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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“I note that 33 of the 71 integrated schools are controlled integrated schools. They form part of the wider controlled sector, which is the largest sector in Northern Ireland. Those schools are open to all, welcoming children and young people of all faiths and none. They are inclusive, reflective of and embedded in the communities that they serve. However, we live in a rapidly changing world, and there is not a single or simplistic answer to building a transformed and reconciled society. In that area, as in so many others, there are no magic wands.”
“More than 27,000 pupils in Northern Ireland are now enrolled in 71 integrated schools. That is more than 6,000 additional places in the past 10 years. It is worth noting at this point that there are integrated schools that are oversubscribed and there are those that are undersubscribed. That is reflected in different sectors right across Northern Ireland. As for first preferences at primary-school level, 98% of those who express a preference for integrated schools are accommodated. Therefore, it is clear that we are responding to demand. <BR /> <BR />I take seriously my Department's statutory duty to encourage, facilitate and support integrated education. We will make it our aim to meet demand for integrated education, encouraging and supporting a growing network of sustainable integrated schools that provide high-quality education.”
“Let me make some progress. <BR /> <BR />I believe that diversity and choice are a strength, not a weakness, of our education system. Every child, every school and every sector are important and valued in our education system, and they all have key roles in building a reconciled and shared society. Over the past two decades, society has been transformed. We have witnessed changes that most of us would have had difficulty imagining possible not so long ago. Continuing the journey to building a shared society is a key priority for the Executive. I believe that integrated education, which provides opportunities for children and young people from different community backgrounds to learn together, has an important role to play in that process. <BR /> <BR />The number of pupils accessing integrated education continues to grow.”
“If you look back over the past number of years, you will see that the development proposals that came forward for the Irish-medium sector were approved and that temporary variations in the integrated sector were approved. There has been investment in the integrated and the Irish-medium sectors. It is my Department's job and my job as Minister to support that and to do so for all our sectors. I have said that I will do it, and I will discharge faithfully all the various obligations upon me.”
“Education in Northern Ireland is based on the key and guiding principle, entrenched in our law, that children are educated, as far as possible, in accordance with the wishes of their parents. Mrs Dodds made that point. That is the basis on which our education system was founded — parental choice and plurality of options — and it is a cornerstone that I, as Education Minister, will defend and support in Northern Ireland.”
“I welcome the opportunity to respond to today's motion. First, let me begin by paying tribute to integrated schools right across Northern Ireland. They play an important role in the wider mix of schools and sectors in Northern Ireland. I am sure that colleagues will join me in extending that tribute to all our schools, which do a fantastic job of educating children and young people, often in very difficult circumstances. <BR /> <BR />Since taking up office last month, I have been out visiting schools of all types from all sectors right across Northern Ireland, and I have witnessed the wonderful work that they do. I have enjoyed meeting the staff, the governors, the parents and, above all, the children. Those visits have cemented my view that there is no one-size-fits-all approach to delivering a high-quality education system.”
“We need to make sure that there is not any barrier in place when it comes to what school you go to, as well as the other issues that I have mentioned. <BR /> <BR />I look forward to supporting the motion and the amendment, and to working with Executive colleagues and the Committee in taking forward this matter.”
“I understand the point that the Member is making. I suspect that, if that were the case, a number of schools would say, "Give us the budget for us to be able to provide". I know that this is an issue that he, as a member of the Education Committee, will want to explore with me. I want to work with the Committee to come forward with the right approach in all of this. I believe that we can do that, because we are coming from a shared objective across the different parties. It is about how best we do it and how effective we can make it. That is the objective that I want to achieve. The costs that are associated with uniforms should never be a barrier to what school you go to. Sadly, for some parents, it is a consideration that they are having to take into account. That is wrong.”
“It is something that we need to look at, and that is why the introduction of a price cap will be part of the consultation that I am undertaking. The current guidance, as I have highlighted, is there for schools to follow. I will now move to a consultation process to place that guidance on a statutory footing, and that will include looking at a price cap. Doing that will allow me to take decisions later this year. Where there is to be legislative provision, I will need to take that to the Executive. I have no doubt that the Education Committee will work with me to expedite the issue as efficiently as possible to try to get that legislative provision in place.”
