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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“The consultation on the draft area plan for 2017 to 2020 will run for eight weeks from 5.00 pm today and provides our community with the opportunity to look at education provision differently. Communities have a chance to shape education for current and future generations. Communities will want the best for their children and young people. Communities will ask whether the current provision is strong and sustainable? Is what they have the best for their children and does it equip them for life in the 21st century? If there is any doubt about that, what can be done? Is there a better way? Communities need to ask whether they want a strong educational presence in their community? Do they want certainty for their children and their parents?”
“This will sometimes require difficult decisions to be made, and it will require mature discussions and approaches from everyone involved in education, not just from within the sectors and schools and, indeed, not just within the House. There has to be a mature consideration of this by everyone. I also know that simply doing nothing or doing little is not really an option. We have to focus on how we provide children and young people with access to a quality education and the opportunity to be happy and successful citizens contributing to our economy and community. <BR /> <BR />I have said, and probably rightly so, much of the challenges, but I strongly believe that, with challenge, comes opportunity, and, as a community in Northern Ireland, we cannot afford to miss this opportunity.”
“I expect to see proposals to deal with post-primary schools that are failing to provide a broad and balanced curriculum for pupils in years 8 to 12. It is not acceptable that these pupils are denied opportunities because their schools are too small. I would also expect to see proposals to deal with the issue of small sixth forms. By 2020, no pupil should be in a sixth form with fewer than 100 pupils that cannot offer a full range of courses. These are very big challenges, but they need to be tackled and to be tackled now. <BR /> <BR />I know that changes to schools are emotive and difficult for communities and can lead to lengthy and expensive litigation.”
“<BR /> <BR />While this draft area plan is a new start, I do not think that all issues can be addressed and actions implemented in the three years, given the scale of the challenge, but I know that we need to make a start. We need to start with the issues that are impacting most on children and young people’s educational experience and future prospects, and we need to tackle unsustainable provision in all sectors. Therefore, by the end of the planning period, I expect actions to address the issue of primary pupils being taught in composite classes of more than two year groups. Ideally, I would like to see communities with a vibrant sustainable primary school where each pupil is in a class with a single year group.”
“It sets out the high-level actions needed in all sectors to address the issues over a period of three years from April 2017 to March 2020. The area plan confirms that, in some areas, we have too many school places for the number of children and young people available to fill them; in others, it highlights that there is a sufficient number of places but they are not necessarily in the right place. The challenge that faces almost all local government districts is that we have schools that are too small to adequately provide for their pupils and ensure that they have the opportunity to fulfil their potential. I will say it again: this is something that cannot continue; the status quo is not an option.”
“This draft area plan is different: it is the first regional area plan covering all of Northern Ireland. It is a strategic plan that focuses on the persistent and thorny issues that need to be addressed across Northern Ireland and in each local government district. <BR /> <BR />For the first time, planning will have input from all educational sectors, at all levels, in effect discussing the future shape of provision around the same table, collectively, at the same time. There is no doubt that this will present a major challenge for all our education sectors and must be embraced equally by all sectors to find sustainable solutions, both within and between education sectors. It also takes account of the Programme for Government, community planning and, in particular, the constrained financial position that we are likely to be operating in.”
“The authority has been leading the development of a draft strategic three-year area plan for the primary, post-primary and special education sectors, the text of which, as I already said, will be published at 5 pm today. It has been supported in this work by the Council for Catholic Maintained Schools (CCMS) and the other sectoral support bodies, such as the Northern Ireland Council for Integrated Education (NICIE), Comhairle na Gaelscolaíochta (CnaG), the Controlled Schools Support Council (CSSC), and more recently, at my request, the Governing Bodies Association (GBA), representing the voluntary grammar sector. <BR /> <BR />All sectors have engaged in this process to identify the strategic educational issues facing the primary, post-primary and special education sectors and not simply focusing on their own sector.”
“I am content that the position that we are in has addressed the concerns raised about the previous area planning process and the area plans published by the former education and library boards. Issues such as silo planning, lack of engagement with all sectors, and a failure to clearly communicate the key strategic issues facing our schools are impacting on our children and young people’s educational experience and opportunities. The guidance clearly sets out the roles and responsibilities of the statutory planning authorities and key contributors to the area planning process. <BR /> <BR />I welcome the work undertaken by the Education Authority in its role as the overall statutory planner of education provision.”
