Paul Givan
Lagan Valley · Democratic Unionist Party · Northern Ireland
“The EA's enhanced support model has been out for consultation. The Member's party is the largest political grouping on the Education Authority, so his party supported the model's being consulted on.”
“Protections around strike action and action short of strike are firmly established in statute for all workers, including teachers. If the Member is referring to the Education Inspections Bill, let me be clear: nothing in that legislation removes or undermines that right.”
“The issue was covered at length at the Education Committee. The position is still not where it ought to be. When I came into office, the position that I inherited was much worse than it is today.”
“It is an area that I have had to navigate, as have many previous Education Ministers. Industrial relations is an area that needs ongoing work. I have outlined how we can address it, but I come back to saying that, when workload was undefined, trade unions struggled to specify the challenge.”
“That is not a fair characterisation. In fact, I was with Justin McCamphill, the leader of NASUWT, at the launch of the curriculum reform, at which he commended me for it and said that he thought that it was good. I have sat in many a meeting with trade union representatives during which they have said, "This is a good initiative.”
“That is exactly why there is a 16-week consultation period, rather than the normal 12 weeks or the minimum eight weeks; to allow the public and teaching profession to very much engage in that curriculum, which I commend to all Members.”
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“As we engaged on SEN, the Middletown Centre for Autism was referenced as being an organisation that helps, particularly with its expertise on autism. The same issues that we have in Northern Ireland, with the exponential growth of the number of children with a variety of educational needs, is replicated in the Republic of Ireland, where they are grappling to find the most effective way in which to provide the resources that will benefit those children and young people. In that meeting, we talked about how we are trying to examine what we do in Northern Ireland. Where work is taking place in the Republic of Ireland, we should, obviously, share all that information. Our officials already engage in that collaboration, but we recognise that there is a need to do more.”
“Some of that is being utilised already, with pupils utilising open-source material. It is important that, as technology advances, we respond to the changing environment, and we need to find a way to have appropriate guard rails in place, so that AI is utilised effectively but safely.”
“Undoubtedly, there are opportunities, if it is harnessed appropriately, for AI to have a significant impact. <BR /> <BR />In all the conversation that we had in that meeting, we talked about the importance of safeguarding and effective regulation when it comes to the frameworks in which AI and digital skills need to be taught. That is paramount, and all schools take it seriously when it comes to well-being.”
“We discussed at some length the benefits of enhancing digital literacy skills. It is part of the findings of the review of Northern Ireland's curriculum that Lucy Crehan carried out. It identified that there is a lack of literacy skills. Therefore, as we take forward the work on the new curriculum for Northern Ireland, digital literacy will have greater emphasis. <BR /> <BR />As we look at artificial intelligence, particularly generative AI, we all recognise that there can be benefits, if it is appropriately harnessed, when it comes to helping around teacher workload and in respect of administration. We have been piloting some of those schemes with principals in Northern Ireland already through Microsoft Copilot technology. There are also benefits when it comes to devising lesson plans and carrying out assessment.”
“<BR /> <BR />The next meeting will be held in spring or summer 2026.”
“<BR /> <BR />Ministers acknowledged progress made by both Departments and the Mary Immaculate College of Limerick to extend delivery of the teachers' research exchange platform across both jurisdictions and welcomed the announcement of the expansion following the meeting. <BR /> <BR />The NSMC noted the ongoing review of the North/South Education and Training Standards Committee (NSETS), the work being taken forward through the North/South Youth Work Sector Practice Development Hub and developments in relation to the United Kingdom-Ireland Youth Work Forum. <BR /> <BR />The Council also noted the continued cooperation across education inspectorates and welcomed opportunities being explored for cooperation on well-being in education, including the recent positive shared learning event held in Dundalk.”
“<BR /> <BR />The NSMC welcomed the proposed project to support teacher professional learning on digital literacy, including on misinformation or disinformation and the impact of AI. Ministers noted the opportunities for enhanced cooperation in digital education, particularly in teacher professional learning, curriculum development and digital safeguarding. <BR /> <BR />The Council welcomed the presentation on behalf of the PEACE PLUS ASPIRE shared learning project. The NSMC noted progress made to date in delivering the PEACE PLUS projects across respective investment areas and recognised the joint work that is being taken forward across both jurisdictions.”
