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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“<BR /> <BR />I was a townie, but my grandfather had a farm, and I benefited from heading up to the farm every weekend to get enlightened as to how the culchies all lived. I had great experiences of being out on the farm in Dungannon in south Tyrone, which is where my family is all from. I remember those experiences out on the tractor and granda explaining to me what was happening with the cattle and the pigs. I was below the minimum age of criminal responsibility for some activities, but I fired my first shotgun and air rifle — all under very strict supervision — which is an experience that many townies, quite rightly, would never be able to benefit from. A lot of people do not have the same opportunity to benefit from that outdoor way of life.”
“<BR /> <BR />I pay tribute to some organisations that provide that outdoor opportunity for some schools, albeit in a limited fashion, and I know that schools would like to have more resources. However, during Open Farm Weekend, which is organised by the Ulster Farmers' Union, farms in constituencies are opened up, and they encourage schools to come in. Those young people get to see how a farm operates from the landscape and land utilisation, to animals and the way in which the feed operates and, ultimately, the production process and the end product and how you can sell that on to market. The young people in the schools that have been able to participate have benefited from that and have a much greater understanding of the agricultural way of life.”
“That investment ensured that schools have the resources to create safe and stimulating outdoor environments. Evaluation of the project will take place during the autumn, and findings will inform our next steps. <BR /> <BR />Beyond capital investment, the Education Authority continues to provide professional learning resources through its supporting learning website. Those include practical guidance and videos showcasing outdoor learning activities, primarily focused on early years but also relevant throughout primary education. That support helps teachers to embed outdoor approaches in their practice and ensures that outdoor learning is not an occasional activity but a planned and purposeful part of the curriculum.”
“Given the fact that some schools do not have teachers with such experiences, education on the world around us and physical development and movement was found not to be consistent across schools because of the way in which it operates. <BR /> <BR />Significant steps are being taken to support learning in this area. In December 2024, I launched the curriculum-led capital investment programme, which prioritises investment in areas that enhance curriculum delivery. Under that programme, the outdoor learning project was introduced in early 2025. Through that initiative, £3 million was invested in outdoor play equipment. That benefited 93 nursery schools, 776 primary schools and 40 special schools. Funding allocations ranged from £3,500 to just over £6,000 per school, which was based on their enrolment numbers.”
“<BR /> <BR />Outdoor play is embedded in the Northern Ireland curriculum at Foundation Stage and Key Stage 1, specifically in the areas of learning the world around us and physical development and movement. However, implementation of those areas is at the discretion of individual schools, and, while many schools embrace outdoor learning, we recognise the need for a more consistent and progressive approach across all settings. One of the findings of the independent review indicated that there was inconsistency in that. Implementation should not be down to the experience of the school through teachers who have a particular interest and can then impart their knowledge to the pupils.”
“Those experiences are particularly valuable in fostering curiosity and a lifelong love of learning. When I think about history and geography field trips, I reflect on how I have committed to my long-term memory some of the things that I learned on them. There are other things that I learned in the classroom that I certainly could not recite, but I recall going to Dundrum and learning about the Norman keep when we were considering the Norman invasion of Ireland. Yes, the Normans were here long before we Ulster Scots came during the plantation 400 years ago, so blame them. It was those interesting field trips that enhanced my curiosity about such subjects. I did not participate in the Duke of Edinburgh's Award scheme, but I know that many in my school benefited from that experience.”
“I will see whether I can release my inner Bear Grylls or MacGyver in my contribution. Some Members have invited me to engage in a working group with the Committee and said that we can maybe abseil together. I would be quite happy to tie some of them up in rope if they wanted me to. Nevertheless, it has been an interesting and important debate. I share a lot of commonality on it with all the Members who have spoken. I will pick up on some of the issues that they raised. <BR /> <BR />First, outdoor learning is not simply an enrichment activity. It is a vital part of how children develop resilience, creativity and well-being. It supports physical, emotional and cognitive development and helps pupils to build confidence and problem-solving and social interaction skills.”
“I beg to introduce the General Teaching Council Bill [NIA 23/22-27], which is a Bill to make provision in relation to the General Teaching Council for Northern Ireland.”
“I will look into that for the Member. At times, bus routes have fixed locations at which buses have to stop. The ability to accommodate a different drop-off point may be impacted on by other issues: for example, the need to ensure that it is safe. Again, I do not know, but, if the Member wants to write to me with the details, I will be happy to come back to him.”