“<BR /> <BR />We need to see an accelerated and more dynamic approach to area planning, which is in the best interests of our children and young people, to deliver the Programme for Government outcomes and benefit our economy and society. The sustainable schools policy envisaged a network of schools delivering, where needed, creative and innovative models of provision through collaboration and federation. However, the appetite to demonstrate this has not been evident, and there are opportunities that should not be missed. My officials have been working with all those who have a statutory or advisory role in area planning to develop and embed new area planning governance arrangements.”
“As a result, limited available resources are being spread too thinly in an attempt to ensure that, in small schools, every pupil has access to the curriculum. While this approach protects pupils' educational well-being, in some cases it has, without doubt, propped up schools that otherwise would have been unsustainable. That is not a recent development, and what I am saying to the House today is not entirely new. It is a legacy due to the lack of strategic planning to proactively address the growing problem of too many unsustainable schools. That is something that is not sustainable for the future and cannot continue. I believe that effective area planning is the solution, and I am determined that there will be a renewed focus on strategic planning to ensure sustainable provision across Northern Ireland.”
“However, there is still a significant number of schools that are struggling, for a wide range of reasons, to deliver the best for their pupils. That is particularly evident in the primary sector, and, despite the efforts of teachers, it becomes harder to deliver high-quality education if pupils are taught in composite classes. There are still too many small primary schools with more than two year groups in a single class. <BR /> <BR />Similarly, in post-primary schools, there are challenges in providing the range of subjects needed to offer effective pathways to further education, training or employment for our young people. There are too many schools with too few pupils to generate sufficient funds to deliver the curriculum to an acceptable level. It is a real issue, particularly in schools with very small sixth forms.”
“Pupils should have the best chance to succeed and attain to prepare themselves for life as an adult and contribute to our community. <BR /> <BR />Many of our schools demonstrate these characteristics, and many of our children and young people thrive in them.”
“Schools must deliver a broad and balanced curriculum, offer extensive extracurricular activities, have high-quality pastoral care systems and have the confidence of the communities they serve. <BR /> <BR />In primary schools, pupils should be in a class with no more than two year groups, but, ideally, they should be in single-year-group classes. They should be able to interact with peer groups and have the best chances to prepare for successful transition to post-primary school. In post-primary schools, the curriculum should provide a wide range of pathways to meet the needs and interests of all pupils. Where there is a sixth form, this too should be offering a broad and balanced curriculum and should be sufficient in size to be self-funding.”
“My Department is leading on four supporting indicators focused on improving child development, improving educational outcomes, reducing educational inequality and improving the quality of education. It is my aim that every pupil will have a first-class experience at school and fulfil their potential. Regardless of which sector a pupil is enrolled in, all pupils deserve equality of access to high-quality education. <BR /> <BR />The educational experience of our children and young people is greatly enhanced when they attend schools that are educationally and financially viable. The sustainable schools policy is a framework for assessment of the sustainability of primary and post-primary schools. The six criteria and supporting indicators clearly illustrate what a sustainable educational experience should look like.”
“Mr Deputy Speaker, with your permission I wish to make a statement on 'Schools for the Future: A Policy for Sustainable Schools', known as the sustainable schools policy, and the Education Authority’s draft area plan, which is being launched later today at, I think, around 5.00 pm. <BR /> <BR />My Department’s sustainable schools policy, which is implemented through the area planning process, focuses on providing children and young people with high-quality education that meets their needs and enables them to achieve their full potential. This is entirely in line with our draft Programme for Government and its identified outcome that:”
“I welcome the collective spirit that Mr Allen spoke of, with Government and Opposition working closely together, at least on this issue.”
“As with a lot of things, I have that commitment. To a certain extent, the opportunity to do this as well as possible will be driven by finance and the greatest support that we can get from the Executive as a whole. There is much good innovative practice, and much of what is happening in West Belfast can serve as a role model for what is happening elsewhere, even in sharing practice. <BR /> <BR />I see that time is counting down against me. Overall, in West Belfast, between communities and education sectors, within education sectors and across the board, we have to continue to work collaboratively to share expertise and support teachers and school leaders because school leadership can be absolutely vital. We should all aspire to do that and to raise overall standards of attainment.”
“From that point of view, I am keen to see those developing. As Pat Sheehan said, there are very positive outcomes, and we are seeing collaboration and coordination not only between schools but between educational achievement and the rest of the community. As the proposer of the Adjournment topic realised, it is vital that there is not only buy-in from the community in general but buy-in from parents in particular. It is a considerable advantage when parents have aspirations for their children to try to deliver, which we see in West Belfast. <BR /> <BR />I am keen to support the ongoing work. I intend to work closely with schools, early years, childcare providers, the Youth Service, which sometimes has a Cinderella quality, and educational stakeholders to ensure that we meet the needs and aspirations.”
