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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“At the point where families need childcare services, there should be a range of timely and clear information available to help them to make that important choice not just about provision but about the support available to help to offset the cost of childcare, which, as we know, can be a significant outlay for families.”
“Those are the twin tracks of this approach. I agree with the proposers that high-quality and affordable childcare can help to support parents to stay and progress in work — that point was made by a number of Members — while, for children, high-quality childcare can help to support their physical, cognitive, social and emotional development. <BR /> <BR />Childcare, when delivered in safe and stimulating environments, can be transformative for children and their families and can help to deliver a range of shared societal outcomes, address disadvantage and drive economic growth.”
“I will try not to stray over the time, Mr Principal Deputy Speaker. I do not want you to cut off my microphone. <BR /> <BR />I thank my Assembly colleagues for tabling the motion and everybody who has contributed today. I am very content with the amendment, so I do not think that we should divide on the issue. <BR /> <BR />It was particularly valuable in today's debate that we were able to get in so many Members and that quite a number of them were able to draw on personal experience or that of family or friends to illustrate the issue, albeit that the vision of Pat Catney giving birth may give me nightmares tonight. I will have to deal with that. <BR /> <BR />The motion rightly highlights the dual aims proposed in the draft childcare strategy that was consulted on in 2015: child development and parental employment.”
“Along with potential school closures, that is probably the most obvious area that might be affected by the coronavirus.”
“My understanding is that what EA has in place for C2k at present would enable remote learning and therefore, potentially, the opportunity for remote examinations to happen. I am not sure whether some additional resources would be required. That can be looked at and prioritised. There is a basis there for remote learning and, therefore, remote exams. We will scope out with CCEA and the exam regulators the best way to take that forward. <BR /> <BR />Where we are today, in March, may not be the position that we are in at the beginning of April, the beginning of May or the beginning of June. To some extent, a range of scenarios may have to be worked through by the Department. CCEA will be at the table for any discussions that the Department may have on contingency plans so that that aspect can be front and centre.”
“At present, there are no plans to cancel exams, and we are working on an initial assumption that they will simply go ahead. However, that may be overtaken by events, and we will have contingency plans put in place. However, some of the detail of that is still to be worked out by CCEA because the matter does not lie entirely in CCEA's or, indeed, the Department's hands.”
“We are working on getting detailed advice from CCEA, which is working with the exam regulators. I should point out that, while CCEA is the regulator of exams, it is also the supplier of the bulk of the exams. The market in Northern Ireland is also open to exam bodies from outside Northern Ireland, so it is important that we get a consistent approach. That approach will, then, be worked through by CCEA with the exam regulators that look after exams across the United Kingdom. CCEA is working with the exam regulators to scope out precisely the contingency plans that, potentially, could be put in place.”
“All school sectors, and a wide range of schools, have taken part in this project. Such projects have an educational impact, and, while budgets are tight, they are of relatively low cost. The project has been an invaluable educational experience but, according to a lot of the feedback, it has been valued by the pupils and teachers who have taken part for the way in which it creates a level of mutual understanding and a greater level of respect, tolerance and friendship between the schools and pupils. Those are some of the intangibles that flow from such a project.”
“It is gratifying to note that one of the by-products of the project is not only a shared understanding of our shared history but a deepening of good relations and promotion of mutual understanding, which have been cited as positive outcomes for participants. <BR /> <BR />The EA will liaise with schools, but, given current events, I suspect that people will want to see how things develop before there is any commitment to a time frame for visits.”
“The battlefields project has been ongoing in parts of the UK for a number of years. In Northern Ireland, it is administered by the Education Authority on behalf of the Department. Each post-primary school in Northern Ireland is invited to nominate two year 10 pupils and one teacher to take part in a study visit. Each study visit is made up of pupils and teachers from a wide cross section of post-primary schools. Where possible, priority is given to students who would not normally be able to avail themselves of such an opportunity. Schools from across Northern Ireland and all sectors and school types have participated in the visits.”
“That is not only the best way forward but the only sensible approach that can be taken.”
