Paul Givan
Lagan Valley · Democratic Unionist Party · Northern Ireland
“The EA's enhanced support model has been out for consultation. The Member's party is the largest political grouping on the Education Authority, so his party supported the model's being consulted on.”
“Protections around strike action and action short of strike are firmly established in statute for all workers, including teachers. If the Member is referring to the Education Inspections Bill, let me be clear: nothing in that legislation removes or undermines that right.”
“The issue was covered at length at the Education Committee. The position is still not where it ought to be. When I came into office, the position that I inherited was much worse than it is today.”
“It is an area that I have had to navigate, as have many previous Education Ministers. Industrial relations is an area that needs ongoing work. I have outlined how we can address it, but I come back to saying that, when workload was undefined, trade unions struggled to specify the challenge.”
“That is not a fair characterisation. In fact, I was with Justin McCamphill, the leader of NASUWT, at the launch of the curriculum reform, at which he commended me for it and said that he thought that it was good. I have sat in many a meeting with trade union representatives during which they have said, "This is a good initiative.”
“That is exactly why there is a 16-week consultation period, rather than the normal 12 weeks or the minimum eight weeks; to allow the public and teaching profession to very much engage in that curriculum, which I commend to all Members.”
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“<BR /> <BR />The investment is a clear commitment to enriching the educational experience of our youngest learners and ensuring that they have access to safe, engaging and stimulating environments where they can grow and thrive. From climbing frames and balance beams to interactive play panels and sensory gardens, the resources will offer endless opportunities for children to explore, create and learn in the outdoors. Cost-effective investment will create a dynamic and engaging outdoor learning environment for our children. <BR /> <BR />Today, I have announced the first annual priorities for investment, which have been informed by recent inspection evidence and wider research as well as my extensive engagement with school leaders during the past 10 months.”
“Funding will be provided directly to schools to buy the equipment that they need most. There is an increasing understanding of the importance and value of outdoor play across all phases in the early years sector to promote the learning, development, resilience, health and sense of well-being of young children. For the vast majority of children, the opportunity to play outside when not in school is in decline. Therefore, outdoor learning needs to be a core component of every child's educational experience. It is an essential tool for fostering physical health, cognitive development, social skills and a connection to the environment. Appropriate equipment is a key element of high-quality outdoor learning.”
“I am conscious that not every student has the same access to technology at home. By providing computers in schools, we level the playing field, ensuring that all students, regardless of their background or socio-economic status, have equal access to digital tools and opportunities. Investing in new computers for schools is not just an investment in technology; it is an investment in our future. It is a promise to our children that we are committed to their education, their growth and their success. The programme will ensure that every child, regardless of where they live, has access to the tools and resources that they need to succeed in the digital age. <BR /> <BR />Alongside the investment in computers for schools, I am delighted to announce a £4 million investment in outdoor play equipment for nursery and primary schools.”
“It is not a substitute for good teachers or good teaching, but, in the hands of great teachers, it can be transformational, yet 42% of principals in Northern Ireland, when responding to the programme for international student assessment (PISA) in 2022 indicated that a lack of digital resources was a key barrier to teaching. <BR /> <BR />For our pupils to stay ahead, we must ensure that our schools are equipped with the best possible digital equipment. In this age of rapid technological advancements, computers have become indispensable in every area of life. From enhancing teaching and learning to facilitating communication, research and creative expression, computers are essential to modern education.”
“It is time for us to recognise the critical role that modern, well-maintained PE facilities play in the success of our pupils. We are giving them the tools that they need to be not only successful students but confident, well-rounded individuals who are ready to take on the challenges of tomorrow. I hope to ensure that high-quality PE is at the heart of every school and that every child can discover the joys and benefits of an active lifestyle. <BR /> <BR />I will turn now to the annual investment streams for equipment and resources. This year, I am investing over £5 million through the programme to provide 15,000 computers to refresh completely the desktop stock at post-primary and special schools. Not all educational technology is equally effective, but, when used appropriately, it can improve education outcomes for all.”
“I am pleased that, to inform future investment, the ETI will evaluate the impact of the pilot facilities on the delivery of PE. Similarly, there remain post-primary schools without separate sports halls and on-site access to synthetic sports pitches. That needs to change. <BR /> <BR />Over the coming weeks, my Department will launch the application process for the pilot project. One of the most exciting aspects of the programme is that it will help ensure more equitable access to PE across all schools. Whether you are a pupil in a large urban post-primary school or a small village primary school, the programme will help increase opportunities for high-quality PE. I invite all principals, teachers, parents and pupils to embrace the new programme.”
