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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“We need to make sure that everything is aligned and, without sounding too much like an economist, that the supply and demand march hand in hand as we move forward, over the next few months.”
“It is critical that we have that alignment, particularly with regard to the reopening of schools. The pressure on the childcare sector, if we do not get a full reopening of schools, will exasperate the present situation. <BR /> <BR />Additionally, the road map that the Executive have adopted around childcare recovery acknowledges changes within the family setting that will allow informal childcare to take place. That is not only important in providing alternatives but means that there will not be the same pressure or temptation for people to use unregistered childcare, which, in itself, has safeguarding issues. <BR /> <BR />It is a combination of all those things.”
“I understand that. It is clear that, if there is further funding, it has to be with an adjustment to the system. Some of those adjustments have taken place. For example, one of the problems was that, initially, there was a very narrow definition of key workers by the Department of Health. To be fair, the Department of Health has accepted that and has aligned its key worker situation with the rest of the Executive's position. From yesterday, we have moved to a position beyond key workers; everybody is in a position to apply to access childcare in those settings. <BR /> <BR />There have also been issues around the progression of the roll-out of money. Part of the problem is around the uptake and applications. With the range of other schemes available and alternative options, a lot of childcare settings were seeking another route.”
“As we move towards what is sometimes referred to as the new normal, the importance of quality childcare provision for our children, our parents and our economy has been recognised.”
“For some, this may necessitate operating at reduced capacity for a period of time, hence the need for ongoing support. <BR /> <BR />In broader terms, the childcare recovery plan is designed to enable the childcare sector to keep pace with the gradual reopening of the economy. We need to see some alignment between the two, and the plan ensures that all parents are now eligible to access childcare in order to return to work. As schools begin to open, it will be important to ensure alignment between school restart plans and childcare provision so that the impact on working parents is kept to a minimum. If a child is not at school, the availability of childcare may become essential. However, the strategic objective is to have children back in school on a full-time basis as soon as possible.”
“I thank the Member for his question. My Department has worked closely with the Department of Health to respond to the COVID-19 pandemic and, in particular, to provide the childcare sector with a support scheme to address concerns surrounding the viability of childcare providers for the period April to June. In addition, we are considering further funding, which has been sought from the Department of Finance, to continue support for the childcare sector in July and August. The details of this follow-on scheme are being developed and will be finalised based on the amount of funding provided by the Executive. The primary objective will be to support the reopening of childcare provision while they adhere to the Department of Health's COVID-19 guidelines.”
“<BR /> <BR />Similarly, if Lurgan Junior High or, indeed, any other school, as part of the overall process, comes forward with a development proposal, it will be taken on its merits. I am acutely aware across the board of the need to ensure that, whatever provision is made for our pupils, it is done in a safe and healthy environment, particularly given some of the conditions. I appreciate some of the constraints that are there with some of the physical buildings in the system.”
“I am always slightly concerned when the Member starts to praise me, because I think that there is always a potential sting in the tail. Let me make it clear that specific provision has been made for this year and this year alone to allow St John the Baptist's College to provide a syllabus at Key Stage 4, given the circumstances where an overwhelming proportion of parents — around 90%, I think — were keen for interim arrangements. That is not the same as a development proposal, and, indeed, it is not necessarily the acceptance of Key Stage 4 at St John the Baptist's College. This is about an interim position, and, consequently, St John the Baptist's College will still need to come forward with a development proposal, which will be considered on its merits.”
“To date, no development proposals have been submitted to my Department for the establishment of Key Stage 4 provision at a post-primary school. With the exception of junior schools, which are included in the Dickson plan, and St John the Baptist's College in Portadown, post-primary schools already offer Key Stage 4 provision.”
“The overriding objective and aim that I and, I think, the Executive have is to see schools fully open for all children, all the time, five days a week.”
“Any complete lockdown will simply increase poverty, and poverty, as well as the virus, will kill. We need to have, as much as possible, bespoke arrangements that can deal with the situation. <BR /> <BR />As I indicated, one of the advantages of the guidance is that, if there is a shift, either towards a complete recovery of schools or, in the worst-case scenario, a more limited provision, the advantage of the development of remote learning in particular has been that there is an opportunity to move along the spectrum if we absolutely need to. Let me reiterate that, while I completely take on board the Member's point that we are not through the pandemic, it is ultimately about trying to cope with it as best we can.”