“Ministers noted the progress of the teachers' research exchange (T-REX) platform and the Creative Connections arts education pilot programme, which are both now under way. <BR /> <BR />The Council noted the continued progress that is being made in implementing projects supported under the PEACE PLUS programme that contribute to addressing educational disadvantage. <BR /> <BR />Minister Naughton and I recognise the ongoing cooperation between Departments in both jurisdictions and the willingness to enter into constructive mutual assistance on a variety of challenges in the special educational needs sector. The Council noted that both Departments and the Middletown Centre for Autism are assessing the potential for service expansion to respond to current and emergent needs across the jurisdictions.”
“<BR /> <BR />Ministers welcomed the continued progress and cooperation by both Departments on implementation of the agreed programme of cooperation on educational attainment, supported through an allocation of up to €24 million from the Government of Ireland’s Shared Island Fund. <BR /> <BR />The Council noted the update on overall progress by the Department of Education in Northern Ireland on implementation of the RAISE programme with the publication of strategic area plans for each of the 18 RAISE localities and the success of the open call for locality-led projects. The NSMC noted the launch of the RAISE reading with AI research project and Halloween revision support programme.”
“In compliance with section 52 of the Northern Ireland Act, I make the following statement on the meeting of the North/South Ministerial Council (NSMC) in the education sector held on Friday 23 January. The meeting took place in the Monaghan Peace Campus and was hosted by Minister Naughton TD, the Minister for Education and Youth in the Republic of Ireland. The Minister of Finance, Minister O’Dowd, also attended as the accompanying Minister. Minister O’Dowd has agreed the statement and for me to make it on his behalf. <BR /> <BR />The following main areas were discussed at the meeting: addressing educational disadvantage; special educational needs; digital literacy; and school, youth and teacher exchanges. I will go through each one in some detail.”
“As part of resolving last year's pay negotiations, the issue of teacher workload came through clearly. Despite the fact that various reports are in place, I commissioned and established a working group, which was led by a former permanent secretary of the Department of Education, Paul Sweeney. Extensive consultation was carried out, and a report is now with me that contains clear recommendations. That is a demonstration of how we can seek to address workload-related issues and allow teachers to do what they want to do, which is teach, but resolving teachers' pay will also recognise their important contribution and the role that they play. I therefore hope that we can make progress with that report on teachers' workload, and I will update the House in due course.”
“That is a demonstration of the ongoing work to normalise industrial relations. It is the right decision to cover the teachers' pay award, and I trust that we will be able to implement it formally in the next number of weeks.”
“We were able to make a formal offer on teachers' pay through the employers to the trade unions last week. That process is being taken forward by the trade unions through their consultation process. I trust that the process will come to a satisfactory conclusion and that we will be able to formally implement the 4% increase in teachers' pay and backdate it to 1 September 2025, which is the starting point for their financial year when it comes to pay. However, progress has been made.”
“There is not budgetary cover for me to meet the statutory transport costs and then give funding for what is not a statutory requirement, such as the example that the Member raised. There simply is not the finance to do that. We are dealing with very constrained financially challenging times. Whilst we would all like to do that, we ultimately have to make decisions, and my decision is to prioritise the statutory requirements and children with special educational needs.”
“I did hear the Member, and that is why I gave the response. Maybe the Member did not appreciate that response. Where there is wastage, it needs to be drilled down into. The Education Authority is operationally responsible for the transport contracts, and it has engaged in a process to do that. Some Members are questioning whether that should be happening and rightly want to make sure that the way in which that is handled is not to the detriment of children, which it should not be. <BR /> <BR />I have a lot of sympathy with the point that the Member makes. A number of schools have said to me that they would like to participate more in Open Farm Weekend, for example, to allow their children to experience the rural way of life, but all of that requires budgetary cover.”
“On the one hand, I have a Sinn Féin Member here saying, "Spend more" but, on the other, a Sinn Féin Finance Minister saying, "Spend less" and not giving me the funding that I need. You cannot have both.”
“There are two points to make. First, the Member is right that any wastage needs to be dealt with. The EA has been looking at one aspect of that — the transportation costs associated with taxis and so on — and it will continue to look at achieving the most efficient use of resources. However, we cannot then have a scenario in which I am being told by the Finance Minister, who is from the Member's party, that I need to drill down on costs and reduce what I am spending. We spend £140 million on transport, and, if we were to change the transport policy to make it more expansive, additional resource would be required. If we are going to advocate for policy change to increase provision, that needs to be followed by the financial allocations with which to do it.”
“The Member raises, rightly, from her constituency perspective, a school that needs that support. Members, not just in her party but across the Chamber, raise with me particular needs when it comes to the provision of capital expenditure. It is right that Members do that, but we can only provide the appropriate support when funding is available and given to the Department. That is why we are making the case for increased capital expenditure to allow us to carry out the important work that we need to do in updating the school estate and creating the necessary provision. I will write formally to the Member with an update on the school that she referenced.”