“I am not sure whether her figure was accurate, but, to put it on the record, for primary schools it is £42·90, while for post-primary schools it is £93·60, of which £26·40 is for PE costs, and the total cost of grants is £6 million. Do I want to do more? Yes, I do. That is something that will form part of my bid during the budgetary process. <BR /> <BR />Colleagues highlighted the issue of statutory guidance. Yes, there is guidance in England and Wales, but Scotland does not have statutory guidance in this area, although it is something that it wishes to have in place by August of this year. The Republic of Ireland has no legislation on the issue, and there is no statutory guidance. <BR /> <BR />There is no price cap in place anywhere in these islands. That does not mean that we should not have one.”
“It was the DUP that increased the rates. I recognise, however, that there are other jurisdictions in the United Kingdom where higher rates of uniform grant are available. Those rates of uniform grant are being considered as part of the ongoing review that seeks to make school uniforms more affordable, and, although increasing the rates of grant is one way in which to reduce the impact on families, I believe that schools seeking to minimise the cost of their uniform will potentially be of even greater benefit. I therefore again urge schools to align their uniform requirements with the Department's guidance circular that encourages them to keep school uniform costs to a minimum. <BR /> <BR />I will briefly pick up on a couple of points that Members raised. Ms Hunter mentioned the level of the uniform grant.”
“Options being considered include raising the income threshold that applies to some of the means-tested criteria and the introduction of universal free school meal provision to pupils in some school years, and options that are a combination of the two. I will consider the next steps of the review in the time ahead. In doing so, I will take account of the potential budgetary implications of any change to the eligibility criteria. <BR /> <BR />The motion references the rates of uniform grant that are available to low-income families in Northern Ireland. My predecessor as Minister of Education increased the rates by 20% ahead of the 2022-23 academic year. It should be noted that the uniform grant had not increased from 2010 until the DUP Minister acted. That was for how long the uniform grant had stayed at the level at which it was set.”
“The best outcome for all is that the Department, schools, parents and children work together to ensure that uniform policies are developed with the best interests of the child and young person at heart. I will wish to hear the views of parents, children and other interested parties on the proposals as they are more fully developed. I am advised by officials that we will be in a position to consult in late spring of this year, and I am keen for us to be in a position to take decisions later in the year. <BR /> <BR />Work is ongoing on the review of the eligibility criteria for free school meals and uniform grants. My officials continue to examine a range of options for increasing the number of children and young people who are able to access free school meals and uniform grants.”
“<BR /> <BR />The proposals will also include how the guidance will be enforced. I am keen to ensure that school governing bodies engage with parents and children when setting their school uniform policy. That is vital for establishing a uniform that is affordable, comfortable and sustainable but that still maintains the values of the school. The proposed amendment to the motion references the introduction of an annual price cap on the total cost of uniforms. In considering a cap, there are a number of issues that need to be resolved, and I will seek the views of all stakeholders as part of the consultation. It will be important that, whatever changes we make to the current guidance, we ensure that school governing bodies are required to adhere to them.”
“The Member raises a point that I will come to. I will speak to that issue shortly. <BR /> <BR />During the pre-consultation, officials engaged with a wide range of stakeholders. Officials are completing a consultation document setting out a number of proposals for public consultation. Those include putting our current guidance on a statutory basis, which Mr Carroll just referred to, to strengthen measures such as avoiding single suppliers and expensive branded items; ensuring that schools develop policies with the agreement of parents and children; and issues relating specifically to the uniform, for example avoiding or limiting the number of branded items required, avoiding variation in colour and style for different year groups and avoiding dry-clean-only items, which make it more expensive for parents.”
“Uniforms should be affordable, comfortable and sustainable, with the uniform policy being developed with parents and children and published on the school website. Uniform policy should also be open to changes, subject, again, to the agreement of parents and children.”
“While the cost breakdown is not given for each of those, my officials have completed a pre-consultation on uniform costs, and it is clear, albeit from only a sample of schools, that there is a wide variation in uniform policies both between sectors and within sectors. For example, across post-primary schools, the cost of a girl's blazer can range from £50 to over £120. <BR /> <BR />I am aware that no standard list of uniform items applies across schools. The number of items of clothing required at the beginning of the school year also varies. We should aim to ensure that schools itemise the essential school uniform items as far as possible and that second-hand uniforms are available.”
“I want to ensure that uniform policies are transparent and have been developed with the input and support of parents and children. That has the potential to make lives easier for children and parents by reducing the burden of the costs of attending school. We must ensure that the cost of uniform is not a barrier to children accessing education. <BR /> <BR />The credit union report referenced in the motion provides figures for the cost of going back to school. Unsurprisingly, according to the report, school uniforms are the top expense for primary- and post-primary-school parents, followed by school lunches, extra-curricular activities, transport costs and books.”