“I am not aware of that particular case, but I am happy to come back to the Member in more detail on the question.”
“In the cases of the very small number of people who are engaged in emergency cover and whose application to AccessNI has not been processed, there must be direct supervision by appropriate staff who have been Access NI cleared. That should occur only in cases of extremity. Significant work has been done to address that issue with the AccessNI clearing system.”
“The issues around AccessNI were well documented a number of months ago. At that point, I took action. I engaged with the Education Authority in respect of the alarming figures. EA then engaged very robustly with schools, because it is schools, as the employer, that bring in temporary staff. Schools have a requirement to ensure that the appropriate AccessNI arrangements are in place. EA also made it clear that no member of staff who had not been AccessNI cleared would be paid, in order to ensure that priority was given to the issue. That addressed a significant backlog of hundreds of staff who had not been AccessNI cleared — some for an unacceptably long period.”
“As of today, the total number of such staff across the education system is 173. That reflects the reality that any large workforce will require some temporary staff. <BR /> <BR />I thank the Member for allowing me to correct the record on that issue.”
“The union then compared the overall, system-wide figure to an earlier figure from January, which related only to special schools, and falsely claimed that there had been a 200% increase. That was another basic inaccuracy. Whatever the reason for that misrepresentation, it risks spreading unfounded fear among parents. <BR /> <BR />To be clear, the figures cited by the union in January related to 108 classroom assistants in special schools who were awaiting clearance. Today, that figure stands at 14. Unite has therefore presented an 81% reduction as a 200% increase. The average turnaround time for the issuing of AccessNI certificates is five working days from presentation of all the relevant paperwork. The number of staff who are employed through a temporary engagement form will constantly change.”
“I thank the Member for raising this issue, because it gives me an opportunity to put on record the current position. Misinformation has been provided and reported on. Just to make it clear, the figures that were recently issued to Unite the union in response to its freedom of information request related to temporary school support staff across the whole education system. In addition to classroom assistants, they included figures for a range of other staff groups: for example, admin staff, cleaners, catering staff, instrumental tutors and EA headquarters staff. Unite the union wrongly claimed that the total relates solely to special school support staff. At best, that represents a fundamental misunderstanding of the information.”
“However, when the Alliance Party and others are around the Executive table, will you prioritise prisons and prisoners and provide things such as a canteen in Magilligan, or will you prioritise pupils? I say this to the Alliance Party: give the priority to our pupils. I look forward to your ministerial colleagues in the Executive supporting me when it comes to our schools.”
“I cannot. Just to correct the Member: I did not take away Fresh Start funding from schools. When it came to Fresh Start, the United Kingdom Government identified £500 million, and they carried out a process for integrated schools to be identified for new builds. That funding was then allocated to the Strule Shared Education Campus project, delivering for 4,000 pupils. What was my response? When schools such as Fort Hill and others were left high and dry by the UK Government, I brought them into my Department's conventional capital programme, and it is my Department that continues to take forward that work. Therefore, far from what the Member alleges, which is that I took money away, I actually stepped in to protect schools such as Fort Hill. That was the action that I carried out, and I will continue to make the case.”
“Hundreds of millions of pounds is needed to address schools that successive reports have said are crumbling, and that has a negative impact on the delivery of the curriculum in those school settings. Fort Hill, like other schools, needs support. However, I can provide that support only when the appropriate financial resources are provided. I will continue to make the case for that funding, and I would appreciate colleagues supporting me in securing that resource.”
“The Member is right. I know the school well, and I have visited the school. I know that it was subject to an inspection and that a number of action points, not just related to the physical capacity and build, need to be taken forward as a result of that inspection. We will continue to monitor that. <BR /> <BR />The Member rightly raises the poor condition of the college. It requires work, and, when I visited the school, I gave an assurance that the Education Authority would look at the various measures that need to be taken to address a number of the deficits associated with it. I will follow up with the Member on where that work currently is and what is needed. Fort Hill college is one of countless schools that are facing chronic maintenance backlogs, as I relayed earlier.”
“Mental health, well-being and suicide should be part of the work of the subgroup that is looking at that aspect of our curriculum, because I believe that we need to do more in that area. I will give close attention to that.”
