The Early Learning and Childcare Strategy is currently being finalised, taking account of the responses received through the public consultation. I intend to bring the revised Strategy to Executive colleagues in the coming weeks.
Publication and implementation of the proposed actions will be subject to Executive approval and the availability of the necessary funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2053858%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=502562","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=502562"}},{"id":"502180","reference":"AQW 53733/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-10-05","answerBy":"2026-10-20","answered":"2026-10-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any ways in which his Department will ensure that professional autonomy of teachers is protected with the implementation of Curriculum 2028.","answerText":"The proposed Northern Ireland Curriculum 2028 provides a common minimum entitlement for all learners by setting out the knowledge, skills and understanding that pupils should develop. This is intended to provide greater clarity and consistency in what is taught across schools.\n\nWithin this framework, teachers will continue to exercise professional judgement in planning and delivering learning to meet the needs of their pupils. While the curriculum is clearer about what pupils are entitled to learn, schools and teachers will retain flexibility in how learning is organised and delivered. Implementation guidance and resources will be developed to support teachers and will complement, rather than prescribe, classroom practice.","answerHtml":"The proposed Northern Ireland Curriculum 2028 provides a common minimum entitlement for all learners by setting out the knowledge, skills and understanding that pupils should develop. This is intended to provide greater clarity and consistency in what is taught across schools.
Within this framework, teachers will continue to exercise professional judgement in planning and delivering learning to meet the needs of their pupils. While the curriculum is clearer about what pupils are entitled to learn, schools and teachers will retain flexibility in how learning is organised and delivered. Implementation guidance and resources will be developed to support teachers and will complement, rather than prescribe, classroom practice.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2053733%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=502180","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=502180"}},{"id":"502179","reference":"AQW 53732/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-10-05","answerBy":"2026-10-20","answered":"2026-10-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any ways in which curriculum and assessment will remain appropriately connected through the implementation of Curriculum 2028.","answerText":"Curriculum, assessment and qualifications reform are being progressed as interconnected strands of the TransformED programme, led by my Department’s senior management in conjunction with the relevant education partners. This will help ensure coherence between what pupils are expected to learn, how learning is assessed, and how achievement is recognised.\n\nAs Curriculum 2028 is implemented, assessment arrangements will continue to be considered alongside curriculum reform to support progression in learning and alignment between curriculum, assessment and qualifications. High-quality guidance and curriculum resources will be developed to support classroom practice, learning and assessment.","answerHtml":"Curriculum, assessment and qualifications reform are being progressed as interconnected strands of the TransformED programme, led by my Department’s senior management in conjunction with the relevant education partners. This will help ensure coherence between what pupils are expected to learn, how learning is assessed, and how achievement is recognised.
As Curriculum 2028 is implemented, assessment arrangements will continue to be considered alongside curriculum reform to support progression in learning and alignment between curriculum, assessment and qualifications. High-quality guidance and curriculum resources will be developed to support classroom practice, learning and assessment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2053732%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=502179","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=502179"}},{"id":"502178","reference":"AQW 53731/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-10-05","answerBy":"2026-10-20","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any ways in which Curriculum 2028 will protect (i) play-based; and (ii) developmentally appropriate pedagogy in practice.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2053731%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=502178","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=502178"}},{"id":"502177","reference":"AQW 53730/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-10-05","answerBy":"2026-10-20","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any evidence that has demonstrated that a a subject-framework structure is the most appropriate response for Foundation Stage of Curriculum 2028.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2053730%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=502177","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=502177"}},{"id":"502176","reference":"AQW 53729/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-10-05","answerBy":"2026-10-20","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any ways in which primary-principal engagement undertaken during the 2024/25 continuation of the NI Curriculum refresh informed the development of Curriculum 2028","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2053729%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=502176","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=502176"}},{"id":"501942","reference":"AQW 53613/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-10-02","answerBy":"2026-10-19","answered":null,"answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to detail how the revised draft Anti-Poverty Strategy and Action Plan address the financial pressures faced by families with disabled or seriously ill children in trying to access (i) treatment; and (ii) essential items.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2053613%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=501942","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=501942"}},{"id":"504026","reference":"AQO 4108/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-10-01","answerBy":"2026-10-13","answered":"2026-10-13","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for her response to the petition submitted to the Speaker on 28 September 2026 calling for improved road safety measures in Darragh Cross.","answerText":"I recognise the strength of feeling reflected in this petition and the genuine concerns of residents in Darragh Cross about vehicle speeds, pedestrian accessibility and safety in the village. Road safety is a high priority for my Department, and I fully appreciate the importance of ensuring that local people - particularly children, older people and those with disabilities - can move around their community as safely as possible.\n\nThe Department has previously assessed both the speed limit and pedestrian crossing provision in accordance with its established, evidence-based policies. Those assessments considered the road environment, traffic conditions, prevailing speeds, pedestrian activity and PSNI collision data. On the evidence available, the current permanent speed limit was considered appropriate and the location did not meet the criteria for a controlled crossing.\n\nHowever, that does not mean that residents’ concerns are being dismissed. A part-time 20mph School Safety Zone operates on all four approaches to the crossroads at school arrival and departure times, and dropped kerbs and tactile paving have been provided to improve accessibility for pedestrians.\n\nI have asked officials to continue to monitor conditions in Darragh Cross and to consider carefully the issues raised through the petition, alongside any new evidence or representations.\n\nShould there be a material change in traffic conditions, pedestrian activity or collision history, the Department will review the position and consider whether further measures are justified.\n\nThe Department will remain engaged on this matter and will continue to work with elected representatives, the local community and the PSNI.\n\nYou will also be aware that the response to the Speed Limit Review consultation, which was published in August, is informing the next stage of the review and the development of speed related proposals, including the lowering of speed limits on rural roads.","answerHtml":"I recognise the strength of feeling reflected in this petition and the genuine concerns of residents in Darragh Cross about vehicle speeds, pedestrian accessibility and safety in the village. Road safety is a high priority for my Department, and I fully appreciate the importance of ensuring that local people - particularly children, older people and those with disabilities - can move around their community as safely as possible.
The Department has previously assessed both the speed limit and pedestrian crossing provision in accordance with its established, evidence-based policies. Those assessments considered the road environment, traffic conditions, prevailing speeds, pedestrian activity and PSNI collision data. On the evidence available, the current permanent speed limit was considered appropriate and the location did not meet the criteria for a controlled crossing.
However, that does not mean that residents’ concerns are being dismissed. A part-time 20mph School Safety Zone operates on all four approaches to the crossroads at school arrival and departure times, and dropped kerbs and tactile paving have been provided to improve accessibility for pedestrians.
I have asked officials to continue to monitor conditions in Darragh Cross and to consider carefully the issues raised through the petition, alongside any new evidence or representations.
Should there be a material change in traffic conditions, pedestrian activity or collision history, the Department will review the position and consider whether further measures are justified.
The Department will remain engaged on this matter and will continue to work with elected representatives, the local community and the PSNI.
You will also be aware that the response to the Speed Limit Review consultation, which was published in August, is informing the next stage of the review and the development of speed related proposals, including the lowering of speed limits on rural roads.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%204108%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=504026","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=504026"}},{"id":"501224","reference":"AQW 53269/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-29","answerBy":"2026-10-14","answered":"2026-10-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any steps pre-school settings can take to engage with modelling work to inform stakeholder workshops on alternative Pupil Allocation Number allocation models.","answerText":"The EA completed its review of pre-school admissions and Pupil Allocation Numbers (PAN) processes in June 2025 and the report is available on the EA website here.\n\nImplementation of the actions contained in the Review is ongoing and as part of this work the EA held a workshop with pre-school education stakeholders in June 2026 to review and consider alternative models for the allocation of Pupil Allocation Numbers. Any setting wishing to engage with the EA about pre-school provision can make contact directly via psep@eani.org.uk.","answerHtml":"The EA completed its review of pre-school admissions and Pupil Allocation Numbers (PAN) processes in June 2025 and the report is available on the EA website here.
Implementation of the actions contained in the Review is ongoing and as part of this work the EA held a workshop with pre-school education stakeholders in June 2026 to review and consider alternative models for the allocation of Pupil Allocation Numbers. Any setting wishing to engage with the EA about pre-school provision can make contact directly via psep@eani.org.uk.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2053269%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=501224","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=501224"}},{"id":"500852","reference":"AQW 53164/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-28","answerBy":"2026-10-01","answered":"2026-10-01","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail why updated school uniform guidelines state that school uniform policies are to provide the option for girls to wear trousers throughout the school year, including for PE and games, rather than stating school uniform policies must provide this option, which reflects language used in other guidelines.","answerText":"The words \"are to\" mean the same as \"must\" in the context of the Guidelines. All grant-aided and independent primary and post-primary schools must provide the option in their uniform policies for girls to wear trousers throughout the school year, including for PE and games from the 2027-2028 schoolyear onwards.","answerHtml":"The words "are to" mean the same as "must" in the context of the Guidelines. All grant-aided and independent primary and post-primary schools must provide the option in their uniform policies for girls to wear trousers throughout the school year, including for PE and games from the 2027-2028 schoolyear onwards.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2053164%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=500852","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=500852"}},{"id":"500426","reference":"AQW 52911/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-24","answerBy":"2026-09-29","answered":"2026-09-28","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail when the new Education (Curriculum Minimum Content) Order for Curriculum 2028 will be brought forward.","answerText":"A timeframe for bringing forward the legislation required to implement Curriculum 2028 has not yet been determined. The timing will be informed by the outcome of the public consultation on the proposed curriculum framework, which closes on 30 September 2026.","answerHtml":"A timeframe for bringing forward the legislation required to implement Curriculum 2028 has not yet been determined. The timing will be informed by the outcome of the public consultation on the proposed curriculum framework, which closes on 30 September 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2052911%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=500426","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=500426"}},{"id":"500098","reference":"AQW 52778/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-23","answerBy":"2026-10-08","answered":"2026-10-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail whether extensive processing instruction will be included as a pedagogy as part of implementation guidance on the new modern languages framework.","answerText":"I refer the Member to the answer given to AQW 51076, 51232 and 51233/22-27 answered on 22 September and published in the weekly answer booklet, week ending 25 September 2026.\n\nFurther curriculum guidance, including pedagogical principles, will be published in due course.","answerHtml":"I refer the Member to the answer given to AQW 51076, 51232 and 51233/22-27 answered on 22 September and published in the weekly answer booklet, week ending 25 September 2026.
Further curriculum guidance, including pedagogical principles, will be published in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2052778%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=500098","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=500098"}},{"id":"500097","reference":"AQW 52777/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-23","answerBy":"2026-10-08","answered":"2026-10-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether international evidence on the effectiveness of Extensive Processing Instruction as an approach to teaching modern languages will inform implementation guidance on the new modern languages framework.","answerText":"I refer the Member to the answer given to AQW 51076, 51232 and 51233/22-27 answered on 22 September and published in the weekly answer booklet, week ending 25 September 2026.\n\nFurther curriculum guidance, including pedagogical principles, will be published in due course.","answerHtml":"I refer the Member to the answer given to AQW 51076, 51232 and 51233/22-27 answered on 22 September and published in the weekly answer booklet, week ending 25 September 2026.
Further curriculum guidance, including pedagogical principles, will be published in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2052777%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=500097","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=500097"}},{"id":"500096","reference":"AQW 52776/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-23","answerBy":"2026-10-08","answered":"2026-10-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether adopting an Extensive Processing Instruction approach will inform implementation guidance on the new modern languages framework.","answerText":"I refer the Member to the answer given to AQW 51076, 51232 and 51233/22-27 answered on 22 September and published in the weekly answer booklet, week ending 25 September 2026.\n\nFurther curriculum guidance, including pedagogical principles, will be published in due course.","answerHtml":"I refer the Member to the answer given to AQW 51076, 51232 and 51233/22-27 answered on 22 September and published in the weekly answer booklet, week ending 25 September 2026.
Further curriculum guidance, including pedagogical principles, will be published in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2052776%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=500096","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=500096"}},{"id":"499706","reference":"AQW 52629/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-22","answerBy":"2026-10-07","answered":"2026-09-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any engagement his Department has had with the National Museums NI network in the drafting of the draft 2028 curriculum to ensure that the curriculum relevantly connects with our local museums.","answerText":"My department has not had direct engagement with National Museums Northern Ireland in drafting the proposed Curriculum 2028 subject frameworks.\n\nThe frameworks were developed by local academics, curriculum specialists and practising teachers. National Museums Northern Ireland contributed to the wider evidence base during the Strategic Review of the Northern Ireland Curriculum and, like all stakeholders, has had the opportunity to provide views through the current public consultation.\n\nAll consultation responses will be carefully considered before final recommendations on the curriculum framework are made.","answerHtml":"My department has not had direct engagement with National Museums Northern Ireland in drafting the proposed Curriculum 2028 subject frameworks.
The frameworks were developed by local academics, curriculum specialists and practising teachers. National Museums Northern Ireland contributed to the wider evidence base during the Strategic Review of the Northern Ireland Curriculum and, like all stakeholders, has had the opportunity to provide views through the current public consultation.
All consultation responses will be carefully considered before final recommendations on the curriculum framework are made.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2052629%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=499706","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=499706"}},{"id":"499494","reference":"AQW 52502/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-21","answerBy":"2026-09-24","answered":"2026-10-02","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any interim measures being put in place to ensure special schools are (i) legally protected; and (ii) adequately trained to manage complex behavioural profiles, whilst awaiting approval for an Education Authority business case for additional Positive Behaviour Handling Training Team Teach Tutors.","answerText":"The Education Authority (EA) has advised that it has redirected internal trainers who are accredited to support coordination of a number of sessions of training and included special schools. A number of special schools have availed of this training. Where appropriate and subject to resource availability, bespoke sessions have been arranged for individual schools. Some schools have themselves arranged and availed of Team Teach’s blended learning training to ensure staff receive accredited training. The Educational Psychology Service has also developed training specifically for special school staff on managing behaviours of concern. This has been added to the EA Learn platform for schools to access.","answerHtml":"The Education Authority (EA) has advised that it has redirected internal trainers who are accredited to support coordination of a number of sessions of training and included special schools. A number of special schools have availed of this training. Where appropriate and subject to resource availability, bespoke sessions have been arranged for individual schools. Some schools have themselves arranged and availed of Team Teach’s blended learning training to ensure staff receive accredited training. The Educational Psychology Service has also developed training specifically for special school staff on managing behaviours of concern. This has been added to the EA Learn platform for schools to access.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2052502%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=499494","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=499494"}},{"id":"499041","reference":"AQW 52246/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-17","answerBy":"2026-09-22","answered":"2026-09-21","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) whether he will consider extending the Pathway Fund beyond September 2026; and (ii) any communications sent regarding ongoing funding to groups in receipt of Pathway Fund grants.","answerText":"I refer the Member to the answer to AQW 51974/22-27, published in the weekly answer booklet for week ending 18th September 2026.","answerHtml":"I refer the Member to the answer to AQW 51974/22-27, published in the weekly answer booklet for week ending 18th September 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2052246%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=499041","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=499041"}},{"id":"499003","reference":"AQO 4009/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-09-17","answerBy":"2026-09-29","answered":"2026-09-29","answeredOrally":true,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities for an update on the People and Place Review, including when a final strategy will be published.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr Lyons","text":"I continue to see at first hand the excellent work delivered by community-sector partners through the neighbourhood renewal programme. In the past year, I have committed more than £21 million to the programme, and that is making a tangible difference to people living in our most deprived communities. That funding has enabled support for over 2,660 local community organisations and more than 340,000 volunteer hours in communities, helped over 2,266 people into employment through targeted training and employability initiatives and assisted community groups in securing in excess of £27 million in additional external funding. While the neighbourhood renewal programme's achievements are significant, I am keen for it to deliver even greater benefits for disadvantaged communities in the future. I intend for the review of the Executive's People and Place strategy, which has now concluded with the development of a draft strategic framework, to help in that process. As the existing strategy has been in operation for more than 20 years, time must be taken to ensure that the draft strategic framework has been thoroughly considered to ensure that that it can address our communities' needs and be implemented as a cross-Executive framework that aligns with the draft anti-poverty strategy. Once I have considered the draft strategic framework, the next step, subject to the agreement of my Executive colleagues, will be a public consultation exercise."},{"speaker":"Mr Mathison","text":"I thank the Minister for his answer. Will he confirm that, when a Budget is finally agreed, he will ensure that the community and voluntary sector, funded through People and Place schemes such as the small pockets of deprivation programme — I have seen evidence of its good work in my constituency — will be assured of a multi-year grant to allow for better planning?"},{"speaker":"Mr Lyons","text":"The small pockets of deprivation programme is particularly important to the Member's constituency. He will be aware that it is delivered under People and Place and administered by the Northern Ireland Housing Executive (NIHE). In the meantime, the grant will be paid quarterly in advance, consistent with arrangements in 2025-26. That will provide some stability for funded organisations during this challenging budgetary period. There is currently no change to the operation of the funding arrangements for the small pockets of deprivation programme. Once we have a Budget in place, however, I will work to ensure that we provide the certainty that is required."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%204009%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=499003","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2026-09-29&docID=500210#AQO%204009/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=499003"}},{"id":"501130","reference":"AQO 4003/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-09-17","answerBy":"2026-09-28","answered":"2026-09-29","answeredOrally":false,"priority":false,"department":"Department of Agriculture, Environment and Rural Affairs","departmentId":"76","minister":"Minister of Agriculture, Environment and Rural Affairs","question":"To ask the Minister of Agriculture, Environment and Rural Affairs for an update on the publication of Northern Ireland’s first Climate Action Plan.","answerText":"The Climate Action Plan is with my Executive colleagues for consideration. Subject to approval, my department will publish the plan at the earliest opportunity.\n\nPublication will provide a clear, coordinated roadmap for how Northern Ireland will reduce greenhouse gas emissions, meet its first carbon budget and make progress towards the statutory target of net zero by 2050. It brings together policies and proposals from across government, giving departments, businesses, farmers, communities and households greater clarity about the actions required and the direction of travel.\n\nThe plan will support accountability by setting out what government intends to deliver and provides a basis for monitoring progress. That transparency is important to maintaining public confidence and ensuring that action remains focused and evidence based.\n\nCrucially, publication will help us capture the wider benefits of climate action: supporting green jobs and investment, improving energy efficiency and energy security, protecting our environment, and delivering cleaner air and better health and wellbeing. It will also provide a framework for a fair and just transition, ensuring that the move to a low-carbon economy is managed in a way that recognises the needs of workers, businesses, rural communities and consumers.\n\nThe publication of Northern Ireland’s first Climate Action Plan will therefore be an important milestone, turning our statutory commitments into coordinated and practical action.","answerHtml":"The Climate Action Plan is with my Executive colleagues for consideration. Subject to approval, my department will publish the plan at the earliest opportunity.
Publication will provide a clear, coordinated roadmap for how Northern Ireland will reduce greenhouse gas emissions, meet its first carbon budget and make progress towards the statutory target of net zero by 2050. It brings together policies and proposals from across government, giving departments, businesses, farmers, communities and households greater clarity about the actions required and the direction of travel.
The plan will support accountability by setting out what government intends to deliver and provides a basis for monitoring progress. That transparency is important to maintaining public confidence and ensuring that action remains focused and evidence based.
Crucially, publication will help us capture the wider benefits of climate action: supporting green jobs and investment, improving energy efficiency and energy security, protecting our environment, and delivering cleaner air and better health and wellbeing. It will also provide a framework for a fair and just transition, ensuring that the move to a low-carbon economy is managed in a way that recognises the needs of workers, businesses, rural communities and consumers.
The publication of Northern Ireland’s first Climate Action Plan will therefore be an important milestone, turning our statutory commitments into coordinated and practical action.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%204003%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=501130","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=501130"}},{"id":"498415","reference":"AQW 51969/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-15","answerBy":"2026-09-18","answered":"2026-09-18","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Education Authority business case for additional Team Teach Tutors, positive behaviour handling training, in special schools.","answerText":"The Education Authority's business case for Positive Behaviour Handling Training has been formally submitted to the Department of Education for consideration. Following a review by the department, the Education Authority is addressing the comments and feedback provided.","answerHtml":"The Education Authority's business case for Positive Behaviour Handling Training has been formally submitted to the Department of Education for consideration. Following a review by the department, the Education Authority is addressing the comments and feedback provided.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051969%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=498415","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=498415"}},{"id":"498414","reference":"AQW 51968/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-15","answerBy":"2026-09-30","answered":"2026-09-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how article 21(5) of the Education and Libraries (NI) Order 1986 is implemented when one parent requests whole or part excusal and the other parent objects to this request.","answerText":"Article 21(5) of the Education and Libraries (Northern Ireland) Order 1986 provides that where a parent requests that a pupil be wholly or partly excused from attendance at religious education, collective worship, or both, the pupil shall be excused in accordance with that request until it is withdrawn.\n\nThe legislation does not specify how schools should proceed where one parent requests withdrawal and another parent objects.\n\nIn such circumstances, schools are expected to consider the particular circumstances of the case, taking account of their legal obligations and any relevant parental rights and responsibilities. Where necessary, schools may seek their own legal advice.","answerHtml":"Article 21(5) of the Education and Libraries (Northern Ireland) Order 1986 provides that where a parent requests that a pupil be wholly or partly excused from attendance at religious education, collective worship, or both, the pupil shall be excused in accordance with that request until it is withdrawn.
The legislation does not specify how schools should proceed where one parent requests withdrawal and another parent objects.
In such circumstances, schools are expected to consider the particular circumstances of the case, taking account of their legal obligations and any relevant parental rights and responsibilities. Where necessary, schools may seek their own legal advice.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051968%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=498414","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=498414"}},{"id":"498156","reference":"AQW 51833/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-14","answerBy":"2026-09-29","answered":"2026-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the Education Authority is seeking feedback from schools on support they have received from Local Impact Teams.","answerText":"The Education Authority (EA) has advised that it seeks feedback from schools on the support provided by Local Impact Teams (LITs) through the following mechanisms:\n\nStories of IMPACT (schools);\n\nFollowing direct support with school/Children and Young People;\n\nProfessional Learning Evaluations; and\n\nSpecial Educational Needs Coordinator Request for Involvement Portal Survey.","answerHtml":"The Education Authority (EA) has advised that it seeks feedback from schools on the support provided by Local Impact Teams (LITs) through the following mechanisms:
Stories of IMPACT (schools);
Following direct support with school/Children and Young People;
Professional Learning Evaluations; and
Special Educational Needs Coordinator Request for Involvement Portal Survey.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051833%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=498156","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=498156"}},{"id":"498155","reference":"AQW 51832/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-14","answerBy":"2026-09-29","answered":"2026-09-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the average length of time it takes for support to be provided to a school, once a Request for Involvement has been approved.","answerText":"The Education Authority has advised that the average length of time for support to be provided to a school, once a Request for Involvement (RFI) has been approved, is as follows:\n\nMonth & Year of Earliest Support Start Date per RFI\tAverage No. of Working Days for Support to Start\nSep 25\t79\nOct 25\t38\nNov 25\t23\nDec 25\t24\nJan 26\t40\nFeb 26\t42\nMar 26\t38\nApr 26\t43\nMay 26\t39\nJun 26\t49\nTotal\t42\n\nThe average has been calculated from RFI submission date by a Special Educational Needs Coordinator to support start date. September data is inflated due to the large submission of RFIs received in May prior to the close of the portal to reconfigure systems for the introduction of the Local Impact Team model.","answerHtml":"The Education Authority has advised that the average length of time for support to be provided to a school, once a Request for Involvement (RFI) has been approved, is as follows:
| Month & Year of Earliest Support Start Date per RFI | Average No. of Working Days for Support to Start |
| Sep 25 | 79 |
| Oct 25 | 38 |
| Nov 25 | 23 |
| Dec 25 | 24 |
| Jan 26 | 40 |
| Feb 26 | 42 |
| Mar 26 | 38 |
| Apr 26 | 43 |
| May 26 | 39 |
| Jun 26 | 49 |
| Total | 42 |
The average has been calculated from RFI submission date by a Special Educational Needs Coordinator to support start date. September data is inflated due to the large submission of RFIs received in May prior to the close of the portal to reconfigure systems for the introduction of the Local Impact Team model.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051832%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=498155","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=498155"}},{"id":"498154","reference":"AQW 51831/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-14","answerBy":"2026-09-29","answered":"2026-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the average length of time it takes for a decision on a Request for Involvement to be made.","answerText":"The Education Authority has advised that processing time starts as soon as a Request for Involvement (RFI) is submitted by a Special Educational Needs Coordinator. A completeness check of the RFI is the first stage of the process followed by Moderation Panel.\n\nThe performance indicator for the completeness check is within two working days from RFI submission. The completeness check is an administrative function to ensure all relevant information has been provided. The performance indicator for the Moderation Panel is five working days after the completeness check and the Moderation Panel occurs weekly.\n\nData for 2025-26 are set out in the tables below:\n\nCompleteness check\n\nMonth\tCompleteness checks complete\tWithin 2 Working Days\t% within 2 working days\nSeptember\t662\t650\t98%\nOctober\t952\t940\t99%\nNovember\t1220\t1171\t96%\nDecember\t1173\t1132\t97%\nJanuary\t924\t907\t98%\nFebruary\t911\t902\t99%\nMarch\t1090\t1068\t98%\nApril\t1092\t798\t73%\nMay\t933\t922\t99%\nJune\t725\t720\t99%\nAverage\t\t\t95.6%\n\nRFI Moderation\n\nMonth\tAssigned to Moderation Panel\tWithin 5 Working Days\t% within 5 working days\nSeptember\t568\t516\t91%\nOctober\t761\t761\t93%\nNovember\t1008\t1008\t92%\nDecember\t1045\t955\t91%\nJanuary\t803\t729\t91%\nFebruary\t775\t698\t90%\nMarch\t958\t850\t89%\nApril\t971\t673\t69%\nMay\t828\t753\t91%\nJune\t677\t614\t91%\nAverage\t\t\t88.8%\n\nApril performance is lower than expected due to staff leave; however, contingency plans are now in place.","answerHtml":"The Education Authority has advised that processing time starts as soon as a Request for Involvement (RFI) is submitted by a Special Educational Needs Coordinator. A completeness check of the RFI is the first stage of the process followed by Moderation Panel.
The performance indicator for the completeness check is within two working days from RFI submission. The completeness check is an administrative function to ensure all relevant information has been provided. The performance indicator for the Moderation Panel is five working days after the completeness check and the Moderation Panel occurs weekly.
Data for 2025-26 are set out in the tables below:
Completeness check
| Month | Completeness checks complete | Within 2 Working Days | % within 2 working days |
| September | 662 | 650 | 98% |
| October | 952 | 940 | 99% |
| November | 1220 | 1171 | 96% |
| December | 1173 | 1132 | 97% |
| January | 924 | 907 | 98% |
| February | 911 | 902 | 99% |
| March | 1090 | 1068 | 98% |
| April | 1092 | 798 | 73% |
| May | 933 | 922 | 99% |
| June | 725 | 720 | 99% |
| Average | 95.6% |
RFI Moderation
| Month | Assigned to Moderation Panel | Within 5 Working Days | % within 5 working days |
| September | 568 | 516 | 91% |
| October | 761 | 761 | 93% |
| November | 1008 | 1008 | 92% |
| December | 1045 | 955 | 91% |
| January | 803 | 729 | 91% |
| February | 775 | 698 | 90% |
| March | 958 | 850 | 89% |
| April | 971 | 673 | 69% |
| May | 828 | 753 | 91% |
| June | 677 | 614 | 91% |
| Average | 88.8% |
April performance is lower than expected due to staff leave; however, contingency plans are now in place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051831%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=498154","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=498154"}},{"id":"497949","reference":"AQW 51707/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-11","answerBy":"2026-09-16","answered":"2026-09-16","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on any plans for the ongoing funding from his Department for Tiny Life, when the current funding extension expires at the end of September 2026.","answerText":"TinyLife will continue to receive funding for the TinyStart Programme until the end of December 2026. Any further funding for TinyLife will be considered in the context of the final allocation of Earmarked Executive funding for the Early Learning and Childcare Strategy, and wider financial pressures. My officials have contacted TinyLife to inform them accordingly.","answerHtml":"TinyLife will continue to receive funding for the TinyStart Programme until the end of December 2026. Any further funding for TinyLife will be considered in the context of the final allocation of Earmarked Executive funding for the Early Learning and Childcare Strategy, and wider financial pressures. My officials have contacted TinyLife to inform them accordingly.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051707%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497949","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497949"}},{"id":"497948","reference":"AQW 51706/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-11","answerBy":"2026-09-28","answered":"2026-09-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether any consideration has been given to encouraging more schools to accept external, home educated candidates for external examinations.","answerText":"The legislative position in Northern Ireland is that parents are responsible for ensuring their child receives an education, at school or otherwise. Where parents choose to educate their children outside the formal, publicly funded school system, responsibility for that education, including any associated costs and examination arrangements, rests with the parent.\n\nMy department has not undertaken an assessment of the financial impact of home education on families and I have not considered introducing a grant scheme to support examination fees for home educated children.\n\nDecisions on accepting external examination candidates are a matter for individual examination centres. Schools must consider their available resources, staffing capacity and awarding body requirements, including the need to identify, evidence and implement any access arrangements or reasonable adjustments required for candidates. This can be particularly challenging where a candidate is unknown to the centre and has not been taught or assessed by the school.\n\nIn addition, home educating families are not required to follow the Northern Ireland curriculum. Some home learners undertake qualifications that are not approved for teaching in Northern Ireland schools and do not align with those routinely offered by schools. Generally, schools only accept external candidates for qualifications that they deliver to their own pupils. Given the diverse qualifications and circumstances involved, I have not considered introducing measures to encourage schools to accept external candidates.","answerHtml":"The legislative position in Northern Ireland is that parents are responsible for ensuring their child receives an education, at school or otherwise. Where parents choose to educate their children outside the formal, publicly funded school system, responsibility for that education, including any associated costs and examination arrangements, rests with the parent.
My department has not undertaken an assessment of the financial impact of home education on families and I have not considered introducing a grant scheme to support examination fees for home educated children.
Decisions on accepting external examination candidates are a matter for individual examination centres. Schools must consider their available resources, staffing capacity and awarding body requirements, including the need to identify, evidence and implement any access arrangements or reasonable adjustments required for candidates. This can be particularly challenging where a candidate is unknown to the centre and has not been taught or assessed by the school.
In addition, home educating families are not required to follow the Northern Ireland curriculum. Some home learners undertake qualifications that are not approved for teaching in Northern Ireland schools and do not align with those routinely offered by schools. Generally, schools only accept external candidates for qualifications that they deliver to their own pupils. Given the diverse qualifications and circumstances involved, I have not considered introducing measures to encourage schools to accept external candidates.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051706%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497948","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497948"}},{"id":"497947","reference":"AQW 51705/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-11","answerBy":"2026-09-28","answered":"2026-09-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether any assessment has been made of the financial impact of home education.","answerText":"The legislative position in Northern Ireland is that parents are responsible for ensuring their child receives an education, at school or otherwise. Where parents choose to educate their children outside the formal, publicly funded school system, responsibility for that education, including any associated costs and examination arrangements, rests with the parent.\n\nMy department has not undertaken an assessment of the financial impact of home education on families and I have not considered introducing a grant scheme to support examination fees for home educated children.\n\nDecisions on accepting external examination candidates are a matter for individual examination centres. Schools must consider their available resources, staffing capacity and awarding body requirements, including the need to identify, evidence and implement any access arrangements or reasonable adjustments required for candidates. This can be particularly challenging where a candidate is unknown to the centre and has not been taught or assessed by the school.\n\nIn addition, home educating families are not required to follow the Northern Ireland curriculum. Some home learners undertake qualifications that are not approved for teaching in Northern Ireland schools and do not align with those routinely offered by schools. Generally, schools only accept external candidates for qualifications that they deliver to their own pupils. Given the diverse qualifications and circumstances involved, I have not considered introducing measures to encourage schools to accept external candidates.","answerHtml":"The legislative position in Northern Ireland is that parents are responsible for ensuring their child receives an education, at school or otherwise. Where parents choose to educate their children outside the formal, publicly funded school system, responsibility for that education, including any associated costs and examination arrangements, rests with the parent.
My department has not undertaken an assessment of the financial impact of home education on families and I have not considered introducing a grant scheme to support examination fees for home educated children.
Decisions on accepting external examination candidates are a matter for individual examination centres. Schools must consider their available resources, staffing capacity and awarding body requirements, including the need to identify, evidence and implement any access arrangements or reasonable adjustments required for candidates. This can be particularly challenging where a candidate is unknown to the centre and has not been taught or assessed by the school.
In addition, home educating families are not required to follow the Northern Ireland curriculum. Some home learners undertake qualifications that are not approved for teaching in Northern Ireland schools and do not align with those routinely offered by schools. Generally, schools only accept external candidates for qualifications that they deliver to their own pupils. Given the diverse qualifications and circumstances involved, I have not considered introducing measures to encourage schools to accept external candidates.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051705%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497947","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497947"}},{"id":"497946","reference":"AQW 51704/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-11","answerBy":"2026-09-28","answered":"2026-09-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he has given any consideration to introducing a small grant scheme for home educated pupils to pay for external examinations.","answerText":"The legislative position in Northern Ireland is that parents are responsible for ensuring their child receives an education, at school or otherwise. Where parents choose to educate their children outside the formal, publicly funded school system, responsibility for that education, including any associated costs and examination arrangements, rests with the parent.\n\nMy department has not undertaken an assessment of the financial impact of home education on families and I have not considered introducing a grant scheme to support examination fees for home educated children.\n\nDecisions on accepting external examination candidates are a matter for individual examination centres. Schools must consider their available resources, staffing capacity and awarding body requirements, including the need to identify, evidence and implement any access arrangements or reasonable adjustments required for candidates. This can be particularly challenging where a candidate is unknown to the centre and has not been taught or assessed by the school.\n\nIn addition, home educating families are not required to follow the Northern Ireland curriculum. Some home learners undertake qualifications that are not approved for teaching in Northern Ireland schools and do not align with those routinely offered by schools. Generally, schools only accept external candidates for qualifications that they deliver to their own pupils. Given the diverse qualifications and circumstances involved, I have not considered introducing measures to encourage schools to accept external candidates.","answerHtml":"The legislative position in Northern Ireland is that parents are responsible for ensuring their child receives an education, at school or otherwise. Where parents choose to educate their children outside the formal, publicly funded school system, responsibility for that education, including any associated costs and examination arrangements, rests with the parent.
My department has not undertaken an assessment of the financial impact of home education on families and I have not considered introducing a grant scheme to support examination fees for home educated children.
Decisions on accepting external examination candidates are a matter for individual examination centres. Schools must consider their available resources, staffing capacity and awarding body requirements, including the need to identify, evidence and implement any access arrangements or reasonable adjustments required for candidates. This can be particularly challenging where a candidate is unknown to the centre and has not been taught or assessed by the school.
In addition, home educating families are not required to follow the Northern Ireland curriculum. Some home learners undertake qualifications that are not approved for teaching in Northern Ireland schools and do not align with those routinely offered by schools. Generally, schools only accept external candidates for qualifications that they deliver to their own pupils. Given the diverse qualifications and circumstances involved, I have not considered introducing measures to encourage schools to accept external candidates.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051704%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497946","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497946"}},{"id":"497945","reference":"AQW 51703/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-11","answerBy":"2026-09-28","answered":"2026-10-07","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure, pursuant to AQW 46227/22-27, for an update on the review of the accessible parking bays within Newtownards town centre.","answerText":"Officials are currently undertaking a review of the accessible parking bays within Newtownards town centre including the road markings outside Boots chemist. The review will be completed in the coming months and an update of the legislation will then be progressed as required.","answerHtml":"Officials are currently undertaking a review of the accessible parking bays within Newtownards town centre including the road markings outside Boots chemist. The review will be completed in the coming months and an update of the legislation will then be progressed as required.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051703%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497945","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497945"}},{"id":"497762","reference":"AQW 51564/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-10","answerBy":"2026-09-25","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the amount of funding allocated to the implementation of Leading Together for Excellence: A TransformED NI Strategy for Teacher Professional Learning.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051564%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497762","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497762"}},{"id":"497761","reference":"AQW 51563/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-10","answerBy":"2026-09-25","answered":"2026-09-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the draft Northern Ireland Curriculum Framework 2028 currently proposes including animal welfare education.","answerText":"The draft Northern Ireland Curriculum 2028 does not currently propose the inclusion of a discrete curriculum requirement relating to animal welfare education or responsible pet ownership. The position is similar to the current statutory curriculum, which does not contain specific content requirements on animal welfare.\n\nThe draft Curriculum provides a common minimum entitlement for all children and young people by defining the essential knowledge, concepts and vocabulary that pupils should learn. It is intended to promote equity, coherence and progression across the education system while allowing schools flexibility in how that learning is delivered. The curriculum cannot accommodate every worthwhile issue or area of public interest and therefore requires careful prioritisation of content.\n\nWhile the draft curriculum does not include specific content relating to animal welfare or responsible pet ownership, pupils will encounter related themes through learning in areas such as science, geography and Personal, Social, Citizenship and Careers (PSCC).\n\nSchools remain free to provide wider learning experiences, including on issues such as animal welfare, where they consider these relevant to their pupils and communities.","answerHtml":"The draft Northern Ireland Curriculum 2028 does not currently propose the inclusion of a discrete curriculum requirement relating to animal welfare education or responsible pet ownership. The position is similar to the current statutory curriculum, which does not contain specific content requirements on animal welfare.
The draft Curriculum provides a common minimum entitlement for all children and young people by defining the essential knowledge, concepts and vocabulary that pupils should learn. It is intended to promote equity, coherence and progression across the education system while allowing schools flexibility in how that learning is delivered. The curriculum cannot accommodate every worthwhile issue or area of public interest and therefore requires careful prioritisation of content.
While the draft curriculum does not include specific content relating to animal welfare or responsible pet ownership, pupils will encounter related themes through learning in areas such as science, geography and Personal, Social, Citizenship and Careers (PSCC).
