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 hope Members will join me in supporting this important work as it unfolds.”
“Put frankly, no child should suffer the burden of circumstance in determining his or her outcomes. When the expert panel's work has been completed and an action plan produced, it will include an estimate of costs for taking forward the recommendations, which will require funding. I will update Executive colleagues accordingly with the expectation that a bespoke budget will be considered and agreed by the Executive. <BR /> <BR />The panel has the potential to significantly improve the outcomes for thousands of children and young people in Northern Ireland. As the late President Ronald Reagan once said:”
“<BR /> <BR />Educational underachievement is an area of policy that many have endeavoured over recent years to change, yet, despite numerous policy interventions and significant financial investment, it has remained stubbornly entrenched. That is due, at least in part, to its link with disadvantage, which, in turn, links to poverty, and that is a much wider societal issue than education alone. Addressing poverty should be everyone's priority. In doing so, we all stand to benefit. Whether public sector, private sector, third sector, communities, families or parents, we all have a role to play in addressing that critical issue. <BR /> <BR />This focused and time-bound review has the capacity to change thousands of children's lives for the better. We cannot and should not delay any further in expediting this incredibly important work.”
“Given the wide range of issues that impact on educational underachievement, the expert panel will seek the views of schools, parents, children and young people, thereby giving voices to those stakeholders and highlighting the important role played by families, parents and communities. The expert panel will also invite submissions from all interested parties who have experience of the issues associated with educational underachievement linked to socio-economic disadvantage. That will include all education sectors, government Departments, local government, the voluntary and community sector, business representative organisations, the Northern Ireland Commissioner for Children and Young People (NICCY) and the Equality Commission NI.”
“They are also capable of developing and maintaining cooperative working relationships to establish successful results. Furthermore, those from academia are considered experts in their field through their research into educational underachievement. They have published significantly and widely on the issue. Those from the education and community sectors have a proven track record not only of addressing educational underachievement but of doing so in the specific context of the challenging socio-economic backgrounds of their pupils.”
“He has worked extensively in government Departments for over 25 years in the use of data and research to raise educational achievement. <BR /> <BR />In making the appointments, I have satisfied myself that each panel member has an established and verifiable track record on the issue of educational underachievement; recognisable knowledge and understanding of the challenges that socio-economic factors present when dealing with the issue; the ability to work with others in a professional, honest and open manner; transparent methodology; and the ability to listen to and take into account a wide range of views and opinions. Further, each panel member has the capacity to think strategically and creatively and has made a significant contribution to addressing educational underachievement in a local or regional context.”
“Joyce Logue is the principal of Long Tower Primary School in Londonderry, which predominantly serves a pupil population in areas of significant economic and social deprivation such as the Brandywell and the Bogside. The school, under her leadership, has established a track record in tackling underachievement particularly among children from disadvantaged backgrounds. Jackie Redpath is the chief executive of the Greater Shankill Partnership. He has significant and long-standing experience addressing the issue of educational underachievement particularly among FSM Protestant boys in a community setting. Finally, Professor Feyisa Demie, who is an honorary professor at the school of education at Durham University and head of research for school self-evaluation at Lambeth Council in London.”
“He is currently director of research and scholarship at Stranmillis University College, where he is also director of the Centre for Research in Educational Underachievement (CREU). Serving alongside Noel will be Mary Montgomery, who is the principal of Belfast Boys' Model School, which has one of the highest levels of attainment for Protestant FSM boys coming from an area of economic deprivation. She has established a culture of aspiration and success with the boys at her school. Kathleen O’Hare is the recently retired principal of Hazelwood Integrated College and was formerly principal of St Cecilia's College. She is very well aware of the concurrent issues of educational underachievement and socio-economic background.”
