Thomas Gould
Ceist:122. Deputy Thomas Gould asked the Minister for Education if she has utilised her powers under the Education (Admissions to School) Act 2018 to compel a school to open an ASD unit. [23671/22]
Amharc ar fhreagraSpecial Educational Needs
Ceisteanna (122)
Freagraí scríofa
Enabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for co-ordinating and advising on the education provision for children with special educational needs nationwide.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
The Minister has powers under Section 37A of the Education Act to direct a school to provide additional places but this power is only used as a last resort and where all reasonable efforts have failed.
This legal power to compel schools to open new special classes is only used where the following criteria apply:
- there is established need for additional places in an area
- it is considered that the schools involved in the Section 37 process have capacity to open the additional classes and
- all reasonable efforts have been made to support these schools in making the required provision.
The legislation has been used twice to date; initially in the Dublin 15 area in 2019 and more recently in the South Dublin area in 2020. Significant progress has been made in these areas on foot of action taken under Section 37.
The Section 37 process is one of the tools available to the Department to ensure that adequate suitable education provision is made for children with special needs and it is not a substitute for advance planning.
All parties would prefer to see schools volunteer to provide more places rather than places being secured on the back of an order or a direction from the Minister. The evidence available this school-year is that schools are willing to work collaboratively with the Department and NCSE on the provision of new school places for children with special educational needs and I am grateful to all concerned for their ongoing work in this regard.
I can also reassure the Deputy that the local SENOs continue to be available to assist and advise parents of children with special educational needs.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
School Curriculum
Ceisteanna (123)
Paul Murphy
Ceist:123. Deputy Paul Murphy asked the Minister for Education if she will ensure that schools schedule any time that is allocated to subjects in religious instruction to be the first subject or the last subject of the school day in order that pupils not attending such classes do not have to be present; and if she will make a statement on the matter. [23806/22]
Amharc ar fhreagraFreagraí scríofa
The Education (Admission to Schools) Act 2018 contains a provision which requires that school enrolment policies must include details of the school's arrangements for any students who do not wish to attend religious instruction. This is an important measure to help ensure transparency from the outset as to how a school will uphold the rights of parents in this regard.
Section 30 of the 1998 Act provides that a child is not required to attend instruction in any subject that is contrary to the conscience of the parent, and also applies to students over the age of 18. Where a request is received not to attend religious instruction, each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.
Public Sector Pay
Ceisteanna (124)
Richard Boyd Barrett
Ceist:124. Deputy Richard Boyd Barrett asked the Minister for Education if she will ensure that all staff across the education sector receive a pay rise to cover inflation; and if she will make a statement on the matter. [23823/22]
Amharc ar fhreagraFreagraí scríofa
The current public service agreement, Building Momentum, is in place until the end of this year. The value of public pay deals to the Government and the taxpayer is ensuring that pay costs are managed in a sustainable and orderly way and in a climate of industrial peace.
The Government acknowledges that current price pressures present particular challenges and are a source of concern for all public service workers, including staff in the education sector. In this context, the parties will continue to discuss and explore all of these matters over the coming weeks.
The Minister for Public Expenditure and Reform has recently directed his officials to arrange to enter into exploratory discussions with Public Service Unions and representative staff associations in relation to an agreed way forward on public service pay issues.
Public Sector Pay
Ceisteanna (125)
Paul Murphy
Ceist:125. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to a motion that was passed at a trade union conference (details supplied) calling for a ballot for strike action if the Government fails to meet its members’ pay demands; if she will ensure that all school staff receive pay increases at least in line with inflation; and if she will make a statement on the matter. [23807/22]
Amharc ar fhreagraFreagraí scríofa
The current public service agreement, Building Momentum, is in place until the end of this year. The value of public pay deals to the Government and the taxpayer is ensuring that pay costs are managed in a sustainable and orderly way and in a climate of industrial peace.
The Government acknowledges that current price pressures present particular challenges and are a source of concern for all public service workers, including staff in the education sector. In this context, the parties will continue to discuss and explore all of these matters over the coming weeks.