Schools remain free to provide wider learning experiences, including on issues such as animal welfare, where they consider these relevant to their pupils and communities.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051563%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497761","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497761"}},{"id":"497760","reference":"AQW 51562/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-10","answerBy":"2026-09-25","answered":"2026-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how engagement with (i) children and young people; and (ii) parents, will inform the review of school behaviour policy.","answerText":"The Review of Behaviour Policy will be informed by engagement with a broad range of stakeholders, including children, young people and parents. Children and young people will have opportunities to contribute their views and experiences through review engagement activity, including school visits, as well as online surveys. Parents and other interested parties will be able to contribute through the public Call for Evidence. The evidence gathered through these channels, alongside engagement with schools and education partners, will help inform the review's findings and the development of a Departmental Behaviour Policy Statement and updated behaviour guidance for school.","answerHtml":"The Review of Behaviour Policy will be informed by engagement with a broad range of stakeholders, including children, young people and parents. Children and young people will have opportunities to contribute their views and experiences through review engagement activity, including school visits, as well as online surveys. Parents and other interested parties will be able to contribute through the public Call for Evidence. The evidence gathered through these channels, alongside engagement with schools and education partners, will help inform the review's findings and the development of a Departmental Behaviour Policy Statement and updated behaviour guidance for school.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051562%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497760","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497760"}},{"id":"497759","reference":"AQW 51561/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-10","answerBy":"2026-09-25","answered":"2026-09-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 47015/22-27, for an update on the report on the Education Authority Primary Children Looked After Advisory Service.","answerText":"A draft report on the review of the Education Authority Primary Children Looked After Advisory Service has been received by the Department. Officials are currently working with the Innovation and Consultancy Service to finalise the report.","answerHtml":"A draft report on the review of the Education Authority Primary Children Looked After Advisory Service has been received by the Department. Officials are currently working with the Innovation and Consultancy Service to finalise the report.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051561%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497759","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497759"}},{"id":"497758","reference":"AQW 51560/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-10","answerBy":"2026-09-25","answered":"2026-09-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the amount spent on Education Authority moderation of (i) local and regional voluntary youth organisations; and (ii) controlled youth service units, in each of the last five years.","answerText":"The Education Authority (EA) has advised that they do not hold the information in the format requested. Moderation and monitoring of EA youth settings and voluntary youth organisations are assurance requirements linked to the EA’s statutory duty to secure adequate provision.\n\nThe length of moderation visits varies depending on factors such as the level of funding, number of awards, and type of delivery. Moderation is carried out by professionally qualified EA youth work staff across a range of JNC grades, from Senior Youth Worker III to Soulbury JNC Advisor. As each grade contains four pay points based on length of service, it is not possible to accurately equate time and pay rates in order to provide the information requested.","answerHtml":"The Education Authority (EA) has advised that they do not hold the information in the format requested. Moderation and monitoring of EA youth settings and voluntary youth organisations are assurance requirements linked to the EA’s statutory duty to secure adequate provision.
The length of moderation visits varies depending on factors such as the level of funding, number of awards, and type of delivery. Moderation is carried out by professionally qualified EA youth work staff across a range of JNC grades, from Senior Youth Worker III to Soulbury JNC Advisor. As each grade contains four pay points based on length of service, it is not possible to accurately equate time and pay rates in order to provide the information requested.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051560%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497758","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497758"}},{"id":"499669","reference":"AQO 3973/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-09-10","answerBy":"2026-09-22","answered":"2026-09-23","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure whether she will review the decision to refuse the installation of street lighting at the bus stops on both sides of the A24 at the junction of Drumaness Road.","answerText":"I am aware of the petition that was submitted by the Member to the Speaker on 5 May and fully understand the concerns of the signatories in relation to this matter.\n\nMy Department’s policy for the provision of street lighting is detailed in Policy and Procedures Guide E072.\n\nIn rural areas, my Department uses two main criteria when considering the provision of street lighting relating to the density of development along a road, including public buildings with significant night-time use, or where lighting is likely to help at sites that have a significant history of night-time collisions.\n\nWhile bus stops are not considered as a separate criterion within the policy, its application ensures that the limited resources available are directed to areas where they can provide the most benefit to the public, particularly where road or infrastructure safety is concerned, including locations where buses stop within rural communities.\n\nIt also serves to balance the demand for more rural lighting against the unwelcome effects of increased urbanisation of the countryside, the environmental impact of night sky light pollution on people, wildlife and flora and the financial costs of providing and maintaining additional public lighting installations.\n\nHowever, I recognise that lighting can make an important contribution to personal safety and reassurance, particularly for women travelling after dark and for children on routes to and from school.\n\nForthcoming policy developments may incorporate consideration of enhanced measures, including the provision of targeted lighting at specific locations, where deemed appropriate.\n\nMy officials are also working with Translink to examine opportunities to improve safety and accessibility at bus stop locations, particularly on parts of the rural road network where additional infrastructure measures may be most effective.\n\nGiven the scale of the network and the need to target investment where it can deliver the greatest benefit, this work is ongoing to shape a programme of targeted improvements at priority locations.\n\nI have asked my officials to arrange a meeting with you at the location, to discuss the site-specific issues that are prevalent to the area.","answerHtml":"I am aware of the petition that was submitted by the Member to the Speaker on 5 May and fully understand the concerns of the signatories in relation to this matter.
My Department’s policy for the provision of street lighting is detailed in Policy and Procedures Guide E072.
In rural areas, my Department uses two main criteria when considering the provision of street lighting relating to the density of development along a road, including public buildings with significant night-time use, or where lighting is likely to help at sites that have a significant history of night-time collisions.
While bus stops are not considered as a separate criterion within the policy, its application ensures that the limited resources available are directed to areas where they can provide the most benefit to the public, particularly where road or infrastructure safety is concerned, including locations where buses stop within rural communities.
It also serves to balance the demand for more rural lighting against the unwelcome effects of increased urbanisation of the countryside, the environmental impact of night sky light pollution on people, wildlife and flora and the financial costs of providing and maintaining additional public lighting installations.
However, I recognise that lighting can make an important contribution to personal safety and reassurance, particularly for women travelling after dark and for children on routes to and from school.
Forthcoming policy developments may incorporate consideration of enhanced measures, including the provision of targeted lighting at specific locations, where deemed appropriate.
My officials are also working with Translink to examine opportunities to improve safety and accessibility at bus stop locations, particularly on parts of the rural road network where additional infrastructure measures may be most effective.
Given the scale of the network and the need to target investment where it can deliver the greatest benefit, this work is ongoing to shape a programme of targeted improvements at priority locations.
I have asked my officials to arrange a meeting with you at the location, to discuss the site-specific issues that are prevalent to the area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%203973%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=499669","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=499669"}},{"id":"497702","reference":"AQO 3949/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-09-10","answerBy":"2026-09-21","answered":"2026-09-21","answeredOrally":true,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the delivery of a facial palsy service in Northern Ireland.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr Butler (The Minister of Health)","text":"I thank the Member for his question. A facial palsy regional planning group was established in September 2023. That group developed an action plan, which included the establishment of a local and regional pathway to assist with assessment and treatment. In addition, a new nidirect web page was developed in order to assist patients who experience facial palsy and its symptoms. That web page signposts patients to helpful information whilst waiting for assessment. Through the development of a local pathway, it was determined that specialist facial therapy input provides an essential part of conservative management during recovery. To that end, a small amount of funding was identified through waiting list initiatives funding to address the recurrent list of patients who were waiting to be seen by a facial therapist and to develop a future pathway to a regional facial therapy service, which is part of the multidisciplinary team model. My Department has now allocated funding to enable specialist facial therapy input to be delivered in the Belfast and South Eastern Health and Social Care Trust areas. By expanding the current service provision, we are now able to deliver a range of benefits, including standardisation of care through the introduction of clear referral and treatment pathways, as well as improved patient outcomes through early intervention and access to specialist therapy. I hope that further recurrent investment can be secured in order to put in place an enhanced regional service for those who require highly specialised services. However, that is not possible at present, given wider service pressures and priorities."},{"speaker":"Mr Mathison","text":"I thank the Minister for his answer. As this is the first opportunity to do so, I put on record my congratulations to the Minister on his appointment. Minister, you will be aware — I hope that you are aware — that as far back as 2018, the then Health and Social Care Board gave clear assurances to patient advocate Janet Robb, who has worked tirelessly on this issue — I was in the room when those assurances were given — that an in-reach service would be put in place in Northern Ireland. There were clear assurances that, while the huge amount of work that is still required to deliver a fit-for-purpose facial palsy service was ongoing, a clinical partner in Great Britain would be brought in to deliver services for those patients in dire need. Can the Minister outline why no such service has ever been put in place, what he will do to rectify that, and whether he will undertake to meet me and Janet Robb to discuss the whole range of issues that are impacting on facial palsy patients in Northern Ireland?"},{"speaker":"Mr Butler","text":"I will do my best to answer those three questions, if I can remember what the three of them were. I pay tribute to Janet Robb, who is a phenomenal advocate who is passionate about those services. She has contributed marvellously, as can be seen and heard on the nidirect web video. It is important to understand the context in which we are operating. On average, between three and five patients a year are assessed to be suitable for facial palsy surgery in Northern Ireland. Those referrals are managed by the South Eastern Health and Social Care Trust as part of the network arrangement with a specialist provider in Great Britain. That arrangement was informal, but the strategic planning and performance group (SPPG) has recently secured funding to enable a formal arrangement to be put in place. Discussions have now commenced with clinicians in the South Eastern Health and Social Care Trust and its UK counterparts to determine the best provider for that formal commissioning arrangement. Most facial palsy assessment and treatment is provided locally through local hospital specialities. The SPPG sends most of those patients who require specialist surgery and/or Botox treatment to GB via an extra-contractual referral (ECR) arrangement. My office has already been in contact with Ms Robb to arrange a meeting. Thank you for raising the matter today."},{"speaker":"Mrs Dodds","text":"Minister, I have constituents who come to me with this very perplexing problem. Many of them have to pay for their own injections to relieve their facial palsy symptoms. That is extremely taxing on those individuals. You spoke about funding that had been allocated by the South Eastern Trust for the treatment of facial palsy through the waiting list initiative. Many, however, question whether that is being directed specifically at facial palsy or has been subsumed into the wider specialities in plastic surgery —"},{"speaker":"Mr Speaker","text":"Get to the point, please."},{"speaker":"Mrs Dodds","text":"— in the trust."},{"speaker":"Mr Butler","text":"I thank the Member for her question. It is a fair question to ask. When we look at the Budget allocations and the pressures that we are under, it is absolutely right that every penny needs to be accounted for. One could say that much more needs to be done. The work that the SPPG has done with the limited funding that it has been able to allocate from the elective waiting list is useful, but it is not the end picture. For those who await services and have been struggling, we need to do much more. I urge my Executive colleagues to get around the table and agree a Budget to ensure the future development of such services and to ensure that funding for the services that need to be provided is recurrent so that we have that full picture."},{"speaker":"Mr McGuigan","text":"Minister, previous estimates suggest that between 576 and 750 people here develop facial palsy each year. As was suggested in the two previous questions, I suggest that sufferers have been left behind here. In the absence of a commissioned service, where are patients currently being referred to for specialist physiotherapy, psychological support, ophthalmology and reconstructive treatment; and how long are the waiting lists?"},{"speaker":"Mr Butler","text":"I thank the Member for that detailed question. This is a developing service, and the SPPG has entered into wider arrangements with the Belfast Trust and South Eastern Trust to develop those services in a better way. Unfortunately, across the trusts, the people interface service is not done in the same way. It is a priority for me to ensure equitable access across the provision. I will get back to the Member on his question with a detailed, trust-wide picture, because equity is important in the provision of those services."},{"speaker":"Mr O'Toole","text":"Minister, you are very welcome to the role. This is the first time that I have asked you a question in your new role, so the best of luck to you. Specifically on paediatric palsy, I am aware of a case involving a family who have had real issues around pathways for paediatric facial palsy. I have written to you about the subject and the specific issues that arise. Are you willing to meet to discuss those issues? They are connected to adult palsy but slightly specific to paediatric palsy and distinct from the broader adult facial palsy issues. There are specific issues here. If you are willing to meet so that we can clarify some of those points, it would be helpful."},{"speaker":"Mr Butler","text":"I thank the Member for welcoming me warmly into the role. Absolutely, you can reach out with those issues. I remember the question that you posed and the pressures that are faced in that paediatric setting. You are quite right: facial palsy has myriad conditions that underpin it right through the age brackets. I absolutely make a commitment to you: if you pick that up with my private office, we will sort something out."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%203949%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497702","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2026-09-21&docID=498919#AQO%203949/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497702"}},{"id":"497498","reference":"AQW 51386/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-09","answerBy":"2026-09-24","answered":"2026-09-23","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail any consideration that has been given to including cardiopulmonary resuscitation training as part of the practical driving licence test.","answerText":"There are currently no plans to introduce cardiopulmonary resuscitation (CPR) training as part of the practical driving test.\n\nHowever, the Driver and Vehicle Agency (DVA) and the Driver and Vehicle Standards Agency (DVSA) in Britain are conducting an optional CPR and Automated External Defibrillator (AED) trial at the end of all car theory tests. Candidates are invited to answer five multiple choice questions, and their responses do not affect their test result.\n\nThe DVA and DVSA will review the trial data to determine whether the questions are fit for purpose before any decision is taken on their permanent introduction into the live theory test.","answerHtml":"There are currently no plans to introduce cardiopulmonary resuscitation (CPR) training as part of the practical driving test.
However, the Driver and Vehicle Agency (DVA) and the Driver and Vehicle Standards Agency (DVSA) in Britain are conducting an optional CPR and Automated External Defibrillator (AED) trial at the end of all car theory tests. Candidates are invited to answer five multiple choice questions, and their responses do not affect their test result.
The DVA and DVSA will review the trial data to determine whether the questions are fit for purpose before any decision is taken on their permanent introduction into the live theory test.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051386%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497498","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497498"}},{"id":"497497","reference":"AQW 51385/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-09","answerBy":"2026-09-24","answered":"2026-10-06","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail the amount her Department has spent on (i) consultant's fees; (ii) reports; (iii) design schemes; and (iv) business cases, in relation to the stability of the road at Portaferry Road, Newtownards, since 2012.","answerText":"Following works undertaken in 2012 at Portaferry Road, Newtownards, a separate Technical Approval Scheme was not completed in relation to the carriageway resurfacing work.\n\nBased on the information currently available, it is estimated that expenditure on consultant fees, reports, design work and business case development at a specific location on Portaferry Road since 2012 amounts to approximately £61k.","answerHtml":"Following works undertaken in 2012 at Portaferry Road, Newtownards, a separate Technical Approval Scheme was not completed in relation to the carriageway resurfacing work.
Based on the information currently available, it is estimated that expenditure on consultant fees, reports, design work and business case development at a specific location on Portaferry Road since 2012 amounts to approximately £61k.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051385%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497497","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497497"}},{"id":"497496","reference":"AQW 51384/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-09","answerBy":"2026-09-24","answered":"2026-10-06","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail any Technical Approval Scheme completed, in relation to the carriageway at Portaferry Road, Newtownards, following the road realignment completed in 2012.","answerText":"Following works undertaken in 2012 at Portaferry Road, Newtownards, a separate Technical Approval Scheme was not completed in relation to the carriageway resurfacing work.\n\nBased on the information currently available, it is estimated that expenditure on consultant fees, reports, design work and business case development at a specific location on Portaferry Road since 2012 amounts to approximately £61k.","answerHtml":"Following works undertaken in 2012 at Portaferry Road, Newtownards, a separate Technical Approval Scheme was not completed in relation to the carriageway resurfacing work.
Based on the information currently available, it is estimated that expenditure on consultant fees, reports, design work and business case development at a specific location on Portaferry Road since 2012 amounts to approximately £61k.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051384%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497496","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497496"}},{"id":"497495","reference":"AQW 51383/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-09","answerBy":"2026-09-24","answered":"2026-09-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the number of cases that went to the Dispute Avoidance and Resolution Service; and (ii) the number of these cases that proceeded to the Special Educational Needs and Disability Tribunal, in the last three academic years.","answerText":"The Education Authority (EA) has advised:\n\nthe number of cases referred to the Dispute Avoidance and Resolution Service in each of the last three academic years was:\n\n2023-2024: 210\n\n2024-2025: 225\n\n2025-2026: 226\n\n(ii)this information is not readily available with a manual review of individual case records required to identify this information.","answerHtml":"The Education Authority (EA) has advised:
the number of cases referred to the Dispute Avoidance and Resolution Service in each of the last three academic years was:
2023-2024: 210
2024-2025: 225
2025-2026: 226
(ii)this information is not readily available with a manual review of individual case records required to identify this information.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051383%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497495","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497495"}},{"id":"497494","reference":"AQW 51382/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-09","answerBy":"2026-09-24","answered":"2026-10-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether staff representing the Education Authority at the Dispute Avoidance and Resolution Service have the authority to change draft statements.","answerText":"The Education Authority (EA) has advised that EA staff at Dispute Avoidance and Resolution Service meetings have the authority to agree amendments to draft statements.","answerHtml":"The Education Authority (EA) has advised that EA staff at Dispute Avoidance and Resolution Service meetings have the authority to agree amendments to draft statements.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051382%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497494","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497494"}},{"id":"497233","reference":"AQW 51236/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-08","answerBy":"2026-09-23","answered":"2026-09-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of appeals of a statement of special educational needs have been (i) lodged; and (ii) conceded before a tribunal hearing, in the last 3 academic years.","answerText":"This question was transferred to my office as the Special Educational Needs and Disability Tribunal (SENDIST) operates under the Department of Justice.\n\nI am advised that information requested is not readily available for the dates specified; however, information has been provided for the last three financial years, in the table below.\n\nFinancial Year\tAppeals Lodged\tAppeals Dealt With\t\tConceded by EA\tConceded by EA (%)\n2023/24\t641\t577\t\t429\t74.4%\n2024/25\t701\t683\t\t467\t68.4%\n2025/26\t1,046\t814\t\t609\t74.8%","answerHtml":"This question was transferred to my office as the Special Educational Needs and Disability Tribunal (SENDIST) operates under the Department of Justice.
I am advised that information requested is not readily available for the dates specified; however, information has been provided for the last three financial years, in the table below.
| Financial Year | Appeals Lodged | Appeals Dealt With | Conceded by EA | Conceded by EA (%) | |
| 2023/24 | 641 | 577 | 429 | 74.4% | |
| 2024/25 | 701 | 683 | 467 | 68.4% | |
| 2025/26 | 1,046 | 814 | 609 | 74.8% |
The draft curriculum includes Language and Cultural Awareness (LCA) through Multilingualism at Key Stage 2 as an optional area of learning. LCA is intended to give pupils a positive introduction to language learning, develop their understanding of how languages work and broaden their awareness of different cultures.
There are practical challenges in making primary language learning a statutory entitlement. Evidence from other jurisdictions highlights difficulties relating to teacher expertise, curriculum time, resource development, and consistency of provision. LCA is currently proposed as an optional Key Stage 2 subject, with the consultation seeking views on whether it should become statutory and over what timeframe.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051235%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497232","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497232"}},{"id":"497231","reference":"AQW 51234/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-08","answerBy":"2026-09-23","answered":"2026-10-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any international evidence that has informed the decision to move towards developing beginner fluency in a single core modern language.","answerText":"The draft Modern Languages framework sets out the knowledge, skills and progression that pupils should acquire in a modern language. Its emphasis on establishing a secure foundation in a modern language is intended to ensure that pupils develop core knowledge of phonics, vocabulary and grammar and can use this knowledge to communicate with increasing confidence and independence.\n\nInternational research on language learning highlights the importance of sustained exposure, repeated practice and the cumulative acquisition of knowledge over time. Research also indicates that learners benefit from sufficient time to consolidate vocabulary, phonics and grammar and apply them in meaningful communication. The framework has also been informed by research on vocabulary learning, including evidence that frequency-informed vocabulary can support progression. The aim is therefore to ensure that all pupils establish a secure foundation in at least one modern language, providing a basis for further study and continued language learning.\n\nThe proposed approach does not prevent schools from offering more than one language at Key Stage 3. The statutory minimum entitlement remains unchanged, and schools continue to have flexibility to provide additional language learning. The framework is intended to provide greater clarity regarding what pupils should learn while establishing a minimum entitlement for all pupils.","answerHtml":"The draft Modern Languages framework sets out the knowledge, skills and progression that pupils should acquire in a modern language. Its emphasis on establishing a secure foundation in a modern language is intended to ensure that pupils develop core knowledge of phonics, vocabulary and grammar and can use this knowledge to communicate with increasing confidence and independence.
International research on language learning highlights the importance of sustained exposure, repeated practice and the cumulative acquisition of knowledge over time. Research also indicates that learners benefit from sufficient time to consolidate vocabulary, phonics and grammar and apply them in meaningful communication. The framework has also been informed by research on vocabulary learning, including evidence that frequency-informed vocabulary can support progression. The aim is therefore to ensure that all pupils establish a secure foundation in at least one modern language, providing a basis for further study and continued language learning.
The proposed approach does not prevent schools from offering more than one language at Key Stage 3. The statutory minimum entitlement remains unchanged, and schools continue to have flexibility to provide additional language learning. The framework is intended to provide greater clarity regarding what pupils should learn while establishing a minimum entitlement for all pupils.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051234%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497231","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497231"}},{"id":"497230","reference":"AQW 51233/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-08","answerBy":"2026-09-23","answered":"2026-09-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether any consideration was given to adopting an Extensive Processing Instruction approach as part of the new modern languages framework.","answerText":"The proposed modern languages framework is a national curriculum framework rather than a pedagogical approach such as Extensive Processing Instruction.\n\nIts purpose is to define the knowledge, vocabulary, grammar, phonics, cultural knowledge and communication competencies that pupils should learn\n\nThe framework does not mandate any specific pedagogical approach. Instead, it has been designed to support a range of evidence-informed teaching methods, that enable pupils to develop secure knowledge, increasing proficiency and the ability to communicate effectively in the target language.\n\nA range of international research relating to language learning, vocabulary acquisition, language proficiency, progression and curriculum design was considered in designing the framework. The evidence focused principally on the relationship between language knowledge and proficiency, including the role of vocabulary, grammar, phonics, high-frequency language and repeated exposure to language.\n\nSubject-specific pedagogical approaches and implementation guidance are being developed separately as part of the wider curriculum implementation programme.","answerHtml":"The proposed modern languages framework is a national curriculum framework rather than a pedagogical approach such as Extensive Processing Instruction.
Its purpose is to define the knowledge, vocabulary, grammar, phonics, cultural knowledge and communication competencies that pupils should learn
The framework does not mandate any specific pedagogical approach. Instead, it has been designed to support a range of evidence-informed teaching methods, that enable pupils to develop secure knowledge, increasing proficiency and the ability to communicate effectively in the target language.
A range of international research relating to language learning, vocabulary acquisition, language proficiency, progression and curriculum design was considered in designing the framework. The evidence focused principally on the relationship between language knowledge and proficiency, including the role of vocabulary, grammar, phonics, high-frequency language and repeated exposure to language.
Subject-specific pedagogical approaches and implementation guidance are being developed separately as part of the wider curriculum implementation programme.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051233%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497230","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497230"}},{"id":"497229","reference":"AQW 51232/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-08","answerBy":"2026-09-23","answered":"2026-09-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any international evidence on the effectiveness of Extensive Processing Instruction as an approach to teaching modern languages that was considered by the curriculum taskforce and working group.","answerText":"The proposed modern languages framework is a national curriculum framework rather than a pedagogical approach such as Extensive Processing Instruction.\n\nIts purpose is to define the knowledge, vocabulary, grammar, phonics, cultural knowledge and communication competencies that pupils should learn\n\nThe framework does not mandate any specific pedagogical approach. Instead, it has been designed to support a range of evidence-informed teaching methods, that enable pupils to develop secure knowledge, increasing proficiency and the ability to communicate effectively in the target language.\n\nA range of international research relating to language learning, vocabulary acquisition, language proficiency, progression and curriculum design was considered in designing the framework. The evidence focused principally on the relationship between language knowledge and proficiency, including the role of vocabulary, grammar, phonics, high-frequency language and repeated exposure to language.\n\nSubject-specific pedagogical approaches and implementation guidance are being developed separately as part of the wider curriculum implementation programme.","answerHtml":"The proposed modern languages framework is a national curriculum framework rather than a pedagogical approach such as Extensive Processing Instruction.
Its purpose is to define the knowledge, vocabulary, grammar, phonics, cultural knowledge and communication competencies that pupils should learn
The framework does not mandate any specific pedagogical approach. Instead, it has been designed to support a range of evidence-informed teaching methods, that enable pupils to develop secure knowledge, increasing proficiency and the ability to communicate effectively in the target language.
A range of international research relating to language learning, vocabulary acquisition, language proficiency, progression and curriculum design was considered in designing the framework. The evidence focused principally on the relationship between language knowledge and proficiency, including the role of vocabulary, grammar, phonics, high-frequency language and repeated exposure to language.
Subject-specific pedagogical approaches and implementation guidance are being developed separately as part of the wider curriculum implementation programme.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051232%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=497229","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=497229"}},{"id":"496964","reference":"AQW 51076/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-07","answerBy":"2026-09-22","answered":"2026-09-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any reason why extensive processing instruction has not been included as a pedagogy as part of the new modern languages framework.","answerText":"The proposed modern languages framework is a national curriculum framework rather than a pedagogical approach such as Extensive Processing Instruction.\n\nIts purpose is to define the knowledge, vocabulary, grammar, phonics, cultural knowledge and communication competencies that pupils should learn\n\nThe framework does not mandate any specific pedagogical approach. Instead, it has been designed to support a range of evidence-informed teaching methods, that enable pupils to develop secure knowledge, increasing proficiency and the ability to communicate effectively in the target language.\n\nA range of international research relating to language learning, vocabulary acquisition, language proficiency, progression and curriculum design was considered in designing the framework. The evidence focused principally on the relationship between language knowledge and proficiency, including the role of vocabulary, grammar, phonics, high-frequency language and repeated exposure to language.\n\nSubject-specific pedagogical approaches and implementation guidance are being developed separately as part of the wider curriculum implementation programme.","answerHtml":"The proposed modern languages framework is a national curriculum framework rather than a pedagogical approach such as Extensive Processing Instruction.
Its purpose is to define the knowledge, vocabulary, grammar, phonics, cultural knowledge and communication competencies that pupils should learn
The framework does not mandate any specific pedagogical approach. Instead, it has been designed to support a range of evidence-informed teaching methods, that enable pupils to develop secure knowledge, increasing proficiency and the ability to communicate effectively in the target language.
A range of international research relating to language learning, vocabulary acquisition, language proficiency, progression and curriculum design was considered in designing the framework. The evidence focused principally on the relationship between language knowledge and proficiency, including the role of vocabulary, grammar, phonics, high-frequency language and repeated exposure to language.
Subject-specific pedagogical approaches and implementation guidance are being developed separately as part of the wider curriculum implementation programme.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051076%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496964","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496964"}},{"id":"496963","reference":"AQW 51075/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-07","answerBy":"2026-09-22","answered":"2026-09-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether any consideration has been given to including the Teachers’ Research Exchange, as part of TransformED Teacher Professional Learning.","answerText":"My Department's TransformED Strategy commits to significant investment in high-quality, career-long professional learning that supports teachers at all stages of their career to develop evidence-informed practice, strengthen teaching and learning and improve outcomes for all learners.\n\nA significant element of the Strategy's early investment and activity has focused on strengthening teacher professional learning through career-long professional learning opportunities; the development of a more coherent and consistent professional learning system; enhanced leadership development; improved support for initial teacher education and early-career teachers; and stronger system-wide capacity for school improvement aligned with wider TransformED reforms.\n\nOur focus remains on ensuring that educators have the necessary tools, skills and evidence-informed support required to deliver consistently high-quality teaching throughout their professional careers.\n\nAlongside the Department's wider investment in professional learning, the Teachers’ Research Exchange (T-REX) platform is free to access and available to all educators in Northern Ireland. The Department has actively supported and promoted T-REX and its Digital Badge programme through a range of channels, including targeted email communications, social media activity and departmental publications. Most recently, the forthcoming ‘Using Evidence for Middle Leadership in Educational Settings’ Digital Badge was featured in a leaflet highlighting the leadership development programmes available to educators in Northern Ireland during the 2026/27 academic year. I am encouraged by the number of educators who have undertaken Digital Badges to date.\n\nMy Department will continue to promote awareness and uptake of existing and forthcoming Digital Badges to maximise participation across the education sector. It will also continue to engage closely with T-REX and explore opportunities for further collaboration, where appropriate, to support educational improvement across Northern Ireland.","answerHtml":"My Department's TransformED Strategy commits to significant investment in high-quality, career-long professional learning that supports teachers at all stages of their career to develop evidence-informed practice, strengthen teaching and learning and improve outcomes for all learners.
A significant element of the Strategy's early investment and activity has focused on strengthening teacher professional learning through career-long professional learning opportunities; the development of a more coherent and consistent professional learning system; enhanced leadership development; improved support for initial teacher education and early-career teachers; and stronger system-wide capacity for school improvement aligned with wider TransformED reforms.
Our focus remains on ensuring that educators have the necessary tools, skills and evidence-informed support required to deliver consistently high-quality teaching throughout their professional careers.
Alongside the Department's wider investment in professional learning, the Teachers’ Research Exchange (T-REX) platform is free to access and available to all educators in Northern Ireland. The Department has actively supported and promoted T-REX and its Digital Badge programme through a range of channels, including targeted email communications, social media activity and departmental publications. Most recently, the forthcoming ‘Using Evidence for Middle Leadership in Educational Settings’ Digital Badge was featured in a leaflet highlighting the leadership development programmes available to educators in Northern Ireland during the 2026/27 academic year. I am encouraged by the number of educators who have undertaken Digital Badges to date.
My Department will continue to promote awareness and uptake of existing and forthcoming Digital Badges to maximise participation across the education sector. It will also continue to engage closely with T-REX and explore opportunities for further collaboration, where appropriate, to support educational improvement across Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051075%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496963","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496963"}},{"id":"496962","reference":"AQW 51074/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-07","answerBy":"2026-09-22","answered":"2026-09-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will embed the Teachers’ Research Exchange, as part of Initial Teacher Training.","answerText":"My Department's TransformED Strategy commits to significant investment in high-quality, career-long professional learning that supports teachers at all stages of their career to develop evidence-informed practice, strengthen teaching and learning and improve outcomes for all learners.\n\nA significant element of the Strategy's early investment and activity has focused on strengthening teacher professional learning through career-long professional learning opportunities; the development of a more coherent and consistent professional learning system; enhanced leadership development; improved support for initial teacher education and early-career teachers; and stronger system-wide capacity for school improvement aligned with wider TransformED reforms.\n\nOur focus remains on ensuring that educators have the necessary tools, skills and evidence-informed support required to deliver consistently high-quality teaching throughout their professional careers.\n\nAlongside the Department's wider investment in professional learning, the Teachers’ Research Exchange (T-REX) platform is free to access and available to all educators in Northern Ireland. The Department has actively supported and promoted T-REX and its Digital Badge programme through a range of channels, including targeted email communications, social media activity and departmental publications. Most recently, the forthcoming ‘Using Evidence for Middle Leadership in Educational Settings’ Digital Badge was featured in a leaflet highlighting the leadership development programmes available to educators in Northern Ireland during the 2026/27 academic year. I am encouraged by the number of educators who have undertaken Digital Badges to date.\n\nMy Department will continue to promote awareness and uptake of existing and forthcoming Digital Badges to maximise participation across the education sector. It will also continue to engage closely with T-REX and explore opportunities for further collaboration, where appropriate, to support educational improvement across Northern Ireland.","answerHtml":"My Department's TransformED Strategy commits to significant investment in high-quality, career-long professional learning that supports teachers at all stages of their career to develop evidence-informed practice, strengthen teaching and learning and improve outcomes for all learners.
A significant element of the Strategy's early investment and activity has focused on strengthening teacher professional learning through career-long professional learning opportunities; the development of a more coherent and consistent professional learning system; enhanced leadership development; improved support for initial teacher education and early-career teachers; and stronger system-wide capacity for school improvement aligned with wider TransformED reforms.
Our focus remains on ensuring that educators have the necessary tools, skills and evidence-informed support required to deliver consistently high-quality teaching throughout their professional careers.
Alongside the Department's wider investment in professional learning, the Teachers’ Research Exchange (T-REX) platform is free to access and available to all educators in Northern Ireland. The Department has actively supported and promoted T-REX and its Digital Badge programme through a range of channels, including targeted email communications, social media activity and departmental publications. Most recently, the forthcoming ‘Using Evidence for Middle Leadership in Educational Settings’ Digital Badge was featured in a leaflet highlighting the leadership development programmes available to educators in Northern Ireland during the 2026/27 academic year. I am encouraged by the number of educators who have undertaken Digital Badges to date.
My Department will continue to promote awareness and uptake of existing and forthcoming Digital Badges to maximise participation across the education sector. It will also continue to engage closely with T-REX and explore opportunities for further collaboration, where appropriate, to support educational improvement across Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051074%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496962","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496962"}},{"id":"496961","reference":"AQW 51073/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-07","answerBy":"2026-09-22","answered":"2026-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any role (i) the Children Looked After Team; (ii) Education Otherwise Than At School; and (iii) Restorative Practice staff, will have in the review of School Behaviour Policy.","answerText":"The Departmental Review of Behaviour Policy is being informed by engagement with a broad range of stakeholders across the education sector and through visits to a variety of educational settings to gather evidence and views on behaviour policy and practice. This engagement is intended to ensure that the review reflects a wide range of experiences, perspectives and expertise from across the school sector and wider education landscape.\n\nAs part of the wider evidence-gathering process, the independent expert supporting the review has engaged directly with senior Education Authority officials responsible for the areas outlined.\n\nIn addition, the Department has launched a public Call for Evidence, providing an opportunity for individuals and organisations to contribute their views, experiences and evidence to the review.\n\nThe evidence gathered through stakeholder engagement, educational visits and the Call for Evidence will help inform the review's conclusions and recommendations.","answerHtml":"The Departmental Review of Behaviour Policy is being informed by engagement with a broad range of stakeholders across the education sector and through visits to a variety of educational settings to gather evidence and views on behaviour policy and practice. This engagement is intended to ensure that the review reflects a wide range of experiences, perspectives and expertise from across the school sector and wider education landscape.
As part of the wider evidence-gathering process, the independent expert supporting the review has engaged directly with senior Education Authority officials responsible for the areas outlined.
In addition, the Department has launched a public Call for Evidence, providing an opportunity for individuals and organisations to contribute their views, experiences and evidence to the review.
