Peter Weir
Strangford · Ulster Unionist Party · Northern Ireland
“Funding was secured for that scheme, and we have been able to take further steps on it. As highlighted by my colleague Diane Dodds, we have seen my successor, the current Minister, be able to implement it at the beginning of September 2021 and funding be made available for it.”
“One of the great fears — I saw it particularly, as Education Minister, from the point of view of children and the domestic setting between partners — was what was going to happen in families when the doors closed and the locks went on. What was happening behind closed doors?”
“There is another significant element of the Bill. I have spoken about it in the Chamber on a couple of occasions. There is always a slight danger that we, as legislators, see legislation as being the end of a process and think that we can pack it away, put it on the shelf and forget about the problem because it has been solved.”
“I welcome the passage of the Bill's Final Stage and commend all the campaigners who have pressed so hard for it and the Bill sponsor. For Pat Catney, hearing some of the tributes must be like hearing eulogies at your funeral, without having to go through the indignity of dying, which is always a double advantage.”
“As highlighted by a number of Members, the impact of period poverty, though not confined to it, has been particularly acute in young women's education. We know that the impact can lead to the missing of education and constraints within education, and that it does so in a disproportionate way.”
“I support the Bill's Final Stage, and I commend the Bill's sponsor for introducing it. I thank the Minister and the Department for the positive attitude that they have taken towards it.”
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“<BR /> <BR />While some public health adaptations were put in place already, with the ongoing disruption, completing the full quota of practical components and other formal internal assessments for those qualifications will be challenging. Therefore, for CCEA's occupational studies, entry-level and vocationally related qualifications, there will be no formal assessment in 2021. Instead, teachers will be asked to use their professional judgement and the evidence available to them in order to reach a centre-determined grade. A moderation process, similar to that for GCSEs, will also be incorporated. I have listened to feedback from teachers and further education colleges and can provide assurances that CCEA will provide detailed guidance and support to help teachers to make those judgements.”
“I am conscious that these learners have also experienced significant disruption this year, so I will be looking to take steps to reduce the assessment burden in 2022, similar to the adaptations that I have announced for the 2021 examinations. <BR /> <BR />Alongside the qualifications that I have mentioned, CCEA offers six pathways through occupational studies levels 1 and 2, 14 entry-level qualifications and 26 vocationally related qualifications. Those qualifications have no examinations and are, therefore, not affected by the cancellation of the GCSE and GCE summer examinations timetable. However, the award is based on internal written assessments and practical assessments, which are subject to an external moderation process.”
“However, CCEA is continuing to explore all options, and I hope to be able to provide clarity by the end of March, or as soon as practical thereafter, concerning the arrangements for awarding GCSEs and A levels in 2022.”
“That decision is in line with the statutory duty to encourage and facilitate Irish-medium education. <BR /> <BR />Candidates in years 11 and 13 will wish to have more information on the arrangements for qualifications in 2022. Therefore, CCEA has been asked to look specifically at the arrangements for years 11 and 13 and the implications for awarding in 2022. As I mentioned earlier, GCSE units or modules will not be awarded grades this summer, and work is ongoing to consider whether AS grades might be carried forward to the A-level award in 2022. That is quite a complex matter, and I am not in a position to confirm arrangements on those specific issues today.”
“That includes those completing their A-level and GCSE qualifications — mainly year 12 and year 14 learners and those in further education and training — as well as those taking AS qualifications. Grades will not be awarded for individual GCSE units or modules. I have decided that, in years 11 and below, those who may have been planning to cash in GCSE qualifications this summer may not be entered or awarded GCSE qualifications in 2021. There are two exceptions to that, where awarding the grade early may facilitate access to extended learning in the same area. First, those taking GCSE maths who plan to progress to GCSE further maths in year 12 will be awarded grades, and, secondly, grades will be awarded to GCSE Irish students who may progress to GCSE Gaeilge or require it for progression to other courses delivered in Irish.”
