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 />That process has already commenced with the publication of the EA's special schools and specialist provision in mainstream area planning frameworks in October 2021 and the first-ever regional plan for special education. Titled 'Planning for Special Education Provision: Strategic Area Plan 2022-27', it is commonly known as SESAP. The outworkings of SESAP will be captured in the Education Authority's 'Operational Plan 2', which is being developed and will put the special educational needs learner at the centre. <BR /> <BR />Improving strategic area planning for specialist provision is one of a number of actions to ensure that there are sufficient places for children with special educational needs.”
“It will lead to increased capacity for special education provision to ensure that every child and young person is happy, learning and succeeding in their educational journey. The capital programme will be transformative for the education system and the lives of our most vulnerable children and their families. It is a priority for my Department to move planning for special educational needs placements from the reactionary year-on-year position to a strategic footing, ensuring that the growing numbers of learners with special educational needs have timely access to appropriate education placements that meet their needs.”
“<BR /> <BR />Additionally, the ongoing end-to-end review of special educational needs will inform the wider transformation of the whole system, ensuring that children with special educational needs have access to high-quality education and receive the right support delivered by the right people at the right time and in the right place. "Place" is the operative word. It is vital that appropriate places exist for children with statements of special educational needs and that those places are planned in line with the projected need. Therefore, my recent statement to the Assembly indicated the biggest step change to capital planning in a generation, demonstrating my commitment to an ambitious, far-reaching and long-term plan that will require sustained and increased capital investment of around half a billion pounds over the next 10 years.”
“<BR /> <BR />In an effort to identify existing capacity and readiness, my Department recently asked all schools in Northern Ireland to complete a short survey detailing what resources and support would be needed to stand up classes for September and beyond. I am delighted that there has been a very positive response to the survey, with over 700 schools responding within a very short window to do so. Many indicated a willingness to stand up provision to meet the needs of children in their local community. The results of the survey are being analysed, and that analysis will form a solid evidence base for ensuring that there are sufficient places in the education system, not just for September but beyond. I will update the House further on progress in the coming weeks.”
“Significant progress has been made by the Education Authority, working with my Department, on agreeing solutions with schools to meet that demand through the creation of additional capacity in special schools and new specialist provision in mainstream schools classes. The Education Authority is working closely with sectoral partners and schools to build this necessary capacity into the entire system, and it estimates that some140 special school classes and 100 specialist provision in mainstream schools classes are required for September, with particular pressure again at nursery and primary 1 levels.”
“My comments will touch on those, but, of course, the debate is primarily focused on South Down. I will not be able to go into detail on some of the broader issues today. However, the Assembly has debated those issues, and I have spoken at length on them in the House. I am happy to do so again, in that broader context, in the future. <BR /> <BR />Let me provide some detail on those wider issues. The latest Education Authority planning assumptions indicate that almost 5,800 children with a statement of special educational needs required a change of or new placement for September this year, with almost 1,000 additional places needed to meet that demand.”
“I am grateful for the opportunity to respond to the debate. Due to the increasing demand for specialist education provision, the situation for September of this year remains challenging across Northern Ireland, so I thank Cathy Mason for bringing forward the Adjournment debate and the Members who have made a contribution to it. The debate touched on issues that are relevant across Northern Ireland.”
“What a message it would be not just in Northern Ireland but internationally that here is a community where young people are coming together on the one site and sharing in their educational experiences.”
“It is unusual to have Members rise to campaign against schools. That usually does not happen. There is a process in place for the full business case assessment for Strule, and the Executive have allocated £20 million in this financial year to take forward the project. Strule offers an opportunity for the Executive and the Assembly to send a very clear message, particularly in a community that suffered more than most, with the single biggest loss of life taking place in Omagh.”
“Millennium Integrated is one school that the Treasury should have funded, because of the very reason that has been outlined, namely its advanced stage of readiness. The Department is looking at a number of schools that are at a point at which we could enter into contract, and officials will come to me with their proposals. I would like to take forward that project, but I cannot give the Member an indication today about any particular school, other than to say that I hear what he says about its being ready to go, subject to finance. There are a number of schools in a similar position, and I hope to be able to update the House in due course.”
“Yes, there is new capital, and, yes, there are enhancement programmes that I would like to take forward, but I also want to consider what further support the school estate needs in a whole range of areas. There is also a point, which Members have rightly raised, about provision for youth services, youth centres and suchlike, so we need to consider what support is available in order to take forward such provision. A wide range of areas therefore needs to be supported.”
