Michelle McIlveen
Strangford · Democratic Unionist Party · Northern Ireland
“Public confidence depends not only on effective enforcement but on enforcement being exercised fairly and consistently. <BR /> <BR />There is widespread concern across Northern Ireland about the condition of many of our lakes and rivers, and there are a vast number of factors that contribute to water quality challenges.”
“Although we support the overall direction of travel, I think that is appropriate to reflect on the concerns that have been raised and ensure that the legislation is proportionate, practical and capable of delivering its intended outcomes.”
“If we are therefore serious about improving our aquatic environment, every source of pollution must be addressed. New legislative powers are meaningful only if the Department has the resources, the expertise and the personnel necessary to implement them effectively.”
“There is, however, a need for accompanying clear guidance and support and for regulatory consistency and prompt decision-making. Delays, uncertainty and excessive bureaucracy will undoubtedly discourage investment and undermine confidence in the sector.”
“Subordinate legislation should not become a substitute for proper democratic accountability. Consultation and engagement must be undertaken before regulations are introduced, and I cannot overstate the need for stakeholder engagement. <BR /> <BR />I will now talk about the Bill's proposed enforcement powers.”
“The DUP broadly welcomes the Bill. As has been said, it provides an opportunity to modernise legislation that, in some areas, has remained largely unchanged for decades. The Bill strengthens the protection of our fisheries, improves the regulatory framework for aquaculture and enhances the management of our water environment.”
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“While we have expressed various points, perhaps through different lenses, on the group 1 amendments, we must collectively and with integrity take seriously our duty to make good, workable legislation. <BR /> <BR />I have been asked to clarify a number of points that were made. Obviously, the Chair of the Education Committee asked how the Department currently establishes parental preference. The Chair will be aware of the school admissions process. The preferences of parents are established through an analysis of the schools to which they apply. I have tabled amendment No 23, which provides for new clause 5A. That will form part of the group 2 discussion and will be voted on after the group 3 debate. It introduces a duty to ascertain parental preference.”
“<BR /> <BR />The amendments to clause 6 that the OLC has drafted are to clarify that the duties here relating to the wording of the Bill as introduced are for the Department of Education and not for other education bodies. That enables other bodies to deliver the statutory responsibilities that they were established and are funded to deliver without placing a conflicting statutory requirement on them in relation to integrated education. Placing the duty on the Department in clause 6 ensures that integrated education support can be provided appropriately, without such impact on those bodies and sectors. What we must achieve is legal clarity and a Bill that works in its entirety and aligns with existing legislation.”
“<BR /> <BR />We have heard about the need to enable those who do not wish to designate as Protestant or Roman Catholic to see themselves reflected in the admissions process of an integrated school. The amendments to clause 1 that the OLC has drafted provide for those of other religious beliefs and no religious belief to be able to designate as such when they apply to integrated schools. The Bill as introduced and the Bill sponsor's amendments to clause 1 retain wording and provisions that are simply unnecessary. The law is not the place for vagueness, which can open the floodgates to legal challenge and leave our public to pay the costs as a consequence, taking vital and scarce public resources away from our education system.”
“<BR /> <BR />The amendments that I bring forward today have been drafted by drafting experts in the Office of the Legislative Counsel (OLC), and that drafting represents the House's best means of achieving coherent and workable legislation. <BR /> <BR />We have heard throughout the debate about the importance of the intentional nature of an integrated school ethos. I have rehearsed already the Education and Training Inspectorate's view on school ethos and the importance of flexibility in ethos mirroring societal changes. We do not need to restrict the ethos of any school or sector in legislation and tie it to that. The evolution of our Schools of Sanctuary is reflective of the importance of agility of ethos in any school.”
“As Members of the House, we enjoy the great privilege of bringing forward legislation to improve the lives of the people we serve. As a Member of the legislative Assembly for the last 15 years, I have never taken that for granted. I know, and I am sure that you will all agree, that with that privilege comes tremendous responsibility to ensure that the laws that we make are clear, unambiguous and coherent. Any functioning democracy is underpinned by a strong, solid legislative process. The amendments that I seek to move today are underpinned by my desire, as Education Minister, to prevent a situation in which our children and young people and their parents are failed as a result of law that is unclear, and I am genuine in my endeavours in respect of that.”
“If the Member is content, I can come back to him on that specific point and how that might relate to the strategy specifically, depending, of course, on how the Bill is amended and the subsequent clauses that are associated with that. <BR /> <BR />I have concluded my remarks. Thank you.”