The Minister for Public Expenditure and Reform has recently directed his officials to arrange to enter into exploratory discussions with Public Service Unions and representative staff associations in relation to an agreed way forward on public service pay issues.
Question No. 126 answered with Question No. 93.
School Curriculum
Ceisteanna (127)
Matt Carthy
Ceist:127. Deputy Matt Carthy asked the Minister for Education if the National University of Ireland, Galway has completed its work analysing responses to the consultation on the new draft specifications for leaving certificate Irish; and if she intends to bring forward proposals following on from same. [23362/22]
Amharc ar fhreagraFreagraí scríofa
I am advised by the National Council for Curriculum and Assessment (NCCA) that the role of the team in the National University of Galway (NUIG) is to support the analysis of the consultation data on the new draft specifications for Leaving Certificate Irish.
I am informed that NUIG is analysing the responses to the on-line surveys and written submissions, whilst the NCCA is analysing the data from bilateral meetings, focus group meetings, and one-to-one interviews with teachers.
The NCCA is currently preparing a Report on the Consultation on the draft L1 and L2 specifications for LC Irish, which will capture the richness of feedback provided through the diverse range of methods: online surveys, written submissions, bilateral meetings, focus group meetings, and one-to-one interviews with teachers. This Report is expected to be presented to the NCCA Council in June.
Disadvantaged Status
Ceisteanna (128)
John Lahart
Ceist:128. Deputy John Lahart asked the Minister for Education if she will provide an update on the DEIS programme including its expansion; and if she will make a statement on the matter. [23646/22]
Amharc ar fhreagraFreagraí scríofa
Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address educational disadvantage at school level. In the 2021/22 academic year there are 884 schools in the DEIS Programme - 687 Primary and 197 Post Primary, serving over 180,000 pupils. This represents approximately 20% of the overall school population.
On the 9th March, I announced the expansion of the DEIS programme. This will see the programme extended to an additional 310 schools. In addition, 37 existing primary DEIS schools are being reclassified and eligible for increased supports. These schools were identified as having the highest levels of educational disadvantage. This now means that in the 2022/23 academic year there will be 1,194 schools in the DEIS Programme and it will support some 240,000 students or nearly 1 in 4 students will be supported in the programme.
My Department will work with the schools that will benefit from the programme to support them to make the transition. Information sessions will be held for schools in the coming weeks on the DEIS programme, what supports will be available to schools and to support them in planning for improvement.
My Department is committed to ensuring that all schools are treated equally and fairly in the manner in which they have been identified for inclusion in the DEIS programme. Schools who were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data have been provided with the opportunity to make an appeal.
Circular 0019/2022 outlining the details of this appeals process was published on the 30th March by my Department and is available at www.gov.ie/en/circular/7e7ca-deis-identification-2022-appeals-process-for-schools/. Schools had until 5pm on Friday April 29th to submit an appeal. It is my Department’s intention to provide schools with the outcome of their appeal in the coming weeks to allow time for schools to plan for the 2022/23 school year.
School Facilities
Ceisteanna (129)
Darren O'Rourke
Ceist:129. Deputy Darren O'Rourke asked the Minister for Education the way that she plans to increase community access to school and education facilities during and outside of school hours; and if she will make a statement on the matter. [22646/22]
Amharc ar fhreagraFreagraí scríofa
The policy of my Department is to support the use of school premises and facilities for community, recreational and education-related purposes. This includes the use of school facilities after school hours and during schools hours where the use will not impact on current or future education provision in the school.
In 2017 Guidance on the use of School Buildings outside of School Hours, which was developed in consultation with school authorities, was published. A copy of this Guidance is available on my Department's website.
Any decision to make school facilities available lies with the relevant Trustees/ Property owners having regard to the requirements of the school, staff and students.
In order to update and review these guidelines my Department has commenced a series of engagements with other government Departments and plans further consultations in the near future . This review process will seek to consult with relevant stakeholders, including representatives of schools and other government Departments which engage with the community and voluntary sectors.
