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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“It is a consultation for a reason: it will inform the decision-making process that will then flow after that. I have not reached a firm view at this stage.”
“Yes. The Member mentioned the points system. I have concern that access to universities in the Republic of Ireland is very difficult for young people in Northern Ireland. There are challenges. Work needs to be carried out at the higher education level to remove those barriers. Many young people would be willing and want to study in the Republic of Ireland, but the barriers to access are challenging. <BR /> <BR />I have said that the view that is emerging from the evidence base is that that approach would be a better one to follow. However, I also hear the conflicting messages that come particularly from young people around the issue. We just need to hear that feedback properly and carefully consider all the responses that we get from the consultation. I encourage teachers and pupils to very much engage in the process.”
“I am open to hearing people's views on that.”
“I declare an interest, because I have one daughter who has gone through her AS levels — she does not necessarily agree with the proposal, I have to say — and I have another one who has to do them. I know the pressure that it puts on them. Thousands of young people will repeat the exams that they have just sat in lower sixth in order to try to improve their result in upper sixth. Quite a number of weeks of valuable teaching time is lost. Young people can be off school for a number of weeks to carry out revision and sit mocks, and then they are off for a number of weeks to sit the exams. Some young people in lower sixth may not be in school learning for up to seven or eight weeks. There is a balance to be found between how much learning time there is and how much focus there is on testing and qualifications.”
“It is a really important question. That is why we are asking for feedback, particularly from pupils. The engagement that we have already had indicates that there is high pressure when you go into year 11, because, where you are carrying out the modular approach in some subjects, you are formally tested in year 11. The more linear approach is year 12. The evidence shows that academic results are better for those who follow the linear approach rather than the modular approach. We need to look at what the evidence shows about which approach to follow for the best educational outcomes. <BR /> <BR />The high levels of testing that our young people face are also well documented, and many Members have rightly talked about that. There is a high level of testing in lower sixth.”
“My proposals reflect a clear ambition to ensure that CCEA GCSEs, AS levels and A levels remain relevant nationally and internationally. While the main consultation is an opportunity for students to inform the proposals, my officials have also been engaging directly with students and young people in a range of settings over the course of the consultation. That engagement has included holding focus group sessions with school students and speaking directly with young people in years 11 to 14. <BR /> <BR />Officials have also met representatives of the Secondary Students' Union of Northern Ireland (SSUNI) and, in collaboration with the EA, have designed a children and young people's version of the consultation questionnaire. That has been shared with youth organisations in order to allow young people the opportunity to share their views.”
“The Member is right. As I said to Mr Brooks, as we seek to provide support, we also need to support the sector so that it can develop its capacity. We have an ambition to provide more support, but not just financial resource but human resource needs to be available in order to do that. Some funding has already been provided to the Department for Communities. Through an academy, it is helping people working in early years get qualifications and accreditations. We are therefore looking at how we can support organisations in that regard. While I have primarily led on the delivery of the strategy, other Departments are involved, and I am grateful to the Minister for Communities for stepping forward to facilitate that aspect of the plan.”
“I thank the Member for his comments and his question. As I indicated, I intend to publish a comprehensive implementation plan alongside the finalised strategy following the consultation process. Although the strategy is ambitious, it will, as I said, be realistic about what can be achieved, through taking account of the funding available and recognising the capacity that exists in the sector and the ability to deliver. It is important that we take those considerations into account. Ultimately, it will be for the Executive to decide how much funding they are prepared to allocate to the strategy. That will then dictate what can be achieved.”
“<BR /> <BR />The Member should be assured that we have been able to make a positive impact by delivering the new schemes. Where I am empowered to do so by the wider Executive, I will continue to deliver. I agree entirely with the Member that many families struggle to meet childcare costs. The Executive have made a start, but there is much more that we need to do.”