“Yes, I have seen different advice and views publicised. It is important that we do not get a range or gamut of advice, because those who are compiling elements of research are not always on the same page; they do not always come to the same conclusion. It is important and responsible to remember that the Foreign and Commonwealth Office is the single source of information for travel. That office gathers all the advice, and advises. The Executive will be working closely with the Public Health Agency on local health. That will mean the potential escalation of advice and information on action that needs to be taken. To pick and choose what academic research I base my views and advice on is the wrong approach. We need something that is focused on a single, clear piece of unambiguous advice, and we need to have a single source of advice.”
“<BR /> <BR />If I were to say what I personally think or what the Department thinks, which might be a reinterpretation of that expert advice or, worse still, differing advice, I would be in danger of sending mixed messages to schools and of giving out the wrong information. That would be highly irresponsible and dangerous.”
“The short answer is no. It should not be my opinion or that of the Department of Education that decides that. We may reach a point at which going five miles down the road may be more dangerous than going to a foreign country. We do not know how the situation will develop. I will be entirely driven by the expert advice from, on the one hand, the health authorities on what actions need to be taken in schools and, on the other hand, from the Foreign and Commonwealth Office on travel. It has the expertise to give that advice. My advice to schools is to follow the Foreign and Commonwealth Office advice. That is the safest way.”
“Support will be given by a diabetic or epileptic nurse specialist, but advice and guidance is available from both from the Education Authority and the school health service. As a result of the Children's Services Co-operation Act 2015, good work has gone on at departmental level and at a higher level. We must ensure that the practice then permeates the system so that practitioners at the lowest levels are also involved in that joined-up approach to ensure that pupils' medical needs are fully taken into account.”
“That is important. There has been a problem, particularly over the definition of special educational needs. Medical needs have in some ways been lumped in with them. That can sometimes mean that the person with medical needs has significant educational needs and is the most obvious person to be given assistance and statemented. In other cases, a person can have a strong medical need that does not lead to an educational need. <BR /> <BR />To be fair, this is the first year in which this has happened. In the categorisation in the school census, there has been a separation of those with specific special educational needs and those with direct medical needs. That will help identification.”
“Training will be in line with the pupil's individual healthcare plan and be subject to an ongoing review. <BR /> <BR />I am aware of the issues raised about mainstream schools. Having visited a special needs school last week, I am also acutely aware that there are concerns at times in those schools over whether the appropriate medical backup is there, particularly for children with complex needs. Given the importance of special educational needs, I have given a direction that at least one of the five training days should be directly allocated to special educational needs training. Obviously, what you have asked goes beyond that into a more specialist position.”
“I know that that is an issue. The joint Department of Health and Department of Education policy document, 'Supporting Pupils with Medication Needs', provides a robust framework for enabling all children with medication needs to access the necessary support. All schools have access to that guidance, and funding was allocated to the EA to provide training to all school principals on how to meet pupils' medication needs. Principals are responsible for determining the training needs of their teachers and school staff, and they can avail themselves of the wide range of courses offered by the EA on all aspects of special educational needs, including one on diabetes. Training on dealing with health conditions, including complex medical conditions, will also be provided by the relevant health and social care trust.”
“That is critical. I am a little restricted in what I can say, because, ultimately, this may lead to development proposals to which I would have to give a sort of legal verdict. While a lot of the thinking on previous proposals was very well-intended and virtuous, there was a clear problem with communication and a level of disengagement. While nobody is ever keen to see particular schools closed, notwithstanding the remarks of Mr O'Dowd earlier, it is clear that the more that the EA or anybody else who puts forward proposals can bring consensus and bring parents alongside, the better. Early communication before we reach the stage of a formal development proposal is critical, particularly for special educational needs.”
“At this stage, nothing further has come forward from the EA, so as the managing authority it is up to it to consider where things stand. Obviously, we want to ensure that we have something that is absolutely fit for purpose, particularly for our special needs pupils. In Belfast, the configuration grew over a number of years in a slightly haphazard way. We need to recognise the sensitivities and ensure that people are not detached from schools that they have had very strong connections with.”
“At this stage, area planning is continuing. There is a concern that, across the board, the overall speed and pace of area planning has not, perhaps, moved as quickly as it should have. I know that there is a wider situation. Broadly speaking, the aim of area planning, which can sometimes create a little delay, is to try to get all the sectors moving by taking a more coherent and joined-up approach. Getting them aligned is not always easy, and I know that that is a particular issue in Belfast. <BR /> <BR />The Member will be aware that the EA created proposals to deal with the special needs situation in Belfast. There was a considerable level of public representation on that and a feeling that what was put forward was not fit for purpose, and, effectively, the proposals were withdrawn.”
