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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“Schools that are currently not doing what we want them to do, do not need to wait for the law to come into place to do the right thing. They can take action now, and they have the opportunity, as the legislation works its way through the Assembly, to put their own house in order. <BR /> <BR />What is important is that no child is prevented from applying for a particular school because their parents cannot afford the uniform. Ultimately, the Department will have the powers, through the Bill, to direct schools to comply with the legislation. I am confident, however, that taking all the measures in the Bill and the subsequent guidelines will result in a reduction in the costs of uniforms. I know that every school wishes to do its best for children and young people.”
“All those actions, when taken together, will make an impact. I heard from some Members who suggested that the Bill does not go far enough to ensure compliance with policy. First, let me recognise that many schools work hard to reduce the costs of uniforms and have developed some innovative practices. I thank those schools for their work in that area. To other schools that may need further support to change practice should that be needed, the scrutiny period for the Bill does give them time to review their policies, placing affordability for parents at the centre. We will share case studies and examples of best practice that the Education and Training Inspectorate is developing, which will help those schools.”
“It provides a power of direction in the event of non-compliance, as well as specifically defining key terms that are to be addressed via a school uniform policy, such as "specific styles" and "unfair costs aspects". It provides access to a uniform grant for eligible pupils who attend independent schools.”
“That means that further work on the detail of how a cap might operate can be taken forward in parallel with, but without delaying, the implementation of statutory guidelines. The Bill also provides the power to make regulations through the draft affirmative resolution process that will apply statutory guidelines to preschool providers, should that become necessary. I remind Members that statutory guidelines will also apply to independent and grant-aided primary and post-primary schools once the Bill comes into operation. <BR /> <BR />The Bill delivers the policy proposals that were highly supported through the consultation process. It gives statutory effect to the departmental guidance and places a duty on relevant schools to adhere to that guidance.”
“That term is utilised throughout the Bill, including in the definition of "unfair costs aspects" and on what may be deemed reasonable for schools to require their pupils to wear. <BR /> <BR />Additionally, the Bill provides a power for the costs of individual uniform items or costs of total uniform requirements to be capped. My officials are actively working on further details on how an effective cap could be set, monitored and managed. The correct powers in the legislation are needed now, including making sure that we do not set requirements that prevent us managing any unintended consequences that arise from any cap. <BR /> <BR />As far as possible, we as legislators need to look to the future, and the Bill allows for that. It provides for clauses that are specific to a cap to come into operation via commencement orders.”
“I would not waste the Assembly's time bringing forward a tick-box exercise in legislation. The Bill has to have teeth and have an impact, and I am confident that it will. <BR /> <BR />We talked today about capping the costs of school uniforms and the costs of branded PE kit in particular. We talked about the importance of children and young people's views and of parents having a meaningful say. The Bill contains all the necessary powers to address those matters. As I stated in my opening remarks, the Bill provides a power for the Department of Education to limit or cap the number of individual items of clothing or sets of clothing. That is in the reference, which I mentioned, to "specific styles". The term "specific styles" is defined and includes clothing "of particular makes or brands".”
“If you consider that a particular matter should be covered by the legislation and do not see the form of words that you expect, by all means ask me or my officials, and we will work with you to clarify and support the legislation. <BR /> <BR />I remind you that the Bill has been professionally drafted in order to provide the necessary powers to ensure that the statutory guidelines have authority, which it does. I reiterate the fact that it is not the Bill's role to replicate those statutory guidelines. Michelle Guy asked this question: will it do what we want it to do? Reassurances have not been provided that every school is following the current guidance. Many schools are following the guidance, but there are those that are not. The Bill was introduced to make sure that the guidance works.”
“That drives the need for the legislation and is the reason why I brought the Bill forward. I know that, across the Chamber, we have points that we disagree on, but supporting families and making sure that school uniforms are affordable for all and are not a barrier for any child in the school that they attend are points that, I know, we can agree on. I welcome the effective scrutiny of the Bill. That is our role as elected representatives. Effective scrutiny will always support good legislation, and it is incumbent on all of us throughout the Chamber to make good legislation. <BR /> <BR />We can debate the "mays" and the "musts", but let us do so from the reasonable perspective that everyone who is working on the matter has the same shared goal. I come back to our making a difference for struggling families.”
“I remember Mum regularly having to save up the family allowance that we received to try to meet the cost of purchasing the new shoes and school uniforms that we needed. It is a real financial challenge for a lot of families. That is why we are taking the Bill forward: it is about making a difference for families who struggle with the cost of school uniforms.”