“The Executive as a whole will be driven by the wider medical situation and by the evidence. I think that anything that leads to the closure of schools is very much the last-case scenario that we want. It is undoubtedly the case that, in the impact on learning — more, indeed, from the point of view that children are distanced from their peer learners — it will have a very detrimental effect on them as individuals, as well as impact on the economy, on parents and on schools. <BR /> <BR />I would look to take every step possible before reaching that point, and it would only be where it was necessary. We need to look at the wider implications for society, not simply for education but for mental health, and the impact that a complete shutdown has on the economy, not just from a financial point of view but from a broader health perspective.”
“It is also important to capture any positive lessons learned — for example, the more extensive use of technology for teaching — and learn how those lessons can best be applied in the future for the benefit of teachers and learners, and, indeed, the wider economy. Work will increase in the coming weeks to ensure that the Department and the education system can respond quickly and effectively in the event of further disruption.”
“However, some of this will depend on school size. <BR /> <BR />The guidance given to schools can be a template for flexibility, not only for the circumstances of individual schools, but to enable schools to adapt their provision in the light of a potentially changing wider situation. All guidance prepared by my Department on the safe reopening of schools will be reviewed regularly and updated as appropriate. <BR /> <BR />I am also conscious that we must proactively plan for any further disruption that may occur. My Department and its partners are working to capture lessons learned from the current management of COVID-19 disruption to ensure that there is increased preparedness for the future.”
“We are extremely fortunate that the strengths of our education system have supported and facilitated the transition to distance and online learning. We have a very skilled workforce that has been committed to adapting to the current situation. We also have something that is the envy of other jurisdictions: a centralised education ICT infrastructure framework, with substantial capacity and a wide range of applications to enhance learning in a secure environment. <BR /> <BR />Plans for reopening schools are flexible and will be guided by the prevailing scientific evidence. The guidance provided has set out minimum standards for face-to-face teaching based on current planning assumptions, and I indicated earlier that it is my hope that schools will be able to deliver more than that and achieve the maximum as we move ahead.”
“The education workforce, alongside parents, has risen to the challenge and responded in an effective, innovative manner to minimise the impact of the disruption, while appreciating that distance learning is, and ultimately can be, no long-term substitute for the benefits of attending school.”
“The COVID pandemic has presented significant challenges right across our society. This has been a particularly difficult time for children and young people, parents and carers and the education workforce.”
“I am looking to put in a bespoke programme to target those children from socially deprived areas to provide that additional support; secondly, I hope to move fairly swiftly on the expert group dealing with underachievement in schools, which is identified in 'New Decade, New Approach'. <BR /> <BR />I am also conscious that, as well as the learning difficulties that children will have, there will be a clear range of mental health difficulties, emotional difficulties and behavioural difficulties. I am keen to support those issues as well. Every Minister would always like to be able to spend more, but there is an increase in the Department of Education's budget this year to deal with mental health issues and support. So, we will look to develop schemes around that, which can provide support to our young people.”
“Taking a rough guide of children and young people who are entitled to free school meals, overall, the figures suggest that, in general, those children have been doing less well in school than other pupils. So, it is a priority to ensure that that attainment gap is closed. I am obviously concerned that those school closures have had the opposite effect. <BR /> <BR />Research indicates that children who have missed significant periods of schooling due to authorised absences see a larger impact on attainment. I will be looking at it on two fronts: first, to re-engage schools to provide support for continuity of learning.”
“It is important to help pupils share and reflect on their experiences, to help them consolidate their thinking and then be ready to move forward.”
“<BR /> <BR />As pupils return to school for the new term, our schools will recognise the key importance of ensuring that pupils have good emotional health and well-being, are engaged and motivated to learn and have the tools and skills that they require for learning. <BR /> <BR />While many pupils will have coped well with engaging with remote learning activities, some pupils may return to school disengaged and require support to re-engage and move on with learning. I am confident that schools will identify and support those pupils who are most likely to experience difficulties in engaging with learning. <BR /> <BR />On the long-term impact, schools will be considering the ways that they can address the experiences of COVID-19 in the school environment.”