“There is very good work in both communities on transition, which is an important, sometimes neglected, issue. <BR /> <BR />Mr Humphrey raised the issue of early intervention and how support for that can be provided by way of a new school build. I am glad that the Department has pushed ahead with that. It is clear from the contributions to the debate that this issue goes well beyond the boundaries of West Belfast, even if we have some its sons and daughters contributing. <BR /> <BR />The greater Shankill zone is not the first initiative to have taken place in the area. The interpretation of those directly involved is that the quality is higher when it is focused on the grass roots and driven from there up. The same is true of the West Belfast Partnership Board: it was there that we got the highest level of buy-in.”
“We fund the young enterprise scheme, and I was at a session of Business in the Community last week. I have seen, particularly in West Belfast, very strong linkages between employers and local firms and schools. Recently, I was at the Aisling awards — I thought at one stage that they were going to be called the Ó Muilleoir awards — and the strong commitment seen there was a tremendous example to other communities of buy-in to entrepreneurship. That is also an important issue. <BR /> <BR />I had the opportunity to visit the partnership board before I became Minister. I was a DUP Chair visiting in a private capacity, so the visit had a slight element or quality of Nixon in China. I was incredibly impressed by what was happening there. I have also had the opportunity to visit the children's zone on the Shankill.”
“An active group, concentrating on the Department of Education and the Department of Health, is looking at how we can improve outcomes. That group arose from that Act and other legislation. When the Special Educational Needs Bill was going through, for example, a range of amendments was proposed to try to secure that. <BR /> <BR />There is also — this touches on one of the Member's other main points about entrepreneurship — a strong need, particularly when we look at the curriculum, for work between the Department of Education and the Department for the Economy. We should not have a silo mentality when it comes to schools; we should also look to further education colleges. There is support from the Department for productive relationships between schools and employers.”
“I am certainly happy to look at that issue, even if it is outside my Department. I suspect that the VAT issue may be a result of national decisions that lie outside our control, but I am certainly happy to look at that.”
“Mr Attwood raised the issue of the children and young people's strategy, which we hope to bring forward reasonably soon. That has to be aligned with the PFG. He is right that it is a major challenge for the Executive as a whole because, realistically, if there is to be a step change, it will not be funded directly by the Department of Education; there has to be a wider commitment.”
“Mr McGrath made the very valid point that it is not simply about what happens in the classroom. Mention was made of the levels of educational attainment in West Belfast. There has been an issue of too many in the adult population being without qualifications, and there are two answers to that. First, we need to try to ensure that we do not have that problem with the next generation. Secondly, when looking at further education and intervention work on a multi-departmental basis, you do not simply write off those who do not have qualifications. Intervention is needed there. <BR /> <BR />In West Belfast, £385,000 has been made available to support the full service community network programme, and £340,000 has been awarded to nine childcare settings through the school age childcare grant scheme.”
“There has been specific mention, through the West Belfast Partnership Board, of the focus on Easter examinations on that basis.”
“There have been five nurture awards UK-wide that affect Northern Ireland, and two of the five recipients have been Holy Trinity Primary School and St Joseph's Primary School on Slate Street. Shortly before I became Minister, I was at Slate Street, and Mr McCann was there as well. It was tremendous to see the spirit of pastoral care that has been developed by nurture units. It is about having that level of intervention. <BR /> <BR />The Department has made funding available to early years providers and schools throughout the area, and specific mention has been made of some of the direct interventions in West Belfast. There are a total of 56 schools that currently qualify for extended schools programme funding. Mr McGrath made reference to some of the good work that happens through the breakfast clubs and homework clubs.”
“There is an acceptance that there needs to be that early intervention. <BR /> <BR />Specifically — this is an area in which West Belfast has been a leader — Mr Sheehan mentioned the nurture units. There was a recent evaluation by Queen's University that indicated the high level of success there, not simply for the children going through the nurture units but in a whole-school improvement where it happens. I will look to mainstream that funding and see what expansion can take place. I have given an assurance to the 32 nurture units across Northern Ireland that, until we are in a position to announce any degree of new nurture scheme, their funding is secure. West Belfast has been at the cutting edge there.”
“I am happy to deal with that issue and will come to it in a moment. <BR /> <BR />Mr Attwood raised the issue of early intervention for those who are nought to six. It is undoubtedly the case that the best intervention is where you get early intervention, particularly with the 0-6 strategy. Looking at two priorities for funding in what are difficult times, I say that it is, first, about getting the maximum amount directly to the front-line service in our schools, but allied to that is getting as much protection and, where possible, expansion of funding for early intervention as possible. <BR /> <BR />I have visited both the West Belfast Partnership Board and the Children and Young People Zone in the Shankill. One of the things that very much struck me is the building of work that happens from year zero upwards in both areas.”