“I have also ensured that the panel is balanced in its practical experience and research. In going down the route of ministerial appointments, my intention is to ensure that we do not lose significantly more time going through a public appointment process. I have considered the potential members with a view to satisfying myself that each of them is suitably qualified in the field and that the community background of our society is clearly reflected, alongside an appropriate gender balance. I am content with the diversity and breadth of experience represented by the panel members, and I am confident they will do their utmost to produce a regional strategy that will turn around young lives. <BR /> <BR />Dr Noel Purdy will chair the panel.”
“<BR /> <BR />We need to go further, strive harder, work faster and build a more certain future for all our children and young people. Despite the COVID-19 pandemic, I have remained committed to establishing the review panel and enabling it to start its work. Now I have set an ambitious timetable of nine months for the work. The panel that I am announcing today will commence work in September, and I have asked it to produce a final report by the end of May 2021. Consistent with my desire to see this crucial project established as soon as is practicable, I have appointed panel members who are:”
“There is a supported summer scheme in July and August in all primary schools that volunteered to deliver it; support for virtual learning over the next 12 months that all year 6 pupils going into year 7 will be able to access; and a new Engage programme that will help all pupils but particularly those from socially disadvantaged backgrounds, who would most benefit from additional support, to engage with learning following the COVID-19 lockdown period. That programme will broadly focus on supporting engagement with learning through the development of knowledge, understanding and skills in literacy and numeracy, which are at the core of our curriculum. With the agreement of the Northern Ireland Executive, the total budget made available for those three initiatives for the remainder of this financial year is £12 million.”
“I am committed to doing all that I can to improve those results for everyone. This is not an area that should divide us in any sense but, rather, one that unites us, regardless of our political affiliation or constitutional preference. <BR /> <BR />There is a general recognition that the interruption to school-based learned caused by COVID-19 could disproportionately impact on the most disadvantaged pupils. For that reason, I have instigated a number of initiatives to help alleviate the impact of COVID-19 on children’s learning.”
“It is also widely accepted that Protestant boys with free school meals entitlement have consistently had one of the lowest percentage attainment levels of all pupils. <BR /> <BR />We also know that many Catholic boys and girls are struggling with attainment. In 2017-18, 1,586 pupils from that community background did not achieve five or more GCSEs, A* to C, including equivalents, including English and maths.”
“Now, more than ever, there is an overriding impetus to get the expert panel established and to allow it to commence its work with all haste. <BR /> <BR />It is worth remembering that, in 2005-06, only 26·4% of free school meal (FSME) school-leavers achieved the benchmark of five or more GCSEs, A* to C, including equivalents, including English and maths. By 2017-18, it was 48·6% of FSME school-leavers. That represents a 22·2% increase in 12 years. By contrast, the equivalent for non-FSME school-leavers was an increase from 58·5% to 78·1%, representing a 19·6% increase over the same period. <BR /> <BR />So, although progress has been positive, the gap in attainment between those with FSME and those without remained broadly consistent at around 33% each year, rising to around 35% in 2013-14 and falling to 29·5% in 2017-18.”
“Schools are largely responsible for children’s academic learning, but, alongside the vital support of the community, children learn some of their most important lessons at home — lessons that families teach best. What they learn at home provides an essential foundation for schools to build upon. The panel will no doubt consider the support mechanisms that can be put in place to help families that are struggling with life in general and whose children's education is suffering as a consequence. <BR /> <BR />Educational underachievement and the impact of COVID-19 have, rightly, been consistently raised with me by MLAs and the Education Committee. They have also been highlighted consistently by wider society as we emerge from the health crisis.”
“Without swift action, we will lose an opportunity to complete work on the project by the end of the 2020-21 school year and an opportunity to progress the implementation of the recommendations in this Northern Ireland Assembly term. <BR /> <BR />It is my clear belief that every child in Northern Ireland, regardless of their community background, deserves a real chance in life. They deserve a chance to realise their hopes and dreams for the future, and whether that career is as a plumber, doctor, journalist, florist, or even, if they are particularly unfortunate, a politician, they should be encouraged, nurtured and developed towards it. <BR /> <BR />A child will spend approximately 13% of their waking hours at school up to the age of 18, which means that 87% of their time will be spent out of school at home.”