“I thank the Member for his question. Everyone will have experienced the COVID-19 pandemic uniquely. The short-term disruption has been felt by families and pupils across Northern Ireland. The longer-term impact is more difficult to estimate. Indeed, ultimately, that will be something that we can all make educated guesswork on, but, until we see the impact as pupils return in the autumn, it will be difficult to assess 100%. <BR /> <BR />Our school leaders and teachers have been working extremely hard over recent months to build, support and develop pupils’ learning. Whilst it is important not to underestimate the task facing schools, evidence indicates that missed learning content is not likely to be a long-term problem for most pupils, as long as they are given supportive tools to facilitate learning.”
“It will be about ensuring that what is there and the detail of the guidance that is given is consistent with the public health advice at the time.”
“There is an acceptance that, in general, in most circumstances, teachers would not routinely require PPE, but that some PPE would be available. However, there are those who deal with children with particular special needs or vulnerabilities, or who provide more intimate care of a child. Those are the areas that have been highlighted in the guidance. Again, it will be on the basis of following the PHA guidance. There may well need to be additional protection. The health and safety of our children and the workforce in general will be paramount. <BR /> <BR />We also need to be careful that unnecessary levels of PPE are not used. If, for example, all our teachers were going about routinely in PPE, I suspect that, particularly for younger children, it would not only be unnecessary but it could be quite frightening.”
“I will make two points. First, with regard to movement and the extent to which a classroom could be hermetically sealed, particularly for adults, to the extent that there would be no movement, part of the aim of the bubble would be to try to minimise cross-contact, even, for instance, for those at the upper reaches of the school, where a bubble would not necessarily occur. Therefore, the challenge is not simply with the bubble but with minimising movements between classes and indeed, for example, trying to get particular children to be in the same seats as much as possible. <BR />Secondly, we are following PHA guidance with regard to teaching assistants specifically. One significant element of that will be the issue of PPE.”
“Further guidance will, therefore, be provided and updated as the context changes.”
“<BR /> <BR />My Department has also produced system-level guidance for schools on supporting remote learning and guidance for schools on curriculum planning for 2020-21. The key message of the guidance is that the aim for 2020-21 is to support pupils to be motivated to learn and to become skilled and independent learners through a curriculum that gives equal emphasis to knowledge, understanding and skills. <BR /> <BR />Furthermore, I have directed CCEA to put arrangements in place to ensure that young people can progress to the next stage of their learning with confidence in the qualifications that they have attained. CCEA is also exploring how young people can best be supported in the upcoming year to realise their potential to achieve high-quality qualifications. <BR /> <BR />The COVID-19 situation continues to move rapidly.”
“My Department's key focus has been to support and secure, as far as possible, the continued learning of pupils at home and in school during the current pandemic and beyond. The major strategy for achieving that will continue to be the production and dissemination of high-quality support and guidance for schools, learners and parents. <BR /> <BR />My Department, in collaboration with the EA, CCMS and CCEA, has collated, developed and disseminated a wide range of resources that will support schools and teachers as they prepare for the new school year. Recent examples include operational guidance on moving to blended learning, feedback and assessment, transition and pupil engagement.”
“As such, we have been working up a suite of interim solutions with the EA that will feed into the longer term in order to ensure that, from September, all those children will have placements. In particular, that is about providing additional facilities and opportunities because, obviously, some of the limitations that exist with regard to SEN placements do not simply apply to schools that have pressures with mainstream admissions.”
“We are working with the Education Authority. Indeed, last week, while I was in the House, my officials met representatives of the EA. The issue has arisen through long-term systemic failures in the Education Authority, which was subject to an internal report. While some work has been done on that, the level of progress has probably been limited by the response to COVID. We are trying to work with the EA to provide longer-term solutions so that issues of that nature do not arise again, while also being mindful of the fact that whatever long-term solution is put in place by way of a development proposal or, indeed, long-term provision, that is not something that will automatically solve the problem for those particular families. We are looking to solve it for every family.”
“We are working with the Education Authority, because theirs is the direct responsibility to place pupils. Let me make it absolutely clear. Not everybody gets the place that they want. At the beginning of each summer, there is always going be a small number of pupils who will be unplaced. To have this number of unplaced children with special educational needs is totally unacceptable.”