“I thank all Members who have participated in the debate. A number of Members spoke about the detail of the clauses, but some provided examples of the motivation behind what I am trying to achieve. Peter Martin spoke of being a father and the costs that he has. I have three girls in my house, and, come the end of the summer, the cost of purchasing school uniforms that has to be met is significant. I do not expect the public to have too much sympathy for a Minister in meeting those costs, but it is a real issue for a lot of families. <BR /> <BR />I had two brothers and two sisters when I was growing up and regarded our family as working-class. We did not qualify for uniform grants or support of that nature, but we were very much a working-class family.”
“<BR /> <BR />While I recognise that the rate of the uniform grant is one way in which to reduce the impact of uniform costs on low-income families, I believe that schools seeking to minimise the cost of their uniform can be of even greater benefit. Giving statutory effect to departmental guidance, placing a duty on relevant schools to adhere to that guidance, providing a power of direction in the event of non-compliance and specifically defining key terms to be addressed via a school's uniform policy, such as specific styles and unfair costs aspects, will, when taken together, make an impact. My focus is on making an impact for the families most in need, and I trust that Members will scrutinise the Bill through that lens. <BR /> <BR />I commend the School Uniforms (Guidelines and Allowances) Bill to the House.”
“I expect to receive a report on that analysis in the near future. We need to be realistic, however, and understand that any increase in the number of families eligible for a uniform grant or any increase in the rate of uniform grant can happen only if it is affordable to do so. I have spoken on many occasions in the House about how my Department is chronically underfunded. I will have to consider the uniform grant issues alongside the many other competing funding priorities that my Department has. It should be remembered, though, that it was my DUP colleague Michelle McIlveen who raised the rate of uniform grant by 20% from the 2022-23 academic year, after it had remained unchanged for over 10 years.”
“<BR /> <BR />Clause 14 extends access to the uniform grant operated by the Education Authority (EA) under the Education and Libraries (Northern Ireland) Order 1986 to pupils at independent schools. That corrects an anomaly whereby a low-income family can currently access a uniform grant only if their child attends a grant-aided school and not an independent school. While the Bill will require schools to ensure that its uniform is affordable for all families, I recognise that the EA's provision of uniform grants is an important support for low-income families to help them meet the cost. <BR /> <BR />As Members will be aware, the eligibility criteria that apply to uniform grants have recently been consulted on. The consultation received over 700 responses, which my officials are currently analysing.”
“There is also scope to commission an evaluation by inspectors. Again, my officials have begun those discussions. <BR /> <BR />The Bill also provides for a specific complaints route to the Department for anybody concerned that a school is not adhering to the statutory guidelines. In any circumstance in which the Department determines that a school, following engagement and consultation with it to ensure balance, is not adhering to the guidelines, it can direct it to do so. That provision has legal force, so it ensures that the Bill will be enforceable and will have teeth. It is the start of the process, and I am keen to put in place good legislation to help parents and to address cost issues relating to school uniforms.”
“<BR /> <BR />The Bill requires schools to publish their uniform policy and a range of other information on which I touched earlier, so information will be readily accessible. In addition, there is a specific reference in clause 7 to Education and Training Inspectorate (ETI) reports as a source of information when the Department is considering whether a school has materially failed to adhere to the guidelines or is subjecting its pupils to disciplinary measures due to a breach of uniform policy. Throughout this school year, the ETI is working to develop case studies of good practice to assist schools. In addition, my officials are engaging with the ETI about the potential for inspectors to include questions about the consultation process and the overall uniform cost and policy for parents and pupils of a school as part of its inspection.”
“in terms of branded uniform items in either daywear or PE kits. <BR /> <BR />As Members scrutinise the Bill, it is important that they think about the interlinkages between clauses, including where definitions are provided, and about the balance between how a power is articulated in legal terms in the Bill and what that enables the statutory guidelines to address. <BR /> <BR />Of course, the work will need to be monitored to ensure that it has the necessary effect and makes the necessary difference for parents. The Bill states that the Department must review its guidelines from time to time. Understanding how effective the guidelines have been in addressing the issue of affordability for parents and carers will underpin any such review.”