“The investment to date has delivered the design, construction and fit-out of Arvalee School and Resource Centre, the Strathroy Link Road to improve traffic flow to and from the campus, and extensive site preparation works. It has also delivered the designs for the core schools. <BR /> <BR />In terms of non-construction projects, work continues on the delivery of a range of shared education initiatives that are being developed and led by the schools. That will ensure that today’s pupils have the opportunity to enjoy the benefits of sharing and to play an important role in shaping future education delivery locally and regionally. While the procurement competition is currently suspended, it remains live, and, as a result, it would be inappropriate to comment further on the procurement process at this time.”
“I remain fully committed to delivering this educationally and strategically significant programme. It represents a major capital investment in the west of Northern Ireland that will stimulate further development and regeneration of the region. The next stage of construction has been delayed due to tendering issues and the need for business case reapproval. My Department has completed a fundamental review of the construction programme, and I am giving that urgent consideration. <BR /> <BR />At this stage, the provisional opening of the campus is planned for September 2024 at the earliest. That is dependent on works commencing by May 2021.”
“While the figures that show the difference are there, it is not an even picture from school to school. We have to try to ensure that all our children are catered for in an equitable manner so that we can provide them with the best education that we possibly can.”
“I will take all issues into account. The resource implications for initial teacher education will be most acute for the Department for the Economy. While the Department of Education has a role in setting the numbers, it is, effectively, the Department for the Economy that picks up the tab. <BR /> <BR />There will be variations between sectors. In part, the figures will vary to a large extent from school to school. A higher proportion of Irish-medium schools are small, so they tend to be more expensive per pupil than other schools. That applies, I think, throughout the sectors.”
“That has to be done in conjunction with the sector to make sure that what is put forward is fit for purpose.”
“We will engage with CnaG on the workforce strategy to see what is fit for purpose. Part of the issue relates to longer-term solutions versus shorter-term solutions. Even if there were a change in the mix of teachers coming through initial teacher education, somebody starting in St Mary's, for instance, in September would not be a fully qualified teacher for a number of years. There will be other demands in different sectors. That will not necessarily meet the demand quickly, so we need to look at what other measures can be taken. The language upskilling of existing teachers is one route. The skills that exist in the broader workforce at present could be examined. It is about trying to make sure that every child gets what is needed for their education. As I said, options are being developed.”
“My officials have been conducting a series of meetings with initial teacher education providers in the Irish-medium sector to understand the issues and the range of potential solutions. Teacher education goes beyond the Department of Education. Discussions have been taking place with the Department for the Economy on initial teacher education provision, because it would fund that. <BR /> <BR />I expect a series of options reflecting potential short-term and longer-term solutions to be developed for consideration. At this stage, I cannot pre-empt what the outcomes will be, not least given the potential resource implications that will need to be factored in.”
“I should clarify that it is the responsibility of each employing authority to monitor and manage its workforce. That includes the Irish-medium sector. An employing authority can be the Education Authority, the Council for Catholic Maintained Schools (CCMS) or the board of governors of a school, depending on its management type. <BR /> <BR />In February, I met the Irish-medium representative body, CnaG, which my Department funds. Therefore, I am aware of the sector's concerns about teacher supply, particularly at post-primary level, where subject specialists with appropriate Irish language ability and pedagogical skills in immersion education are being sought.”
“I know that schools have been facilitated at times with temporary classrooms, but the old Portakabins from my time at school and maybe even from the distant days when Mr Boylan was at school are very different from the temporary classrooms that we have today. All those factors are taken into account in any assessment of the relative needs of schools.”
“With both the school enhancement programme and the major capital works programme, there is an independent scoring mechanism that scores the applications. That considers the state of the buildings, whether it is a split site, whether it is helping area planning and the levels of temporary accommodation. All those, amongst others, are factors on which the scores are based. As the Member will appreciate, to take the school enhancement programme as an example, around 60 of those applications have been successful out of 165 initial applications. There has to be something that is fair between schools, because, in many ways, schools compete with each other for limited resources. <BR /> <BR />It is not the ideal situation to have temporary classrooms.”
