Peter Weir
Strangford · Ulster Unionist Party · Northern Ireland
“Funding was secured for that scheme, and we have been able to take further steps on it. As highlighted by my colleague Diane Dodds, we have seen my successor, the current Minister, be able to implement it at the beginning of September 2021 and funding be made available for it.”
“One of the great fears — I saw it particularly, as Education Minister, from the point of view of children and the domestic setting between partners — was what was going to happen in families when the doors closed and the locks went on. What was happening behind closed doors?”
“There is another significant element of the Bill. I have spoken about it in the Chamber on a couple of occasions. There is always a slight danger that we, as legislators, see legislation as being the end of a process and think that we can pack it away, put it on the shelf and forget about the problem because it has been solved.”
“I welcome the passage of the Bill's Final Stage and commend all the campaigners who have pressed so hard for it and the Bill sponsor. For Pat Catney, hearing some of the tributes must be like hearing eulogies at your funeral, without having to go through the indignity of dying, which is always a double advantage.”
“As highlighted by a number of Members, the impact of period poverty, though not confined to it, has been particularly acute in young women's education. We know that the impact can lead to the missing of education and constraints within education, and that it does so in a disproportionate way.”
“I support the Bill's Final Stage, and I commend the Bill's sponsor for introducing it. I thank the Minister and the Department for the positive attitude that they have taken towards it.”
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“<BR /> <BR />SEP2 is a significant programme that will deliver much-needed capital investment in 74 schools across the estate: 43 primary schools, 19 post-primary schools and 12 special schools. Typical projects that are being progressed within the programme include the provision of new teaching blocks to accommodate additional pupils or to reduce the reliance on temporary accommodation or the refurbishment of existing classrooms to address substandard or constrained teaching spaces. <BR /> <BR />SEP projects have an upper limit of £4 million, so it is important that the investment is focused on addressing the greatest need of each individual school. The delivery teams will consult extensively with each school to identify the deficiencies and agree the priorities for investment within the SEP funding envelope of £4 million.”
“The primary schools, in alphabetical order, are as follows: Christian Brothers’ Primary School, Armagh; Greenisland Primary School; Hart Memorial Primary School, Portadown; Kilbride Central Primary School, Doagh; Our Lady and St Patrick Primary School, Downpatrick; St Brigid’s Primary School, Mayogall, Magherafelt; St Comgall’s Primary School, Antrim; St Patrick’s Primary School, The Meadow, Newry; St Peter’s Primary School, Moortown; and Strandtown Primary School, Belfast. The post-primary schools are: Ashfield Boys’ High School, Belfast; Belfast Royal Academy; Carrickfergus Grammar School; and Clounagh Junior High School, Portadown. The two special schools are Hill Croft School in Newtownabbey and Clifton School in Bangor.”
“Despite that, I consider that there is value in making a further announcement before the lists expire to ensure that a pipeline of SEP projects is maintained for the medium term. That will be welcome news for the 16 schools, the design teams and, ultimately, the construction industry, especially in the current difficult circumstances. <BR /> <BR />The 16 schools in today’s announcement will benefit from a total estimated investment of £40 million to enhance their facilities and improve the teaching and learning environment for each school community. The list comprises 10 primary schools, four post-primary schools and two special schools.”
“<BR /> <BR />Three tranches of projects have been announced to date, and 58 schools are currently being progressed under SEP2. Design teams have been appointed for 20 of those projects, and work is ongoing to develop detailed designs for those schools. The other projects are at earlier stages of scoping and design. However, the appointment of design teams for those projects is likely to be delayed due to the ongoing COVID-19 restrictions. <BR /> <BR />The delivery teams in the Department of Education and the Education Authority are working to capacity to progress the projects. Therefore, it is likely that projects in the schools that I am announcing today will not be initiated before the 2021-22 financial year.”
“I wish to update the Assembly on the second call to the school enhancement programme (SEP2). <BR /> <BR />I launched a second call for applications to the school enhancement programme on 25 January 2017. The applications received by the closing date were assessed under the agreed protocol, and separate prioritised lists were created for primary schools, post-primary schools and special schools. The protocol indicated that those prioritised lists would be held open for two years. As the first tranche of projects was announced on 8 May 2018, the prioritised lists will expire on Friday, 8 May 2020. I am, therefore, announcing a final tranche of 16 projects to advance in design. The lists will then be closed, in accordance with the protocol.”
