Peter Weir
Strangford · Ulster Unionist Party · Northern Ireland
“Funding was secured for that scheme, and we have been able to take further steps on it. As highlighted by my colleague Diane Dodds, we have seen my successor, the current Minister, be able to implement it at the beginning of September 2021 and funding be made available for it.”
“One of the great fears — I saw it particularly, as Education Minister, from the point of view of children and the domestic setting between partners — was what was going to happen in families when the doors closed and the locks went on. What was happening behind closed doors?”
“There is another significant element of the Bill. I have spoken about it in the Chamber on a couple of occasions. There is always a slight danger that we, as legislators, see legislation as being the end of a process and think that we can pack it away, put it on the shelf and forget about the problem because it has been solved.”
“I welcome the passage of the Bill's Final Stage and commend all the campaigners who have pressed so hard for it and the Bill sponsor. For Pat Catney, hearing some of the tributes must be like hearing eulogies at your funeral, without having to go through the indignity of dying, which is always a double advantage.”
“As highlighted by a number of Members, the impact of period poverty, though not confined to it, has been particularly acute in young women's education. We know that the impact can lead to the missing of education and constraints within education, and that it does so in a disproportionate way.”
“I support the Bill's Final Stage, and I commend the Bill's sponsor for introducing it. I thank the Minister and the Department for the positive attitude that they have taken towards it.”
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“I always like to be the Minister for good news. Unfortunately, it does not always work out that way. I am working on the situation, and I hope to be in a position in the near future to be able to give some level of additional support to schools from within the budget. People have always got to remember that any money going to schools from within the budget is being cut elsewhere. We have to make sure we do not have our cake and eat it. The prioritisation of trying to retain as many jobs as possible will also be a key focus as we move ahead. I hope to be able to say something in the near future on that issue.”
“The common funding formula, and associated formula funding arrangements, are kept under constant review. There was a previous independent review in 2013. I want to try to ensure particularly, as I mentioned earlier, that there may be a little more flexibility on the capital side, but there is no doubt that anybody in education, particularly in schools, will tell you that resource funding is very tight at the moment. What I want to do is to examine the common funding formula to make sure that it is fit for purpose — that, where money is actually happening, it is going the right way and getting the maximum advantage. I will be keeping it under review to try to ensure that the best possible support is given to schools across the board.”
“There is always the possibility of some bolt out of the sky in terms of funding. I want to make sure that whatever announcements are made, even if it means taking a little bit more time and be it either capital or resources, are then stood over. The one thing we want to avoid, as much as possible, is uncertainty. If there is a particular problem of area learning communities receiving their money late or having to claim it back retrospectively, I will be very happy to look into it and see how we can move that forward for 2017-18.”
“For example, we have a situation now where £85 million is spent on classroom assistants. That is spent directly in classrooms, but it does not appear in the line for the aggregated schools budget. We have to make sure that, when we talk about levels of school spend and school autonomy, we are talking on a similar basis.”
“I have every confidence. The Member will realise that the distribution of funding cannot simply happen overnight; it needs to be carefully thought through. In Northern Ireland we have about 1·8 million people. We have to look at where there are direct economies of scale but give that opportunity to schools to spend a greater percentage of their budget. The direction of travel for the percentage of the overall education budget and what can be directly spent by schools will be upwards while I am Minister. <BR /> <BR />To be fair, we also have to realise that sometimes, when we compare Northern Ireland with England, for example, there is a very different school system in England that has evolved over many years. Also, to some extent — this is true of almost any form of statistics — you are not always absolutely comparing like with like.”
“I will give priority to schools funding in future budget allocations, and I will continue to argue in the Executive, within the constraints of the overall Northern Ireland Budget, for additional funding for schools where possible.”
“Classroom assistants and home-to-school transport are not paid for through the aggregated schools budget, and those are fairly substantial funds. <BR /> <BR />While adding that caveat, it is my intention, as Education Minister, to give greater freedom and autonomy to schools over how they spend their budget. I want to do that in a considered way to see how we can get a level of advantage to have that greater level of autonomy, so, over the next few months, I will give that some consideration. <BR /> <BR />I believe that there are a lot of things that are very worthy in education, but I regard the front-line delivery in schools, if you like, as the key priority.”
“The percentage of the 2016-17 education budget currently allocated to the aggregated schools budget is just over 60%. It has slightly moved up proportionately, I think, because of some of the other reductions. When one is quoting any government statistics, there is always a slight degree of caveat to be added to that. On top of the 60% that is in the aggregated schools budget, around an additional 12% of the overall 2016-17 budget is allocated to schools from centre budgets held by the Education Authority, with a further 13% attributable to services to them. So, about 85% goes directly into some form of schools' budgets funding. For example, all special schools are paid for directly out of the block grant that comes to the Education Authority.”