Following these consultations my Department plans to undertake a review of the guidelines in Quarter 3 of 2022. The purpose of this review and consultation process is to identify measures which may further encourage schools to make their facilities available for community, recreational and educational uses.
Question No. 130 answered with Question No. 93.
Health and Safety
Ceisteanna (131)
Brendan Griffin
Ceist:131. Deputy Brendan Griffin asked the Minister for Education if she has taken steps to help address the weight of school bags for children, particularly for children in the junior cycle years of secondary school; and if she will make a statement on the matter. [23718/22]
Amharc ar fhreagraFreagraí scríofa
Under the provisions of the Education Act, 1998 the Board of Management is the body charged with the direct governance of a school.
The Department is aware that positive action has been taken by many schools on the issue of heavy school bags. Actions consist of a range of measures, including the provision of lockers and in the case of second level school the arrangement of the timetable into double class periods, active liaison with parents and the co-ordination of homework by subject teachers.
The use of digital resources by teachers and students in schools is increasing. While conventional textbooks are still widely used, a number of schools have introduced or are considering introducing e-books and other digital resources to enhance students' work in school and at home. Schools can use the book grant scheme to purchase a range of digital resources relevant to the curriculum. It should be also be noted that Scoilnet.ie, the Department funded website, supports Primary and Post-Primary teachers in sharing and finding useful resources for the classroom, including the World Books online encyclopaedia resource, and other valuable online content and resources to assist in teaching and learning.
The decision to use tablet devices, and as a consequence eBooks, is a matter for the Board of Management of each school. Where the introduction of new technology is planned, there should be consultation with members of the school community including parents. The cost and other implications must be fully considered by the Boards of Managements before a decision is made. It is a matter for each individual school to determine which particular measures are most suited to its individual circumstances and to how the school concerned organises teaching and learning.
Disability Services
Ceisteanna (132)
Joan Collins
Ceist:132. Deputy Joan Collins asked the Minister for Education the average waiting time for accessing an autism behaviour therapist (details supplied); and if she will take steps to resolve the long waiting times for the new school year in September 2022.; and if she will make a statement on the matter. [23585/22]
Amharc ar fhreagraFreagraí scríofa
In March 2018, NCSE published the Comprehensive Review of the Special Needs Assistant Scheme following a request from the Minister for Education and Skills. Among other things, the policy advice recommended that:
- “NCSE establishes ten fully staffed regional support teams to build school and teacher capacity through continuing professional development (CPD) programmes and where appropriate, in-school support”;
- “A broader range of support options is made available as part of whole-school, targeted-school and intensive-school support, which encompasses and enhances the existing extensive support options already in place in schools” and that
- “… behaviour practitioners are available (as part of the NCSE regional support service) to provide advice and guidance to schools”.
Following this advice, in March 2019 the Minister announced a trial of a new School Inclusion Model (SIM) to provide the right supports at the right time to students with additional needs.
NCSE employs a number of specialist roles to support schools and build teacher capacity in the areas of autism and behaviour. These roles include autism advisors and behaviour advisors, who are assigned across regional support teams to provide advice and support to schools.
For schools located in South Dublin, Kildare and West Wicklow, as part of the SIM pilot project NCSE provides additional support to schools through four behaviour practitioners and additional speech and language therapists and occupational therapists. There are 660 schools in this area, which includes schools in the Dublin 12 area.
The supports provided by these therapists and practitioners aim to build school and teacher capacity to include all students, including students with special educational needs, by facilitating them to access the curriculum and to have positive and inclusive school experiences.
The role of the NCSE Behaviour Practitioners in particular is to enable, support and promote the full inclusion, participation and well-being of all students in school and community activities by establishing and enhancing socially significant behaviours.
This work is focussed on assisting schools to:
- promote universal positive behaviour approaches,
- prevent and plan for behaviours that impact learning and prevent and
- plan and respond to behaviours of concern using The NCSE Behaviour Support Framework.
Schools within the SIM pilot initially access Behaviour Practitioner support by attending one of NCSE’s teacher professional learning seminars. Teachers attending these seminars have access to a follow-on workshop and may request further in school support in line with the seminar and workshop content.