“However, because there are implications for a reasonable number of pupils who follow examination boards that are outside Northern Ireland, I want to get an overall solution, rather than try to announce a particular route — it may change in any event — that, for the sake of argument, might impact on 90% of those doing exams but leave the other 10% wondering. I want to be able to give people a full picture.”
“The Member makes a valid point. As regards materials, we will need to work with a slightly mixed economy. While C2k will have the principal role, some will not have access to the internet and, indeed, with the roll-out of broadband, some will be in a physical situation. That will need to be worked through. <BR /> <BR />Trialling of C2k is being done to see what reach can be produced. In circumstances in which it is not able to be delivered to everyone, pupils who are going through those key examinations will be prioritised. Priority will be given to those doing A levels, GCSEs and AS levels. There is a range of options for examination arrangements. In Northern Ireland, we are in a better position because of the way in which we structure our courses.”
“There will be a range of challenges. Broadly speaking, if we are looking at a lengthy closure, the emphasis will be on ensuring, as much as possible, that teaching and learning continue. This is not simply a question of sending children home and they will not be carrying on with school work as much as possible. There is a major challenge across the board. For example, with regard to remote learning, the C2k system may not be able to deal with a third of a million children. If there is difficulty, there will be prioritisation. It is undoubtedly the case that planning needs to operate over a longer period. That will be the challenge. <BR /> <BR />The Member has a great deal of experience in emergency planning. It is good to hear from an expert in the Chamber.”
“As I have indicated, we are working with the Chief Medical Officer where there are particular medical issues. Advice will issue on that. Unfortunately, as I have indicated, we have seen panic at different levels in our society. As a responsible body, we can try to provide calm leadership and reassurance, or we can fuel that panic. Unfortunately, too many people who hold positions of responsibility are helping to fuel that panic today. We need to adopt that level of responsibility. We need calm heads. We need to ensure that we do not exacerbate that panic.”
“Frankly, everybody's health is important. The EA will deal with its own situations. All of us can agree that unnecessary gatherings and visits should not happen. One of the implications of whole-school closures is the impact that that would have on caring responsibilities for parents. If, for example, a group of adults decides not to meet another group of adults, that has no implication for front-line medical services. Taking a third of a million children out of school and relying on their parents to come out of their jobs to care for them will have a major impact on the ability of the health service and the emergency services to deal with this. That is why I think the two are completely different situations.”
“It is obvious that we all share deep concerns and fears. This is a time, though, as much as possible, for calm heads, for not engaging in colourful language that could exacerbate the situation and for avoiding anything that creates panic in our society. Unfortunately, we have seen some people panic. For instance, anybody going round a lot of our large shops will see the impact of panic bulk buying, which is not only unnecessary but deeply selfish. It may well deprive elderly and vulnerable people of things that they need. People are taking supplies that they could never get through. There is a task for all of us to ensure that we moderate our language and that this is done in a measured, calm way, given the scale of the crisis not simply here but throughout the world.”
“Universities may be responsive to that and have later start dates, because the grades that people receive will be critical to whether they get a university place, where they get it and what course they get on.”
“<BR /> <BR />I am confident that we will reach a situation in which, one way or another, qualifications will be able to happen. There are different routes to that because of the wider UK context, particularly as regards A levels. Around 97% or 98% of GCSEs come through CCEA. There is less of a direct problem in Northern Ireland because of our linear progression mode, but a range of options will have to be agreed on a UK-wide basis, some of which will be in conjunction with the universities. There are different options. The ideal situation is if we reach a point where students can simply sit their exams. We may look at issues around predicted grades or, indeed, later sittings.”
“There are two things. Again, that is based on the medical advice. Previously, I was at a session at which the Chief Medical Officer talked about a minimum of 13 weeks. From a practical point of view, if you have a quarantine period of two weeks, you simply stall the problem and then release the same people back out. The clear medical evidence is that, if something needs to be done, it will need to be done for a considerable period. <BR /> <BR />The Member asked a good question about qualifications. We are working closely with CCEA on that. There is a wider context, which is that CCEA needs to plug into the broad exam regulator. There is also work ongoing with qualification boards from England and Wales because around 15% of our A-level students take English examinations. There has to be a UK-wide response.”