“I would hope to see that there is no bias at all in any of the decisions that I will make. Whereas I cannot be specific over the amounts of capital build that will happen and the new calls, I will make sure that all capital calls are entirely on a fair and objective basis and all sectors are treated equally in that regard. The merits of the build will be the significant key factor and the contribution to getting the best value for the public sector. That will apply irrespective of the sector that it applies to.”
“I will try to make sure that all sectors are treated fairly.”
“It is important, particularly as we are in straitened financial circumstances, that we have a clear sense of fairness and equality across all sectors, particularly when it comes to capital build, to ensure that we get the best value. In some cases, that will mean that a new capital build may not be the most appropriate option and we may look at existing resources, particularly as we move towards sharing and getting the maximum return for that. There are statutory duties in place for Irish-medium and integrated education, and I will fulfil those while trying to be as fair as possible to all sectors. Where there is any form of perceived bias in the system and people see schools being treated differently, that can create concern. Sometimes that is justified, and sometimes it is not.”
“However, we want to make as much investment as possible in the schools estate and to do so in the most efficient way possible, which means that every project will be carefully scrutinised.”
“I will be looking at new build projects across the board. On capital announcements, I have already indicated that I see the Dickson plan continuing and being secure in that regard. I want first to ensure that, whatever we do, we get the best possible value for public money. In many cases, that will involve new build; in other cases, it may well be looking at what can best be delivered on the ground, sometimes through sharing. At the moment, while I anticipate that financing for the capital side of things may be a little easier over the next few years, compared with the resource side, no determination has yet been made about the ongoing budget, so I am not in a position to make any announcements today, for instance, on new capital build.”
“I will treat everybody entirely on the merits of their proposals. Obviously, a capital build is in a different situation from a development proposal, but I will treat each development proposal on its own merits. Legally, that is how things have to happen anyway, so I will try to make decisions on that basis. I do not think any sector has anything to either look forward to or fear. I see that I have excited some level of interest in different sectors at times, but I will try and treat every development proposal on its own merits.”
“These significant developments will enable the progression of the scheme to the next stage of procuring an integrated consultation team to take the project forward to design and beyond.”
“Gaelscoil Uí Dhochartaigh — that is, I think, the correct pronunciation; if I am getting nodding approval from Barry McElduff, I know that I have either done something very right or very wrong — was one of the 18 major capital investment programmes that were included in the Department’s January 2013 announcement. Since that time, protracted work has been undertaken to identify and assess the technical feasibility of suitable sites for the school in the Strabane area. <BR /> <BR />A business case outlining estimated expenditure of £3·35 million on the project to provide a new seven-classroom school and nursery unit was approved earlier this year, and I am pleased to advise that a site has now also been secured at Strahans Road and the purchase has taken place.”
“Ownership does not lie with the controlled sector support body. In the same way, the ownership of sites outside of the EA lies not with CCMS, for instance, but with the trustees. To move things forward, we want to ensure that there is buy-in from as wide a section of the community as possible. That involves the various sectors. It also directly involves local representatives on Fermanagh and Omagh District Council on a cross-party basis and all of the relevant government agencies.”
“From that point of view, we are looking at members who represent all the different sectors. I think it is important that we see buy-in, and the controlled sector has an important role to play in that.”
“Most importantly, we are starting to see boots on the ground and pure delivery. Indeed, I think that what we will see in Omagh will become a shining example of the efficient use of public resources and will be something that will embrace sharing. It is work in progress and I appreciate that we have not reached that point as fast as we should have done but it is something that will need to be encompassed as part of the wider and final Programme for Government whenever it eventually emerges.”
“I could go through the historical reasons for that but, from a practical point of view, you mentioned the Programme for Government. Obviously, the Member is aware that we are still at the draft stage of the Programme for Government; nothing is actually written in stone. We want to attach targets and delivery to that. It is fair to say that we have seen significant progress in shared education and integrated education through the capital availability of the Fresh Start money and through the amount of support that has been given to shared education by the shared education programmes that are being funded, for example not just by the Department of Education but by the Executive Office and through Atlantic Philanthropies. Construction does take a reasonable length of time.”
“The group will be made up of representatives including the owners of the sites and people from Fermanagh and Omagh District Council and the relevant government agencies. We are conscious that, while we have a very exciting project at Strule, we also want to make sure that the best possible use is made of the available land because that can also create economic regeneration for the wider community. That is something that all of us would embrace and move forward on in partnership.”