“While recent statistics demonstrate a continued upward trend in the performance of school-leavers, there will always be a need to address low performance where there are significant gaps between our most and least deprived pupils. I am totally committed to targeting resources wherever they are needed most. <BR /> <BR />Members sought assurances that we intend to continue funding the projects. It is certainly something I am supportive of, particularly when it comes to the roll-out. That will also be very useful. Looking at some of the Members opposite, I ask that, if there are any good words that they can have with the Finance Minister, their intervention would be appreciated.”
“In all seriousness, though, education can be beneficial to the economy and to the community, but it can be particularly beneficial to the individual. It can be that one great, life-changing experience. <BR />Mr Allen made a very positive contribution, for which I thank him. At one stage, I thought that he was going to warn that, if you did not study hard at school, you were in danger of ending up as an MLA. Maybe that should be a warning across our education system. On a range of issues that Mr Allen raised, there can be good work done across the Chamber. <BR /> <BR />I am determined as much as possible to take action to break the link between social disadvantage and educational underachievement.”
“<BR /> <BR />It is the case that, if we are looking to achieve full potential, evidence of securing that outcome can be particularly challenging where there are areas of high deprivation, particularly, as has been highlighted by Members, in areas such as West Belfast. We also know — it has been highlighted here today — that, where there is appropriate and timely support, positive outcomes can be achieved. I am encouraged by the improvement in attainment of our young people resident in that area and, indeed, across Northern Ireland. As Education Minister for the last four and a half months, I take complete credit for that, rather than in any way suggesting that there was any good work done prior to my appointment.”
“It is right that, while we highlight the issues — a number of Members have highlighted important issues that I hope to address — we take a little time to celebrate the achievements and the efforts of the people who are working on the ground, be it in schools or in the wider community. We should embrace that positive note. <BR /> <BR />Generally speaking, all the contributions were fairly positive. I appreciate that, possibly slightly playing to stereotype, there was something of a call to the barricades by People Before Profit. I am sure that it is glad to know that the solidarity will always be there for People Before Profit on all occasions.”
“I thank Jennifer McCann for bringing the issue to the Floor today. It is an opportunity to discuss educational issues and to highlight the important role that all of us have as a community in ensuring that our children and young people achieve their full potential. As Pat Sheehan indicated, there have been tremendous successes in changing academic achievement, and that is very much to be celebrated. As the proposer of the Adjournment debate also indicated, in addition to the academic successes, it goes beyond that and is about ensuring that children can reach their full potential. <BR /> <BR />I welcome the tone of the debate, which has been positive.”
“There has now been provision in nursery units. Up until a couple of years ago, a very rigid approach was taken to the numbers, and that did not necessarily accommodate the opportunities and pressures that were there. That was changed a couple of years ago, and two nursery units in East Belfast — Knocknagoney Primary School and Dundonald Primary School — have used that process to request temporary flexibility. That led to additional places being approved in each of those settings, although a further place in Knocknagoney was not approved as it was not considered necessary to meet the needs of the area.”
“It is also the case that, following the publication of Learning to Learn, the Department introduced a new procedure to have a greater level of flexibility for a classroom. The level of provision available in the East Belfast constituency also increased recently when a development proposal for additional preschool places at Dundonald Primary School was approved. From September 2016, the number of part-time preschool places at that setting has doubled from 26 to 52.”
“The Department of Education funds the preschool education programme, which aims to ensure that at least one year of preschool education is available to every family that wants it. That provides one year of non-compulsory education and builds on learning and experience. Some 99·9% of target-age children of parents who engaged fully with this year's admissions process were offered a funded place.”
“I assure you that consultation with the widest range of stakeholders and individuals, particularly children and young people from every conceivable background, will continue.”
“It is important that consultation takes place in a wide range of sectors and with children from a wide range of backgrounds. Obviously, as was mentioned, we cannot have the absolutely final position until the strategy is laid. However, while there has not been formal consultation, an informal co-design of the strategy has already taken place between the Department and a wide range of stakeholders. That directly includes children and young people from all backgrounds. It is important that all backgrounds are part of that. We sometimes get hung up on the processes of direct formal consultation — they are important — but, if we can use informal consultation to inform the final strategy, that will hopefully ensure that the final strategy is very much fit for purpose.”
“It is important that any of the strategies that emerge from the Departments align with the overall global position of the Programme for Government.”