“Challenges to the processes and whether they were followed or implemented correctly or consistently and in line with guidance will be processed by CCEA. CCEA will be working with other examination boards over the coming months to make sure that a similar appeals process is put in place across all examination boards, and further details will be provided in due course. However, I can confirm that I will put in place the same indemnity arrangements as last year to protect schools should they face legal challenges in relation to their role in the alternative awarding process. <BR /> <BR />All those planning to complete and cash in their qualifications this summer will be awarded a grade.”
“The Office of Qualifications and Examinations Regulation (Ofqual) has been consulting on bringing forward the date for issuing results to early July. We have made it clear with colleagues in the Department for Education in England that that will not suit Northern Ireland schools, and we have urged them to take that into account. CCEA is working closely with awarding organisations and qualification regulators in England and Wales to agree a date and, as soon as it is agreed, will let centres and students know. <BR /> <BR />Finally, there will be a post-award review service to enable any candidate who is dissatisfied with their grade to appeal the outcome. Candidates will have a right of appeal to their school or college around the centre-determined grade.”
“Where there are any concerns that the evidence does not support the grades submitted, CCEA will undertake a more extensive review of the centre's evidence, engage in professional dialogue with the centre and, in some cases, may require the centre to rerun its grading process. <BR /> <BR />The final stage, stage 5, is the distribution of grades and post-award review. As previously announced, the date for results to issue remains 24 August for AS and A levels and 27 August for GCSEs. However, it is important that results are issued to students in Northern Ireland on the same date as candidates in other jurisdictions that share the GCSE and A-level brand, especially in relation to A-level results that are needed for university admissions.”
“We want young people, parents, universities and employers to have confidence that grades awarded by different schools and colleges are of the right and consistent standard. In order to ensure fairness and consistency across centres, CCEA will undertake a process to review the process used by centres to determine grades. Throughout June 2021, CCEA will carry out an external quality assurance process to look at the grades submitted by all schools and colleges and will review samples of candidates' work to make sure that the grades submitted accurately reflect the outcomes provided. Work from every school and college across Northern Ireland will be reviewed.”
“<BR /> <BR />Stage 3 is the process of determining grades and internal moderation of those grades. During the month of May, schools will complete the process of determining grades and undertaking internal moderation in line with the plan set out at stage 1 and the guidance provided by CCEA. There is no prescribed weighting for any piece of evidence. Rather, the centre-determined grade is the holistic judgement of the standard at which the candidate is performing in the context of the specification that is being studied. Centre-determined grades must be submitted to CCEA towards the end of May. Those are not the candidates' final grades, and centres will be subject to an external quality review. <BR /> <BR />The fourth stage is the external review of evidence.”
“<BR /> <BR />Stage 2 is the provision of assessment resources and the evidence-gathering process. In that period, schools will wish to give further opportunities to candidates to demonstrate what they know, understand and can do. Schools can use evidence of students' performance against the specification. In order to promote ongoing engagement by candidates in teaching and learning during the coming months, schools can utilise evidence from the current period of remote learning, as well as when candidates return to school. In April, to support the evidence-gathering process, CCEA will provide schools with assessment resources digitally for all students. That will enable schools to begin the process of gathering evidence, including making use of the assessment resource as necessary.”
“Examination centres should ensure that private candidates can be facilitated to take any necessary arrangements to ensure that there is sufficient evidence on which to award a grade. <BR /> <BR />There will be five stages to awarding GCSEs, AS and A levels. In stage 1, training, support and guidance will be provided by CCEA to schools. Guidance will be provided on how to arrive at holistic judgements and the evidence that may be used. Schools will develop internal moderation processes, and CCEA will provide schools with best-practice exemplars. Before moving on to the next stage, the processes that schools intend to deploy this year will be reviewed. CCEA will issue guidance to heads of centres throughout February, with training commencing during the same period. Schools and colleges have already begun to enrol for that training.”
“The assessment resources can be used alongside a range of evidence. The emphasis should be on a broad portfolio of evidence, not a single source. If a learner indicates that they want to take an assessment in circumstances in which the school is not providing that generally, it is recommended that the school facilitates that request, provided that the school feels that the subject content has been covered in a way that enables the learner to complete all or part of the assessment resource. Although assessments using those resources should not be the sole evidence used to support a judgement, there may be exceptional circumstances in which it is the only evidence available, such as, for example, in the case of a private candidate.”
