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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“I did not realise that the Member is a Chelsea supporter. In that case, he has to double-apologise to the House. <BR /> <BR />A great deal of good work has been done on remote learning, so there is that provision. Schools should continue to fill positions to replace teachers in the normal manner. There is a Northern Ireland substitute teacher list. To help to support many of the new pressures arising out of COVID, I outlined a significant package of funding to help to support the safe reopening of schools. That includes £17·5 million towards the costs of substitute teachers and other school expenditure. Further work has been done on that. In addition to that, the Executive have, through their COVID funding, released an additional £9·2 million. Again, we will look at the distribution of that.”
“I would rarely be accused of being bilingual, but this is very much a case of "plus ça change, plus c'est la même chose" from the Member: the more things change, the more they stay the same. <BR /> <BR />The transfer tests are set by independent organisations, and, to that extent, the onus for the arrangements is on them. We have been in contact with the schools that use academic selection. It is important that they develop alternatives should they be needed, and there will be ongoing discussions. Academic selection and transfer tests are ultimately the responsibility of AQE and PPTC. There is no requirement on a school, for instance, to use that. Consequently, we will make sure that, whatever actions are put in place, we monitor the matter to ensure that anything that is done is done safely.”
“I advise people that that is a cumulative figure. That represents about 0·4% of the school population. In most of the cases where there was an incident at a school, it was a single individual who tested positive. From that period, I think that a total of 10 schools out of over 1,000 have had more than one incident. The PHA is working on being able to provide more definitive information. It is important, therefore, that we get the PHA and DOH to produce information in a useable and accurate way as we move forward.”
“Support has been on the basis of the money that has been made available through the Executive, particularly for substitute cover. There have been both preventative and responsive measures. The Executive as a whole allocated just under £26 million, I think, for the full financial year for PPE. When we talk about PPE, we tend to think of gloves and physical equipment, but PPE is principally that used for cleaning and for hygiene products. There has been that level of production. <BR /> <BR />It is important that I give the scale of this. I appreciate that I was not in a position to give all my previous answer. On the initial information from the PHA — it is important that it breaks this down — cumulatively, a total of 1,491 individuals in schools have tested positive from 24 August to 13 October.”
“I have some other figures that I might draw out in answer to a supplementary question, but I appreciate the point about the two-minute rule.”
“The latest figure, for week commencing 5 October, is 93·7%. As a result of the way in which the data is captured, the pupil attendance rate also includes those who are self-isolating and learning remotely. As set out in a circular, a child will be marked as absent if they are ill or do not engage with remote learning. <BR /> <BR />To put that into context, the figures prior to this year, which were recorded only on an annual basis, show an attendance rate of about 94%. That suggests that, while COVID has had some impact, it has been limited. Similarly, for teachers, the latest data from 6 October suggests that 92% of teaching staff were on-site in schools. Overall, those figures show a high level of school attendance.”
“My Department publishes information on school attendance on the Department website on a weekly basis. That information provides the overall picture on school attendance but does not specify which absences are related to COVID. We have been working with the Public Health Agency (PHA) and the Department of Health — the figures on COVID-related absences are held by them, not the Department of Education — to ensure that the information is produced on a sensible, informative basis. <BR /> <BR />While we have been monitoring management information internally to get an indication of the trend, it is difficult to give definitive figures on absences. However, let me give the figures that we have. The overall pupil attendance rate has fluctuated from 91·6% to 95%. The lowest attendance was in the week commencing 7 September, when it fell to 91·6%.”
“There will be the provision of 8,300 Wi-Fi vouchers for disadvantaged children, with up to eight months of internet access. The public-sector shared network project that is being delivered by BT — that contract was awarded by the Department of Finance, so we are, obviously, trying to work in a joined-up fashion — is in the pilot phase, but once it has been completely rolled out, it will see broadband connectivity increased in almost all schools.”
“with up to eight months —. There seem to be restrictions on technology in rural areas, but they do not seem to have pervaded the Chamber.”