“I am not sure of the detail for Holy Trinity in particular. There are around 114 major capital projects in the Department of Education's programme, around 40 of which have been completed. Other projects are at various stages of the procurement exercises and are subject to the allocation of funding. Of the 114 projects, 24 have not advanced at all, because there is not the budget for them to advance. I am not across the detail of Holy Trinity, but I will be happy to engage with the Member directly to provide a response.”
“The expenditure trend is unsustainable: if it continues, expenditure will reach £1·8 billion by 2029-2030. That is why we need to look at how SEN operates. We also, however, need a realistic Budget.”
“The Member is right. When it comes to SEN, those things are not luxuries; they are legally underpinned and therefore statutory. SEN provision is statutorily led. <BR /> <BR />SEN expenditure increased from being 13% of the overall Education budget in 2017-18 to 21% in 2024-25. The number of children with SEN statements rose by 64%, alongside an increase of 30% in the number of children who attend special schools. Expenditure on providing support for children and young people with SEN or a disability increased from £254 million in 2017 to £670 million in 2024-25. That is an increase of 164% over seven years. Expenditure on SEN is forecast to be £826 million in 2025-26. That has put significant pressure on the EA's budget and on the wider school system.”
“Even after implementing cuts of that magnitude, the Department would fall far short of the required savings. That stark reality demonstrates that the proposed Budget is simply undeliverable. The Finance Minister's Budget document fails to highlight that.”
“<BR /> <BR />Given that approximately 82% of the Education budget is spent on staffing, there is no reasonable prospect of living within the proposed allocation without there being compulsory redundancies for thousands of teachers and support staff, which would devastate educational outcomes and undermine the very fabric of our system. It would require dedicated in-year redundancy funding at a level that would be similar to the necessary savings. If the proposed Budget were to proceed, without redundancies being implemented, we would be left with no choice but to make major cuts to schemes that families and communities rely on, including home-to-school transport, free school meals, school uniform grants, youth services and the extended-schools programme. The Northern Ireland childcare subsidy scheme would also be unsustainable.”
“I thank the Member for that question. The education system continues to face the unavoidable cost pressures and rising service demands associated with delivering its statutory and policy obligations. Those are not fully addressed by the current Budget. Under the proposed allocations, my Department would be required to make savings of approximately £826 million next year, savings of just over £1 billion in 2027-28 and savings of £1·15 billion in 2028-29. Those reductions are, simply, not achievable, and the figures do not include the impact of any potential reductions to the forecasted overspend of around £253 million in 2025-26.”
“I based the updated guidance for schools about using smartphones on their premises on safeguarding provisions for the protection of children and young people. That underpins the policy approach, so it is only right that posting material online is viewed in a safeguarding context and that any measures that schools put in place are there, ultimately, to protect our children and young people. <BR /> <BR />All of us are constantly grappling with the issue, as technology — so people say — advances. However, this is not about a technological advance but an inappropriate use of technology, and we need to continue to review it in order to see what more we can do to protect our children and young people.”
“The feedback from there indicates that the pilot has had a transformative impact on protecting young people from the inappropriate use of smartphone technology. <BR /> <BR />The Member raised a separate point about what the EA should do when it comes to schools publishing material. All parents are involved in giving or withholding permission for the use of photographic material of children in any publications that a school posts on social media such as Facebook. These are emerging issues, however, that need to be kept constantly under review.”
“I share the Member's sentiment and justified outrage at how AI is being used in that fashion, which is wholly inappropriate and to be condemned. The Member will know that I have been to the fore in restricting access to smartphones. We introduced a prohibition on smartphones being brought to primary school and said that, where they are brought to post-primary school, they should not be accessible during school hours. That is something that all schools should be following. Indeed, I took matters further by introducing a pilot scheme to enforce the restrictions. I was delighted to hear about the outworkings of that at St Ronan's College in Lurgan, which is one of the largest schools in Northern Ireland.”
“In addition to what I said to Mr Blair, legal responsibility for the syllabus ultimately rests with the Department. The process of curriculum development is timely; we are carrying out a curriculum review across every subject as part of our transformation of the education system. In that respect, RE will be updated as well. The review will be informed by professional advice and will focus firmly on the needs of pupils and the delivery of high-quality teaching and learning in schools. Consideration will be given to a wider range of views during the drafting process, including those of local Church representatives and representatives of teachers, academics and young people. Further details of the approach and governance arrangements will be set out as the review process moves forward.”