“The Member is absolutely right to say that the cost of childcare is a huge financial pressure that many hard-working families have to face; we hear that in all our constituencies. That funding is a start. I have a much greater level of ambition, but that ambition very much depends on the resources that we have available. The funding does not sit in my Department, as the Executive ring-fenced it to protect it from the pressures that all Departments face. Those pressures have been well documented today. Delivery of the strategy, once it has gone out to consultation and is finalised, will therefore be subject to the allocation of funding. That is a wider collective decision that will need to be taken, because the funding sits outside my Department.”
“That should not limit the ambition of what a comprehensive strategy should look like, but I need to caution Members that there will be reality around what funding is available to implement the strategy once it is finalised. That has not curtailed me in making sure that we have an ambitious, comprehensive strategy that will be brought to the Executive very soon.”
“I am glad that the DUP is delivering for the Alliance Party and it is benefiting from the hard work of a DUP Minister. Unfortunately, that support was not available for my three children, who are beyond the age of eligibility. <BR /> <BR />The Member is right. The Executive have already invested £80 million and have put in place new schemes and stood them up, all before we had a strategy. Often, Departments and Ministers spend lengthy periods developing a strategy. We got on with delivering the schemes while taking forward the development of a strategy, and that is important. <BR /> <BR />The strategy needs to be fully costed, and, certainly, as I bring it forward, we will know how much its implementation will cost. It will be, however, subject to the funding that is available.”
“<BR /> <BR />I will be bringing more proposals to the Executive as part of the draft strategy to further support our children, families and the early learning and childcare sector.”
“It is meaningful and tangible. When fees started to rise, they were offset as I acted again to increase the subsidy scheme in April by 10%, raising it to £184 per month per child, and I raised the administrative payments to providers. <BR /> <BR />In addition, I have already funded the increase of 2,400 more preschool places to full time, with the provision of a free school meal for eligible children. It means that 50% of preschool places are now full time, with further increases planned for September next year. Add to that the additional funding to support children facing disadvantage via Sure Start, Pathway, Toybox and a range of programmes to support children with additional needs or disabilities. Those early actions are the foundation on which the early learning and childcare strategy will be built.”
“I thank the Member for her question. I will be bringing a draft strategy to my Executive colleagues for consideration in the coming weeks, and, if agreed, it will be subject to public consultation. The strategy will build on the significant investment of £80 million already allocated by the Executive, which is already making a positive difference for thousands of children, families and providers. <BR /> <BR />Some of the £80 million went to the Northern Ireland childcare subsidy scheme, a scheme that initially helped families with preschool children but which I extended it to include school-age children from 1 September this year. That has put money in parents’ pockets with a 15% reduction on registered childcare costs and potential savings of up to 32% because it is combined with the tax-free childcare system.”
“My Department provides a range of discretionary funding streams to schools, such as extended schools programme funding and targeting social need resources, which schools may direct toward forest school provisions if they wish. I will certainly seek to accommodate the Member's request to visit.”
“I thank the Member for highlighting that project in his constituency. I have visited quite a number of schools over the past 18 months, and a number of them have forest schools. Undoubtedly, they enhance the environment in which those young people learn and give them that outdoor experience. I certainly commend that approach where it is possible. <BR /> <BR />Schools in Northern Ireland are free to work with a wide range of voluntary, community and private sector organisations, including forest schools. The Education Authority has produced a series of teacher professional learning videos on outdoor learning that are accessible on its supporting learning website.”
“Whilst I recognise that forest schools can play a significant role in the education of our children, the financial position for the Department unfortunately remains extremely challenging, which means that funding is not available for projects to develop outdoor space at present.”
“The independent review of education and feedback from school leaders and the controlled schools task force have highlighted clear shortcomings in the current support arrangements.”
“<BR /> <BR />I agree that that would not happen in any other sector, nor is such an approach proposed for any other sector, and that controlled schools need a dedicated managing authority. That is why, last week, I launched a public consultation on proposals to establish a new organisation dedicated to supporting controlled schools across Northern Ireland. The consultation will run for eight weeks. It seeks views on the role, structure and functions of the proposed organisation ahead of legislation being introduced. <BR /> <BR />Controlled schools are the largest and a most diverse sector in our education system. They play a vital and distinctive role in communities across Northern Ireland.”