“That is why Lucy Crehan, in her independent review of our curriculum, found that it was not effective and recommended that it should be broken up and that there should be a clearer way in the curriculum to provide support in a number of areas that LLW had addressed, including the well-being of young people. <BR /> <BR />I gave an assurance to those three dads this morning about what I very much want to happen. As part of the review of that subject, there is a subject working group, as is the case with all subjects. As part of the curriculum review that is being established, practitioners are being appointed to provide support across every subject, including LLW.”
“The Member raises an important point. This morning, I met three dads whose daughters committed suicide — took their own lives. The challenge that they presented to me was what was being done in schools to talk about those serious issues when it comes to mental health and well-being but also addressing suicidal ideation. I was very much struck by the testimony of those three dads, who spoke about their three daughters who tragically lost their lives due to suicide. During the meeting, I was able to relay some of the work that we do carry out in Education and Health. There is a framework in place, and support is available. <BR /> <BR />The Member rightly highlights the fact that the learning for life and work aspect of the curriculum does not provide the necessary support for young people.”
“When we get the evaluation, which is being carried out independently by King's College London, and if my instincts are right and the initial feedback is reflected in that report, it will demonstrate that that is something that we will need to take very seriously because the benefits that will come from minimising mobile phone usage in schools will be transformative, particularly when it comes to the well-being of children and young people.”
“The Member highlights the challenges of mobile phone devices in our schools. That is why, last summer, I produced clear departmental guidance that primary schools should not even have phones coming in, and, in post-primary, phones should not be used between the hours of 9.00 am and 3.00 pm, when pupils have left the school. That is why I have taken forward a pilot scheme in nine schools. I was in St Ronan's College, Lurgan, one of the largest schools in Northern Ireland with 1,600 pupils, and the feedback that the school provided to me was appreciation for the opportunity to have magnetic sealed pouches. It has been the single most transformative act that the school has taken to address issues around behaviour, concentration and the well-being of young people.”
“Therefore, that needs to be informed by the Budget-making process within the Executive to allow for an allocation to be made to give effect to some of the recommendations that I want to see taken forward.”
“I thank the Member for the question. The Member and her party leader met me before the schemes were developed. That helped to inform the process that we were following. It was a manifesto commitment by my party, but it is not exclusive to my party. It is being delivered through the Executive, and I put on record my appreciation for the Member's work in this area. Aligned with developing the strategy — and it is now submitted to the Executive. We have an Executive meeting on Thursday, so I hope that it will be on the agenda to allow it to get it out for public consultation and get feedback. I will then turn it around very quickly in order for it to align with the Budget process. Some of the proposals in the strategy require additional finance.”
“I encourage stakeholders to respond to the consultation once it is issued. Their comments will be used to inform the final version of the strategy and delivery plan.”
“Eligible working parents have saved almost £18 million since the launch of the scheme in September 2024, and, when that is combined with the savings from tax-free childcare, parents in Northern Ireland have saved an estimated £38 million. <BR /> <BR />I have funded the increase of 2,500 more pre-school places to full-time sessions with the provision of a free school meal for eligible children, and further increases are planned for next September. Additional funding has also been provided to support children who face disadvantage and to a range of programmes to support children with additional needs or disabilities. <BR /> <BR />Those initial actions are an integral part of the strategy and provide the foundation for further progress to support our children, families and the early learning and childcare sector.”
“I thank the Member for her question. I have issued the draft early learning and childcare strategy to my Executive colleagues for consideration. Once agreed, it will be published for public consultation. The strategy will build on the significant investment of £80 million that has already been allocated by the Executive over the past two years, which is already making a positive difference for thousands of children, families and providers. <BR /> <BR />One of the most successful initiatives has been the establishment of the Northern Ireland childcare subsidy scheme. The scheme has resulted in real savings for parents, with a 15% reduction in registered childcare costs and potential savings of up to 32% when that is combined with tax-free childcare.”
“As I have said before in the House, we test our young people in what is, in old money for me, fourth year, fifth year, lower sixth and upper sixth. For four years, significant examinations are required. That puts additional workload on them because of revision, practice, mock preparation and examinations. As part of looking at the qualifications, we need to ask questions about the relevancy of what those qualifications might look like when aligned to a reviewed curriculum and how it impacts on the amount of work that our young people have to deal with. The Member raises an important question. The answer to it is multifaceted, and no single answer will resolve it. Our direction of travel with TransformED will benefit our young people and teachers.”