“The term is utilised throughout the Bill, including in relation to the definition of unfair costs aspects in clause 8. Unfair costs aspects must also be addressed in relation to school uniform policies. In addition, clause 2 provides that the guidelines can provide for:”
“That is drafted by reference to "specific styles". The term "specific styles" is defined in clause 9 and includes clothing:”
“<BR /> <BR />The cost of branded uniform, particularly PE kit, is frequently raised as a matter of concern, and the School Uniforms Bill provides the necessary powers to address the cost of PE kit, including branded sportswear, as part of the statutory guidelines that schools will have to adhere to. As I said, clause 3 provides a power for the Department of Education to limit or cap the numbers of individual:”
“I am mindful of the uniform suppliers, many of which are small to medium-sized enterprises. They work so hard to support schools in the provision of their uniforms, and I want to take care that no unintended consequences materialise that cannot readily be addressed. <BR /> <BR />As with everything, a balance needs to be struck. The starting point for that is to ensure that the necessary powers are set out correctly in the Bill. The Bill provides the necessary powers for the Department to require schools to include "transitory, transitional or savings arrangements" in their uniform policies or for changes to be made to them. That allows the guidelines to specifically include advice to schools about transition periods when making uniform changes.”
“In their consultation response, members of the Alliance Party acknowledged that further consultation on the detail of any cap, including who would set, monitor and review it, is needed. My officials are looking at that detail. I know that some Members have suggested that an independent body would be needed to set and manage such a cap, but that would bring with it an additional cost for which my Department has no budget. That suggestion again highlights the need for careful consideration of how a cap could be appropriately operated and by whom. <BR /> <BR />Clauses 3 and 4 are drafted to come into operation via commencement orders. That means that further work on the detail of how a cap might operate can be taken forward in parallel with but without delaying the implementation of statutory guidelines.”
“There was a high level of support for a cost-control measure in the response to the consultation. A cap was one such measure, but others were suggested, such as banning expensive blazers or branded PE kit. An even higher level of support was expressed for ensuring a competitive market for school uniforms. Open competition is the means by which expert bodies such as the Competition and Markets Authority (CMA) suggest driving down and keeping down costs. It may be that a cap is brought in for a time-bound period or, if needed, once we see the impact of the statutory guidelines. The important point in relation to the Bill is that the necessary powers are in place via clauses 3 and 4. <BR /> <BR />Colleagues in the Executive agreed to the underpinning policy proposal that powers relating to a cap should be enabling and permissive.”
“I do not want to have to come back to the Assembly with further legislation to address the issue. You will see that, in clauses 3 and 4 of the School Uniforms (Guidelines and Allowances) Bill, the power to put in place a cap is covered. Flexibility is built into the Bill for that to be a cap on the numbers of branded items — clause 3 — and/or the cost of individual items or an entire uniform, as set out in clause 4. It can also be a combination of those factors. Those clauses provide the necessary powers to enable such a cap to be set and allows for it to be modified, lifted or reinstated as necessary, as time progresses and cost issues are addressed.”
“Rightly, the detail of much of this will sit in the statutory guidelines and, as I have said, my officials are working in parallel to develop them. There has been discussion on the Floor of the Chamber across two debates in the past year about capping the costs of school uniforms. We see that, in England, they are having to make further primary legislation in addition to making their guidance statutory in 2021, albeit schools there merely needed to have regard to that guidance, whereas, under the School Uniforms Bill, they must adhere to the guidelines or the Department can direct them. <BR /> <BR />The Children’s Wellbeing and Schools Bill in England seeks to place a cap on the number of branded items that primary and post-primary schools can require as part of their uniform.”
“It will be set out in the statutory guidelines that the consultation must be with its parents and pupils and be meaningful, and the outcomes must be published. Reasonably, it means that if the parents and pupils have a strong view, it will be published, and any attempt to overlook such a view, strange as such an approach would be, will be visible, require explanation and be challengeable. <BR /> <BR />The Bill provides the necessary powers to ensure that sustainability is considered with regard to the reusability and recycling of uniforms, uniform banks and value for money. It provides the necessary powers for comfort and practicality, accessibility and consideration of fabrics to be key in school uniform policies. We know that those points matter for pupils with special educational needs and disabilities in particular.”
“What will be different once the Bill comes into operation is that all primary and post-primary schools will have to put affordability at the centre of their uniform policies, including addressing unfair costs aspects. "Unfair costs aspects" are defined in the Bill as including aspects of school uniform policies raising questions about the cost of items, limited suppliers and branded items, all within the context of the impact on lower-income households. Schools will have to publish information about the rationale for the uniform requirements and consult parents and pupils in developing and reviewing them, with this information also to be published alongside cost and supplier details. To be clear, a school cannot conduct a tick-box consultation and then ignore the outcome.”
