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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“Too often in the past, change has come at a glacial pace but not this time. Our children get only one chance. With TransformED, we are delivering that change.”
“In recent months, we have made remarkable progress — progress that is without parallel in recent years — but let me be clear that this is only the beginning. Reform is not a threat but a promise: a promise to do better, to be better and to serve better. TransformED is that promise to every child that their education will be ambitions, inclusive and life-changing; to our teachers that they will be empowered, supported and valued; and to our society that education will be the foundation of a more prosperous and confident Northern Ireland. <BR /> <BR />I thank all those who have contributed to progress so far, particularly our school leaders and staff. Their commitment is the engine of transformation. Together, we are not just imagining a better future but building it.”
“Key priorities include supporting schools in implementing the TPL fund and accessing a wide range of enhanced professional learning opportunities; advancing the work of the curriculum task force and engaging stakeholders in curriculum reform; new strategies for literacy, numeracy and school improvement; progressing legislative work on inspection and the age of participation in education; beginning the work of qualifications reform; and expanding the RAISE initiatives and evaluating their impact. <BR /> <BR />TransformED is a blueprint for excellence, equity and empowerment. It sets out a bold, coherent and evidence-driven agenda that will not only transform education in Northern Ireland but allow us to learn from and, ultimately, outpace the world's best.”
“<BR /> <BR />RAISE initiatives are also under way, including a new reading with AI research project that explores how technology can support literacy. Plans are well advanced for holiday revision schemes and a primary science of learning programme. Those evidence-based initiatives are designed to close the attainment gap and ensure that every child has the opportunity to succeed. <BR /> <BR />As we move into the new academic year, our focus will be on deepening, accelerating and scaling the implementation of TransformED.”
“We need a legal framework that guarantees consistent, independent oversight of educational quality, child protection and safeguarding. In parallel, we will launch a consultation on a new school improvement policy that provides tailored, evidence-based support to schools in all circumstances. It is about building a system that is fair, rigorous and focused on what matters most: the life chances of our children. <BR /> <BR />Talent is universal, but opportunity is not. Excellence in education is simply not possible without greater equity. Narrowing the gap for disadvantaged learners is central to TransformED. We have now completed a public consultation on legislation to raise the participation age to 18, and I will bring that Bill forward in the autumn.”
“We do not, and that must change. <BR /> <BR />We are preparing legislation to ensure that the statutory arrangements for inspection are not only robust but enforceable. That is not about bureaucracy; it is about accountability, transparency and the right of every child to high-quality education. Over recent months, we have completed a public consultation on the legislation, and I will bring the Bill to the Executive in the coming weeks. It is a critical step in restoring confidence, raising standards and protecting children. <BR /> <BR />Let us be clear: do we, as a society, believe that schools should be inspected? If the answer is yes — as it must be — ask yourself whether that inspection should be voluntary. Of course not. No serious education system in the world leaves inspection to chance.”
“At the heart of any education system that truly promotes social mobility is the simple but powerful principle that every child deserves access to a good school, yet, in Northern Ireland today, that principle is under threat. Due to prolonged industrial action, many schools have gone without inspection and the external scrutiny, support and challenge that are essential to driving improvement and safeguarding children. That is not a minor administrative issue but a systematic failure that puts standards and equity at risk. We cannot continue with the constant threat and reality of disruption. That disruption is unmatched anywhere else in the United Kingdom or Ireland. Northern Ireland stands alone as an outlier. Every other jurisdiction has clear, enforceable legislation that requires cooperation with school inspection.”
“Our proposals are guided by a clear and ambitious vision: to create a more streamlined, learner-focused system that prioritises depth of understanding over quantity of assessment. We intend to reduce the number of examinations that young people are required to sit and, wherever possible, remove controlled assessments. That will ease the burden on teachers, freeing up valuable time for high-quality teaching and meaningful learning. The message is simple but powerful: more time for deeper learning and less pressure to teach to the test. We want to empower teachers to inspire, not just prepare, and enable students to truly engage with their subjects, not just memorise mark schemes. <BR /> <BR />I turn to school improvement.”