“I will be guided by the medical, scientific advice, but my key consideration — I keep coming back to this — is this: what is the key thing that will limit the number of deaths? Too early an intervention, for instance, can have an impact on the spike of cases. It may create a wave that pushes us into a main point in September/October when we are, perhaps, less able to cope with it. All those things are carefully worked out, and everybody is trying to take all the action that they can to diminish this as much as possible.”
“I was not aware that the honourable Member for West Belfast was a virologist. The advice of the Chief Medical Officer is to have the right interventions at the right time to have maximum impact. He has given direct advice that now is not the time to close schools. Some schools may take a particular course of action — I appreciate that — but, in the same way, there is a duty on all of us to behave as responsibly as possible. Sometimes, a crisis brings out the worst in people, and, sometimes, it brings out the best. We need to create a situation in which we are all pulling in the same direction. The key test for this should be the impact on public health. This could impact on everybody. <BR /> <BR />There is an expectation that, before this is over, it will impact on a very large number of people.”
“I can confirm that the medical evidence that was given was given directly by the Chief Medical Officer to the Executive, along with officials. I was present in the room when he gave it; I heard it at first hand. That is the position that the Executive reached. There has been no change in the Chief Medical Officer's opinion. It is for others to explain what has changed their position.”
“It is, therefore, accessible. It is important that as much information gets out to as many people as possible.”
“There has been some good work. Youth services have proven to be very helpful and productive in respect of some of the thoughts that are ongoing between us, Communities and the Department of Health on how we can tackle the issue of providing meals as we move towards the free school meal situation. There is a productive role to be carried out there. We will be happy to engage with that, particularly with the Education Authority. I mentioned the cross-sectoral group that involves the various sectors, particularly the EA and CCEA. They meet on a regular basis. Obviously, they will have direct input in respect of youth services as well. It is important that all our facilities are made available. <BR /> <BR />The advice given to schools is publicly available; it should be on the departmental website and may also be on Northern Ireland Direct.”
“It is likely that whatever decision is taken about the closure of schools will have implications for youth services as well. This is a blanket situation. When we reach the point where the Chief Medical Officer says, "We should not be gathering children together in schools", there is no point if children can gather in youth services. There has to be a uniform response.”
“Coronavirus will not be for the short term. It will be with us, potentially, for months to come. Therefore, there has to be a sustained and long-term response.”
“Decisions taken in the Republic of Ireland are obviously for the sovereign Government. They have to take their own decision. I indicated that the positions of Northern Ireland and the Republic of Ireland are different. Any expert medical advice will say that, when we reach the point at which schools close, it will have to be for an extended period. I was very surprised that the position in the Republic of Ireland indicated that it was a two-week closure. That will not wash this out of the system. When closures happen, they will be for the rest of the academic year or for the full term. We have to look at the implications, not just for a two-week period — people may be able to make particular arrangements for a fortnight — but what will happen over months to come. None of us should delude ourselves.”
“There is a difference between Germany and Denmark, which share a border; between Germany and France; between Spain and Portugal; between Austria and Italy. I could go on. <BR /> <BR />We have to take the professional advice. If we took a different approach to that advised by the Chief Medical Officer, who is the principal person giving that scientific, professional, medical advice, it would be highly irresponsible. It would be wrong and dangerous. It would risk the number of the deaths that we will almost inevitably see in Northern Ireland being greater. That is why his advice is the golden thread that will run through this. We should take that clear-cut medical advice.”
“I said to the last Member to speak that there is a different position in the Republic of Ireland. It has a different health system. We also have to look at the implications for our health system if we take large numbers of staff out of it. I said that the power to close schools rests on a slightly different basis in the Republic of Ireland, and that it has faced geographical spikes. <BR /> <BR />You may say that, at some stage, we will face a situation where there is a difference between Larne and Stranraer, which are only a few miles apart. We have to do what is best for public health in Northern Ireland. We cannot view this situation through the prism of a border. Indeed, throughout Europe, a range of different approaches have been taken.”
“At the end of this, I want to be absolutely certain that we have done all that we can and have taken the right steps to minimise the tragedies that are facing different families, from whatever community, and that is why I will continue to follow the scientific advice throughout.”