The evidence gathered through stakeholder engagement, educational visits and the Call for Evidence will help inform the review's conclusions and recommendations.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051073%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496961","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496961"}},{"id":"496960","reference":"AQW 51072/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-07","answerBy":"2026-09-22","answered":"2026-09-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of children currently waiting for Local Impact Team (LIT) support for Social Behaviour and Emotional Wellbeing needs, compared with the waiting lists when Primary Behaviour Support was not part of the LIT model.","answerText":"The Education Authority has advised that information on waiting lists for Local IMPACT Teams (LITs) and Primary Behaviour Support and Provisions (PBSP) are set out in Tables 1 and 2 below:\n\nTable 1\n\nPBSP\tLocal IMPACT Teams\nNo. of Referrals/RFIs accepted for support\t2019 -2020\t692\tSept 2025 - Aug 2026 -\n3472 (2216 Primary)\n2020 – 2021\t777\n2021 – 2022\t990\n2022 – 2023\t991\n2023 – 2024\t911\n2024-2025\t703\nNo. of calls received by Telephone Advice Service Helpline (TASH) and SEND Central\t2019- 2020\t307\tSEND Central (September 25 - June 26) Social, Behavioural, Emotional and Well-being (SBEW) - 1128\n960 - Primary SBEW\n168 - Post Primary SBEW\n2020 - 2021\t409\n2021-2022\t978\n2022- 2023\t1269\n2023- 2024\t2037\nCriteria for Referral\tBSI – Behaviour Support Intervention – TASH advice must be received prior to referral\nReferral criteria:\nCalled TASH and allowed 6 weeks for the strategies to be embedded\n2 copies of PLP/SBEW Plan with evaluated outcomes\nCopy of Calm Plan and RRAP\nParental Consent\nIPI – Intensive Pupil Intervention – TASH and BSI prior to referral\nReferral Criteria:\n2 copies of PLP/SBEW Plan with evaluated outcomes\nPBS&P BSI Summary of Support Report\nSupporting Psychology Service Consultation and/or letter of involvement\nCopy of Calm Plan and/or RRAP\nParental consent\t2 Personal Learning Plan’s (PLP) with review\nNo. of Children on a waiting list\tWaiting list Range (reporting was bi-weekly variation was 17 – 217)\t1162 (859 Primary) as of 8th September 2026\n2023 - 2024\t173\n2024 - 2025\t187\n\nTable 2 - PBSP Referral types\n\nREFERRAL TYPE\t2019/2020\t2020/2021\t2021/2022\t2022/2023\t2023/2024\nBSI Stage 5 (Statement) Intervention\t1\t34\t90\t91\t74\nBSI Targeted Advice\t475\t543\t514\t668\t550\nGBI Support for Specific Year Group\t2\t4\t30\t44\t73\nIPI Intensive Pupil Intervention (Outreach)\t214\t196\t267\t188\t214\nTOTALS\t692\t777\t990\t991\t911\n\nWhen comparing data, it is important to note that the programmes of support provided through PBSP and LITs are different. PBSP operated a \"call first\" approach, whereby schools were required to contact the TASH and wait a minimum of six weeks before they could be considered for a BSI (targeted advice). Direct pupils support was only available following engagement with TASH, a BSI and an Educational Psychology Service report.","answerHtml":"The Education Authority has advised that information on waiting lists for Local IMPACT Teams (LITs) and Primary Behaviour Support and Provisions (PBSP) are set out in Tables 1 and 2 below:
Table 1
| PBSP | Local IMPACT Teams | ||
| No. of Referrals/RFIs accepted for support | 2019 -2020 | 692 | Sept 2025 - Aug 2026 - 3472 (2216 Primary) |
| 2020 – 2021 | 777 | ||
| 2021 – 2022 | 990 | ||
| 2022 – 2023 | 991 | ||
| 2023 – 2024 | 911 | ||
| 2024-2025 | 703 | ||
| No. of calls received by Telephone Advice Service Helpline (TASH) and SEND Central | 2019- 2020 | 307 | SEND Central (September 25 - June 26) Social, Behavioural, Emotional and Well-being (SBEW) - 1128 960 - Primary SBEW 168 - Post Primary SBEW |
| 2020 - 2021 | 409 | ||
| 2021-2022 | 978 | ||
| 2022- 2023 | 1269 | ||
| 2023- 2024 | 2037 | ||
| Criteria for Referral | BSI – Behaviour Support Intervention – TASH advice must be received prior to referral Referral criteria: Called TASH and allowed 6 weeks for the strategies to be embedded 2 copies of PLP/SBEW Plan with evaluated outcomes Copy of Calm Plan and RRAP Parental Consent IPI – Intensive Pupil Intervention – TASH and BSI prior to referral Referral Criteria: 2 copies of PLP/SBEW Plan with evaluated outcomes PBS&P BSI Summary of Support Report Supporting Psychology Service Consultation and/or letter of involvement Copy of Calm Plan and/or RRAP Parental consent | 2 Personal Learning Plan’s (PLP) with review | |
| No. of Children on a waiting list | Waiting list Range (reporting was bi-weekly variation was 17 – 217) | 1162 (859 Primary) as of 8th September 2026 | |
| 2023 - 2024 | 173 | ||
| 2024 - 2025 | 187 |
Table 2 - PBSP Referral types
| REFERRAL TYPE | 2019/2020 | 2020/2021 | 2021/2022 | 2022/2023 | 2023/2024 |
| BSI Stage 5 (Statement) Intervention | 1 | 34 | 90 | 91 | 74 |
| BSI Targeted Advice | 475 | 543 | 514 | 668 | 550 |
| GBI Support for Specific Year Group | 2 | 4 | 30 | 44 | 73 |
| IPI Intensive Pupil Intervention (Outreach) | 214 | 196 | 267 | 188 | 214 |
| TOTALS | 692 | 777 | 990 | 991 | 911 |
When comparing data, it is important to note that the programmes of support provided through PBSP and LITs are different. PBSP operated a "call first" approach, whereby schools were required to contact the TASH and wait a minimum of six weeks before they could be considered for a BSI (targeted advice). Direct pupils support was only available following engagement with TASH, a BSI and an Educational Psychology Service report.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2051072%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496960","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496960"}},{"id":"496817","reference":"AQW 50953/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-04","answerBy":"2026-09-21","answered":"2026-09-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the reason why the project partnership between his Department and the Public Health Agency across seven special schools, which aims to provide creative therapies, such as music, play, art and drama as a pilot, has been paused.","answerText":"The work referenced in the AQW, is part of a joint initiative between the Departments of Education and Health. The Engaging the Voices of Children and Young People with Complex and Profound Disabilities pilot project was part of a wider programme of work aimed at supporting the voices of vulnerable children and young people to be heard.\n\nThe primary purpose of the specific project referenced, was not the provision of creative therapies such as music, play, art and drama, rather, the project was designed to test an approach to engaging with children and young people with complex and profound disabilities, through these creative methods, enabling their views and experiences to be heard and helping to support their emotional health and wellbeing.\n\nWhile it was recognised that participation could also have therapeutic benefits, the primary purpose of the pilot was to explore effective approaches to engagement and participation.\n\nThe pilot project, supported through non-recurrent funding, concluded in June 2026. As with all pilot initiatives, an evaluation is currently being undertaken to assess the extent to which the project achieved its objectives and to identify learning for future development. The findings, which are expected in the coming weeks, will inform future decisions regarding priorities and potential opportunities for development across the region.","answerHtml":"The work referenced in the AQW, is part of a joint initiative between the Departments of Education and Health. The Engaging the Voices of Children and Young People with Complex and Profound Disabilities pilot project was part of a wider programme of work aimed at supporting the voices of vulnerable children and young people to be heard.
The primary purpose of the specific project referenced, was not the provision of creative therapies such as music, play, art and drama, rather, the project was designed to test an approach to engaging with children and young people with complex and profound disabilities, through these creative methods, enabling their views and experiences to be heard and helping to support their emotional health and wellbeing.
While it was recognised that participation could also have therapeutic benefits, the primary purpose of the pilot was to explore effective approaches to engagement and participation.
The pilot project, supported through non-recurrent funding, concluded in June 2026. As with all pilot initiatives, an evaluation is currently being undertaken to assess the extent to which the project achieved its objectives and to identify learning for future development. The findings, which are expected in the coming weeks, will inform future decisions regarding priorities and potential opportunities for development across the region.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050953%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496817","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496817"}},{"id":"496816","reference":"AQW 50952/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-04","answerBy":"2026-09-21","answered":"2026-09-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of Request for Involvement that have been (i) received; and, (ii) declined, between September 2025 and June 2026.","answerText":"The Education Authority has advised that Requests for Involvement (RFIs) between September 2025 and June 2026 were as follows:\n\nReporting Quarter\tRFIs Assessed at Moderation Panel\tRFIs Recommended for Support\t%RFIs Recommended for support after Mod Panel review\tRFIs Not Recommended for Support\t%RFIs Not Recommended for support after Mod Panel review\nQuarter 2 July 25 - September 25\t1010\t987\t98%\t23\t2%\nQuarter 3 - Sept 25 - Dec 25\t1868\t1778\t95%\t90\t5%\nQuarter 4- Jan 26 - March 26\t2803\t2628\t94%\t175\t6%\nQuarter 1 April 26 - June 26\t2778\t2580\t93%\t198\t7%\nTotal\t9804\t9035\t92%\t769\t8%","answerHtml":"The Education Authority has advised that Requests for Involvement (RFIs) between September 2025 and June 2026 were as follows:
| Reporting Quarter | RFIs Assessed at Moderation Panel | RFIs Recommended for Support | %RFIs Recommended for support after Mod Panel review | RFIs Not Recommended for Support | %RFIs Not Recommended for support after Mod Panel review |
| Quarter 2 July 25 - September 25 | 1010 | 987 | 98% | 23 | 2% |
| Quarter 3 - Sept 25 - Dec 25 | 1868 | 1778 | 95% | 90 | 5% |
| Quarter 4- Jan 26 - March 26 | 2803 | 2628 | 94% | 175 | 6% |
| Quarter 1 April 26 - June 26 | 2778 | 2580 | 93% | 198 | 7% |
| Total | 9804 | 9035 | 92% | 769 | 8% |
The Education Authority (EA) has advised that Local IMPACT Team Requests for Training (RFT) are:
| End of Month | Sep 25 | Oct 25 | Nov 25 | Dec 25 | Jan 26 | Feb 26 | Mar 26 | Apr 26 | May 26 | Jun 26 |
| Training Request Approved | 21 | 22 | 26 | 26 | 29 | 15 | 41 | 30 | 46 | 50 |
| Training Request Not Approved | 12 | 8 | 6 | 5 | 9 | 17 | 11 | 4 | 11 | 9 |
| Total | 33 | 30 | 32 | 31 | 38 | 32 | 52 | 34 | 57 | 59 |
The Request for Involvement (RFI) licence is held by the school and assigned to the relevant user, typically the Special Educational Needs Coordinator. Requests are therefore submitted by the individual to whom the licence is assigned.
In general, training requests were not approved where the training was already available through the School Development Service Portal or where similar training was provided by another EA service.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050951%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496815","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496815"}},{"id":"496814","reference":"AQW 50950/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-04","answerBy":"2026-09-21","answered":"2026-09-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the roll-out of an Administrative Officer role within special schools.","answerText":"The Education Authority have provided the following information;\n\nThe proposal to establish the role of Administrative Officer in Special Schools is being consulted on with the relevant Trade Unions. The closing date for response is Friday 11 September 2026. It is anticipated that following this date, any comments by Trade Unions will be addressed and the Special Schools’ Budgetary and Resourcing team will then make contact with Principals to progress the role for each school.","answerHtml":"The Education Authority have provided the following information;
The proposal to establish the role of Administrative Officer in Special Schools is being consulted on with the relevant Trade Unions. The closing date for response is Friday 11 September 2026. It is anticipated that following this date, any comments by Trade Unions will be addressed and the Special Schools’ Budgetary and Resourcing team will then make contact with Principals to progress the role for each school.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050950%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496814","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496814"}},{"id":"496813","reference":"AQW 50949/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-04","answerBy":"2026-09-21","answered":"2026-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Social Behaviour and Emotional Wellbeing pilot in special schools.","answerText":"The Education Authority has advised that, in response to the increasing social, behavioural and emotional wellbeing needs of pupils and the subsequent need to enhance the special school workforce, a job description was developed for a Social Behavioural, Emotional and Wellbeing Support and Intervention Officer. Whilst a small number of schools were allocated this role, recruitment has not been successful in some cases, in others it is still ongoing. In this regard, it is not yet possible to provide a robust update on the impact of the role, however, this will be closely monitored during the 2026/27 academic year.","answerHtml":"The Education Authority has advised that, in response to the increasing social, behavioural and emotional wellbeing needs of pupils and the subsequent need to enhance the special school workforce, a job description was developed for a Social Behavioural, Emotional and Wellbeing Support and Intervention Officer. Whilst a small number of schools were allocated this role, recruitment has not been successful in some cases, in others it is still ongoing. In this regard, it is not yet possible to provide a robust update on the impact of the role, however, this will be closely monitored during the 2026/27 academic year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050949%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496813","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496813"}},{"id":"496650","reference":"AQW 50807/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-03","answerBy":"2026-09-18","answered":"2026-09-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the special school cross-departmental working group established in 2025 to discuss a Behaviour for Learning Framework: iTHRIVE model.","answerText":"The Education Authority (EA) has advised that each special school in Northern Ireland now has a designated Behaviour Advocate (BA) role, with responsibility for whole-school oversight. This role is supported by the EA through permanent release time equivalent to one day per week, and provides a mechanism to ensure that the needs and perspectives of pupils within each special school are understood, represented and advocated for effectively.\n\nOn 30 April 2026 a full-day meeting was organised to bring together BAs from across the sector, alongside representatives from Educational Psychology Service (EPS), the EA Special Schools’ Service and the Controlled Schools’ Support Council (CSSC)1. During the event, the proposed iTHRIVE model and the rationale underpinning its development were presented to attendees. Discussions also focused on the future role of the BA network, the support required to sustain its work, and the time commitment necessary to facilitate progress.\n\nIt is anticipated that the network will meet on a half-termly basis, and a schedule of meetings for the 206-27 academic year is currently being developed by the Special Schools’ Service. EPS is also contributing to this work and are considering their role and capacity to support any ongoing development.\n\nOverall, the proposed model was welcomed by participants, who expressed appreciation that strategic work is now progressing to address behaviours that challenge across the special school sector.","answerHtml":"The Education Authority (EA) has advised that each special school in Northern Ireland now has a designated Behaviour Advocate (BA) role, with responsibility for whole-school oversight. This role is supported by the EA through permanent release time equivalent to one day per week, and provides a mechanism to ensure that the needs and perspectives of pupils within each special school are understood, represented and advocated for effectively.
On 30 April 2026 a full-day meeting was organised to bring together BAs from across the sector, alongside representatives from Educational Psychology Service (EPS), the EA Special Schools’ Service and the Controlled Schools’ Support Council (CSSC)1. During the event, the proposed iTHRIVE model and the rationale underpinning its development were presented to attendees. Discussions also focused on the future role of the BA network, the support required to sustain its work, and the time commitment necessary to facilitate progress.
It is anticipated that the network will meet on a half-termly basis, and a schedule of meetings for the 206-27 academic year is currently being developed by the Special Schools’ Service. EPS is also contributing to this work and are considering their role and capacity to support any ongoing development.
Overall, the proposed model was welcomed by participants, who expressed appreciation that strategic work is now progressing to address behaviours that challenge across the special school sector.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050807%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496650","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496650"}},{"id":"496649","reference":"AQW 50806/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-03","answerBy":"2026-09-18","answered":"2026-09-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether any assessment has been made of the effectiveness of the Behaviour Advocate role within special schools.","answerText":"The Education Authority has advised that the cohort of Behaviour Advocates met for the first time in April 2026. As the role is still in the early stages of implementation, an evaluation of its effectiveness is planned during the 2026-27 academic year.","answerHtml":"The Education Authority has advised that the cohort of Behaviour Advocates met for the first time in April 2026. As the role is still in the early stages of implementation, an evaluation of its effectiveness is planned during the 2026-27 academic year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050806%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496649","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496649"}},{"id":"496648","reference":"AQW 50805/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-03","answerBy":"2026-09-18","answered":"2026-09-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any consideration he has given to the Education Authority proposal that special school staff are given additional Staff Development Days to facilitate relevant training, where deemed necessary, to ensure staff are confident that they can meet the needs of pupils placed in their school.","answerText":"Staff Development Days are currently granted on the basis that they should only be used for school improvement and professional development activities including self-evaluation, strategic planning and review and staff development activity.\n\nThe Education Authority (EA) Special Schools’ Service has been exploring special schools’ training needs and gaps. Further work is commencing with schools and other EA services to support a training framework for professional development. The outcome of this will indicate if additional Staff Development days are required.","answerHtml":"Staff Development Days are currently granted on the basis that they should only be used for school improvement and professional development activities including self-evaluation, strategic planning and review and staff development activity.
The Education Authority (EA) Special Schools’ Service has been exploring special schools’ training needs and gaps. Further work is commencing with schools and other EA services to support a training framework for professional development. The outcome of this will indicate if additional Staff Development days are required.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050805%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496648","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496648"}},{"id":"496647","reference":"AQW 50804/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-03","answerBy":"2026-09-18","answered":"2026-09-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether (i) his department; and (ii) the Education Authority, monitors the statement provided in relation to ensuring pupils have been taught on requisite days on the school annual holiday return form.","answerText":"The Department’s Circular 2026/10 aims to set out, in one place, guidance for schools around operational days and hours which is underpinned by aged legislation. The Circular does not introduce new requirements but seeks to provide greater clarity and consistency for schools.\n\nThe Department does not routinely monitor compliance with every aspect of the Circular at individual school level, including the use of half-days, staggered start arrangements or whether schools have provided the requisite number of teaching days. The Department's approach is underpinned by the principle that school leaders and Boards of Governors should be trusted to discharge their statutory responsibilities professionally and in the best interests of pupils.\n\nBoards of Governors are responsible for ensuring that schools comply with relevant legislation and have regard to Departmental guidance, including the requirements set out in Circular 2026/10. Schools are therefore expected to provide the requisite number of teaching days and minimise the use of arrangements, such as half-days and staggered starts, that reduce pupils' access to learning. Where concerns are brought to the Department's attention, these may be considered through the appropriate channels, for example the Education and Training Inspectorate will monitor compliance as part of the inspection process.\n\nNeither the Department nor the Education Authority routinely verifies the declaration made by schools within the annual school holiday return regarding the provision of the requisite number of teaching days. Responsibility for the accuracy of that information rests with the school and its Board of Governors.\n\nIn relation to School Development Days (SDDs), in making provision for schools to access these additional non-contact days, the Department is clear that they must be used for whole school improvement activity including robust self-evaluation, review, planning and professional learning in support of high quality teaching and learning. On behalf of the Department, the Education Authority previously sought information from schools on the use of SDDs in order to support planning and oversight. However, this process was disrupted during the COVID-19 pandemic and preceding and subsequent periods of industrial action, when submission rates reduced significantly.\n\nThe Department intends to commission the Education Authority to reintroduce these returns during the current academic year. This will support renewed oversight of the use of SDDs and help inform future planning for professional learning and school support.\n\nIn relation to Education Authority operational days, officials have engaged with the Authority regarding the growing divergence between school opening arrangements and the days on which services such as transport, school meals and waste disposal are operational. The Department is considering options to improve alignment between school calendars and operational service provision and will continue to work closely with the Authority as this work develops. A public consultation on proposals for change will issue in the coming weeks, prior to any work to update legislation in this area.","answerHtml":"The Department’s Circular 2026/10 aims to set out, in one place, guidance for schools around operational days and hours which is underpinned by aged legislation. The Circular does not introduce new requirements but seeks to provide greater clarity and consistency for schools.
The Department does not routinely monitor compliance with every aspect of the Circular at individual school level, including the use of half-days, staggered start arrangements or whether schools have provided the requisite number of teaching days. The Department's approach is underpinned by the principle that school leaders and Boards of Governors should be trusted to discharge their statutory responsibilities professionally and in the best interests of pupils.
Boards of Governors are responsible for ensuring that schools comply with relevant legislation and have regard to Departmental guidance, including the requirements set out in Circular 2026/10. Schools are therefore expected to provide the requisite number of teaching days and minimise the use of arrangements, such as half-days and staggered starts, that reduce pupils' access to learning. Where concerns are brought to the Department's attention, these may be considered through the appropriate channels, for example the Education and Training Inspectorate will monitor compliance as part of the inspection process.
Neither the Department nor the Education Authority routinely verifies the declaration made by schools within the annual school holiday return regarding the provision of the requisite number of teaching days. Responsibility for the accuracy of that information rests with the school and its Board of Governors.
In relation to School Development Days (SDDs), in making provision for schools to access these additional non-contact days, the Department is clear that they must be used for whole school improvement activity including robust self-evaluation, review, planning and professional learning in support of high quality teaching and learning. On behalf of the Department, the Education Authority previously sought information from schools on the use of SDDs in order to support planning and oversight. However, this process was disrupted during the COVID-19 pandemic and preceding and subsequent periods of industrial action, when submission rates reduced significantly.
The Department intends to commission the Education Authority to reintroduce these returns during the current academic year. This will support renewed oversight of the use of SDDs and help inform future planning for professional learning and school support.
In relation to Education Authority operational days, officials have engaged with the Authority regarding the growing divergence between school opening arrangements and the days on which services such as transport, school meals and waste disposal are operational. The Department is considering options to improve alignment between school calendars and operational service provision and will continue to work closely with the Authority as this work develops. A public consultation on proposals for change will issue in the coming weeks, prior to any work to update legislation in this area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050804%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496647","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496647"}},{"id":"496646","reference":"AQW 50803/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-03","answerBy":"2026-09-18","answered":"2026-09-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether his Department monitors the use of staggered start dates at the beginning of the school year.","answerText":"The Department’s Circular 2026/10 aims to set out, in one place, guidance for schools around operational days and hours which is underpinned by aged legislation. The Circular does not introduce new requirements but seeks to provide greater clarity and consistency for schools.\n\nThe Department does not routinely monitor compliance with every aspect of the Circular at individual school level, including the use of half-days, staggered start arrangements or whether schools have provided the requisite number of teaching days. The Department's approach is underpinned by the principle that school leaders and Boards of Governors should be trusted to discharge their statutory responsibilities professionally and in the best interests of pupils.\n\nBoards of Governors are responsible for ensuring that schools comply with relevant legislation and have regard to Departmental guidance, including the requirements set out in Circular 2026/10. Schools are therefore expected to provide the requisite number of teaching days and minimise the use of arrangements, such as half-days and staggered starts, that reduce pupils' access to learning. Where concerns are brought to the Department's attention, these may be considered through the appropriate channels, for example the Education and Training Inspectorate will monitor compliance as part of the inspection process.\n\nNeither the Department nor the Education Authority routinely verifies the declaration made by schools within the annual school holiday return regarding the provision of the requisite number of teaching days. Responsibility for the accuracy of that information rests with the school and its Board of Governors.\n\nIn relation to School Development Days (SDDs), in making provision for schools to access these additional non-contact days, the Department is clear that they must be used for whole school improvement activity including robust self-evaluation, review, planning and professional learning in support of high quality teaching and learning. On behalf of the Department, the Education Authority previously sought information from schools on the use of SDDs in order to support planning and oversight. However, this process was disrupted during the COVID-19 pandemic and preceding and subsequent periods of industrial action, when submission rates reduced significantly.\n\nThe Department intends to commission the Education Authority to reintroduce these returns during the current academic year. This will support renewed oversight of the use of SDDs and help inform future planning for professional learning and school support.\n\nIn relation to Education Authority operational days, officials have engaged with the Authority regarding the growing divergence between school opening arrangements and the days on which services such as transport, school meals and waste disposal are operational. The Department is considering options to improve alignment between school calendars and operational service provision and will continue to work closely with the Authority as this work develops. A public consultation on proposals for change will issue in the coming weeks, prior to any work to update legislation in this area.","answerHtml":"The Department’s Circular 2026/10 aims to set out, in one place, guidance for schools around operational days and hours which is underpinned by aged legislation. The Circular does not introduce new requirements but seeks to provide greater clarity and consistency for schools.
The Department does not routinely monitor compliance with every aspect of the Circular at individual school level, including the use of half-days, staggered start arrangements or whether schools have provided the requisite number of teaching days. The Department's approach is underpinned by the principle that school leaders and Boards of Governors should be trusted to discharge their statutory responsibilities professionally and in the best interests of pupils.
Boards of Governors are responsible for ensuring that schools comply with relevant legislation and have regard to Departmental guidance, including the requirements set out in Circular 2026/10. Schools are therefore expected to provide the requisite number of teaching days and minimise the use of arrangements, such as half-days and staggered starts, that reduce pupils' access to learning. Where concerns are brought to the Department's attention, these may be considered through the appropriate channels, for example the Education and Training Inspectorate will monitor compliance as part of the inspection process.
Neither the Department nor the Education Authority routinely verifies the declaration made by schools within the annual school holiday return regarding the provision of the requisite number of teaching days. Responsibility for the accuracy of that information rests with the school and its Board of Governors.
In relation to School Development Days (SDDs), in making provision for schools to access these additional non-contact days, the Department is clear that they must be used for whole school improvement activity including robust self-evaluation, review, planning and professional learning in support of high quality teaching and learning. On behalf of the Department, the Education Authority previously sought information from schools on the use of SDDs in order to support planning and oversight. However, this process was disrupted during the COVID-19 pandemic and preceding and subsequent periods of industrial action, when submission rates reduced significantly.
The Department intends to commission the Education Authority to reintroduce these returns during the current academic year. This will support renewed oversight of the use of SDDs and help inform future planning for professional learning and school support.
In relation to Education Authority operational days, officials have engaged with the Authority regarding the growing divergence between school opening arrangements and the days on which services such as transport, school meals and waste disposal are operational. The Department is considering options to improve alignment between school calendars and operational service provision and will continue to work closely with the Authority as this work develops. A public consultation on proposals for change will issue in the coming weeks, prior to any work to update legislation in this area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050803%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496646","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496646"}},{"id":"496569","reference":"AQO 3891/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-09-03","answerBy":"2026-09-14","answered":"2026-09-14","answeredOrally":true,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy to outline any engagement her Department has had with the Department of Education regarding the draft Northern Ireland Curriculum Framework 2028.","answerText":"","answerHtml":"","oralExchange":[],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%203891%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496569","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2026-09-14&docID=497467#AQO%203891/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496569"}},{"id":"496469","reference":"AQW 50681/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-02","answerBy":"2026-09-17","answered":"2026-09-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how he will monitor schools' compliance with his Department's Circular 2026/10.","answerText":"The Department’s Circular 2026/10 aims to set out, in one place, guidance for schools around operational days and hours which is underpinned by aged legislation. The Circular does not introduce new requirements but seeks to provide greater clarity and consistency for schools.\n\nThe Department does not routinely monitor compliance with every aspect of the Circular at individual school level, including the use of half-days, staggered start arrangements or whether schools have provided the requisite number of teaching days. The Department's approach is underpinned by the principle that school leaders and Boards of Governors should be trusted to discharge their statutory responsibilities professionally and in the best interests of pupils.\n\nBoards of Governors are responsible for ensuring that schools comply with relevant legislation and have regard to Departmental guidance, including the requirements set out in Circular 2026/10. Schools are therefore expected to provide the requisite number of teaching days and minimise the use of arrangements, such as half-days and staggered starts, that reduce pupils' access to learning. Where concerns are brought to the Department's attention, these may be considered through the appropriate channels, for example the Education and Training Inspectorate will monitor compliance as part of the inspection process.\n\nNeither the Department nor the Education Authority routinely verifies the declaration made by schools within the annual school holiday return regarding the provision of the requisite number of teaching days. Responsibility for the accuracy of that information rests with the school and its Board of Governors.\n\nIn relation to School Development Days (SDDs), in making provision for schools to access these additional non-contact days, the Department is clear that they must be used for whole school improvement activity including robust self-evaluation, review, planning and professional learning in support of high quality teaching and learning. On behalf of the Department, the Education Authority previously sought information from schools on the use of SDDs in order to support planning and oversight. However, this process was disrupted during the COVID-19 pandemic and preceding and subsequent periods of industrial action, when submission rates reduced significantly.\n\nThe Department intends to commission the Education Authority to reintroduce these returns during the current academic year. This will support renewed oversight of the use of SDDs and help inform future planning for professional learning and school support.\n\nIn relation to Education Authority operational days, officials have engaged with the Authority regarding the growing divergence between school opening arrangements and the days on which services such as transport, school meals and waste disposal are operational. The Department is considering options to improve alignment between school calendars and operational service provision and will continue to work closely with the Authority as this work develops. A public consultation on proposals for change will issue in the coming weeks, prior to any work to update legislation in this area.","answerHtml":"The Department’s Circular 2026/10 aims to set out, in one place, guidance for schools around operational days and hours which is underpinned by aged legislation. The Circular does not introduce new requirements but seeks to provide greater clarity and consistency for schools.
The Department does not routinely monitor compliance with every aspect of the Circular at individual school level, including the use of half-days, staggered start arrangements or whether schools have provided the requisite number of teaching days. The Department's approach is underpinned by the principle that school leaders and Boards of Governors should be trusted to discharge their statutory responsibilities professionally and in the best interests of pupils.
Boards of Governors are responsible for ensuring that schools comply with relevant legislation and have regard to Departmental guidance, including the requirements set out in Circular 2026/10. Schools are therefore expected to provide the requisite number of teaching days and minimise the use of arrangements, such as half-days and staggered starts, that reduce pupils' access to learning. Where concerns are brought to the Department's attention, these may be considered through the appropriate channels, for example the Education and Training Inspectorate will monitor compliance as part of the inspection process.
Neither the Department nor the Education Authority routinely verifies the declaration made by schools within the annual school holiday return regarding the provision of the requisite number of teaching days. Responsibility for the accuracy of that information rests with the school and its Board of Governors.
In relation to School Development Days (SDDs), in making provision for schools to access these additional non-contact days, the Department is clear that they must be used for whole school improvement activity including robust self-evaluation, review, planning and professional learning in support of high quality teaching and learning. On behalf of the Department, the Education Authority previously sought information from schools on the use of SDDs in order to support planning and oversight. However, this process was disrupted during the COVID-19 pandemic and preceding and subsequent periods of industrial action, when submission rates reduced significantly.
The Department intends to commission the Education Authority to reintroduce these returns during the current academic year. This will support renewed oversight of the use of SDDs and help inform future planning for professional learning and school support.
In relation to Education Authority operational days, officials have engaged with the Authority regarding the growing divergence between school opening arrangements and the days on which services such as transport, school meals and waste disposal are operational. The Department is considering options to improve alignment between school calendars and operational service provision and will continue to work closely with the Authority as this work develops. A public consultation on proposals for change will issue in the coming weeks, prior to any work to update legislation in this area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050681%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496469","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496469"}},{"id":"496468","reference":"AQW 50680/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-02","answerBy":"2026-09-17","answered":"2026-09-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how his Department ensures that School Development Days are only utilised for school improvement and personal development activities.","answerText":"The Department’s Circular 2026/10 aims to set out, in one place, guidance for schools around operational days and hours which is underpinned by aged legislation. The Circular does not introduce new requirements but seeks to provide greater clarity and consistency for schools.\n\nThe Department does not routinely monitor compliance with every aspect of the Circular at individual school level, including the use of half-days, staggered start arrangements or whether schools have provided the requisite number of teaching days. The Department's approach is underpinned by the principle that school leaders and Boards of Governors should be trusted to discharge their statutory responsibilities professionally and in the best interests of pupils.\n\nBoards of Governors are responsible for ensuring that schools comply with relevant legislation and have regard to Departmental guidance, including the requirements set out in Circular 2026/10. Schools are therefore expected to provide the requisite number of teaching days and minimise the use of arrangements, such as half-days and staggered starts, that reduce pupils' access to learning. Where concerns are brought to the Department's attention, these may be considered through the appropriate channels, for example the Education and Training Inspectorate will monitor compliance as part of the inspection process.\n\nNeither the Department nor the Education Authority routinely verifies the declaration made by schools within the annual school holiday return regarding the provision of the requisite number of teaching days. Responsibility for the accuracy of that information rests with the school and its Board of Governors.\n\nIn relation to School Development Days (SDDs), in making provision for schools to access these additional non-contact days, the Department is clear that they must be used for whole school improvement activity including robust self-evaluation, review, planning and professional learning in support of high quality teaching and learning. On behalf of the Department, the Education Authority previously sought information from schools on the use of SDDs in order to support planning and oversight. However, this process was disrupted during the COVID-19 pandemic and preceding and subsequent periods of industrial action, when submission rates reduced significantly.\n\nThe Department intends to commission the Education Authority to reintroduce these returns during the current academic year. This will support renewed oversight of the use of SDDs and help inform future planning for professional learning and school support.\n\nIn relation to Education Authority operational days, officials have engaged with the Authority regarding the growing divergence between school opening arrangements and the days on which services such as transport, school meals and waste disposal are operational. The Department is considering options to improve alignment between school calendars and operational service provision and will continue to work closely with the Authority as this work develops. A public consultation on proposals for change will issue in the coming weeks, prior to any work to update legislation in this area.","answerHtml":"The Department’s Circular 2026/10 aims to set out, in one place, guidance for schools around operational days and hours which is underpinned by aged legislation. The Circular does not introduce new requirements but seeks to provide greater clarity and consistency for schools.
The Department does not routinely monitor compliance with every aspect of the Circular at individual school level, including the use of half-days, staggered start arrangements or whether schools have provided the requisite number of teaching days. The Department's approach is underpinned by the principle that school leaders and Boards of Governors should be trusted to discharge their statutory responsibilities professionally and in the best interests of pupils.
Boards of Governors are responsible for ensuring that schools comply with relevant legislation and have regard to Departmental guidance, including the requirements set out in Circular 2026/10. Schools are therefore expected to provide the requisite number of teaching days and minimise the use of arrangements, such as half-days and staggered starts, that reduce pupils' access to learning. Where concerns are brought to the Department's attention, these may be considered through the appropriate channels, for example the Education and Training Inspectorate will monitor compliance as part of the inspection process.
Neither the Department nor the Education Authority routinely verifies the declaration made by schools within the annual school holiday return regarding the provision of the requisite number of teaching days. Responsibility for the accuracy of that information rests with the school and its Board of Governors.
In relation to School Development Days (SDDs), in making provision for schools to access these additional non-contact days, the Department is clear that they must be used for whole school improvement activity including robust self-evaluation, review, planning and professional learning in support of high quality teaching and learning. On behalf of the Department, the Education Authority previously sought information from schools on the use of SDDs in order to support planning and oversight. However, this process was disrupted during the COVID-19 pandemic and preceding and subsequent periods of industrial action, when submission rates reduced significantly.
The Department intends to commission the Education Authority to reintroduce these returns during the current academic year. This will support renewed oversight of the use of SDDs and help inform future planning for professional learning and school support.
In relation to Education Authority operational days, officials have engaged with the Authority regarding the growing divergence between school opening arrangements and the days on which services such as transport, school meals and waste disposal are operational. The Department is considering options to improve alignment between school calendars and operational service provision and will continue to work closely with the Authority as this work develops. A public consultation on proposals for change will issue in the coming weeks, prior to any work to update legislation in this area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050680%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496468","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496468"}},{"id":"496467","reference":"AQW 50679/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-02","answerBy":"2026-09-17","answered":"2026-09-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will be collecting data on how schools utilise TransformED Development Days.","answerText":"TransformED Development Days have been provided to give schools dedicated time to engage with key areas of education reform, including curriculum, assessment and qualifications.\n\nTo reduce workload associated with planning, my Department has provided supporting resources, including materials to support engagement with Curriculum 2028. Schools remain free to use the days in a way that reflects their own circumstances and priorities.\n\nMy Department will seek feedback from schools on how the days have been used, the usefulness of the resources provided and what support schools would find most helpful in future. This information will help inform future resources, professional learning and the design of future TransformED Development Days.","answerHtml":"TransformED Development Days have been provided to give schools dedicated time to engage with key areas of education reform, including curriculum, assessment and qualifications.
To reduce workload associated with planning, my Department has provided supporting resources, including materials to support engagement with Curriculum 2028. Schools remain free to use the days in a way that reflects their own circumstances and priorities.
My Department will seek feedback from schools on how the days have been used, the usefulness of the resources provided and what support schools would find most helpful in future. This information will help inform future resources, professional learning and the design of future TransformED Development Days.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050679%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496467","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496467"}},{"id":"496466","reference":"AQW 50678/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-02","answerBy":"2026-09-17","answered":"2026-09-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any work undertaken on revising Education Authority Operational Days to better reflect school opening.","answerText":"The Department’s Circular 2026/10 aims to set out, in one place, guidance for schools around operational days and hours which is underpinned by aged legislation. The Circular does not introduce new requirements but seeks to provide greater clarity and consistency for schools.\n\nThe Department does not routinely monitor compliance with every aspect of the Circular at individual school level, including the use of half-days, staggered start arrangements or whether schools have provided the requisite number of teaching days. The Department's approach is underpinned by the principle that school leaders and Boards of Governors should be trusted to discharge their statutory responsibilities professionally and in the best interests of pupils.\n\nBoards of Governors are responsible for ensuring that schools comply with relevant legislation and have regard to Departmental guidance, including the requirements set out in Circular 2026/10. Schools are therefore expected to provide the requisite number of teaching days and minimise the use of arrangements, such as half-days and staggered starts, that reduce pupils' access to learning. Where concerns are brought to the Department's attention, these may be considered through the appropriate channels, for example the Education and Training Inspectorate will monitor compliance as part of the inspection process.\n\nNeither the Department nor the Education Authority routinely verifies the declaration made by schools within the annual school holiday return regarding the provision of the requisite number of teaching days. Responsibility for the accuracy of that information rests with the school and its Board of Governors.\n\nIn relation to School Development Days (SDDs), in making provision for schools to access these additional non-contact days, the Department is clear that they must be used for whole school improvement activity including robust self-evaluation, review, planning and professional learning in support of high quality teaching and learning. On behalf of the Department, the Education Authority previously sought information from schools on the use of SDDs in order to support planning and oversight. However, this process was disrupted during the COVID-19 pandemic and preceding and subsequent periods of industrial action, when submission rates reduced significantly.\n\nThe Department intends to commission the Education Authority to reintroduce these returns during the current academic year. This will support renewed oversight of the use of SDDs and help inform future planning for professional learning and school support.\n\nIn relation to Education Authority operational days, officials have engaged with the Authority regarding the growing divergence between school opening arrangements and the days on which services such as transport, school meals and waste disposal are operational. The Department is considering options to improve alignment between school calendars and operational service provision and will continue to work closely with the Authority as this work develops. A public consultation on proposals for change will issue in the coming weeks, prior to any work to update legislation in this area.","answerHtml":"The Department’s Circular 2026/10 aims to set out, in one place, guidance for schools around operational days and hours which is underpinned by aged legislation. The Circular does not introduce new requirements but seeks to provide greater clarity and consistency for schools.
The Department does not routinely monitor compliance with every aspect of the Circular at individual school level, including the use of half-days, staggered start arrangements or whether schools have provided the requisite number of teaching days. The Department's approach is underpinned by the principle that school leaders and Boards of Governors should be trusted to discharge their statutory responsibilities professionally and in the best interests of pupils.
Boards of Governors are responsible for ensuring that schools comply with relevant legislation and have regard to Departmental guidance, including the requirements set out in Circular 2026/10. Schools are therefore expected to provide the requisite number of teaching days and minimise the use of arrangements, such as half-days and staggered starts, that reduce pupils' access to learning. Where concerns are brought to the Department's attention, these may be considered through the appropriate channels, for example the Education and Training Inspectorate will monitor compliance as part of the inspection process.
Neither the Department nor the Education Authority routinely verifies the declaration made by schools within the annual school holiday return regarding the provision of the requisite number of teaching days. Responsibility for the accuracy of that information rests with the school and its Board of Governors.
In relation to School Development Days (SDDs), in making provision for schools to access these additional non-contact days, the Department is clear that they must be used for whole school improvement activity including robust self-evaluation, review, planning and professional learning in support of high quality teaching and learning. On behalf of the Department, the Education Authority previously sought information from schools on the use of SDDs in order to support planning and oversight. However, this process was disrupted during the COVID-19 pandemic and preceding and subsequent periods of industrial action, when submission rates reduced significantly.
The Department intends to commission the Education Authority to reintroduce these returns during the current academic year. This will support renewed oversight of the use of SDDs and help inform future planning for professional learning and school support.