“Many smaller primary schools in particular lack reasonably sized hall accommodation that is suitable for PE. Having to utilise available hall space for dining and all other school activities further reduces its availability for PE. Covered outdoor sports spaces can provide a lower-cost and convenient way in which to encourage and support a variety of sports activities. Such spaces have been utilised to good effect in the schools estate in England and Scotland. I am therefore announcing a pilot project to provide outdoor covered sports spaces at 20 primary schools. The application process will require schools to implement a minimum of two hours a week of curricular PE as a condition of funding and to participate in self- and external evaluation of the project.”
“<BR /> <BR />In 2022, the Education and Training Inspectorate (ETI) thematic evaluation of PE highlighted the inequity in current facilities, with 30% of our schools having inadequate accommodation to plan for and deliver the PE curriculum effectively. Equally, the ETI highlighted the excellent practice that can exist when the right facilities are in place. We know that fewer than a quarter of schools are delivering the recommended two hours a week of PE. That contrasts with England, where the most recent PE subject report published by Ofsted found that most primary schools and about half of secondary schools timetable a minimum of two hours a week of PE. <BR /> <BR />The time has come to address those critical gaps in our school infrastructure.”
“We know that children who are active are more likely to become active adults and to continue to reap the benefits of an active lifestyle throughout their life. In recent years, a growing evidence base has suggested that physical activity has the potential to support learning more broadly. Research has shown that physical activity can improve short-term memory, reaction time and creativity. It increases attention span, coordination and complex thinking and enhances behaviour and academic achievement. There is also a significant body of evidence that engagement of young people in high-quality PE supports the development of life skills such as leadership, organisation, communication, resilience and problem-solving, yet we know that our schools are frequently held back by having poor facilities.”
“With the right resources, we ignite curiosity and a lifelong love of learning. <BR /> <BR />So, why is PE being selected as the initial area of focus within the curriculum? The simple answer is that we know that the effective delivery of PE is often hampered by inadequate facilities. PE should be not only a key element of the curriculum but a central part of children’s overall development. There is growing consensus on the need for PE and sport to be positioned at the core of the curriculum. PE has a wide range of physical and emotional benefits, from developing muscle and bone strength, increasing concentration and improving educational performance and learning to boosting mood and reducing the risk of many lifestyle-related diseases. Developing regular physical activity in childhood is crucial.”
“The curriculum-led programme will ensure that every pupil in every school will benefit from capital investment to improve curriculum delivery. To quote Socrates — the Greek philosopher, not the Brazilian footballer that I knew:”
“It will, therefore, be the initial focus of the first stage of the programme, with a call launched for outdoor covered sports spaces for primary schools and synthetic pitches and sports halls for post-primary schools. The focus on PE will be supplemented by specific annual priorities to refresh resources and equipment more widely. That will allow us to target investment flexibly at key areas of need. <BR /> <BR />High-quality resources support high-quality learning and teaching. Therefore, this year, I will provide £10 million of funding, which will roll out outdoor play equipment for all nursery and primary schools. It will also deliver 15,000 new desktop computers across all post-primary and special schools and, as previously announced, defibrillators to all schools in Northern Ireland.”
“Curriculum-related capital investment outside those programmes has, to date, been very limited. In recent years, smaller capital works have been restricted to emergency and statutory schemes to keep schools open and children safe. That is not acceptable. The aim of the new curriculum-led capital investment programme is, therefore, to invest in priority areas across the education system that will directly support, enable and enhance delivery of the curriculum in Northern Ireland. The programme will target for investment areas of learning across the curriculum, including physical education, science and technology and drama. <BR /> <BR />We have very strong evidence that inadequate facilities are having a key impact on the delivery of PE in our schools.”
“The best investment is not necessarily the one with the highest cost; it is the one that has the greatest impact on children’s learning. Every child deserves access to the resources and equipment that will help them discover their full potential. The new curriculum-led capital investment programme will ensure that every pound of funding is used effectively to provide the tools and resources that will lead to the very best outcomes for our children and young people. That means smarter spending, focusing on what really works for pupils. <BR /> <BR />Historically, my Department’s capital programme has focused on new builds and major extension and refurbishment projects. Those large projects are extremely important but, unfortunately, can only be provided to a limited number of schools.”
“I want to address the Assembly on the important topic of how we can enhance and support the educational experience of our young people through targeted, strategic capital investment in our schools. Investment in the schools estate is not just about how much money we spend but how well we spend it. Today, I am signalling a new approach to investment in our schools. I want to end the game of winners and losers: a situation where, given the limited budget, there are great facilities and opportunities for the few, but the many have to make do and mend. <BR /> <BR />In launching my new curriculum-led capital investment programme to support teaching and learning, I am determined to make sure that every child in every school feels the benefits of capital investment through a range of high-impact, lower-cost projects.”
