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.”
The complete record
Every one of 2,597 lines we hold for Michelle McIlveen, in date order, each linked to its source. Free to read, in full, without an account. Page 22 of 52.
“<BR /> <BR />Very early on, before the summer break, we made announcements to take account of the potential for disruptions to exams this year. Learners will be permitted to omit units of assessment, which will reduce the overall assessment. We have put in place other mitigations and methods of assistance, particularly for GCSE maths. An Engage programme focused on that. We are keeping an eye on what is going on. Any further contingency arrangements that are required will be put in place.”
“I thank the Member for her question. My priority is for examinations to take place in this academic year. I am very mindful that A-level students are going into their first public examinations, as they did not have the experience of GCSEs or ASs. That, in itself, means that it is an incredibly anxious for them, never mind the challenges that there are as COVID is still with us. <BR /> <BR />A series of exams ran between 22 November and 2 December. CCEA will look at some of the data coming back from schools on young people who missed those examinations, and will be able to see the reasons why they did not turn up. There will be options to take those modules again later in the year, particularly in February and during the summer series. We will work alongside schools to assist pupils who missed exams at this point in the year.”
“I have looked at other suggested options to see if we could enhance the register. We have looked at the options of student teachers, retired teachers, staff in the Education and Training Inspectorate and the EA, and volunteers. Last year, the Department put out a call for volunteers who could supervise in schools, and there were 1,000 applicants. In fact, I applied to do holiday cover if it was required. We have been looking at various options. Some of the options are a bit more limited, particularly that of student teachers, who have had their own training disrupted or may already be in workplaces. The flexibility to second them is a challenge.”
“I thank the Member for her question. The employing authorities are working closely with schools to address that issue. The Northern Ireland Substitute Teacher Register (NISTR) has between 7,000 and 8,000 teachers registered. However, there are challenges in that maybe 3,000 of them are on longer-term or temporary contracts. It is incumbent on schools and the supply teacher to ensure that NISTR is notified if they are in employment, because it creates a challenge for principals when they have to sit at the last minute ringing around 70 to 100 individuals to see whether they are available to come into their schools. <BR /> <BR />As I said in a previous response, in the EA's emergency resourcing team, a designated named officer for human resources works closely with schools to try to address the issue.”
“I draw attention to the fact that although the EA has 10,000 CO2 monitors, only 45 schools have requested them and only 400 have been distributed. I encourage schools that need the monitors to put in a request, because we do have them.”
“I thank the Member for her question. As she is aware, my Department secured £2 million in the October monitoring round for the purchase of CO2 monitors and other ventilation works. I have had conversations with my officials and the EA about filtration units. They are assessing each school as the request comes in. While opinion is divided as to whether those units do what they say they do, the focus will probably primarily be on those rooms that do not have windows. On my visits to schools, I have witnessed more and more storerooms being used as classrooms, particularly for the Engage programme and for counselling, and so on. There are many more rooms that may require something like those units. However, EA is responding to those situations on a case-by-case basis.”
“I thank the Member for her question, which gets into technical detail. I advise the school to contact the EA for support. If that support does not come freely enough, I am happy to follow up on the Member's behalf with the school.”
“Helping our children and young people to stay safe in the digital world has never been more important. I encourage all schools to register for the app, if they have not done so already, and strongly encourage school staff, parents, carers and pupils to download the app. By doing so, we can help our school communities to be safer online.”
“The Safer Schools Northern Ireland app is a one-stop shop, digital library of age-appropriate safeguarding resources for teachers, parents, carers and children and young people. I formally launched the app on 9 November 2021, and in the short time that has elapsed since then, some 50% of schools have now been registered and have access to their new Safer Schools NI app. <BR /> <BR />The app provides schools with access to contemporary, credible and relevant online safety guidance and alerts. It is helping schools to navigate online challenges, and it is offering advice on how parents and carers can make online devices safer for their children. In cases where school staff encounter online abuse, having access to the Safer Schools NI app, and to the professionals who provide it, will enable up-to-date support to be given to schools quickly.”