“It will also allow robust measurement of standards over time, enabling a much more authoritative picture to be established of our overall educational performance than is currently possible. The insights gained will play a vital role in shaping policies and interventions that support high-quality teaching and learning for all children in Northern Ireland. We are also accelerating the development of computer adaptive assessment through CCEA, with a record 522 schools participating in the September 2025 pilot. The reforms will ensure that assessment is meaningful, fair and aligned with learning. <BR /> <BR />Looking ahead, next week, I will launch a public consultation on the future policy direction for GSCE and A-level qualifications in Northern Ireland.”
“My Department has worked with the Council for the Curriculum, Examinations and Assessment (CCEA) to put in place the first system-level sample assessments in literacy and numeracy for pupils in years 4, 7 and 10. A representative sample of participating schools has already been identified, and the first assessments will take place in March. <BR /> <BR />The new approach aligns Northern Ireland with international best practice, mirroring approaches used in countries such as Finland, Canada and Singapore. It will provide a clear, evidence-based understanding of how well our pupils are developing essential skills in reading, writing and mathematics in each Key Stage.”
“Building on the success of the inaugural TransformED school leaders conference, two curriculum conferences later this month will bring together school leaders and senior teachers from across Northern Ireland to explore the concept of knowledge-rich curricula and the impact that such approaches can have on pupil outcomes, inclusion and tackling disadvantage. Recruitment will also start shortly for the subject advisory groups to support the reform programme. Teachers across Northern Ireland will be invited to join those groups and shape the new curriculum over the next 12 months. <BR /> <BR />Assessment reform is also well under way. An independent review panel chaired by Tim Oates has been established and is actively progressing its work. The panel will issue a call for evidence and a teacher survey later this month.”
“The task force terms of reference have also been published, setting out a clear mandate for modernising and aligning our curriculum with international best practice. Over the last number of weeks, I have appointed a task force advisory committee that is made up of leading educationalists from across the British Isles to lead that work. I am delighted that leading educationalist Christine Counsell is chairing the task force, with Lucy Crehan continuing her involvement as the deputy chair. Christine brings unparalleled expertise as a globally recognised thought leader in education. She has advised successive United Kingdom Governments and, most recently, helped to lead curriculum review in Flanders. <BR /> <BR />This term, the work of the curriculum task force will gather pace.”
“In June, Lucy Crehan published her strategic review of the Northern Ireland curriculum, which was a major milestone in our reform journey. It is a landmark report that sets a clear, ambitious and forward-thinking vision for the future of learning in our schools. The review report and its recommendations provide a comprehensive assessment of our current curriculum and set out a compelling case for change. The case for a new curriculum framework is based on five key principles: a framework that is purpose-led; knowledge-rich; continuous and coherent; specific and focused; and flexible and inclusive. <BR /> <BR />In July, my Department published its formal response, accepting many of the review recommendations, including a new curriculum task force to drive forward reform.”
“To our school leaders and teachers, I say this: you are the foundation on which we will build a better future. TransformED is a commitment to invest in you and in the teaching profession. I want us to work together to build a culture across our community where education is truly valued and teaching is rightly regarded by all as an attractive, high-status profession. That is why I also plan to introduce student bursaries to improve the uptake of initial teacher education (ITE) in subjects that are experiencing teacher shortages. <BR /> <BR />Curriculum form is key to my TransformED agenda. Curriculum is the backbone of all education and the road map that shapes what pupils learn, how they develop thinking skills and how they prepare for life, work and citizenship.”
“We are building a rich programme that supports continuous improvement. In the months ahead, we will extend the online science of learning professional development programme to primary schools, develop a new professional qualification for headship, roll out bursaries to support membership of the Chartered College of Teaching, strengthen the provision of school-to-school support through a leaders of education programme, and develop a new professional learning programme for existing experienced principals.”
“<BR /> <BR />The new monthly 'Science of Learning' newsletter is bridging the gap between research and classroom practice, offering accessible insights that educators can apply immediately. We have also funded over 100 schools to host 50 research-informed conferences, bringing together practitioners, researchers and school leaders to share what works and why it works. This month, we launched a quarterly research publication for teachers, edited by Queen's University, and a new leadership newsletter for principals. <BR /> <BR />A high-quality induction programme is essential to ensuring that our newest teachers enter the profession with the confidence and support that they need to thrive. Working with the Education Authority, my Department has developed a major expansion of the induction programme for early career teachers.”