“That was another successfully negotiated resolution that ended industrial action. Rightly, those support staff, who are some of our most underpaid, campaigned, and we achieved the pay and grading review. That has been a two-stage process, improving the terms and conditions in the pay and grading review. The payment will be made before Christmas, and will be backdated to 1 April 2024. At the start of the next financial year, a £2,500 payment will be made, pro rata, to all staff who were part of the business case that brought forward the pay and grading review. That rightly reflects the valuable contribution that those people make in our education system.”
“If we were to apply the 5·5% that the English body recommended, which has been accepted, it would leave the Department with a shortfall of just over £20 million to bridge the gap. However, the teachers' pay claim is not for 5·5%; it is for 13·5%. It is simply impossible. Members may believe that my Department can deliver a 13·5% pay rise this year, but that is not achievable. There are clear challenges even in trying to bridge the gap and reach the 5·5% with the funding shortfall that we have. I am engaging in good faith with the unions to try to resolve the issue successfully, but I have, I think, demonstrated the clear financial challenges that I face in trying to meet that request.”
“I thank the Member for her contribution over the years at Laurelhill. I know that it was very much appreciated by the many pupils whom she had in her care. <BR /> <BR />In the October monitoring round, the Department submitted bids of £189 million for resource DEL, nearly £89 million for capital DEL and just over £560,000 for ring-fenced DEL. We bid for nearly £190 million and received £170 million of general resource DEL funding, but no allocation was provided when it came to our capital bids of nearly £89 million. We did not receive anything for capital.”
“I just want to make sure that the processes work. I know about the campaign that Alma has led. She is a constituent of mine. I have been with her, and we have talked through the issues. Many colleagues have been part of that campaign and rightly so, because Caleb's cause is a just one. However, it is about how we give effect to it. It would be wrong to suggest that the solution lies solely with the Department of Education, and for a legal requirement up to the age of 25 to be placed on DE. How do we make sure that the process works effectively? That is a responsibility for three Departments: Health, Economy and Education. I very much want to work with my colleagues. In my engagement with Minister Murphy and Minister Nesbitt, they have exactly the same desires as I do. We have to show that government collaboration works.”
“If the responsibility does not move from Health and the Department for the Economy, the Department of Education will not be able to meet the needs of young people in a post-19 scenario. It requires careful consideration. It is not as simple as saying, "Make a legal requirement, place it on the Department of Education, and that will fix the issue".”
“That is a hugely important issue, and Members have raised it before. It cuts across a number of Departments. Nineteen is the compulsory age for education for young people with special educational needs. A transition framework then takes place that engages the Department of Health and the Department for the Economy. Work is being undertaken across the three Departments to make sure that that transition is working effectively, because there are concerns that it has not been. I caution Members that, in wanting to deliver a solution, we need to make sure that it would achieve what some believe it would achieve, through mandating the Department of Education up to the age of 25.”
“I am more than happy to try to identify ways of extracting as much funding as I can. I will engage with officials about practice that is being deployed in other parts of the United Kingdom so that we maximise the financial resource available to us. We are waiting to see how the Labour Government intend to invest in more significant capital projects. They have talked about — dare I say it — the PFI-type projects of the past, which did not work particularly well when it came to value for money. A number of schools in Northern Ireland were constructed through PFI schemes, the first of which is coming to the end of its life cycle and will move to the Department of Education for ongoing maintenance. The Labour Government have talked about wanting to consider those again. We are keeping a watching brief on that.”
“I am open to ways in which we can provide greater finance for the Department of Education, but that is somewhat curtailed by the way in which accounting rules apply for borrowing purposes.”
“The Executive and the Finance Minister regularly challenge Ministers to make greater use of the financial transactions scheme. It depends, however, on the type of projects that are being taken forward. It is more suitable for housing associations, for example, to take that forward, because, when it comes to borrowing, it does not sit directly against a Department's capital departmental expenditure limit (DEL) statement for accounting purposes. <BR /> <BR />I am pleased, though, that my colleague Gordon Lyons will avail himself significantly of the financial transaction allowances that are open to the Executive. It will be the first time in quite a number of years that we will draw down the maximum allowable, and that will primarily be to the benefit of housing.”
“That approach is already being taken forward by way of a change in my Department.”