“I first thank the Member for taking on her role as chair of a board of governors. It is hugely commendable to take on that responsibility. Membership of a board of governors is voluntary, and those who take on the role of chair are to be commended, because I know the high levels of work that are involved for anybody who engages in that. <BR /> <BR />I can confirm that departmental officials have already been in discussions with EA officials on some of the proposals outlined in the revised teaching appointment scheme for controlled schools that is out for consultation. My officials have highlighted to the EA the fact that its proposals, if implemented, would see the role of governors diminished. The EA consultation on the revised teaching appointment scheme is ongoing and is expected to be completed early in 2026.”
“A draft teaching appointment scheme for controlled schools has been prepared, and consultation with controlled schools, governors and wider stakeholders is ongoing. That work is expected to be completed early in 2026.”
“The Education Authority (EA) has advised that the rationale for the review of the teaching appointment scheme for controlled schools is that the current scheme has been in operation since 2016 and has not been subject to substantive review or engagement since a post-implementation review took place in 2017. The EA is of the opinion that, whilst the current scheme provides a framework for the completion of teaching appointments, there has been learning about what areas could be improved. The Education Authority is therefore completing a review of the scheme to provide a proposed improved and more flexible framework for the delivery and development of the appointment of teachers to controlled schools.”
“Internationally, there is a revival of the importance of knowledge in education approaches. It has re-emerged as a prerequisite for improved learning, critical thinking, problem-solving, reading and comprehension and as a facilitator for collective discourse. That evolution is backed by a greater understanding of cognitive science, which now very much indicates that, with detailed knowledge, you empower yourself to develop much greater skill. <BR /> <BR />It is not an either/or, skills-versus-knowledge situation. Rich, detailed knowledge and mastery of a subject area allow you to deploy the skills, so you need that knowledge. It is about ensuring that we have both.”
“I thank the Member for that question. I have been very keen to ensure that Northern Ireland looks outwardly towards international experience, as well as making sure that we reform our education system so that it is tailor-made for our local community and reflects our Northern Ireland context. To ensure that the Northern Ireland curriculum remains aligned with international best practice, we need to look at providing for a knowledge-rich and well-structured approach. A number of jurisdictions, including Sweden, Belgium, Norway, New Zealand and, now, some Australian territories have reviewed the former approach to curriculums, which was primarily skills-based, due to concerns about a lack of specificity, commonality and core knowledge.”
“The Member just highlighted the reason for that. The way in which you would commission a review of the RE curriculum is not the same as the way that you would commission one for other subjects. Obviously, the Churches have involvement in that. The Churches are not involved in respect of any other subject, but the approach to RE is different. However, as the Member will know, we await the UK Supreme Court reading down a judgement about RE. We will reflect on the judgement's contents, which may well lead to such a review being carried out.”
“I genuinely want to hear the feedback from the relevant stakeholders, and the consultation exercise is the opportunity to do that before final decisions are taken.”
“I thank the Member for the question, because it is relevant. That matter is out for consultation, and we are seeking feedback from pupils, practitioners and educationalists. One of the driving concerns that a lot of people have is that a lot of our young people undertake formal statutory assessments and tests in years 11, 12, 13 and 14. With those come controlled assessments, which contribute to teacher workload. Evidence shows that moving to that more linear approach can be more beneficial to academic outcomes. I have put the issue out for public consultation because I want to hear the feedback on it. There are principals who have very strong views in advocating for that change, but I have not taken a decision on it.”
“<BR /> <BR />Work is under way to establish a series of subject working groups, made up of teachers, academics and subject specialists, which will draft the reformed content for each subject area from Foundation Stage to Key Stage 3. I expect those groups to be operational in November. A new framework will be presented to me in March 2026 in advance of a public consultation. My ambition is for the new curriculum framework to be implemented for September 2027.”