“<BR /> <BR />The Continuity of Learning project, initiated by the Department and coordinated by EA, provides an opportunity for practitioners, school leaders and education support organisations to work together to produce and disseminate high-quality online guidance, providing for the emotional health, resilience and well-being of learners, and facilitating the progression of learning. <BR /> <BR />I recently issued guidance to schools which provides advice and support designed to bring together what we are learning about emerging practice, during this unprecedented time for the education sector.”
“The Education Authority SEN Pupil Support Services have provided ongoing support to parents, children and young people during COVID-19 by telephone, and have developed an extensive suite of online resources. The Middletown Centre for Autism has remained open and operational, to deliver high-quality remote support to children and young people with autism and their families. They have also developed new online training for educational professionals, including classroom assistants, and are delivering a number of webinars during the summer.”
“Vulnerable children, including those with statements of special educational needs, have been prioritised since the start of lockdown, with schools, including special schools, encouraged to remain open for the provision of supervised learning. <BR /> <BR />Each child with SEN has their own individual needs. Sometimes, we have a stereotypical view of special educational needs and there is a wide spectrum of those needs. Approaches are, therefore, tailored to the individual pupil by the teacher, in conjunction with the school's SEN coordinator (SENCO). <BR /> <BR />Schools put in place innovative arrangements, reflective of pupil age, developmental stages and their SEN. Examples of this include learning packs, online learning, and sensory and other specialist equipment that has been delivered to homes.”
“Often, proposals are so obviously virtuous that it would be difficult for anybody to say no to, but legally I am bound not to take a pejorative view, for or against any particular development proposal. We want to see the overall process moving as quickly as possible. Where we can find uncontroversial development proposals, I want to see if there is a different methodology by which those can be fast-tracked. <BR /> <BR />Obviously, I cannot comment as regards individual development proposals. Apart from the broader process, it is difficult for me to say, "I want this individual proposal done at a quicker pace", because I have to give the legal ruling on that. However, I am sympathetic to the points the Member has raised.”
“The Member raises a very important point about the provision for autism, and the wider context. There are two responses to that. For placements for children with particular special educational needs, we are working with EA to make sure that, whatever the longer-term position, we provide interim solutions that can be put in place so that there is adequate provision, as we move into September and beyond. <BR /> <BR />I am keen to see any development proposals move ahead as quickly as possible. The former Minister, sitting opposite me, will be able to testify to that. The one slight restriction we have on development proposals is that, as Minister, I am the person who will give a legal ruling on whether to agree a particular development proposal.”
“The Education Authority is responsible for the provision of autism support units. Any significant change to a school, such as the addition of an autism support unit, requires the publication of a development proposal, which is a statutory process. <BR /> <BR />The EA’s current proposals for change are listed in its action plan for 2019-2021, which is broken down into local government districts. The action plan for the Newry, Mourne and Down local government district contains two actions in relation to autism-specific provision in post-primary schools: one for the Downpatrick area and one at St Mark’s High School, Warrenpoint. Those changes would form part of a regional approach to reconfiguring special schools and pupil support provision at mainstream schools.”
“I do not want one of the Members opposite to accuse me of besmirching his name, but I am tempted to ask if the Minister took it away with him when he left office, but, given the fact that he is still in the Building, I presume that he did not. Rather than give the Member a partial answer, I will write to him with the details.”
“<BR /> <BR />The ongoing development and implementation of the scheme will be kept under review to ensure that it continues to support the services that assist in meeting the needs of our young people.”
“It has reported that there has been consistent engagement with the online application process and that a significant number of applications have already been made across all funding streams. <BR /> <BR />I am sure that the Member will be aware that there is not always a consistent view within any sector, particularly the youth sector. There are a number of views on the new funding scheme, and a number of organisations have written to me directly. Some wish the scheme to move at pace — perhaps even a greater pace — and others are looking for a further postponement. After reflection, I wrote to the EA and asked for a short postponement to the application dates — that was raised by some of the uniformed organisations, in particular —but with a view to ensuring that the implementation of the new funding scheme remained at 1 April 2021.”