“As I said, I suspect it will be in the next — we are expecting a major capital assessment and announcement within the next two months or so, so the successful schools will learn of that then. Obviously, that process was started pre-devolution. In the meantime, there is an opportunity, as was mentioned. Although Carrick is in the major works programme and, if it were successful, would not be eligible for the school enhancement programme, that does not preclude minor works. A number of those are on track. As indicated, some of those have taken place, and others will happen. Particularly where there is a health and safety issue, that will always try to be addressed in the immediacy, even if a school ends up being successful in a major capital works programme.”
“The problems and some of the pressures that are faced by Carrickfergus Academy are not unique to that school; we have seen it happen with other amalgamated sites. We need to bear that in mind when considering what resources can be put in place, and everyone will need to be cognisant of that as we look into area planning and split-site solutions. Generally speaking, they can only really be a short- to medium-term solution, not a long-term solution.”
“Obviously, there are restrictions on what I can say. The Member has made his point well. Clearly, there are schools throughout Northern Ireland that are very deserving of that level of capital investment, and that will be part of the process. At the meeting, I was also struck by the fact that this will need to be examined in a broader sense. While this was focusing on the capital requirements, I appreciate very much that schools that operate on split sites face particular additional resource difficulties. As we move ahead in any examination of the common funding formula, it is important to see whether those are being properly addressed, notwithstanding the overall problem that there is not enough money in the system as a whole.”
“<BR /> <BR />In the meantime, the school continues to avail itself of minor improvement works, which is another strand of the capital investment strategy. In the last three years, in the region of £74,000 has been spent on minor works across the junior and senior campus sites. Sixteen minor works applications were submitted by the school under the last minor works call in October 2017, and eight of those applications are currently being assessed. If approved, that would bring an additional investment for the school.”
“During my visit to Carrickfergus Academy, I was able to hear at first hand about some of the difficulties that the school has encountered as a result of having to operate on a split site following the amalgamation of Carrickfergus College and Downshire Community School. I can confirm that an application was submitted by the Education Authority on behalf of Carrickfergus Academy under the recent call for major capital projects, which closed on 31 October 2019. As that is still a live process, it would not be appropriate for me to comment further on a new build for Carrickfergus Academy at this time. I do hope, however, to be in a position to make a major capital announcement of schemes to advance in planning in the next couple of months.”
“All the experts say that the more it is contained and delayed, the better the opportunities that gives for hospitals to deal with it and for people to find solutions to the problem. That is the responsible route for everyone, irrespective of whether they are a pupil, a teacher or a parent.”
“In the light of the earlier remonstration from the Principal Deputy Speaker, I am tempted to say that the answer is, "Yes", but, to elaborate, it is important that people follow the correct advice; that they go through the NHS helpline, which is there to provide that information; and that they behave responsibly. There is particular advice for anybody who suspects that they are infected, which is to self-isolate and contact their GP. If somebody has a concern, it will not help if they suddenly rush to a hospital A&E department, because that risks community transfer. <BR /> <BR />At the moment, we are still in the containment phase. At some point, we may move to the delay phase.”
“Certainly, the Department of Education and other Departments in Northern Ireland have asked for maximum powers so that we are not caught on the hop or put in a situation where we have to react to particular circumstances and then find that we do not have the powers to do so. We will adapt our actions depending on circumstances and, again, following that expert advice.”
“The Member makes a couple of points. There is a bank of supply teachers. We will look to see whether any flexibility with regard to non-teaching staff is required and provide support for that. It will reach a point where we need to look at that, depending on how far and wide the virus has spread. There are also opportunities through the EA and C2k for remote learning. We want to have a full gamut of opportunities. That is why it is particularly significant that the Government are putting through legislation centrally that will give Departments a range of powers. Those are powers that, I am sure, a lot of us hope do not have to be exercised.”
“An exceptional closure can take place, for example, when it is felt that, on the advice of the Public Health Agency, it is important to have a deep clean of the school. In the Newtownhamilton case, the advice of the Public Health Agency was to close both the school affected and the adjoining school — the high school and the primary school — until the end of this week to allow a deep clean to be done. None of the pupils is being tested. We will follow that exceptional closure advice or, indeed, any other advice that comes from the Public Health Agency. It is important that there is a health driver. However, I suspect that, as things move on, circumstances will move on as well.”