“I thank the Member for his question. Unfortunately, I do not have an update on that. I am happy to come back to the Member on that.”
“Although I do not have the detail, I understand that my officials have been working very closely for quite some time with the sectoral representatives to identify and examine potential sites and various options in north Belfast and the wider Newtownabbey area. I can assure the Member that work will continue to examine the feasibility of the sites that have been identified and that my officials will look at other options that are brought to their attention. I am very mindful of my duties, as are my officials.”
“I thank the Member for his question. I understand that there are pressures on the current site and that a capital works programme for additional classrooms is out for tender.”
“<BR /> <BR />For the Member's information, controlled youth capital is a separate funding stream from the controlled schools funding stream, but I understand that proposals for the youth centre at the Doagh Road site may have implications for other providers in the area, and that will also need to be taken into consideration.”
“I thank the Member for his question. I assume that he refers to the relocation of the Bridge Youth Centre. I understand that the EA youth capital team is considering options for the relocation of that. As it currently operates in the Abbey Community College, a technical feasibility report to identify options and costs for the relocation of the club has been commenced by the EA, and, following its completion, a full business case also needs to be completed to consider and approve the preferred option and anticipated project costs.”
“I have had those discussions with officials, because similar schools, not only in East Antrim but across Northern Ireland, have found themselves in the same position. Development proposals (DPs) are brought forward, a certain carrot is presented by the prospect of a new school, and it can take many years for that to come to fruition. Certainly, pupils who are in the school at the time of a DP being proposed are unlikely to see the benefits of the new school. I agree with the Member on that, and I think that the system needs to be refined in order to reflect that.”
“I thank the Member for his question. I agree with him on how the process is. However, we are in a situation in which the amalgamation took place a considerable time ago — back in 2014 — and, as a consequence, it has taken a considerable time. I understand that challenges were presented in identifying a suitable site that provided sufficient space to accommodate the accommodation that was required plus outdoor play facilities. A number of site searches had to be conducted. It followed that a business case was required to test options, and it took several months to complete the business case. <BR /> <BR />I genuinely do not disagree with the Member when he talks about the time that is required, particularly for amalgamations.”
“It is anticipated that a full planning application will be lodged early in 2022. It is anticipated that, subject to planning approval being granted and successful site acquisition, construction work on the new build site will commence in 2023. The estimated construction period is 24 months, with construction expected to be completed for the 2025-26 academic year. It is intended that, following the school’s decant to the new building, the existing school building will be demolished. Thereafter, the Education Authority will consider the future use of the site.”
“Abbey Community College was announced as a major capital works project in June 2014. A business case for the project was approved, with the preferred option being a new build site at Three Mile Water, Newtownabbey. The site is currently owned by Antrim and Newtownabbey Borough Council. The estimated cost for the project is in the region of £34·3 million. That will provide accommodation and outside play facilities for the school, which has an approved enrolment number of 820 pupils. <BR /> <BR />RIBA stage 2 concept design approval was granted by the Department on 20 October 2021, and stage 3 detailed design is in progress. A planning proposal of application notice (PAN) has been lodged, and a planning pre-application community consultation event took place on 24 November 2021 by webinar.”
“As a society, whilst we were conscious of watching out for the health service, we need to be mindful of watching out for our schools and ensuring that the behaviour that we have outside of the classroom is reflected in that and that we protect our schools by how we behave in playgrounds and other settings to ensure that schools do not become infected.”
“I thank the Member for her question. It was mooted in August, before school started back, that there would be a circuit breaker at Halloween. That did not happen. There have been press queries and statements around that. There are no plans for mass closure or the use of a circuit breaker in schools at this point. The Executive's decision on COVID responses in schools has been and will continue to be guided by the medical and scientific evidence. You will be mindful that there was a statement made on behalf of the Executive last Thursday that reiterated that position in relation to schools. <BR /> <BR />I am aware of the harm caused to children and young people by school closures. It is in all of our interests that we continue to provide access to classroom-based teaching for all pupils.”