“Special education has been a priority in the capital programme, and, given what I announced today, it will continue to be so. We then need to look at where schemes are ready to go or where schools can enter into contract. I have asked the Department to look at what schools are available to receive capital provision for the school estate. There are issues with maintenance, and I have highlighted the fact that over £250 million is needed to address the maintenance backlog. I also want to develop a curriculum-led capital programme. For example, some schools cannot deliver PE effectively because they have no sports hall, and there are other aspects of the curriculum that cannot be provided for. We therefore need to deliver on a range of areas.”
“That issue has been raised with me, and I have been asked what support there is for young people when they finish school. Our special schools go from ages three to 19, and other Departments have a responsibility for those young people after they leave the education system. There are organisations that provide support. In my constituency of Lagan Valley, Stepping Stones provides support for young people. We need to engage with the Department for the Economy and other Departments on that issue so that, when those young people leave education, there is wider support available. The responsibility, however, cuts across other Departments as well.”
“Like all Members, I want a situation where, for schools that have been announced as recipients of funding from major capital and school enhancement programmes, the feasibility, business case and design process is carried out efficiently so that we can get to the point at which more schools are ready to go into construction. That is subject to me, as the Minister, securing the appropriate finance from the wider Executive. We need to make sure that a sufficient pipeline of schools come through that process so that they are ready to receive funding. Where there are delays, I do not know the reasons for them, but I will certainly undertake to look into the issue and get back to the Member.”
“I will happily look into the individual case and write to the Member. In the Department, design work for a significant number of major capital programmes is being carried out. Over 70 school enhancement programmes are also in place, and working through the resource that is needed to take them forward is challenging. I will certainly look into the school that the Member has highlighted and come back to him on that in more detail.”
“A scoping exercise has already commenced on the issues for the controlled sector that I want to be addressed. The independent review's recommendation that a specific directorate be created in the Education Authority was a short-term measure, with a view to moving towards a proper management authority. I have asked for scoping of the measures that need to be put in to achieve that. I am actively engaged in that area in order to ensure that there is effective representation of the controlled sector in our education system.”
“That is an area that requires my attention, and I am giving focus to what we can do to address the deficit and the inequality of treatment that exists for the controlled sector.”
“Hopefully, nobody wants to take my head just yet. <BR /> <BR />The Member raises an important point about the controlled sector. Members are familiar with the Catholic maintained sector, the integrated sector and the Irish-medium sector and with the responsibilities of the various managing authorities that those sectors have. The controlled sector does not have that. The Education Authority is supposed to be the managing authority for the controlled sector; however, the independent review of education made it clear that that was an issue that needed to be addressed, and Members can look at the review report. One of its recommendations stated:”
“There is definitely no capital punishment.”
“I caution the Member on presenting the information as though, somehow, capital punishment is taking place in our schools. It is not, and it does not. There are issues when it comes to restraint. I am aware of them, as a governor of a school where pupils were engaged in violent activity and teachers had to step in to restrain them. I need to make sure, for those professionals in environments and situations that could become difficult, that we do not take a decision that could become problematic for them in its outworkings. That type of capital punishment does not take place in our schools in the way in which the Member characterised it.”
“The Member and others have been raising issues on this. I have asked officials to engage with me on it to ensure that we get it absolutely right. It is not that I necessarily have a position, without going into detail, on it. It is just that I want to ensure that due consideration is given before we reach a final decision.”
“However, I have put forward the business case because I believe that it needs to be addressed. The Finance Minister and her Department have agreed. We now need to get a resolution. <BR /> <BR />Obviously, the Treasury is involved because, if we are to repurpose the limited resources that are available to an Executive that will have limited resources in the next financial year, there needs to be a justification for that. Treasury will be part of the process, but the Executive have agreed a willingness to get a resolution. Obviously, there will be engagement with the unions and all the relevant actors.”
“I am happy to keep the Member and the House updated. I agree that we need to take forward the pay and grading review so that we have the appropriate workforce in place. This is slightly different from the pay disputes that were taking place in the Civil Service and in the teaching profession — they had not had a pay award. Support staff are part of a national joint negotiating position. Last year, on average, there was an 8% pay rise. This year, within my budget, a pay rise for those workers will be delivered, because it is contractually required. The issue is that their starting point is much lower, and, as the private sector has become much more attractive, we are not able to recruit and retain. The pay and grading review is not the same as a dispute over a pay settlement.”
“Following the Executive meeting, I immediately communicated to the trade unions my willingness to engage in this process. I have appointed a deputy permanent secretary, Ronnie Armour, to lead on this for me. The Education Authority is the employer in this respect, and it therefore has a role. Executive colleagues and I are clear that we want to get a resolution to the pay and grading review, because it is important that we can recruit those important support staff and retain them in our education system.”