“The current guidance makes it clear that, in setting their uniform requirements, schools should ensure that they represent value for money. It recommends that schools enable uniform costs to be as low as possible through minimising branded items and ensuring that items are available from a number of retailers. It is important to put on record the fact that many schools have followed this guidance, and I welcome that. However, it also has to be said that there are other schools that have not. That is not a situation that I am going to permit to continue. <BR /> <BR />Pending any longer-term decisions, my overarching aim in this area is to ensure that all school governing bodies put affordability, comfort, sustainability and best value at the core of their decision-making when they set their school uniform requirements.”
“However, it is clear that there are significant challenges in this area that potentially undermine the basis for the policy. We are all aware of the increasing costs of school uniforms, particularly with the use of branded items or parents only being able to buy uniforms from a single supplier. That undermines the intention of school uniforms to remove barriers to education. Instead, expensive uniform requirements place an unnecessary burden on parents and children, particularly those from a low-income household. <BR /> <BR />School governing bodies are responsible for setting their own school uniform policy, and my Department has issued guidance to support schools in setting that policy. However, that guidance is only of assistance if it is followed by schools.”
“Uniforms play a valuable role in setting the tone in a school, and they support positive behaviour and discipline. They encourage pupils to identify with and support the ethos of their school, ensuring that pupils of all backgrounds, including different socio-economic backgrounds, are welcome in the school. School uniforms also help to create a level playing field for families where they do not have to try to ensure that their children are dressed in line with the latest fashions. That helps to protect children from social pressures to dress in a particular way.”
“That would be a retrograde step and would create a huge inequality, as those who could afford to dress themselves in the best gear would do so, and others would not. You would really see a difference in our school communities if that was the case, so uniforms are important.”
“Much as my parents wanted to turn us out in the best uniform when we were growing up — I, as a parent, want that — with brand-new shoes every term, that was often not the reality for a lot of people. There were second-hand uniforms and hand-me-downs within a family, and that has been a reality for a lot of people. <BR /> <BR />When I went to school at Laurelhill Community College, I was proud of my uniform. I was proud to walk into Lisburn and have the emblem emblazoned on my blazer. I identified with the school and had a commonality with everybody in the school, because we all wore the same uniform and were proud of it. That is why I think that uniforms are important. I support uniforms being worn, and I do not believe that we should get rid of them in our schools.”
“The cost of uniforms and PE kits and so on is real to me, albeit I doubt that many in the public will have a lot of sympathy for politicians in meeting the costs. <BR /> <BR />I know from growing up in a family of five children that, when it came to June, July and August — Dad was working, and Mum was a full-time housewife — we would have been saving up the child benefit stamps and those would have to be collected in order to get us all ready to get out to school. I was the second child in the family. I had an older brother, which was always convenient as I got a hand-me-down from him. My next brother in line got the third hand-me-down, so he was not always particularly keen on getting another hand-me-down. That is a reality for a lot of families.”
“Thank you, Mr Deputy Speaker. It is apt to have some young people come in at this stage, when we are debating school uniform policies. My daughter was playing hockey against Ballyclare High School yesterday. They managed to get a draw out of us this time. The last time we played them, we were successful, but they played well yesterday. <BR /> <BR />The issues that we are speaking about are hugely important. On day 1, when I came into office, I raised this as being, for me, a priority area that we need to address. I welcome the commitment to the issue from other parties in tabling the motion and the amendment. It is one that I share and have been leading on. Like others, I have an interest, as I have three daughters, of whom two are in post-primary education and the third will go into post-primary education next September.”
“I will be more than happy to engage on it in the days and weeks ahead.”
“However, that can be fully achieved only through strong partnerships across government, ensuring that children receive access to health and therapeutic supports when they need them and to appropriate pathways to training and employment. Investing in our children with special educational needs is not just beneficial to them, their families or my Department; the long-term benefits will be across all Departments and to society at large. The children in our schools today are the adults of tomorrow, and the opportunities presented to us right now to ensure that every child receives investment in their future will benefit our society and economy in the longer term. <BR /> <BR />I look forward to continuing to engage with Members on the issue. No doubt, the Education Committee will want to take the matter up with me in detail.”
