Mr. Tom?s ? Ruairc:

There are Ukrainian and international protection enrolments and more than 15,500 Ukrainians and 2,800 international protection are enrolled in our schools. This is in addition to the almost 1 million children in the system. There are national demographic pressures with the population bulge moving through the system. There are also special educational needs. In each area we are looking to make sure there is sufficient capacity to cater for demand, particularly the numbers of international protection and Ukrainian children, which can change. We are taking a very careful whole-of-system approach to look at this and make sure we are managing classroom capacity and teacher capacity. We are taking integrated approach given the three significant pressures on schools.

With regard to joined-up thinking and how we collaborate, broadly speaking the REALT structure works very well for us throughout the system. This is based on feedback from schools, stakeholders, the inspectorate and NEPS. The very essence of structure is trying to address the core point of the Deputy's question, which is that there is local intelligence and local insights that, quite frankly, the centre does not have and that is best capable of responding to where places are available. We have tried to make the best of all worlds by making sure all of the REALT co-ordinators have access to the most up-to-data we have on school capacity at individual school level. REALT co-ordinators can access the system for their area. They can map out a radius of three minutes, six minutes and nine minutes in respect of a school's capacity, taking into account the reality of where children are living. They can try to make sure, as best they can, that solutions are in place for the children.

The teams have brought in State agencies such as Tusla's education support service, the National Council for Special Education and NEPS. They also have links with the inspectorate and school management bodies. Each of these structures have national and local representatives. It is about trying to make sure schools have the best of the policy at national level and the best of local intelligence and insight.

With regard to racism, overall responsibility for the plan lies with the Department of Children, Equality, Diversity, Inclusion and Youth. There are a number of key actions for us in the first year. These include progressing the development of the Traveller education strategy and establishing an implementation group to oversee the implementation of Cineáltas, which is the Minister's action plan on bullying. We will also commence a work and professional learning programme for school staff that builds culture and diversity awareness. This comes back to the question asked by Deputy Costello earlier about cultural competency and school capacity. We also progressing work with the National Council for Curriculum and Assessment, NCCA, on the curriculum with regard to teaching and learning about Traveller culture and history. We are also planning to review and update with the NCCA the intercultural guidelines for primary and post-primary schools. Deputy Murnane O'Connor may be aware that the plan was launched in March and we are working through each of these actions as I speak.