“Due to the different degrees of disruption experienced by individuals and across different schools, it will be important that teachers have the flexibility to draw on a wide range of experience to inform their judgement. They will, therefore, be able to draw on evidence generated that relates to any part of the specification. To assist teachers in that process, CCEA will also make available to all schools and colleges assessment resources that may be used as part of the broad portfolio of evidence. Those resources will be repurposed papers, which will provide unseen questions and an associated mark scheme. <BR /> <BR />I stress that the use of those resources will be optional for schools. They can be used to support their judgements. They are not exams and should not be treated as such.”
“It would, therefore, be unreasonable to ask teachers to make a judgement about a learner's grade had an examination taken place. Centres will, therefore, be asked to use a range of evidence to arrive at a judgement of the standard at which each learner is performing in the context of the specification being studied. <BR /> <BR />CCEA will provide guidance, support and training to help teachers to make holistic judgements to deliver centre-determined grades. We are asking teachers to use the full breadth of experience that is available in the context of the specification to arrive at a judgement about what each learner knows, understands and can do.”
“CCEA will not set a statistical ceiling on grades. Each school and college will determine outcomes for its students based on the evidenced standard at which the student is performing. It is likely, however, that, across our system, overall grade outcomes in 2021 will be broadly similar to those awarded by centres in 2020. Last year, we asked schools and colleges to make a judgement as to the grade that they expected their students most likely to have achieved in their examinations had they gone ahead. At that time, learners had almost completed their courses of study and were well advanced in their preparation for timetabled examinations. It has to be acknowledged that the cohort this year has experienced significant disruption to their education across two academic years.”
“Additional training and support will be provided to teachers, heads of departments and heads of centres to assist them in undertaking the assignment of grades. That will also assist with the internal and external quality assurance processes, with the aim of having more consistency in approach across centres. Finally, no student should be penalised for being unable to complete any part of the course, including a non-examination assessment, during a period of school closure or self-isolation.”
“<BR /> <BR />In refining arrangements, my officials and CCEA have been working to a set of underlying assumptions. All students, including private candidates, who are in their final year of study and due to progress to the next stage of learning or work will receive a grade. Focus will be on the establishment and implementation of robust processes so that students can receive a fair and accurate grade to allow them to make the right choices in relation to progression.”
“<BR /> <BR />As Members will be aware, I proactively commissioned an independent review of the 2020 awarding arrangements, which was recently completed by Deloitte and which I published on 8 January. The lessons learned in this report have been taken into account in finalising arrangements for 2021. They include more weight being given to the professional judgement of teachers. This year, there will be no statistical standardisation using an algorithm. There will be a direct link between the grade awarded and the actual work completed by the learner. There remains alignment with the approaches across the other UK jurisdictions. Equity and fairness are at the core of the approach that has been developed. There will also be moderation of centre assessments in and across centres.”
“<BR /> <BR />Earlier in the academic year, my officials instructed CCEA to prepare contingency arrangements that would be deployed should exams be cancelled. Since 6 January, my officials have been working closely with CCEA to refine those proposals for alternative awarding arrangements. In doing so, they have engaged with the Education and Training Inspectorate (ETI), as well as a wide range of stakeholders, including school leaders, trade unions, managing authorities, parents and, very importantly, young people. <BR /> <BR />While I had hoped that we would not be in this situation this year, it should be recognised that we are in a far better position than we were last March. We have the experience of last year to draw on, and lessons have been learned.”
“<BR /> <BR />However, there is a careful balance to be struck between facilitating progression and ensuring that learners are fully prepared for the next stage of their lives, be that in education, training or employment. Of equal importance to the awarding of grades is that we find a way to maximise the remaining time in the school year for learning and teaching and that we support young people to acquire the knowledge of content, skills and understanding that they need to advance to their chosen next stage. It is, therefore, vital that schools continue, as far as possible, to teach the content essential for progression. I encourage every young person to remain engaged in their education, whether face to face in the classroom or through remote learning, right up to the end of the academic year.”