“The existing local sites have different ownership arrangements. For instance, three of the sites belong to the Education Authority (EA) and the remaining three are owned by individual voluntary trust groupings. My Department has arrangements in place for the disposal of school sites that are owned by the EA in line with the guidance for disposal of public assets in Northern Ireland. Disposal of the other sites will be a matter for trustees. However, I am acutely aware and take on board what the Member has said. The future use of these sites is of strategic importance, particularly to the wider economic development of Omagh town and the surrounding areas. Therefore, I am in the process of establishing a working group to examine the issues ahead of 2020.”
“<BR /> <BR />All future contracts associated with the development will be advertised and promoted through the normal channels and that will facilitate contractors and businesses to consider the opportunities afforded. Furthermore, further contracts will be adopting the bi-social principles which are supported by the commitment to include social clauses in public procurement. The construction supply chain and community engagement will be facilitated through a range of activities such as "meet the buyer" events. We are trying to encompass the whole community and provide opportunities for local people to be directly involved.”
“I think that it is the case. I welcome the fact that I pre-empted the Member. In future, I will try not to give as much information in my initial answer. I think the programme itself creates significant opportunities for the construction industry and the business and community sectors. For instance, the contract for phase 1, which was the construction of Arvalee School and Resource Centre, was awarded to Woodvale Construction Ltd, an Omagh-based contractor. As a friend of mine would say, "Every day is a school day." Until I went down there, I assumed that it was a firm from north-west Belfast but it is an Omagh-based contractor. The contract was completed in mid-August 2016 and has provided employment and subcontracting opportunities for businesses in the Omagh area as well as a range of social returns and bespoke local community events.”
“<BR /> <BR />The Department is working with Transport NI to progress the Strathroy link road project, which is a key element of the campus traffic management solution. The procurement process for the contractor is under way, with construction work scheduled to commence early next year. Further traffic management measures will be required at the Gortin Road side of the site, and public consultation has commenced. The Department submitted detailed information on a range of reserved matters to the local planning authority, Fermanagh and Omagh District Council, in July. A memorandum of agreement, setting out arrangements for ownership, governance and management of the campus, has been agreed with managing authorities, and work has started to develop an education model and funding arrangements for the campus.”
“The Department is making significant progress on the delivery of the campus, which remains on track for its planned opening in September 2020. The construction of the first school on site, Arvalee School and Resource Centre, was completed in the summer, with the school opening on 6 September. Site-wide demolition has also been completed. Designs for the other five schools and facilities will reach the detailed design stage this autumn. The procurement of an integrated supply team to further develop and construct the campus will begin later this year. In my first week as Minister, I had the opportunity to see the site in Omagh for myself, and I saw the progress and the design work that was going on. At that stage, I was able to view the still slightly incomplete Arvalee, but it was very close to completion. I will visit the site tomorrow.”
“I mentioned that only the Assembly has been directly informed of the detail of the final decision. Obviously, we took soundings to make sure that we would not run into difficulties with Ofqual or other examining bodies. Ofqual has confirmed that it has no particular issues with the proposals and is relaxed about them. CCEA is happy to implement the proposals. The awarding bodies in England have indicated that, on the basis of these proposals, they will remain in, or come back to, the Northern Ireland market. All the regulatory and qualification bodies are content with what is there.”
“With respect, I have tried to deal with that issue already. The statement is on GCSE qualifications. I appreciate the point that the Member has made, but I can answer only those questions that relate to the statement.”
“I understand that very few pupils in Northern Ireland do English through one of the English boards, and a relatively limited number do the maths course through English boards, so there will be very little impact on year 11 pupils and none on the current year 12.”
“As I said, there are no implications for pupils currently in year 12. They are due to receive their grades over the summer. Irrespective of the awarding organisation, they will be graded on the basis of letters. Pupils finishing year 11 have completed their first year of GCSE courses, and, for those studying for English board exams, the two subjects affected are English and maths. My understanding is that a minimal number of pupils will be involved. The position taken by the English boards is that they are phasing this in over three years. An English board offering history, for instance, for 2017, will offer a letter; for maths or English, it will be a number. They will then switch most of their subjects to numerical grading and complete that process in 2019.”
“I commend the Member for levering in that other subject. This is a bit tangential, but, on a broader level, in the same way as we have taken a child-centred approach to GCSEs, I am keen to support a child-centred approach to education as a whole. I want maximum availability of provision for pupils of whatever age across the board. The very major constraint that all of us face, in the Executive as a whole and in education, is the issue of resources. I simply say that, on the extension of resources, any persuasion that she is able to bring to bear on the honourable Member for South Belfast to provide more money to the Department of Education would be greatly appreciated.”