“The plan will cover a wide range of issues. It has taken 19 months to carry out the review and pull together the various aspects of special educational needs provision. The Member has highlighted a number of issues that are important, but there is a multiplicity of areas to be addressed. A wide-ranging review has taken place, and the delivery plan needs to encapsulate that. <BR /> <BR />On the supernumerary issue, I have already taken a view in the Department that is now being reflected that, when it comes to new builds, for example, we cannot build a new school on the basis of an enrolment figure that does not reflect children who have a statement of educational needs and regards them as supernumerary. That would be to build a new school that does not meet the needs or provide the appropriate capacity for what the real world requires.”
“I thank the Member for his question. Work on the end-to-end review has been completed. We are moving towards having a transformational delivery plan to determine what actions will be taken forward. I am actively engaging with officials in my Department on that delivery plan because I want to see it published. Work on the end-to-end review has now concluded.”
“There are a number of potential benefits to the twinning programme between primary schools in Northern Ireland and Great Britain. It will enable the diversity of the Union to be experienced by a wider range of young people. It will build on our shared connections and demonstrate the value of Northern Ireland's integral place in the United Kingdom.”
“We discussed a number of things. The Secretary of State took the opportunity to update us on UK policy on international students, which is important for our universities in Northern Ireland. She also gave a commitment that she and the Labour Government stood over the Command Paper 'Safeguarding the Union'. In that paper, there are a number of commitments in respect of which she reiterated her support for delivering on. One of them is the establishment of a twinning programme between schools in Northern Ireland and Great Britain, which will be overseen by the United Kingdom's East-West Council. <BR /> <BR />That is a real opportunity, and I confirm that my officials are working with officials in the Department for Education in England to take it forward.”
“That was a particularly good meeting, because we welcomed to it the Rt Hon Bridget Phillipson MP, Secretary of State for Education in our UK Government. The Cabinet Secretary for Education for Wales, Lynne Neagle MS, also attended, as did officials from the four nations. <BR /> <BR />That meeting was a great opportunity. The theme was teacher professional learning and teacher recruitment and retention. I was delighted that we were also able to welcome representatives from our four initial teacher education institutions in Northern Ireland. They gave a presentation on the range of available courses and on how they prepare children in those colleges to support young people once they have graduated as teachers.”
“I hear Mrs Dodds, a former teacher, commending the school. She did not, however, have the opportunity to shape and mould me as a pupil. Diane cannot be blamed for how I have turned out.”
“I thank the Member for that question. I was delighted to host the United Kingdom Education Ministers Council on Thursday 20 November. Yes, it happened at Laurelhill Community College in Lisburn.”
“Sadly, that is something that happens, particularly for young people in our schools. I engaged recently with Marie Curie, which provides excellent work on grief counselling. I commend the work that it does. It carries out a programme in schools, and I support that, because it is important that the people who will see young people at a point at which there is grief in their lives are properly supported to provide the best advice. I absolutely agree with the Member that it is important to provide support in that area. Organisations such as Marie Curie can do that, and, of course, it is also important that CCEA provides the appropriate material to support schools in that.”
“I am more than happy to engage with the Member on that. Underneath that question is a desire to make sure that all appropriate information is available in order to provide the best possible services at the point where people need them. I share the sentiment expressed and am happy to engage with the Member on how to give effect to that.”
“That is why we need to address the issue for the controlled sector, but it also presents opportunities from which all sectors can benefit.”
“That work is hugely important, as was evidenced by a recent survey of controlled schools that was carried out by the Education Authority. The findings of that survey are damning. I want the Education Authority to extend the survey to all schools to get feedback and their views on the Education Authority, but the report from the controlled sector causes concern. That validates the recent independent review of education, which highlighted that, when it comes to the EA:”
“As announced on 17 September 2024, I have asked the delivery and implementation group to report to me by the end of December of this year. That remains the target.”
“I understand that frustration. It is often expressed to me by communities and those who are in the profession, particularly when there is a hope that something is being achieved where there is a need. The schools that were let down by the United Kingdom Government because of the withdrawal of the Fresh Start funding felt a sense of loss. I stepped in to provide the assurance that they would still be part of my capital works schemes. I very much want to be able to deliver not just for this school but for all the schools that require new builds and school enhancement programmes.”
“I understand the frustration with the processes. It has taken a considerable amount of time for the planning process to work its way through, with the pre-application discussion having been submitted to Belfast City Council in 2020. The project is at what we refer to as RIBA stage 3, and the project's integrated consultant team is preparing for a planning submission early next year. Should planning be approved, it is likely that work on the site could commence in 2026 at the earliest. I will caveat that with the observation that, as is the case with all such capital investments, it is subject to getting the appropriate funding.”