Over the course of 2021, the Behaviour Practitioners delivered 18 courses to 316 teachers. The courses aimed to build teacher capacity to support their students in areas such as Practical Strategies for Behaviour in the Classroom; Autism and Promoting Positive Behaviour and Pathways to Prevention.
The second way schools and teachers can access in-school support is making a request through the NCSE in-school support portal at ncse.ie/in-school-support.
In 2021 the NCSE received 1,951 requests for in school support of which 806 related to autism and 730 related to behaviour. In 2022 to date, the NCSE received 927 requests for in school support of which 364 related to autism and 359 related to behaviour.
In School Support requests are responded to as follows:
- Initially an in school support request is received by the local Team Manager (TM) who reviews the request and follows up with the school if additional information is required
- TM assigns the request to an appropriate Advisor based on the nature of the request eg, Autism, Behaviour, SET etc
- Advisor contacts the school and scopes out the nature of the response to the schools request with the Principal, SENCO etc.
- The nature of the response could include whole school staff CPD, in classroom support with individual teacher / small group of teachers
- The support can be delivered in person or online as required
- Where required the Advisor may arrange a number of engagements with the school to meet their request
- Advisors may also recommend some of NCSE seminars where appropriate to need the schools request.
Finally, the NCSE also has also developed resources for teachers to support positive behaviour in school and resources for parents of primary aged children at home and post primary aged young people. Other useful resources such as videos for parents can be accessed through the NCSE’s YouTube channel.
The NCSE does not employ autism behaviour therapists, but through its regional teams the NCSE has advisors (seconded teachers) with specialisms in behaviour and autism. Schools may also access the advisor support service through the same system ncse.ie/in-school-support
Crime Prevention
Ceisteanna (133)
Aodhán Ó Ríordáin
Ceist:133. Deputy Aodhán Ó Ríordáin asked the Minister for Education the work or measures that her Department plans to take to address anti-social, behaviour and drug dealing on school premises outside school hours in the Dublin area; and if she will make a statement on the matter. [23611/22]
Amharc ar fhreagraFreagraí scríofa
My Department is working along with other Government Departments and agencies to support full implementation of the Government’s national drug strategy - Reducing Harm, Supporting Recovery 2017-2025 and is leading on a number of actions to build the skills, knowledge and resilience and well-being in all of our young people so they are equipped to deal with the challenges they face, including those relating to drug use.
Last year, my Department participated in the mid-term review of the drug and alcohol strategy, published in November 2021. On its publication, Minister of State for Public Health, Well-being and the National Drugs Strategy, Frank Feighan, T.D, identified as a priority ‘the need to address the social determinants and consequences of drug use and criminality in disadvantaged communities’ requiring the involvement and co-operation of a range of government department and agencies in tackling the root causes of drug and alcohol use. To address priorities over the remaining period of the Strategy, six strategic priorities have been identified in the review to strengthen the health-led approach to drug use and to align with the EU Drugs Strategy and Action Plan.
The first priority is to strengthen the prevention of drug use and its associated harms among children and young people. My Department will participate in the work of the dedicated Strategic Implementation Group established by the Department of Health to lead on this priority.
Schools also play an important role in supporting their students to develop the skills and knowledge they need to make informed choices when faced with difficult issues including drugs and alcohol which unfortunately most of them will face. This is mainly done through the Social, Personal and Health Education Programme which has a specific module on the use and misuse of a range of substances. SPHE is currently mandatory in all primary schools and in junior cycle. It forms part of the mandatory Well-being area of learning for the new junior cycle introduced in 2017. SPHE along with the implementation of the Well-being Policy Statement and Framework 2018-2023 aim to support the development of socially and emotionally competent, resilient young people who respect themselves, their peers and are able to form healthy relationships and make healthy life choices and decisions. Schools are also encouraged to deliver the SPHE programme in senior cycle. Topics within SPHE include student decision-making skills, safety and protection. Students learn how to exercise judgement, weigh up different possibilities, examine the steps and choices they take to inform decision making and develop the ability to assess the consequences of poor decisions and risky behaviour. Schools also have access to a number of resources to support the delivery of the substance use module of SPHE. Examples include the "Walk Tall" Programme for primary pupils developed by the Professional Development Service for Teachers (PDST) and a post-primary resource called "On My Own Two Feet", published by my Department. The new 'Know the Score' programme is a substance misuse programme published in 2019 for Transition Year or 5th year pupils. It was jointly developed by the HSE, my Department and the Drugs and Alcohol Task Forces.