“It was, therefore, my hope and expectation that we would be able to deliver these. However, I had to announce, on 6 January, that it was no longer possible for exams to proceed as planned due to the worsening public health situation. <BR /> <BR />I am very aware that our young people have been affected by the situation and that many are anxious about their future. My priority, therefore, is to ensure that those taking qualifications in 2021 will not be disadvantaged by the COVID-19 outbreak. I hope that the details that I lay out today will ease some of those anxieties and provide the clarity needed so that students can move forward.”
“With your permission, Mr Deputy Speaker, I wish to make a statement outlining to the House arrangements for awarding Council for the Curriculum, Examinations and Assessment (CCEA) qualifications this summer in the absence of examinations. I will set out the arrangements for GCSE, AS, A-level, occupational studies and CCEA entry level and vocationally related qualifications. <BR /> <BR />As Members will be aware, it was my intention that exams should go ahead this year if at all possible. I previously announced a range of adaptations to the planned examinations to ease the assessment burden on students and take account of the disruption that they have experienced. There is no doubt that examinations are the fairest and most robust method for awarding qualifications.”
“<BR /> <BR />The implementation of that was announced over Christmas; subsequently, a decision was taken that, for the most part, schools would not remain open. Testing that in the classroom environment has not been able to happen so far.”
“Broadly speaking, we always work and coordinate with the Chief Medical Officer and the Chief Scientific Adviser and take Public Health Agency guidance. What can be done to facilitate the maximum number of pupils being in school should be done. Face coverings have been used in other jurisdictions for post-primary schools. It has not been used or intended to be used for primary schools. As with all these things, it will have some small impact and is an additional safety measure. <BR /> <BR />In an ideal world, as with a lot of things with COVID, it would not need to be embraced, but we believe that this is an advantage. There will be individual cases, as there are for other regulations, where there will be pupils who are exempt for particular physical or mental health reasons. There is flexibility in the system to build on that.”
“<BR /> <BR />The only caveat that I will add across the board is that it is not an opportunity for schools to say, "We want additional staff to boost our numbers". I am sure that nobody would ever do that, and I do not think that that approach has been taken by schools, but, where there has been any pressure within the system, that has been met. If there is an overhang of something not being met, we will be happy to go back to examine that and try to provide that support for schools.”
“The Member makes a very valid point. That is why the Engage programme runs alongside that. Teachers who are in full-time positions are generally not the principal source from where additional people or teachers can be drawn, so it is about bringing in additional people, and that has been done. We are certainly very open to that. There is a window of opportunity between now and the end of the financial year, so where schools require somebody additional — for example, to try to juggle supervised learning with remote learning — we are open to any suggestions on that. Where somebody is missing because they have had to self-isolate because of COVID, there is an opportunity to bring in staff.”
“<BR /> <BR />There has been engagement with a number of schools, and, where specific costs have not been met, through working with those schools and the EA, there will be an opportunity to try to make sure that they are met. Due to a range of factors, the overall impact on school budgets this year has meant that, where schools across the board normally tend to be in a strong deficit, this year there is a reasonable surplus, partly because some of the financial pressures in schools have been reduced. Where there are genuine costs, they will be met centrally from that funding.”
“There are a couple of points connected to that. There was bidding for funding for that money, and some of that will be a reprioritisation of funding. As part of the overall packages that were sought from the Executive at earlier stages, specific money was set aside from COVID funding for, in particular, substitute teachers. I mean that money was given to schools rather than to individuals. That money was secured. Financially, the costs were roughly what was needed, with maybe a little bit more required. We found that, from the overall amount that the EA bid for PPE, a certain amount was left over. This is about redirecting some costs.”
“As we look to expand opportunities for all, that will be one of the critical issues that the independent review of education will look at.”
“Certainly, we want to make sure that all children are given the maximum opportunities in life. It means that, from what can be provided in schools, there should be the maximum opportunity for all children. There will probably be certain practical constraints on schools in what can ultimately be delivered, but the aim is to give people as much choice as possible. Critically, as we move ahead, that has not been progressed as quickly as possible. However, when we look to ongoing work that will happen, for example, on the 14-to-19 strategy with the Department for the Economy, it will be not simply about what lies within the school walls but about what happens beyond that and the wider opportunities that can be provided. That level of collaboration will be critical.”