“With the level of broadband across the country, there is a barrier, some of which is entirely beyond the control of the Department. I have been working with the Education Authority to provide, in partnership with BT, a range of solutions to address connectivity problems for pupils, particularly those in rural settings, so I have given consideration to rurality. That includes supporting the provision of an initial quantity of up to 2,500 Mi-Fi devices, which is a mobile connectivity solution to support children who are not in a BT Wi-Fi hotspot, and the provision of 8,300 Wi-Fi vouchers for disadvantaged children”
“In May, I announced the scheme to lend digital devices to pupils. That included devices that were in the system, as there was initially a misunderstanding that devices in the system could not be easily adapted. However, they could be, through C2k. <BR /> <BR />In addition, that scheme included the procurement of additional devices, and, also, critically for some rural areas, remote broadband connectivity solutions. In July, I announced that free Wi-Fi and mobile connectivity would be provided to children and young people, including those in rural settings, who did not have access to digital technology. <BR /> <BR />My Department carried out a rural needs impact assessment in relation to access to broadband and digital devices.”
“The Member is right: it is important that we ensure as much as possible that there is that level of provision. <BR /> <BR />I should make it clear that, early in the situation, we sought indications from schools. Where we find the greatest problem is not specifically with a household not having a digital device, but it is probably most pertinent where there is one device in a household with a number of people trying to share it. Allied to that is a need to retain, as much as possible, face-to-face learning to minimise pressure. However, I am cognisant of the needs that are out there.”
“We continue to roll out devices. As of September, 5,500 devices had been rolled out. The latest figures that we have, which are up to 9 October, indicate that that figure is now 7,865. Additionally, 8,000 Chromebooks were purchased, 6,760 of which have been built to date, and just under 4,000 have been delivered to schools. <BR /> <BR />The Member makes an important point. We are working, first of all, with the EA to see whether its capital resources will be fully utilised this year and whether, if there is any underspend because of the practicalities of coronavirus, any additional money can be diverted to devices. If that proves insufficient, we will work with the Department of Finance to identify whether any other capital money can be diverted to digital devices.”
“<BR /> <BR />Where devices are available, there is no bar to young people from outside those year groups that I have identified and who are entitled to free school meals from applying for a device. The Education Authority (EA) is working with schools to manage that process.”
“I thank the Member for his question. Just looking down the list today, I think that it might have been quicker if I had done an education ard-fheis with the party opposite to cover all the topics. <BR /> <BR />The provision of devices and Wi-Fi for those pupils who need them has been a priority. I have invested significantly in the provision of laptops and other IT equipment. However, as with any finite budget, resources have to be targeted where there is greatest need. Therefore, priority has been given to children in year groups 12, 14, 7 and 4, in that order, who are entitled to free school meals and have either special educational needs, are newcomer or looked-after children or are otherwise vulnerable.”
“It is not perfect, and, if we were in a COVID-free situation, a range of these measures would simply not be considered. However, I think that we have to marry in the educational and academic situation with trying to be fair to all students, while taking into account the health implications.”
“A consistent approach has been taken across languages to reduce that level of content, and that, therefore, is something that is very clear”
“I will avoid the temptation — it is beyond my ability — to answer the Member's question bilingually. <BR /> <BR />Yes, I am confident that this is the best possible route. As indicated, contingency plans will be put in place. We have tried to take, broadly speaking, a similar approach on a range of the language subjects, whether that be Irish, English, French, Spanish etc. That is, largely speaking, derived from a need, in a common way, to have a reduced level of content assessment to take account of the disruption. It is also the case that the information that we got — I appreciate that this will not be perfect for every student — was that an assessment of speaking and listening, which is what we effectively might describe as the "oral element", was the element that, potentially, may be most at risk, from a health point of view.”