“I appreciate that was more of a speech than a question, but I will try and deal with it as best I can. <BR /> <BR />First, yes, a different approach has been taken in the Republic of Ireland, and, in part, that has been driven by some of its circumstances. There is less opportunity in the Republic of Ireland to close individual schools. It is also the case in the Republic of Ireland that there has been a range of geographical spikes, so its position is not quite the same. <BR /> <BR />Let me make it absolutely clear: this is not a political issue. If medical advice means that timing or action in Northern Ireland take a different position from those in either the Republic of Ireland or Great Britain, I will follow that advice because that is my only consideration. A global tragedy is coming, and we do not know whose family this will hit.”
“Remote learning, preparation and teaching will go on, and that will be prioritised, particularly for examination subjects but also throughout the school system, depending on the capacity to cope. <BR /> <BR />All those issues will have to be taken into account when decisions are being made. I do not want to spring any surprises. I suspect that we are still some distance away from school closures, but schools and parents need to be thinking ahead about what arrangements they will put in place, particularly the arrangements that parents will make for their children. That is critical. People should be exercising their minds about this at present.”
“The Member has raised a number of aspects. Obviously, we will be communicating with principals, and the C2k system enables all schools to be contacted directly. It would be wrong, when we reach the point of closing schools, to simply spring it on schools. Therefore, even when we make that decision, we will need to give some notice to people. It is not a question of an announcement at lunchtime and closure by the close of play. There will have to be at least 48-hours' notice for schools, and that applies to parents as well. <BR /> <BR />There will need to be preparation work, because, again, there is perhaps a misconception that, by closing schools, we are ending education.”
“If we are in a position in which there is closure of schools, that will also impact on youth facilities and childcare. I am looking to see whether there are any measures to do something about childcare to mitigate some of the particular issues for key workers, if we move to that point. A range of preparations is ongoing.”
“In particular, it will mean that large numbers of parents who are involved in front-line medical services and emergency services are taken away from those roles at exactly the point at which the outbreak needs to be fought. It is also the case that, if we are looking at care responsibilities, a lot of grandparents will take on the role, despite their widely being considered to be the most vulnerable group. <BR /> <BR />On the medical side, I am liaising with the Chief Medical Officer. I had hoped to speak to him prior to this question for urgent oral answer, but he is involved in the COBRA meeting. The Chief Medical Officer and the PHA are looking at the specific advice for medically vulnerable children, and it may well be that that advice moves in a different sphere from the broader position on schools.”
“On expert advice, I have spoken directly to the Chief Medical Officer, and I will try to keep an updated flow of communication going. On Thursday, when the position changed in the Republic of Ireland, the Chief Medical Officer gave clear advice to Executive members, and that advice was relayed as part of the press conference afterwards. <BR /> <BR />The Chief Medical Officer's concern, rightly so, is that we have the right interventions at the right time to make the biggest difference. That may well mean that, at a future stage, we face school closures, but his advice was very clear-cut, in that this is not the time to bring into effect school closures. In particular, there are concerns that simply closing schools across the board will take out of school about a third of a million children. That will have implications for parental care.”
“<BR /> <BR />My Department convened a COVID-19 education planning group on 13 March to coordinate efforts across the education sector. The group will meet regularly to consider and respond to issues that arise. I am aware of the importance of regular, clear and reliable information. I issued guidance to all schools and education settings earlier today. That guidance will be updated on an ongoing basis, as new information becomes available and decisions are taken. I also re-emphasise the need for schools to consider Public Health Agency advice.”
“<BR /> <BR />Schools will continue to remain open until such time as that expert scientific advice changes. In the event of schools having to close, my priority is for teaching and learning to continue. It is not a question of school closures meaning effectively an extended holiday, and that is particularly true for those who have GCSE or A-level examinations. My Department has put in place arrangements to work closely with all its education partners on a range of very complex issues that arise from the coronavirus outbreak, including the Education Authority on service-delivery issues and the Council for the Curriculum, Examinations and Assessment (CCEA) on examination issues. I will ensure that there are appropriate contingency plans in place and that schools are regularly updated with appropriate advice as the situation evolves.”
“I thank the Member for his question. I appreciate that this is a very challenging time for schools and for all our partners in the education sector. I pay tribute to school principals, teachers, classroom assistants and all those who are working so hard and with such dedication in the wider education sector at this challenging time. <BR /> <BR />The position on COVID-19 is exceptionally fast-moving, and new developments are emerging daily. I recognise and share the genuine fears and concerns that people have: that all of us have. Our priority at this time must be public health and saving lives. That is why I will continue to follow the expert medical and scientific advice from the Chief Medical Officer, the Public Health Agency and the Scientific Advisory Group for Emergencies (SAGE), and, indeed, wider advice given by government.”