“However, that will be done today, and schools will, therefore, know what the position is before the end of term.”
“It is important that the message gets out. I suspect that it is reasonably well known, but, to be certain, my school — sorry — my Department is writing to all schools today about the decision on grading — there was maybe a slight Freudian slip there — and its impact on availability so that schools are completely informed. <BR /> <BR />Consultation was mentioned. As for communication, the first to be notified of my final decision — I am sure that the Speaker would admonish me otherwise — has been the House — indeed the Chair — because it is important to give Members priority. I could, at the end of last week, have written to schools to let them know what was happening, but it is important that the first to learn about this is the Chamber.”
“The same can apply here, and if, in one year's time or two years' time, employers in other parts of the United Kingdom treat a grade 5 as the minimum qualification for employment, it may well be that quite a few employers in Northern Ireland simply adopt a position. Therefore, we are keeping people in step with developments from the point of view of their employability both inside and outside Northern Ireland.”
“It is important that there is proper communication with people. Do not forget that, had we simply moved to a 9-to-1 system, there would also have been confusion — different confusion, but confusion nonetheless. The Department has produced a grid — I cannot lay my hands on it — showing everything clearly. It might be described as idiot-proof; I was just about able to grasp it, so it passed the test on that basis. <BR /> <BR />The key element, particularly for employment, is minimum grades. If we have a situation where, nationally, a grade 5, instead of being the cut-off point in terms of level 2 is regarded as the minimum requirement for a job, aligning a new C* with that will mean that there is no disadvantage and that it is clearly understood by employers over there.”
“I think that, from that point of view, schools, generally speaking, will be happy with the decision. Clearly, we will inform schools on that basis to ensure that they are brought up to speed. Do not forget that this is ultimately about the position of schools and giving them the flexibility of choice. No one is suggesting that schools have to take the AQA, OCR or Pearson route, although a number of schools use them at present; they represent about a quarter of the market. Schools will make individual choices; it is about giving them flexibility. There is no imposition on schools in that sense — quite the reverse.”
“With respect, the IME issue is a separate issue in terms of funding. As I indicated, there has maybe been a little bit of misinformation in relation to that, because it was not a question of money being cut. It was the fact that money had not been provided externally to the Department in connection with that, so the money was never there in the first place. <BR /> <BR />Communication is always important. Steps will be taken to ensure that schools are notified. The Member will realise that, in trying to sort out this problem, we have had considerable feedback on earlier decisions from schools, many of which want it sorted. I have been trying to give certainty on the issue, and the reason why it has happened as quickly as it has is that I wanted to give schools a level of certainty before the end of the school term.”
“Similarly, national employers may well look in years to come at the issue of a grade 5 as being the minimum qualification required to obtain a job. The development of the C* allows that direct comparability. <BR /> <BR />On the issue of portability and comparability, it is also important to note what has been retained. By anchoring the bottom of the C to the grade 4 as the minimum point for level 2 qualification, that is internationally recognised and means that from an international perspective, and indeed a national perspective, pupils in Northern Ireland will not be disadvantaged on that front either.”
“One of the biggest issues for schools is the open market, but for individual pupils, parents and teachers quite often comparability and portability will be key. Sometimes, this may be more a perception than a frequent reality but there will be a concern that if there is not that comparability and portability, an individual pupil will be adversely affected in entry to the jobs market or in qualification. <BR /> <BR />The two key changes, plus the affirmation of another situation, will ensure that comparability and portability. First of all, the recalibrated A+ will mean that there is parity with grade 9, which may well mean that in some cases where there is a final decision to be taken at university on a high-specification course that requires high qualifications, that person can be guaranteed not to be disadvantaged.”
“<BR /> <BR />I was trying to address specific concerns that relate to potential acceptance into universities and acceptance in the wider context of the job market, but also the real pressure that came from schools. They said that they would have to change their specifications and develop new exam courses, so it is about giving that level of choice to people. This is a practical solution to be able to provide that choice while retaining the many good aspects of our curriculum and qualifications system in Northern Ireland.”
“I thank the Member for his comments. I know that this is not directly related to the statement, but I assure him that all schools will be treated on an equal basis moving forward. While there are legal issues in relation to the former issue, it is not a case of money being withdrawn. Just to clarify, money was sought that was not there, then money was not given to the Department on that basis, so it was not a case of money that was agreed and then cut. <BR /> <BR />The Member talks about the evolution of the system. As a good DUP man, I would not be the biggest fan of evolution. Taking the issue seriously, why was there a need for a degree of change? Broadly speaking, the overall qualifications system within Northern Ireland has worked well, so I was not looking for revolution. Keeping the bulk of the system is the right way of doing it.”