In relation to Education Authority operational days, officials have engaged with the Authority regarding the growing divergence between school opening arrangements and the days on which services such as transport, school meals and waste disposal are operational. The Department is considering options to improve alignment between school calendars and operational service provision and will continue to work closely with the Authority as this work develops. A public consultation on proposals for change will issue in the coming weeks, prior to any work to update legislation in this area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050678%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496466","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496466"}},{"id":"496465","reference":"AQW 50677/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-02","answerBy":"2026-09-17","answered":"2026-09-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how his Department monitors the use of half days in schools.","answerText":"The Department’s Circular 2026/10 aims to set out, in one place, guidance for schools around operational days and hours which is underpinned by aged legislation. The Circular does not introduce new requirements but seeks to provide greater clarity and consistency for schools.\n\nThe Department does not routinely monitor compliance with every aspect of the Circular at individual school level, including the use of half-days, staggered start arrangements or whether schools have provided the requisite number of teaching days. The Department's approach is underpinned by the principle that school leaders and Boards of Governors should be trusted to discharge their statutory responsibilities professionally and in the best interests of pupils.\n\nBoards of Governors are responsible for ensuring that schools comply with relevant legislation and have regard to Departmental guidance, including the requirements set out in Circular 2026/10. Schools are therefore expected to provide the requisite number of teaching days and minimise the use of arrangements, such as half-days and staggered starts, that reduce pupils' access to learning. Where concerns are brought to the Department's attention, these may be considered through the appropriate channels, for example the Education and Training Inspectorate will monitor compliance as part of the inspection process.\n\nNeither the Department nor the Education Authority routinely verifies the declaration made by schools within the annual school holiday return regarding the provision of the requisite number of teaching days. Responsibility for the accuracy of that information rests with the school and its Board of Governors.\n\nIn relation to School Development Days (SDDs), in making provision for schools to access these additional non-contact days, the Department is clear that they must be used for whole school improvement activity including robust self-evaluation, review, planning and professional learning in support of high quality teaching and learning. On behalf of the Department, the Education Authority previously sought information from schools on the use of SDDs in order to support planning and oversight. However, this process was disrupted during the COVID-19 pandemic and preceding and subsequent periods of industrial action, when submission rates reduced significantly.\n\nThe Department intends to commission the Education Authority to reintroduce these returns during the current academic year. This will support renewed oversight of the use of SDDs and help inform future planning for professional learning and school support.\n\nIn relation to Education Authority operational days, officials have engaged with the Authority regarding the growing divergence between school opening arrangements and the days on which services such as transport, school meals and waste disposal are operational. The Department is considering options to improve alignment between school calendars and operational service provision and will continue to work closely with the Authority as this work develops. A public consultation on proposals for change will issue in the coming weeks, prior to any work to update legislation in this area.","answerHtml":"The Department’s Circular 2026/10 aims to set out, in one place, guidance for schools around operational days and hours which is underpinned by aged legislation. The Circular does not introduce new requirements but seeks to provide greater clarity and consistency for schools.
The Department does not routinely monitor compliance with every aspect of the Circular at individual school level, including the use of half-days, staggered start arrangements or whether schools have provided the requisite number of teaching days. The Department's approach is underpinned by the principle that school leaders and Boards of Governors should be trusted to discharge their statutory responsibilities professionally and in the best interests of pupils.
Boards of Governors are responsible for ensuring that schools comply with relevant legislation and have regard to Departmental guidance, including the requirements set out in Circular 2026/10. Schools are therefore expected to provide the requisite number of teaching days and minimise the use of arrangements, such as half-days and staggered starts, that reduce pupils' access to learning. Where concerns are brought to the Department's attention, these may be considered through the appropriate channels, for example the Education and Training Inspectorate will monitor compliance as part of the inspection process.
Neither the Department nor the Education Authority routinely verifies the declaration made by schools within the annual school holiday return regarding the provision of the requisite number of teaching days. Responsibility for the accuracy of that information rests with the school and its Board of Governors.
In relation to School Development Days (SDDs), in making provision for schools to access these additional non-contact days, the Department is clear that they must be used for whole school improvement activity including robust self-evaluation, review, planning and professional learning in support of high quality teaching and learning. On behalf of the Department, the Education Authority previously sought information from schools on the use of SDDs in order to support planning and oversight. However, this process was disrupted during the COVID-19 pandemic and preceding and subsequent periods of industrial action, when submission rates reduced significantly.
The Department intends to commission the Education Authority to reintroduce these returns during the current academic year. This will support renewed oversight of the use of SDDs and help inform future planning for professional learning and school support.
In relation to Education Authority operational days, officials have engaged with the Authority regarding the growing divergence between school opening arrangements and the days on which services such as transport, school meals and waste disposal are operational. The Department is considering options to improve alignment between school calendars and operational service provision and will continue to work closely with the Authority as this work develops. A public consultation on proposals for change will issue in the coming weeks, prior to any work to update legislation in this area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050677%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496465","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496465"}},{"id":"496275","reference":"AQW 50573/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-01","answerBy":"2026-09-04","answered":"2026-09-03","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any provision that is made for pupils, entitled to free school meals, when their school reopens after summer, before Education Authority kitchens.","answerText":"In line with my Department’s circular 2026/10, in the second term each year, the Education Authority (EA) provides schools with a list of non-operational days for the following academic year when school meals will not be available. For the current academic year, this included non-operational days between 1 July – 31 August.\n\nParagraph 12 of this circular states “Schools should make every effort to maintain their school calendars within the days when services are operational as this is particularly important for those pupils entitled to free school meals”.\n\nShould schools choose to open outside of these operational days, they will be aware that free school meals will not be available on those days.","answerHtml":"In line with my Department’s circular 2026/10, in the second term each year, the Education Authority (EA) provides schools with a list of non-operational days for the following academic year when school meals will not be available. For the current academic year, this included non-operational days between 1 July – 31 August.
Paragraph 12 of this circular states “Schools should make every effort to maintain their school calendars within the days when services are operational as this is particularly important for those pupils entitled to free school meals”.
Should schools choose to open outside of these operational days, they will be aware that free school meals will not be available on those days.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050573%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496275","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496275"}},{"id":"496274","reference":"AQW 50572/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-01","answerBy":"2026-09-16","answered":"2026-10-06","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 49362/22-27, to detail any steps he will take to address the lack of data recorded in relation to the number of patients with functional neurological disorder.","answerText":"Precise numbers of patients with Functional Neurological Disorder (FND) are not currently available due to limitations in existing coding and data collection arrangements.\n\nMy Department's Regional Review of Neurology Services recognised the need to improve the collection and use of neurology data. Specifically, the Review recommends that data capture within neurology should be broadened and developed across Health and Social Care Trusts, including enhanced recording and coding of diagnoses, interventions and clinical activity.\n\nThe Review also notes that improved data collection will support service planning, risk stratification and performance monitoring, and highlights the opportunities presented by the implementation of Encompass to strengthen the quality and consistency of information available.\n\nWork would therefore be taken forward through the forthcoming implementation arrangements associated with the Regional Review of Neurology Services to improve neurology data collection and reporting. As this work progresses, it will help provide a clearer understanding of demand for services, including for people living with FND.\n\nMy Department is now preparing to publish the Review’s consultation analysis report and progress the next steps for implementation as soon as possible, despite the significant budget challenges that face the Health and Social Care system. However, my officials will continue to consider opportunities arising from Encompass and related data improvement initiatives to enhance the recording of neurological conditions, including FND.","answerHtml":"Precise numbers of patients with Functional Neurological Disorder (FND) are not currently available due to limitations in existing coding and data collection arrangements.
My Department's Regional Review of Neurology Services recognised the need to improve the collection and use of neurology data. Specifically, the Review recommends that data capture within neurology should be broadened and developed across Health and Social Care Trusts, including enhanced recording and coding of diagnoses, interventions and clinical activity.
The Review also notes that improved data collection will support service planning, risk stratification and performance monitoring, and highlights the opportunities presented by the implementation of Encompass to strengthen the quality and consistency of information available.
Work would therefore be taken forward through the forthcoming implementation arrangements associated with the Regional Review of Neurology Services to improve neurology data collection and reporting. As this work progresses, it will help provide a clearer understanding of demand for services, including for people living with FND.
My Department is now preparing to publish the Review’s consultation analysis report and progress the next steps for implementation as soon as possible, despite the significant budget challenges that face the Health and Social Care system. However, my officials will continue to consider opportunities arising from Encompass and related data improvement initiatives to enhance the recording of neurological conditions, including FND.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050572%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496274","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496274"}},{"id":"496273","reference":"AQW 50571/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-01","answerBy":"2026-09-16","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the current waiting time for access to Child and Adolescent Mental Health Services, in the South Eastern Health and Social Care Trust.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050571%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496273","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496273"}},{"id":"496272","reference":"AQW 50570/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-01","answerBy":"2026-09-16","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any steps he is taking to reduce waiting times for access to Child and Adolescent Mental Health Services.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050570%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=496272","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=496272"}},{"id":"496271","reference":"AQW 50569/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-09-01","answerBy":"2026-09-16","answered":"2026-09-22","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of current therapist vacancies that are open, in Child and Adolescent Mental Health Services.","answerText":"Current vacancies are set out below:\n\nBelfast Trust and South Eastern Trust\n\nProfession\tVacancies\n(WTE)\nB5 Emotional Wellbeing Practitioner\t1.00\nB6 Mental Health Practitioner\t5.00\nB6 Nurse\t1.00\nB7 Family Therapist\t1.00\nConsultant Psychiatrist\t1.00\n8c Clinical Psychologist\t0.80\n\nAll identified vacant posts are being managed via robust recruitment processes with BSO input.\n\nNorthern Trust\n\nProfession\tVacancies\n(WTE)\nB4 Social Services\t0.30\nB5 Social Services\t1.00\nB6 Social Services\t5.35\nB8a Administration\t1.00\nB8a Clinical Psychologist\t0.15\nConsultant\t1.13\nSpecialty Registrar Full M241\t2.00\nB7 Nurse\t5.02\nB7 Occupational Therapy\t1.65\nB7 Dietician\t0.38\nB5 Occupational Therapy\t1.00\nGrand Total\t16.72\n\nTrust has provided vacancy data on all grades/ professions within CAMHS.\n\nSouthern Trust\n\nProfession\tVacancies (WTE)\nBand 7 Senior Mental Health Practitioner\t1.00\nBand 7 CAMHS ID Senior Practitioner\t1.00\nBand 6 CAMHS ID Practitioner\t1.00\nBand 5 CAMHS Nurse\t1.00\n\nWestern Trust\n\nProfession\tVacancies (WTE)\nBand 5 Psychology Assistant\t1.00\nBand 6 Mental Health Practitioner\t4.82\nBand 8a Family Therapist\t1.00","answerHtml":"Current vacancies are set out below:
Belfast Trust and South Eastern Trust
| Profession | Vacancies (WTE) |
| B5 Emotional Wellbeing Practitioner | 1.00 |
| B6 Mental Health Practitioner | 5.00 |
| B6 Nurse | 1.00 |
| B7 Family Therapist | 1.00 |
| Consultant Psychiatrist | 1.00 |
| 8c Clinical Psychologist | 0.80 |
All identified vacant posts are being managed via robust recruitment processes with BSO input.
Northern Trust
| Profession | Vacancies (WTE) |
| B4 Social Services | 0.30 |
| B5 Social Services | 1.00 |
| B6 Social Services | 5.35 |
| B8a Administration | 1.00 |
| B8a Clinical Psychologist | 0.15 |
| Consultant | 1.13 |
| Specialty Registrar Full M241 | 2.00 |
| B7 Nurse | 5.02 |
| B7 Occupational Therapy | 1.65 |
| B7 Dietician | 0.38 |
| B5 Occupational Therapy | 1.00 |
| Grand Total | 16.72 |
Trust has provided vacancy data on all grades/ professions within CAMHS.
Southern Trust
| Profession | Vacancies (WTE) |
| Band 7 Senior Mental Health Practitioner | 1.00 |
| Band 7 CAMHS ID Senior Practitioner | 1.00 |
| Band 6 CAMHS ID Practitioner | 1.00 |
| Band 5 CAMHS Nurse | 1.00 |
Western Trust
| Profession | Vacancies (WTE) |
| Band 5 Psychology Assistant | 1.00 |
| Band 6 Mental Health Practitioner | 4.82 |
| Band 8a Family Therapist | 1.00 |
As with all Subject Working Groups (SWGs), the modern languages group considered a range of relevant literature and research as it developed the subject framework for consultation.
In addition, all groups considered materials on international models, current curriculum context and information from an open survey of practitioners and academics.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050288%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=493899","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=493899"}},{"id":"493898","reference":"AQW 50287/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-07-02","answerBy":"2026-07-21","answered":"2026-08-06","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to detail when the review of the policy framework for Community Asset Transfers will be published.","answerText":"A review of the policy framework for Community Asset Transfer is not being taken forward at this time. My Department is instead undertaking a technical evaluation of the wider Community Asset Transfer landscape to identify opportunities to improve its effectiveness.\n\nThis is an internal evaluation rather than a review of the policy framework and a stakeholder reference group chaired by Development Trusts NI and comprising representatives from across the public and Voluntary and Community Sector has informed the evaluation throughout.\n\nThe evaluation remains ongoing, and my Department will consider the findings and determine the appropriate next steps once it has concluded.","answerHtml":"A review of the policy framework for Community Asset Transfer is not being taken forward at this time. My Department is instead undertaking a technical evaluation of the wider Community Asset Transfer landscape to identify opportunities to improve its effectiveness.
This is an internal evaluation rather than a review of the policy framework and a stakeholder reference group chaired by Development Trusts NI and comprising representatives from across the public and Voluntary and Community Sector has informed the evaluation throughout.
The evaluation remains ongoing, and my Department will consider the findings and determine the appropriate next steps once it has concluded.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2050287%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=493898","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=493898"}},{"id":"493214","reference":"AQW 49833/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-29","answerBy":"2026-07-16","answered":"2026-07-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail to what extent the work of the recently appointed Behaviour Tsar will draw on international best practice in relation to (i) nurture-based approaches; (ii) restorative practice; and (iii) relational approaches to learning.","answerText":"Tom Bennett OBE has been appointed as an independent expert to lead the Departmental Review of Behaviour Policy. The review is at an early stage and will take an evidence‑informed approach, drawing on a range of sources, including research and engagement with schools and stakeholders, as it progresses.\n\nThe review will have regard to relevant international best practice where appropriate.","answerHtml":"Tom Bennett OBE has been appointed as an independent expert to lead the Departmental Review of Behaviour Policy. The review is at an early stage and will take an evidence‑informed approach, drawing on a range of sources, including research and engagement with schools and stakeholders, as it progresses.
The review will have regard to relevant international best practice where appropriate.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049833%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=493214","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=493214"}},{"id":"493213","reference":"AQW 49832/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-29","answerBy":"2026-07-16","answered":"2026-07-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any amount of resource budget allocated to the work of the recently appointed Behaviour Tsar.","answerText":"The Department has allocated £80,000 of resource budget to support the work of Tom Bennett OBE, the independent expert appointed to lead the Departmental Review of Behaviour Policy.","answerHtml":"The Department has allocated £80,000 of resource budget to support the work of Tom Bennett OBE, the independent expert appointed to lead the Departmental Review of Behaviour Policy.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049832%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=493213","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=493213"}},{"id":"492713","reference":"AQW 49589/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-25","answerBy":"2026-06-30","answered":"2026-06-29","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the Pathway Fund budget for 2026-2027; and (ii) any engagement he has had with organisations currently in receipt of Pathway Funding, to ensure continuity of funding","answerText":"The Pathway Fund is partially funded through the budget my Department receives from the Executive for the Early Learning and Childcare (ELC) Strategy. Unfortunately, Executive budgets for 2026-27, including ELC amounts, have not yet been agreed. I am currently engaging with my Executive colleagues to seek their urgent agreement for the required funding.\n\nIn the absence of a final agreed Executive budget and to ensure vital services provided by the Pathway Fund are protected, I approved funding for the first quarter of the 2026-27 financial year. I have since approved funding for a further quarter, extending support until the end of September 2026. My officials have directed the fund administrator (Early Years) to notify Pathway recipients of their continuation awards.","answerHtml":"The Pathway Fund is partially funded through the budget my Department receives from the Executive for the Early Learning and Childcare (ELC) Strategy. Unfortunately, Executive budgets for 2026-27, including ELC amounts, have not yet been agreed. I am currently engaging with my Executive colleagues to seek their urgent agreement for the required funding.
In the absence of a final agreed Executive budget and to ensure vital services provided by the Pathway Fund are protected, I approved funding for the first quarter of the 2026-27 financial year. I have since approved funding for a further quarter, extending support until the end of September 2026. My officials have directed the fund administrator (Early Years) to notify Pathway recipients of their continuation awards.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049589%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=492713","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=492713"}},{"id":"492464","reference":"AQW 49476/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-24","answerBy":"2026-07-09","answered":"2026-07-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any work undertaken by his Department regarding (i) the introduction of a cost cap on school uniform costs; and (ii) a public consultation on a cost cap on school uniform costs.","answerText":"My officials are currently monitoring adherence to the School Uniforms Guidelines with an analysis of the exercise yet to be completed. Once officials have assessed the impact of the statutory guidelines, we will be better placed to determine appropriate next steps, including consideration of any cap on cost or number of branded items.\n\nSection 5 of the School Uniforms (Guidelines and Allowances) Act (Northern Ireland) 2026 which provides for the capping of expenses to be covered in School Uniforms Guidelines is not yet in operation.","answerHtml":"My officials are currently monitoring adherence to the School Uniforms Guidelines with an analysis of the exercise yet to be completed. Once officials have assessed the impact of the statutory guidelines, we will be better placed to determine appropriate next steps, including consideration of any cap on cost or number of branded items.
Section 5 of the School Uniforms (Guidelines and Allowances) Act (Northern Ireland) 2026 which provides for the capping of expenses to be covered in School Uniforms Guidelines is not yet in operation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049476%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=492464","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=492464"}},{"id":"492463","reference":"AQW 49475/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-24","answerBy":"2026-07-09","answered":"2026-07-21","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether he has any plans to develop a new lung health strategy.","answerText":"Department of Health officials and PHA staff are currently undertaking work to improve respiratory services across the region.\n\nTo date this has included, the establishment of a new Northern Ireland Respiratory Forum, which includes representatives from DoH, PHA, NIAS, Healthcare Professionals, Trust Management and Charities.\n\nImprovement plans are being developed and key areas of focus include:\n\nAdult asthma\n\nInterstitial lung disease\n\nPrimary care and diagnostics\n\nChronic obstructive pulmonary disease\n\nOxygen therapy\n\nBronchiectasis\n\nSleep Apnoea\n\nNon-Invasive Ventilation\n\nMy Department will be responsible for developing the care pathways developed by these groups into commissioning intentions for funding in the future, whilst also implementing system changes that can be achieved without additional investment.","answerHtml":"Department of Health officials and PHA staff are currently undertaking work to improve respiratory services across the region.
To date this has included, the establishment of a new Northern Ireland Respiratory Forum, which includes representatives from DoH, PHA, NIAS, Healthcare Professionals, Trust Management and Charities.
Improvement plans are being developed and key areas of focus include:
Adult asthma
Interstitial lung disease
Primary care and diagnostics
Chronic obstructive pulmonary disease
Oxygen therapy
Bronchiectasis
Sleep Apnoea
Non-Invasive Ventilation
My Department will be responsible for developing the care pathways developed by these groups into commissioning intentions for funding in the future, whilst also implementing system changes that can be achieved without additional investment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049475%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=492463","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=492463"}},{"id":"492462","reference":"AQW 49474/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-24","answerBy":"2026-07-09","answered":"2026-08-03","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the roll-out of targeted lung screening for people aged between 55 and 74 with a history of smoking, as recommended by the UK National Screening Committee in 2022.","answerText":"I have recently agreed that funding is provided to establish a team to commence planning work this year. This team will take forward work at a regional level to plan for a targeted lung screening programme (including additional diagnostic, pathways for incidental findings and treatment services). It will also assess potential resource implications for the delivery of this programme within the current and future budgetary constraints.","answerHtml":"I have recently agreed that funding is provided to establish a team to commence planning work this year. This team will take forward work at a regional level to plan for a targeted lung screening programme (including additional diagnostic, pathways for incidental findings and treatment services). It will also assess potential resource implications for the delivery of this programme within the current and future budgetary constraints.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049474%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=492462","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=492462"}},{"id":"492128","reference":"AQW 49366/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-23","answerBy":"2026-07-08","answered":"2026-08-05","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any local services that patients with functional neurological disorder are signposted to at the point of diagnosis.","answerText":"Precise numbers of patients with a diagnosis of functional neurological disorder (FND) are not currently captured due to limitations in coding and data systems. My Department’s Review estimates there are several thousand people in Northern Ireland with FND.\n\nIn regards to diagnostic pathways, I would confirm that strong evidence exists to guide best practice and that FND is one of the condition-specific pathways the Review report recommends is finalised within the first two years of implementation.\n\nLikewise, for treatment, the evidence base is well-established and will be taken forward as one of the condition-specific pathways referred above. However, the service infrastructure to operate it in Northern Ireland is not yet resourced.\n\nConcerning recommendations on FND, the Review report proposes a range of actions which, if implemented, will have a significant impact on improving timely and equitable access to care and support for all people with a neurological condition, including FND. These include:\n\nThe establishment of Local Neurology Teams with a focus on rehabilitation, and symptom management in a community setting;\n\nThe establishment of referral management services in each Trust area to support GPs to manage patients in a primary care setting where appropriate; and\n\nA commitment to multi-disciplinary working.\n\nIn regard to signposting options, these are limited and one of the gaps the Review’s recommendations are designed to close. In this context, people with FND are generally referred to community and voluntary sector organisations such as FND Matters Northern Ireland (NI) for support.\n\nYou should be aware that progress on implementing the Review’ recommendations will be dependent on securing additional investment and expanding the neurology workforce, which will be challenging given existing budgetary and resourcing challenges.","answerHtml":"Precise numbers of patients with a diagnosis of functional neurological disorder (FND) are not currently captured due to limitations in coding and data systems. My Department’s Review estimates there are several thousand people in Northern Ireland with FND.
In regards to diagnostic pathways, I would confirm that strong evidence exists to guide best practice and that FND is one of the condition-specific pathways the Review report recommends is finalised within the first two years of implementation.
Likewise, for treatment, the evidence base is well-established and will be taken forward as one of the condition-specific pathways referred above. However, the service infrastructure to operate it in Northern Ireland is not yet resourced.
Concerning recommendations on FND, the Review report proposes a range of actions which, if implemented, will have a significant impact on improving timely and equitable access to care and support for all people with a neurological condition, including FND. These include:
The establishment of Local Neurology Teams with a focus on rehabilitation, and symptom management in a community setting;
The establishment of referral management services in each Trust area to support GPs to manage patients in a primary care setting where appropriate; and
A commitment to multi-disciplinary working.
In regard to signposting options, these are limited and one of the gaps the Review’s recommendations are designed to close. In this context, people with FND are generally referred to community and voluntary sector organisations such as FND Matters Northern Ireland (NI) for support.
You should be aware that progress on implementing the Review’ recommendations will be dependent on securing additional investment and expanding the neurology workforce, which will be challenging given existing budgetary and resourcing challenges.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049366%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=492128","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=492128"}},{"id":"492127","reference":"AQW 49365/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-23","answerBy":"2026-07-08","answered":"2026-08-05","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any recommendations relating to functional neurological disorder contained in the Review of Neurology Services, including any actions taken on these recommendations to date.","answerText":"Precise numbers of patients with a diagnosis of functional neurological disorder (FND) are not currently captured due to limitations in coding and data systems. My Department’s Review estimates there are several thousand people in Northern Ireland with FND.\n\nIn regards to diagnostic pathways, I would confirm that strong evidence exists to guide best practice and that FND is one of the condition-specific pathways the Review report recommends is finalised within the first two years of implementation.\n\nLikewise, for treatment, the evidence base is well-established and will be taken forward as one of the condition-specific pathways referred above. However, the service infrastructure to operate it in Northern Ireland is not yet resourced.\n\nConcerning recommendations on FND, the Review report proposes a range of actions which, if implemented, will have a significant impact on improving timely and equitable access to care and support for all people with a neurological condition, including FND. These include:\n\nThe establishment of Local Neurology Teams with a focus on rehabilitation, and symptom management in a community setting;\n\nThe establishment of referral management services in each Trust area to support GPs to manage patients in a primary care setting where appropriate; and\n\nA commitment to multi-disciplinary working.\n\nIn regard to signposting options, these are limited and one of the gaps the Review’s recommendations are designed to close. In this context, people with FND are generally referred to community and voluntary sector organisations such as FND Matters Northern Ireland (NI) for support.\n\nYou should be aware that progress on implementing the Review’ recommendations will be dependent on securing additional investment and expanding the neurology workforce, which will be challenging given existing budgetary and resourcing challenges.","answerHtml":"Precise numbers of patients with a diagnosis of functional neurological disorder (FND) are not currently captured due to limitations in coding and data systems. My Department’s Review estimates there are several thousand people in Northern Ireland with FND.
In regards to diagnostic pathways, I would confirm that strong evidence exists to guide best practice and that FND is one of the condition-specific pathways the Review report recommends is finalised within the first two years of implementation.
Likewise, for treatment, the evidence base is well-established and will be taken forward as one of the condition-specific pathways referred above. However, the service infrastructure to operate it in Northern Ireland is not yet resourced.
Concerning recommendations on FND, the Review report proposes a range of actions which, if implemented, will have a significant impact on improving timely and equitable access to care and support for all people with a neurological condition, including FND. These include:
The establishment of Local Neurology Teams with a focus on rehabilitation, and symptom management in a community setting;
The establishment of referral management services in each Trust area to support GPs to manage patients in a primary care setting where appropriate; and
A commitment to multi-disciplinary working.
In regard to signposting options, these are limited and one of the gaps the Review’s recommendations are designed to close. In this context, people with FND are generally referred to community and voluntary sector organisations such as FND Matters Northern Ireland (NI) for support.
You should be aware that progress on implementing the Review’ recommendations will be dependent on securing additional investment and expanding the neurology workforce, which will be challenging given existing budgetary and resourcing challenges.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049365%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=492127","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=492127"}},{"id":"492126","reference":"AQW 49364/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-23","answerBy":"2026-07-08","answered":"2026-08-05","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether there is a treatment pathway for patients with functional neurological disorder.","answerText":"Precise numbers of patients with a diagnosis of functional neurological disorder (FND) are not currently captured due to limitations in coding and data systems. My Department’s Review estimates there are several thousand people in Northern Ireland with FND.\n\nIn regards to diagnostic pathways, I would confirm that strong evidence exists to guide best practice and that FND is one of the condition-specific pathways the Review report recommends is finalised within the first two years of implementation.\n\nLikewise, for treatment, the evidence base is well-established and will be taken forward as one of the condition-specific pathways referred above. However, the service infrastructure to operate it in Northern Ireland is not yet resourced.\n\nConcerning recommendations on FND, the Review report proposes a range of actions which, if implemented, will have a significant impact on improving timely and equitable access to care and support for all people with a neurological condition, including FND. These include:\n\nThe establishment of Local Neurology Teams with a focus on rehabilitation, and symptom management in a community setting;\n\nThe establishment of referral management services in each Trust area to support GPs to manage patients in a primary care setting where appropriate; and\n\nA commitment to multi-disciplinary working.\n\nIn regard to signposting options, these are limited and one of the gaps the Review’s recommendations are designed to close. In this context, people with FND are generally referred to community and voluntary sector organisations such as FND Matters Northern Ireland (NI) for support.\n\nYou should be aware that progress on implementing the Review’ recommendations will be dependent on securing additional investment and expanding the neurology workforce, which will be challenging given existing budgetary and resourcing challenges.","answerHtml":"Precise numbers of patients with a diagnosis of functional neurological disorder (FND) are not currently captured due to limitations in coding and data systems. My Department’s Review estimates there are several thousand people in Northern Ireland with FND.
In regards to diagnostic pathways, I would confirm that strong evidence exists to guide best practice and that FND is one of the condition-specific pathways the Review report recommends is finalised within the first two years of implementation.
Likewise, for treatment, the evidence base is well-established and will be taken forward as one of the condition-specific pathways referred above. However, the service infrastructure to operate it in Northern Ireland is not yet resourced.
Concerning recommendations on FND, the Review report proposes a range of actions which, if implemented, will have a significant impact on improving timely and equitable access to care and support for all people with a neurological condition, including FND. These include:
The establishment of Local Neurology Teams with a focus on rehabilitation, and symptom management in a community setting;
The establishment of referral management services in each Trust area to support GPs to manage patients in a primary care setting where appropriate; and
A commitment to multi-disciplinary working.
In regard to signposting options, these are limited and one of the gaps the Review’s recommendations are designed to close. In this context, people with FND are generally referred to community and voluntary sector organisations such as FND Matters Northern Ireland (NI) for support.
You should be aware that progress on implementing the Review’ recommendations will be dependent on securing additional investment and expanding the neurology workforce, which will be challenging given existing budgetary and resourcing challenges.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049364%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=492126","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=492126"}},{"id":"492125","reference":"AQW 49363/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-23","answerBy":"2026-07-08","answered":"2026-08-05","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether there is a diagnostic pathway for functional neurological disorder.","answerText":"Precise numbers of patients with a diagnosis of functional neurological disorder (FND) are not currently captured due to limitations in coding and data systems. My Department’s Review estimates there are several thousand people in Northern Ireland with FND.\n\nIn regards to diagnostic pathways, I would confirm that strong evidence exists to guide best practice and that FND is one of the condition-specific pathways the Review report recommends is finalised within the first two years of implementation.\n\nLikewise, for treatment, the evidence base is well-established and will be taken forward as one of the condition-specific pathways referred above. However, the service infrastructure to operate it in Northern Ireland is not yet resourced.\n\nConcerning recommendations on FND, the Review report proposes a range of actions which, if implemented, will have a significant impact on improving timely and equitable access to care and support for all people with a neurological condition, including FND. These include:\n\nThe establishment of Local Neurology Teams with a focus on rehabilitation, and symptom management in a community setting;\n\nThe establishment of referral management services in each Trust area to support GPs to manage patients in a primary care setting where appropriate; and\n\nA commitment to multi-disciplinary working.\n\nIn regard to signposting options, these are limited and one of the gaps the Review’s recommendations are designed to close. In this context, people with FND are generally referred to community and voluntary sector organisations such as FND Matters Northern Ireland (NI) for support.\n\nYou should be aware that progress on implementing the Review’ recommendations will be dependent on securing additional investment and expanding the neurology workforce, which will be challenging given existing budgetary and resourcing challenges.","answerHtml":"Precise numbers of patients with a diagnosis of functional neurological disorder (FND) are not currently captured due to limitations in coding and data systems. My Department’s Review estimates there are several thousand people in Northern Ireland with FND.
In regards to diagnostic pathways, I would confirm that strong evidence exists to guide best practice and that FND is one of the condition-specific pathways the Review report recommends is finalised within the first two years of implementation.
Likewise, for treatment, the evidence base is well-established and will be taken forward as one of the condition-specific pathways referred above. However, the service infrastructure to operate it in Northern Ireland is not yet resourced.
Concerning recommendations on FND, the Review report proposes a range of actions which, if implemented, will have a significant impact on improving timely and equitable access to care and support for all people with a neurological condition, including FND. These include:
The establishment of Local Neurology Teams with a focus on rehabilitation, and symptom management in a community setting;
The establishment of referral management services in each Trust area to support GPs to manage patients in a primary care setting where appropriate; and
A commitment to multi-disciplinary working.
In regard to signposting options, these are limited and one of the gaps the Review’s recommendations are designed to close. In this context, people with FND are generally referred to community and voluntary sector organisations such as FND Matters Northern Ireland (NI) for support.
You should be aware that progress on implementing the Review’ recommendations will be dependent on securing additional investment and expanding the neurology workforce, which will be challenging given existing budgetary and resourcing challenges.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049363%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=492125","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=492125"}},{"id":"492124","reference":"AQW 49362/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-23","answerBy":"2026-07-08","answered":"2026-08-05","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether the number of patients with a diagnosis of functional neurological disorder is recorded.","answerText":"Precise numbers of patients with a diagnosis of functional neurological disorder (FND) are not currently captured due to limitations in coding and data systems. My Department’s Review estimates there are several thousand people in Northern Ireland with FND.\n\nIn regards to diagnostic pathways, I would confirm that strong evidence exists to guide best practice and that FND is one of the condition-specific pathways the Review report recommends is finalised within the first two years of implementation.\n\nLikewise, for treatment, the evidence base is well-established and will be taken forward as one of the condition-specific pathways referred above. However, the service infrastructure to operate it in Northern Ireland is not yet resourced.\n\nConcerning recommendations on FND, the Review report proposes a range of actions which, if implemented, will have a significant impact on improving timely and equitable access to care and support for all people with a neurological condition, including FND. These include:\n\nThe establishment of Local Neurology Teams with a focus on rehabilitation, and symptom management in a community setting;\n\nThe establishment of referral management services in each Trust area to support GPs to manage patients in a primary care setting where appropriate; and\n\nA commitment to multi-disciplinary working.\n\nIn regard to signposting options, these are limited and one of the gaps the Review’s recommendations are designed to close. In this context, people with FND are generally referred to community and voluntary sector organisations such as FND Matters Northern Ireland (NI) for support.\n\nYou should be aware that progress on implementing the Review’ recommendations will be dependent on securing additional investment and expanding the neurology workforce, which will be challenging given existing budgetary and resourcing challenges.","answerHtml":"Precise numbers of patients with a diagnosis of functional neurological disorder (FND) are not currently captured due to limitations in coding and data systems. My Department’s Review estimates there are several thousand people in Northern Ireland with FND.
In regards to diagnostic pathways, I would confirm that strong evidence exists to guide best practice and that FND is one of the condition-specific pathways the Review report recommends is finalised within the first two years of implementation.
Likewise, for treatment, the evidence base is well-established and will be taken forward as one of the condition-specific pathways referred above. However, the service infrastructure to operate it in Northern Ireland is not yet resourced.
Concerning recommendations on FND, the Review report proposes a range of actions which, if implemented, will have a significant impact on improving timely and equitable access to care and support for all people with a neurological condition, including FND. These include:
The establishment of Local Neurology Teams with a focus on rehabilitation, and symptom management in a community setting;
The establishment of referral management services in each Trust area to support GPs to manage patients in a primary care setting where appropriate; and
A commitment to multi-disciplinary working.
In regard to signposting options, these are limited and one of the gaps the Review’s recommendations are designed to close. In this context, people with FND are generally referred to community and voluntary sector organisations such as FND Matters Northern Ireland (NI) for support.
You should be aware that progress on implementing the Review’ recommendations will be dependent on securing additional investment and expanding the neurology workforce, which will be challenging given existing budgetary and resourcing challenges.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049362%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=492124","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=492124"}},{"id":"491757","reference":"AQW 49235/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-22","answerBy":"2026-07-07","answered":"2026-06-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to roll out the RAISE Programme in localities across Northern Ireland to invest in, monitor and evaluate whole community and place-based approaches to raise achievement and reduce educational disadvantage; and (ii) any cost incurred as a result of this action.","answerText":"The RAISE Programme is present in 18 localities across Northern Ireland and consists of two key elements, Locality Led Projects and Cross-cutting Initiatives.\n\nFollowing the first call for Locality Led Projects, 65 projects are advancing with project delivery. A second call for Locality Led Projects closed in April and a further 42 projects have been successful and are aiming to begin delivery from September 2026 onwards, depending on agreeing Letters of Offer.\n\nThe Department issued a separate call for proposals to deliver Home School Community Connection projects that closed in April. These projects are aimed at enhancing links between home, school and the community in the RAISE localities that prioritised these objectives in their Strategic Area Plans. Successful projects will aim to begin delivery from September 2026 onwards.\n\nA series of Cross-cutting Initiatives that complement Locality Led Projects and provide additional opportunities to tackle key common issues are also being progressed. These will span RAISE localities and beyond and are at different stages of development. Those currently in the delivery phase are:\n\nThe Reading with AI Research Project – A total of 114 schools have participated, involving 469 classes and 8,426 pupils, in Years 3, 5, 7, and 8. A research report detailing impact is currently in the works.\n\nThe Holiday Revision Support Programme - 60 schools provided revision support during the Halloween 2025 holidays, and over 100 schools provided support over the Easter 2026 holidays. The programme has been renewed for the 2026/27 academic year and expressions of interest have been collected from schools.\n\nThe Online Science of Learning Programme – 200 schools and 800 teachers registered to the Classroom Excellence Programme.\n\nScoil Spreagtha - Officially relaunched on 26 January and currently reaching 104 schools, 931 teachers and more than 20,000 pupils.\n\nCollaborative Professional Learning Clusters - Applications from all eligible schools have been received and will be assessed.\n\nRAISE Active Schools Programme - The multisport programme for primary schools has launched, the 96 primary schools participating in the project were notified on 9 June 2026.\n\nAlternative Education Models Pilot - Queen’s University, Belfast, has been appointed to take forward the research element of this Cross-cutting Initiative and work is now underway. The two small-scale pilots to test potential approaches are being developed.\n\nThe remaining Cross-cutting Initiatives are in development and will be delivered during the 2026/27 academic year.\n\nThe National Children’s Bureau in partnership with Queen’s University Belfast have been appointed as the RAISE Programme’s Independent Evaluator to examine if the Programme is making a positive impact for children and young people.\n\n€20m (Circa £16.7m) has been secured from the Shared Island Fund for the RAISE Programme. This will enable the Department to deliver the Programme and the projects and initiatives flowing from it through until 31 August 2027. There is a potential for a further two years of funding, but this is dependent on positive evaluation of the first two years of the Programme.","answerHtml":"The RAISE Programme is present in 18 localities across Northern Ireland and consists of two key elements, Locality Led Projects and Cross-cutting Initiatives.
Following the first call for Locality Led Projects, 65 projects are advancing with project delivery. A second call for Locality Led Projects closed in April and a further 42 projects have been successful and are aiming to begin delivery from September 2026 onwards, depending on agreeing Letters of Offer.
The Department issued a separate call for proposals to deliver Home School Community Connection projects that closed in April. These projects are aimed at enhancing links between home, school and the community in the RAISE localities that prioritised these objectives in their Strategic Area Plans. Successful projects will aim to begin delivery from September 2026 onwards.