“The academy offers on-demand courses, expert insights and practical resources that are grounded in cognitive science research. Of our 190 post-primary schools, 145 have signed up for the academy, and over 6,000 teachers in Northern Ireland will benefit from the programme. In June, my Department launched the TransformED teacher professional learning (TPL) fund, which is a £31 million investment over three years that provides schools with dedicated per teacher funding to support high-quality, evidence-based professional development. The fund empowers schools to purchase professional learning that is tailored to their specific needs, fostering a culture of continuous improvement. Alongside the fund, the Making Best Practice, Common Practice programme is enhancing access to educational research.”
“As Minister of Education, I reaffirm my pledge to support teachers at every stage of their career. From initial teacher education to ongoing professional development, we must ensure that every teacher has access to the resources, training and support that they need to excel in their profession. A world-class education system begins with world-class support for educators. Central to the TransformED strategy, therefore, is a commitment to investing in a comprehensive approach to teacher professional development. After many years of limited progress, we have made significant strides in that area in recent months. <BR /> <BR />In May, I launched the online teacher continuing professional development (CPD) academy for post-primary schools.”
“Its work ensures that our policies are grounded in what works, informed by data and shaped by the realities of our classrooms. Crucially, we have created primary and post-primary principals' panels, giving our school leaders a direct voice in shaping reform. Together, those structures form a powerful coalition for change, combining international insight, academic rigour and front-line experience. They are helping to ensure that TransformED is not just ambitious in its goals but effective in its delivery. <BR /> <BR />If we want to build a better future, we must begin by investing in those who will shape it: our teachers. To quote McKinsey's famous maxim:”
“TransformED focuses on five key areas: curriculum, assessment, qualifications, school improvement and tackling educational disadvantage, all underpinned by a relentless focus on supporting effective teaching through significant investment in professional learning. <BR /> <BR />Let me outline the progress that we have made to date. Over the past six months, we have laid the structures for meaningful and lasting reform. We have established an international ministerial advisory panel, bringing global expertise to Northern Ireland. Those world-leading thinkers are helping us to benchmark our ambitions against the highest-performing education systems. Alongside that, our local academics group will provide critical insight that is rooted in research and evidence.”
“<BR /> <BR />At its heart, TransformED is about ensuring that every child and young person, regardless of their background, has access to an excellent education. The intent is clear and urgent: to build a world-leading education system. The strategy represents a decisive shift in how we approach teaching, learning and equity in our schools. It is perhaps the most significant change in education in many generations. We are not simply tweaking the edges of policy; we are reimagining the foundations of our education system. Make no mistake: TransformED is a break from what has gone before. It places the classroom at the centre of reform and recognises that the quality of teaching and learning is the single most important factor in improving our children's outcomes.”
“In March, I stood in the Assembly to launch TransformED NI, which is my new strategy for transforming teaching and learning. The strategy sets out a bold and ambitious vision for educational reform in Northern Ireland and is informed by what works best in education systems across the world. Unlike too many other strategies across Departments, the publication of that strategy marks the start, not the end, of the process. The strategy will not sit on a shelf but will be implemented in practice. That is why we are backing the vision with action. In April, I published the strategy's delivery plan. Today, I am delighted to update the Assembly on the implementation of TransformED and to look forward to the year ahead.”
“Shameful, Mr Speaker. Will you advise me to understand whether those comments were made in her capacity as Alliance Party leader or as Justice Minister so that the Assembly and I can hold her to account and so that I can properly address my formal communication that I will issue later today calling on her to retract those comments and apologise to the teaching profession for that outrageous attack on its professionalism?”
“<BR /> <BR />I appreciate that some Members are going to find that difficult, but let me repeat what the Justice Minister said so that you can give me advice on how I can hold her to account in her role as leader of the Alliance Party or as Justice Minister. It is really important that the Assembly knows how to hold people to account. The Justice Minister said:”
“On a point of order, Mr Speaker. Yesterday, in an interview with Cool FM, the Alliance Party leader and Justice Minister made an extraordinary attack on the teaching profession. She suggested that, on the basis of a common-sense policy that I set out in May and reiterated yesterday regarding transgender issues, some teachers would be part of an open season of bullying young people. That accusation was made in response to a position that I believe reflects the views of the vast majority of people, which is that biological boys should not use girls' toilets or changing rooms and should not participate in competitive sports with girls. In addition, I suggested that neither pupils nor teachers should be compelled to use pronouns other than those that reflect biological sex.”