“It should ensure that every child enjoys an ambitious and knowledge-rich curriculum that develops their learning in a well-sequenced and explicit manner. <BR /> <BR />On 27 August, I announced the establishment of the curriculum task force advisory committee, which will oversee, direct and lead the reform of the Northern Ireland curriculum. The committee, led by Christine Counsell with Lucy Crehan as deputy chair, includes those with a wealth of experience in curriculum design, classroom practice, evaluation and implementation. Its role is to guide the development of a new, coherent and knowledge-rich curriculum framework.”
“The strategic review of the Northern Ireland curriculum was completed in June 2025. The review, which was undertaken by Lucy Crehan, provided a focused, time-bound evaluation of the current Northern Ireland curriculum. The review was clear that Northern Ireland needs a new curriculum that is:”
“Further to that point of order, Mr Speaker. I am happy to correct the record. I am very clear. The Member knows entirely why he went after Lisneal College: because it caters for a mainly Protestant community. I stand over that.”
“<BR /> <BR />I urge Members to vote in support of the Bill. I am confident that scrutiny of its impact will bear out everything that I have said throughout the debates in the Chamber. It is time to put aside party politics. Put parents first. That is what we will achieve in voting for the School Uniforms Bill. I commend the Bill to the House.”
“It appears to me that Committee members who are most exercised would benefit from going through Hansard and looking at what has been shared about what the Bill will do, remembering that those points are all based on legal advice. <BR /> <BR />I keep saying how important words are. Every word in the Bill following Further Consideration Stage has purpose and is important. Those words are not there to take up space on a page but to make a real difference. I welcome the fact that Members will be reviewing how the Bill is implemented. I will be reviewing its impact for parents. I would welcome a greater focus from Members on that impact, because that is the area that I believe that we agree on: the need to address the affordability of school uniforms for parents. I assure the House that it will.”
“<BR /> <BR />As we prepare to vote on the Bill, let me say this: there is nothing that should concern Members about the content and coverage of the School Uniforms Bill. I brought the Bill in to address the affordability of school uniforms. It will address the affordability of school uniforms. It has all the necessary powers and duties to ensure that it will do that. In addition, comfort, practicality and the adequacy of uniform requirements to support pupils in their learning and to participate fully in all aspects of school life are provided for in the Bill. The Bill places a duty on school managers to adhere to the guidelines, and it will be reported on at least every three years.”
“<BR /> <BR />The best interests of the child and the voice of the child are already enshrined in other provisions. They already apply to any departmental guidance that is produced. To suggest that they will be missing from the statutory guidelines on school uniform policies that will follow this Bill is misleading and simply wrong, regardless of whether Members have had sight of draft guidelines. As I have stated, the Bill will operate in the context of existing law, including all existing human rights and equality legislation. The Department of Education is bound by law to act reasonably in exercising its statutory functions, and it should be borne in mind that that necessarily informs attitudes towards fairness, dignity and equality. That is based on legal expertise; it is based on fact, not misunderstanding of legislation.”
“<BR /> <BR />It seems somewhat odd to suggest that the Bill lacks anything that is needed in good legislation to deliver the purpose for which it has been introduced: addressing the affordability of school uniforms. I would not introduce legislation unless I were absolutely confident that it will deliver. Let me say that I am confident that it will deliver. It will make a difference for parents, and I can assure Members that it is effective legislation. <BR /> <BR />I had to bring a number of tidying-up amendments through at Further Consideration Stage to ensure that it can work. I have consistently worked at pace to bring the legislation to the Assembly — not to rush, but to make a difference for families who need us to do so and need us to do so now, not in two school years' time.”
“<BR /> <BR />If Members are looking to see scope for reasonable adjustments to be made for pupils with special educational needs and disabilities, the Bill covers that. If Members are looking for school uniform equity, regardless of gender, the Bill works in tandem with existing human rights and equality legislation. In addition to that, schools will have to consult with their pupils and parents. There are no barriers to uniform equity on any grounds in the Bill. Information will have to be published about the consultation process and the outcome, about costs and about rationale for uniform design, which, again, I remind Members, parents and pupils will be consulted on.”