“I can only reiterate that shared education is a funded programme that is open to all schools in all sectors. Integrated education is a sector that forms part of the school estate. Both may, of course, support the breaking down of community barriers and the building of good relationships, but so do many other schools from across every sector. <BR /> <BR />Amendment No 71 to clause 13 has been drafted to ensure that the legal definitions in the 1986 Order apply to the provisions of the Bill. That includes parents and children. Who else should an education Bill of any description be about? Again, I urge you to support that amendment. <BR /> <BR />In conclusion, our job today is to piece together a legislative jigsaw that slots together to make workable legislation. Let us rely on the drafting expertise of OLC to ensure that we deliver that.”
“However, the clearest way to ensure that is to look to the drafting that has been provided by OLC. Again, I urge you to support the amendment that I have tabled, which provides clarity and works alongside existing legislation. <BR /> <BR />There is an associated amendment, No 70 to clause 13, which ensures that any references to education bodies only relate to the Department of Education or the Education Authority. If you support that amendment, no conflict of duties will be placed on CCMS, CCEA or, if it becomes operational again, the Youth Council. <BR /> <BR />Amendment No 69, which was tabled by the Chair of the Education Committee, takes out the amendment to the Shared Education Act in clause 12. I support the removal of that amendment as it has no legal impact or benefit.”
“<BR /> <BR />Turning to clause 6, "General duty", the concerns about unintended consequences for bodies such as the Council for Catholic Maintained Schools (CCMS), the Council for the Curriculum, Examinations and Assessment (CCEA), parts of the Education Authority and the Youth Council for Northern Ireland, which is not currently operational, have been well expressed since the Second Stage debate. Placing a statutory duty in relation to integrated education on top of the statutory duties that those bodies were established and are funded to deliver is not good legislation. <BR /> <BR />OLC has drafted an amendment, No 24, that clarifies the duties in clause 6 that relate to the Department of Education. Again, I recognise that amendment Nos 25 and 26 have been tabled to clause 6 and seek to mitigate the conflict-of-duty concern.”
“<BR /> <BR />Other amendments have been tabled to the clause, but, again, in order to achieve legal accuracy, I urge Members to support the OLC-drafted amendments, which would put in legislation that "others" are an explicit part of an integrated school, and vote for amendment Nos 2, 7 and 8 to clause 1. Amendment Nos 61 to 68, which relate to clause 12, bring the definition set out at amendment No 2 into the relevant provisions of the 1989 Order, as advised by OLC. That means that subsections (3)(b) to (3)(e) of clause 1, as introduced, which you will see amendment No 8 takes out, are not needed, because specific articles are amended in clause 12.”
“Again, the wording is unnecessary, legislatively unclear and open to challenge. The Education and Training Inspectorate (ETI) has advised me that, in its view, ethos changes, develops and is modified in line with the unique context of each school and the mix of people who make up the school community at any given time. <BR /> <BR />A definition in the Bill could become restrictive, as it cannot be readily changed to accommodate changes in society. Not placing it in the Bill keeps that work on ethos within the sector's control — for example, through the Northern Ireland Council for Integrated Education's (NICIE) work — which is more appropriate, and, in fact, more educationally sound. I concur with the inspectorate's analysis on that.”
“What school in any sector does not teach children with "different abilities"? <BR /> <BR />The problem with placing this wording in legislation is that it is open to interpretation and challenge. Legal advice has, for example, confirmed that retaining wording about different abilities opens up a challenge to how an integrated post-primary school might operate, even in streaming its classes. Logically, that cannot be the Bill's intention, yet it is the reality of retaining the clause as introduced or as amended by the Bill's sponsor. <BR /> <BR />I turn to ethos, and the Bill sponsor's amendments to clause 1(2) retain wording and provisions that, again, are simply not needed. In defining the ethos of an integrated school, the wording is inconsistent and incongruous with existing legislation.”
“What school in any sector does not provide education for children from all social and economic backgrounds? What exactly is meant by:”
“<BR /> <BR />While I appreciate that the Bill's sponsor also tabled an amendment that, in effect, seeks to clarify that existing schools must go through the transformation process, this relates to integrated status via the procedures that are set out in the 1989 Order. OLC relates the definition of an integrated school to the existing legislation, clarifying what a grant-maintained or controlled integrated school is under the 1986 Order. I consider that the amendment that I tabled is the best guarantee that the Assembly has of achieving absolute legal accuracy. <BR /> <BR />The Bill as introduced and the Bill sponsor's amendments to clause 1 retain words and provisions that are simply not needed. What school in any sector does not provide education for a range of children?”
