety expectations.

Working in Contexts Involving Tusla

When facilities are designed for early years, after-school care, or welfare-supported programmes:

Align with Tusla’s Early Years Quality and Regulatory Framework (EYQRF).
Ensure visibility, accessibility, and safeguarding considerations are embedded in layout and design.
Provide documentation that demonstrates child-centred and welfare-conscious design decisions — e.g. clear supervision lines, controlled access, and safe materials.
Liaise with welfare officers or community liaisons during planning to ensure inclusion and accessibility.

5. From Safety to Value: Managing Risk Without Losing Creativity

It’s easy to assume that high safety standards limit innovation — but the opposite is true. When risk is managed intelligently, creativity flourishes.

Risk Management Hierarchy for School Projects:

Eliminate hazards where possible (e.g., trip points, sharp edges).
Substitute with safer alternatives (e.g., soft-surface materials, lower rebound systems).
Engineer Controls – design physical safety barriers, nets, and fall zones.
Administrative Controls – establish supervision policies and signage.
Personal Protective Measures – training, awareness, and maintenance routines.

Contractors who understand this hierarchy can design proactively rather than reactively — achieving compliance while delivering inspiring, high-use environments.

6. Supporting Schools Beyond Installation

Contractors and suppliers can strengthen relationships with schools and authorities by offering ongoing partnership, not just one-off projects.

Recommended approaches:

Provide inspection and maintenance packages aligned with Department safety cycles.
Offer training sessions for school staff on supervision and safe use of new facilities.
Deliver annual safety audits with documentation ready for Department or insurer review.
Create user guides and signage that reinforce safety and inclusion.
Engage in feedback loops to improve design for future projects.

This proactive support reflects a professional ethos aligned with both Department and Tusla priorities — protecting children while empowering schools.

7. Future Directions: Sustainability, Wellbeing, and Evidence-Based Design

The next decade of school development in Ireland will focus heavily on sustainability and wellbeing. For contractors, this means thinking long-term about energy use, materials, and mental health impacts.

Emerging priorities include:

Biophilic design – bringing nature into learning environments
Low-carbon construction
Universal design for inclusion
Multi-sensory and flexible play areas
Integration of digital and physical learning zones

Schools that are built or retrofitted with these principles will not only meet today’s standards but anticipate tomorrow’s — aligning with the government’s broader wellbeing and environmental strategies.

8. Checklist for Contractors Working with the Department and Tusla

Before the project begins:

Review relevant Department TGDs and safety guidance
Confirm compliance with building, accessibility, and welfare legislation
Engage with the school’s Board of Management and Safety Officer early
Identify any Tusla-regulated spaces (e.g. early years or after-school)
Conduct risk and feasibility assessments for all proposed equipment

During design and construction:

Prioritise safety and supervision lines
Use certified, EN-compliant materials and play systems
Document every inspection and handover
Maintain transparent communication with Department project officers

After completion:

Provide maintenance manuals, training, and inspection templates
Offer annual audits or service contracts
Monitor feedback from users and staff
Support the school in integrating the facility into its safety statement

9. Conclusion: Building Better, Together

Working with the Department of Education and Tusla isn’t just about compliance — it’s about co-creating spaces that enrich children’s lives. Contractors who understand the educational and welfare context can design and deliver facilities that are safer, more flexible, and more inspiring.

Whether you’re installing modern play zones, retrofitting older buildings, or constructing new schools, the mission is the same: to provide every child with the best possible environment for learning, movement, and wellbeing.

Trampolines Ireland and partners across the construction and education sectors have an opportunity — and a responsibility — to make Ireland’s schools places where children don’t just learn, but leap forward.

About Trampolines Ireland

Trampolines Ireland provides high-quality, safety-certified trampolines and rebound systems for schools, community centres, and recreation projects across Ireland. We work with contractors, design teams, and public authorities to integrate movement and wellbeing into school spaces — safely, sustainably, and creatively.