“I may have misheard the Member before. It was my recollection that that comment was made. I am happy to retract it on the basis of the Member's testimony. <BR /> <BR />Let me make some progress so that we can bring the matter to a conclusion. The Bill contains strong duties and powers. It works in conjunction with all existing legislation, including that on human rights and equality law. As I said, it focuses on ensuring that the guidance has to cover affordability, comfort and practicality, and it allows for provisions to be put in place to cap costs or branded items. It also differentiates between school types, year groups and Key Stages and supports uniform banks or the lending of uniform items to pupils.”
“it is the financial burden that is placed upon them. Sinn Féin can shout at me if it wishes. That is fine. Sinn Féin does not believe in school uniform at all. I have heard the Member Mr Sheehan say that he believes that you should not have school uniform.”
“— when, actually, the biggest issue for hard-working families is affordability. It is the cost;”
“Again, I say this to people: campaign on those issues when you are being consulted in your school setting. Change the policy of your school, if you feel that that is the most appropriate for your school setting. That is a matter that is entirely for schools. There is a degree of autonomy — I call it "appropriate autonomy" — in matters of education, where schools should be able to take those decisions. They now have a clear framework through which those decisions have to be taken. Therefore, engage with your schools. Make sure that your pupil voice is heard, because the law now requires that school to take into account the voices of pupils and parents. <BR /> <BR />The fundamental purpose of the Bill is notable. Some Members have majored on the gender-related issue — should it be trousers or a skirt?”
“It cannot just be the case that somebody decides one day, "This is the policy, and I am going to enforce it in my school setting". That is certainly not the practice that I had from principals when I was on the boards of governors for schools.”
“There is always a balance to be struck as to where that should lie. Should we force that uniform policy on all schools, or do we allow them to develop it, engage with parents and pupils on it, and come forward with it? I err on the side of allowing our schools to navigate the issue, but it is part of the guidance when it comes to comfort and practicality. They should engage on those issues as part of that process. <BR /> <BR />Mr Sheehan referred to it, saying, I think, that it should not be subject to the "whim" of a principal. That is not correct. No principal operates on a whim. Every principal has a board of governors. Every principal is accountable to the school's board of governors. They have to have policies in place.”
“I thank the Member for her intervention. A number of Members have touched on that issue, and I addressed it earlier in the debate. I am getting to the point at which I will speak about equality-related matters. The Bill speaks about comfort and practicality. Those measures are in the Bill and will be reflected in the guidance. The guidelines will not, however, mandatorily require every school to make such provision. That will still be a decision for schools.”
“It works in conjunction with all existing legislation, including human rights and equality law. It is focused on ensuring that the guidelines cover affordability, comfort and practicality, and it allows for provisions to be put in place to cap costs or the number of branded items, to differentiate between school types, year groups and Key Stages and to support uniform banks or the lending of uniform items to pupils.”
“That is a matter for the Committee. I do not want to interfere in how the Education Committee handles its affairs. We will wait and see how, when I appear before it, it handles them. <BR /> <BR />I will move on. I have indicated that it is not for me to dictate the direction in which the Committee goes. We should, however, allow the Bill and the guidelines to become operational and then review how the guidance gives effect to the legislation. That would be a much more appropriate action for the Committee to take. It would allow it to carry out its proper scrutiny role, and I would support it in doing so. It should then reach a decision on whether it wants to introduce its own Bill, but that, again, is a matter for the Education Committee. <BR /> <BR />Let me remind the House that the Bill contains strong duties and powers.”
“Mr Baker should understand my scepticism about this Education Committee. I will give way to Mr Brooks.”
“I think that the Education Committee is having me appear before it next week, and we will see what areas it covers then. The last time, it certainly did not cover special educational needs or the budget problems that we face. It did, however, cover one school in particular. That is what it spent all its time on.”
“That is all that the members were interested in when I appeared before it the previous time.”