Caoimhe Archibald
East Londonderry · Sinn Féin · Northern Ireland
“Taken together, that points to a scheme that is operating effectively in its early stages, while, of course, remaining under review as further evidence becomes available. <BR /> <BR />I therefore commend to the Assembly the Statutory Parental Bereavement Pay (Employment and Earnings) (Amendment) Regulations (Northern Ireland) 2026.”
“I seek the Assembly's approval for the Statutory Parental Bereavement Pay (Employment and Earnings) (Amendment) Regulations (Northern Ireland) 2026. The statutory rule was made on 1 April and came into operation on 6 April. It is before the Assembly today under the confirmatory procedure.”
“The 2026 regulatory impact assessment estimates one-off employer familiarisation costs of up to £1·36 million, with wider HMRC implementation costs forecast at £1·5 million and annual systems maintenance costs of around £10,000. It may assist Members to note that early implementation has gone smoothly.”
“The amendment ensures the continued operation of those regulations and forms part of a wider package of legislative measures establishing statutory parental bereavement pay as an entitlement for bereaved parents.”
“The regulations before the Assembly today are a key part of that implementation and ensure the continued operation of the statutory parental bereavement pay framework. The policy objective is clear: to support bereaved working parents at a time of profound loss and provide a minimum standard of protection in law.”
“<BR /> <BR />The confirmatory procedure means that the regulations before the House today have come into operation before the Assembly debate has taken place and must then be approved by the Assembly within the relevant statutory period. In this case, the deadline for approval is 20 September 2026.”
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“<BR /> <BR />In addition, we want to co-design a pilot approach to a new model for apprentices with special educational needs in order to maximise their potential in employment. Our aim is to explore a model that will work for employers and potential apprentices to ensure that apprenticeships are a realistic progression pathway for young people with special educational needs who have built their skills through our vocational programmes. That commitment signals my ambition for a workforce that has a place for everyone and in which individuals who are valued for their unique contribution continue to develop their skills throughout their life.”
“I thank the Member for her question. The apprenticeship programme works really well, but I want to see increased representation from a number of different cohorts, including people with disabilities. It has been rightly reflected that the uptake of apprenticeships among people with disabilities is quite poor. We have therefore placed a particular focus on addressing that. Under my apprenticeship inclusion challenge fund, two dedicated disability projects have been selected to test approaches to better apprenticeship participation among, and better outcomes for, those with disabilities. The projects will pilot new pathways to supportive environments that enable individuals with disabilities to thrive and reach their full potential.”
“I thank the Member for her question. It is important to recognise that there are still big challenges with what we are trying to achieve. I have gone as far as possible within my Department's remit to ensure that we can improve provision and support across colleges and training providers. There are other cohorts of young people who will have a different path into Health-related provision. We need to ensure that similar protections and support are there for them, so I am committed to working with my Executive colleagues to make sure that that is the case. I have spoken to the Health and Education Ministers. They have not yet seen the detail of the proposals that I will bring to the Executive. We will therefore have to discuss them around the Executive table.”
“Where there is best practice, we need to roll it out across the board.”
“I thank the Member for her question. It is a really important aspect of the support. We know that many organisations in the community and voluntary sector do really amazing work to support young people and adults with learning disabilities and other disabilities. That work can be supported through the social enterprise action plan that we have implemented in the Department. As we move forward, there will be opportunities to ensure that there is that level of engagement with all stakeholders that have a part to play. There is a really important role for our community and voluntary sector to play, particularly in Health-related provision. I am very keen to discuss that with the Minister of Health. I had a brief conversation with him about it this morning, but we need to take a greater look at it.”
“We want to give greater clarity to young people and their families about the support that they can expect, and that will increase the consistency and transparency of support across all areas. After considering the findings of the review, I have approved that approach, and officials, in conjunction with other partners, will now move as quickly as possible to develop the details of the design and administration of the model.”