A series of Cross-cutting Initiatives that complement Locality Led Projects and provide additional opportunities to tackle key common issues are also being progressed. These will span RAISE localities and beyond and are at different stages of development. Those currently in the delivery phase are:
The Reading with AI Research Project – A total of 114 schools have participated, involving 469 classes and 8,426 pupils, in Years 3, 5, 7, and 8. A research report detailing impact is currently in the works.
The Holiday Revision Support Programme - 60 schools provided revision support during the Halloween 2025 holidays, and over 100 schools provided support over the Easter 2026 holidays. The programme has been renewed for the 2026/27 academic year and expressions of interest have been collected from schools.
The Online Science of Learning Programme – 200 schools and 800 teachers registered to the Classroom Excellence Programme.
Scoil Spreagtha - Officially relaunched on 26 January and currently reaching 104 schools, 931 teachers and more than 20,000 pupils.
Collaborative Professional Learning Clusters - Applications from all eligible schools have been received and will be assessed.
RAISE Active Schools Programme - The multisport programme for primary schools has launched, the 96 primary schools participating in the project were notified on 9 June 2026.
Alternative Education Models Pilot - Queen’s University, Belfast, has been appointed to take forward the research element of this Cross-cutting Initiative and work is now underway. The two small-scale pilots to test potential approaches are being developed.
The remaining Cross-cutting Initiatives are in development and will be delivered during the 2026/27 academic year.
The National Children’s Bureau in partnership with Queen’s University Belfast have been appointed as the RAISE Programme’s Independent Evaluator to examine if the Programme is making a positive impact for children and young people.
€20m (Circa £16.7m) has been secured from the Shared Island Fund for the RAISE Programme. This will enable the Department to deliver the Programme and the projects and initiatives flowing from it through until 31 August 2027. There is a potential for a further two years of funding, but this is dependent on positive evaluation of the first two years of the Programme.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049235%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491757","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491757"}},{"id":"491756","reference":"AQW 49234/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-22","answerBy":"2026-07-07","answered":"2026-07-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to carry out a comprehensive review of all funding targeted at tackling educational disadvantage to ensure it is evidence informed and well targeted; and (ii) any cost incurred as a result of this action.","answerText":"A review of funding targeted at tackling educational disadvantage will be taken forward in conjunction with a wider review of the Common Funding Formula.","answerHtml":"A review of funding targeted at tackling educational disadvantage will be taken forward in conjunction with a wider review of the Common Funding Formula.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049234%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491756","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491756"}},{"id":"491755","reference":"AQW 49233/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-22","answerBy":"2026-07-07","answered":"2026-07-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to introduce legislation to provide for all learners to participate in education, apprenticeship or training until age 18; and (ii) any cost incurred as a result of this action.","answerText":"My Department has undertaken considerable work in relation to the development of the policy and legislation relating to the Post Compulsory School Age legislation. This includes direct engagement with a range of stakeholders including political parties, a public consultation which ran from April to July 2025 and working with the Office of Legislative Counsel to develop a Bill.\n\nThe Bill is now ready for introduction and I am currently waiting for approval to take this forward. September will now be the earliest this will happen.\n\nWithout taking into account the cost of officials engaging in this work, my Department has not incurred any additional costs.","answerHtml":"My Department has undertaken considerable work in relation to the development of the policy and legislation relating to the Post Compulsory School Age legislation. This includes direct engagement with a range of stakeholders including political parties, a public consultation which ran from April to July 2025 and working with the Office of Legislative Counsel to develop a Bill.
The Bill is now ready for introduction and I am currently waiting for approval to take this forward. September will now be the earliest this will happen.
Without taking into account the cost of officials engaging in this work, my Department has not incurred any additional costs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049233%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491755","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491755"}},{"id":"491754","reference":"AQW 49232/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-22","answerBy":"2026-07-07","answered":"2026-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to strengthen the provision of school-to-school support through a Northern Ireland Leaders of Education Programme; and (ii) any cost incurred as a result of this action.","answerText":"As outlined in the TransformED First Annual Progress Report and Updated Delivery Plan published in May 2026, within the next 12 months, I intend to introduce a new school improvement and support framework. A new school improvement policy is under development, and an extensive review of the Formal Intervention Process is nearing completion. My Department is also currently working on a recruitment exercise to second a number of experienced and high-performing school leaders into the role of System Leadership Partners (SLPs) from 1 September 2026. The SLPs will strengthen school-to-school support, providing high-quality peer mentoring and coaching, in addition to shaping and supporting the implementation of the reforms under the overall TransformED programme.\n\nThere have been no costs incurred as a result of these actions to date.","answerHtml":"As outlined in the TransformED First Annual Progress Report and Updated Delivery Plan published in May 2026, within the next 12 months, I intend to introduce a new school improvement and support framework. A new school improvement policy is under development, and an extensive review of the Formal Intervention Process is nearing completion. My Department is also currently working on a recruitment exercise to second a number of experienced and high-performing school leaders into the role of System Leadership Partners (SLPs) from 1 September 2026. The SLPs will strengthen school-to-school support, providing high-quality peer mentoring and coaching, in addition to shaping and supporting the implementation of the reforms under the overall TransformED programme.
There have been no costs incurred as a result of these actions to date.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049232%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491754","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491754"}},{"id":"491753","reference":"AQW 49231/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-22","answerBy":"2026-07-07","answered":"2026-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to develop a new school improvement policy to provide a framework to support schools in driving excellence and an improved model of external support when needed; and (ii) any cost incurred as a result of this action.","answerText":"As outlined in the TransformED First Annual Progress Report and Updated Delivery Plan published in May 2026, within the next 12 months, I intend to introduce a new school improvement and support framework. A new school improvement policy is under development, and an extensive review of the Formal Intervention Process is nearing completion. My Department is also currently working on a recruitment exercise to second a number of experienced and high-performing school leaders into the role of System Leadership Partners (SLPs) from 1 September 2026. The SLPs will strengthen school-to-school support, providing high-quality peer mentoring and coaching, in addition to shaping and supporting the implementation of the reforms under the overall TransformED programme.\n\nThere have been no costs incurred as a result of these actions to date.","answerHtml":"As outlined in the TransformED First Annual Progress Report and Updated Delivery Plan published in May 2026, within the next 12 months, I intend to introduce a new school improvement and support framework. A new school improvement policy is under development, and an extensive review of the Formal Intervention Process is nearing completion. My Department is also currently working on a recruitment exercise to second a number of experienced and high-performing school leaders into the role of System Leadership Partners (SLPs) from 1 September 2026. The SLPs will strengthen school-to-school support, providing high-quality peer mentoring and coaching, in addition to shaping and supporting the implementation of the reforms under the overall TransformED programme.
There have been no costs incurred as a result of these actions to date.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049231%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491753","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491753"}},{"id":"491505","reference":"AQW 49113/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-19","answerBy":"2026-07-06","answered":"2026-07-30","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance whether any consideration has been given to full rates exemption for post offices, given their unique economic and social contribution.","answerText":"I refer the Member to my answer to AQW 48444/22-27.","answerHtml":"I refer the Member to my answer to AQW 48444/22-27.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049113%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491505","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491505"}},{"id":"491504","reference":"AQW 49112/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-19","answerBy":"2026-07-06","answered":"2026-06-30","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance to detail any steps his Department is taking to ensure that post offices in Northern Ireland are not disadvantaged compared to those in other UK regions, due to differences in rates relief systems.","answerText":"I refer the Member to my answer to AQW 48443/22-27.","answerHtml":"I refer the Member to my answer to AQW 48443/22-27.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049112%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491504","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491504"}},{"id":"491503","reference":"AQW 49111/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-19","answerBy":"2026-07-06","answered":"2026-07-15","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, further to his recent announcement that £80 million will be ringfenced for waiting list and elective care capacity building activity during 2026-27, whether any of this funding (i) has been earmarked for diagnostic and screening services; and (ii) will be allocated more broadly across elective, diagnostic and screening capacity.","answerText":"Building core Health and Social Care (HSC) capacity is paramount to address the current capacity and demand gap. While good progress has been made over the last 12 months, further investment is required to sustain these improvements.\n\nProvision has been made within the £80m to increase elective capacity across a range of services including diagnostic imaging, cancer, paediatrics, stoke services and bowel screening. My department is working to finalise these investment plans and a detailed breakdown of the areas prioritised for investment will be shared publicly in due course.","answerHtml":"Building core Health and Social Care (HSC) capacity is paramount to address the current capacity and demand gap. While good progress has been made over the last 12 months, further investment is required to sustain these improvements.
Provision has been made within the £80m to increase elective capacity across a range of services including diagnostic imaging, cancer, paediatrics, stoke services and bowel screening. My department is working to finalise these investment plans and a detailed breakdown of the areas prioritised for investment will be shared publicly in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049111%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491503","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491503"}},{"id":"491502","reference":"AQW 49110/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-19","answerBy":"2026-07-06","answered":"2026-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the work of the joint project team who are working on a regional model to meet the complex healthcare needs of children and young people in special schools.","answerText":"The Departments of Education and Health, the Education Authority (EA), Health & Social Care Trusts and the Public Health Agency are working in collaboration with other key stakeholders to develop a new model of care to provide healthcare support for children and young people with complex healthcare needs in special schools.\n\nThis work has placed the needs of children and young people at its core with the development of a new model of care informed by understanding the lived experiences of the pupils, their families, school and health staff and clinicians.\n\nEngagement with children, parents and school staff, has taken place in special schools across Northern Ireland in recent weeks where views on the current delivery of healthcare support at school were sought. These events were supplemented by online engagement sessions to capture further views from parents and school staff. A series of engagement events with relevant health professionals, supported by the Patient Client Council, will be held during August.\n\nThe project team is in the process of commissioning an academic professional to undertake a scoping study of healthcare delivery models used in other regions of the UK and wider afield to help the working group to identity alternative approaches and examples of best practice that could inform future service development.","answerHtml":"The Departments of Education and Health, the Education Authority (EA), Health & Social Care Trusts and the Public Health Agency are working in collaboration with other key stakeholders to develop a new model of care to provide healthcare support for children and young people with complex healthcare needs in special schools.
This work has placed the needs of children and young people at its core with the development of a new model of care informed by understanding the lived experiences of the pupils, their families, school and health staff and clinicians.
Engagement with children, parents and school staff, has taken place in special schools across Northern Ireland in recent weeks where views on the current delivery of healthcare support at school were sought. These events were supplemented by online engagement sessions to capture further views from parents and school staff. A series of engagement events with relevant health professionals, supported by the Patient Client Council, will be held during August.
The project team is in the process of commissioning an academic professional to undertake a scoping study of healthcare delivery models used in other regions of the UK and wider afield to help the working group to identity alternative approaches and examples of best practice that could inform future service development.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049110%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491502","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491502"}},{"id":"491501","reference":"AQW 49109/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-19","answerBy":"2026-07-06","answered":"2026-07-10","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail when the budget for local Section Offices will be confirmed for the 2026-27 financial year, to allow capital projects to be planned for the reminder of the year.","answerText":"I have not taken any final budget decisions, as these will be subject to equality impact considerations and a final budget outcome for my Department. However, to aid forward planning, I have provided indicative capital allocations, subject to final budget agreement.\n\nOfficials are currently considering programmes for the 2026/27 financial year and these will be finalised once budgets are confirmed and will be included in my Department’s Annual Reports to each respective Council that will be published in due course.","answerHtml":"I have not taken any final budget decisions, as these will be subject to equality impact considerations and a final budget outcome for my Department. However, to aid forward planning, I have provided indicative capital allocations, subject to final budget agreement.
Officials are currently considering programmes for the 2026/27 financial year and these will be finalised once budgets are confirmed and will be included in my Department’s Annual Reports to each respective Council that will be published in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2049109%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491501","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491501"}},{"id":"491137","reference":"AQW 48982/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-18","answerBy":"2026-07-03","answered":"2026-06-30","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance whether he will consider expanding or enhancing Small Business Rates Relief for post offices, given their essential role in local communities.","answerText":"I refer the Member to my answer to AQW 48442/22-27.","answerHtml":"I refer the Member to my answer to AQW 48442/22-27.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048982%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491137","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491137"}},{"id":"491136","reference":"AQW 48981/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-18","answerBy":"2026-07-03","answered":"2026-06-30","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance whether any assessment has been made of the impact of current business rates on the sustainability of post offices, particularly smaller and rural branches.","answerText":"I refer the Member to my answer to AQW 48441/22-27.","answerHtml":"I refer the Member to my answer to AQW 48441/22-27.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048981%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491136","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491136"}},{"id":"491135","reference":"AQW 48980/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-18","answerBy":"2026-07-03","answered":"2026-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) any mandatory safeguarding actions that must be taken immediately following the arrest of a member of school staff; (ii) whether current guidance explicitly requires a formal risk assessment at that stage, including what is done with that risk assessment.","answerText":"The Department’s guidance ‘Dealing with Allegations of Abuse against a Member of Staff (DE Circular 2015/13)’ sets out the actions to be taken where an allegation of abuse is made against a member of school staff, including where an arrest has occurred.\n\nThe guidance requires that safeguarding considerations are treated as paramount. Immediate actions include ensuring that children are safeguarded; referral of the matter to the PSNI and Social Services in line with child protection procedures; notification of the employing authority and Board of Governors; and consideration of precautionary measures, including suspension or removal from duties involving contact with children, where necessary. Suspension is described as a neutral act and is considered where it is required to protect children or the integrity of the investigation.\n\nThe guidance does not explicitly require a formal, written risk assessment to be completed immediately following an arrest. However, it does require that employers and Boards of Governors assess risk when considering interim safeguarding measures. Such considerations inform decisions taken, are kept under review as circumstances change, and are handled appropriately and confidentially.","answerHtml":"The Department’s guidance ‘Dealing with Allegations of Abuse against a Member of Staff (DE Circular 2015/13)’ sets out the actions to be taken where an allegation of abuse is made against a member of school staff, including where an arrest has occurred.
The guidance requires that safeguarding considerations are treated as paramount. Immediate actions include ensuring that children are safeguarded; referral of the matter to the PSNI and Social Services in line with child protection procedures; notification of the employing authority and Board of Governors; and consideration of precautionary measures, including suspension or removal from duties involving contact with children, where necessary. Suspension is described as a neutral act and is considered where it is required to protect children or the integrity of the investigation.
The guidance does not explicitly require a formal, written risk assessment to be completed immediately following an arrest. However, it does require that employers and Boards of Governors assess risk when considering interim safeguarding measures. Such considerations inform decisions taken, are kept under review as circumstances change, and are handled appropriately and confidentially.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048980%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491135","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491135"}},{"id":"491134","reference":"AQW 48979/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-18","answerBy":"2026-07-03","answered":"2026-07-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how balance is determined between the need for confidentiality in ongoing safeguarding investigations when a member of staff has been arrested for sexual abuse crimes against children, and parents’ right to be informed of risks affecting their children.","answerText":"Where a school is advised that a member of staff has been arrested in connection with alleged child sexual abuse, school leaders must act in line with statutory safeguarding guidance.\n\nDecisions regarding confidentiality and any communication with parents are led by the investigating agencies, namely the Police Service of Northern Ireland and the relevant Health and Social Care Trust Gateway Service, to avoid compromising ongoing investigations while ensuring children are safeguarded.\n\nThe Education Authority’s Child Protection Support Service (CPSS) is available to provide advice and support to schools in managing these situations.","answerHtml":"Where a school is advised that a member of staff has been arrested in connection with alleged child sexual abuse, school leaders must act in line with statutory safeguarding guidance.
Decisions regarding confidentiality and any communication with parents are led by the investigating agencies, namely the Police Service of Northern Ireland and the relevant Health and Social Care Trust Gateway Service, to avoid compromising ongoing investigations while ensuring children are safeguarded.
The Education Authority’s Child Protection Support Service (CPSS) is available to provide advice and support to schools in managing these situations.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048979%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491134","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491134"}},{"id":"491133","reference":"AQW 48978/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-18","answerBy":"2026-07-03","answered":"2026-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) whether his Department has reviewed their safeguarding policy; and (ii) whether any changes are being considered, following recent cases involving sexual abuse of children by school staff.","answerText":"The Department of Education keeps its safeguarding guidance under regular review to ensure it remains robust and reflects best practice.\n\nThe department has completed a review of its safeguarding guidance for schools. This work has taken account of learning from recent cases and wider developments in safeguarding practice.\n\nUpdated guidance is currently being finalised and is scheduled for issue to schools in advance of the start of the September 2026 school year. The statutory duties and responsibilities on schools and employing authorities in respect of safeguarding and child protection remain unchanged.\n\nThe Department also continues to work closely with the Education Authority and the Council for Catholic Maintained Schools (CCMS) to ensure that safer recruitment practices are consistently applied across the education system, including rigorous pre-employment checks and clear procedures for managing safeguarding concerns.\n\nSafeguarding the welfare of children remains a paramount priority, and the department will continue to engage with key partners to strengthen arrangements where necessary.","answerHtml":"The Department of Education keeps its safeguarding guidance under regular review to ensure it remains robust and reflects best practice.
The department has completed a review of its safeguarding guidance for schools. This work has taken account of learning from recent cases and wider developments in safeguarding practice.
Updated guidance is currently being finalised and is scheduled for issue to schools in advance of the start of the September 2026 school year. The statutory duties and responsibilities on schools and employing authorities in respect of safeguarding and child protection remain unchanged.
The Department also continues to work closely with the Education Authority and the Council for Catholic Maintained Schools (CCMS) to ensure that safer recruitment practices are consistently applied across the education system, including rigorous pre-employment checks and clear procedures for managing safeguarding concerns.
Safeguarding the welfare of children remains a paramount priority, and the department will continue to engage with key partners to strengthen arrangements where necessary.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048978%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=491133","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=491133"}},{"id":"490883","reference":"AQW 48866/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-17","answerBy":"2026-07-02","answered":"2026-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to conduct a managed exploration of assessment innovation particularly regarding digital assessment; and (ii) any cost incurred as a result of this action.","answerText":"All the actions relating to qualifications within the TransformED strategy are being taken forward as part of the Department’s ongoing programme of qualifications reform.\n\nIn March 2026 the Department published the new policy framework for general qualifications. Details of the extensive consultation, engagement and research that informed this policy framework are set out in the consultation report, which was published in February 2026 and is available on the Department’s website; https://www.education-ni.gov.uk/sites/default/files/2026-02/Consultation Report - The Future of CCEA GCSE AS and A Level Qualifications_0.pdf.\n\nCCEA is now taking forward work to reform its GCSE and A level qualifications in line with this framework. As part of revising specifications, CCEA will be asked to consider opportunities for innovation in assessments, including digital assessments.\n\nThe Department’s TransformED Annual Progress Report and Updated Delivery Plan, published in May 2026 is available at the following link TransformED Progress Report v2.pdf, and highlights plans to consult later this year on a policy framework for vocational qualifications delivered in schools. Qualifications approved for teaching in schools, and the associated qualifications approvals process, will be reviewed once this policy framework is in place.\n\nThe total cost of delivering this work to date is £67k.","answerHtml":"All the actions relating to qualifications within the TransformED strategy are being taken forward as part of the Department’s ongoing programme of qualifications reform.
In March 2026 the Department published the new policy framework for general qualifications. Details of the extensive consultation, engagement and research that informed this policy framework are set out in the consultation report, which was published in February 2026 and is available on the Department’s website; https://www.education-ni.gov.uk/sites/default/files/2026-02/Consultation Report - The Future of CCEA GCSE AS and A Level Qualifications_0.pdf.
CCEA is now taking forward work to reform its GCSE and A level qualifications in line with this framework. As part of revising specifications, CCEA will be asked to consider opportunities for innovation in assessments, including digital assessments.
The Department’s TransformED Annual Progress Report and Updated Delivery Plan, published in May 2026 is available at the following link TransformED Progress Report v2.pdf, and highlights plans to consult later this year on a policy framework for vocational qualifications delivered in schools. Qualifications approved for teaching in schools, and the associated qualifications approvals process, will be reviewed once this policy framework is in place.
The total cost of delivering this work to date is £67k.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048866%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490883","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490883"}},{"id":"490882","reference":"AQW 48865/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-17","answerBy":"2026-07-02","answered":"2026-06-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to bring forward legislation to ensure that the statutory arrangements for inspection are robust and operate effectively in all circumstances; and (ii) any cost incurred as a result of this action.","answerText":"The Education Inspections Bill was formally introduced to the Assembly on 19 May 2026 and Second Stage completed on 1 June. The Bill is currently in Committee Stage. There have been no notable costs associated with this action.\n\nThis Bill is both critical and urgent. It will remove inspection from the context of industrial relations and restore stability to a vital accountability process. The motion to extend Committee Stage to 9 December, tabled without prior consultation with the Department, creates a significant risk to the progression of the Bill prior to the end of the mandate.\n\nI welcome the Member’s comments during the debate that 9 December is not a target and the Committee will seek to progress more quickly. I remain committed to working constructively with the Committee to support the timely passage of this Executive Bill.","answerHtml":"The Education Inspections Bill was formally introduced to the Assembly on 19 May 2026 and Second Stage completed on 1 June. The Bill is currently in Committee Stage. There have been no notable costs associated with this action.
This Bill is both critical and urgent. It will remove inspection from the context of industrial relations and restore stability to a vital accountability process. The motion to extend Committee Stage to 9 December, tabled without prior consultation with the Department, creates a significant risk to the progression of the Bill prior to the end of the mandate.
I welcome the Member’s comments during the debate that 9 December is not a target and the Committee will seek to progress more quickly. I remain committed to working constructively with the Committee to support the timely passage of this Executive Bill.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048865%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490882","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490882"}},{"id":"490881","reference":"AQW 48864/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-17","answerBy":"2026-07-02","answered":"2026-06-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to develop a coherent accountability framework to demonstrate value to government, taxpayers and parents and drive improvement through responsibility and answerability; and (ii) any cost incurred as a result of this action.","answerText":"Work to undertake a review of accountability arrangements is at an embryonic stage. Departmental officials have collated evidence on how accountability within the Northern Ireland education system has evolved over time, including identified strengths and areas for improvement.\n\nIn parallel, steps are being taken to commission independent research to establish a robust evidence base, drawing on accountability models from high-performing education systems that have demonstrably supported improvement.\n\nNo costs have been incurred to date.","answerHtml":"Work to undertake a review of accountability arrangements is at an embryonic stage. Departmental officials have collated evidence on how accountability within the Northern Ireland education system has evolved over time, including identified strengths and areas for improvement.
In parallel, steps are being taken to commission independent research to establish a robust evidence base, drawing on accountability models from high-performing education systems that have demonstrably supported improvement.
No costs have been incurred to date.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048864%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490881","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490881"}},{"id":"490880","reference":"AQW 48863/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-17","answerBy":"2026-07-02","answered":"2026-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to initiate a wide-ranging civic conversation on more fundamental reform of qualifications to include consideration of the purpose, design and relevance of qualifications in a modern economy; and (ii) any cost incurred as a result of this action.","answerText":"All the actions relating to qualifications within the TransformED strategy are being taken forward as part of the Department’s ongoing programme of qualifications reform.\n\nIn March 2026 the Department published the new policy framework for general qualifications. Details of the extensive consultation, engagement and research that informed this policy framework are set out in the consultation report, which was published in February 2026 and is available on the Department’s website; https://www.education-ni.gov.uk/sites/default/files/2026-02/Consultation Report - The Future of CCEA GCSE AS and A Level Qualifications_0.pdf.\n\nCCEA is now taking forward work to reform its GCSE and A level qualifications in line with this framework. As part of revising specifications, CCEA will be asked to consider opportunities for innovation in assessments, including digital assessments.\n\nThe Department’s TransformED Annual Progress Report and Updated Delivery Plan, published in May 2026 is available at the following link TransformED Progress Report v2.pdf, and highlights plans to consult later this year on a policy framework for vocational qualifications delivered in schools. Qualifications approved for teaching in schools, and the associated qualifications approvals process, will be reviewed once this policy framework is in place.\n\nThe total cost of delivering this work to date is £67k.","answerHtml":"All the actions relating to qualifications within the TransformED strategy are being taken forward as part of the Department’s ongoing programme of qualifications reform.
In March 2026 the Department published the new policy framework for general qualifications. Details of the extensive consultation, engagement and research that informed this policy framework are set out in the consultation report, which was published in February 2026 and is available on the Department’s website; https://www.education-ni.gov.uk/sites/default/files/2026-02/Consultation Report - The Future of CCEA GCSE AS and A Level Qualifications_0.pdf.
CCEA is now taking forward work to reform its GCSE and A level qualifications in line with this framework. As part of revising specifications, CCEA will be asked to consider opportunities for innovation in assessments, including digital assessments.
The Department’s TransformED Annual Progress Report and Updated Delivery Plan, published in May 2026 is available at the following link TransformED Progress Report v2.pdf, and highlights plans to consult later this year on a policy framework for vocational qualifications delivered in schools. Qualifications approved for teaching in schools, and the associated qualifications approvals process, will be reviewed once this policy framework is in place.
The total cost of delivering this work to date is £67k.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048863%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490880","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490880"}},{"id":"490879","reference":"AQW 48862/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-17","answerBy":"2026-07-02","answered":"2026-06-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to commission an independent review of accountability arrangements in Northern Ireland; and (ii) any cost incurred as a result of this action.","answerText":"Work to undertake a review of accountability arrangements is at an embryonic stage. Departmental officials have collated evidence on how accountability within the Northern Ireland education system has evolved over time, including identified strengths and areas for improvement.\n\nIn parallel, steps are being taken to commission independent research to establish a robust evidence base, drawing on accountability models from high-performing education systems that have demonstrably supported improvement.\n\nNo costs have been incurred to date.","answerHtml":"Work to undertake a review of accountability arrangements is at an embryonic stage. Departmental officials have collated evidence on how accountability within the Northern Ireland education system has evolved over time, including identified strengths and areas for improvement.
In parallel, steps are being taken to commission independent research to establish a robust evidence base, drawing on accountability models from high-performing education systems that have demonstrably supported improvement.
No costs have been incurred to date.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048862%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490879","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490879"}},{"id":"490530","reference":"AQW 48752/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-16","answerBy":"2026-07-01","answered":"2026-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to initiate a review of all qualifications approved for teaching in Northern Ireland schools and review the process for qualifications approval; and (ii) any cost incurred as a result of this action.","answerText":"All the actions relating to qualifications within the TransformED strategy are being taken forward as part of the Department’s ongoing programme of qualifications reform.\n\nIn March 2026 the Department published the new policy framework for general qualifications. Details of the extensive consultation, engagement and research that informed this policy framework are set out in the consultation report, which was published in February 2026 and is available on the Department’s website; https://www.education-ni.gov.uk/sites/default/files/2026-02/Consultation Report - The Future of CCEA GCSE AS and A Level Qualifications_0.pdf.\n\nCCEA is now taking forward work to reform its GCSE and A level qualifications in line with this framework. As part of revising specifications, CCEA will be asked to consider opportunities for innovation in assessments, including digital assessments.\n\nThe Department’s TransformED Annual Progress Report and Updated Delivery Plan, published in May 2026 is available at the following link TransformED Progress Report v2.pdf, and highlights plans to consult later this year on a policy framework for vocational qualifications delivered in schools. Qualifications approved for teaching in schools, and the associated qualifications approvals process, will be reviewed once this policy framework is in place.\n\nThe total cost of delivering this work to date is £67k.","answerHtml":"All the actions relating to qualifications within the TransformED strategy are being taken forward as part of the Department’s ongoing programme of qualifications reform.
In March 2026 the Department published the new policy framework for general qualifications. Details of the extensive consultation, engagement and research that informed this policy framework are set out in the consultation report, which was published in February 2026 and is available on the Department’s website; https://www.education-ni.gov.uk/sites/default/files/2026-02/Consultation Report - The Future of CCEA GCSE AS and A Level Qualifications_0.pdf.
CCEA is now taking forward work to reform its GCSE and A level qualifications in line with this framework. As part of revising specifications, CCEA will be asked to consider opportunities for innovation in assessments, including digital assessments.
The Department’s TransformED Annual Progress Report and Updated Delivery Plan, published in May 2026 is available at the following link TransformED Progress Report v2.pdf, and highlights plans to consult later this year on a policy framework for vocational qualifications delivered in schools. Qualifications approved for teaching in schools, and the associated qualifications approvals process, will be reviewed once this policy framework is in place.
The total cost of delivering this work to date is £67k.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048752%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490530","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490530"}},{"id":"490529","reference":"AQW 48751/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-16","answerBy":"2026-07-01","answered":"2026-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to take account of national and international research to consider the structure, volume and type of assessment at Key Stage four and post 16 and initiate a review of CCEA qualifications; and (ii) any cost incurred as a result of this action.","answerText":"All the actions relating to qualifications within the TransformED strategy are being taken forward as part of the Department’s ongoing programme of qualifications reform.\n\nIn March 2026 the Department published the new policy framework for general qualifications. Details of the extensive consultation, engagement and research that informed this policy framework are set out in the consultation report, which was published in February 2026 and is available on the Department’s website; https://www.education-ni.gov.uk/sites/default/files/2026-02/Consultation Report - The Future of CCEA GCSE AS and A Level Qualifications_0.pdf.\n\nCCEA is now taking forward work to reform its GCSE and A level qualifications in line with this framework. As part of revising specifications, CCEA will be asked to consider opportunities for innovation in assessments, including digital assessments.\n\nThe Department’s TransformED Annual Progress Report and Updated Delivery Plan, published in May 2026 is available at the following link TransformED Progress Report v2.pdf, and highlights plans to consult later this year on a policy framework for vocational qualifications delivered in schools. Qualifications approved for teaching in schools, and the associated qualifications approvals process, will be reviewed once this policy framework is in place.\n\nThe total cost of delivering this work to date is £67k.","answerHtml":"All the actions relating to qualifications within the TransformED strategy are being taken forward as part of the Department’s ongoing programme of qualifications reform.
In March 2026 the Department published the new policy framework for general qualifications. Details of the extensive consultation, engagement and research that informed this policy framework are set out in the consultation report, which was published in February 2026 and is available on the Department’s website; https://www.education-ni.gov.uk/sites/default/files/2026-02/Consultation Report - The Future of CCEA GCSE AS and A Level Qualifications_0.pdf.
CCEA is now taking forward work to reform its GCSE and A level qualifications in line with this framework. As part of revising specifications, CCEA will be asked to consider opportunities for innovation in assessments, including digital assessments.
The Department’s TransformED Annual Progress Report and Updated Delivery Plan, published in May 2026 is available at the following link TransformED Progress Report v2.pdf, and highlights plans to consult later this year on a policy framework for vocational qualifications delivered in schools. Qualifications approved for teaching in schools, and the associated qualifications approvals process, will be reviewed once this policy framework is in place.
The total cost of delivering this work to date is £67k.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048751%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490529","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490529"}},{"id":"490528","reference":"AQW 48750/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-16","answerBy":"2026-07-01","answered":"2026-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to invest in upscaling and roll-out of CCEA’s Computer Adaptive Assessments for literacy and numeracy as a free alternative to commercial assessments to inform effective formative and diagnostic assessment in schools; and (ii) any cost incurred as a result of this action.","answerText":"The First Annual Progress Report and Updated Delivery Plan (May 2026) sets out the Department’s updated position on this action.\n\nCCEA were allocated £418k to for the administration and delivery of CAA in the 2025/26 financial year. The Department is allocating a total budget of £1.007m to CCEA for the continued development and upscaling of CCEA Adaptive Assessments in this 2026/27 financial year.","answerHtml":"The First Annual Progress Report and Updated Delivery Plan (May 2026) sets out the Department’s updated position on this action.
CCEA were allocated £418k to for the administration and delivery of CAA in the 2025/26 financial year. The Department is allocating a total budget of £1.007m to CCEA for the continued development and upscaling of CCEA Adaptive Assessments in this 2026/27 financial year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048750%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490528","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490528"}},{"id":"490527","reference":"AQW 48749/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-16","answerBy":"2026-07-01","answered":"2026-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to review current arrangements for statutory assessment to develop a new system of attainment measures which set high standards and clearly defined learning outcomes for all pupils throughout both primary school and Key Stage three; and (ii) any cost incurred as a result of this action.","answerText":"The First Annual Progress Report and Updated Delivery Plan (May 2026) sets out the Department’s updated position on this action. The Progress Report notesthe Department published the new Policy Framework for Statutory Assessment and timescales for implementation. Further to this, in the 2026/27 academic year CCEA will begin roll out of the new assessment framework by introducing the new Phonics and Multiplication Checks in Years 2 and 5 of primary schools.\n\nTo date the cost of the Independent Review of Assessment is £57,438.96.","answerHtml":"The First Annual Progress Report and Updated Delivery Plan (May 2026) sets out the Department’s updated position on this action. The Progress Report notesthe Department published the new Policy Framework for Statutory Assessment and timescales for implementation. Further to this, in the 2026/27 academic year CCEA will begin roll out of the new assessment framework by introducing the new Phonics and Multiplication Checks in Years 2 and 5 of primary schools.
To date the cost of the Independent Review of Assessment is £57,438.96.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048749%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490527","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490527"}},{"id":"490526","reference":"AQW 48748/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-16","answerBy":"2026-07-01","answered":"2026-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan, from the 2025-2026 academic year, to introduce a system level sample check for literacy and numeracy and disseminate the assessment results to highlight strengths and challenges for the education system; and (ii) any cost incurred as a result of this action.","answerText":"The First Annual Progress Report and Updated Delivery Plan (May 2026) sets out the Department’s updated position on this action.\n\nThe administration and delivery of the system level check end of Key Stage assessments in the 2025/26 financial year cost £593k and £884k is allocated in this 2026/27 financial year.","answerHtml":"The First Annual Progress Report and Updated Delivery Plan (May 2026) sets out the Department’s updated position on this action.
The administration and delivery of the system level check end of Key Stage assessments in the 2025/26 financial year cost £593k and £884k is allocated in this 2026/27 financial year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048748%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490526","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490526"}},{"id":"490185","reference":"AQW 48659/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-15","answerBy":"2026-06-18","answered":"2026-06-18","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the number of pupils who were unable to attend GCSE and A-Level examinations due to the recent disorder and unrest; and (ii) any support now being put in place to facilitate these pupils sitting exams.","answerText":"CCEA does not yet hold reliable information on the number of pupils who were unable to attend GCSE and GCE examinations because of the recent disorder, as schools have until 3 July 2026 to submit applications for special consideration for affected candidates.\n\nTimetabled public examinations proceeded as planned, while principals were allowed to exercise their judgement where local safety, travel disruption or fear and distress meant that examinations could not reasonably operate as normal.\n\nUnder the established Joint Council for Qualifications (JCQ) special consideration arrangements, schools may apply on behalf of:\n\ncandidates who did not attend an examination for acceptable reasons; this is dependent on individual circumstances but may include travel disruption or fear of travelling due to the unrest; and\n\ncandidates who attended but whose performance was adversely affected by circumstances beyond their control; this is dependent on individual circumstances but might include disadvantage linked to the public disorder.\n\nCCEA will consider such applications in line with these arrangements where the eligibility criteria are met and will work to ensure that no student is unfairly disadvantaged as a result of these events.\n\nCCEA Regulation wrote to the other Awarding Organisations (AOs) who offer their examinations in Northern Ireland to make them aware of the unrest and the potential impact this may have had for students taking exams or those unable to attend school for their exams.\n\nFamilies who are concerned about an individual student’s position should contact the relevant school. This allows the school to record the circumstances, advise on local arrangements and, where appropriate, liaise directly with CCEA, or any of the other Awarding Organisations (AOs) that operate in Northern Ireland, on the student’s behalf.","answerHtml":"CCEA does not yet hold reliable information on the number of pupils who were unable to attend GCSE and GCE examinations because of the recent disorder, as schools have until 3 July 2026 to submit applications for special consideration for affected candidates.
Timetabled public examinations proceeded as planned, while principals were allowed to exercise their judgement where local safety, travel disruption or fear and distress meant that examinations could not reasonably operate as normal.
Under the established Joint Council for Qualifications (JCQ) special consideration arrangements, schools may apply on behalf of:
candidates who did not attend an examination for acceptable reasons; this is dependent on individual circumstances but may include travel disruption or fear of travelling due to the unrest; and
candidates who attended but whose performance was adversely affected by circumstances beyond their control; this is dependent on individual circumstances but might include disadvantage linked to the public disorder.
CCEA will consider such applications in line with these arrangements where the eligibility criteria are met and will work to ensure that no student is unfairly disadvantaged as a result of these events.
CCEA Regulation wrote to the other Awarding Organisations (AOs) who offer their examinations in Northern Ireland to make them aware of the unrest and the potential impact this may have had for students taking exams or those unable to attend school for their exams.
Families who are concerned about an individual student’s position should contact the relevant school. This allows the school to record the circumstances, advise on local arrangements and, where appropriate, liaise directly with CCEA, or any of the other Awarding Organisations (AOs) that operate in Northern Ireland, on the student’s behalf.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048659%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490185","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490185"}},{"id":"490184","reference":"AQW 48658/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-15","answerBy":"2026-06-30","answered":"2026-06-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to develop new strategies for literacy and numeracy based on international best practice, to foster children’s mastery of both literacy and numeracy at primary school which will enhance later learning and support both equity and attainment; and (ii) any cost incurred as a result of this action.","answerText":"The First Annual Progress Report and Updated Delivery Plan (May 2026) sets out the Department’s updated position on this action.\n\nThe Department has published Strong Foundations: A Literacy Framework for Primary Schools, providing evidencebased guidance to strengthen oracy, reading and writing across primary schools in Northern Ireland. A Literacy Framework for Irishmedium education is also being developed and is due to be published by December 2026.\n\nA numeracy framework is being developed to provide clear, evidenceinformed guidance that strengthens coherence, progression and consistency in numeracy from Foundation Stage to Key Stage 3. It is due to be published by September 2026.\n\nBuilding on this work, the Department will develop new literacy and numeracy strategies. The draft Literacy Strategy is due by September 2026 and the draft Numeracy Strategy by December 2026. The strategies will set out support for schools, including resources, teacher professional learning and assessment, and will form part of the wider package of support being developed to deliver coherent, system-wide curriculum reform through the TransformED programme.\n\nTo date, approximately £25,000 has been incurred in relation to development of the frameworks.","answerHtml":"The First Annual Progress Report and Updated Delivery Plan (May 2026) sets out the Department’s updated position on this action.