“The statutory two-month objection period ended on 21 November 2023, and, on 15 April this year, I made my decision on DP 717 on the basis of all the pertinent information and evidence presented by my officials in a submission for my consideration. I decided that DP 717 should not be approved.”
“was published by the EA on behalf of the school's board of governors on 14 September last year.”
“Development proposal (DP) 717, which proposed that”
“I do. I would share in those comments. I have witnessed in my constituency and as Minister the invaluable work that they carry out. I felt that it was important to find a way through the Executive Budget paper with the Finance Minister so that we can continue to make progress on getting a resolution. We very much want to do that, working together. I advise the House that there will be engagement between the trade unions and my Department this Thursday. I want a resolution. I do not want strike action. I want us to find a way that avoids that and gets the right outcome for the workers involved.”
“Given the importance of the issue, the Finance Minister, Dr Archibald, has committed to working collectively with me to find a resolution for our support staff. The Executive have agreed that we will seek approval from the Treasury to re-profile some of the repurposed funds provided in the financial package for the purpose of ensuring that support staff are paid at an appropriate level. I am sure that Members will echo my hope that that proposal can be agreed as quickly as possible.”
“Members will have heard from the Budget announcement last week that the funding available to the Executive did not allow for an allocation to be made in respect of the pay and grading review for support staff. I know that that news will have been extremely disappointing for the dedicated individuals who were relying on the implementation of the review. School support staff undertake a range of roles that are vital to the education of our children and young people, yet they continue to be among the lowest-paid workers in the public sector. <BR /> <BR />Executive colleagues share my view that those staff deserve to be paid at a fair level for the valuable work that they do. However, the Budget was set in very challenging financial circumstances, and the level of funding required for that just was not available.”
“I will certainly feed back what the Member indicated about the council's willingness to be part of that process. I would expect that, in the development of the new build, not just at Sperrinview but at the other ones that I announced, that will be part of their process in taking forward any considerations of engagement.”
“As part of taking forward the new builds, I have now had the opportunity to speak with the principals of Sperrinview Special School, Knockevin Special School and Ardnashee School and College, the three schools about which I made an announcement this morning. The principals are absolutely delighted. One of them could hardly speak such was her relief and excitement about starting the process of getting a new school. <BR /> <BR />In taking forward the design process, an integrated design consultancy team needs to be established. Through that process, we can link with other stakeholders. I encourage local authorities, schools and my Department to link in wherever they can in order to enhance provision, because it makes sense to do so.”
“Yes. We anticipate that we will need, as the Member said, eight new schools: four in Belfast and four in other parts of Northern Ireland. We have asked the EA to carry out work to identify in more detail that provision, which, we believe, is needed. It will carry out that work for us along with work on all the other aspects that I relayed in my statement.”
“My Department has also, for the first time, provided additional resource funding of £5 million specifically for special school maintenance. <BR /> <BR />To meet the increasing need, the level of SEN capital investment is set to continue on an upward trajectory. It is estimated that that will be around £250 million of capital in SEN over the next three years, with a further £350 million to £400 million in the first years after 2027-28. That is why my bid to the Executive for enhanced capital funding for this financial year was so significant. The Member will be aware of my statement today, which elaborated on those issues in much more detail.”
“The challenges regarding SEN capital investment are significant. From around £8 million of capital invested four years ago, the figure rose to over £47 million in the last financial year. That investment includes recent major works at four special schools and the ongoing new build project at Ardnashee special school. Five special schools received investment under the first school enhancement programme call, and 10 special schools are advancing in design under the second call to that programme. <BR /> <BR />On the minor works programme, the EA, in collaboration with the Department, has worked to create additional capacity right across the school estate, with currently more than 485 specialist provision classes across just under 200 mainstream schools, providing specialist educational placements for over 3,000 pupils.”
“It is significant. Assistance is provided to over 90,000 school pupils every day, including more than 10,000 who have additional transport needs detailed in their statement of educational need. Children with a statement of SEN follow a different process for admission to school. In the most recent financial year, 2023-24, taxi provision for special educational needs pupils came to just short of £34 million.”
“The Member referred to parental choice when it comes to the schools that people choose to go to. A range of sectors is available to people. The Department has facilitated that, including through our home to school transport policy. I will look into the specific issue that the Member has raised in more detail, and I will write to him in that regard.”
“I totally understand the frustration that the Member has articulated. I deal with those issues as well at constituency level. It is a heavily regulated area. There is legislation in respect of the criteria, and they are strictly applied within those parameters. I understand the frustration and have experienced it at constituency level, but it is a heavily regulated area of policy that the EA is responsible for. I refer to the earlier comment about looking at a review of the process in due course, but, given the budget problems that my Department faces, I will be heavily constrained in respect of what I will be able to do about wider issues in the Department, as well as that one.”