“The case is similar for the A* grade, which will, in particular, impact on high-level results. That is the change that needs to be made, and that is what will bring things into line. I think that, while there is no perfect solution, this is the best solution that can be offered.”
“I think that some aspects of the changes in England would not be to the advantage of some of our pupils here. <BR /> <BR />If you simply shift over to grades 9 to 1, you are still left with the position of people, particularly when it comes to the job market, trying to compare different qualifications at different levels. For example, it would mean that, in the case of somebody who had graduated with grades 9 to 1 and was competing with somebody who had qualified under the old alphabetical system, an employer would be making judgements between letters and numbers. Whatever you do, there will be a level of disjoint. The important thing is the alignment of the C* grade with grade 5, which is what will be recognised across the water as being the benchmark. You then create direct comparability and portability.”
“I think that the Member raised at the Committee that the key issues for individuals are comparability and portability, and she is right. Members have to realise that it is not simply a case of shifting to the numerical grade 9 to grade 1 system. The English changes that were made went well beyond simply grade 9 to grade 1 and created a new system that involves a removal of modularisation. It removed practical classes, and it moved the shift away from skills base in terms of examination results. If you are going to change to the numerical system, a number of years' worth of work will be required. Indeed, even in England, they are phasing the implementation of this in over a three-year period, so it is not something that could be done even if it were desirable.”
“The practice is little different from what happens now with the mixture of qualifications that school-leavers can get at level 2 with GCSEs, BTEC, level-2 certificates and diplomas, which are expressed in different ways. I am pleased to inform Members that, in light of my decision, AQA, OCR and Pearson exam bodies have confirmed to the Department in writing that they will make their GCSE specifications available here again with immediate effect. They have, in effect, reversed their decision. <BR /> <BR />In conclusion, I am satisfied that this revision of policy preserves the best in our existing qualifications system while opening up the opportunity for our young people to access a wider range of subject specifications. It addresses the challenges of comparability and portability to the overall benefit of our learners and the economy.”
“Specifically, it shall remain the case that the assessment of speaking and listening, on which the House may sometimes fall short on assessment, must be included and contribute towards the overall grade in the award of GCSE English Language. Also, consistent with the policy at A level, the assessment of practical skills must be included and contribute towards the overall grade in the award of GCSE sciences. <BR /> <BR />By reopening the market in this way, our learners will be able to access GCSE courses leading to alphabetical and numerical grades. Depending on the decisions of schools, some young people will leave school with a record of attainment that consists of a mixture of letters and numbers.”
“On the issue of the examination market, this includes choosing alternative specifications to those offered by CCEA in certain subjects as well as having access to a range of specifications that CCEA does not offer. Rather than restrict schools in their choice, they should have a wider range of GCSEs to choose from, including those in England under the recent reforms, which range from grade 9 to grade 1. I have therefore decided to lift the current restriction on the accreditation of those GCSEs. There are a small number of curriculum-based exceptions to the reopening of the market and they reflect continuity with the statutory curriculum in Northern Ireland and the views of key stakeholders, including educationalists and the business community.”
“This new grade, C*, will provide additional information on the level of attainment.”
“That will not only restore the distinction of the A* as a mark of outstanding achievement but will restore the value of the grade A as a high-level achievement within the reach of our most able learners. <BR /> <BR />Secondly, in England, it has been decided that grade 5 shall be the benchmark performance measure for attainment at Key Stage 4. That grade is higher than grade C, which marks the boundary of the level-2 qualification in all GCSEs. That achievement is a core element of the Programme for Government (PFG) framework. Linking in at level-2 qualification as a bottom point is also an internationally recognised comparison. In order not to disadvantage our young people because of the changes at grade 5, CCEA will, additionally, be asked to identify a new reference point on the grading scale to equate to grade 5.”
“The new grading system in England is to be anchored to the alphabetical grades at two points: the bottom of grade 4 will be anchored to the bottom of grade C, and the bottom of grade 7 will be anchored to the bottom of grade A. Those shall provide the necessary points of reference. <BR /> <BR />I propose that the alphabetical grading of CCEA’s GCSEs will remain consistent with the alphabetical grading in the past, with two exceptions. First, in order to ensure that our highest achievers can demonstrate comparable excellence with their contemporaries in England, CCEA will realign the A* to reflect the level of attainment at grade 9 in the nine to one GCSEs.”