“That is not just a commitment in the New Decade, New Approach agreement but a priority action area for 2019-2020, and I am aware that we are now over halfway through 2020. Although some progress has been made in the Department on the issue, the necessary reprioritisation of work and staff to deal with the public health emergency surrounding COVID-19 has affected our ability to progress it as quickly as I would have liked. I am therefore delighted to make this announcement today. <BR /> <BR />Effectively, because of the COVID-19 emergency, we have lost four months in our goal to get the expert panel established and working.”
“<BR /> <BR />The New Decade, New Approach (NDNA) agreement includes a requirement that:”
“<BR /> <BR />As you are no doubt aware, there is a view in wider society that although valuable work has been done in this area, politically, the can is continually kicked down the road, and the issue is never given the time, effort or resources needed to make fundamental change. <BR /> <BR />There are also some who consider that, in the past, Government did not fully grasp the urgency of the issue. I believe that that is a misconception and that that misconception is deeply damaging to all in the education sector, not least to the work of the Department and to mine as Minister. Since taking office at the start of the year, I have been committed to getting an expert panel established and working as soon as possible. It is my considered opinion that the issue is simply too important either to ignore or to pay lip service to.”
“I am glad that, given your ruling, there will be Members, not in the Chamber, who will be hanging on every word of the statement. <BR /> <BR />I would like to make a statement to the Assembly on the establishment of an expert panel to examine the links between persistent educational underachievement and socio-economic background. <BR /> <BR />I have been aware of and involved in the issue of educational underachievement, particularly the demographic of free-school-meal Protestant boys, since 2012 and have been passionate about addressing this persistent problem ever since. From birth, some children will face significantly greater obstacles, which need to be met and overcome, before they are in a position to realise their full potential. Currently, some manage to overcome these barriers and others do not.”
“<BR /> <BR />I appreciate that there are probably issues that I have not been able to touch on in 15 minutes. I am sure that, in one of our lively exchanges at the Education Committee tomorrow, they will be revived in that regard. Although we may have some salvos fired across different parts of the Benches, I take on board the fact that there is a broad consensus on what is being done, what needs to be done and the outcome that all of us seek, which is to ensure that our children get back to that full level of learning. That is shared not only by all MLAs across all parties but by teachers, parents and pupils.”
“From that point of view, I think, I am at one with the amendment, if not always necessarily in the words that are used in the speech — I look forward to Mr McNulty’s summing-up — but at least in terms of the spirit of what is there. <BR /> <BR />The issue of mental health has also been raised. While a lot of young people are very resilient — perhaps more resilient, at times, than some of us adults in that regard — there is a need for support for mental health. If there is additional help we can give from the Department of Health, it will be welcome, but there has already been an allocation of an additional £5 million into the budget this year for mental health. As with all Ministers, if the budget were considerably bigger, I would be happy to make that stronger.”
“Teachers deserve a break, however, and, consequently, it is only where schools have volunteered to do that and want to do that. We feel that they should not do that to their own detriment, and therefore there is a degree of support. We are looking at support over the summer of a virtual classroom that people can tap into. Both of those, in the grand scheme of things, are relatively low-cost, but we are looking, as we roll out into next year, at an engage programme that will ensure that, in particular, those from a socially deprived background are provided with additional support and additional interventions in their learning.”
“Again, while they may have been overwhelmed by the focus on the reopening of schools, as part of summer schemes and, indeed, summer and beyond recapture of learning, proposals were put to the Executive. I will outline briefly the strands within that. I am glad to say that today, in the June monitoring round, there has been agreement by the Executive, and funding has been made available for that. That is for the remainder of this financial year. There may well be other costs that will run into the following year. It has three strands. There are two smaller interventions during the summer. Where schools are looking voluntarily to provide some level of additional summer learning, the Department will provide financial support.”