“I thank the Member for her question. We want to ensure that young people who choose to study in further education are supported to thrive in their courses. The clear message that my officials took away from their extensive stakeholder engagement was the anxiety that is created by the lack of clarity on what support a young person can expect when they move from school to college. The message was particularly emphasised by the 16-year-olds with SEN statements in specialist provision in mainstream schools, who were leaving at the end of year 12 because there was no provision for them in years 13 and 14. <BR /> <BR />It is intended that the assessment and support model will build on the type of model in the school system — the special educational needs statement — and tailor it to the FE college environment.”
“I thank the Member for her question. The joint careers action plan has been agreed by the Executive. Therefore, it will be published in the very near future. In my statement, I mentioned some of the actions that we are taking to ensure that careers advice and guidance are accessible to all. There should be specific access and support for autistic people in a format that is accessible to them. There should also be advice and guidance tailored to everyone so that we have a truly inclusive Careers Service. Hopefully, that will be reflected when the action plan is published.”
“I would like to explore that approach with my Executive colleagues, because, when you listen to the range of issues, such as transport, health and income support, you realise that there is a function for all Departments. Therefore, it is important that we work collectively, and that is the right approach.”
“I thank the Member for his question. It was one of the issues that became apparent across the review. We measure things in different ways and call things different names, so, for some of the data, there is no direct read-across. However, as I also reflected, things sit in different Departments, and we need to ensure that there is a cross-departmental approach. I will bring proposals to my Executive colleagues on how we can better share knowledge and data to ensure that we can plan for these young people — we know that they are in the education system and that they will go on somewhere afterwards, whether that is to further education or elsewhere — which is important. <BR /> <BR />In my statement, I also mentioned the approach that is in place in Scotland, which is a whole-government approach to transition.”
“My officials are in discussions with experts to support us in building the evidence base for that and to help reinforce not just the moral case, which is well made, but the economic case for investment.”
“I thank the Member for his question. In my statement, I recognised that there are challenges not just for young people but for their parents and their carers, who very often find themselves having either to reduce their hours or leave work. We know that young people with disabilities are five times more likely to not be in education, training or employment than their non-disabled peers. Even with a degree, a young person with a disability finds it much harder to secure employment than a non-disabled graduate. Failing to invest in appropriately supported skills and training opportunities has knock-on impacts on health and well-being and social security costs and creates a ripple effect on economic inactivity and, as I mentioned, parents and carers' household incomes.”
“There are things that have become apparent over the course of the review where good practice is being undertaken, for example, in our further education colleges, and that can be rolled out across the board. There are some things that can be done immediately and others that will take a little bit of time.”
“I thank the Member for his question and for taking the time to meet me earlier today. He rightly recognises the cross-departmental nature of the work that is required but also the cross-party support that there is for addressing the challenges that have been outlined. We anticipate that the ETI review will be completed by the autumn, and then the scoping work will be done. It may take up to a year to get an understanding of exactly what is needed, but I am determined to work at pace. I pay tribute to my officials for the work that they have done on the review, and they are determined to work at pace in order to outline what it is that we need to do and then ensure that the provision can be put in place. <BR /> <BR />It is also important to recognise that things are already being undertaken and changes are being made.”
“As I set out in the statement, I will bring proposals to the Executive in order to ensure that young people, whatever their pathway is, whether it is in further education supported by the Department for the Economy, or whether it a Health-related pathway supported by the Department of Health and the trusts or the community and voluntary sector, get the right support and that they and their families are being supported to get it.”
“The review highlights the range of issues that there are to be addressed. Importantly, I think, it gives a voice to all those who contributed as well as to all the young people and their parents, carers and families who face real challenges in accessing the type of support that they need and deserve. As the Minister with responsibility for the Department for the Economy, I am determined to do everything in my remit to make things better and to work across the Executive where other Departments have responsibilities to ensure that we make the type of progress that is needed.”
“As the Member mentioned, that includes some of those whom I met today, including Alma and Dee from Caleb's Cause, who have really shone a light on the issue and must be commended for the work that they have done in that regard.”