“<BR /> <BR />The clause 1 amendments that I tabled provide for "those of other religious beliefs" and "those of no religious belief" to be able to designate as such when they apply to integrated schools. That definition is reflected in associated amendments to clause 12, which incorporate this amendment into the range of existing provisions in the 1989 Education Order. It also provides greater clarity in legal terms and addresses concerns expressed by a range of stakeholders throughout the process — concerns that I share — about any school deeming itself to meet the definition of an integrated school. It results in a more straightforward provision that meets the stated needs of the integrated education sector, and it avoids the risk of challenges from other sectors that exists in the clause as introduced.”
“<BR /> <BR />The amendments that OLC has produced, and that I, in my role as Minister of Education for all children, have tabled represent a legally accurate means of delivering the key elements described by stakeholders and the Bill's sponsor as needing to be addressed. <BR /> <BR />I turn to the definition of "integrated education". I have heard the concerns about how the current definition, which is set out in article 64 of the Education Reform (Northern Ireland) Order 1989, does not reflect people other than those from a Protestant or Roman Catholic background or sufficiently support how they designate according to their fundamental beliefs when applying to an integrated school. The OLC has drafted an amendment to address that.”
“I have, however, been left with no alternative but to table amendments to mitigate the significant risks presented by the Bill as it sits. As Education Minister and a Member of this legislative Assembly, I could not stand back and allow law to pass that held the potential to have such far-reaching consequences for not only the here and now but future Education budgets. Today is the opportunity for all of us to demonstrate our support for integrated education that is in line with existing statutory duties and that does not operate to the detriment of other sectors or place unfettered pressure on the public purse.”
“As Minister of Education, I thank the OLC for the hours of scrutiny, days of analysis and weeks of drafting since I was given the necessary Executive approval to instruct them on 21 December 2021, which it has invested in the amendments tabled by me in my role as Minister. <BR /> <BR />I can only urge you to look seriously on the amendments that were drafted for me by the OLC. They represent the Chamber's best chance to make an integrated education Bill that is workable in its entirety and will not drive a coach and horses through the entire education system and the Education budget. <BR /> <BR />It had not been my intention to propose any new legislation relating to one sector of education in advance of the outcome of the independent review.”
“I thank the Member for her intervention. The Office of the Legislative Counsel is the professional drafter of legislation for Departments in Northern Ireland. It is fully objective and separate from any party or specific Department. The professional expertise in drafting law for the entire Executive rests with the OLC. It has no vested interest in policy, and, in this case, educational sectors or school management types. It acts as guardian of the statute book here, and the legislation that it drafts is accurate to the highest degree and legislatively clear, takes account of existing legislation and removes the risk of unintended consequences. Every word is painstakingly pored over to ensure absolute accuracy.”
“The Office of the Legislative Counsel, as you will have heard referenced —”
“However, where was the specific consultation with schools? No one can legitimately argue that the Bill does not have the potential to impact on schools from every sector, whether it intends to or not. Where is the awareness that the educational landscape legitimately might have changed, that new parents and children are now involved in the education system and that views may have changed in the intervening years before the Bill was introduced in June 2021? Certainly, planning structures, relationships and opportunities exist now that were not there in 2016-17. <BR /> <BR />As I said at the Second Stage debate, were I, as an Executive Minister, to present legislation to the Assembly that was based on an outdated consultation exercise that is, in my view, limited in scope, I would rightly expect to be laughed out of the Chamber.”
“We have had the benefit of the expertise of the Office of the Legislative Counsel (OLC) in relation to drafting throughout the Bill's passage. It was regrettable that Executive approval was given only on 21 December, and that presented a significant challenge to the professional drafters over the Christmas period. None of us will have the same level of competence as the OLC, and we should draw from and take seriously the opportunity that OLC drafting presents to emerge from this stage with legislation that is more workable than the legislation with which we started. <BR /> <BR />The Bill sponsor may have stated at the Second Stage debate that her Bill had undergone a 12-week consultation almost six years ago during the 2016-17 mandate in the form of online surveys for adults and children.”
“The Bill as introduced will put education bodies in an impossible position by placing additional duties on them that will create conflict with their existing duties. There is a finite education budget, which is already stretched. No one who votes on the Bill today should be under any illusion that the Bill, if it is not amended appropriately, will put further pressures on that budget.”