“I should make it clear that, when they said that, I suspect that they were looking very much at universality. Also, there must be wider aspirations for children aged between nought and 14. All of this is predicated on securing the resources, which, I repeat, will be critical. <BR /> <BR />I welcome the motion. In closing, I thank all Members for their contribution to discussions and their support for the motion. Progress on publication of an updated Executive childcare strategy is predicated on securing additional resources. I hope to be in a position to set out a definitive timescale for publication after the Executive's consultation on the Budget and the resources available to deliver those dual aims, including any legislation required to give effect to the agreed strategic actions.”
“<BR /> <BR />The transfer of policy responsibility to my Department in May 2016 created opportunities for enhancing child development in a holistic way — educating children in the broadest sense. In many ways, simply dividing children between two Departments did not make sense objectively. I am all too aware of the need to bring forward a coherent set of actions within a strategic framework to help to address a range of long-standing issues. The revised strategy will take account of those responses and of the policy priorities in New Decade, New Approach. Although not consulted on the draft childcare strategy, a number of respondents called for the provision for three- to four-year-olds to be increased to 30 hours, which would be similar to the increase in entitlement in England.”
“Pilot legislation will need to be put in place, and, in particular, we will need to build up the capacity of the sector through physical infrastructure and training. If providers are, for example, to expand from 12·5 hours to 22·5 hours, they will, in many cases, have split days. In that situation, it is not a question of them simply providing something in the afternoon because they do that already. <BR /> <BR />The needs of children must be central to the childcare strategy, as stakeholders, parents and children highlighted during the first phase of the consultation process. A wide range of evidence shows that early years education and care that are of sufficient quality have strong developmental benefits. We will need to bear that in mind as well.”
“No. I only have another few minutes. <BR /> <BR />I want to highlight to Members the budget required to implement a childcare strategy. The answer that I gave to the Chair of the Committee was a rough figure, focused only on three- to four-year-olds. If we are going to have a much more extensive offer, we are talking about a much greater level of expenditure. As I said, it is a question of how much resource the Assembly is ultimately prepared to commit. <BR /> <BR />This is a long-term commitment. It cannot be provided with a cliff edge that does not secure funding for future years. It will take time to roll out the provision. If a childcare strategy were put before the Executive next week, it could not be immediately delivered.”
“<BR /> <BR />I appreciate that a number of Members made a very valid point, which is that there is a particular focus on three- to four-year-olds and should we not be looking at a much more extended offer. I do not have a problem with that but, again, I make the point that this will need to be additional money to what is in the Education budget. As an Assembly and as an Executive, we can have as much childcare as the Assembly is prepared to pay for. That will also be challenging in how we build up to that point but there is no limit on that side of things.”
“As Robin Newton said, investment can reduce the reliance on later interventions, and I know that can be something of great importance. Along with the work that is ongoing on nurture units and the nurture support, all these things can be an investment to save. However, as the motion acknowledges, there are significant pressures on the Education budget. I want to make it absolutely clear that, from the existing Education budget, I am not in a position to commit any funding to the childcare strategy. This will be a question for the Executive as a whole. If the Executive and the Assembly want to embrace a childcare strategy — I am hearing universal voices — it will have to be paid in addition to what is going into the Education budget.”
“<BR /> <BR />Picking up on another issue that the Deputy Chair raised, which was the nature and timing of legislation, there is an argument as to whether legislation is strictly legally needed. That may be questionable but, from the point of view of good practice, in other jurisdictions, this has been underpinned by legislation. As part of that process, it would have to be full legislation going through the Assembly, and we may be talking at least a year before that can happen. It depends on how that is scheduled. <BR /> <BR />Crucially, the barrier to any of this will not be whether legislation is in place but whether the funding is there. Obviously, an important element for the Executive will be the level of investment required.”