“The Member highlights the disparity and differences that exist between some schools, and that is right. Different schools take different approaches to the amount of homework that they issue. As part of the TransformED NI work, we are reviewing issues around the curriculum. I have indicated that that work will provide a narrower curriculum that allows much greater depth and understanding to be achieved. One issue that our young people are really struggling with is a broad curriculum that only skims the surface of the subject matter, which means that they then have to catch up and that a lot more work is needed. Reviewing the curriculum and taking the approach recommended by experts in that area will have a knock-on benefit for young people when it comes to pressure and workload. <BR /> <BR />The work on qualifications is aligned with that.”
“We are taking forward a bespoke Irish-medium strategy, and in that will be an element related to workforce. The report that Stranmillis produced will inform the workings of that strategy document. Those issues will be considered. I am not in a position to outline to the Member today what the outworkings of that will be, but the centre has made the case about the needs of the workforce. I am taking that forward by looking at it through the Irish-medium education strategy, which I hope to publish in due course.”
“However, we need that monitoring round to provide the funding, because there are significant and well-documented financial pressures in the Department and in EA, but that should not come at the detriment of teachers getting an appropriate pay increase.”
“I have already had work carried out not only in my Department but in the Executive so that the financial requirement for teaching staff, which we have costed to be in the region of £37 million, will be made available from funding from the Executive. As the monitoring round will follow the Chancellor's statement next Wednesday, I trust that the Finance Minister will bring a paper to the Executive. I expect an allocation to be in that that relates to teachers' pay. That is the case that I have made, and that would then allow me to move forward in making, through the appropriate structures, a formal offer. I want to get a resolution to the matter before the end of January, which is the cut-off point for these discussions. If I can move earlier and get it resolved before Christmas, that is my intention and the basis on which I am operating.”
“I can update the House on that. The financial year for teachers is different to that for, for example, health workers. It runs not from April to April but from September to September. Therefore, the point at which such matters crystallise is not the same as in some of the other public-sector organisations that we have to deal with. The workload aspect was one part of the agreement from the previous set of discussions, and it is an important part of getting that received so that we can look at what measures could be taken forward. <BR /> <BR />I also want to move to a position in which we can make a pay offer to teachers.”
“I cannot, obviously, prejudge the report's recommendations. I am looking forward to receiving the report. It was at my request that the panel was established. It came about as a result of the discussions to resolve industrial relations on teachers' pay last year and the connected issues on workload. In order to find a way through, I recommended that we set up that panel. Given that I commissioned that work and that I have secured the involvement of the key stakeholders, particularly the trade unions, I look forward to receiving the report. I very much want to take forward the report's recommendations, but I cannot prejudge what it will say. Obviously, we will need to review what the recommendations actually say. I certainly want to implement them. That is the direction of travel, but I need to await what is in the recommendations.”
“<BR /> <BR />In order to gain a comprehensive understanding of the key workload issues and, more importantly, the steps that could be taken to address them, the panel wrote to boards of governors to seek written submissions on the workload position in their schools. In addition, it issued an engagement questionnaire to all teachers and school leaders in Northern Ireland. Over 7,500 responses to that questionnaire were received. The independent panel is finalising its report, and I look forward to receiving it in the next few weeks.”
“With your permission, Mr Speaker, I will answer questions 5 and 8 together. <BR /> <BR />Since the independent review of teacher workload panel was appointed in May 2025, it has undertaken a structured programme of work with the aim of submitting a final report by the end of November. That has included a review of existing reports and work streams that was taken forward by the Teachers' Negotiating Committee, as well as direct engagement with a range of stakeholders. The panel has also conducted benchmarking exercises with officials in neighbouring jurisdictions in order to assess comparative approaches to teacher workload management.”
“Constituents have raised that issue with me. When it comes to pupils wearing coats to school, it seems that schools give priority to having the school uniform and emblem on display, even when children and young people need protection from inclement weather. Schools need to reflect on that. It is important that our young people can get to school and are comfortable when they are in school. They will not be comfortable if their uniform is saturated as a result of the weather. If schools prohibit their young people from wearing an overcoat and insist that they should wear only a school blazer, meaning that they are not protected from the elements, that is wrong, and they should put that right.”
“We sought legal advice on the draft guidelines throughout the process. The guidelines were tested for their workability through focus groups that we conducted with teachers and parents in June. That highlighted the need for further legal advice at that time to ensure that there was clarity and that the guidelines would be workable and would deliver for parents and schools. The legal advice resulted in the updated guidelines, which were set out clearly. Feedback on the guidelines has been provided by principals recently, and the guidelines have been updated where that was appropriate. Ultimately, the guidelines must follow the Bill's requirements; they follow the legislation that was passed. I assure the Member that legal advice was sought throughout the process, and that has informed the way in which the guidelines have been produced.”