“The project at Forge Integrated Primary School aims to provide a new-build, 14-classroom integrated primary school at the former Knockbreda High School site in Belfast. That was originally to be funded via the Fresh Start Agreement, but, as a result of the withdrawal of funding, it now sits in my Department's Executive-funded major capital works programme. The design of the new building is progressing, and discussions are ongoing with Belfast City Council and the Department for Infrastructure as part of the pre-application process for the submission of a planning application. Once those actions are complete, the scheme will proceed to procurement and a contractor will be appointed, subject to available funding.”
“They had a meeting last week, and that engagement will continue next week. I want to get a positive outcome.”
“I very much want to continue the excellent work that I was able to take forward when I came into post, which was to deliver a double-digit percentage increase to teachers' pay. We also brought the starting salary for new graduates from £23,000 up to £30,000, bringing it into line with that in England. That has helped to make sure that our young people who graduate from our training colleges stay in Northern Ireland, and I want to maintain that. <BR /> <BR />I am very committed, in the spirit of cooperation, to trying to get a successful outcome to the negotiations. A number of bodies form the management side, so it is not led entirely by me, but, clearly, my Department has a key role and I have an active position in trying to achieve a resolution. Yes, I want to get a successful outcome, and we are actively engaging with the unions.”
“<BR /> <BR />The chair of the TNC management side has also written to the NITC to formally request a de-escalation and for the ballots for industrial action to be stood down. I will continue to do all that I can to secure funding for an appropriate pay settlement for teachers.”
“Through the Teachers' Negotiating Committee (TNC), a joint pay group is operational. Meetings have taken place with employers, sectoral support bodies and the recognised teaching trade unions in the Northern Ireland Teachers' Council (NITC) to explain to and update them on the current financial pressures in education and to discuss the current pay claim from the NITC. <BR /> <BR />The NITC pay claim is substantially higher than what was recommended by the United Kingdom Government and accepted by teachers in England. In line with public-sector pay policy requirements, any proposals for a teachers' pay award must be affordable, and the claim is proving difficult to resolve given the pressures that the Education budget already faces.”
“Those schools, because they are new, will require limited maintenance. Behind the question that the Member rightly raises is this: when we make that investment of millions and millions of pounds, if we do not maintain the facilities, we will actually cause harm to that level of investment. That is a real challenge when it comes to the financial needs, but, at the moment, there is insufficient funding for basic maintenance. We are doing only urgent repairs and keeping schools open and safe, but there are many more minor work schemes, major capital builds and school enhancement programmes that we need to take forward. However, that is all subject to having the available resource.”
“The Education Authority (EA), which owns the site, is considering that. As part of the work for special educational needs, the EA has been scoping out the full school estate. It has been mapping where the need exists, and that has been part of the issue when it comes to the old Dromore Central Primary School site. <BR /> <BR />Like the Member, because we share the same constituency, to me, Dromore is a very important town in Lagan Valley. I really want to make sure that buildings are being used properly, and that is an important site for the regeneration of Dromore town centre. It is important that the EA conclude its work to identify whether there is a future for the school when it comes to educational need. We will then be able to move on, depending on its position on that issue.”
“That is why we need to provide the Department with the funding required to meet that need.”
“That is a very important question. Special educational needs has required significant investment of tens of millions of pounds to meet the need, and that need is expected to continue in the years ahead. <BR /> <BR />In April, I established the SEN capital programme for the development of school facilities to support children across Northern Ireland with special educational needs. The new SEN capital programme will deliver eight new special schools over the next 10 years; new builds for a number of existing special schools; an extension and refurbishment programme for special schools; accommodation for specialist classes in mainstream school settings; and additional maintenance and equipment funding. The SEN capital programme will require around £1 billion of investment over the next 10 years.”
“In the interim, how do we support schools to make sure that their facilities are able to meet needs and deliver the curriculum? I am more than happy to engage with the Member on the particular school that he has highlighted to me, as I seek to engage with all Members.”
“Unfortunately, St Brigid's College was not amongst those highest-scoring projects. All 21 remaining projects from that 2022 announcement remain at that paused stage due to the difficult overall capital budget, which, regrettably, does not permit me to progress a further 21 new-build post-primary schools. <BR /> <BR />For the House's benefit, on average, it is projected that each post-primary school costs in the region of £50 million, so I absolutely understand the frustration. I would love to see funding being made available so that I could take forward all those new schools, but there simply is not the funding there to do that. It would be wrong of me to give false hope that schools will get a new build any time soon when the funding is not available. Currently, there is a pipeline of work that will take decades to deliver.”