“Indeed, how the Bill as a whole would work in practice and the gaps that it contains with regard to its operation alongside existing education law are a major concern. <BR /> <BR />The Bill will not create a level playing field, as has been claimed. To promote or support one sector as defined in the Bill above the others is not acceptable to me as Minister of Education, because I value all sectors equally.”
“<BR /> <BR />Our debate and subsequent vote on the group 1 clauses and amendments will focus on definitions and purpose. The group covers what will be included in clauses 1 and 2, the definition of integrated education and an integrated school, as well as the purpose of integrated education as described by the Bill. It covers amendments that range across clauses 3, 4, 6, 11, 12 and 13, and some of the amendments are more substantial than others. Those clauses cover various issues, and the way in which they have been drafted raises serious concerns. The clauses lack legal clarity. The definitions, if not amended, will be open to misinterpretation and will therefore result in legal challenge.”
“That is the point that I was making at Second Stage. I said that I felt that this was a little presumptuous and that we should wait for the review to conclude. There is an investment in the review of approximately £1·5 million. I understand that that is progressing well and that there has been wide-ranging consultation across all the sectors. Certainly, there is a hope that that report will be made within 18 months. At that point, there will be recommendations that should be acted on as a consequence. I feel that that is the best place to be and where we should be regarding this legislation. Alas, however, we are where we are, and we are now at the Bill's Consideration Stage. If Members are content, I will take them through my amendments and reflect on other comments as we move through each of the groupings.”
“The review will engage and consult fully with the whole education system in a way that no one can suggest that the private Member's Integrated Education Bill has. <BR /> <BR />As Members will appreciate, the Committee's deliberations and the preparation for Consideration Stage, particularly with the tabling of multiple amendments, set against the context of wide-ranging education legislation, mean that what we are considering today is complex. I would appreciate Members' indulgence as I speak through the groupings.”
“I thank the Member for his question. That will become clear as we go through the various aspects of the debate, particularly when we discuss parental preference. <BR /> <BR />At a time when a full and independent review of education backed by the Executive is under way and will examine in a fulsome, objective manner how a single education system might be delivered here, the Integrated Education Bill is not required. At Second Stage, Mr O'Dowd rightly asked why there was a necessity for the Bill. I concur with those sentiments. In my view, the independent review remains the appropriate means to effect meaningful change that can be agreeable across sectoral boundaries. We know that the review will be challenging for everyone, but it should give Members pause for thought when voting on the Bill.”
“The quality of education in our schools is of paramount importance in giving our children and young people the best start in life. It is that quality, rather than sectoral preference, that drives parental preference. I stand for all parents, regardless of their background, and wish to reserve their right to express preferences for their children's education rather than force one sectoral solution. That is my role as Minister of Education.”
“I support the education of our children together. I have stated that throughout the debate and discussion on the Integrated Education Bill. What I do not support is poor legislation. I do not support legislating for one sector at the expense of others, whether intentionally or unintentionally. I absolutely do not support playing party politics with the law that will govern our education system. <BR /> <BR />I am not standing here today grandstanding or seeking headlines; I stand here on behalf of every child and parent in our education system today and for those who will come through our education system in the future. I have never said that the current system is perfect, but it allows children to be educated in accordance with the wishes of their parents.”
“Some parties have presented over-simplistic solutions to complex problems. Instead of grabbing quick headlines, we need to work together across the political divide to support our children to remain safely in school. Our children's futures depend on it.”
“<BR /> <BR />Mr McCrossan raised the issue of other staff members. He may be aware that we have an emergency register for classroom assistants and for cleaning relief responders. The EA has engaged the Premier People recruitment agency to look for catering supervisors and cooks, and that is also progressing. <BR /> <BR />With regard to the childcare temporary closure fund, we are at an advanced stage with our economists in finalising a business case to go to DOF. As soon as I receive approval of that business case, I will announce an extension. Furthermore, with regard to the sustainability fund, we are working with the sector. I have made a bid, and it will reflect the potential need. <BR /> <BR />The reality is that there are no easy solutions to the COVID pandemic, which is endemic, at present, in our society.”
“They largely reflect the 2021 arrangements, which worked smoothly. It is simply utter nonsense to suggest that contingency plans for alternative awarding are not in place, and I want to reassure pupils and parents on that point. All our young people will be enabled to complete their qualifications and progress to the next phase of education, employment or training. <BR /> <BR />A couple of issues were raised throughout the debate with regard to contact tracing. That is still being led by the Department of Health and the PHA. However, the need for PCR tests following a negative lateral flow test (LFT) has changed, and that may require revised messaging by the Department of Health in relation to contact tracing not only for schools but for broader society. I have asked the Health Minister to meet me to discuss track and trace.”