The Department has published Strong Foundations: A Literacy Framework for Primary Schools, providing evidencebased guidance to strengthen oracy, reading and writing across primary schools in Northern Ireland. A Literacy Framework for Irishmedium education is also being developed and is due to be published by December 2026.
A numeracy framework is being developed to provide clear, evidenceinformed guidance that strengthens coherence, progression and consistency in numeracy from Foundation Stage to Key Stage 3. It is due to be published by September 2026.
Building on this work, the Department will develop new literacy and numeracy strategies. The draft Literacy Strategy is due by September 2026 and the draft Numeracy Strategy by December 2026. The strategies will set out support for schools, including resources, teacher professional learning and assessment, and will form part of the wider package of support being developed to deliver coherent, system-wide curriculum reform through the TransformED programme.
To date, approximately £25,000 has been incurred in relation to development of the frameworks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048658%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490184","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490184"}},{"id":"490183","reference":"AQW 48657/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-15","answerBy":"2026-06-30","answered":"2026-06-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to develop a replacement qualification for headship to support our newly appointed and aspiring principals; and (ii) any cost incurred as a result of this action.","answerText":"Following a competitive procurement process, a consortium of local Higher Education Institutions, comprising Queen’s University Belfast, Stranmillis University College, St Mary’s University College and Ulster University, has been appointed to develop and deliver a professional learning programme for new and aspiring school principals.\n\nThe new programme is currently being developed and will be piloted between January and December 2027.\n\nTo date, £75k has been invested in delivering this commitment.","answerHtml":"Following a competitive procurement process, a consortium of local Higher Education Institutions, comprising Queen’s University Belfast, Stranmillis University College, St Mary’s University College and Ulster University, has been appointed to develop and deliver a professional learning programme for new and aspiring school principals.
The new programme is currently being developed and will be piloted between January and December 2027.
To date, £75k has been invested in delivering this commitment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048657%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490183","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490183"}},{"id":"490182","reference":"AQW 48656/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-15","answerBy":"2026-06-30","answered":"2026-06-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to develop a professional learning programme for existing, experienced principals; and (ii) any cost incurred as a result of this action.","answerText":"My Department has undertaken a review of existing provision, best practice elsewhere and related educational research on professional learning support for experienced Principals. Drawn from this review, options have been identified for a broad leadership programme which will be implemented from September 2026, working with a range of external partners. The programme will include the existing leadership monthly newsletter with each edition focusing on a specific aspect of leadership.\n\nTo date, £25k has been invested in delivering this commitment.","answerHtml":"My Department has undertaken a review of existing provision, best practice elsewhere and related educational research on professional learning support for experienced Principals. Drawn from this review, options have been identified for a broad leadership programme which will be implemented from September 2026, working with a range of external partners. The programme will include the existing leadership monthly newsletter with each edition focusing on a specific aspect of leadership.
To date, £25k has been invested in delivering this commitment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048656%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490182","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490182"}},{"id":"490181","reference":"AQW 48655/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-15","answerBy":"2026-06-30","answered":"2026-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to review, strengthen and invest in professional learning for middle leaders and co-ordinators; and (ii) any cost incurred as a result of this action.","answerText":"My Department has undertaken a review of existing provision, best practice elsewhere and related educational research on professional learning support for middle leaders. Drawn from this review, options have been identified for a broad leadership programme which will be implemented from September 2026, working with a range of external partners.\n\nTo date, no costs have been incurred.","answerHtml":"My Department has undertaken a review of existing provision, best practice elsewhere and related educational research on professional learning support for middle leaders. Drawn from this review, options have been identified for a broad leadership programme which will be implemented from September 2026, working with a range of external partners.
To date, no costs have been incurred.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048655%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=490181","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=490181"}},{"id":"489930","reference":"AQW 48551/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-12","answerBy":"2026-06-29","answered":"2026-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to review and redesign the Northern Ireland Curriculum to ensure every child enjoys an ambitious and knowledge rich curriculum that develops their learning in a well sequenced and explicit manner; and (ii) any cost incurred as a result of this action.","answerText":"(i) The Strategic Review of the Northern Ireland Curriculum was completed in June 2025, confirming the need for a new, more clearly structured and knowledgerich curriculum framework. A Curriculum Taskforce Advisory Committee was established in August 2025 to lead development, supported by Subject Working Groups made up of local teachers, academics and subject specialists.\n\nA public consultation on the draft Northern Ireland Curriculum was launched on 16 June 2026, running until 30 September 2026, to inform the final design and implementation.\n\n(ii) Total costs incurred to date amount to £770k.","answerHtml":"(i) The Strategic Review of the Northern Ireland Curriculum was completed in June 2025, confirming the need for a new, more clearly structured and knowledgerich curriculum framework. A Curriculum Taskforce Advisory Committee was established in August 2025 to lead development, supported by Subject Working Groups made up of local teachers, academics and subject specialists.
A public consultation on the draft Northern Ireland Curriculum was launched on 16 June 2026, running until 30 September 2026, to inform the final design and implementation.
(ii) Total costs incurred to date amount to £770k.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048551%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489930","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489930"}},{"id":"489929","reference":"AQW 48550/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-12","answerBy":"2026-06-29","answered":"2026-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to deliver high-quality curriculum advice and resources to support teachers in the classroom; and (ii) any cost incurred as a result of this action.","answerText":"(i) The Department launched consultation on the proposed new statutory Northern Ireland Curriculum 2028 on 16 June, this will run until 30 September 2026. As indicated in the consultation overview document the next phase, preparation and capacity building (September 2026–June 2028), will focus on developing and sharing curriculum resources, alongside providing professional development for teachers.\n\n(ii) Costs for this phase are yet to be determined.","answerHtml":"(i) The Department launched consultation on the proposed new statutory Northern Ireland Curriculum 2028 on 16 June, this will run until 30 September 2026. As indicated in the consultation overview document the next phase, preparation and capacity building (September 2026–June 2028), will focus on developing and sharing curriculum resources, alongside providing professional development for teachers.
(ii) Costs for this phase are yet to be determined.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048550%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489929","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489929"}},{"id":"489928","reference":"AQW 48549/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-12","answerBy":"2026-06-29","answered":"2026-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to pilot investment in supporting groups of schools to create or further embed collaborative professional learning communities working with the research community; and (ii) any cost incurred as a result of this action.","answerText":"My Department will be issuing a call for expressions of interest in a pilot Collaborative Professional Learning Clusters programme early in the next academic year. This programme aims to support clusters of educators in designing and delivering structured professional learning that enhances teaching practice, promotes innovation and improves learner outcomes.\n\nNo costs have been incurred to date.","answerHtml":"My Department will be issuing a call for expressions of interest in a pilot Collaborative Professional Learning Clusters programme early in the next academic year. This programme aims to support clusters of educators in designing and delivering structured professional learning that enhances teaching practice, promotes innovation and improves learner outcomes.
No costs have been incurred to date.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048549%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489928","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489928"}},{"id":"489927","reference":"AQW 48548/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-12","answerBy":"2026-06-29","answered":"2026-06-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to pilot investment in the renewal and creation of subject professional learning communities to support subject-specific professional practice; and (ii) any cost incurred as a result of this action.","answerText":"My Department, in consultation with the Education Authority (EA), is developing a programme to support subjectspecific professional learning opportunities.\n\nAn initial review will look at best practice internationally and engage with key stakeholders to consider how best to design and deliver subjectspecific training and the purpose and scope of the professional learning communities. The programme is intended to be rolled out during the 2026/27 academic year.\n\nNo costs have been incurred to date.","answerHtml":"My Department, in consultation with the Education Authority (EA), is developing a programme to support subjectspecific professional learning opportunities.
An initial review will look at best practice internationally and engage with key stakeholders to consider how best to design and deliver subjectspecific training and the purpose and scope of the professional learning communities. The programme is intended to be rolled out during the 2026/27 academic year.
No costs have been incurred to date.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048548%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489927","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489927"}},{"id":"489926","reference":"AQW 48547/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-12","answerBy":"2026-06-29","answered":"2026-07-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to review the use of Baker Days and School Development Days to ensure they are used effectively to support improvement and professional learning; and (ii) any cost incurred as a result of this action.","answerText":"As outlined in my TransformED First Annual Progress Report and Updated Delivery Plan, published in May 2026, the action to review the use of Baker Days and School Development Days is complete. An Executive summary of the outcome was published on the Department’s website in February 2026.\n\nWork is now underway to implement the agreed proposals which will include updating Regulations and ensuring greater alignment of School Development Days in future years, which will create cost savings. There were no costs associated with the review.","answerHtml":"As outlined in my TransformED First Annual Progress Report and Updated Delivery Plan, published in May 2026, the action to review the use of Baker Days and School Development Days is complete. An Executive summary of the outcome was published on the Department’s website in February 2026.
Work is now underway to implement the agreed proposals which will include updating Regulations and ensuring greater alignment of School Development Days in future years, which will create cost savings. There were no costs associated with the review.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048547%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489926","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489926"}},{"id":"489712","reference":"AQW 48461/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-11","answerBy":"2026-06-26","answered":"2026-06-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to refresh the 2016 Learning Leaders Strategy and implementation plan to reflect current challenges and priorities, including the need for special educational needs specific professional learning; and (ii) any cost incurred as a result of this action.","answerText":"My Department’s consultation on Leading Together for Excellence: a TransformED Strategy for Teacher Professional Learning is currently live and will close on 6 July 2026. Responses will then be considered and a final strategy published by September 2026. Within the new strategy, I have committed to enhance Special Education Needs related professional learning for all teachers.\n\nTo date, £595 has been invested in delivering this commitment.","answerHtml":"My Department’s consultation on Leading Together for Excellence: a TransformED Strategy for Teacher Professional Learning is currently live and will close on 6 July 2026. Responses will then be considered and a final strategy published by September 2026. Within the new strategy, I have committed to enhance Special Education Needs related professional learning for all teachers.
To date, £595 has been invested in delivering this commitment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048461%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489712","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489712"}},{"id":"489711","reference":"AQW 48460/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-11","answerBy":"2026-06-26","answered":"2026-06-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to agree compulsory content and expand the directed learning element of the induction programme to ensure our early career teachers receive comprehensive and structured support; and (ii) any cost incurred as a result of this action.","answerText":"An expanded directed learning element of the Teacher Induction Programme was delivered during the 2025–26, academic year. This included a focus on literacy, numeracy, science of learning, Special Educational Needs and empowering improvement with the Education and Training Inspectorate (ETI). A further expansion is planned for 2026/27, following which the compulsory content will be agreed.\n\nTo date, £497k has been invested in delivering this commitment.","answerHtml":"An expanded directed learning element of the Teacher Induction Programme was delivered during the 2025–26, academic year. This included a focus on literacy, numeracy, science of learning, Special Educational Needs and empowering improvement with the Education and Training Inspectorate (ETI). A further expansion is planned for 2026/27, following which the compulsory content will be agreed.
To date, £497k has been invested in delivering this commitment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048460%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489711","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489711"}},{"id":"489710","reference":"AQW 48459/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-11","answerBy":"2026-06-26","answered":"2026-06-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to develop a Core Content Framework for Initial Teacher Education which is subject and phase specific and equips teachers to meet the learning needs of pupils with special educational needs; and (ii) any cost incurred as a result of this action.","answerText":"The TransformED Delivery Plan committed to the development of recommendations for a Core Content Framework for Initial Teacher Education in Northern Ireland. As a result, the Northern Ireland Curriculum Framework for Initial Teacher Education was published on 30 April 2026 and is available at the Department of Education’s website.\n\nImplementation of the Framework will be phased over a three-year period, beginning in September 2026.\n\nTo date, £35,853 has been invested in delivering this commitment.","answerHtml":"The TransformED Delivery Plan committed to the development of recommendations for a Core Content Framework for Initial Teacher Education in Northern Ireland. As a result, the Northern Ireland Curriculum Framework for Initial Teacher Education was published on 30 April 2026 and is available at the Department of Education’s website.
Implementation of the Framework will be phased over a three-year period, beginning in September 2026.
To date, £35,853 has been invested in delivering this commitment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048459%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489710","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489710"}},{"id":"489709","reference":"AQW 48458/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-11","answerBy":"2026-06-26","answered":"2026-06-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to improve access to education research for teachers; and (ii) any cost incurred as a result of this action.","answerText":"The TransformED Strategy sets out a clear commitment to improve teachers’ access to educational research as part of its wider focus on investing in high‑quality professional learning and to bridge the gap between academic research and classroom practice.\n\nThis commitment is being delivered primarily through the “Making Best Practice, Common Practice” Programme, which was launched in March 2025. The programme has three elements: Research-Informed Conferences, monthly newsletters on the Science of Learning and a quarterly publication drawing on education research from Higher Education Institutions.\n\nTo date the Department has funded over 50 Research‑Informed Conferences, published three quarterly education research publications and published 17 editions of the Science of Learning newsletter.\n\nThe Department has also supported the expansion of the Teachers' Research Exchange (T-REX) platform to educators in Northern Ireland. T-REX is an established digital professional learning community that connects teachers, researchers and other education professionals to access research, share effective practice and collaborate.\n\nTo date, £334,875 has been invested in delivering this commitment.","answerHtml":"The TransformED Strategy sets out a clear commitment to improve teachers’ access to educational research as part of its wider focus on investing in high‑quality professional learning and to bridge the gap between academic research and classroom practice.
This commitment is being delivered primarily through the “Making Best Practice, Common Practice” Programme, which was launched in March 2025. The programme has three elements: Research-Informed Conferences, monthly newsletters on the Science of Learning and a quarterly publication drawing on education research from Higher Education Institutions.
To date the Department has funded over 50 Research‑Informed Conferences, published three quarterly education research publications and published 17 editions of the Science of Learning newsletter.
The Department has also supported the expansion of the Teachers' Research Exchange (T-REX) platform to educators in Northern Ireland. T-REX is an established digital professional learning community that connects teachers, researchers and other education professionals to access research, share effective practice and collaborate.
To date, £334,875 has been invested in delivering this commitment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048458%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489709","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489709"}},{"id":"489708","reference":"AQW 48457/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-11","answerBy":"2026-06-26","answered":"2026-07-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to develop a high-quality professional learning procurement framework for schools to supplement the core professional learning offer from the Education Authority; and (ii) any cost incurred as a result of this action.","answerText":"Following careful consideration and engagement with colleagues in the Education Authority, my Department has concluded that it is not necessary to proceed with the development of a professional learning procurement framework, as outlined in the TransformED Delivery Plan. It was recognised that such an approach could inadvertently constrain schools’ flexibility in selecting and sourcing professional learning that best reflects their needs.\n\nThis decision reflects the Department’s commitment to empowering schools through the Teacher Professional Learning (TPL) Fund, which provides them with the autonomy to select from a broad range of high-quality, evidence-informed professional learning opportunities. The normal procurement rules continue to apply to schools’ use of the TPL Fund.","answerHtml":"Following careful consideration and engagement with colleagues in the Education Authority, my Department has concluded that it is not necessary to proceed with the development of a professional learning procurement framework, as outlined in the TransformED Delivery Plan. It was recognised that such an approach could inadvertently constrain schools’ flexibility in selecting and sourcing professional learning that best reflects their needs.
This decision reflects the Department’s commitment to empowering schools through the Teacher Professional Learning (TPL) Fund, which provides them with the autonomy to select from a broad range of high-quality, evidence-informed professional learning opportunities. The normal procurement rules continue to apply to schools’ use of the TPL Fund.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048457%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489708","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489708"}},{"id":"489838","reference":"AQO 3800/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-06-11","answerBy":"2026-06-23","answered":"2026-06-23","answeredOrally":true,"priority":false,"department":"Northern Ireland Assembly Commission","departmentId":"2","minister":"Assembly Commission","question":"To ask the Assembly Commission for an update on its work to register defibrillators in Parliament Buildings with The Circuit so they are visible to ambulance service call handlers if someone calls 999 for a suspected cardiac arrest.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr McGrath","text":"I thank the Member for his question. The Assembly Commission currently has five defibrillators, which are located at the front reception, the basement control room, the Blue Flax restaurant, the Long Gallery and on the fourth floor. All five devices were registered on The Circuit in September 2025. The most recent status check was completed on 25 May 2026. To date, none of the defibrillators have been required for use, but they remain fully operational and ready in case they are needed."},{"speaker":"Mr Mathison","text":"I thank the Member for his answer. The British Heart Foundation has been keen to ensure that that registration went ahead, so that will be welcome news. Are there any plans to share information on where those defibrillators are with all users of the Building so that they can be easily accessed in an emergency?"},{"speaker":"Mr McGrath","text":"Yes, thank you for that question. The Commission is committed to ensuring that all Building users, even those who are just visiting, are aware of the locations of the devices so that they can be quickly accessed in an emergency. To support that, the defibrillator locations are listed on AssISt and the Members' portal and are covered in first aid training. To further raise awareness, the health and safety team will begin distributing postmasters to all Building users to highlight the locations so that, if the defibrillators are needed, people can access them as quickly as possible."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%203800%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489838","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2026-06-23&docID=490800#AQO%203800/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489838"}},{"id":"489516","reference":"AQW 48346/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-10","answerBy":"2026-06-25","answered":"2026-06-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to provide additional funding for schools to purchase high quality professional learning to meet their needs; and (ii) any cost incurred as a result of this action.","answerText":"The TransformED Delivery Plan includes a clear commitment to provide additional funding to schools to support high-quality professional learning tailored to their needs. This is being delivered through the Teacher Professional Learning (TPL) Fund.\n\nThe TPL Fund, established in the 2025/26 academic year, is now fully operational and is already supporting high-quality, evidence-informed professional learning across all grant-aided schools in Northern Ireland. Funding is allocated on a per-teacher basis, ensuring an equitable and sustained investment in the development of teachers and school leaders across the system.\n\nSchools are using this funding to access a wide range of professional learning opportunities including accredited programmes, externally delivered courses, school-based development activity, collaborative networks and staff release. This flexibility allows schools to respond directly to their own priorities and improvement needs, as outlined in their School Development Plans.\n\nTo date, £6,905k has been invested in delivering this commitment.","answerHtml":"The TransformED Delivery Plan includes a clear commitment to provide additional funding to schools to support high-quality professional learning tailored to their needs. This is being delivered through the Teacher Professional Learning (TPL) Fund.
The TPL Fund, established in the 2025/26 academic year, is now fully operational and is already supporting high-quality, evidence-informed professional learning across all grant-aided schools in Northern Ireland. Funding is allocated on a per-teacher basis, ensuring an equitable and sustained investment in the development of teachers and school leaders across the system.
Schools are using this funding to access a wide range of professional learning opportunities including accredited programmes, externally delivered courses, school-based development activity, collaborative networks and staff release. This flexibility allows schools to respond directly to their own priorities and improvement needs, as outlined in their School Development Plans.
To date, £6,905k has been invested in delivering this commitment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048346%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489516","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489516"}},{"id":"489515","reference":"AQW 48345/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-10","answerBy":"2026-06-25","answered":"2026-06-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to make induction a mandatory component of the professional learning journey of our teachers; and (ii) any cost incurred as a result of this action.","answerText":"Making induction mandatory will ensure all early career teachers receive a guaranteed entitlement to high-quality, structured support as a key first step in their professional learning journey. My officials are working with key stakeholders to agree the core content aligned to broader system priorities; enhance the support for both early career teachers and their teacher tutors; and develop processes to implement this mandatory requirement.\n\nTo date, no costs have been incurred.","answerHtml":"Making induction mandatory will ensure all early career teachers receive a guaranteed entitlement to high-quality, structured support as a key first step in their professional learning journey. My officials are working with key stakeholders to agree the core content aligned to broader system priorities; enhance the support for both early career teachers and their teacher tutors; and develop processes to implement this mandatory requirement.
To date, no costs have been incurred.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048345%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489515","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489515"}},{"id":"489514","reference":"AQW 48344/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-10","answerBy":"2026-06-25","answered":"2026-07-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 45810/22-27, to detail (i) the number of new placements that will be available for September 2026 due to increased capacity; and (ii) the number of new primary one placements will be available for September 2026 due to increased capacity.","answerText":"The Education Authority has advised that:\n\nThere is currently no capacity for additional intake on the Oakwood Saintfield site for September 2026.\n\nPrimary One placements will be facilitated on the main site for the new academic year as plans to increase capacity progress across the dual campus.","answerHtml":"The Education Authority has advised that:
There is currently no capacity for additional intake on the Oakwood Saintfield site for September 2026.
Primary One placements will be facilitated on the main site for the new academic year as plans to increase capacity progress across the dual campus.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048344%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489514","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489514"}},{"id":"489513","reference":"AQW 48343/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-10","answerBy":"2026-06-25","answered":"2026-07-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 45810/22-27, to detail any options being considered to expand primary one capacity at Oakwood School and Assessment Centre, Saintfield.","answerText":"The Education Authority (EA) is currently progressing two separate schemes at Oakwood School and Assessment Centre, Saintfield.\n\nThe first involves the proposed acquisition of land adjacent to the school to support the expansion of Year 1 capacity. This is at an early stage of technical assessment, and I am therefore not in a position at this stage to confirm the nature of the accommodation which may be delivered. It is currently anticipated that the business case and land acquisition will be completed by April 2027.\n\nThe second scheme is the acquisition and refurbishment of the former Little Sunbeams Pre-School modular unit located on the site. It is currently anticipated that this will be operational for nursery provision by September 2027.","answerHtml":"The Education Authority (EA) is currently progressing two separate schemes at Oakwood School and Assessment Centre, Saintfield.
The first involves the proposed acquisition of land adjacent to the school to support the expansion of Year 1 capacity. This is at an early stage of technical assessment, and I am therefore not in a position at this stage to confirm the nature of the accommodation which may be delivered. It is currently anticipated that the business case and land acquisition will be completed by April 2027.
The second scheme is the acquisition and refurbishment of the former Little Sunbeams Pre-School modular unit located on the site. It is currently anticipated that this will be operational for nursery provision by September 2027.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048343%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489513","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489513"}},{"id":"489512","reference":"AQW 48342/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-10","answerBy":"2026-06-25","answered":"2026-07-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 45810/22-27, to detail the projected timelines for the project to deliver additional accommodation at Oakwood School and Assessment Centre, Saintfield.","answerText":"The Education Authority (EA) is currently progressing two separate schemes at Oakwood School and Assessment Centre, Saintfield.\n\nThe first involves the proposed acquisition of land adjacent to the school to support the expansion of Year 1 capacity. This is at an early stage of technical assessment, and I am therefore not in a position at this stage to confirm the nature of the accommodation which may be delivered. It is currently anticipated that the business case and land acquisition will be completed by April 2027.\n\nThe second scheme is the acquisition and refurbishment of the former Little Sunbeams Pre-School modular unit located on the site. It is currently anticipated that this will be operational for nursery provision by September 2027.","answerHtml":"The Education Authority (EA) is currently progressing two separate schemes at Oakwood School and Assessment Centre, Saintfield.
The first involves the proposed acquisition of land adjacent to the school to support the expansion of Year 1 capacity. This is at an early stage of technical assessment, and I am therefore not in a position at this stage to confirm the nature of the accommodation which may be delivered. It is currently anticipated that the business case and land acquisition will be completed by April 2027.
The second scheme is the acquisition and refurbishment of the former Little Sunbeams Pre-School modular unit located on the site. It is currently anticipated that this will be operational for nursery provision by September 2027.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048342%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489512","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489512"}},{"id":"489248","reference":"AQW 48205/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-09","answerBy":"2026-06-24","answered":"2026-07-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 45810/22-27, to detail further information on the project to deliver additional accommodation at Oakwood School and Assessment Centre, Saintfield for September 2026.","answerText":"The Education Authority (EA) is currently progressing two separate schemes at Oakwood School and Assessment Centre, Saintfield.\n\nThe first involves the proposed acquisition of land adjacent to the school to facilitate the expansion of the Saintfield campus. This proposal remains at an early stage of technical assessment, and I am therefore not in a position at this stage to confirm the nature of the accommodation which may be delivered. This scheme will not provide any additional accommodation for September 2026.\n\nSeparately, the EA is progressing a scheme to acquire and refurbish the modular unit located on the site previously occupied by the former Little Sunbeams Pre-School. This project will support the establishment of nursery provision and is expected to be completed in time for September 2027.","answerHtml":"The Education Authority (EA) is currently progressing two separate schemes at Oakwood School and Assessment Centre, Saintfield.
The first involves the proposed acquisition of land adjacent to the school to facilitate the expansion of the Saintfield campus. This proposal remains at an early stage of technical assessment, and I am therefore not in a position at this stage to confirm the nature of the accommodation which may be delivered. This scheme will not provide any additional accommodation for September 2026.
Separately, the EA is progressing a scheme to acquire and refurbish the modular unit located on the site previously occupied by the former Little Sunbeams Pre-School. This project will support the establishment of nursery provision and is expected to be completed in time for September 2027.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048205%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489248","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489248"}},{"id":"489247","reference":"AQW 48204/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-09","answerBy":"2026-06-24","answered":"2026-06-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 45810/22-27, to detail when the acquisition process is due to conclude.","answerText":"The Education Authority (EA) has provided the following information;\n\nThe EA continues to undertake its technical due diligence in respect of scoping the adjacent site following which a business case will be completed to seek the necessary approvals. It is anticipated that this process will be completed at the end of this financial year/early in the next financial year. Completion will be subject to the appropriate approvals and having the necessary funding in place to proceed.","answerHtml":"The Education Authority (EA) has provided the following information;
The EA continues to undertake its technical due diligence in respect of scoping the adjacent site following which a business case will be completed to seek the necessary approvals. It is anticipated that this process will be completed at the end of this financial year/early in the next financial year. Completion will be subject to the appropriate approvals and having the necessary funding in place to proceed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048204%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489247","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489247"}},{"id":"489246","reference":"AQW 48203/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-09","answerBy":"2026-06-24","answered":"2026-06-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery plan to put in place medium and long-term strategic monitoring of teacher supply to anticipate and remediate issues; and (ii) any cost incurred as a result of this action.","answerText":"The TransformED Strategy sets out a clear commitment to make teaching in Northern Ireland a high status, fulfilling profession that attracts talented individuals, supports their development and retains them through meaningful opportunities for growth.\n\nThis requires a comprehensive workforce strategy to address supply, recruitment and retention. A working group led by the Department, will be established in summer 2026 to identify key data requirements; establish appropriate data collection mechanisms; and put in place appropriate annual monitoring and analysis of supply and demand trends. The working group will be supported by the Northern Ireland Statistics and Research Agency (NISRA), the General Teaching Council for Northern Ireland (GTCNI), the Education Authority (EA) and the Council for Catholic Maintained Schools (CCMS).\n\nNo costs have been incurred to date.","answerHtml":"The TransformED Strategy sets out a clear commitment to make teaching in Northern Ireland a high status, fulfilling profession that attracts talented individuals, supports their development and retains them through meaningful opportunities for growth.
This requires a comprehensive workforce strategy to address supply, recruitment and retention. A working group led by the Department, will be established in summer 2026 to identify key data requirements; establish appropriate data collection mechanisms; and put in place appropriate annual monitoring and analysis of supply and demand trends. The working group will be supported by the Northern Ireland Statistics and Research Agency (NISRA), the General Teaching Council for Northern Ireland (GTCNI), the Education Authority (EA) and the Council for Catholic Maintained Schools (CCMS).
No costs have been incurred to date.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048203%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489246","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489246"}},{"id":"489245","reference":"AQW 48202/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-09","answerBy":"2026-06-24","answered":"2026-06-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery Plan to implement effective strategies to attract high quality graduates to subject shortage areas; and (ii) any cost incurred as a result of this action.","answerText":"In September 2025, I announced the introduction of a pilot Bursary Scheme for Initial Teacher Education to address critical teacher shortages in key post-primary subjects: Mathematics, Chemistry, Physics, Computing, Technology and Design and Irish-medium Education.\n\nThis substantial financial support, totalling £8.2 million over five years, will fund over 130 places annually and is a key commitment within my TransformED Strategy.\n\nAs the scheme will not commence until September 2026, no costs have been incurred to date.\n\nEligible Post-Graduate Certificate in Education (PGCE) students in the selected subjects will receive a combined bursary of £17,000 per annum, comprising £1,000 per month for living costs and full coverage of tuition fees. Bachelor of Education (BEd) undergraduate students will receive a tuition fee bursary covering the full cost of fees for each of the four years of study, totalling £20,000.\n\nThis investment will support teacher recruitment in these key subjects and safeguard the future of STEM education, ensuring our young people have access to the full breadth of learning opportunities.","answerHtml":"In September 2025, I announced the introduction of a pilot Bursary Scheme for Initial Teacher Education to address critical teacher shortages in key post-primary subjects: Mathematics, Chemistry, Physics, Computing, Technology and Design and Irish-medium Education.
This substantial financial support, totalling £8.2 million over five years, will fund over 130 places annually and is a key commitment within my TransformED Strategy.
As the scheme will not commence until September 2026, no costs have been incurred to date.
Eligible Post-Graduate Certificate in Education (PGCE) students in the selected subjects will receive a combined bursary of £17,000 per annum, comprising £1,000 per month for living costs and full coverage of tuition fees. Bachelor of Education (BEd) undergraduate students will receive a tuition fee bursary covering the full cost of fees for each of the four years of study, totalling £20,000.
This investment will support teacher recruitment in these key subjects and safeguard the future of STEM education, ensuring our young people have access to the full breadth of learning opportunities.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048202%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489245","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489245"}},{"id":"489244","reference":"AQW 48201/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-09","answerBy":"2026-06-24","answered":"2026-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the action contained within his TransformED Delivery Plan to establish a research function that will support a strong evidence-base for future education policy and practice in Northern Ireland; and (ii) any cost incurred as a result of this.","answerText":"The Research and Evaluation Team within the Department, consisting of staff from the Northern Ireland Statistics and Research Agency (NISRA), is taking forward this TransformED action. Its purpose is to bring together a coherent and aligned research approach to better inform policy development and implementation in Northern Ireland.\n\nThe aims of the new research function are to:\n\nsynthesise and summarise the global evidence base across key areas of education to clearly articulate what we already know;\n\nsupport the dissemination and effective use of research across the Northern Ireland education sector so that evidence is used in ways that make a difference;\n\ngenerate high-quality, locally relevant research to inform education decision making; and\n\nsupport the piloting, development and evaluation of new approaches and interventions.\n\nSince its inception, the team has assumed responsibility for a range of workstreams related to local and international surveys conducted in schools and provided advice and support to policy teams on a range of ad hoc research projects, consultations and evaluations.\n\nFollowing extensive stakeholder consultations, the team is finalising a scoping report setting out the scope and delivery options for the dedicated research function. A final design and implementation plan is being developed, setting out a clear proposal for how the research function should operate and next steps for implementation.\n\nCosts of approximately £70,000 of staff costs have been incurred to date.","answerHtml":"The Research and Evaluation Team within the Department, consisting of staff from the Northern Ireland Statistics and Research Agency (NISRA), is taking forward this TransformED action. Its purpose is to bring together a coherent and aligned research approach to better inform policy development and implementation in Northern Ireland.
The aims of the new research function are to:
synthesise and summarise the global evidence base across key areas of education to clearly articulate what we already know;
support the dissemination and effective use of research across the Northern Ireland education sector so that evidence is used in ways that make a difference;
generate high-quality, locally relevant research to inform education decision making; and
support the piloting, development and evaluation of new approaches and interventions.
Since its inception, the team has assumed responsibility for a range of workstreams related to local and international surveys conducted in schools and provided advice and support to policy teams on a range of ad hoc research projects, consultations and evaluations.
Following extensive stakeholder consultations, the team is finalising a scoping report setting out the scope and delivery options for the dedicated research function. A final design and implementation plan is being developed, setting out a clear proposal for how the research function should operate and next steps for implementation.
Costs of approximately £70,000 of staff costs have been incurred to date.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048201%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489244","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489244"}},{"id":"488941","reference":"AQW 48091/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-08","answerBy":"2026-06-11","answered":"2026-06-11","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on any plans for the ongoing funding from his Department for Tiny Life, when the current funding extension expires at the end of June 2026.","answerText":"While the Budgets for 2026-27 or subsequent periods have not yet been agreed by the Executive, current indications are that my Department will have a significant resource funding gap in 2026-27, including in respect of funding for the Executive’s Early Learning and Childcare Strategy.\n\nFurther funding for TinyLife will be considered in the context of the final allocation of Earmarked Executive funding for the Early Learning and Childcare Strategy, and wider financial pressures.","answerHtml":"While the Budgets for 2026-27 or subsequent periods have not yet been agreed by the Executive, current indications are that my Department will have a significant resource funding gap in 2026-27, including in respect of funding for the Executive’s Early Learning and Childcare Strategy.
Further funding for TinyLife will be considered in the context of the final allocation of Earmarked Executive funding for the Early Learning and Childcare Strategy, and wider financial pressures.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048091%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=488941","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=488941"}},{"id":"488940","reference":"AQW 48090/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-08","answerBy":"2026-06-23","answered":"2026-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any (i) assessment that has been made of the level of unmet demand for integrated education at primary school level in Magherafelt; and (ii) steps he is taking to meet any unmet demand in this area.","answerText":"My Department published the report Integrated Education Demand: Evidence, Insights and Limitations in May 2026 as part of the statutory requirements under the Integrated Education Act 2022. I have considered the findings carefully. The report represents an important step forward in strengthening the Department’s evidence base, and I am committed to ensuring that decisions on Integrated Education are informed by robust, system wide evidence and support sustainable outcomes for all children and young people.\n\nThe report shows that in 2025/26 primary schools overall across the Mid Ulster council area were undersubscribed at first preference level.\n\nIntegrated primary provision in the locality is in line with demand for places overall. Schools have been both over and under subscribed indicating available capacity is generally adequate. Where places are oversubscribed the schools have the freedom to seek approval for additional enrolment through the Temporary Variation process.\n\nThe Integrated Education Support Programme, published on 20 May 2026, provides targeted support where there is evidence of demand. It was launched alongside a call for Transformation, open to all non-Integrated schools, including those in the Magherafelt area.\n\nWhile the Parental School Admission Survey 2025, which informs the report, was not analysed at constituency or town level, it indicates that the Mid Ulster council area shows comparatively lower levels of support, with 23.6 per cent expressing a preference for Integrated Education and 11.6 per cent supporting Transformation.","answerHtml":"My Department published the report Integrated Education Demand: Evidence, Insights and Limitations in May 2026 as part of the statutory requirements under the Integrated Education Act 2022. I have considered the findings carefully. The report represents an important step forward in strengthening the Department’s evidence base, and I am committed to ensuring that decisions on Integrated Education are informed by robust, system wide evidence and support sustainable outcomes for all children and young people.
The report shows that in 2025/26 primary schools overall across the Mid Ulster council area were undersubscribed at first preference level.
Integrated primary provision in the locality is in line with demand for places overall. Schools have been both over and under subscribed indicating available capacity is generally adequate. Where places are oversubscribed the schools have the freedom to seek approval for additional enrolment through the Temporary Variation process.
The Integrated Education Support Programme, published on 20 May 2026, provides targeted support where there is evidence of demand. It was launched alongside a call for Transformation, open to all non-Integrated schools, including those in the Magherafelt area.
While the Parental School Admission Survey 2025, which informs the report, was not analysed at constituency or town level, it indicates that the Mid Ulster council area shows comparatively lower levels of support, with 23.6 per cent expressing a preference for Integrated Education and 11.6 per cent supporting Transformation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2048090%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=488940","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=488940"}},{"id":"488551","reference":"AQO 3722/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-06-04","answerBy":"2026-06-15","answered":"2026-06-15","answeredOrally":true,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities for an update on the redevelopment of Newtownards Library.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr Lyons","text":"The redevelopment of Newtownards library will deliver modern, accessible library services for the local community and form part of a wider cultural hub for the area. It is a key priority for Libraries NI, and its partnership with Ards and North Down Borough Council, which is leading the project, is important. I can report that the outline business case for the project was approved in March 2026. That was a significant step forward and follows the resolution of the complex governance, partnership working and value-for-money issues involved in a project of that significance. Libraries NI and its council partners are now working to establish the arrangements required for the delivery phase of the project. In parallel, an integrated design team has been appointed, with the intention of submitting a planning application for the combined council and library facility within the current financial year. As with all major capital projects, progress will depend on the conditions of approval being met and on the prioritisation of investment within a very constrained public-sector Budget. I remain committed to seeing the project delivered for the people of Newtownards, however."},{"speaker":"Mr Mathison","text":"I thank the Minister for his update. I will highlight the point that, when I was on the council back in 2019, it was already a long-standing saga to get the project over the line, so the people of Newtownards would welcome any progress. On that basis, can the Minister provide any timescale, given that we are years and years into the development of the project? When will the people of Newtownards see a new, redeveloped, fit-for-purpose library in the town?"},{"speaker":"Mr Lyons","text":"I have been clear that Newtownards library is a priority project for me, and the approval of the outline business case demonstrates greater progress than has been made in many years. I hope that that is of some comfort to the people of Newtownards. Governance arrangements are being finalised, and design work is progressing, so the project now has a clear pathway. I remain committed to delivering the project, and I will continue to monitor it closely as it moves towards delivery. I assure the Member that I will continue to engage with Executive colleagues as part of the Budget process to seek and secure the necessary funding for it."},{"speaker":"Mrs Erskine","text":"The Minister has not forgotten about Fermanagh. I welcomed his announcement of three quarters of a million pounds for the redevelopment of Enniskillen library. We went down on what was a very happy day to visit that library. Can he update me on progress on the redevelopment of Enniskillen library, please?"},{"speaker":"Mr Lyons","text":"I am happy to tell the Member that the project is progressing well, with procurement to appoint a contractor at an advanced stage. Subject to the completion of that process, it is anticipated that a contract will be awarded over the summer, with work expected to commence on-site in the autumn. As with all capital projects, further progress will depend on the availability of funding. The Member has frequently reminded me of the project's importance, so I look forward to seeing real progress being made."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%203722%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=488551","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2026-06-15&docID=489602#AQO%203722/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=488551"}},{"id":"488118","reference":"AQW 47752/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-03","answerBy":"2026-06-18","answered":"2026-06-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 45321/22-27, to detail any works planned for the identified (i) former school sites; and ii) seven Education Authority sites.","answerText":"A total of 72 classrooms have been delivered or are in planning across 10 former school sites. The former Orangefield High School site is under consideration for a new 500-pupil special school in East Belfast. The former Castle High School, subsequently the School of Music, has undergone two phases of refurbishment to create a 24-classroom second campus for Harberton School and a final phase of refurbishment is currently progressing in planning for a two-storey extension. The former Mount Gilbert Community College is planned, subject to the receipt of the relevant statutory approvals, to be the 275-pupil senior campus of the new special school in West Belfast.\n\nThe Education Authority’s (EA) Springhill Playing Fields, subject to the receipt of the relevant statutory approvals, will be the 225-pupil junior campus of the new special school in West Belfast.\n\nThere are currently eight classes on the EA’s Grahamsbridge Road site for Longstone School, and the whole site is under consideration for a new build 320-pupil school.\n\n30 classes have been delivered, or are in planning, on the North-West Teachers Centre, Antrim Board Centre, Ballee Centre, Camowen Centre and Cookstown Youth Resource Centre.","answerHtml":"A total of 72 classrooms have been delivered or are in planning across 10 former school sites. The former Orangefield High School site is under consideration for a new 500-pupil special school in East Belfast. The former Castle High School, subsequently the School of Music, has undergone two phases of refurbishment to create a 24-classroom second campus for Harberton School and a final phase of refurbishment is currently progressing in planning for a two-storey extension. The former Mount Gilbert Community College is planned, subject to the receipt of the relevant statutory approvals, to be the 275-pupil senior campus of the new special school in West Belfast.