In order to strengthen links between schools and local Drug and Alcohol Task Forces, last year an information resource was developed and circulated to all 4,000 primary and post primary schools. Developed by the Drug and Alcohol Task Forces in conjunction with my Department, the resource provides information on the range of supports that drug and alcohol task forces can provide to schools, parents and students to prevent and tackle drug and alcohol use and to strengthen communications between local schools and drug and alcohol task forces. It also provides information on a range of valuable resources for schools and parents relating to drug and alcohol use.
My Department currently provides funding to 3 projects in Local Drugs Task Force Areas in Dublin. These are the Blanchardstown Early School Leavers Project, Crinan Youth Project (Salesian Youth Enterprises) and Familibase.
There are also range of supports available to schools in Dublin’s North East Inner City area. My Department supports schools in the North East Inner City of Dublin to improve educational outcomes of the pupil cohort. My Department is represented on the Programme Implementation Board for the NEIC and has allocated a dedicated NEIC Education Initiatives Manager to work with schools and key stakeholders in the area. My Department has been involved in the establishment of the Principals’ Network for schools in the NEIC area and is involved in the P-Tech and City Connects pilot initiatives.
Where a school has concerns in relation to the use of their premises for anti-social behaviour and drug dealing they should be brought to the attention of the local Garda Crime Prevention Officer who will prepare a report on a visit to the school. The information in this report outlining recommended security measures should be considered by the school authority in the first instance to determine what follow up actions are required. The school authority may email the report to my Department at this email address emergency_works@education.gov.ie where it will be examined and advice will issue as to what, if any, recommendations contained in the report fall under the scope of the Emergency Works Scheme.
Education Schemes
Ceisteanna (134)
Jackie Cahill
Ceist:134. Deputy Jackie Cahill asked the Minister for Education the supports that are available for students in cases in which English is an additional language; and if she will make a statement on the matter. [23667/22]
Amharc ar fhreagraFreagraí scríofa
My Department makes supports available for children where English is an additional language. These supports are available generally in schools who have large numbers of children for whom English/Irish is not their first language but it has been of particular importance in recent weeks to support the large numbers of children enrolled in our schools coming from Ukraine.
English Additional Language Support (EAL)
Generally the Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and provides schools with a baseline teaching allocation to assist pupils who have learning and literacy difficulties, including those arising from English Additional Language (EAL)
Additional Allocations for Schools with High Concentrations of Pupils that require Language Support (EAL)
Schools where a significant number of the total enrolment is made up of language support (EAL) pupils with less than B1 (Level 3) proficiency can make an appeal to the Independent Primary Teachers Appeals Board for additional resources. Procedures for making an appeal are set out to schools in the annual staffing circulars.
Support for Ukrainian pupils for the remainder of the 2021/22 school year
On Friday 25th March 2022 Regional Education and Language Teams (REALT) were established to help ensure good co-ordination and alignment of supports for Ukrainian children arriving in Ireland. These Education and Language Teams are hosted by the 16 regional education and training boards (ETBs) and are staffed by regionally-based education support personnel. These staff work closely with local schools and community services to ensure good co-ordination and alignment of supports for Ukrainian children. The Department is working with the teams to ensure all necessary supports for Ukrainian children are provided as quickly as possible.
The primary role of the REALT is to build on existing regional education support structures and the initial focus will be on assisting families in securing school places. REALT will also support schools in the area to meet the needs of these children as they emerge, to advise and support the Department of Education in developing new capacity where required, and to co-ordinate the provision of education services to schools and families across their defined area.
These teams will ensure that clear, accessible information flows are in place between schools, local education support services and national support structures in relation to people arriving from Ukraine.