“<BR /> <BR />With regard to examinations, my Department has worked closely with CCEA to make adaptations to GCSE, AS and A-level qualifications to take account of the disruption experienced by students. CCEA, in line with the other UK exams bodies, will ensure that grading in 2022 takes account of the disruption experienced by learners and that they are not disadvantaged due to the pandemic. My Department has also agreed with CCEA contingency measures to facilitate the awarding of qualifications to those who may miss exams due to illness or self-isolation. Should the public health situation change and public examinations have to be cancelled, I have agreed contingencies for alternative awarding arrangements. They can be stood up by CCEA at pace. Detailed contingencies are in place.”
“I hope that that will help you to focus on your core business of teaching and learning during this difficult time. <BR /> <BR />I also reassure you that contingencies are in place for these difficult circumstances. In December, my Department issued updated guidance to schools on remote learning, outlining the circumstances where schools are able to use remote learning and providing clear, step-by-step guidelines on key considerations for school leaders when making that decision. That was enhanced last week through the provision of a range of resource materials on remote learning to further support schools taking that step. For Members' information, 75% of schools that responded to the remote learning survey did not have to use remote learning at all last week and provided full timetables.”
“However, I know that you are weary. You have been at the front line, supporting our children and young people throughout the pandemic for nearly two years. I am committed to reducing the burden on school leaders and teachers. Given the intense staffing pressures and the additional workload associated with performance review and staff development for teacher appraisal, I am pleased to announce that the process will be paused for the current academic year. Inspection also continues to be paused, and I have asked my officials to suspend all arrangements for Key Stage assessment and to relax reporting arrangements to parents. The Education and Training Inspectorate has also postponed all monitoring visits that were scheduled to take place during January.”
“At the beginning of the pandemic, my Department launched a volunteering scheme to support our schools in providing educational supervision for vulnerable children and children of key workers. The scheme was very successful, with over 1,000 volunteers coming forward. The volunteering scheme is a further contingency to be deployed if necessary, and my officials are currently refreshing the database. <BR /> <BR />I will now speak directly to our school leaders and teachers and pay tribute to their leadership and professionalism in these testing times. Never before has our education system witnessed such disruption, with two periods of extended school closure, the cancellation of public exams and the need to develop new ways of teaching our young people remotely. Your work and that of your school staff have been outstanding.”
“Nonetheless, in recognition of the pressures that schools now face, it is proposed that, if students are willing and if school principals assess it to be appropriate, final-year students might operate for extended periods in any day without direct supervision. That approach will potentially see up to 550 existing teachers released from supervisory roles and able to be redeployed in their school. There are issues, including insurance indemnity, to be addressed before that new arrangement can be implemented, and I hope to be able to confirm that enhanced flexibility within the next few days. <BR /> <BR />My Department is monitoring the staffing situation in schools closely. We have put in place a daily staffing survey and a weekly survey on remote learning to provide the necessary information.”
“I do not know where claims of desk jobs have come from. Teachers in the EA, the CCMS and other support organisations are the COVID-19 link officers providing vital front-line support to our school leaders. <BR /> <BR />My Department has also explored with the higher education institutions and the student representative bodies whether final-year student teachers could be deployed as substitute teachers and classroom assistants. The majority of student teachers are already scheduled to undertake school placements between now and early April. In normal circumstances, students must be supervised by a qualified teacher throughout their placement.”
“<BR /> <BR />My Department is also exploring whether qualified teachers who work in the wider education sector could provide additional teaching capacity. Education sectoral bodies have been asked to identify qualified teaching staff in their organisation who could be deployed in the short term to support schools that have acute staffing pressures, and I expect that information to be provided in the coming days. We again have to focus on the realities of the situation, however. Qualified teaching staff working in those organisations do important work in meeting statutory responsibilities and supporting schools and individual pupils, including pupils with special educational needs. We therefore need to balance the benefits of redeployment to schools against any detrimental impact on the support provided to vulnerable pupils and schools.”