The Education Authority’s (EA) Springhill Playing Fields, subject to the receipt of the relevant statutory approvals, will be the 225-pupil junior campus of the new special school in West Belfast.
There are currently eight classes on the EA’s Grahamsbridge Road site for Longstone School, and the whole site is under consideration for a new build 320-pupil school.
30 classes have been delivered, or are in planning, on the North-West Teachers Centre, Antrim Board Centre, Ballee Centre, Camowen Centre and Cookstown Youth Resource Centre.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2047752%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=488118","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=488118"}},{"id":"488117","reference":"AQW 47751/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-03","answerBy":"2026-06-18","answered":"2026-06-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 38043/22-27, for an update on the review of suspensions and expulsions.","answerText":"I am currently considering the review of the current suspension and expulsion arrangements, including recommendations for change. Once my consideration is complete, I will determine the appropriate next steps.","answerHtml":"I am currently considering the review of the current suspension and expulsion arrangements, including recommendations for change. Once my consideration is complete, I will determine the appropriate next steps.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2047751%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=488117","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=488117"}},{"id":"488116","reference":"AQW 47750/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-03","answerBy":"2026-06-18","answered":"2026-06-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any role the previous work of the Religious Education Advisory Committee will play in the drafting of the new Religious Education syllabus.","answerText":"As part of the ongoing work on the new RE syllabus, Professor Noel Purdy OBE and Joyce Logue have engaged with individuals, groups and organisations previously involved in the Religious Education Advisory Committee. Those engagements, alongside broader stakeholder engagement and a Call for Evidence, have informed the ongoing process with the practitioner drafting group.","answerHtml":"As part of the ongoing work on the new RE syllabus, Professor Noel Purdy OBE and Joyce Logue have engaged with individuals, groups and organisations previously involved in the Religious Education Advisory Committee. Those engagements, alongside broader stakeholder engagement and a Call for Evidence, have informed the ongoing process with the practitioner drafting group.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2047750%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=488116","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=488116"}},{"id":"488115","reference":"AQW 47749/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-03","answerBy":"2026-06-18","answered":"2026-06-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 35522/22-27, for an update on the development of an outcomes dashboard for the Special Educational Needs Disability Reform Agenda.","answerText":"Ahead of the development of an outcomes dashboard, it is necessary to identify and source the data required to populate that dashboard. This work is currently underway.\n\nMy department is undertaking a review of potential existing data sources for the indicators in the SEN Reform Agenda Outcomes Framework. In parallel, surveys have been issued to parents and schools to gather data for indicators with no pre-existing data available.\n\nUpon completion, all available data will be compiled and a dashboard designed for publication. We anticipate this work will complete during 2026/27.","answerHtml":"Ahead of the development of an outcomes dashboard, it is necessary to identify and source the data required to populate that dashboard. This work is currently underway.
My department is undertaking a review of potential existing data sources for the indicators in the SEN Reform Agenda Outcomes Framework. In parallel, surveys have been issued to parents and schools to gather data for indicators with no pre-existing data available.
Upon completion, all available data will be compiled and a dashboard designed for publication. We anticipate this work will complete during 2026/27.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2047749%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=488115","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=488115"}},{"id":"488114","reference":"AQW 47748/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-06-03","answerBy":"2026-06-18","answered":"2026-06-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the final audit report of the Education Authority Specialist Provisions Service.","answerText":"The Education Authority (EA) have completed their internal Specialist Provisions Service Audit Report dated November 2025.","answerHtml":"The Education Authority (EA) have completed their internal Specialist Provisions Service Audit Report dated November 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2047748%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=488114","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=488114"}},{"id":"489168","reference":"AQO 3698/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-05-28","answerBy":"2026-06-09","answered":"2026-09-16","answeredOrally":false,"priority":false,"department":"Department of Justice","departmentId":"134","minister":"Minister of Justice","question":"To ask the Minister of Justice for her assessment of her Department's resource budget situation.","answerText":"I recognise that the Executive as a whole will not receive sufficient levels of additional funding during the multi-year budget period. I am also very conscious of the significant pressures facing all departments and the difficult decisions that need to be taken by the Executive.\n\nHowever, it is extremely disappointing that the proposed Draft Budget allocations will leave my Department facing day-to-day Stabilisation pressures of £101 million in 2026-27, £141 million in 2027-28, and £215 million in 2028-29. This is before Exceptional pressures for Holiday pay, McCloud and Legacy are taken into account.\n\nThe £215 million pressure in 2028-29 represents the entire budget for Prison Service, Probation Board, Youth Justice and Forensic Science.\n\nThis is catastrophic for the justice system in Northern Ireland. Considering the magnitude of the pressures remaining it is difficult to see how my Department will manage to live within budget.\n\nThe limited funding provided to my Department will mean that it is almost inevitable that it will overspend its Resource Budget in each of the next three years.\n\nI will continue to engage with Ministerial colleagues to advocate for additional funding to ensure we have a Justice sector that is funded appropriately now and in future years, which is currently not the case.","answerHtml":"I recognise that the Executive as a whole will not receive sufficient levels of additional funding during the multi-year budget period. I am also very conscious of the significant pressures facing all departments and the difficult decisions that need to be taken by the Executive.
However, it is extremely disappointing that the proposed Draft Budget allocations will leave my Department facing day-to-day Stabilisation pressures of £101 million in 2026-27, £141 million in 2027-28, and £215 million in 2028-29. This is before Exceptional pressures for Holiday pay, McCloud and Legacy are taken into account.
The £215 million pressure in 2028-29 represents the entire budget for Prison Service, Probation Board, Youth Justice and Forensic Science.
This is catastrophic for the justice system in Northern Ireland. Considering the magnitude of the pressures remaining it is difficult to see how my Department will manage to live within budget.
The limited funding provided to my Department will mean that it is almost inevitable that it will overspend its Resource Budget in each of the next three years.
I will continue to engage with Ministerial colleagues to advocate for additional funding to ensure we have a Justice sector that is funded appropriately now and in future years, which is currently not the case.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%203698%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489168","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489168"}},{"id":"489078","reference":"AQO 3678/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-05-28","answerBy":"2026-06-08","answered":"2026-06-08","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for her response to the petition submitted to the Speaker on 5 May 2026 calling for streetlighting at bus stops on the A24 near Drumaness.","answerText":"I am aware of the petition that was submitted to the Speaker on 5 May and understand the concerns of the signatories in relation to this matter.\n\nMy Department’s policy for the provision of street lighting is detailed in Policy and Procedures Guide E072.\n\nIn rural areas, my Department uses two main criteria when considering the provision of street lighting relating to the density of development along a road, including public buildings with significant night-time use, or where lighting is likely to help at sites that have a significant history of night-time collisions.\n\nWhile bus stops are not considered as a separate criterion within the policy, its application ensures that the limited resources available are directed to areas where they can provide the most benefit to the public, particularly where road or infrastructure safety is concerned, including locations where buses stop within rural communities.\n\nIt also serves to balance the demand for more rural lighting against the unwelcome effects of increased urbanisation of the countryside, the environmental impact of night sky light pollution on people, wildlife and flora and the financial costs of providing and maintaining additional public lighting installations.\n\nHowever, I recognise that lighting can make an important contribution to personal safety and reassurance, particularly for women travelling after dark and for children on routes to and from school.\n\nForthcoming policy developments may incorporate consideration of enhanced measures, including the provision of targeted lighting at specific locations, where deemed appropriate.","answerHtml":"I am aware of the petition that was submitted to the Speaker on 5 May and understand the concerns of the signatories in relation to this matter.
My Department’s policy for the provision of street lighting is detailed in Policy and Procedures Guide E072.
In rural areas, my Department uses two main criteria when considering the provision of street lighting relating to the density of development along a road, including public buildings with significant night-time use, or where lighting is likely to help at sites that have a significant history of night-time collisions.
While bus stops are not considered as a separate criterion within the policy, its application ensures that the limited resources available are directed to areas where they can provide the most benefit to the public, particularly where road or infrastructure safety is concerned, including locations where buses stop within rural communities.
It also serves to balance the demand for more rural lighting against the unwelcome effects of increased urbanisation of the countryside, the environmental impact of night sky light pollution on people, wildlife and flora and the financial costs of providing and maintaining additional public lighting installations.
However, I recognise that lighting can make an important contribution to personal safety and reassurance, particularly for women travelling after dark and for children on routes to and from school.
Forthcoming policy developments may incorporate consideration of enhanced measures, including the provision of targeted lighting at specific locations, where deemed appropriate.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%203678%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=489078","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=489078"}},{"id":"486528","reference":"AQW 47015/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-26","answerBy":"2026-06-10","answered":"2026-06-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 43648/22-27, for an update on the report on the Education Authority Primary Children Looked After Advisory Service.","answerText":"The review of the Education Authority Primary Children Looked After Advisory Service has been subject to some delay, due to an extension of the consultation period with schools and internal quality assurance processes of the Innovation and Consultancy Service (ICS).\n\nOfficials expect the final report to be provided to the Department imminently.","answerHtml":"The review of the Education Authority Primary Children Looked After Advisory Service has been subject to some delay, due to an extension of the consultation period with schools and internal quality assurance processes of the Innovation and Consultancy Service (ICS).
Officials expect the final report to be provided to the Department imminently.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2047015%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=486528","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=486528"}},{"id":"486058","reference":"AQW 46784/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-21","answerBy":"2026-05-27","answered":"2026-05-26","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether Bright Start grants will be released to enable settings to deliver summer provision in 2026.","answerText":"The Budgets for 2026/27 have not yet been agreed by the Executive. I am therefore not presently in a position to provide any commitments or timescales to funding.\n\nAny decision regarding future funding will be considered in the context of my Department’s 2026/27 budget allocation, the allocation of earmarked funding for the Executive Early Learning and Childcare Strategy and wider financial pressures.","answerHtml":"The Budgets for 2026/27 have not yet been agreed by the Executive. I am therefore not presently in a position to provide any commitments or timescales to funding.
Any decision regarding future funding will be considered in the context of my Department’s 2026/27 budget allocation, the allocation of earmarked funding for the Executive Early Learning and Childcare Strategy and wider financial pressures.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046784%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=486058","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=486058"}},{"id":"486057","reference":"AQW 46783/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-21","answerBy":"2026-06-08","answered":"2026-05-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, following the motion addressing special educational needs coordinator (SENCO) workload, which was carried on 28 April 2026, to detail when he will commence the review of SENCO workload.","answerText":"While the Department has not committed to a formal review of SENCo workload, a range of actions within the Special Educational Needs Reform Agenda and the Teacher Workload Action Plan will contribute to addressing SENCo workload pressures.","answerHtml":"While the Department has not committed to a formal review of SENCo workload, a range of actions within the Special Educational Needs Reform Agenda and the Teacher Workload Action Plan will contribute to addressing SENCo workload pressures.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046783%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=486057","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=486057"}},{"id":"486056","reference":"AQW 46782/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-21","answerBy":"2026-06-08","answered":"2026-05-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether any consideration has been given to asking parents when they register the birth of their child for their preferred school sector, as has been done in the Republic of Ireland.","answerText":"My department has no plans to ask parents when they register the birth of their child for their preferred school sector. In Northern Ireland, responsibility for birth registration sits with the General Register Office Northern Ireland (GRONI).","answerHtml":"My department has no plans to ask parents when they register the birth of their child for their preferred school sector. In Northern Ireland, responsibility for birth registration sits with the General Register Office Northern Ireland (GRONI).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046782%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=486056","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=486056"}},{"id":"486055","reference":"AQW 46781/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-21","answerBy":"2026-06-08","answered":"2026-05-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any resources that will be provided to schools in the 2026-27 academic year to facilitate special educational needs coordinator classroom release.","answerText":"The budget for the 2026–27 full financial year has not yet been agreed and, therefore, no decision has been made in respect of earmarked funding provided under the SENCO implementation of the Special Educational Needs and Disability Act (Northern Ireland) 2016.","answerHtml":"The budget for the 2026–27 full financial year has not yet been agreed and, therefore, no decision has been made in respect of earmarked funding provided under the SENCO implementation of the Special Educational Needs and Disability Act (Northern Ireland) 2016.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046781%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=486055","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=486055"}},{"id":"485449","reference":"AQW 46540/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-19","answerBy":"2026-06-04","answered":"2026-05-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any appointment process that was followed for the roles associated with the group of experienced school principals who have been seconded for one year to support the TransformEd programme.","answerText":"The approved business case for the Leaders of Education Programme estimates a requirement of c£920k for all costs associated with delivering the programme across the full 2026/27 academic year.\n\nThe secondment opportunities were advertised through the Department of Finance’s Interchange Northern Ireland platform. Such opportunities are purposefully designed for individuals employed in the public sector to provide benefits for both the organisation providing the secondment and the organisation releasing the secondee.\n\nThe two-phase selection process currently underway involves a sift of applications against specified criteria followed by a conversation with a purpose. It is intended that successful candidates will be in post from 1 September 2026 or as soon as possible thereafter.","answerHtml":"The approved business case for the Leaders of Education Programme estimates a requirement of c£920k for all costs associated with delivering the programme across the full 2026/27 academic year.
The secondment opportunities were advertised through the Department of Finance’s Interchange Northern Ireland platform. Such opportunities are purposefully designed for individuals employed in the public sector to provide benefits for both the organisation providing the secondment and the organisation releasing the secondee.
The two-phase selection process currently underway involves a sift of applications against specified criteria followed by a conversation with a purpose. It is intended that successful candidates will be in post from 1 September 2026 or as soon as possible thereafter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046540%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=485449","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=485449"}},{"id":"485448","reference":"AQW 46539/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-19","answerBy":"2026-06-04","answered":"2026-05-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the amount that will be spent on the secondment of experienced school principals for one year to support the TransformEd programme.","answerText":"The approved business case for the Leaders of Education Programme estimates a requirement of c£920k for all costs associated with delivering the programme across the full 2026/27 academic year.\n\nThe secondment opportunities were advertised through the Department of Finance’s Interchange Northern Ireland platform. Such opportunities are purposefully designed for individuals employed in the public sector to provide benefits for both the organisation providing the secondment and the organisation releasing the secondee.\n\nThe two-phase selection process currently underway involves a sift of applications against specified criteria followed by a conversation with a purpose. It is intended that successful candidates will be in post from 1 September 2026 or as soon as possible thereafter.","answerHtml":"The approved business case for the Leaders of Education Programme estimates a requirement of c£920k for all costs associated with delivering the programme across the full 2026/27 academic year.
The secondment opportunities were advertised through the Department of Finance’s Interchange Northern Ireland platform. Such opportunities are purposefully designed for individuals employed in the public sector to provide benefits for both the organisation providing the secondment and the organisation releasing the secondee.
The two-phase selection process currently underway involves a sift of applications against specified criteria followed by a conversation with a purpose. It is intended that successful candidates will be in post from 1 September 2026 or as soon as possible thereafter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046539%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=485448","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=485448"}},{"id":"485447","reference":"AQW 46538/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-19","answerBy":"2026-06-04","answered":"2026-05-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail when he will make a decision on the development proposal to transform Killowen Primary School, Coleraine. to integrated status.","answerText":"Development Proposal (DP) 745 which proposes that Killowen Primary School will transform to Controlled Integrated Status, with effect from 1 September 2025, or as soon as possible thereafter, was published by the Education Authority on 9 April 2025.\n\nA report on the proposal has been submitted to me for consideration.\n\nThe assessment of any DP is a complex process and requires careful consideration of all evidence to ensure decisions are taken in the best interests of all children and to ensure they have access to high quality education that is viable and sustainable in the long term.\n\nI am aware of the need for clarity and certainty for the school and its community; therefore, I will endeavour to provide that clarity and certainty as soon as practically possible.","answerHtml":"Development Proposal (DP) 745 which proposes that Killowen Primary School will transform to Controlled Integrated Status, with effect from 1 September 2025, or as soon as possible thereafter, was published by the Education Authority on 9 April 2025.
A report on the proposal has been submitted to me for consideration.
The assessment of any DP is a complex process and requires careful consideration of all evidence to ensure decisions are taken in the best interests of all children and to ensure they have access to high quality education that is viable and sustainable in the long term.
I am aware of the need for clarity and certainty for the school and its community; therefore, I will endeavour to provide that clarity and certainty as soon as practically possible.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046538%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=485447","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=485447"}},{"id":"485159","reference":"AQW 46424/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-18","answerBy":"2026-06-03","answered":"2026-05-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the cost of an individual GenAI licence that will be provided through the EdIS managed education technology service.","answerText":"At present, there is no general availability of Generative AI (GenAI) licences for teachers through the C2k system. The Education Authority has completed two proof-of-concept pilots involving Microsoft Copilot and Google Gemini Advanced. From June 2026, EdIS C2K will begin a phased rollout of secure enterprise grade Gen AI Licenses commencing with school principals.\n\nThe £10.7 million investment will provide schools with secure AI tools through C2k, alongside professional learning to ensure they are used safely and effectively. The aim is to give all schools fair access to these tools while supporting teaching through lesson preparation, assessment, personalised learning, inclusive practice and reducing administrative workload.\n\nThe cost of individual AI licences cannot be shared for commercial reasons, but they have been agreed at a significantly discounted rate, ensuring good value for the education sector.","answerHtml":"At present, there is no general availability of Generative AI (GenAI) licences for teachers through the C2k system. The Education Authority has completed two proof-of-concept pilots involving Microsoft Copilot and Google Gemini Advanced. From June 2026, EdIS C2K will begin a phased rollout of secure enterprise grade Gen AI Licenses commencing with school principals.
The £10.7 million investment will provide schools with secure AI tools through C2k, alongside professional learning to ensure they are used safely and effectively. The aim is to give all schools fair access to these tools while supporting teaching through lesson preparation, assessment, personalised learning, inclusive practice and reducing administrative workload.
The cost of individual AI licences cannot be shared for commercial reasons, but they have been agreed at a significantly discounted rate, ensuring good value for the education sector.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046424%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=485159","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=485159"}},{"id":"485158","reference":"AQW 46423/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-18","answerBy":"2026-06-03","answered":"2026-05-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any new provisions that will be made available to teachers via his £10.7 million investment in GenAI licences.","answerText":"At present, there is no general availability of Generative AI (GenAI) licences for teachers through the C2k system. The Education Authority has completed two proof-of-concept pilots involving Microsoft Copilot and Google Gemini Advanced. From June 2026, EdIS C2K will begin a phased rollout of secure enterprise grade Gen AI Licenses commencing with school principals.\n\nThe £10.7 million investment will provide schools with secure AI tools through C2k, alongside professional learning to ensure they are used safely and effectively. The aim is to give all schools fair access to these tools while supporting teaching through lesson preparation, assessment, personalised learning, inclusive practice and reducing administrative workload.\n\nThe cost of individual AI licences cannot be shared for commercial reasons, but they have been agreed at a significantly discounted rate, ensuring good value for the education sector.","answerHtml":"At present, there is no general availability of Generative AI (GenAI) licences for teachers through the C2k system. The Education Authority has completed two proof-of-concept pilots involving Microsoft Copilot and Google Gemini Advanced. From June 2026, EdIS C2K will begin a phased rollout of secure enterprise grade Gen AI Licenses commencing with school principals.
The £10.7 million investment will provide schools with secure AI tools through C2k, alongside professional learning to ensure they are used safely and effectively. The aim is to give all schools fair access to these tools while supporting teaching through lesson preparation, assessment, personalised learning, inclusive practice and reducing administrative workload.
The cost of individual AI licences cannot be shared for commercial reasons, but they have been agreed at a significantly discounted rate, ensuring good value for the education sector.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046423%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=485158","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=485158"}},{"id":"485157","reference":"AQW 46422/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-18","answerBy":"2026-06-03","answered":"2026-05-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any GenAI licences currently available to teachers via the C2K system.","answerText":"At present, there is no general availability of Generative AI (GenAI) licences for teachers through the C2k system. The Education Authority has completed two proof-of-concept pilots involving Microsoft Copilot and Google Gemini Advanced. From June 2026, EdIS C2K will begin a phased rollout of secure enterprise grade Gen AI Licenses commencing with school principals.\n\nThe £10.7 million investment will provide schools with secure AI tools through C2k, alongside professional learning to ensure they are used safely and effectively. The aim is to give all schools fair access to these tools while supporting teaching through lesson preparation, assessment, personalised learning, inclusive practice and reducing administrative workload.\n\nThe cost of individual AI licences cannot be shared for commercial reasons, but they have been agreed at a significantly discounted rate, ensuring good value for the education sector.","answerHtml":"At present, there is no general availability of Generative AI (GenAI) licences for teachers through the C2k system. The Education Authority has completed two proof-of-concept pilots involving Microsoft Copilot and Google Gemini Advanced. From June 2026, EdIS C2K will begin a phased rollout of secure enterprise grade Gen AI Licenses commencing with school principals.
The £10.7 million investment will provide schools with secure AI tools through C2k, alongside professional learning to ensure they are used safely and effectively. The aim is to give all schools fair access to these tools while supporting teaching through lesson preparation, assessment, personalised learning, inclusive practice and reducing administrative workload.
The cost of individual AI licences cannot be shared for commercial reasons, but they have been agreed at a significantly discounted rate, ensuring good value for the education sector.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046422%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=485157","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=485157"}},{"id":"484718","reference":"AQW 46227/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-14","answerBy":"2026-06-01","answered":"2026-06-02","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure, pursuant to AQW 41810/22-27, for an update on the review of the accessible parking bay road markings, outside Boots chemist on Regent Street, Newtownards.","answerText":"My Officials are currently undertaking a review of the accessible parking bays within Newtownards town centre which includes the road markings outside Boots chemist. We anticipate that this review will be completed in the coming months and a comprehensive update of the legislation will then be progressed as necessary.","answerHtml":"My Officials are currently undertaking a review of the accessible parking bays within Newtownards town centre which includes the road markings outside Boots chemist. We anticipate that this review will be completed in the coming months and a comprehensive update of the legislation will then be progressed as necessary.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046227%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=484718","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=484718"}},{"id":"484524","reference":"AQW 46133/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-13","answerBy":"2026-05-29","answered":"2026-05-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 44727/22-27 and AQW 44730/22-27, whether he will engage with the Minister of Health regarding a mental health and wellbeing intervention for children in primary schools.","answerText":"As outlined in my responses to AQW 44727 and 44730, no formal assessment of need has yet been undertaken in respect of a dedicated mental health and wellbeing service for children of primary school age.\n\nFollowing the completion of the review of the Emotional Health and Wellbeing Framework, my officials will engage with Department of Health counterparts to consider the report’s findings and recommendations. Subsequent proposals will then be brought forward for my consideration.\n\nEarly indications from the review suggest that next steps are likely to include exploring the type of provision required for children in primary education. I remain open to engagement with the Minister of Health as officials take this work forward.","answerHtml":"As outlined in my responses to AQW 44727 and 44730, no formal assessment of need has yet been undertaken in respect of a dedicated mental health and wellbeing service for children of primary school age.
Following the completion of the review of the Emotional Health and Wellbeing Framework, my officials will engage with Department of Health counterparts to consider the report’s findings and recommendations. Subsequent proposals will then be brought forward for my consideration.
Early indications from the review suggest that next steps are likely to include exploring the type of provision required for children in primary education. I remain open to engagement with the Minister of Health as officials take this work forward.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046133%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=484524","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=484524"}},{"id":"484523","reference":"AQW 46132/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-13","answerBy":"2026-05-29","answered":"2026-05-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 45318/22-27, to detail the timescale for the (i) completion; and (ii) publication, of a handbook for special schools.","answerText":"My response of 19 May 2026 confirmed good progress has been made on the development of a handbook for both Special Schools and for specialist provision in mainstream schools.\n\nWhilst I cannot confirm a definitive date for completion and publication of the new handbook for Special Schools at this time, I would anticipate the first draft will be completed by the end of December 2026.","answerHtml":"My response of 19 May 2026 confirmed good progress has been made on the development of a handbook for both Special Schools and for specialist provision in mainstream schools.
Whilst I cannot confirm a definitive date for completion and publication of the new handbook for Special Schools at this time, I would anticipate the first draft will be completed by the end of December 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2046132%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=484523","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=484523"}},{"id":"483824","reference":"AQW 45811/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-08","answerBy":"2026-05-26","answered":"2026-05-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the old Little Sunbeams Nursery site will be utilised to expand the Saintfield site of Oakwood School and Assessment Centre, given its immediate proximity to the school.","answerText":"The former Little Sunbeams Pre-School and Playgroup building is owned by the Management Committee of the pre-school. The Education Authority (EA) has been approached by the Chair of the Management Committee with an offer to acquire the modular building for use as a nursery unit for Oakwood School.\n\nThe EA has commenced work on compiling a feasibility report and business case which will determine whether any potential acquisition would represent value for money, subject to the availability of capital funding.","answerHtml":"The former Little Sunbeams Pre-School and Playgroup building is owned by the Management Committee of the pre-school. The Education Authority (EA) has been approached by the Chair of the Management Committee with an offer to acquire the modular building for use as a nursery unit for Oakwood School.
The EA has commenced work on compiling a feasibility report and business case which will determine whether any potential acquisition would represent value for money, subject to the availability of capital funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2045811%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=483824","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=483824"}},{"id":"483823","reference":"AQW 45810/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-08","answerBy":"2026-05-26","answered":"2026-06-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any steps being taken to increase primary one capacity at Oakwood School and Assessment Centre, Saintfield, for September 2026.","answerText":"The Education Authority (EA) has been exploring options to expand primary one capacity at Oakwood School and Assessment Centre, Saintfield, including the potential acquisition of adjacent land to increase the school's footprint. However, the current financial climate presents a significant challenge to progressing these plans.\n\nRegarding September 2026 specifically, the EA has initiated a project to deliver additional accommodation at Oakwood School and Assessment Centre, Saintfield. The acquisition process is progressing however construction works cannot commence until this process has concluded. Current delivery estimations show that this project will provide capacity for the intake of pupils within the next academic year.\n\nEA continue to engage with all relevant stakeholders to expedite works where possible.","answerHtml":"The Education Authority (EA) has been exploring options to expand primary one capacity at Oakwood School and Assessment Centre, Saintfield, including the potential acquisition of adjacent land to increase the school's footprint. However, the current financial climate presents a significant challenge to progressing these plans.
Regarding September 2026 specifically, the EA has initiated a project to deliver additional accommodation at Oakwood School and Assessment Centre, Saintfield. The acquisition process is progressing however construction works cannot commence until this process has concluded. Current delivery estimations show that this project will provide capacity for the intake of pupils within the next academic year.
EA continue to engage with all relevant stakeholders to expedite works where possible.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2045810%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=483823","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=483823"}},{"id":"483822","reference":"AQW 45809/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-08","answerBy":"2026-05-26","answered":"2026-05-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether any assessment has been made of recent Freedom of Information findings that show only around one in three schools currently stock spare emergency adrenaline auto-injector pens.","answerText":"A review of the current guidance ‘Supporting Pupils with Medication Needs’ will be progressed when possible and will consider available evidence at that stage.","answerHtml":"A review of the current guidance ‘Supporting Pupils with Medication Needs’ will be progressed when possible and will consider available evidence at that stage.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2045809%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=483822","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=483822"}},{"id":"483821","reference":"AQW 45808/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-08","answerBy":"2026-05-26","answered":"2026-05-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any plans his Department has to address any inconsistencies in allergy safeguards across schools.","answerText":"For the 2025-26 financial planning cycle, the Education Authority (EA) piloted a series of group-based financial planning workshops in 2025-26 for schools assessed, by the EA, to have non-complex financial circumstances. This approach has enabled the EA to prioritise individual meetings with schools facing complex financial planning issues to maximise the time and support available to them.\n\nAny school that chose not to participate in the pilot scheme and requested an individual financial planning meeting was accommodated by the EA. Positive feedback was received by schools on the day of the workshops and the EA will carry out a Post Engagement Evaluation with schools, following completion of the 2026-27 financial planning cycle.\n\nIndividual Financial Planning meetings have not been replaced by Schools Financial Planning Workshops. Based on the EA’s financial assessment, schools are invited to attend a financial planning workshop and the EA offer follow-up individual meetings, to schools that require further support.\n\nThis blended approach ensures both broad engagement with the sector and targeted support for schools with complex financial circumstances.","answerHtml":"For the 2025-26 financial planning cycle, the Education Authority (EA) piloted a series of group-based financial planning workshops in 2025-26 for schools assessed, by the EA, to have non-complex financial circumstances. This approach has enabled the EA to prioritise individual meetings with schools facing complex financial planning issues to maximise the time and support available to them.
Any school that chose not to participate in the pilot scheme and requested an individual financial planning meeting was accommodated by the EA. Positive feedback was received by schools on the day of the workshops and the EA will carry out a Post Engagement Evaluation with schools, following completion of the 2026-27 financial planning cycle.
Individual Financial Planning meetings have not been replaced by Schools Financial Planning Workshops. Based on the EA’s financial assessment, schools are invited to attend a financial planning workshop and the EA offer follow-up individual meetings, to schools that require further support.
This blended approach ensures both broad engagement with the sector and targeted support for schools with complex financial circumstances.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2045808%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=483821","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=483821"}},{"id":"483820","reference":"AQW 45807/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-08","answerBy":"2026-05-26","answered":"2026-05-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how his Department ensures that guidance on supporting pupils with medication needs is implemented consistently across all schools.","answerText":"A school’s arrangements for the administration of medication are reviewed as part of the Education and Training Inspectorate’s improvement-focused inspection framework, supporting schools in strengthening their practice.\n\nThe Education Authority (EA) advised it supports the consistent implementation of the Department of Education’s guidance on supporting pupils with medical needs by providing schools with clear advice, signposting regarding training and resources through the EA Medical Needs Service.\n\nThe EA Medical Needs Service works directly with schools to help them to help them develop appropriate policies, ensure staff are trained in managing pupils’ medical needs and address any issues identified through ongoing engagement.","answerHtml":"A school’s arrangements for the administration of medication are reviewed as part of the Education and Training Inspectorate’s improvement-focused inspection framework, supporting schools in strengthening their practice.
The Education Authority (EA) advised it supports the consistent implementation of the Department of Education’s guidance on supporting pupils with medical needs by providing schools with clear advice, signposting regarding training and resources through the EA Medical Needs Service.
The EA Medical Needs Service works directly with schools to help them to help them develop appropriate policies, ensure staff are trained in managing pupils’ medical needs and address any issues identified through ongoing engagement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2045807%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=483820","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=483820"}},{"id":"485387","reference":"AQO 3596/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-05-07","answerBy":"2026-05-19","answered":"2026-05-19","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy to outline any assessment that has been made of the amount and quality of information provided to young people on the Universities and Colleges Admissions Service application process, compared to the Central Applications Office application process.","answerText":"My Department’s Careers Service provides an impartial, client-centred, information, advice and guidance service which is delivered by professionally qualified Careers Advisers. Advisers help young people to explore higher education options locally, all across Ireland and in Great Britain. Support is tailored to individual need and can include advice on application routes through both the UCAS and the Central Applications Office. When discussing these processes, Advisers will also help clients with entry requirements and relevant qualification equivalencies; assist with their personal statements; key deadlines and decision points; and progression pathways. Broader careers advice and guidance will also be offered to support informed decision-making.\n\nAs an impartial service, Careers Advisers do not recommend particular institutions. Instead, they provide information, advice and guidance to help each young person identify the institutions and pathways that best match their interests, circumstances and ambitions. The final decision on where to apply rests with the individual.","answerHtml":"My Department’s Careers Service provides an impartial, client-centred, information, advice and guidance service which is delivered by professionally qualified Careers Advisers. Advisers help young people to explore higher education options locally, all across Ireland and in Great Britain. Support is tailored to individual need and can include advice on application routes through both the UCAS and the Central Applications Office. When discussing these processes, Advisers will also help clients with entry requirements and relevant qualification equivalencies; assist with their personal statements; key deadlines and decision points; and progression pathways. Broader careers advice and guidance will also be offered to support informed decision-making.
As an impartial service, Careers Advisers do not recommend particular institutions. Instead, they provide information, advice and guidance to help each young person identify the institutions and pathways that best match their interests, circumstances and ambitions. The final decision on where to apply rests with the individual.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%203596%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=485387","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=485387"}},{"id":"483645","reference":"AQO 3557/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-05-07","answerBy":"2026-05-18","answered":"2026-05-18","answeredOrally":true,"priority":false,"department":"Department of Agriculture, Environment and Rural Affairs","departmentId":"76","minister":"Minister of Agriculture, Environment and Rural Affairs","question":"To ask the Minister of Agriculture, Environment and Rural Affairs for an update on his efforts to introduce a closed season for periwinkle harvesting.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr Muir","text":"Earlier this year, my Department made regulations to introduce a closed season for periwinkle harvesting between January and April each year in the Northern Ireland intertidal area. There was significant support for that in a public consultation in 2022. It was disappointing that the regulations had to be subsequently revoked after the AERA Committee voted in opposition to them a few weeks before they would have come into operation. Strangford lough holds designations as a special area of conservation and a marine conservation zone. An Agri-Food and Biosciences Institute (AFBI) report on periwinkles in Strangford lough was published in 2022. It recommended a closed season from January to April to protect spawning stocks of periwinkles in Strangford lough. I have asked my officials to bring forward a statutory rule (SR) for a closed season for the gathering of periwinkles in Strangford lough based on the recommendations in that report. My Department remains committed to meeting its environmental obligations and promoting the long-term sustainability of our fisheries and will take timely and proportionate action, where that is necessary, to protect marine resources."},{"speaker":"Mr Mathison","text":"I thank the Minister for that update. Will the Minister provide further detail on whether he expects to see a closed season for periwinkle harvesting in place in Strangford lough before the end of the mandate?"},{"speaker":"Mr Muir","text":"It is my intention to introduce a closed season for periwinkle harvesting for Strangford lough by the end of the mandate. I will seek the support of the Committee and, if necessary, the Chamber for that. It is important that we respect the designations that are placed on Strangford lough and that we protect important habitats, features and species. The AFBI report sets out clearly the recommendations in that regard, and it is important that we regulate the issue and introduce the closed season. I look forward to the support of my colleagues in that regard."},{"speaker":"Miss McIlveen","text":"The Northern Ireland fishing industry is in crisis and, in its own words, facing a \"perfect storm\", with rising fuel costs, reduced fishing opportunities, restrictions that have been enforced by the Isle of Man Government and issues with foreign workers' visas. Sadly, many rely on gathering periwinkles, especially during bad weather, to supplement their income. Will the Minister stand up for the fishing industry and take account of the impact that such policies will have on the sector?"},{"speaker":"Mr Muir","text":"I am conscious of the pressures that our fishing industry faces. That is why I travelled to the Isle of Man to make representations on the specific issue that the Member outlined. The Secretary of State and I engaged on the pressures, particularly those regarding fuel and the migration policy that the UK Government are implementing. I will continue to explore what is possible within Northern Ireland's limited budget, but I recognise those issues, and there will be significant engagement. On the issue at hand — the closed season for periwinkle harvesting — it is important that we respect the science and protect our environment. That is what I seek to do in a proportionate manner."},{"speaker":"Mr Butler","text":"In his answer to the tabled question, it seemed that the Minister was apportioning blame to the Committee for not passing the SR in the limited time that we had. Minister, do you accept that, in reality, the AFBI report and science relate to Strangford lough? That is what the evidence relates to. You wanted to put a ban on periwinkle gathering across the shores, up the eastern seaboard of Northern Ireland, when, in fact, the science tells us that, due to global warming, the water is getting warmer and the periwinkles are moving north."},{"speaker":"Mr Muir","text":"A few weeks before it was due to come into place, the Committee expressed a position that it wanted to annul the regulations. I was conscious of the decision that the Committee took. I was also conscious of the fact that, in seeking to introduce it more widely than Strangford lough, we were seeking to address the concerns regarding displacement. I am trying to find a way forward that protects Strangford lough, respects the science and protects our environment. That is why I will seek your support on that. I am happy to meet the Committee in due course, as are officials, to discuss the matter further."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%203557%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=483645","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2026-05-18&docID=484601#AQO%203557/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=483645"}},{"id":"482967","reference":"AQW 45444/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-05","answerBy":"2026-05-20","answered":"2026-05-20","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail any engagement she has had with the Minister of Education regarding wastewater capacity, in order to support his capital development plans for schools.","answerText":"I regularly engage with Executive colleagues to advocate for an increase in wastewater investment. This investment in modernising and upgrading our wastewater infrastructure is crucial to facilitating housing growth and economic development, supporting the delivery of the Executive’s capital projects, and addressing environmental issues.","answerHtml":"I regularly engage with Executive colleagues to advocate for an increase in wastewater investment. This investment in modernising and upgrading our wastewater infrastructure is crucial to facilitating housing growth and economic development, supporting the delivery of the Executive’s capital projects, and addressing environmental issues.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2045444%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=482967","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=482967"}},{"id":"482700","reference":"AQW 45321/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-01","answerBy":"2026-05-19","answered":"2026-05-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any work done to assess (i) surplus Education Authority sites; and (ii) other Executive Departments or arm's-length body surplus sites, that could potentially facilitate special schools.","answerText":"Five former school sites have already been repurposed to establish second campuses for special schools or deliver additional special educational need (SEN) accommodation. Works are planned for September 2026 and September 2027 delivery at four further sites, and five sites are currently being assessed for suitability.\n\nProjects have already been delivered, or are underway at, seven Education Authority (EA) sites. In addition, the business case, which is currently going through the approvals process, for the first of the new Belfast special schools also proposes the use of two EA owned sites for a junior and senior campus.\n\nMy officials and the EA are also currently exploring sites with the Department of Health, the Department for the Economy, the Department of Agriculture, Environment & Rural Affairs and the Office of the First Minister and Deputy First Minister for new special schools. There has also been extensive engagement with local councils.","answerHtml":"Five former school sites have already been repurposed to establish second campuses for special schools or deliver additional special educational need (SEN) accommodation. Works are planned for September 2026 and September 2027 delivery at four further sites, and five sites are currently being assessed for suitability.