“Then, there had been about 3,500 devices that were being sought by EA and being procured. We are now at that second stage, and, during the last week, a number of those have been rolled out to try and address that. The Department is also in a position where it is going to central procurement to try to fill the gap as well. <BR /> <BR />We will not know definitively where we are until we see in September, but we can all make an assessment that, no matter how brilliant the teaching that has been done and no matter how good the remote learning that has been done in a lot of cases, it is, as, I think, somebody mentioned, there is no substitute for that face-to-face classroom teaching, which is why I am so keen to see that resume in full. We have also been giving some thought for some time to how we do that level of catch-up.”
“In April, my Department conducted a survey of school principals to look at strategic approaches to distance learning and access to online learning. The survey showed that all schools were using either online or hard-copy approaches. I take on board the point that has been made about broadband. Obviously, that lies outside the remit of my Department. The proposals that are being put forward by the Department for the Economy for rolling out broadband will be of long-term help but will not be there in every case. School principals who reported that pupils might be experiencing barriers to online work reported that the main reason was lack of access to a device, often followed by that lack of access to broadband. Consequently, we have adopted a three-stage process, first of all looking at what devices were already in existing stock.”
“Mention was made of doing things in conjunction with different Ministers. I am in regular contact with the Education Ministers in England, Scotland and Wales. I have spoken directly to and had conversations with the now outgoing, departed Minister in the Republic of Ireland and am seeking an early discussion with the new Minister there. There will be an opportunity to learn from that experience. We are fortunate that the Northern Ireland curriculum is specifically designed to be adaptable and dynamic. Therefore, it can create the ideal scaffold to support and underpin teaching and learning. The limited prescription that we have gives schools the flexibility to choose what to teach and for how long and how often and to use approaches that best suit their pupils. <BR /> <BR />I turn now to the amendment.”
“We have to ensure, working with colleagues, that we have a level playing field across a range of jurisdictions. We have to make sure that Northern Ireland pupils are not disadvantaged.”
“<BR /> <BR />Again, one of the slight restrictions in the curriculum, particularly for those later years when there are public examinations in which pupils here sometimes take examinations from outside Northern Ireland.”
“The draft guidance was shared with the Chief Medical Officer and the Chief Scientific Adviser. We worked alongside the Department of Health and the PHA on the detail of the guidance. I would maybe quibble slightly about the references to WHO or others in the motion, but we have worked with bespoke teams in Northern Ireland. It has that level of support and adherence. <BR /> <BR />As indicated, on the curriculum, detailed guidance has been published on curriculum planning for 2021. CCEA is continuing to work on how we will deal with examinations. This is not just a Northern Ireland issue, but there is an impact on the curriculum in respect of where we are, and that is inevitable. So, it is about concentrating on the basics.”
“It is critical, and I think, probably grasping the nettle of finding routes in terms of transport which means that actually strict social distancing is not particularly compatible with full school transport. The previous position of the Department for Infrastructure was a 15% cap on those who can travel on buses. That is something that I do not think would work or be acceptable. <BR /> <BR />On the one-metre distancing side of things, this obviously predated any decision as regards the wider Executive position on one metre. Ultimately, there is no distance that is safe. It is about providing mitigation measures. Indeed, if you speak to medical experts, they will not say, "One metre is safe" or "Two metres is safe". It is about providing protection. We worked on the detail of it.”
“With respect, I am trying to get through quite a few items. I know that there will probably be other issues that can be picked up tomorrow in the Education Committee. <BR /> <BR />I am aware that some feel that the guidance does not go far enough. I suppose that it is striking the balance between producing a 52- or 54-page document when I know that it has been suggested that it can all be put in 140 characters. I suspect that if the Department issued 140 characters as a response, there would be complaints. <BR /> <BR />Mention has been made about the issue of transport. Again, that is an issue that the Executive are looking at collectively.”
“The position of years 7, 12 and 14, as transition years, is consistent with what has happened in other jurisdictions. For example, in England, apart from the very youngest in primary schools, their P6, which is the equivalent of our year 7, was one of the areas prioritised, as was those entering the final year of GCSEs and A levels. <BR /> <BR />The principals that we worked with emphasised that guidance needed to have broad parameters but also have a level of flexibility. Indeed, the aim was to get that guidance out as quickly as possible with Executive approval. There are a range of other issues that will need to be considered and, indeed, are being considered.”