The regional teams will be hosted and administratively supported within the ETBs and will lead a network of other key agencies, including Tusla Education Support Service (TESS), NEPS regional personnel, NCSE regional personnel and Management body local nominees working together with local schools. All of the key agencies working together in a holistic manner will bring added value and efficiencies to the process of supporting the Ukrainian children.
My Department is committed to providing every support possible to all those fleeing war in Ukraine and seeking protection in Ireland.
An allocation of English Language Support hours is provided to schools who have recently enrolled Ukrainian pupils as per the table below.
|
Number of Ukrainian pupils 1 – 4 |
Number of Hours 5 |
|
5 – 8 |
10 |
|
9 – 13 |
15 |
|
14 – 20 |
20 |
|
21 - 30 |
25 |
|
31 – 40 |
35 |
|
>40 |
50 |
School Transport
Ceisteanna (135)
Brian Leddin
Ceist:135. Deputy Brian Leddin asked the Minister for Education her views on the data collection by schools on preferred travel modes in collaboration with other stakeholders such as local authorities in order that modal shift towards active travel and school transport can be monitored and tracked; and if she will make a statement on the matter. [23831/22]
Amharc ar fhreagraFreagraí scríofa
School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
As the Deputy is aware, the Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme and how it currently operates, its broader effectiveness and sustainability and that it adequately supports the provision of services to students and their families.
The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes in terms of how each element of the schemes currently operate, to include eligibility criteria, trends, costs and cost drivers, and overall effectiveness in meeting the objectives of the schemes.
The review will consider issues such as climate action, supporting rural development and promoting where possible initiatives that encourage walking and cycling to school.
The review will also examine the potential for integration of different strands of the scheme and a more co-ordinated approach with other Government Departments that also use transport services.
Wider considerations relating to operation of the scheme are now taking place in the second phase of the review. As part of this phase of the review, the Department has conducted an extensive stakeholder engagement process. The Department is analysing the views of all relevant stakeholders so that they may be considered as part of the assessment and in informing policy on the future operation of the scheme. The Steering Group will continue to report to me on an interim basis as the review progresses.
State Examinations
Ceisteanna (136)
Aodhán Ó Ríordáin
Ceist:136. Deputy Aodhán Ó Ríordáin asked the Minister for Education the date for the results for leaving certificate 2022; if the date will be issued in sufficient time in order to meet the deadlines for students who have offers from universities overseas to confirm their results; if she will address the fears of delayed commencement dates for first year students in Irish higher education institutions due to delayed results; and if she will make a statement on the matter. [23609/22]
Amharc ar fhreagraFreagraí scríofa
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
School Transport
Ceisteanna (137)
Brian Leddin
Ceist:137. Deputy Brian Leddin asked the Minister for Education the steps that she is taking to ensure that flexible and adequate school transport provision for the increased number of children travelling to schools given the increase in the number of children attending who are fleeing Ukraine from the Russian invasion; and if she will make a statement on the matter. [23830/22]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
Under the terms of the School Transport Schemes children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process and paid on time will be accommodated on school transport services where such services are in operation.
The Department in consultation with Bus Éireann put in place a process to facilitate the provision of School Transport Scheme Services for children arriving to Ireland from Ukraine. For children residing with a host family or for children of Ukrainian families living in their own private accommodation, an application for school transport can be made via a link to a form (which is available in Ukrainian and Russian) for families/host families to complete in order to apply for school transport. This form is available on Gov.ie. Children will be accommodated quickly on existing services where there is capacity. Children will not be charged for their ticket and normal eligibility criteria will be waived. If there is no service or capacity, a grant can be offered to the family as appropriate.
For families and children residing in accommodation centres (or similar), school principals may apply for transport for children attending their school who are residing in such accommodation. School principals should complete the information required on a form which is available on Gov.ie and return it to their local Regional Education And Language Team (REALT) co-ordinator. The information will be submitted by REALT to School Transport Section of the Department of Education, which will in turn liaise with Bus Éireann in order to provide school transport services as required.