“I thank the Member for his question. Like him, I very much recognise the campaigning efforts of many on the issue and those who contributed to the work that was undertaken.”
“I hope that everyone will get behind this and work together to deliver the improvements, which will be life-changing for learners with disabilities and their families.”
“If the Executive were to agree such an approach, developing the model and drafting the associated legislation would require close collaboration between my Department and the Departments of Health and Education. There is a lot of goodwill around the Executive table on the issue, so I am hopeful that that work could develop at pace. In the meantime, we must build up service provision so that parents do not have to resort to the courts. <BR /> <BR />What I have set out today involves a comprehensive transformation in services for school-leavers with special educational needs. Considerable scoping and design work is now required to quantify the cost of the proposals. We will then need substantial and multi-year investment and close collaboration across Departments. We still have much work to do, but today is an important step forward.”
“I intend to bring a paper to Executive colleagues so that we can take a collective, coordinated approach to those issues. <BR /> <BR />One cross-cutting issue is an appropriate legal right for young people with special educational needs (SEN). First and foremost, parents want their children to be in the right setting, so the priority is to build up and resource pathways for people with special educational needs. Spending time and money in courts is a last resort, but parents want the reassurance of legal recourse if necessary. I want to see the Executive work together to give people with special educational needs a legal right to an appropriate pathway, whether in an education- or health-based setting.”
“<BR /> <BR />Transport issues were raised by many stakeholders as a clear barrier to accessing any form of provision, whether health-based day opportunities, college training or even employment once school ends. Issues such as travel, training, accessible taxis and affordability of transport were raised. Disability and inclusion are cross-cutting issues and engage all Departments. The comparative analysis that Stranmillis University College carried out for us highlighted the need for a whole-of-government approach to transitions for disabled young people, as is the case in Scotland. That approach recognises that transition occurs over many years and encompasses issues such as health, social care, education, employment, independent living, inclusion and active citizenship.”
“and it will not take much longer. I will return to where I left off. <BR /> <BR />The question was asked whether a similar one-year deferral in exceptional circumstance could be introduced for a small number of students at the end of the school journey for whom an extension was assessed to be in their best interests. Another education issue that was raised, which I referred to earlier, was the inequity of young people in specialist provision in mainstream schools (SPiMS) having no alternative but to leave school at 16 because there was no sixth-form SPiMs provision. The Education Minister's proposed legislation to require participation in education or training until the age of 18 may provide a vehicle to address that issue.”
“I thank you, a Phríomh-LeasCheann Comhairle,”
“— in deferring starting school and transition from primary 7 into year 8.”
“<BR /> <BR />Many schools have also raised an issue in relation to the requirement to leave a special school at 19 years. It was flagged that there are flexibilities —”
“That closes off the Health pathway and it can it can prevent them from accessing college too if, for example, they need a direct-payment-funded support worker to help meet their personal or other care needs. Without access to Health or further education pathways, those young people and their families often feel in limbo. We may be able to explore the development of collaborative and co-funded cross-departmental pilots to try to provide pathways for those young people for whom our existing systems do not work. There may also be a need to revisit the existing learning-disability eligibility arrangements, especially in relation to autistic young people, as the feedback suggests that those are the vulnerable young people most affected by this issue.”
“<BR /> <BR />Many school principals highlighted the situation of a particular group of school-leavers who have attended a special school from the age of four to 19. They have evident additional needs. Those young people and their families do not consider that further education and training options are right for them. They want to access day opportunities. However, access to those Health pathways is determined by a learning disability assessment. Every year, a group of special-school-leavers are assessed and deemed not to meet the relevant learning disability threshold, meaning that they are ineligible for Health-funded pathways despite their evident vulnerability.”