“Before Christmas, I wrote to recently retired teachers and appealed to them to consider returning to teaching in the short term. Over 100 retired teachers have responded to date by registering on the Northern Ireland substitute teacher register. Part-time teaching and non-teaching staff have also been making themselves available for additional days and hours in order to address the staffing pressures in schools. I wrote to schools this morning to notify them that substitute teachers who are currently being used to deliver the Engage II programme can be allowed to cover staff absences in their school in order to maintain face-to-face teaching, if other options to get substitute cover have been exhausted.”
“I now turn to school staffing. I share the concerns voiced by a number of Members about the staffing pressures that schools are experiencing and about the likelihood that those pressures will intensify. I fully recognise the disruption that they cause many schools and families. Some schools have had to move some pupils to remote learning for a short period. We must recognise that it is a difficult issue and one that many businesses and employers across Northern Ireland also face. We have to be realistic and recognise that there is no ready and easy solution to staffing shortages in schools. There is no magic tap of teachers and other staff to turn on, so, as part of my strategic approach to addressing the omicron impact, my officials have worked with the EA and the CCMS to put in place contingency actions.”
“That includes £1 million to replace old and defective windows, and £1 million for CO2 monitors. To date, 11,500 monitors have been deployed alongside detailed guidance on their use, and a further 5,000 are due for delivery. We have ordered an initial 100 air filtration units, which can be deployed quickly to where they are needed. If a room is identified as having a low level of ventilation, schools should contact the EA maintenance help desk, and a maintenance officer will attend the school within 24 hours. Since CO2 monitors were delivered to schools before Christmas, the EA maintenance help desk has received 19 calls from schools seeking assistance on ventilation. The EA has attended 16 schools to assess the situation and arrange for any remedial works to be undertaken, including, where appropriate, use of an air cleaning unit.”
“This is a highly technical area. I have, therefore, written to the Health Minister to ask for the Chief Scientific Adviser's views on the merits of air cleaners, in particular HEPA filters. to prevent COVID-19. The University of Leeds is leading a Government-funded trial of the use of air cleaning technologies in school settings. My Department will consider its findings, along with any advice from the Chief Scientific Adviser and SAGE, in taking evidence-based decisions on the wider installation of air filtration units in classrooms. <BR /> <BR />I recognise that ventilation is an issue of concern to schools. Much of our schools estate requires urgent capital investment. As an interim measure, I am investing over £2 million this year on ventilation works.”
“I must stress at this point that the scientific evidence regarding the effectiveness of air cleaners is inconclusive. SAGE has also recommended:”
“The UK Government's Scientific Advisory Group for Emergencies (SAGE) has concluded:”
“I turn to the issue of ventilation and air filtration devices referenced in the motion. All the scientific and public health advice stresses natural ventilation. Nothing is more effective than opening windows and doors. My Department's COVID guidance provides schools with detailed advice on managing ventilation. The motion portrays air filters as the magic solution to ending COVID transmission in schools. That is over-simplistic and in no way reflects the complexity of the issue. At a conservative estimate, it would cost around £40 million to install them across 20,000 classrooms. If the evidence supports such investment, I will have no hesitation in bidding to the Executive and the Minister of Finance for such funds. However, I will not move ahead of the evidence and spend public money recklessly. We must follow the science.”
“I reiterate to the Assembly that the Department of Health has made no recommendations to the Executive to introduce further mitigations or restrictions in education settings. Indeed, at the Health Committee last week, the Chief Medical Officer advised:”
“<BR /> <BR />Our measures to reduce transmission in schools mirror those across wider society. They include good hand hygiene; good natural ventilation; a twice-weekly asymptomatic testing programme; use of face coverings in post-primary schools; consistent groups where possible; vaccination for all staff, and pupils aged 12 and over; provision of CO2 monitors; and reducing contacts. No single measure is the magic bullet but this range of mitigations works collectively to reduce risk as much as possible. <BR /> <BR />Unlike other jurisdictions, throughout the autumn term, we kept in place mitigations such as face coverings, one-way systems and consistent groups. As we have throughout the pandemic, we will respond immediately to any changes in public health advice.”
“<BR /> <BR />My Department and I are guided at all times by the advice of the Department of Health and the Public Health Agency. Before the beginning of term, we put in place our COVID guidance framework, which was developed in close conjunction with the Department of Health, the Public Health Agency and school practitioners. It is a framework for living with COVID: to reduce risk whilst enabling schools to function as fully as possible in order to provide high-quality education to our children and young people. It is also a framework that empowers school leaders to make the right decisions for their school community and their own unique context. They are best placed to identify how their school can operate effectively, supported and advised by the EA, CCMS and COVID-19 link officers.”