“I pay tribute to all schools across all stages and sectors for all the work that they do to benefit our children and young people, and I thank those who already consider affordability for families when setting their uniform requirements. <BR /> <BR />To be clear, it will remain a matter for each school to decide whether it wishes its pupils to wear a uniform. That is not something that my Department or I intend to mandate. While I recognise the benefits of a school uniform for ethos, safeguarding and the avoidance of peer bullying based on outfits, schools are best placed to work with parents and pupils to decide what their uniform should be.”
“and clause 6 places a duty on relevant schools to adhere to those guidelines and to publish all required information. Transparency is at the centre of the statutory arrangements. The Bill will apply to all grant-aided and independent primary and post-primary schools, with a power to make regulations through the draft affirmative procedure to place a duty on preschool providers, should that prove necessary in the future. The information to date indicates that it is at the post-primary and then primary level where cost pressures are being felt by parents. I consider it prudent to future-proof the legislation so that, if an issue arises in the future at preschool level, it can be addressed.”
“Whilst I do not intend today to talk through each clause, I will point to specific provisions throughout the Bill. It is based on principles that received a high degree of support in the consultation, namely that school uniforms should be affordable, comfortable and sustainable, with policies that are developed in partnership with pupils and their parents, published and regularly reviewed. A key purpose of the Bill is to make departmental guidance to schools about their uniform policies statutory. That is achieved through a combination of clauses 1 and 6. Clause 1 places a duty on the Department of Education to:”
“The Bill sets out a legislative framework that provides the necessary powers to make statutory provision through the guidelines to deliver the key principles and purpose that were consulted on. My officials are working in parallel to develop draft guidelines based on the Bill as introduced, building on existing guidance that schools should be familiar with. <BR /> <BR />The consultation on the policy proposals underpinning the Bill received a high response rate. Almost 7,500 people replied, and over 4,000 of those were children and young people. That does not always happen and highlights the importance of the issue and the legislation. It has also been reflected in media coverage, including viewpoints from parents welcoming the Bill since I introduced it on 18 February. <BR /> <BR />The Bill contains 16 clauses over three chapters.”
“We can all agree that families in our constituencies need support with uniform costs, that action to address the affordability of school uniform requirements is needed to deliver that support and that the legislation that we debate today will form the basis of the action needed. <BR /> <BR />The role of the Bill is to provide the necessary powers to ensure that the statutory guidelines have authority, and it does that. To be clear, it is not the role of the Bill to replicate the contents of those statutory guidelines. It is important to note that the Office of the Legislative Counsel, to which I afford my thanks, drafted the Bill based on the policy instructions from my Department. The Bill sits along existing legislation, and is drafted in that context.”
“Thank you, Mr Deputy Speaker. When, just over a year ago, I took up office as Minister of Education, I made it clear that I wanted to make a difference to hard-working families and to ensure that no child's choice of school was determined by the affordability of its uniform. Today, I am pleased to bring forward legislation to address the cost of school uniforms. I look forward to the scrutiny and support of Members as the Bill moves through the legislative stages so that we produce the best legislation possible. <BR /> <BR />I believe that this is an area in which we can achieve consensus across the Chamber.”
“Schools should be consulted on and participate more actively in the development of procurement policies and frameworks and share their insights and expertise. <BR /> <BR />Those are all measures that the Department and the Education Authority are actively exploring and working on. However, it will take time to see the substantial shift that is required to ensure that we create a system that is efficient, compliant, responsive and fit for purpose. Finding the right balance is key to supporting our schools in continuing to provide high-quality education. <BR /> <BR />Thank you, Mr Deputy Speaker, for affording me the opportunity to address the concerns that colleagues have raised through today's motion.”
“However, it would be remiss of me if I did not acknowledge that those benefits do not come without significant challenges. We must therefore find ways to create a more balanced procurement process by streamlining bureaucracy, reducing complexity by eliminating unnecessary steps and introducing more flexible procedures for low-cost purchases by decentralising key areas. While centralisation works well for high-volume, low-cost items, there should be room for schools to handle procurement for specialised or urgent needs locally through more tailored solutions. Procurement frameworks should be more flexible, allowing schools to choose suppliers that better meet their needs. The final way is through having greater school input.”
