Ms Clodagh Carroll:

I will comment briefly on the Senator's first two points if that is okay. I cannot give information on the size of the gaps, if you like, in terms of the specifics. However, I would say that it is really important to think about service provision or support provision in terms of both a micro and macro perspective. Teachers in a school who notice that a child is struggling should be able to have a service to which they can refer that child directly for his or her own bespoke support.

Additionally, in terms of scope from the macro perspective, teachers should be able to assume there will be support for them in terms of upskilling and learning to provide to the whole classroom and whole group of potentially Ukrainian children who may in turn require support. Then, in individual schools, there will be an element of support that is necessary, like my colleague, Ms Ward, spoke about, in terms of therapeutic support within the school with which children can be supported. There are layers of support and meeting all those layers would be a very helpful process with which to start.

In terms of the movement of children, I completely agree that nobody intends to suddenly move children. There is always a reason for it; there is a purpose. As my colleague, Mr. Henderson, and I said, the important thing here is the "How". It is the time to plan. There should be an understanding that this is not the place a child will be forever; it is a place where he or she will be for now. Then, when it comes time to be in the next place, this is what that will look like. It is setting the path and the journey for children in a way they understand it so they know what they are doing and that while they are in one place, they have what they need at that time. They have the stimulation support and all their basic needs while they are there, as do their families, but they know what is coming next.