“The Member makes a very valid point. Last year, we had a situation in which, across different jurisdictions and because of the level of uncertainty of COVID and the timescales, there clearly was not time to trial the actions that were taken. We will see what emerges from the independent examination of that. This year, we do, at least, have the opportunity to be able to test it out, where we can, with contingency arrangements, ahead of May and June. <BR /> <BR />As indicated, it is also the case that there will be a slimming down of the content in the curriculum that is assessed. As I said, there is no perfect solution to this, but it will at least enable a certain amount of cognisance to be taken of the level of disruption that there has been for pupils.”
“I think that there will be a bit of liaison with that. As technical qualifications, BTEC qualifications fall under the Department for the Economy's remit. Given the fact that, to some extent, a template has been set, I think that my colleague Diane Dodds will want to ensure that BTEC qualifications are in line with the qualifications that come through the Department of Education.”
“Mathematically, you can get 40% of 65%, but you cannot get 40% of a B and then try to marry that with an examination system that gives a grade. It is not so much that you are comparing apples and oranges; you are comparing apples and orange juice, if I may use that analogy. Given the robustness of the decision, that should be avoided. To marry in some level of assessment with an actual grade that is produced by an examination, again, is not comparing like with like. <BR /> <BR />We have to be fair to everybody. We have to ensure that those who qualify in 2021 will be regarded by future employers and universities as having something that is robust and that there is no question mark over their examination. That is why it is important that the integrity of our A levels — indeed, of all our qualifications — is as robust as possible.”
“We have to have comparability and portability. With A levels probably more than any other qualification, anyone from here is competing with those in a range of other jurisdictions, particularly for university places, so our A levels have to be seen to be as robust as possible. The fact that we have reached a position in which AS levels and A levels are comparable across all jurisdictions that do A levels is important. We in Northern Ireland like to think of it as a special place. In many ways it is, and I am sure that we all glory in our homeland, but, when it comes to qualifications, we cannot go on a solo run. <BR /> <BR />A grade has been attributed for AS levels. In previous years, the position was that, effectively, that grade represented a particular mark and you could get 40%.”
“I hope that the detail will be there very soon for any remaining subjects. I should point out that CCEA did a consultation, got responses and produced proposals, but adjustments were made to them by the Department and me and were announced on Friday. CCEA is dealing with, if you like, the outworkings of that announcement. Some subjects fit very easily into particular adjustments, but others will take a little more time. Consequently, we will work through those in order to get them finalised for every subject very shortly.”
“We have sought tenders from outside bodies and have reached the point where I have signed off on a tender. Given that there is still a slight level of commercial sensitivity, I will make an announcement on that soon. The organisation has no direct connection with the Department or Government, and there will be a direct contract. We have reached the point of submitting the business case to the Department of Finance. Once it has cleared that hurdle, the work can begin. Once that has started, I anticipate that, roughly, the panel will have a six-week timetable for examining precisely what happened in 2020, what lessons can be learned and what actions can be correspondingly incorporated if any are to be taken at any point in the future.”
“That has been distributed to schools, and they have been given freedom under it. It has been particularly focused at and advantage has been given to schools with higher levels of social disadvantage and above-average levels of free school meals. Funding has also been made available to all schools, including special schools, to try to ensure educational catch-up. <BR /> <BR />None of those things is perfect, but, collectively, we are trying to do all that we can to bridge the gap between where we are and where, ideally, all of us would like to be.”
“As indicated, we also asked CCEA to look at optionality for GCSEs and A levels, which will widen the choice for students. As part of that, while I appreciate that there has been some constraint in Northern Ireland because of our traditional holidays in July and August, we have been able to push things back a little bit in order to ensure that GCSE and A-level examinations will, effectively, begin and end a week later than they normally would. We have worked with other jurisdictions to try to make sure that where students have examination timetables from other awarding bodies, those examinations are made compatible with that. <BR /> <BR />The Executive have also supported direct intervention. Initially, there were some initiatives over the summer, but we also have the Engage programme, which has £11·2 million.”