“I addressed that question to some extent in my answer to Seán Lynch. The issue that I have highlighted is that, whenever the opportunity for any child to go to a particular school in whatever sector is reduced, that reduces the level of opportunity. That is true of any school, whether it is academically selective or non-selective. We have schools across the board that deliver very strongly for all our children, but, at a broader level, in any sense, whenever parental choice is limited, that reduces individual choices for children and their families.”
“That would in and of itself enable a greater level of social distancing. A slightly different model would maybe apply to post-primary schools. <BR /> <BR />As we look ahead to the situation post the half-term break and towards the rest of the academic year, while we hope in the near future to outline some of the issues around qualifications, it may well be that there is a need to concentrate a lot of our actions around those who are receiving the public examination qualifications that are so vital in the educational journey that children will have to make.”
“From the point of view of what would be needed, one of the options on the table is to consider a form of blended learning. Whether that is across the board or for certain year groups would need to be examined. Although some work could be done around the margins with extra staffing and extra space, the practical reality of that will be that some pupils will be in at a particular time and others will be in remote learning. <BR /> <BR />Last summer, we looked at models that were being developed towards a potential blended learning return, and those models can be utilised, but one of the drawbacks of that would mean that it would not be the basis for a full return. What we looked at last summer, particularly with regard to primary schools, was a situation where there was a rota in the week for when pupils would be in.”
“I think that all of us accept that we are in a very fluid situation as regards everything to do with COVID, but, if the Executive are able to reach a decision on Thursday, it is important that it is communicated quickly. It is important that staff, parents and, particularly, children are given as much certainty as possible as we move ahead with regard to the timescale, notwithstanding the fact that everything always has to be kept under review, given the speed of movement of actions.”
“As I said, I will bring a paper to the Executive on Thursday. There will be further discussions on that with the Health Minister this afternoon. Until the Executive take a clear and final decision, I am not in a position to share that information with the Assembly.”
“<BR /> <BR />Fairly soon — imminently — I hope to make an announcement about working with the PHA on additional testing and tracing in special schools.”
“A lot of the medical experts have said that what is directly happening in schools is having relatively little impact; it is the behavioural aspects around schools that are important. <BR /> <BR />For special schools, I have said on a number of occasions that I want to see a swift use of the vaccination process for staff at special schools. Although I think that education staff in general should be prioritised, the vaccine should be targeted at special schools in particular. <BR /> <BR />From this week, we will roll out and deliver additional PPE. That is not to say that the medical side has recommended that there are additional circumstances in which that is needed. However, one of the concerns, particularly in special schools, would be to have PPE that students are less able to pull off the faces of others.”
“OK. There are a number of points to respond to there. Not to break any confidences from a conversation that I had this morning, but there are a considerable number of question marks around the deadliness of the new variety. The medical profession would say that it is far too early to say. The Prime Minister may have jumped the gun on that. Nevertheless, it is something to be taken seriously. <BR /> <BR />A range of measures have been put in place across the board for schools. For example, for post-primary schools, the requirement — unless there is a medical excuse — is for pupils to wear a mask. Obviously, we are not at the stage where, apart from key workers' children and vulnerable children, all children are in school. There will be increased surveillance on school buses. We are working to erect signage in every school.”
“It is entirely open for every teacher to whom this applies to apply for the scheme. There is encouragement. Indeed, there was good uptake of it previously, and there is no bar to anybody who previously received it or to anybody new coming onto it. On the flip side, it may be that some teachers who, although they were eligible previously, have retired and have not done any substitute work during the period in question will not now be eligible. On either side of that line, it would be relatively marginal.”
“As has been made clear to teachers, anybody who is eligible is entitled and encouraged to apply. Eligibility may differ slightly between the two schemes in individual cases. To take one example, a substitute teacher who qualified in June of last year would not have been eligible for the first scheme because they would not have had an opportunity to do any substitute work. However, they might have done substitute work in the autumn and so be eligible for the new scheme, whereas they would not have been for the first scheme.”