“Not in respect of the references to Holy Scripture as the basis upon which religious education will be dealt. Ultimately, the syllabus and responsibility for the RE curriculum rests with my Department. It is my intention to make announcements within the next number of weeks on the process that we will follow in looking at the curriculum and ensuring that the Supreme Court judgement is followed. I will, therefore, be able to update the House in more detail on next steps within the next number of weeks.”
“The case was not about whether Christianity should be the main or primary faith that pupils learn about in schools in Northern Ireland. Historically and today, Christianity is the most important religion in Northern Ireland, and that reality will continue to be reflected in our curriculum. <BR /> <BR />There was also no challenge in the case to the principle that collective worship in schools in Northern Ireland may focus on the Christian religion or that, in Catholic maintained schools, the focus of collective worship may reflect the distinctive character of the Catholic tradition.”
“I will make an announcement on the RE syllabus, including interim guidance, in coming weeks. The Supreme Court judgement in the matter of JR87 and another requires careful and thorough consideration, supported by detailed legal advice, to ensure that any response is proportionate, legally sound and educationally appropriate. <BR /> <BR />It is important to note that the Supreme Court did not strike down the existing legislation. The judgement also confirmed that schools may lawfully teach religious education in line with the Department's core syllabus, provided that they include additional material within the curriculum. The Supreme Court made it clear that the case was not about secularism or removing religion from our education system.”
“We need to move the debate away from integrated being regarded as being inclusive and, if you are not integrated, somehow, you are exclusive and the problem. That is not the case.”
“<BR /> <BR />New schools have been able to demonstrate what many would regard as the traditional integrated-type school ethos. However, where schools have transformed, not only has it not worked, on a number of occasions, but there have been examples of where the minority community has decreased rather than increased. That is a honest conversation to be had. It is one that I had recently with Integrated AlumNI, when we talked about how we can promote the integrated ethos within our schools. I do not believe that there is any school in Northern Ireland, from any sector, be that Irish-medium, Catholic maintained or controlled, that practises and teaches a segregated approach to its pupils. They are not teaching their children that segregation is a good thing.”
“I attended New-Bridge Integrated College, just before Christmas. I believed very much that it was a real thing due to the wide diversity of sporting and cultural activities in which the children there were being given an opportunity to participate. It was also able to demonstrate a balanced 40:40:20 split when it came to the demographics. It was at pains to make the case to me that it was integrated not just in name but when it came to pupil catchment, enrolment and the diversity of curricular activities that it provided. That is not the case in every integrated school. Often, those that have transformed from controlled to controlled integrated have not been able to follow that through when it comes to the diversity of pupil enrolment. There is a challenge there.”
“That is why I welcome his commitment to attend and visit a number of schools with me in the near future. That will enable the UK Government to understand that there are high levels of integration across sectors and that, in particular, there is a high level of diversity within our controlled sector.”
“The Member raises really important points when it comes to the diversity that exists across our school sectors, not least the controlled sector. The highest level of diversity is reflected in the population of controlled schools. We could point to many examples where controlled schools are more integrated than those that are officially integrated. I know that principals feel, often to their frustration, that that fact is neglected by those who advocate for integration with a capital "I". Recently, I met Minister Patrick in the Northern Ireland Office. When we were talking about the integrated sector, I made the point about how we support shared education across our different school sectors, how we promote integration with a small "i" in all our schools and how the Northern Ireland Office can help facilitate that.”
“Obviously, when it comes to provision, many different factors need to be taken into account. We will look at not just the information that the Member has highlighted but what over-provision there may be and whether there is capacity. What we do not want to do — this is not related specifically to the school that the Member has referenced — is provide over-provision where there is already capacity, because you will just be moving provision from one school to another and will have too many places. That is not a sustainable financial position for us when it comes to those types of decisions. <BR /> <BR />I am happy to provide the Member with a further update on the school that he has referenced. I have engaged with my officials on that particular school. I am happy to give the Member a more detailed response in writing.”
“I will ensure that decisions are evidence-led and balanced and that we continue to deliver high-quality education for every child.”
“The Department is drawing together multiple evidence sources to build a more accurate picture of demand at a local level. That work is already identifying areas where unmet demand may exist. <BR /> <BR />Where evidence demonstrates a sustainable case for change and statutory criteria are met, I will support new provision and school transformation. I have instructed officials to work closely with the Education Authority and the Northern Ireland Council for Integrated Education (NICIE) to ensure that communities with emerging or unmet demand are engaged early and that credible proposals for increased integrated provision are developed. That approach will also consider practical barriers such as oversubscription, localised shortfalls in places and geographic access.”