“I thank the Member for her question. There is a range of measures. For example, the assessment of at least one unit can be reduced. Indeed, assessment can be reduced by up to 40% for most subjects. On English language, which is particularly important, the position taken, which was different from that of CCEA, enabled, effectively, a 20% reduction in English language assessment. The only GCSE unit that is not directly reduced — it is the same, I think, in other jurisdictions — is mathematics, which, probably more than any other subject, is progressive as it moves to A level. There was a concern that any reduction in mathematics would disadvantage students as they moved on to A level.”
“<BR /> <BR />As we are in a competitive market with those other jurisdictions, it is also important to note that all the considerations in those jurisdictions, particularly of COVID restrictions, are predicated upon schools remaining open. For instance, I note that, this morning, the Health Minister in the Republic of Ireland announced that it is his view that schools will not have any form of extended half-term break and that the key focus is ensuring that education is delivered to all. That is particularly pertinent to those doing public examinations, because they will be in competition with students from a range of other jurisdictions for the likes of university places and future employment.”
“Directly speaking, there are a couple of things to point out. A lot of jurisdictions found themselves in a similar position, particularly with the timing of announcements. In an ideal world, we would like to have made announcements at a much earlier stage. Scotland announced what it was doing two days ahead of us, England announced subsequently, and Wales will probably announce the position for 2020-21 at the end of this month. It is about trying to get a balance and have that discussion. I do not believe — I stand to be corrected — that the Republic has made an announcement on its leaving certificate for this year.”
“There is a strong belief amongst schools in optionality, and it is one that I share. CCEA did not include that as part of its final submission. Optionality would give greater opportunities to pupils, and it needs to be taken into account to give some choice to students who are doing their final exam. It would also give protection to schools as they work through a range of subjects on the curriculum.”
“A distinction was put in place in a few areas. Adjustments were made, for instance, to English language, which made it compatible with other languages. That was principally on the grounds of health considerations. I appreciate that there is no perfect alternative to speaking and listening. However, the general position was to ensure that certain assessment units could be removed to try to lessen the burden of assessment. It means that, in practical terms, a student who is doing an examination will face slimmed-down content. Speaking and listening posed the greatest difficulty from a health point of view. There would be an impact on some other subjects, such as those that involve certain practical lab tests. <BR /> <BR />One of the other areas has been to say to CCEA that optionality needs to be explored.”
“If Northern Ireland went on some form of solo run and detached ourselves from the examination process elsewhere, that would have a detrimental impact on our pupils. It would make it more difficult for them to attain university places or compete for jobs on a level playing field. Therefore, in looking after the long-term well-being of our pupils, we have put examinations as the first option. As indicated, contingency plans will be required if, because of health circumstances, exams are unable to carry on in a full fashion.”
“As I indicated, a range of contingency plans will be put in place. The reality is that examinations must be the first option. Examinations must be regarded as the best option because they are objective in nature. If we have learned one lesson in 2020, it is that, ultimately, subjective opinions from centre-assessed grades or a mathematical formula based on previous data are all second best to a rigorous examination system. <BR /> <BR />If we are looking after our pupils' well-being, it is also critical that they are able to progress on a robust basis. Take A levels: it is clear that other jurisdictions will be doing A levels by way of examination. Other Ministers have come to the same conclusion and position as I have.”
“I will wait for CCEA's options before making a further announcement.”
“I hope that the Member will join me in urging the Executive, when they take decisions on what restrictions to put in place, to give schools priority so that they remain open throughout. <BR /> <BR />I felt that it was important to get the information out, particularly curriculum issues. There are a number of mitigations, particularly on assessment units, optionality and timing. We have made sure that this is compatible with the timing of examinations outside of CCEA. CCEA has been tasked to draw up a range of contingency plan options, and I await that information. It is not simply a question of a single contingency. A range of things could happen in May and June, the most likely being that, while exams will go ahead, certain individuals will not be able to do specific exams.”