“I will test the Executive commitment to it when I bring forward my capital programme. I trust that it will be supported. <BR /> <BR />At the heart of all this, beyond the political commentary, there are families and children who need hope. We can talk about failure, and, in some instances, it has not been what it should have been. However, we also need to give hope that we have a clear plan. I do, and we are delivering it. I want to do more, and, with the support of everybody in the Chamber, I trust that we will be able to meet the needs of those families and, importantly, their children.”
“I have been successful in securing some investment, which has allowed progress to be made. I was successful in the bid to the public-sector transformation board, and the Finance Minister confirmed £27·5 million of funding over four years. That represents only 5% of what is needed, but it provides investment to take forward a number of priority projects. I can provide clear timescales for the 13 projects that will be funded from the transformation budget and will do so in due course. <BR /> <BR />As we conclude the debate on the motion, I acknowledge that it is an issue that Members have, rightly, spoken passionately about. We have a collective responsibility for it. I will not shirk from my ministerial responsibility to lead on those issues. They require support from different Departments and the Executive collectively.”
“<BR /> <BR />On SEN reform, the motion calls for clear timescales and resource requirements for the delivery of the SEN reform agenda. The indicative timescale of five years for implementation of the SEN reform delivery plan was predicated on additional investment of in the region of £570 million. I simply cannot deliver transformation on that scale with the current Education budget. Members will no doubt be aware of the financial pressures that we face, not just in Education but across the Executive. I am committed to delivering SEN reform as quickly as I can with the resources available to my Department, but it would be wrong to commit to clear timescales in the absence of any certainty about the additional funding needed to deliver the scale of transformation required.”
“That need continues to grow. In the past two years, placements have required investment of over £109 million. The Department simply cannot meet that pressure and children's needs with its existing level of capital funding whilst keeping all schools open and safe. Therefore, in coming weeks, I will bring detailed plans to the Executive for a flagship Executive-led and Executive-funded SEN capital investment programme. That decade-long investment programme will expand, enhance and restructure SEN provision across special schools and mainstream settings, moving decisively from reactive yearly planning to a strategic and sustainable approach. I look forward to securing cross-party support to deliver lasting change for children and young people with SEN.”
“The plan responds to projected changes in Northern Ireland's pupil population, which is projected to decrease overall in the next 10 years while the demand for SEN places is expected to increase. My Department will continue to work with the EA to secure provision for children with statements of SEN. There is much good work going on in our special schools and much specialist provision to meet the needs of our children, but we must continue to meet the increasing demand in future years. The level of need will increase again in 2026, and it is only through continued engagement with and support from all education stakeholders, including school leaders, boards of governors, sectoral bodies and Departments, including Health, that the system will be able to meet the increasing demand. <BR /> <BR />There is a need for capital investment.”
“The EA will continue to engage with our schools, and I encourage schools to proactively engage and to explore possibilities and options for offering specialist provision within their school structures, whether that be by utilising existing available space or facilitating the placement of modular units on their sites. It is only through the continued professionalism and commitment of our schools that the needs of all our children will be met. <BR /> <BR />When it comes to forward planning, the EA published operational plan 2 earlier this year. It sets out the key area-planning activity to provide a network of sustainable schools. The operational plan includes addressing key priorities in primary, special and post-primary education, with a particular focus on meeting the increasing demand for SEN schools.”
“<BR /> <BR />I recognise that all our schools are inclusive of children with SEN and that we work under the presumption of mainstream education for our children, but there are some children for whom that is not the best option. Some require a smaller classroom environment with more targeted intervention, and that is when specialist provision in mainstream schools is not the most appropriate option. The willingness of our schools to step up and adapt existing classroom spaces is welcome. However, to meet the needs of our children who have statements of SEN, we must increase the proportion of schools that offer specialist provision above the 26% that already do. If we are to provide the right places in local communities where children live, we need all our schools to work with the EA to ensure that such local provision is available.”
“However, despite the huge amount of work, and Members have reflected on this, that has gone into achieving that, 80 children across 17 schools are unable to attend school on a full-time basis until preparatory work has been completed for their classrooms. The EA has worked with schools to put in place contingency arrangements for those children. By way of comparison for full transparency and accountability, on 3 September last year, the position was that 15 children with statements of SEN remained unplaced and 121 could not access full-time education. Therefore, it is important that we acknowledge that the process for securing placements and notifying parents of those placements is more complex for children who have a statement of SEN, as the statutory assessment process is ongoing throughout the year.”