“On the basis of the weekly attendance figures for the week up to 22 November, COVID-19 absences accounted for 1·9%; pupils learning from home and therefore present accounted for 1·2%; and all other absences, including authorised and unauthorised absences, accounted for 8·8% of the total. From that data, we can conclude that, while COVID is a factor, it is not by any means the only factor at play.”
“I thank the Member for her question. My officials monitor weekly and monthly pupil attendance levels, and that informs all relevant partners of absence trends. It is clear that attendance levels in the current academic year are not as high as we would like. At primary level, overall attendance for September to October was 93·2%. In the same period last year, it was 95·1%, so there is a reduction of 1·9. At post-primary level for the same period, overall attendance was 91% this year, compared with 93·1% for the same period last year, which is a 2·1% reduction. Whilst COVID obviously impacts attendance levels, it is not the only factor.”
“Schools are encouraged to facilitate social distancing. <BR /> <BR />My Department has also issued guidance to schools about remote learning and has allowed them the flexibility to do that. Employing authorities are working closely with schools that are experiencing staffing difficulties to provide additional help and make sure that they have appropriate teaching cover where available. We are mindful of all that and are being responsive to schools when they require assistance.”
“Schools are encouraged to take a cautious and a risk-based approach to the operation of their school. <BR /> <BR />In August, the Executive decided that post-primary pupils should continue to wear face coverings, and, obviously, that is based on public health advice and continues to apply. There will also be asymptomatic testing programmes for post-primary, special schools and all school staff. The PHA vaccination programme, as you will be aware, continues to roll out to those aged 12 and over. Schools are also advised to maximise ventilation where possible. The Education Authority (EA) is supporting schools that identify issues with that, including the provision of CO2 monitors. Schools are also encouraged to maintain pupils in consistent groups were possible and to promote good hand and respiratory hygiene practices.”
“I thank the Member for his question. I do not underestimate the pressure on schools and the families who have been affected. However, the Executive have been clear that we have to make sure that our young people maximise the number of days that they are in school. The long-term impacts on their education and their mental and emotional well-being are incredibly important, and we need to be mindful of that. <BR /> <BR />There are mitigations specified in my Department's guidance to schools. Obviously, a range of mitigations will have to be put in place at school level to reflect the individual circumstances of each school. The guidance allows school leaders to be flexible in how they manage COVID risks in their school, and that builds on the learning that has been gained over the course of the pandemic.”
“At present, many schools are experiencing difficulties with teacher absenteeism and the availability of substitute teachers as a consequence of that.”
“The more targeted approach taken by the PHA in identifying close contacts in school has resulted in improved attendance figures in schools. The PHA leading on contact tracing has reduced the burden on teachers and school leaders, who are no longer required to have a role in contact tracing. <BR /> <BR />I understand the concerns that some Members of the House and parents have expressed around the current approach to contact tracing. It was not an easy decision. However, I believe it was right that the Minister of Health and I accepted the professional advice of the Chief Medical Officer on the issue. As a result, it has significantly reduced the disruption for pupils, parents and schools. I recognise that the current high number of COVID cases, both in the community and in schools, has been very challenging for schools.”
“My Department’s guidance seeks to balance the need to ensure a safe environment with the need for children to access face-to-face teaching. I have therefore been led by public health advice on COVID mitigations in schools. On contact tracing in schools, we have moved on considerably from the start of the school year, when large numbers of pupils had to self-isolate as close contacts. That caused disruption in schools, with large numbers of children missing school and increased pressure on principals. <BR /> <BR />In his open letter on 9 September, the Chief Medical Officer (CMO) explained that it was the right time for the Public Health Agency (PHA) to lead on contact tracing in schools and to use a more targeted approach to the identification of pupil close contacts.”
“We have been working closely with schools and CCEA to ensure that appropriate resource is made available to teachers. The Marshall report on child sexual exploitation was published in 2014; in fact, I contributed to that report at the time. We have been working closely with CCEA to develop the hub and to make sure that there are appropriate resources in place.”