“I thank the Member for her remarks. On timescale, a range of consultations took place involving the stakeholder group and the trade unions, and obviously there were discussions with CCEA. There was discussion at a number of levels with the other nations of the UK, particularly with England and Wales on GCSEs; that took place on Thursday. That was last piece of the jigsaw. I wanted to make sure that the information went to schools as quickly as possible after that. It was released to schools on Friday morning. <BR /> <BR />I take on board the Member's comments about disruption and about school being the best place for children to receive their education on a face-to-face basis.”
“<BR /> <BR />The decisions that I announced take into account the disruption that there has been to date as well as the potential for further disruption during this academic year. They go significantly further in adjustments and mitigations than in England and Wales, while ensuring that they remain robust, valid, comparable and portable. They will alleviate the burden of assessments on young people while providing as much opportunity as possible to cover the subject specifications, which are important for progression. <BR /> <BR />The changes are designed to ensure that young people are supported and that their well-being is prioritised. I hope that the clarity provided will give young people the confidence to enable them to complete their qualifications and progress to the next stage of education or employment.”
“I thank the Member for her question. This has been a stressful time for schools and pupils anxious for clarity on the examination process this year. However, it took time for the ramifications of the full suite of proposals, some of which have been accepted, to be felt, to consider the views of a wide range of stakeholders, to liaise with other jurisdictions, and then make decisions that are in the best interests of all. As I confirmed on Friday, my priority is to ensure that public examinations can go ahead in this academic year if at all possible. They are the most valid and reliable measure of educational outcomes, and it is important that young people are given the opportunity to demonstrate their knowledge and skills through the examination process.”
“I appreciate that there are a number of issues that I have not been able to cover, but I will write to the Upper Bann Members with full details. I thank Members for both the content and the tone of the debate tonight.”
“An integrated consultant team was appointed in October 2019. The team has prepared a draft technical feasibility study on all options, including refurbishment and new build. Following advice from planning officials, the report is being updated for submission to the Department. On approval, that report will form the basis of the business case to determine the —.”
“I have to be a little bit cautious on that as I would be the legal authority, but I am fully cognisant of the problems in Lurgan. <BR /> <BR />I will try to get some details on St Anthony's Primary School's heating system. I do not have those directly to hand. <BR /> <BR />In January 2020, the Department approved a business case addendum for Lismore Comprehensive School and planning approval is place. The procurement for development and the build integrated study are well under way and an appointment of contractors is imminent. It is expected that the project will move on-site in April 2021 with a two-year construction period. <BR /> <BR />Kingspark Primary School Lurgan was also mentioned and the major capital investment project to provide suitable accommodation for a 23-classroom base there is progressing.”
“<BR /> <BR />There are a number of specific issues with St John the Baptist School and I think that the flexibility that was given this year was the right decision. The plans for St John the Baptist Primary School and Craigavon Senior High School will, ultimately, come as development proposals, so I am very limited in what I can say directly about them. <BR /> <BR />Having been there a number of times, I know that the physical infrastructure of the Lurgan campus is simply not acceptable. If the question is, "Why has something not been done up to this point?", in part, that is because there has been a lack of consensus about what the specific development proposal should be. Ultimately, the actions, in whatever form, will have to flow from the development plan; they will emerge from that.”
“The timing is not quite clear. There is a little bit of headroom with whether that will happen in this or the following financial year, but it will certainly be in the 2021 calendar year. In the third call, I think we will always be looking at trying to get a mix and a level of progress that is there in terms of solutions that will get a mix of capital. <BR /> <BR />Mention was also made of the Dickson plan. Let me make it very clear: I completely support the Dickson plan and want to see it continue. Allied to that, as was mentioned, there is a strong parental choice for the Dickson plan to continue. Therefore, any actions that I would take would never threaten it and would fully support it.”