“We will be working on the strategy for children and young people. As part of the strategy, we will seek to outline how the Executive will work cooperatively. I am aware of the Children's Services Co-operation Act, and, as regards timescale, the intention is to lay the strategy before the Assembly for scrutiny in the second week of December. I hope that these things will move reasonably quickly. It is important that the strategy aligns with the Programme for Government. Obviously, we are waiting for the final draft of the Programme for Government to ensure that it is aligned. There is a concern that that might lead to a slight delay, but, if it is not possible to meet the December deadline, we will look for the final strategy to be laid in the Assembly early in the new year.”
“It can be made very clear that the power lies with the EA. Interestingly, there are opportunities for Buddy Bear, and a bit of thought needs to be given to this. The Education and Training Inspectorate produced a report on Buddy Bear in 2013. It recommended — no pun intended — a sort of buddy arrangement with Sperrinview Special School to look at structures to establish informal links. While it was not taken up at the time, that is a good opportunity. While Buddy Bear is independent of the system, building stronger links between its provision and what is already in the system will be helpful. I have spoken to my officials to see whether that can be explored. Ultimately, that will require choice for the schools to ensure that we give the maximum help to these very special kids.”
“The Department cannot micromanage that, because placements for children with special needs lie directly with the Education Authority. There will also be a pertinent view from the Health Department and health workers, in particular, on the best way forward for conductive education. It is about trying to get a mix of views to face in the right direction.”
“I am aware of the good work being done by Buddy Bear and have met Brendan McConville on a number of occasions. The issue will be the placement of individual children and what is best for their needs. At times, some Education Authority officers have taken a view on where the best placement was. It is about trying to ensure a mix of children in order to be able to provide the best quality for an individual child <BR /> <BR />In that sense, Buddy Bear is not a formal school in the system, but there is provision, where there has been an educational placement — as has happened at Buddy Bear and other schools that lie outside the formal education process — for funding to follow the event, which is right and proper. We have to ensure that we get the best possible setting for every child.”
“There appears to be a suggestion that no particular concerns have been raised about the planning application. As with any of these things, an attempt was made to ensure that what was put forward was broadly acceptable before it reached that point. The direct involvement is with the Education Authority, and it has informed me that, subject to its internal processes to make funding available and subject to planning permission being granted, it intends to have the works completed by the end of March 2017. We are talking about it being five months away, by the end of this financial year. It will certainly be in place for the next school year.”
“The Member has been very proactive on the issue, and I welcome his involvement. From a practical point of view, it is not an issue that directly involves the Department, but we will monitor the situation to ensure that there is delivery. <BR /> <BR />The Education Authority has informed me that, following discussions with the school's board of governors and Transport NI, a revised planning application was submitted on 27 September. One can never prejudge a planning application, but, if it is accepted, the new, revised scheme, once implemented, will ensure that adequate traffic management systems are in place and, hopefully, that congestion around Tandragee is alleviated.”
“As I said, the specifics of the use of the school, particularly during the summer period, can be looked at. I am sure that, if there is a specific proposal, it can be considered. It may well be that the arrangements for such use will depend on what the board of governors in the school and possibly the Education Authority say.”
“I hope that that is something that can be borne in mind.”
“I will certainly look at any proposals that are bought forward. One of the things that is useful in any new school build is that there is a much greater awareness nowadays of the need for provision outside the normal school hours, not simply for the children who use the school but for the wider community. I am talking in general terms, but I can look at the specific case that the Member has raised. <BR /> <BR />Going back a number of years — maybe 40 or 50 years — there was a tendency for schools, I am tempted to say, to discourage communities from using them. Barriers were put up. One thing that struck me about the new builds that I have been around and those that I have seen in progress is that the thinking is very much about how to make the school accessible beyond simply the classroom hours.”
“I appreciate that this is outside the Member's constituency, but as part of the Strule campus, Arvalee, which was the first one built and was effectively fast-tracked on that basis, is a school specifically for special needs pupils in the broader Omagh area. Some of the provision there is remarkably good. However, I will get back to the Member with details on the individual school that he mentioned.”
“I do not have the detail on that particular new build to hand. We always hope to ensure that any new build occurs as swiftly as possible. We try to ensure that the capital flow happens and that we hit targets. I will get back to the Member on the specifics of the case. It is pertinent because, although all sectors are important when it comes to providing the right facilities, there is a particular onus on us when we are looking at special needs schools. I have had the opportunity to visit a number of schools that are in progress or have been completed for pupils with special needs. <BR /> <BR />Some of the provision is remarkable.”