“I thank the Member for her question. As I said in my main response, Gillen raises important issues for my Department and, indeed, for other Departments. My Department is working to address those issues. It is worth noting that none of the recommendations in Mr Justice Gillen's report refers to amendments to the minimum content order. As the Member will be aware, there are issues around being prescriptive on a number of those things. What we need to do, however, is ensure that our teachers are given the ability to have appropriate resources and to develop their confidence and competence. My Department has not been found wanting in that regard. It has been working through a number of programmes to give effect to the recommendations of Sir Justice Gillen's review. As I said, we have been liaising with the Department of Justice.”
“I thank the Member for his question. My Department consults a broad range of groups on all aspects of policy. In November 2020, CCEA set up an RSE task and finish group with representatives from my Department, the Evangelical Alliance, Christian Action Research and Education (CARE), Love for Life, the Christian Institute, the Association of Baptist Churches and the Elim group of churches to carry out specific engagement with Christian Churches on the RSE hub project. The group's aim is to ensure that a Christian perspective is developed, promoted and shared on the hub.”
“I thank the Member for his question. The Justice Minister met my predecessor, Peter Weir, earlier this year. As a consequence, close work has continued between officials, particularly those on the education and awareness working group. I am happy to meet the Justice Minister as that work progresses. As the Member will know, my Department has undertaken considerable work alongside and in conjunction with the Department of Justice.”
“<BR /> <BR />In response to concerns about sexual offences mainly against girls, my Department has commissioned the Education and Training Inspectorate (ETI) to carry out an evaluation of the approaches and challenges in delivering effective preventative safeguarding practices in schools. The evaluation will provide an important evidence base on the teaching of RSE in the curriculum and on the issue of violence against girls. We need to build a clear and up-to-date picture of provision in schools to inform the most appropriate next steps.”
“That approach is designed to improve confidence and capacity in RSE. Violence against women and girls was specifically prioritised as requiring additional curriculum resources and guidance. <BR /> <BR />My Department has also been working with the Department of Justice to consider the issues specifically raised in the Gillen review. As a consequence of that work, I have asked my officials to prepare additional guidelines for schools that set out the importance of ensuring that the issues highlighted by the Gillen review, including serious sexual offences and consent, are covered in the curriculum.”
“We need to be clear: the Gillen report does not recommend a review of the minimum content on relationships and sexuality education. Indeed, it does not recommend greater legal prescription in the curriculum as an immediate course of action; rather, it calls on my Department to encourage schools to include issues around serious sexual offences in their curriculum. Only if that proves ineffective does it recommend mandating legislation. <BR /> <BR />My Department is taking forward important work to enhance support, resources and training for schools. A wide range of resources has been developed and is available on the Council for the Curriculum, Examinations and Assessment (CCEA) RSE hub.”
“I thank the Member for her question. Obviously, there must be something behind that question. I am happy to speak to the Member about that.”
“A special provision route can cater for applicants who have not been able to sit the tests by providing a means of assessing their applications in line with other applications. In a sense, that is no different from other years when illness may have prevented a child from sitting entrance tests. The approach taken will be determined by each school. Parents in that position can see the approach adopted by their preferred schools when the criteria are published on 12 January 2022.”
“I thank the Member for his question. He will be aware that the tests operated by the Post Primary Transfer Consortium (PPTC) are held on one day and there is a supplementary assessment this Saturday for any child who could not sit the first test. The Association for Quality Education Limited (AQE) tests were held over consecutive Saturdays, and it is therefore possible that a child who tested positive for COVID could have missed more than one test. While neither the entrance tests nor the content of schools' admissions criteria are matters for my Department, guidance has issued to schools highlighting the importance of a special provision route in a school's admissions criteria.”
“The Member will be aware that issues relating to schools that use transfer as part of their criteria are very much up to the individual schools.”