“I thank the Member for the question. The 2024 life and times survey finding that 55% of adults would prefer an integrated school is a valuable indicator of public appetite for integrated education. While such attitudinal evidence is important, appetite is not the same as demonstrated admissions demand. Parental choices will continue to be shaped by proximity, transport, capacity and the quality of provision available in each locality. <BR /> <BR />My statutory duty is to encourage, facilitate and support integrated education. That is why, following consultation, I have published Vision 2030, which is our strengthened strategy and action plan that includes clear targets, measurable benchmarks and commitments to transparency.”
“Rather, it is to be dealt with within the Department of Education's baseline capital facilities budget, which, as Members know, is wholly and inadequately funded to meet the need.”
“We continue to face significant capital pressures, and no funding has been available to progress any youth capital schemes for the voluntary or statutory sector since 2023. Given the budgetary pressures that exist, work on new youth facilities is not being taken forward at this time. However, I continue to make the case for additional — substantial — capital investment in educational infrastructure, including youth-focused settings, to the extent that I corresponded with the Finance Minister. I suggested that we could have had a special ring-fenced youth capital programme that would help to take forward a lot of the youth projects in Members' constituencies. However, that was turned down.”
“I do not have that information to hand. What I can say to the Member is that there are increasing opportunities in our schools to have outdoor learning experiences, not least through the Forest School programme and Eco-Schools, as well as through parts of the curriculum that we are updating and refreshing, such as the world around us. <BR /> <BR />The Education Authority is looking at the Bushmills Education Centre in the context of its wider school estate. If capital funding were to become available for youth work, it could be used to redevelop that facility for the Causeway Coast and Glens youth offices and an Oasis centre for young people aged between four and 25 years. That is entirely subject to capital funding being available, but plans are still in place for ways in which that site could be used for young people in the future.”
“The total maintenance costs for Bushmills Education Centre since its closure in 2017 to the present day have been approximately £39,000.”
“That should give confidence to some of the parents whom the Member mentioned, as there will be a way to challenge schools on how the guidelines are to be interpreted and implemented.”
“I challenge the claim that we do not have clear guidance in place now. We do. Royal Assent is imminent, and the guidance will therefore have legal effect. When it comes to designing a school uniform, there is now a much clearer framework with which schools need to engage when it comes to practicality and affordability. When designing uniforms, all of that should be taken into account for children with additional needs. <BR /> <BR />Let us allow the guidance to take effect. However, we have clear monitoring capacity to make sure that it is effective. We have utilised and will harness the role of the Education and Training Inspectorate, so an inspection process will be able to look at how schools carry out their policy development and implementation.”
“Assembly colleagues included a provision in the legislation to name a school if it did not follow the provisions, so public pressure would come to bear if a school was not complying with the direction. If there was a legal challenge — because a judicial review could, ultimately, be taken — a judicial review would fall upon the Department as to whether or not it deemed it appropriate to issue a direction, as opposed a judicial review being taken against a school. It is open to judicial oversight in that respect. I believe that those are the areas with grounds on which it would be tested in the courts. We hope, however, that we will never get to a stage when it needs to be taken to court. That is why the guidance has statutory underpinning, and I believe that those who will operate it will do so in good faith.”
“Where a complaint comes in about a school not following the guidance, that complaint can be investigated. Ultimately, the Department will consider the information and issue a direction.”
“I am confident that it will have an impact on affordability, but, importantly, the information will be there to allow us to scrutinise the data and see where we need to make changes. The guidance has the adaptability to be updated, so we can make changes through guidance rather than having to return to primary legislation. <BR /> <BR />The other aspect is that we will consult on the potential introduction of a capped cost. That is something that we will continue to engage on, giving us an opportunity to consider whether it would be an effective means of helping to reduce costs.”
“There is already evidence of schools having made changes. An example of that is where schools have had an honours blazer for a particular recognition. For pupils to get that recognition, a different type of uniform had to be bought, and it was often more expensive. Without naming it, in one of the schools that I have visited, that change is already being made to the school uniform policy, which will have a positive impact on cost. <BR /> <BR />At the heart of the legislation that we all passed was the affordability and practicality of the school uniform. It will drive down some of the unnecessary costs. We now have clear monitoring processes in place as a result of the legislation. We will get the data and be able to measure the impact that the legislation has had.”