“They include economies of scale, having the administration of procurement handled by the EA and schools being assured that they are fully compliant with all procurement legislation. It is important that we strike the right balance. Members highlighted the importance of health and safety, of standards being met and of the processes that can give us assurances around that. It is worth saying that that is something that we need to keep in mind in striking the right balance. <BR /> <BR />The EA's procurement function seeks to improve supplier risk management; provide increased power that supports the maintenance of supply in difficult market conditions; support more effective contract management; and reduce the risk of supplier non-compliance with contractual and legal obligations.”
“Members raised a series of issues and have their own experiences that can help advise the policy in respect of this. I am very much open to receiving that advice and keeping the threshold under consideration. <BR /> <BR />I listed initiatives that the EA has undertaken or is undertaking to remove unnecessary bureaucracy and simplify processes. Notwithstanding that, I fully concede that more can and should be done. To that end, my officials will engage with the EA and CPD to identify how schools-based procurement processes can be further improved. However, before I conclude, it is important that I highlight some of the benefits to schools that operate within the EA's procurement boundary.”
“<BR /> <BR />By way of example, increasing the lowest procurement control limit for schools from £5,000 to £10,000 for non-contract spend is likely to greatly benefit schools. I mentioned last week that I want to move to that £10,000 figure, and I can confirm that that is being proposed by the Department of Finance across all Departments in response to inflationary price rises. My Department has been consulted throughout, and I welcome the proposals and the greater flexibility that it will afford to schools. I can also say that I will keep this under review, and, if I feel that it is appropriate for us to move the limit from £5,000 to £10,000, that is what we will do and what I intend to do. If it is appropriate to increase that limit further, I will keep that under active consideration.”
“<BR /> <BR />Perhaps one of the most significant changes that will make a material difference to schools relates to the procurement control limits. The Department of Finance, through Construction and Procurement Delivery (CPD) and the Procurement Board, is reviewing the procurement control limits for public bodies. Those limits determine the procurement process that contracting authorities, including schools, must follow when procuring goods and services. Any uplift to procurement control limits now provides an ideal opportunity for me and my officials to consider what changes can be made for schools that strike the balance between ensuring legislative and procurement policy compliance and addressing schools' concerns, which we are debating today.”
“With regard to the EA's term services contract for maintenance, which I outlined last week, for items not currently available through an existing contractual agreement, the EA is introducing schools' ability to source their own suppliers and giving schools the choice to procure low-value maintenance works — those under £5,000 — while ensuring compliance with health and safety and quality standards. That will be for maintenance works that form part of tenant responsibility, such as painting and carpeting. It is anticipated that the new delivery model will be implemented towards the end of the academic year, which is June 2025. The EA will also explore, where appropriate, the application of that delivery model more widely across the range of goods and services that it currently procures on behalf of schools.”
“Every two months, an EA newsletter provides schools with information on recently awarded contracts, highlighting savings opportunities and general hints and tips for schools. Those newsletters also invite schools' participation in upcoming tender exercises. I welcome the EA's engagement with schools in that area, and I strongly encourage schools, where possible, to actively participate in the process. <BR /> <BR />As I have outlined in response to numerous Assembly questions and during last week's Adjournment debate, the EA has been developing a new procurement strategy for its new maintenance and minor works contracts. That will be based on defined geographical areas and will allow schools greater freedom to engage locally approved contractors.”
“In the last three years, the number of items available from the schools iProcurement shop has increased by over 70%. The EA also introduced a PunchOut catalogue with one of the largest suppliers of classroom resources that enables a direct connection between the EA's ordering system and the supplier's online shopping portal. That facility seeks to provide an efficient and streamlined purchasing experience for all users. <BR /> <BR />The EA periodically issues procurement guidance documents to schools and is reviewing those guidance documents to ensure that they are clear and transparent. Those guidance documents also refer to items that are not available on an existing EA contract and the process that schools should follow in procuring.”
“Presently, controlled and maintained schools are required to comply with the EA's purchasing and contracting procedures for the procurement of any works, equipment, goods or services using EA contracts and frameworks, where they exist. All grant-funded schools are also required to operate within the procurement legal framework and to adhere to the Northern Ireland public procurement policy and the relevant Northern Ireland procurement policy notes. <BR /> <BR />The EA has already introduced measures to address the concerns voiced by school leaders that today's motion highlights. The EA's improvement plan for its commercial procurement service (CPS) includes initiatives for increasing the availability of core items on the EA's iProcurement shop, which is recognised by the EA and schools as an efficient method for ordering goods.”