“I thank the Member for his question. With regard to sanctions, my Department has written to schools that had quite a number of appeals upheld. We are evaluating the outcome of that. I expect that action will be taken against boards of governors who continue to go against the guidelines that the Department has issued. The Member will know, however, that the setting of admissions criteria is, by law, a matter for schools' boards of governors, and my Department issues advice. While schools must, by law, have regard to that guidance, the setting of admissions criteria remains a matter for schools. <BR /> <BR />Uniform admissions criteria would mean that, in many instances, the same children were prioritised by all schools. That would create an additional problem that would have to be reflected.”
“I thank the Member for her question. My Department has written to all the schools that could be affected. I do not anticipate a great deal of disruption, but we have ensured that any lessons learned, particularly in relation to transfer 2021, are reflected in guidance and communication to post-primary schools.”
“In the most recent guidance, which issued in November 2021, my Department specifies the criteria that, it is recommended, schools should and should not use. One type of criterion that, it is recommended, schools should not use is any familial criterion beyond that of a sibling currently attending the school. My Department has now written to all post-primary schools to draw to their attention the court's judgement and to advise that such an admissions criterion or any similar criterion should not be used. Given the timing of the judgement, my Department extended the deadline for submission of admissions criteria by post-primary schools to allow boards of governors to review their draft admissions criteria for transfer 2022 if necessary.”
“On 24 November 2021, the High Court delivered its judgement in a case where some contents of a post-primary school’s admissions criteria for transfer 2021 were challenged by an applicant. In its judgement, the court found that a criterion prioritising boys whose father/guardian attended the school — I should clarify that it is an all-boys' school — was found to be unlawful in that it represented unjustified indirect discrimination contrary to article 18 of the Race Relations (Northern Ireland) Order 1997. <BR /> <BR />The drawing up of admissions criteria is a matter for individual boards of governors, and my Department cannot compel schools to use specific criteria. My Department can, however, issue guidance to schools on the post-primary admissions process that schools must, by law, have regard to.”
“We have to view it in the context of the other pressures to which I referred earlier in Question Time. From a budget perspective, it would be best to await the draft Budget proposal before a firm decision is made, but I will certainly make the case for 'A Fair Start'.”
“I certainly hope that I can get the money for it next year. However, given the constraints that we have, there will be pressures. I am conscious that it is an ambitious and important programme. I am committed to its delivery, hence I have met other Ministers, including the Health, TEO and Communities Ministers, to ensure that they see the value of it.”
“The investment will initiate fundamental change in early years, including enhancing the Getting Ready suite of programmes, a review with Health colleagues of the role of health professionals and Sure Start, and taking forward additional nurture provision. My Department will continue to prioritise the provision of digital devices to learners who need them and will commission a review of alternative deprivation measures for free school meals entitlement. Time will be needed in the Department to secure staffing resource to support the delivery of the action plan. The Member might also like to note that I have met a number of Executive colleagues, as it is a cross-departmental commitment.”
“I thank the Member for his question. 'A Fair Start' was compiled by the expert panel on educational underachievement to meet a New Decade, New Approach commitment. It was launched at the beginning of June 2021. The report identifies eight key areas and 47 actions, spread across six years. I am keen to see that progressed. It is an incredibly important programme. I have £4 million set side in this year's budget to begin the work. <BR /> <BR />Of the 47 actions, 22 — that is 40% — have been initiated within five months of the plan's being published, and an additional seven are being progressed.”
“I thank the Member for her question. Obviously, whatever amount the Finance Minister announces for capital will never be enough to address the current issues in the school estate. It is my intention to announce a further round of capital works towards the end of this financial year.”
“I thank the Member for her question. If she is out and about in schools, she will see that young people are very engaged with the environment. They have been involved in action against plastics and so on. They are probably much more engaged than we ever were when we were at school. Now, there is an ethos in a number of schools, particularly primary schools. Last week, on visits to post-primary schools, I met school councils that are taking up various opportunities to try to address that. That currently happens in schools. I am certainly content to review any further educational aspects that are needed to enhance that and support them through it.”
“We will then look at how we can review, in education, the best ways in which to be able to work through this.”