“Whatever criticisms that can be made about timescale, we are a couple of months ahead of that. <BR /> <BR />Mention has also been made that the Department will try, as much as possible, to provide financial support where additional necessary resources are required for schools to help in reopening. We will work together with the sector on that. <BR /> <BR />Mention has been made of childcare. There is now an Executive childcare recovery scheme. It will learn from some of the weaknesses in the current system, but it is critical that childcare is aligned with school reopening. Indeed, reaching a point at which schools are able to be fully open is one of the biggest single actions that can be taken to ease the pressures on childcare. <BR /> <BR />Mention has been made about year groups.”
“If we are to take account of the views and have that co-designed process, that will mean that, naturally, things will not move as quickly as they can in other bits, but we are ahead of the game compared with other jurisdictions. <BR /> <BR />Mention has been made that, as yet, there is no clear picture of what is happening in the Republic of Ireland, where one of the parties here sits as the main Opposition in that jurisdiction. <BR /> <BR />In England, prior to 1 June, there was relatively little notice given. Indeed, we still await the guidance as to what they intend to do in September. Scotland, which is starting at an earlier stage than us, has also issued guidance. It is on a fairly similar time frame to us. Wales, where schools resumed on 29 June, issued guidance on 11 June, which was 18 days beforehand.”
“While the broad principles will be similar across other settings, it is recognised that there is additional work to be done in youth and early-years provision. Indeed, last week, we were able to issue particular guidance for special schools. I pay tribute to the work of the principals. They operated with an intensity that was beyond their day jobs and provided invaluable professional and operational insights. <BR /> <BR />Drafts of the guidance were also shared with trade unions, sectoral body representatives, the Chief Medical Officer, the Department of Health and the Public Health Agency. All feedback that is consistent with the remit of the practitioners' group is in the drafts of the guidance. <BR /> <BR />The time frame and notice that we have been able to give schools for preparations has been mentioned. There needs to be a balance.”
“Again, I want to put on record my appreciation for the incredible work that is being done by schoolteachers, leaders, classroom assistants and, indeed, all those who have been working with such dedication in the wider education sector throughout this challenging period. <BR /> <BR />The new school-day guidance, which was published by the Executive on 19 June, sets out a framework under which schools can, now, plan to reopen. The guidance was co-designed under the auspices of a practitioners' group, facilitated by my Department, by 20 school principals. It represented every sector and age range in education. It included the controlled, maintained, voluntary grammar, Irish-medium and integrated sectors. It included special schools. It involved nurseries, primary schools and post-primary schools. It had a very broad range.”
“I will reiterate what I said earlier during Question Time: I believe that we are on a good trajectory at present, and, if things continue to move in the way in which they have been moving, I hope that the Executive will agree that we are able to move to a position before the start of term where we can ensure that every pupil in Northern Ireland will be in school five days a week. Surely, that is a hope that we all share. <BR /> <BR />I am conscious of the practical challenges. An incredible amount of work has been done in a short space of time to develop responses to the situation.”
“Young people have outlined their concerns in a range of surveys. They include the 1,000 children who have contributed to the Youth Forum survey, and, indeed, many young people continue to respond to the Education Authority's weekly survey, which is facilitated by Youth Service. <BR /> <BR />While there is no consensus on the issue, the biggest concern out there, which is shared by parents, teachers, trade unions and pupils, is about the lost learning and opportunities, and a desire to get back to school. There is consensus on that.”