“Delivery of youth services is the responsibility of the Education Authority, so the implementation of a new funding scheme is in line with my Department’s Priorities for Youth policy, which commits to replacing historic funding arrangements with a more consistent, fair, coherent and cost-effective scheme. <BR /> <BR />After engagement with the sector, key stakeholders and political representatives, including a full consultation on the principles of the scheme, the EA launched its new funding scheme for regional and local voluntary youth organisations on 3 March 2020. In response to the pandemic, I agreed that the implementation of the scheme be postponed until 1 April 2021. The EA Youth Service continues to work to implement the scheme for April 2021.”
“Medical experts tell us that there is little danger of transference between children and that we need to mitigate between children and adults. On that basis, I envisage that preschool groups and other early years settings should be in a position to return to a full-time position come the beginning of the year.”
“Undoubtedly, very young children — this applies to early years but has an impact beyond that stage — cannot reasonably be expected to remain apart from each other during the day. It is not conducive to play-based learning and development. Taking into account the medical evidence, funded preschool education settings will be asked to organise children into small groups of protected bubbles with consistent membership appropriate to the size and characteristics of the setting. Children in those groups will not be required to socially distance. If you talk to any medical expert, they will say that that is simply not practical. We need to find other mitigation measures, and I think that bubbling will be the route. Social distancing can be applied between the bubbles and adults.”
“<BR /> <BR />Let me also make it clear that the guidance is based on the current medical position. If, come September, we are still restricted by that medical position, the guidance that we have issued sets out the minimum that schools should do. There should be no ceiling to what they can do; indeed, I want to make sure that, if we are in that position, no school, in any shape or form, goes below the minimum. Schools should always strive to achieve the maximum. I hope that, in certain regards, that aspect of the advice given will be overtaken by events and that we can reach a point, before the start of the new school year, where what has to be put in place is different and we see every child in Northern Ireland return for five days a week.”
“Let me make it absolutely clear to the Member: I believe that we are on the right pathway and that we are on a trajectory for further changes to be made. My intention, if that continues, is to bring forward further proposals, before the end of the summer, to enable all schools to be open to every pupil five days a week. That is to the advantage of teachers, parents and schools, but, most of all, it is to the advantage of pupils. It is highly desirable that we reach that point. <BR /> <BR />The levels of protection that need to be put in place can, in those circumstances, be achieved by different methods. One of the advantages of the guidance that has been issued is that it puts in place a range of mitigation measures that can operate in almost any circumstances.”
“Consequently, in the responses that will have to be put in place, there will be a practical limit to what some schools can do.”
“With permission, I intend to answer question 3 and question 11 together. <BR /> <BR />My strategic objective is to achieve the maximum face-to-face teaching time for all pupils at the earliest opportunity. Indeed, the intention is to reach the point of five full days a week, but I will come to that later. The guidance sets out that there will be a minimum of 40% face-to-face teaching in primary schools and a minimum of 50% face-to-face teaching in post-primary schools, with the balance provided by remote learning. However, that is, if you like, a minimum. If schools can achieve more than that in the current circumstances, they should do so. <BR /> <BR />Whilst the aim is to get as many pupils as possible back to classroom teaching in September 2020, I am well aware that every school is different and every classroom is different.”
“We have tried to phase in the main guidance on the new normal school day and any bespoke guidance on, for example, special schools, on remote learning, as soon as we can get it. On the one hand, the message is that people want complete guidance; on the other hand, they want maximum notice.”
“<BR /> <BR />On the guidance, there is an attempt to balance, as much as possible, giving complete guidance and certainty, notwithstanding the fact that there is a slightly moveable situation with the overall position, with trying to make sure that the guidance is put in place as quickly as possible. It is about striking that balance. If we were to wait for every piece of guidance that will form part of the overall picture to be there at once, it would probably not be available until some point towards the end of the summer.”
“I take on board what the Member has said. Unfortunately, during the process, there were two or three occasions when documents were leaked. Sometimes, those documents were for discussion only, giving a range of options, but they were then portrayed on social media or in the wider media as, "Here is what is happening", when it was only one of the options on the table and, indeed, one that had not gone down. That has not been helpful. The leaking of that information by anybody — it came from a number of different sources — has been deeply unhelpful.”