“A small number of schools will require a little bit of adaptation, but I do not believe the schools in Upper Bann would necessarily fall into that category. <BR /> <BR />Mention was also made of Hart Memorial Primary School. Projects were announced in May and work has taken place to advance the design of the scheme. The Education Authority will undertake site visits in October 2020 to discuss the potential scope for those projects and the pre-qualification tender design process for the design teams will commence thereafter. Based on the programmes for the early SEP2 tranches, we are probably looking at construction there in 2024. I do not have details about Clounagh Junior High School. <BR /> <BR />I think that mention was also made of when there would be a major capital call. The aim is to have that during 2021.”
“I have asked my officials to liaise with the EA, the CCMS and the school to review the current position and provide me with further information on the specific details of that case. <BR /> <BR />I want to touch on a number of other issues. Mention was made, I think by Mrs Dodds, of the nurture units. It was very good that I was able to initiate those at Carrick Primary School and St Anthony's Primary School, and they have been a considerable success story. It is not simply about the individual nurture units; it is about getting that level of intervention. The aim is to move on those as quickly as possible and, in most cases, I think that they will be in place from the beginning of January.”
“We have seen that happen, for example at Bridge Integrated Primary School where such works are currently under review. The school crossing patrol is not a matter for us directly. It is a non-statutory function of the Education Authority. An assessment is always carried out when a school crossing patrol person retires. The EA has criteria for that. <BR /> <BR />We have to realise that active transport and children walking to school, is, unfortunately, probably more limited than it was. Perhaps the Member who secured the Adjournment debate and I would have gone to school in a horse and cart, but things have moved on since then. <BR /> <BR />Mention was made of Tullygally Primary School and, coincidentally, I will be there tomorrow, so you are all welcome.”
“<BR /> <BR />There will be new procurement processes for maintenance and minor works from April 2021, where greater flexibility will be afforded to head teachers for small-scale repairs. That is about trying to introduce a level of common sense, although, as people have often said, common sense is not all that common. <BR /> <BR />On the issue of catch-up, a considerable amount of work has started. There was a blip, but there has been a small increase in the overall maintenance budget this year, and that can be channelled in as quickly as possible, and works progressed. I have seen sites where that has been happening. <BR /> <BR />On road safety, provision can be made in capital programmes for school site traffic management.”
“Hand sanitiser is not a substitute for handwashing, and it is important that we get that message across. <BR /> <BR />In terms of the provision of finance, Executive funding has been made available to schools, and that is working its way through the system. <BR /> <BR />These points are not necessarily addressed in the order in which they were raised. <BR /> <BR />Mention was made of delegated decision-making. That is something I am very keen on. <BR /> <BR />I move on to the introduction of new procurement. Mr O'Dowd raised the issues of procurement and construction. There is a wider challenge there, and we will be working with DOF colleagues on that. This is not simply a schools issue. Clearly, there has to be good value for public money from our processes, but we need to ensure that they work in a timely and proportionate manner.”
“To restart the process, the Department has written to all members of the area planning steering group, the overall strategic body, to propose a meeting on 21 October. It is also the case that, where there is a range of development proposals that I think have a particular priority in terms of timing, I think we will move on those as well. . <BR /> <BR />At St Ronan's College, considerable progress has been made. I understand that, at a meeting yesterday with planners and DFI Roads, agreement on the remaining issues has now been reached. The project's consulting team are working to provide necessary documentation to enable the planning process to be concluded. <BR /> <BR />A point was raised about hot water in classrooms. The guidance recommends the use of lukewarm or tepid water and soap. Cold water is also effective.”
“There is a necessity for child protection that would not have been there 40 or 50 years ago, and it is right that that is the case. <BR /> <BR />I will address a range of issues that have been raised. I will try and go through those as quickly as possible. Area planning is being stood up again. Where there is a range of development projects (DPs) already in progress, they had to be suspended because of consultation issues, around the beginning of April, and because of COVID-19. That was not just because it was difficult to hold consultation at the height of COVID, but also because of departmental and EA staff resources. A range of activities were taking place across both organisations that meant we simply had to prioritise because of COVID.”