“I recognise that it is unsatisfactory that, by the end of June each year, not all children know what school they will be going to. That is not a position that any parent wants to be in. <BR /> <BR />It is important that we recognise that over 6,000 additional special educational places have been created between 2020 and 2025. This year alone, 1,374 additional special educational places have been created, involving 29 classes in special schools and 128 specialist provision classes in mainstream schools. By September 2024, 178 new specialist provision classes had been created, providing more than 1,450 places in special schools and specialist provision. As of 5 September this year, no children with a statement of SEN were unplaced. That means that 100% of children now have confirmed placements.”
“I continually reiterated my commitment to ensure that all children with statements of special educational needs have a school placement that is appropriate to meet their needs. That is, and it will continue to be, the primary focus for my Department and the EA. Parents of children with SEN want the same as any parent, which is for their child to be happy and thriving in a school setting that meets their needs, to enjoy the benefits of a full and enriching curriculum and to be supported by staff who are appropriately skilled and resourced. Those are reasonable expectations, yet, all too often, I have heard from families and spoken with teachers who have little confidence in the current system's ability to meet children's needs.”
“I was briefed three days later. Those briefings were about responding to the task force that had been set up. During that meeting back in February, we dealt in detail with that particular issue. Officials and the EA worked closely together. I acknowledge that some Members have put on record their appreciation of the work that the EA took forward. It was carried out in conjunction with representatives of my Department, not least the permanent secretary. It engaged with schools. I talk about this issue every week with my senior officials to make sure that we have suitable placements in place. I have been proactive on all those matters, week in, week out. <BR /> <BR />We can look at addressing placements for children with statements of SEN.”
“I worked proactively with his party leader in that role, and we produced sound evidence. I welcome the fact that he now wants the Committee to look into the issue and have an inquiry. That will help the whole system to respond. I look forward to the Member's trying to justify why he led the call for the RSE inquiry, which, 12 months later, still has not even reported. Where is the efficiency? Where is the discharge of the duties of the Chairman of the Committee in that issue? I say this to the Committee: get on now with an inquiry into special educational needs. You will have my full support in doing so. <BR /> <BR />When we look at the particular issues around the Education Authority, we see that we stood up the SEN task force in February. The permanent secretary and the senior team in my Department were briefed.”
“Whilst this is the first motion today that has, rightly, been brought forward by the Alliance Party, the first inquiry that the Committee called for and took forward was not on special educational needs, which was the number-one issue — people said that it should be SEN first — but on relationships and sexuality education (RSE) so that the Chairman would know whether a three-year-old should have trans guidance withdrawn. I look forward to the Chairman's remarks. Where was the priority when he put it to the Committee that it should have an inquiry into that issue rather than this one? <BR /> <BR />Therefore, I welcome the fact that the Committee now intends to have an inquiry into this issue. I will support it. I held inquiries as the Justice Committee Chairman.”
“I am not going to give way. <BR /> <BR />I do not know how he has failed to listen to me for well over 18 months, when I have repeatedly outlined the significant challenges in special educational needs. For a cheap political shot, he puts out press releases about people being asleep at the wheel. Far from it being the case that I am not aware or am not seeking to take action, it is the Member who needs to be much more proactive.”
“The Member has said enough, and I would rather prevent her from saying more things of a political nature given the attacks in which she engaged. <BR /> <BR />When it comes to these matters, it is important that we address and deal with them with the urgency that they require and are fully aware of the challenges that exist. Those challenges did not just materialise in June when I corresponded with schools, nor did they materialise in March, contrary to what the Chairman of the Education Committee pronounced in a statement. I do not know where he has been, how he engages with his member on the Education Authority or how he has failed to listen to me for over 18 months —.”
“There were comments from others that rightly challenged me, and I expect to be challenged, but to throw in comments such as "too little, too late", and then go on the attack about Strule, controlled schools and a managing authority, demeans the MLA for Lagan Valley. It demeans the issue that we have come here to debate when she launches a broadside on other political matters.”