“Those pathways also need significant investment to be able to respond effectively to the level of need. <BR /> <BR />I would like to see a model here that gives all young people the opportunity to progress to the pathway that is right for them and will best enable them to thrive. My proposed changes to the assessment and support model for further education will, hopefully, encourage and enable more young people to choose our colleges for their next step beyond school. However, we know that it is not the right destination for everyone, and for those young people who are more suited to a Health-based pathway, I would like to see similar assurances in relation to their entitlement, access and support. That is an issue that I intend to raise with the Health Minister.”
“<BR /> <BR />My Department's actions alone will not meet the needs and aspirations of all school-leavers with special educational needs. Many issues were raised with my officials that are outside our remit but which I intend to bring to the attention of the Executive because they have an impact on so many young people and their families. Young people and their families want choices. While many young people with special educational needs aim to progress to skills- and training-based pathways after school, a very substantial number of special-school-leavers want to progress to a Health-based pathway, usually day opportunities, as they feel that they are the most suitable destination. A smaller number want a work-focused route such as supported employment.”
“That is recognised in the new DFE and joint-DE careers action plan, which will be published in the coming week and sets out a range of measures that will strengthen support for people with disabilities and special educational needs. The measures include, for example, professional development for careers advisers so that they are better placed to understand and adapt to their clients' needs. It involves the development of innovative software solutions for autistic clients and the new careers portal will provide inclusive and equitable access to careers information, tools and resources for people of all ages and backgrounds, including young people with special educational needs as well as their parents and guardians.”
“That creates confusion and increases the risk of people not being identified and their needs not being met. <BR /> <BR />We need to improve our understanding of which pathways and provision are most effective in supporting learners to progress and achieve positive outcomes. The ETI evaluation will contribute to our knowledge in that area. Stranmillis University College recently secured funding through the EPIC Futures partnership to take forward some provision-mapping work, and we have launched a research and innovation policy fellowship to undertake SEN-focused research, using the longitudinal education outcomes dataset. That type of work is crucial to ensuring that evidence, data and best practice underpin all that we do. <BR /> <BR />Our Careers Service also has a key part to play.”
“We want to provide learners with the information, guidance and practical support that are needed to ensure a more seamless transition from school, and we want those learners to feel suited to their chosen pathway, make progress, enjoy their learning and flourish in their new environment. <BR /> <BR />Our third theme is strengthened foundations. Better provision and enhanced learner support need to be underpinned by improvements in other areas. More effective and timely data-sharing among Education, Health and Economy will help to improve understanding of the type of demand that is coming into our systems and to facilitate better forward planning. There is not a direct read-across between the categories such as special education in schools, to learning disability in Health, to disability in our system.”
“The young person and their family can quickly feel lost if, a few weeks into a college course, they decide that it is not the right fit and that they instead want to look at training, a different college or Health-based options. The Education Authority is no longer able to guide or support them. Furthermore, sometimes, they need extra support to plan for their transition onwards at the end of their college programme. I have therefore asked my officials to bring forward proposals for creating a new transition support function for learners in my Department's education and training provision.”
“That interim measure is aimed at ensuring that those young people do not lose support because they have to leave school at 16 years, often because their school does not have appropriate post-16 provision. Of course, the best possible solution is that schools provide specialist provision, and I will work with the Minister of Education on that issue. <BR /> <BR />Another concern is that families often do not know who to ask for guidance when they face challenges during the transition from school to college. The Education Authority transition team is closely involved with all young people from the age of 14 who have statements in planning for their next destination after school, yet the Education Authority's role ends the minute that the young person leaves school.”
“We anticipate that building on the current special educational needs statement approach through schools but being tailored for the further education environment. The new assessment and support model will be underpinned in legislation. Having approved that approach, I have tasked my officials with working up a costed plan to design and deliver the new model. The assessment and support model will give clarity and assurance as to the support that a young person will receive in college, with appropriate mechanisms to raise and resolve any disagreements. <BR /> <BR />In the short term, I have asked my officials to explore with the colleges, the Education Authority and the Department of Education administrative mechanisms that can give greater certainty to young people aged 16 to 18 who had a statement in school and are moving to college.”