“It is important that any review of the home to school transport policy complements and can build on the outcomes of those work streams. It is in that context that I will consider the utility and timing of a new separate review of the transport policy. Given the very significant budgetary pressures facing my Department, I will also need to consider the affordability of any changes to the transport policy that would result in the widening of criteria to access transport provision.”
“Mr Speaker, with your permission, I will answer questions 5 and 6 together. <BR /> <BR />A review of the home to school transport policy commenced in 2018. However, it was paused by the then Minister due to the pandemic and further suspended pending the outcome of the independent review of education. The transport policy supports other policies in the Department, such as those on parental preference and special educational needs. <BR /> <BR />My Department is considering the report published by the independent review of education, and work is progressing on an end-to-end review of SEN. Work is also under way on an action plan arising from the EA landscape review to include detailed consideration of the operational delivery of services such as school transport.”
“The chief executive of the Education Authority has a huge responsibility, and I am very much engaged with the Education Authority, not just on the issue that the Member rightly highlights as a concern but across the entire education remit. Mr Pengelly has a big responsibility in his role, and I am very much leading in all of the Department of Education's responsibilities.”
“Members from across the parties articulated their concern about the Education Authority. I took action, and I trust that I can work in partnership with the EA to deliver on all the needs that exist in our education sector.”
“The answer is no. I did not speak to any ministerial colleague on the issue. I engaged the head of the Civil Service because she has to approve the secondment, and I am grateful to her for doing so. Consequently, the Education Authority board endorsed the secondment of Richard Pengelly at a meeting on 21 March, and he assumed his responsibilities on 15 April. <BR /> <BR />I trust that that will satisfy the Member as to the process, but I point out the need to take action. The Member's colleague Mr McCrossan has spoken in the Chamber on statutory assessments on a number of occasions. On one occasion, he asked me:”
“I met the chair of the EA and invited the board to pause the internal temporary promotion process and consider filling the post by secondment. As you know, the board agreed to that request at its meeting on 7 March.”
“Consequently, I concluded that the Education Authority could not be left with a leadership void in the context of the challenges that the organisation faced. <BR /> <BR />In considering the options available to me, I was clear that an established and strategic senior leader with credibility in delivering transformational change in complex and multidisciplinary organisations was required, an individual with sufficient resilience and strength of character to face the delivery challenges associated with the organisation, build morale and improve relationships with key stakeholders and service users. It was clear to me that someone of the standing and experience of a permanent secretary would be required and that the most appropriate way of making a suitable appointment in the time available was by means of a secondment.”
“In view of the scale of the challenges faced by the education system and the concerns raised with me by MLAs, school leaders and the wider education sector, I concluded that trawling internally for a temporary appointment would not be appropriate. I was also concerned about the potential time that it would take to make a permanent appointment, not least in the context that the position had to be advertised several times before an appointment could be made in 2019.”
“Before I deal with the question the Member has asked, let me clarify the respective responsibilities of the Education Authority board and the Minister in the process leading to the appointment of a CEO. The relevant legislation indicates that the chief executive:”
“The Member is entirely wrong in her characterisation of nothing having been done; it is quite the opposite. I immediately brought a paper to the Executive, and we set up a task and finish group. I got the buy-in of all Departments to engage in that process. I engaged with the Finance Minister and the First Minister. We were able to secure £25 million in the Budget, and I am bringing forward further proposals as to how that can be implemented. The Executive are taking action. As a Minister, I am very much driving that action forward, not just in childcare but on special education. The Member can refer to the statement that I made earlier today on special education, which her constituency will benefit from. I am a Minister who is getting on with the job of delivering and I will continue to do so, alongside Executive colleagues.”
“There is a real need for a timeline. I understand that and have heard it from my engagements with providers, parents and carers. However, we need to be clear about the purpose of the schemes and the outcomes that we want to achieve, and the task and finish group has been supporting that work. The three broad areas — child development, parental employability and affordability — are key to making sure that we have an integrated package of measures. I hope to bring a paper to the Executive in the coming weeks, and, obviously, that will then be subject to Executive approval. The sooner I can bring that paper and the Executive engage on it — we are already engaging on the issue — the sooner we can set up the mechanisms to get the support that is needed out into the wider community.”
“It has been very important to have the Department for the Economy, the Department of Finance and the other Departments that I mentioned represented on the task and finish group, because childcare has a much wider societal impact. We need to make sure that we support people who want to stay in the workforce and increase their output. That is part of the thinking behind the proposals that the Executive will take forward. It cuts across quite a number of different areas: employment is one, alongside others.”