“It is sometimes said that MLAs or Ministers do not have an interest in these matters, and that somehow their lives are wonderful and perfect, which is not the case. On this issue, every single MLA has different needs that they are having to meet and are supporting their families and constituents who are in similar positions, so we all feel a collective responsibility. As Education Minister, I feel, more than anybody else in the Chamber and anybody else in society, the need to do more and want to have the support to do more. Therefore, I welcome the interest of Members and the opportunity to outline what we are trying to do. <BR /> <BR />That is why I was disappointed in Michelle Guy, who proposed the motion.”
“We commend you for that service, and for the desire to continue public service in your new role in the Assembly. We look forward to working with you in the days and months ahead. <BR /> <BR />Having spoken to families, teachers, classroom assistants and pupils in many educational settings, I know the anguish that they feel about this issue, and the needs that they feel need to be met. As a responsible group of legislators, we all want do more. I think that everybody in the Chamber wants to do more. I listen to contributions from others and understand the frustration that people can have, but, at times, there can be an attempt to dehumanise some people and say that they have no empathy.”
“Thank you, Mr Deputy Speaker. Thank you, Members, for bringing the motion forward and for providing the opportunity to respond to myriad issues relating to the provision for children with special educational needs. Members' contributions have reflected the different aspects that we need to consider. <BR /> <BR />First, I commend Jon Burrows on his maiden speech and welcome him to the Assembly and to the Education Committee. I know that that will be the first of many contributions by him on education, and I look forward to working with him on the Committee. I commend him absolutely for his public service during a very difficult period, which he reflected in his speech. Having to move home on no fewer than 10 occasions is appalling for anybody, but it was done in the service of others and for the greater good of our society.”
“The transport policy has been in place for years. I agree with the Member: some of its outworkings provide challenges and frustrations for many parents. You need to apply for a school that you do not believe that you will attend in order to get rejected, and then you can go to an alternative school to qualify for a bus pass. I certainly share the frustration about that process. I want to carry out a review of the transport policy. The policy's operational implementation is carried out by the Education Authority. It reaches the decisions on the distance from home to school and tests the distance to alternative schools that you could attend based on the sector that you apply to. I understand and, indeed, share the sentiments that have been expressed by the Member.”
“I appeal in particular to the schools that provide wrap-around support to sign up to the scheme. We know, for example, that 70 schools are registered for the UK tax-free scheme, but only 14 of that 70 have signed up to this scheme. There is a minimal administrative process, and the Department will meet the costs of it. Some parents have appealed to me about schools, including some in my constituency, that have not registered for the scheme. All the support that a school needs to carry out the administrative work is there, but we need schools to sign up to the scheme if they are going to provide that support. We believe that thousands more people can avail themselves of the support that we have been able to bring forward.”
“Initially, the financial support was restricted to the nought-to-five age group, because that is the most expensive period for childcare. We had 16,000 registered people in receipt of financial support of around £180 a month per child. That has had a real impact, because we bolted it on to the UK tax-free scheme. <BR /> <BR />Having looked at further opportunities to expand the scheme, we have increased it to primary-school-age children, so it is now available from nought to 11 years of age. So far, with the scheme having just been extended, a further 4,000 people have registered, which means that 20,000 people are now in receipt of that financial support. <BR /> <BR />We believe that more people could tap into the scheme, so we continue to engage on the issue.”
“It is only because the Executive agreed to ring-fence and provide the funding, and I accept that it was supported by other parties on the Executive. A DUP Minister has delivered the scheme, having stood it up from scratch and implemented it. Many other Departments announce strategies and proposals that are never implemented. When DUP Ministers announce what they are going to do, they get on and do it, and that is what we have been able to do with that scheme.”
“I intend to bring forward a strategy on early learning and childcare in the autumn of 2025 that will support child development and make childcare more affordable, enabling parents to work. Recognising the need for immediate support, I secured £25 million of Executive funding in the previous financial year, followed by £55 million this year, to implement a package of measures. That investment has made a tangible difference to thousands of children and families across Northern Ireland. While I recognise that the Opposition want to portray Stormont as not delivering, those measures are being delivered by Stormont. For those who advocate not having this place, the measures would not have been delivered under direct rule.”
“Those findings suggest that transformation, unlike newly established integrated schools, is not reliably producing the reasonable numbers that define integrated education.”