“We have had feedback about the challenges of accessing support at college being exacerbated because the statement of special educational needs does not continue beyond school. Students and their families report being nervous when choosing a college, because they do not know in advance of starting what support a young person will receive, and colleges report spending significant time at the start of an academic year on duplicating assessments that will have been carried out at school to assess support needs, exam support requirements and so on. Those systems should be more integrated so that the transition from school to college is more seamless. <BR /> <BR />To that end, I have asked my officials to develop a statutory assessment and support model for students with learning support needs in further education.”
“The review highlighted, too, the unrealised potential for higher education-based provision for learning disabled students, and I have asked officials to examine how we might give effect to that. Stranmillis University College recently carried out a feasibility study, funded through our Step Up programme, on the possibility of higher education opportunities for learning disabled students, informed by the model at Trinity College Dublin. I can see real value in enabling inclusive pathways of that nature for raising aspiration and opportunities for all our young people. <BR /> <BR />The second theme is enhanced learner support. If our further education colleges are to become a destination of choice for a greater number of learners with special educational needs, provision must be accompanied by the right learner support.”
“The projects are piloting new pathways that enable individuals with disabilities to thrive and reach their full potential. We know that learners with special educational needs can flourish in work-based environments. Our aim is to partner with employers in order to create sustainable, long-term employment opportunities. Therefore, an action identified in my three-year apprenticeship action plan is to co-design a pilot approach to a new model for apprentices with special educational needs. <BR /> <BR />Social enterprises provide opportunities for disabled adults to engage in training and employment initiatives, often as a core part of the health and social care trusts' day opportunities programme. The work to strengthen the social enterprise sector through our social enterprise action plan therefore also has a contribution to make.”
“To help us build on existing best practice and inform the shape of our future expansion, my Department has asked the Education and Training Inspectorate (ETI) to undertake an evaluation of the existing further education provision. That work commenced last week, and the inspectorate will report in the autumn. Once complete, the evaluation will also help ensure that the funding bids that I bring forward are evidence-based and focused on excellence. <BR /> <BR />Apprenticeships are a fantastic pathway for many people, and in-training disability support is available for apprenticeships. In addition, through my apprenticeship inclusion challenge fund, two dedicated disability projects are testing approaches to improve participation and outcomes for people with disabilities.”
“<BR /> <BR />I want to see investment in the colleges to enable them to update and expand their offer; to improve physical accessibility, particularly in our older buildings, some of which lack lifts, ramps or Changing Places toilets; and to ensure that their staff can refresh their knowledge and skills to deliver high-quality programmes and support to all learners. I want a more consistent offer across the college network so that people who are in rural areas have the same level of provision as people who are in urban areas. I want the continuation of a strong part-time offer. <BR /> <BR />That pathway is often accessed as part of the health-based day opportunities programmes for adults with a learning disability, and it enables lifelong learning.”
“<BR /> <BR />My officials also received very positive feedback about the various training providers that deliver my Department's Skills for Life and Work programme, with half the participants on the programme having disability-related support needs. However, funding for further education provision for students with learning disabilities and difficulties has not increased for many years. That has constrained the growth of capacity and subjects at our colleges. The entry level provision for SEN learners has not always been refreshed to ensure access to newer programmes, such as digital arts and creative media.”
“In the review, my officials received some inspiring feedback about lives that had been changed. A young woman at the North West Regional College (NWRC) completed her HND in childcare, and she hopes to continue her education up to degree level. A young man received tailored support at the Southern Regional College (SRC) so that he could fulfil his ambition of studying animation at Ulster University. A student in the north-west had a fantastic college experience and is now on a placement with Translink. He is now doing a level 3 extended diploma and has won an NCFE Aspiration award. A young woman with complex medical and learning difficulties has been supported to achieve her level 3 qualifications, and she has secured employment as a classroom assistant.”