“I welcome the opportunity to speak on these issues. I am sure that not everyone will agree with everything that I say. I would not necessarily agree with everything that was said in the debate. <BR /> <BR />I will say at the outset that I do not see any particular problem with the motion on the anxiety that exists, or the amendment. As is often the case when motions are tabled in the House, a number of elements of them have probably been overtaken by events that have either already happened or are in progress. However, that is no reason to divide the House. <BR /> <BR />I am fully aware from speaking to principals, school staff and pupils that there are genuine concerns and anxiety about the reopening of schools. Previously, I have noted that the issues that we face across society, and particularly in education, are unprecedented.”
“Thank you, Mr Temporary Speaker, sir. I know that you have been waiting to hear that terminology for quite a period of time. I congratulate you on your post. <BR /> <BR />I want to join with other Members, including the mover of the motion, who mentioned the sad death of Noah Donohoe, and pass on my sympathy to his family and his school, St Malachy's College. While, to the best of my knowledge, we have been fortunate enough that no school-aged child in Northern Ireland has died from the COVID-19 virus during the pandemic, it has, perhaps, gone unnoticed that, during that period, a number of pupils throughout Northern Ireland have, sadly, passed away for a variety of reasons. Equally, I want to pass on my sympathies to their families and schools. <BR /> <BR />I thank all Members who have spoken in the debate.”
“I am not sure that that is a proper word.”
“Is it correct, Mr Temporary Speaker, for the Member to misrepresent my views? I have never said that PPE is not needed in any set of circumstances. I have indicated the limitations of wearing it. The guidance directly gives the circumstances in which it is needed. I have never indicated what the Member suggests.”
“On a point of order, Mr Temporary Speaker. I have never said —.”
“I thank the Member for giving way. To follow on from a point that Mr Storey made, that is the same guidance as was passed at the Executive unanimously, including the SDLP. All the details, particularly those on social distancing, were approved and supported by the SDLP Minister, so there seems to be a bit of a double standard here.”
“I am aware that there will be some schools of a bilateral nature that may move between having a percentage of their pupils who are non-selective and some who are selective. In many ways there is a logic that if they want to adjust between those criteria then that is perfectly fine. However, the point is that I do not believe that a fair alternative has not been provided. I support the right of schools to use academic selection when they are oversubscribed, and I also believe that the use of academic selection has, overall, worked well for our society and our school system.”
“That runs the danger of places at those schools being selected, effectively, by the old school tie, a hereditary grammar school place. Anyone making an argument that that is a fairer system to the complexities or constraints of a test is not providing a sensible solution.”
“Sorry, I did not say that there should be an alternative to academic selection, and I am sure one of the Members sitting opposite would be very quick to point that out. I have said that some of those who are advocating the setting aside of a transfer test, for instance, for this year, have not provided an alternative. That is different. <BR /> <BR />Ultimately, it is within schools' powers and constraints to apply their own admissions criteria. I have raised concern about some of the schools that are seeking to move away from academic selection for next year. At present, what they suggest as the most likely route is one that seems to be based on the pupil's connections with the school. For example, a sibling at the school, their mother or father went to the school or a staff member at the school is a parent.”
“How a school sets its criteria will determine a rank order of pupils for each school. The circular also provides advice on areas such as the age that a child is eligible to transfer to post-primary education; the process for setting admissions and enrolment numbers, and the process for varying those numbers; how the admissions procedures should operate; the arrangements for admissions appeals; the exceptional circumstances procedure; and the operation of waiting lists. <BR /> <BR />As the Member can see, it is not only comprehensive but complex. Boards of governors have a legal duty to have regard to the Department’s guidance when setting admissions criteria.”
“I thank the Member for his question. My Department provides guidance to, amongst others, principals and boards of governors of post-primary schools on the arrangements for transfer from primary to post-primary. Information is contained in a number of circulars, the most recent being 'Circular 2016/15 - The procedure for transfer from primary to post-primary education'. The circular includes information and advice on a range of issues and lays out the respective roles of the Department of Education, the Education Authority, post-primary schools, primary schools and parents. It provides information on boards of governors’ statutory obligations to set admissions criteria to be used in the event of a school being oversubscribed with applicants. It also provides examples of criteria that my Department recommends and recommends against.”