“Members mentioned the 200 recommendations from the various reviews, including the recently published independent review of education emphasising the urgent need for change. Although the independent review indicates numerous deficiencies across the wider special educational needs system, it is encouraging that its recommendations on SEN broadly align with the extensive programme of work that is being undertaken as part of the end-to-end review of special educational needs. <BR /> <BR />Improving the quality of educational experience for our children with special educational needs is imperative for my Department.”
“The Chairman of the Education Committee makes what should be an obvious point: when these children are placed, they should get the same support and experience as other children. That is what should be achieved, but, as he said, it clearly has not been the case in the past, and there needs to be learning from that. Ms Armstrong mentioned learning from the tribunal, and she is right to raise that. Officials engage with the tribunal, and that is due to take place again within the next number of weeks so that we understand the issues that are emerging and can feed that knowledge into the planning process to recognise it. <BR /> <BR />I recognise that I will not be able to conclude all my remarks, but I want to touch on another issue.”
“<BR /> <BR />For now, the immediate priority is to create more capacity in the system to ensure that we have sufficient places this September. The current estimated shortfall is just over 1,000 places. The support of schools will be essential to meet the demand, and the EA recently wrote to all schools to seek their support in the creation of new specialist provision classes to alleviate the pressures. In turn, we must ensure that schools are supported appropriately to effectively meet the needs of children placed with them.”
“My goal is that the majority of children and young people with a statement of special educational need, who require a change of placement at key transition points in primary 7, primary 1 and preschool, receive notification of their place at the same time as other children so that they can look forward to new educational experiences and destinations in the same way as their peers. That has not been the case in recent years. I assure colleagues that my Department is leading a strategic response, supported by a significant programme of ongoing work in the Education Authority, to address that. It involves getting ahead of the numbers — the children — having a good understanding at an early point of the educational needs of children who are approaching transition years and ensuring that the capacity to meet that need is there.”
“In response, we need to build capacity urgently across our education system to ensure sufficient places in special schools and in specialist provision in mainstream schools and classes. That is an immediate priority for my Department and the EA. It is a key aspect of my Department's capital bid in the Budget process, and I trust that it will have Members' support. <BR /> <BR />The issues are not solely about physical accommodation. We must also ensure that children are placed in settings where they are supported by appropriately skilled staff who have access to the necessary range of resources and supports.”
“That process is based on consultation between the EA, the school and the parents and seeks to ensure that the school placement is appropriate to the needs of the child, as set out in their statement, which is subject to change at the annual review of the statement. So, there is a continual flow of children being referred for special educational needs assessments, which creates challenges in aligning the notification of placements of all children with the general admissions process. In recent years, specifically in the context of the challenges that it experienced last year, the system has struggled to keep up with the growing number of children and young people for whom specialist education provision has been deemed appropriate.”
“<BR /> <BR />In line with our current policy, just over 84% of children with SEN are educated in mainstream classes; 5% are educated in specialist provision in mainstream schools, which provide smaller classes with targeted support in an inclusive mainstream environment; and just over 10% are educated in special schools. Of those children with special educational needs, 63% do not have a statement of special educational need. That cohort will receive notification of their school placement in line with the general admissions process in April and May. <BR /> <BR />The 37% of children with special educational needs who have a statement follow a different process for admission to schools.”
“That is a projected increase of 114% in just six years. <BR /> <BR />Despite the rising trajectory of spend, the increased investment has all too often not resulted in improved outcomes for all children with special educational needs. As Minister, I want to ensure appropriate and timely educational placements for children with SEN. We have a continuum of education provision for children and young people with special educational needs. That graduated response provides a flexible framework that allows for a range of interventions to be implemented in the classroom, with teachers being encouraged and empowered to use their professional judgement in relation to a pupil's presenting needs in the classroom, supported by adequate resources and special advice or training, as required.”
“I agree about the greater awareness, but there are also greater health complexities for people who need additional support. They are able to go into educational settings, but their health needs are becoming more complex. As Minister, it is being presented to me that there is a need for more support in that area. <BR /> <BR />The current system of provision was designed and established for a very different context and is no longer sustainable against the backdrop of the changing profile of need. I will give Members some figures. Between 2017-18 and 2022-23, expenditure on providing support for children and young people who have or may have special educational needs increased from £254 million to £480 million, with a forecast expenditure of around £544 million for the current year, 2023-24.”