“If a young person with SEN is in that category, it is highly likely that their parent or carer also faces leaving work or reducing their hours to meet the care needs of their disabled young adult. My officials spoke to many people who are in that situation. It is damaging to the well-being, mental health and household income of those families, and it is damaging for our economy to lose skilled and experienced workers in that way. <BR /> <BR />I am committed to driving forward a significant programme of reform to my Department's education, skills and training offer for learners with additional educational needs. My reforms sit under three broad themes. The first is improved provision. There are excellent examples of our six further education colleges providing support to learners with a disability.”
“Funding and capacity are two of the biggest challenges that are faced across the entire post-school system. The loss of the European social fund and associated provision in the voluntary and community sector has reduced the available offer, and in the provisions that currently exist, there are regional imbalances. The issues have been exacerbated by a 29% increase in the number of learners with special educational needs over the past 20 years, a 134% increase in the number of pupils with a statement of SEN and the growing complexity of needs. The consequences of not ensuring that the right supports are in place are stark. There are far too many young people who are not in education, employment or training (NEETs).”
“There is also uncertainty over transport arrangements. That means that planning for life beyond school can create significant stress and uncertainty for families. <BR /> <BR />The majority of learners from special schools and from specialist provision in mainstream schools typically progress on to one of two pathways: a Department for the Economy-funded pathway that involves further education or training provision or a Department of Health-funded pathway comprising day opportunities or day care. The feedback that was received did not suggest that those pathways are wrong. Rather, it signalled a need for investment in both. There is simply not enough suitable provision available, and young people are not guaranteed access to the most appropriate pathway for their needs.”
“Improvement is needed primarily for school-leavers who come from special schools and from specialist provision in mainstream schools (SPiMS). The challenges for those learners often begin before they leave school, during what is known as the transition process, which starts after they turn 14. The transition process, on which the Education Authority (EA) leads, involves a range of stakeholders. Some of the initial issues arise owing to a lack of capacity in the stakeholder organisations, such as the Education Authority's transition service and the health trusts' children's disability teams. <BR /> <BR />There are gaps in timely, accurate and comprehensive information on potential options and eligibility requirements and questions about whether there will be sufficient places, the required level of supervision and available supports.”
“The review highlighted many examples of excellent support from colleges, training providers, day opportunity providers and social enterprises. There are many dedicated workers in the service who go above and beyond in order to ensure that our disabled young people are fully engaged, learning and thriving. I have met some of those people during visits to further education colleges and to providers such as Access Employment Ltd (AEL) in Larne, Springvale Training in Belfast and Compass Advocacy Network (CAN) in Ballymoney. <BR /> <BR />The system is not working for all our young people, however. The challenges that I will outline will no doubt be familiar to many families who have tried to navigate the system.”
“My team and I have also met Alma and Dee from Caleb's Cause, a campaign that has done so much to raise awareness of the issues. Moreover, Stranmillis University College was commissioned to carry out a comparative analysis of the different legislative frameworks across Britain and Ireland. I am grateful to everyone who contributed to the review. Now that officials have completed their work, I will outline the key issues and challenges that have been identified, as well as the measures and actions that, with appropriate resources, my Department intends to take. I will also highlight issues that require collaboration across Departments. <BR /> <BR />Leaving school can be a huge milestone for any young person to navigate. For people with special educational needs and their families, however, there are often additional challenges.”
“Today is the start of Learning Disability Week, and I will provide an update on the review of education, skills and training provision for young people with special educational needs. Last year, my predecessor, Conor Murphy, advised the Assembly of his concerns over gaps in provision for school-leavers with special educational needs and the inequalities and injustices that those young people face. He tasked officials with reviewing the issues. <BR /> <BR />My team has since engaged with schools, colleges, community and voluntary groups, training providers, social enterprises, parents, young people and subject matter experts. I put on record my recognition of the way in which officials have embraced that piece of work. It has been done comprehensively and thoroughly, as will become clear in the rest of the statement.”