“There is a range of options that can be pursued. If we are talking about the most likely scenario — moving up to, for instance, a full 22.5 hours, with a wrap-around of perhaps 7.5 hours to bring it up to 30 hours — it would be in the region of about £45 million extra. There could be variations on that and there could be a range of scenarios, but we are talking about a considerable amount of money. Obviously, in considering this, I am conscious of the need to ensure that we can make an offer that allows us to deliver on the strategy's dual aims: parental employment and child development. There is an existing infrastructure that has taken 20 years to reach. If the Executive are going to embrace that change, it will require time to build up the physical infrastructure and the capacity of the workforce.”
“It was referred to by the Deputy Chair as essentially a part-time and full-time situation. The breakdown of that is, roughly speaking, a little over 60% is provided to children on a part-time basis of 12.5 hours and the remaining 38-40% will be on the full-time basis. The development of an extended early education and childcare offer must take account of the existing pattern of preschool education. How we develop that extended offer in a way that maximises the opportunities to improve the outcomes for children and families is a key issue. Therefore, we need to consider the exact options that are put forward to standardise that, because universality is critical.”
“In practical terms, that has meant that roughly half of the families have been able to avail themselves of that; there is an upper and lower limit. The eligibility might be questioned because it depends on whether there is full uptake. <BR /> <BR />Later this year, Scotland will introduce 30 hours of funded provision for all families with children aged three. The offers elsewhere in the UK vary, but what they all have in common is that they involve an element of universal preschool education as part of the offer. <BR /> <BR />In Northern Ireland, the preschool programme provides one year of funded early education to children in their immediate preschool years — aged three to four. While funded education is universally available, there is a mixed picture. The offers will vary between 12.5 hours and 22.5 hours for the 38 weeks.”
“Members may recall that a similar proposal was consulted on as part of the draft 2016 Programme for Government, and, whilst the hours per week are not stated in the commitment — we have a number of working assumptions based on the offers available elsewhere — mention has been made by a number of Members on what is available in another jurisdiction. <BR /> <BR />England and Wales have introduced extended offers to provide the equivalent of 30 hours per week of funded early learning and care provision for three- and five-year-olds. However, those additional hours are, generally speaking, only for working families. In England, for instance, 15 hours is provided universally, as, I think, Mr Newton mentioned, but qualification for the additional 15 hours is restricted to working families.”
“So, in considering next steps, I will take into consideration the range of lessons learned from that review. Of course, I will also reflect on the 2015 consultation on the draft strategy in relation to the Bright Start scheme. <BR /> <BR />In response to the motion, I will say that, in 'New Decade, New Approach' document, there is a key commitment on the Executive to:”
“The Deputy Chairperson of the Committee, Karen Mullan, raised Bright Start intervention. The Bright Start school-age-children scheme was launched as a pilot in 2014, and an interim evaluation was completed and agreed in 2017. I plan to publish the evaluation, and I want to reassure Members that the findings from that evaluation and the subsequent reviews that were carried out by the managing agent — the Health and Social Care Board — will help to inform my consideration of the objectives of any future revised scheme, subject to Executive colleagues' consideration. <BR /> <BR />I recognise the need for childcare services and not just for those aged three to four. The Bright Start scheme has been an important step in making childcare more affordable for school-age children, particularly in rural areas and for disadvantaged families.”
“Claire Sugden raised the issue of breakfast clubs and a range of other facilities that are provided. Although there is a level of funding that is directly for childcare, because breakfast clubs and a number of those initiatives happen through schools, they are funded through the extended-schools programme. That initiative has worked very well and provided additional support, and it is something that I am keen to see continuing. As we look at the mix of funding that exists — for instance, the common funding formula — we will consider whether it can be mainstreamed or whether it needs to be ring-fenced. <BR /> <BR />I am trying to deal with specific requests to the Department, and we will be looking through the Hansard report to see whether there is anything else to address.”
“I appreciate that. We need to take a look, in particular, at families who are in those circumstances in order to deal with that issue. <BR /> <BR />I will come back to the wider context in a minute or two. I want to assure Members that in taking a finalised strategy to the Executive, I am not solely focused on children aged three to four. The principal focus, because of the offer that is potentially being made, is on children aged three to four, but we are not looking only at that cohort. There will be issues on affordability beyond that, which I will come to shortly. So, we are looking at the under-3s and school-age children, and there are levels of provision for them. <BR /> <BR />I will deal with a few of the points that have been raised.”
“The availability of affordable and accessible childcare that is responsive to the needs of children and families is a key objective of the strategy. The aims and objectives of the strategy apply to all children up to the age of 12, and, in some cases, older children.”