“We will be very much driven by the medical advice, and sometimes that will be because of the potential threat to students. In the case where it has happened on a temporary basis, there is no indication of community transmission. Indeed, at the moment, the health advice is that none of the cases in Northern Ireland has come by way of community transmission. I want to reassure parents in that case that there is no direct threat to their children; it is important to state that.”
“Again, last night, the position changed for Italy as a whole, and people have been notified about that. <BR /> <BR />The updated Chief Medical Officer advice was included in the email to schools, and I know that a number of schools have taken advantage of the opportunity of a conference call with the Chief Medical Officer and the Public Health Agency. My Department continues to communicate with our education sector by issuing communications, issuing the links and providing the self-isolation advice leaflet to the education sector. I have also made sure that the PHA website link is prominently displayed on the DE website. Given the health implications, there is close cooperation between my Department and the Department of Health, and there are also liaisons with other Education Departments throughout these jurisdictions.”
“Part of that is to ensure that people get the correct advice and get it from a single source. On 27 September, I wrote out to all principals and education sector partners enclosing the link to the PHA website, because it is important that school hygiene advice and health advice comes directly from the PHA. That is being updated as the situation develops, and we have emphasised the importance of monitoring the website regularly. <BR /> <BR />For travel advice, the source is largely the Foreign and Commonwealth Office, and, once there has been a change, we have notified schools as soon as it was practicable. On Sunday evening, for instance, the Foreign and Commonwealth Office took a different approach to northern Italy. People were notified of that before lunchtime yesterday.”
“However, as time moves on, we are living in a fairly exceptional circumstance, and cognisance will be taken of that in any decision. We will look at each individual case, and it might well be that events move on in such a way that there will be a change in approach to exceptional closures.”
“In exceptional circumstances that are entirely outside the control of the school, schools can apply to the Department for a reduction in the number of days they are required to operate; that is known as exceptional closure. Guidance for schools is contained in the Department's circular 2019/13, including details of the online application process developed by Departments to assist schools in this process. On receipt of an application, the Department will decide on a case-by-case basis whether an exceptional closure should be granted. I should emphasise that, whilst the situation regarding coronavirus is changing very quickly, current Public Health Agency (PHA) advice is that schools should remain open unless there is direction to close.”
“In the first few years, there will be years in which the full £50 million will not be able to be spent. Indeed, initially, very little was able to be spent, but, in some subsequent years, much more than £50 million will be needed. We want to make sure that every penny of that is delivered, which is why, with a range of projects going ahead, we believe that we have enough projects to fill that. There is always the opportunity for an additional call if there is a need to absorb any additional money, but we believe from the profiling that there will not be anything particular to spend. We have probably slightly overcommitted to ensure that, if there are any problems, that can at least mean that the full amount will be spent.”
“<BR /> <BR />That led to a level of frustration. Under the confidence and supply arrangement, that was successfully renegotiated, because end-year flexibility created the danger of money being lost, particularly for early-years provision. There is still a little bit of work to do to tie down what is in 'New Decade, New Approach'. The document gives indications that there is still a commitment from the Government to ensure that flexibility. We are still scoping out all the details and working with our colleagues in the Department of Finance, because the nature of capital builds, whenever finance for particular projects is ring-fenced, will at times result in an uneven spread.”
“There will not be any money left over. It is indicated in New Decade, New Approach that flexibility is guaranteed, so we need to tease that out with Treasury. The aim is to spend all of the £500 million. We have projects that are designed to ensure that the money is fully realised. Part of the complication with the spend to date arose out of the initial parameters that Treasury placed on the programme, whereby projects had to come entirely from a fresh call. Any projects previously announced were not able to be funded. Projects had to consist of a full capital programme, and the money could be spent only at the time in which it was allowed to be spent. That is the case with any major capital programme. For example, for a full school build, almost none of the money will be available in the first year. It will probably take a few years.”
“<BR /> <BR />We are in the process of co-designing a programme, and Department of Education officials are engaging with their opposite numbers in the Department of Education and Skills as part of the process. A range of proposals is under consideration for possible inclusion in the programme, including shared education for schools, early years and youth. The programme will also have a cross-border element.”