“My officials have reported to me, and I am considering their advice on the meaningful steps that I can take to address our schools' concerns and frustrations with procurement. A number of Members highlighted that it is an issue that I recognised soon after I took up my post and wanted to see action on. Today's motion is an opportunity to re-emphasise the importance of that work. <BR /> <BR />Before we go a little further, it is important to recognise that the EA is designated as the Department's centre of procurement expertise (COPE). That means that the EA is directly responsible for the procurement of goods and services on behalf of schools and for ensuring that effective procurement practice is embedded across the sector to provide best value for money.”
“including maintenance, that meet our schools' needs and offer value for money. I share the concerns of our schools' stakeholders on the need to ensure that the Education Authority's approach to schools procurement offers our schools greater flexibility and reduces bureaucracy. <BR /> <BR />I recognise that the process for securing approvals, complying with rules and regulations, managing processes and the associated paperwork can be overwhelming, particularly for our smaller schools, which, in most cases, will have less administrative support. I can advise the Assembly that I instructed my departmental officials to meet the Education Authority last year to determine what measures could be put in place or were already in motion to ease the burden on schools and allow greater flexibility in purchasing where appropriate.”
“Those visits give me direct insight into the excellent work of our school communities, as well as many of the challenges that our schools face. <BR /> <BR />One of those challenges is frustration with the current procurement processes. I fully appreciate the importance of ensuring that our schools have”
“I thank those who tabled the motion and welcome the opportunity to respond. At last week's debate, I forewarned the Assembly that there might be some element of repetition, which Members should expect in my response this week. Ms Sheerin got in ahead of her colleagues. I do not know whether that is leadership in action and leading the way in her party, but, in any event, she got ahead of this debate and got a lot of the scoops last week. I leave that internal management issue to her colleagues. I am sure that they are all at one on it, because it is an issue on which we should all be at one. <BR /> <BR />I advised the Chamber last week that I had visited more than 150 schools in my time as Education Minister. Last week, I added another four to that number, and I will add again to that list this week.”
“<BR /> <BR />I conclude by acknowledging the frustrations that we all feel about maintenance. However, the new contracts will enhance response times and provide cost certainty in relation to maintenance works. The new arrangements for schools to self-procure low-value works will make a significant improvement for schools. I will continue to make the case for increased and sustained investment in our schools to ensure that all children in Mid Ulster and across Northern Ireland are educated in schools that are comfortable and safe, are of good quality and are properly designed and resourced to support their learning. <BR /> <BR />I thank colleagues for taking part in the debate.”
“Schools are all reputable organisations that will not procure work that is to the detriment of either health and safety or the taxpayer. It is right that we provide that flexibility, and I think that it will be welcomed. <BR /> <BR />I will look at the £5,000 figure. The Department of Finance has a role in central procurement and policy that other Departments follow. The Minister has been looking at that issue. Where there is scope for me to address the £5,000 figure, I intend to do so, albeit it will not be increased in any significant way. We need to make sure that we keep that figure under review, and, where appropriate, adjust it if it can be adjusted. Let us get the new approach in place, and then we can look at the threshold that is currently set at £5,000.”
“That includes things such as painting and carpeting. That speaks to the example that Mrs Dillon raised about the £800 flooring and how the price rose after the EA process to three times that, at around £2,400. The new approach will allow the school to procure the work at that lower level and take it forward. It is anticipated that any changes will be implemented in the coming academic year. The EA will advise schools on when the change will come into operation. I am sure that that change will be warmly welcomed by schools as it will give them greater flexibility when it comes to smaller scale works while ensuring that there is compliance with health and safety and quality standards. It strikes the right balance between ensuring value for money and health and safety.”
“<BR /> <BR />While the service transitions to the new model, there are contractor contingency arrangements in place for mechanical and electrical maintenance works. Those are, unfortunately, impacting on delivery on the ground in schools in some areas. The EA is aware of the ongoing contractor capacity issues: it is ensuring that works are appropriately triaged and implementing alternative contingency arrangements where required. Schools should continue to report urgent maintenance issues via the EA's maintenance help desk. <BR /> <BR />Alongside the new contracts, the Education Authority's maintenance service is reviewing how it can provide the most efficient and effective model for schools to procure low-level maintenance works. That model will be for maintenance works of around £5,000 that form part of the tenant responsibilities.”