“The guidance was already there, and schools were aware of what they should be doing, but now they have to do it, because of the legislation that was passed. Affordability is at the very core of that legislation. That was the number-one issue that came out when we consulted with our stakeholders. It was all about affordability. That was the key aspect, which now has to be central for schools as they develop their school uniform policies, carry out their reviews and consult with parents, pupils and stakeholders. The transparency that is associated with that must demonstrate how schools have taken the underpinning principles around affordability into account.”
“There are two points to consider. The first is that we are consulting on a cap. We made provision in the legislation that we could introduce a cap. The cap could be made up of two component parts: either a financial limit or a limit on the number of items that pertain to a school's uniform provision. Alternatively, it could be a hybrid model, using both. We will consult on what that would look like. We were prudent, however, and we put the powers in primary legislation so that, were we to introduce a cap, having carried out our proper due diligence, we would be in a place to do that. <BR /> <BR />The Bill that was passed by the Assembly gives legislative underpinning to the guidance, which we have enhanced.”
“The guidelines on school uniforms follow the provisions in the School Uniforms (Guidelines and Allowances) Bill, which passed its Final Stage in the Assembly on 13 October. The legislation will come into operation on the day after the Bill gains Royal Assent, at which time the duty on the Department of Education to issue the guidelines and lay them in the Assembly, as well as the duty on schools to adhere to them, will go live. <BR /> <BR />While the Bill awaits Royal Assent, I instructed my officials to issue a copy of the guidelines to schools to assist them in making sure that their uniform policies are compliant for the 2026-27 school year. The school uniforms guidelines were therefore issued to schools on 12 November. I also instructed my officials to provide a copy to the Education Committee on that day.”
“All of that helps children feel part of a whole-school community, which then benefits their academic attainment in a classroom setting. <BR /> <BR />The Member is right to highlight the issue, and I make common cause with him. The pilot scheme and the other work that I am taking forward in the area, as well the provision of synthetic football-type pitches for the post-primary sector, is being done to try to provide the appropriate school estate for the physical education curriculum to be delivered more effectively.”
“I will do my best to link my answer to the question. Physical literacy is an important aspect of the school curriculum. Principals have raised issues about the lack of facilities to enable pupils to get 120 minutes of physical education, particularly outdoor activity, a week. The pilot scheme is therefore designed to provide what, for some, may be a covered outdoor area that can be protected from the elements, meaning that some physical activities can take place. <BR /> <BR />The Member's view is one that I share. It is hugely important for our young people to be engaged in sport not just for its physical benefit but for its benefits for overall well-being. Sport creates great opportunities for social interaction and developing leadership skills. It creates a wider network of friendships and peers in a school setting.”
“My officials are working through the necessary checks of how the criteria will be applied through the process, but, as I said, I hope to make an announcement shortly.”
“I hope to make an announcement about that soon. A call for applications was issued in August. It went to all primary schools seeking to be considered for the pilot exercise. Some 213 schools responded for inclusion in the pilot exercise. That indicates the level of demand and need, but, in order to have an effective pilot scheme, we will be able to take forward only about 10% of applications. My officials have advised schools that the initial pilot for the 20 successful applications will be drawn up using an element of random selection. I want to ensure that there is a mix of school sectors represented. That mix will include urban and rural schools and will be based on school enrolment figures.”
“My fear is that the Department is stepping back, and a number of principals have raised the same concern. That is a retrograde measure about which I have raised concerns.”
“I am aware of those issues, and they are a cause of deep frustration to me; indeed, I am concerned that the increased financial pressures on my Department are a result of the withdrawal of services by some of our health trusts and the Department of Health as it seeks to mitigate its projected overcommitment. Schools are having to pick up the pieces, but, where we have children who require additional support, that cannot fall on the shoulders of just the Department of Education and our school leaders. We need our health professionals to be empowered by the trusts and the Department of Health to support those children. Schools are there to provide an education, but, where pupils have increasing medical needs and complexities, we need the Department of Health to step up.”
“Officials are working through the necessary checks on the schools that have self-nominated, and I will make an announcement soon. It is my intention then to issue a written statement detailing the primary schools that will participate in the pilot exercise for covered outdoor sports space provision.”