“<BR /> <BR />Any substitute teacher with a booking predating any announcements on the current lockdown will have their pay honoured for that. Similarly, on the Engage programme, which was raised by Mr McCrossan and others, quite a number of substitute teachers will have been employed on a short-term basis through that programme. Again, they will still be in a position to deliver that, and they will all be paid for that period.”
“The question probably predated some of the announcements, but I am pleased to confirm that I introduced a further income support scheme for substitute teachers on 22 January. The new scheme will operate under similar arrangements and will efffectively echo what was in the scheme that was there from April to June. Details of the scheme are available on the Department of Education website, including information on who is eligible for the scheme, how payments will be calculated and a straightforward online application form. The closing date for the scheme, because it reflects the levels of work that teachers had during that period, is 29 January 2021. I encourage substitute teachers to apply, if they are eligible.”
“A small number of schools have used alternative data, but that perhaps explains why the vast majority of schools that are normally academically selective have been reluctant to go down that route. The advice that they have received, particularly from a legal point of view, is that it would be open to challenge. <BR /> <BR />There is an opportunity for better preparation for November, and I trust that we will be in a better position then across the board to facilitate choices, regardless of the direction that they come from.”
“Ultimately, it is still up to boards of governors to decide on selection. As we move into the spring and beyond, we hope that the situation will have eased considerably. It is noticeable that the vast bulk of schools that had been academically selective but moved away from it this year have since, more or less uniformly, indicated that they want to move back to some form of academic selection, which will be available. <BR /> <BR />Although the Member made very well-intentioned efforts to find a solution, for which I strongly commend him, the problem that many schools found, particularly when they sought advice — we advised them to seek their own advice — that the methodologies for using alternative data were not particularly robust.”
“I apologise if the language that I used was somewhat clumsy. <BR /> <BR />We have a system that delivers very well for pupils across all post-primary schools. There is always room for improvement, but, when you compare our performance with that of jurisdictions nearby, you will see that there are excellent opportunities for all here. I feel for any family that is looking to get a child into a particular school and has the door to that school, wherever it is and whatever sector it is in, effectively closed due to circumstances beyond its control.”
“I am well aware of the excellent work that is done in St Kevin's College and other schools across the sector, be they selective or non-selective — or academically selective or non-selective, I should more accurately say, because all schools will employ some level of selection in that regard and do excellent work. From that point of view, I did not make myself as clear as I should have done and apologise for any offence that was caused. What I meant to say — a peril of social media is that your meaning does not always get across — was that, where any pupil is limited in trying to get to the school that they want to get to by factors that are outside their control, that is some level of reduction of opportunity, whether it is a selective school, St Kevin's College or any school. That was the message.”
“Guidance is given on what is reasonable and unreasonable, particularly with regard to academic criteria, but it would certainly be beyond the powers of the Department or myself to impose a one-size-fits-all solution on that basis. I do not believe that there is consensus at any level on what those criteria should be.”
“To stretch that in order to put in place what the criteria should be would be legally questionable and, certainly, would be beyond the intention of the Coronavirus Act. The other factor is that, politically and, indeed, between schools, there is no consensus on what the criteria should be. There are a wide range of schools, some of which are keen to embrace academic selection — there is a legal right for them to do that — and some of which would never support academic selection at all. The Member needs to be aware that, if we were to impose criteria on schools against their will, we would have to square that circle as well. <BR /> <BR />Boards of governors have the legal authority to set their criteria. We may have different views on what the ideal criteria should be.”
“There are a number of reasons for that. With regard to that direction, the Member mentioned the Education Order. The power for the Department to direct in those circumstances can be triggered only when the Assembly has taken a vote on whether it wishes academic or non-academic criteria to be used. It can be triggered only once that decision is made. Therefore, that power is not open to the Department directly unless some previous steps have been taken. Looking across and around the Chamber, I suspect that a consensus on whether to have academic selection or not will elude us for many a year. <BR /> <BR />The Coronavirus Act deals principally with the measures to be taken with regard to childcare in schools, opening or closure, directions for opening and the means.”