“<BR /> <BR />We are seeing a changing profile in our children, with increasing prevalence of special educational needs across our system and increasing complexity of need.”
“Our goal for children and young people with special educational needs is to have a system in which their needs are met with, as Diane Dodds quoted, "the right support from the right people, at the right time and in the right place." A parent should be able to have confidence that their child's needs will be identified early, that support will be provided promptly without necessarily requiring a statement of special educational needs, and that, as far as possible, their child will be placed at the same time as their non-special educational needs peers in a school that meets their needs. I am acutely aware that that is not the case for many children and young people with special educational needs.”
“The weaknesses in our existing system have been well documented. We need to move beyond diagnosis of the problems to action that is aimed at making things better for children with special educational needs. The Chairman of the Education Committee referenced that and Daniel McCrossan said that now is the time for action.”
“The intention is to design a system that consistently delivers for children and young people with special educational needs, through the provision of high-quality and cost-effective services. This review represents a significant and transformational reform agenda, drawing on the recommendations that the Department has received through a range of scrutiny reports focusing on special educational needs provision.”
“<BR /> <BR />My vision for every child is that they are "happy, learning and succeeding." That vision is no different for children and young people with special educational needs and/or a disability. Over the past 12 months, the Department has been leading an end-to-end review of special educational needs in collaboration with the Education Authority. The purpose of the review is to consider special educational needs from policy intention through to operational delivery in schools and to bring forward an implementation plan to support transformation.”
“<BR /> <BR />Regrettably, the data evidences the continuing gap between our children and young people with special educational needs and their peers and demands that we improve outcomes for our more vulnerable learners. The parents of children with special educational needs want the same as any parents do for their child: for their child to be happy and thriving in a school that meets their needs; to enjoy the benefits of a full and enriching curriculum; and to be supported by staff who are appropriately skilled and resourced. Those are reasonable expectations, yet, all too often, I have heard from families and spoken to teachers who have little confidence in the current system's ability to meet the needs of children.”
“<BR /> <BR />As Education Minister, I have made transformation of the existing special educational needs system one of my key early priorities, and I reaffirm that commitment today. Colleagues around the Executive table have also emphasised the need for decisive and robust action, recognising that collective action will be required to ensure that we intervene from the early stages of a child's life and that the right pathways are in place to enable young people with SEN to have appropriate destinations after leaving school. A number of Members made that point. It is not just a matter for the Department of Education. It cuts across a number of Departments, and the Department of Health has a hugely important role to play in providing solutions to the issues.”
“Undoubtedly, there are failings and systemic issues that need to be addressed. I think, however, that we all come to the issue from the same position of wanting to get the best possible outcomes in the challenging environment of special educational needs. <BR /> <BR />I will single out the two maiden speeches, and I commend those Members for their contribution. First, I thank Mr Brooks from East Belfast for the points that he made. I have no doubt that he will represent that constituency well, and I know that he is already making an impact. I also commend Cathy Mason for her contribution and for sharing her personal story about the loss of her brother. I have no doubt that Peter would be immensely proud of his sister and of what she is doing here representing her constituents in South Down.”
“I thank the Members who tabled the motion — the Chairman of the Education Committee supported by his colleagues — who are all here and have been present throughout. It is a hugely important motion, and I am pleased that it has been brought to the Floor of the Assembly so early in the mandate. <BR /> <BR />I thank all Members for their contributions. Everyone has spoken passionately. I do not think that there is anybody who has not had to assist constituents, at times in distressing circumstances, to get them the support that they need. It is important to recognise that we come to the issue with that shared experience and a shared desire to make things better, while recognising the problems. It is too easy at times to point the finger and seek people to blame. Everybody is trying to get the system to a better place.”
“There is an inadequacy in some of our estate, and it requires capital investment. I have already witnessed that first-hand in some of the schools that I have visited. We have excellent schools, and we have schools that are completely inappropriate for the 21st century, and that will require significant investment.”
“I thank the Member for her question. I am more than happy to visit some of the centres that she mentioned.”
“The Member raises the important issue of the capital requirements that are needed, whether that be for an EOTAS centre or for other aspects of the education system. My bid is a very ambitious one because of the capital needs that exist.”
“Yes. I will meet the Minister for the Economy. We have already discussed the need for that collaboration. We will set about having that meeting and see what more we can do in that area.”
“It is also about making sure that the curriculum aligns with the needs of the economy.”