Projects have already been delivered, or are underway at, seven Education Authority (EA) sites. In addition, the business case, which is currently going through the approvals process, for the first of the new Belfast special schools also proposes the use of two EA owned sites for a junior and senior campus.
My officials and the EA are also currently exploring sites with the Department of Health, the Department for the Economy, the Department of Agriculture, Environment & Rural Affairs and the Office of the First Minister and Deputy First Minister for new special schools. There has also been extensive engagement with local councils.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2045321%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=482700","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=482700"}},{"id":"482699","reference":"AQW 45320/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-01","answerBy":"2026-05-19","answered":"2026-06-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the number of additional nursery and primary one special school placements required to meet demand for September 2026 in the Belfast catchment area; and (ii) the number of places currently available.","answerText":"The Education Authority has advised that as of 27 May 2026 there was a pressure of 66 places for nursery and primary one in special schools and Specialist Provision Special in the Belfast Area. The full position regarding this demand was not known until the conclusion of the general admissions process on 19 May 2026.\n\nPlease note that data is under continual review and subject to change as new statutory assessment requests are received, processed and pupil placements secured.","answerHtml":"The Education Authority has advised that as of 27 May 2026 there was a pressure of 66 places for nursery and primary one in special schools and Specialist Provision Special in the Belfast Area. The full position regarding this demand was not known until the conclusion of the general admissions process on 19 May 2026.
Please note that data is under continual review and subject to change as new statutory assessment requests are received, processed and pupil placements secured.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2045320%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=482699","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=482699"}},{"id":"482698","reference":"AQW 45319/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-01","answerBy":"2026-05-19","answered":"2026-05-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any engagement he has had with the Minister for Infrastructure regarding wastewater capacity to facilitate his capital development plans for schools.","answerText":"I have not had any direct engagement with the Minister for Infrastructure regarding wastewater capacity to facilitate capital development plans for schools.\n\nWastewater treatment for school projects is dealt with under the planning application process and Northern Ireland Water is one of the statutory consultees of the process.\n\nThe development, submission and management of planning applications, and subsequent implementation of conditions of planning approval, are the responsibility of the Integrated Consultant Team, appointed by the Department of Education for all major capital school projects.","answerHtml":"I have not had any direct engagement with the Minister for Infrastructure regarding wastewater capacity to facilitate capital development plans for schools.
Wastewater treatment for school projects is dealt with under the planning application process and Northern Ireland Water is one of the statutory consultees of the process.
The development, submission and management of planning applications, and subsequent implementation of conditions of planning approval, are the responsibility of the Integrated Consultant Team, appointed by the Department of Education for all major capital school projects.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2045319%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=482698","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=482698"}},{"id":"482697","reference":"AQW 45318/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-01","answerBy":"2026-05-19","answered":"2026-05-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the provision of a Special School Handbook.","answerText":"Good progress has been made on the development of a handbook for both Special Schools and for specialist provision in mainstream schools.\n\nOfficials are working with professional colleagues within the Department and the Education Authority on the development of guidance room data sheets and exemplar layouts, setting out the requirements for each space within a Special School.","answerHtml":"Good progress has been made on the development of a handbook for both Special Schools and for specialist provision in mainstream schools.
Officials are working with professional colleagues within the Department and the Education Authority on the development of guidance room data sheets and exemplar layouts, setting out the requirements for each space within a Special School.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2045318%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=482697","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=482697"}},{"id":"482696","reference":"AQW 45317/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-05-01","answerBy":"2026-05-19","answered":"2026-05-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on any progress to permit Cedar Lodge Special School to use Loughshore Educational Resource Centre as a satellite site.","answerText":"The Education Authority (EA) has been considering options to expand provision at Cedar Lodge Special School including the potential use of Loughshore Educational Resource Centre as a satellite site.\n\nDue to the constrained capital budget position and competing priorities, the EA has confirmed that it is not possible to progress this work at this time.","answerHtml":"The Education Authority (EA) has been considering options to expand provision at Cedar Lodge Special School including the potential use of Loughshore Educational Resource Centre as a satellite site.
Due to the constrained capital budget position and competing priorities, the EA has confirmed that it is not possible to progress this work at this time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2045317%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=482696","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=482696"}},{"id":"482567","reference":"AQO 3541/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-04-30","answerBy":"2026-05-12","answered":"2026-05-12","answeredOrally":true,"priority":false,"department":"Department of Justice","departmentId":"134","minister":"Minister of Justice","question":"To ask the Minister of Justice for an update on the Victims and Witnesses of Crime Bill.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mrs Long","text":"The Bill is focused on a small number of very significant measures that will have the most impact on victims and witnesses of crime in order to improve their experience of the criminal justice system. That is a priority for me and something that, I know, partner organisations are also keen to progress. The provisions, which will make a real difference to victims, include a right of victims in serious sexual offence cases to make representations at specified pretrial application hearings, with the benefit of independent legal representation to do so, and improvements to the third-party material disclosure process. Victims of hate crime offences will automatically be eligible for special measures, and the accused will be prohibited from cross-examining them. Officials are working with the Office of the Legislative Counsel (OLC) to support the drafting of the Bill, which I plan to introduce before the summer recess, subject, of course, to Executive and Assembly approval."},{"speaker":"Mr Mathison","text":"I thank the Minister for the update. Minister, you will be aware of significant public discussion about the use of good-character references. Will you confirm whether the Bill could deliver legislative change on that issue?"},{"speaker":"Mrs Long","text":"I thank the Member for raising the issue. I recognise how distressing it is for victims to listen to good-character references for a perpetrator who has harmed them and to feel that those references could influence the outcome of the trial or of sentencing, given that character references can play a part in both. My preference would be to end or to limit the use of good-character references in certain categories of offending, particularly domestic abuse and sexual crime. Legally complex issues are involved, so careful policy development and consultation are required to ensure that any resultant legislation is compliant with the European Convention on Human Rights (ECHR), including the article 6 rights of the defendant. I have therefore made the issue part of the Department's review of sentencing policy with a view to legislating in the next mandate. However, if a simple legislative change that could have an impact in this space were to be identified, I would not rule out using the victims and witnesses of crime Bill as a potential vehicle for it. Above all, I encourage everyone to exercise personal responsibility when it comes to providing character references for use by a court, particularly in cases of domestic abuse and sexual offending, where the creation of a good character in the public eye is often part of the offending profile."},{"speaker":"Ms Ferguson","text":"Minister, you will be aware that, from January 2021 to December 2025, 175 road traffic collisions involving e-scooters, e-bikes and scramblers resulted in 200 injuries, 51 of which were serious, and, sadly, three fatalities. Given that the Justice Department has legislative responsibility for PSNI enforcement powers, such as the power to seize vehicles that are being driven recklessly, does the Minister intend to amend a current Bill or include provision in a forthcoming Bill to ensure that such vehicles can be taken from perpetrators and destroyed —"},{"speaker":"Mr Speaker","text":"OK."},{"speaker":"Ms Ferguson","text":"— before the number of fatalities increases?"},{"speaker":"Mr Speaker","text":"I am not sure about the relevance of that to the question. Minister, I leave it in your hands."},{"speaker":"Mrs Long","text":"It does not play into the victims and witnesses of crime Bill. When it comes to the wider legislative programme, however, we are still bottoming out the issue. I have invited the Chief Constable and the Infrastructure Minister to a meeting so that we can determine whether there are gaps in legislation, because it remains unclear to me that there are such gaps. For example, it is already illegal for someone to be in control of a vehicle if they are underage; it is illegal to ride that vehicle on the pavement; and it is illegal to ride it without insurance, MOT certificate and other safeguards. Those are matters of enforcement, and there are complexities around that. Indeed, as some Members will have seen today, innovative work is being done by the Ministry of Defence (MOD) on technology that can force the electric motors of e-bikes to switch off so that the police can seize the bikes. I will have the meeting to look at whether there are gaps, and, if there are, we will be happy to close them. As with everything else, there is limited time left in the mandate, and we cannot simply legislate willy-nilly without going through the due process of consultation and other things. I am convinced that an area of this falls to parental responsibility. Many of the young people who drive the scooters are under 13 or 14 years old, and they certainly do not buy them out of their pocket money, so some adult responsibility has to be taken for their conduct."},{"speaker":"Mr O'Toole","text":"Victims and witnesses of crime want their trials to happen. At the minute, lots of trials cannot happen because of the strike. Weeks ago, you received the independent accelerated review, which you talked up, but you do not seem to have taken action to finally bring the strike to an end."},{"speaker":"","text":"When will it be possible to assure victims and witnesses of crime that their trials can go forward? At the minute, it seems like a crisis that you cannot or will not solve."},{"speaker":"Mrs Long","text":"The Member has, as always, started from the position of assuming that I am in the wrong. It is always helpful for me to have the opportunity to correct that notion. The truth of the matter is that there is nothing to stop the criminal Bar coming back to work at any time. That is the first thing. The criminal Bar remaining outside will not influence the outcome of the accelerated review or the outcome of my deliberations on the report of that review. The report arrived with me on 24 or 27 April — I will check the date — and is now with my officials, so that they can provide advice. I anticipate getting that advice in the next few days and will make quick decisions on a way forward. I will meet the Bar, as my officials have, and the solicitors' criminal Bar. The accelerated review came up with proposals, but I cannot guarantee that, if I were to implement those proposals in full, they would be acceptable to the solicitors' criminal Bar or to the criminal Bar. Previous demands that they made were met in full, and that did not result in a return to work; in fact, it resulted in an escalation of the action. Only the criminal Bar can control whether or not it returns to court. I urge it to do so, because the Member is, of course, absolutely correct on the fundamental point about the impact on victims and witnesses."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%203541%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=482567","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2026-05-12&docID=483369#AQO%203541/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=482567"}},{"id":"481526","reference":"AQW 44730/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-24","answerBy":"2026-05-12","answered":"2026-05-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) when a mental health wellbeing intervention service in primary schools will be delivered; and (ii) how a mental wellbeing intervention service in primary schools will be funded.","answerText":"There has not been an assessment of need completed for a mental health wellbeing service for children in primary school.\n\nAny future service would be subject to discussion with the Department of Health in the first instance, to establish need, the most appropriate and effective model for primary school age children as part of wider mental health services and therapies, all of which will be in the context of budget availability.","answerHtml":"There has not been an assessment of need completed for a mental health wellbeing service for children in primary school.
Any future service would be subject to discussion with the Department of Health in the first instance, to establish need, the most appropriate and effective model for primary school age children as part of wider mental health services and therapies, all of which will be in the context of budget availability.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2044730%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=481526","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=481526"}},{"id":"481525","reference":"AQW 44729/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-24","answerBy":"2026-05-12","answered":"2026-05-12","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail (i) when a mental health wellbeing intervention service in primary schools will be delivered; and (ii) how a mental wellbeing intervention service in primary schools will be funded.","answerText":"There is not a single, standalone mental health wellbeing intervention service in primary schools; instead, mental health and wellbeing support is delivered on an ongoing basis throughout the academic year through a suite of jointly funded early intervention, targeted and wholeschool programmes developed with the Department of Education under the Children and Young People’s Emotional Health and Wellbeing in Education Framework. These interventions are embedded within established joint Health and Education planning arrangements. During the 2024/25 academic year, almost 50% of the approximately 1,100 education settings across Northern Ireland engaged with at least one Frameworkfunded programme, demonstrating significant and ongoing demand, including within the primary sector.\n\nA key health-led project under the Framework targeting primary schools is the Regional Integrated Support for Education (RISE) service at Key Stage 1, delivered up to and including Primary 4. RISE NI is a PHA-led, multi-professional and transdisciplinary service providing holistic support to all mainstream preschool and primary school settings at Key Stage 1. It brings together Speech and Language Therapy, Occupational Therapy, Physiotherapy, Psychology, and Social, Emotional and Behavioural expertise to deliver universal, targeted and specialist interventions for children, families and schools. Delivery is supported by integrated working between schools, Health and Social Care Trusts, the Education Authority and the Public Health Agency.\n\nInvestment from the Department for Education and the Department of Health in 25/26 for the Framework is £4.98m (£3.48m DE and £1.5m DoH). Both departments intend to continue to invest in the joint Framework, as far as budgets will allow.\n\nAn Independent Review of the effectiveness of the Framework has been commissioned which will underpin future decisions on mental health wellbeing service development in schools and future funding arrangements.","answerHtml":"There is not a single, standalone mental health wellbeing intervention service in primary schools; instead, mental health and wellbeing support is delivered on an ongoing basis throughout the academic year through a suite of jointly funded early intervention, targeted and wholeschool programmes developed with the Department of Education under the Children and Young People’s Emotional Health and Wellbeing in Education Framework. These interventions are embedded within established joint Health and Education planning arrangements. During the 2024/25 academic year, almost 50% of the approximately 1,100 education settings across Northern Ireland engaged with at least one Frameworkfunded programme, demonstrating significant and ongoing demand, including within the primary sector.
A key health-led project under the Framework targeting primary schools is the Regional Integrated Support for Education (RISE) service at Key Stage 1, delivered up to and including Primary 4. RISE NI is a PHA-led, multi-professional and transdisciplinary service providing holistic support to all mainstream preschool and primary school settings at Key Stage 1. It brings together Speech and Language Therapy, Occupational Therapy, Physiotherapy, Psychology, and Social, Emotional and Behavioural expertise to deliver universal, targeted and specialist interventions for children, families and schools. Delivery is supported by integrated working between schools, Health and Social Care Trusts, the Education Authority and the Public Health Agency.
Investment from the Department for Education and the Department of Health in 25/26 for the Framework is £4.98m (£3.48m DE and £1.5m DoH). Both departments intend to continue to invest in the joint Framework, as far as budgets will allow.
An Independent Review of the effectiveness of the Framework has been commissioned which will underpin future decisions on mental health wellbeing service development in schools and future funding arrangements.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2044729%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=481525","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=481525"}},{"id":"481524","reference":"AQW 44728/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-24","answerBy":"2026-05-12","answered":"2026-05-19","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether any assessment has been made of the need for a mental health wellbeing service intervention, in conjunction with the Department of Education, in primary schools.","answerText":"There is strong ongoing collaborative working between my Department and the Department of Education, through established joint planning, evidencegathering and service development arrangements within the primary school arena.\n\nAssessment of need is undertaken through ongoing evidence gathering, service uptake analysis, programme evaluation and the commissioned Independent Review, rather than through a single standalone needs assessment exercise.\n\nThe joint DOH/DE led Children and Young People’s Emotional Health and Wellbeing in Education Framework, launched in February 2021, comprises both Health and Education Authority led projects, working within all education settings, including primary schools. An Independent Review of the effectiveness of the Framework has been commissioned which will underpin future decisions on mental health wellbeing service development in schools.\n\nIn parallel the draft Health and Social Care Children and Young People’s Emotional Health and Wellbeing Framework has been published for public consultation. This HSC Framework has been explicitly developed to align with the Children and Young People’s Emotional Health and Wellbeing in Education Framework\n\nThe HSC Framework, when finalised, will support health and social care services and practitioners to collaborate with other services, agencies and key stakeholders in order to rationalise, coordinate and integrate high-quality, evidence-based support, intervention and diagnostic care pathways that best meet the needs of children, young people and their families.\n\nBoth frameworks aim to create a consistent, system-wide approach to emotional wellbeing, ensuring that children and young people receive coordinated support regardless of whether they are accessing services through health or education.","answerHtml":"There is strong ongoing collaborative working between my Department and the Department of Education, through established joint planning, evidencegathering and service development arrangements within the primary school arena.
Assessment of need is undertaken through ongoing evidence gathering, service uptake analysis, programme evaluation and the commissioned Independent Review, rather than through a single standalone needs assessment exercise.
The joint DOH/DE led Children and Young People’s Emotional Health and Wellbeing in Education Framework, launched in February 2021, comprises both Health and Education Authority led projects, working within all education settings, including primary schools. An Independent Review of the effectiveness of the Framework has been commissioned which will underpin future decisions on mental health wellbeing service development in schools.
In parallel the draft Health and Social Care Children and Young People’s Emotional Health and Wellbeing Framework has been published for public consultation. This HSC Framework has been explicitly developed to align with the Children and Young People’s Emotional Health and Wellbeing in Education Framework
The HSC Framework, when finalised, will support health and social care services and practitioners to collaborate with other services, agencies and key stakeholders in order to rationalise, coordinate and integrate high-quality, evidence-based support, intervention and diagnostic care pathways that best meet the needs of children, young people and their families.
Both frameworks aim to create a consistent, system-wide approach to emotional wellbeing, ensuring that children and young people receive coordinated support regardless of whether they are accessing services through health or education.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2044728%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=481524","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=481524"}},{"id":"481523","reference":"AQW 44727/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-24","answerBy":"2026-05-12","answered":"2026-05-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether any assessment has been made of the need for a mental health wellbeing service intervention, in conjunction with the Department of Health, in primary schools.","answerText":"There has not been an assessment of need completed for a mental health wellbeing service for children in primary school.\n\nAny future service would be subject to discussion with the Department of Health in the first instance, to establish need, the most appropriate and effective model for primary school age children as part of wider mental health services and therapies, all of which will be in the context of budget availability.","answerHtml":"There has not been an assessment of need completed for a mental health wellbeing service for children in primary school.
Any future service would be subject to discussion with the Department of Health in the first instance, to establish need, the most appropriate and effective model for primary school age children as part of wider mental health services and therapies, all of which will be in the context of budget availability.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2044727%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=481523","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=481523"}},{"id":"480667","reference":"AQW 44292/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-20","answerBy":"2026-05-06","answered":"2026-05-06","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities whether the findings of the Committee for Communities and Public Accounts Committee reports on homelessness will lead to any structural changes to the Interdepartmental Homelessness Action Plan going forward.","answerText":"My officials will take the findings of the Committee for Communities and Public Accounts Committee reports on homelessness into account when developing the next Interdepartmental Homelessness Action Plan.","answerHtml":"My officials will take the findings of the Committee for Communities and Public Accounts Committee reports on homelessness into account when developing the next Interdepartmental Homelessness Action Plan.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2044292%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=480667","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=480667"}},{"id":"480666","reference":"AQW 44291/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-20","answerBy":"2026-05-06","answered":"2026-05-06","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities whether his Department is developing a year six Interdepartmental Homelessness Action Plan.","answerText":"My officials have held preliminary discussions with all Departments and the intention is to develop another Interdepartmental Homelessness Action Plan in due course.","answerHtml":"My officials have held preliminary discussions with all Departments and the intention is to develop another Interdepartmental Homelessness Action Plan in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2044291%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=480666","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=480666"}},{"id":"480665","reference":"AQW 44290/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-20","answerBy":"2026-05-06","answered":"2026-05-06","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to detail when the report on the results of the year five Interdepartmental Homelessness Action Plan will be published.","answerText":"The Interdepartmental Homelessness Action Plan remains a live document\n\nwhilst my officials liaise with departmental colleagues to assess outcomes.\n\nA draft report will then be presented to the Homelessness Strategy Steering Group for consideration before being published in due course.","answerHtml":"The Interdepartmental Homelessness Action Plan remains a live document
whilst my officials liaise with departmental colleagues to assess outcomes.
A draft report will then be presented to the Homelessness Strategy Steering Group for consideration before being published in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2044290%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=480665","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=480665"}},{"id":"480664","reference":"AQW 44289/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-20","answerBy":"2026-05-06","answered":"2026-05-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 43039/22-27, whether his Department has contacted settings in receipt of funding from the SEN Inclusion Fund to advise them of the position for the 2026-2027 financial year.","answerText":"Letters of Offer issued to settings confirmed there was no guarantee of further funding from the Early Learning and Childcare budget beyond the 2025/26 financial year.","answerHtml":"Letters of Offer issued to settings confirmed there was no guarantee of further funding from the Early Learning and Childcare budget beyond the 2025/26 financial year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2044289%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=480664","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=480664"}},{"id":"480663","reference":"AQW 44288/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-20","answerBy":"2026-05-06","answered":"2026-08-06","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether the Fair Play Grant Scheme will continue in the 2026-27 financial year.","answerText":"Including Children with Additional Needs through the Fair Play Grant Scheme is an important source of support to ensure all children with a range of needs can access quality early years experiences.\n\nIn 2026/27 it is anticipated the Fair Play Grant Scheme will proceed contingent on budget confirmation.\n\nShould a budget be confirmed, the Childcare Partnership will schedule and publish the timeline for invitations to apply, assessment of applications and date for the issue of decisions. All registered providers will be informed of these details through correspondence from Family Support NI, the public register for childcare providers.","answerHtml":"Including Children with Additional Needs through the Fair Play Grant Scheme is an important source of support to ensure all children with a range of needs can access quality early years experiences.
In 2026/27 it is anticipated the Fair Play Grant Scheme will proceed contingent on budget confirmation.
Should a budget be confirmed, the Childcare Partnership will schedule and publish the timeline for invitations to apply, assessment of applications and date for the issue of decisions. All registered providers will be informed of these details through correspondence from Family Support NI, the public register for childcare providers.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2044288%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=480663","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=480663"}},{"id":"480006","reference":"AQW 43924/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-15","answerBy":"2026-04-30","answered":"2026-04-30","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities, pursuant to AQW 41704/22-27, whether the £200,000 earmarked for the Newtownards Library project in 2025-2026 will now be allocated to it in the current financial year, further to the approval of the business case.","answerText":"As per my response to AQW 39977/22-27, the draft Capital DEL Budget 2026-30 has not yet been approved. Capital requirements are currently being considered and will be confirmed following agreement of the budget.","answerHtml":"As per my response to AQW 39977/22-27, the draft Capital DEL Budget 2026-30 has not yet been approved. Capital requirements are currently being considered and will be confirmed following agreement of the budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043924%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=480006","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=480006"}},{"id":"480005","reference":"AQW 43923/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-15","answerBy":"2026-04-30","answered":"2026-04-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any reason departmental Circular 2026/03 does not detail his Department's duties arising from the Integrated Education Act.","answerText":"The purpose of Circular 2026/03 is to advise schools on the processes involved in applying for a Temporary Variation (TV); it does not list every relevant legal duty on my Department. TV policy recognises Integrated education, irrespective of management type, as a distinct school sector. As a result, additional places at Integrated schools are normally approved, unless a suitable place is available for the children concerned at another Integrated school. In doing so, my Department meets its statutory duties under the Integrated Education Act (Northern Ireland) 2022.","answerHtml":"The purpose of Circular 2026/03 is to advise schools on the processes involved in applying for a Temporary Variation (TV); it does not list every relevant legal duty on my Department. TV policy recognises Integrated education, irrespective of management type, as a distinct school sector. As a result, additional places at Integrated schools are normally approved, unless a suitable place is available for the children concerned at another Integrated school. In doing so, my Department meets its statutory duties under the Integrated Education Act (Northern Ireland) 2022.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043923%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=480005","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=480005"}},{"id":"479272","reference":"AQW 43652/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-13","answerBy":"2026-04-28","answered":"2026-05-22","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any Health and Social Care Trusts that have developed a wig specification.","answerText":"The Department of Health does not have a direct role in the procurement of wigs or in overseeing product quality or service delivery. This is consistent with any other medical equipment or devices which Trusts procure. These responsibilities rest with individual Health and Social Care Trusts, supported by BSO PaLS (Procurement and Logistics Service). Trusts are responsible for identifying clinical needs, developing specifications and ensuring that products and services meet appropriate standards through their procurement and contract management processes.\n\nI am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.\n\nIn the absence of a viable regional tender process, South Eastern HSC Trust has developed a wig specification and tested the market through an Expressions of Interest (EOI) exercise. The EOI process was successful and a contract has been awarded to a provider via this process which will still be facilitated via a Direct Award Contract (DAC) between the successful provider and the Trust.\n\nMy Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision which may include learning from the Specification developed by South Eastern HSC Trust however it is not the Departments role to assess specifications. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution. Due to the reasons outlined above it is difficult to predict when this work will conclude. However, I am confident that Trusts are committed to improving consistency and quality in this area. My Department will continue to monitor progress and engage with Trusts where appropriate to ensure this matter is progressed.","answerHtml":"The Department of Health does not have a direct role in the procurement of wigs or in overseeing product quality or service delivery. This is consistent with any other medical equipment or devices which Trusts procure. These responsibilities rest with individual Health and Social Care Trusts, supported by BSO PaLS (Procurement and Logistics Service). Trusts are responsible for identifying clinical needs, developing specifications and ensuring that products and services meet appropriate standards through their procurement and contract management processes.
I am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.
In the absence of a viable regional tender process, South Eastern HSC Trust has developed a wig specification and tested the market through an Expressions of Interest (EOI) exercise. The EOI process was successful and a contract has been awarded to a provider via this process which will still be facilitated via a Direct Award Contract (DAC) between the successful provider and the Trust.
My Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision which may include learning from the Specification developed by South Eastern HSC Trust however it is not the Departments role to assess specifications. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution. Due to the reasons outlined above it is difficult to predict when this work will conclude. However, I am confident that Trusts are committed to improving consistency and quality in this area. My Department will continue to monitor progress and engage with Trusts where appropriate to ensure this matter is progressed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043652%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=479272","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=479272"}},{"id":"479271","reference":"AQW 43651/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-13","answerBy":"2026-04-28","answered":"2026-05-22","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether (i) any assessment has been made of the single Health and Social Care Trust (HSCT) wig specification that has been developed; and (ii) he will use this specification to take forward a regional specification across all HSCTs.","answerText":"The Department of Health does not have a direct role in the procurement of wigs or in overseeing product quality or service delivery. This is consistent with any other medical equipment or devices which Trusts procure. These responsibilities rest with individual Health and Social Care Trusts, supported by BSO PaLS (Procurement and Logistics Service). Trusts are responsible for identifying clinical needs, developing specifications and ensuring that products and services meet appropriate standards through their procurement and contract management processes.\n\nI am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.\n\nIn the absence of a viable regional tender process, South Eastern HSC Trust has developed a wig specification and tested the market through an Expressions of Interest (EOI) exercise. The EOI process was successful and a contract has been awarded to a provider via this process which will still be facilitated via a Direct Award Contract (DAC) between the successful provider and the Trust.\n\nMy Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision which may include learning from the Specification developed by South Eastern HSC Trust however it is not the Departments role to assess specifications. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution. Due to the reasons outlined above it is difficult to predict when this work will conclude. However, I am confident that Trusts are committed to improving consistency and quality in this area. My Department will continue to monitor progress and engage with Trusts where appropriate to ensure this matter is progressed.","answerHtml":"The Department of Health does not have a direct role in the procurement of wigs or in overseeing product quality or service delivery. This is consistent with any other medical equipment or devices which Trusts procure. These responsibilities rest with individual Health and Social Care Trusts, supported by BSO PaLS (Procurement and Logistics Service). Trusts are responsible for identifying clinical needs, developing specifications and ensuring that products and services meet appropriate standards through their procurement and contract management processes.
I am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.
In the absence of a viable regional tender process, South Eastern HSC Trust has developed a wig specification and tested the market through an Expressions of Interest (EOI) exercise. The EOI process was successful and a contract has been awarded to a provider via this process which will still be facilitated via a Direct Award Contract (DAC) between the successful provider and the Trust.
My Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision which may include learning from the Specification developed by South Eastern HSC Trust however it is not the Departments role to assess specifications. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution. Due to the reasons outlined above it is difficult to predict when this work will conclude. However, I am confident that Trusts are committed to improving consistency and quality in this area. My Department will continue to monitor progress and engage with Trusts where appropriate to ensure this matter is progressed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043651%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=479271","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=479271"}},{"id":"479270","reference":"AQW 43650/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-13","answerBy":"2026-04-28","answered":"2026-05-22","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any Health and Social Care Trusts that went to market with an Expression of Interest exercise for wig provision.","answerText":"The Department of Health does not have a direct role in the procurement of wigs or in overseeing product quality or service delivery. This is consistent with any other medical equipment or devices which Trusts procure. These responsibilities rest with individual Health and Social Care Trusts, supported by BSO PaLS (Procurement and Logistics Service). Trusts are responsible for identifying clinical needs, developing specifications and ensuring that products and services meet appropriate standards through their procurement and contract management processes.\n\nI am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.\n\nIn the absence of a viable regional tender process, South Eastern HSC Trust has developed a wig specification and tested the market through an Expressions of Interest (EOI) exercise. The EOI process was successful and a contract has been awarded to a provider via this process which will still be facilitated via a Direct Award Contract (DAC) between the successful provider and the Trust.\n\nMy Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision which may include learning from the Specification developed by South Eastern HSC Trust however it is not the Departments role to assess specifications. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution. Due to the reasons outlined above it is difficult to predict when this work will conclude. However, I am confident that Trusts are committed to improving consistency and quality in this area. My Department will continue to monitor progress and engage with Trusts where appropriate to ensure this matter is progressed.","answerHtml":"The Department of Health does not have a direct role in the procurement of wigs or in overseeing product quality or service delivery. This is consistent with any other medical equipment or devices which Trusts procure. These responsibilities rest with individual Health and Social Care Trusts, supported by BSO PaLS (Procurement and Logistics Service). Trusts are responsible for identifying clinical needs, developing specifications and ensuring that products and services meet appropriate standards through their procurement and contract management processes.
I am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.
In the absence of a viable regional tender process, South Eastern HSC Trust has developed a wig specification and tested the market through an Expressions of Interest (EOI) exercise. The EOI process was successful and a contract has been awarded to a provider via this process which will still be facilitated via a Direct Award Contract (DAC) between the successful provider and the Trust.
My Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision which may include learning from the Specification developed by South Eastern HSC Trust however it is not the Departments role to assess specifications. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution. Due to the reasons outlined above it is difficult to predict when this work will conclude. However, I am confident that Trusts are committed to improving consistency and quality in this area. My Department will continue to monitor progress and engage with Trusts where appropriate to ensure this matter is progressed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043650%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=479270","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=479270"}},{"id":"479269","reference":"AQW 43649/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-13","answerBy":"2026-04-28","answered":"2026-05-22","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail when the work to develop a regional specification for wigs will conclude.","answerText":"The Department of Health does not have a direct role in the procurement of wigs or in overseeing product quality or service delivery. This is consistent with any other medical equipment or devices which Trusts procure. These responsibilities rest with individual Health and Social Care Trusts, supported by BSO PaLS (Procurement and Logistics Service). Trusts are responsible for identifying clinical needs, developing specifications and ensuring that products and services meet appropriate standards through their procurement and contract management processes.\n\nI am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.\n\nIn the absence of a viable regional tender process, South Eastern HSC Trust has developed a wig specification and tested the market through an Expressions of Interest (EOI) exercise. The EOI process was successful and a contract has been awarded to a provider via this process which will still be facilitated via a Direct Award Contract (DAC) between the successful provider and the Trust.\n\nMy Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision which may include learning from the Specification developed by South Eastern HSC Trust however it is not the Departments role to assess specifications. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution. Due to the reasons outlined above it is difficult to predict when this work will conclude. However, I am confident that Trusts are committed to improving consistency and quality in this area. My Department will continue to monitor progress and engage with Trusts where appropriate to ensure this matter is progressed.","answerHtml":"The Department of Health does not have a direct role in the procurement of wigs or in overseeing product quality or service delivery. This is consistent with any other medical equipment or devices which Trusts procure. These responsibilities rest with individual Health and Social Care Trusts, supported by BSO PaLS (Procurement and Logistics Service). Trusts are responsible for identifying clinical needs, developing specifications and ensuring that products and services meet appropriate standards through their procurement and contract management processes.
I am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.
In the absence of a viable regional tender process, South Eastern HSC Trust has developed a wig specification and tested the market through an Expressions of Interest (EOI) exercise. The EOI process was successful and a contract has been awarded to a provider via this process which will still be facilitated via a Direct Award Contract (DAC) between the successful provider and the Trust.
My Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision which may include learning from the Specification developed by South Eastern HSC Trust however it is not the Departments role to assess specifications. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution. Due to the reasons outlined above it is difficult to predict when this work will conclude. However, I am confident that Trusts are committed to improving consistency and quality in this area. My Department will continue to monitor progress and engage with Trusts where appropriate to ensure this matter is progressed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043649%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=479269","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=479269"}},{"id":"479268","reference":"AQW 43648/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-04-13","answerBy":"2026-04-28","answered":"2026-04-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 40865/22-27, for an update on the report on the Education Authority Primary Children Looked After Advisory Service.","answerText":"The review of the Education Authority Primary Children Looked After Advisory Service is now in the final stages of drafting.\n\nWhile completion had been anticipated by the end of March, there has been a short delay to allow for an extension to the consultation period with schools.","answerHtml":"The review of the Education Authority Primary Children Looked After Advisory Service is now in the final stages of drafting.
While completion had been anticipated by the end of March, there has been a short delay to allow for an extension to the consultation period with schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043648%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=479268","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=479268"}},{"id":"478670","reference":"AQW 43531/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-31","answerBy":"2026-04-17","answered":"2026-04-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether his Department has carried out any assessment of the impact on (i) schools; (ii) families; and (iii) children, when his Department's funding for Tiny Life ends on 31st March 2026.","answerText":"The Executive has not yet agreed a budget for 2026-27, however, to provide clarity for affected organisations, I have agreed an Interim Resource Budget for the first three months of the 202627 financial year. As a result TinyLife has received an interim three-month resource funding allocation in respect of the administration and delivery of the TinyStart Programme from 1 April 2026 to 30 June 2026.\n\nAny decision regarding future funding will be considered in the context of my Department’s 2026-27 budget allocation, the allocation of earmarked funding for the Executive Early Learning and Childcare Strategy and wider financial pressures.","answerHtml":"The Executive has not yet agreed a budget for 2026-27, however, to provide clarity for affected organisations, I have agreed an Interim Resource Budget for the first three months of the 202627 financial year. As a result TinyLife has received an interim three-month resource funding allocation in respect of the administration and delivery of the TinyStart Programme from 1 April 2026 to 30 June 2026.
Any decision regarding future funding will be considered in the context of my Department’s 2026-27 budget allocation, the allocation of earmarked funding for the Executive Early Learning and Childcare Strategy and wider financial pressures.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043531%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=478670","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=478670"}},{"id":"478669","reference":"AQW 43530/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-31","answerBy":"2026-04-17","answered":"2026-04-17","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any work being undertaken to improve public awareness of multiple myeloma.","answerText":"While there are currently no campaigns focused exclusively on multiple myeloma, the Public Health Agency (PHA), working in partnership with the Department of Health, Health and Social Care Trusts and a wide range of stakeholders, delivers programmes aimed at improving public awareness of cancer. This includes initiatives that support earlier diagnosis by raising awareness of key signs and symptoms and encouraging people to seek timely advice from their GP.\n\nThe Northern Ireland Cancer Network (NICaN) Haematology Clinical Reference Group (CRG) is currently updating the NICaN Primary Care Suspected Cancer Referral Guidance for haematology. This update will include enhanced and more detailed guidance on myeloma to support earlier recognition and referral from primary care.\n\nThe revised guidance is anticipated to launch in May/June, followed by a Primary Care education session for GPs and other healthcare professionals working in primary care.\n\nIn parallel, NICaN will work in partnership with the Public Health Agency (PHA) to update the public-facing ‘Be Cancer Aware’ website to include information on myeloma/multiple myeloma, with the aim of improving public awareness and supporting earlier recognition of potential symptoms.","answerHtml":"While there are currently no campaigns focused exclusively on multiple myeloma, the Public Health Agency (PHA), working in partnership with the Department of Health, Health and Social Care Trusts and a wide range of stakeholders, delivers programmes aimed at improving public awareness of cancer. This includes initiatives that support earlier diagnosis by raising awareness of key signs and symptoms and encouraging people to seek timely advice from their GP.
The Northern Ireland Cancer Network (NICaN) Haematology Clinical Reference Group (CRG) is currently updating the NICaN Primary Care Suspected Cancer Referral Guidance for haematology. This update will include enhanced and more detailed guidance on myeloma to support earlier recognition and referral from primary care.
The revised guidance is anticipated to launch in May/June, followed by a Primary Care education session for GPs and other healthcare professionals working in primary care.
In parallel, NICaN will work in partnership with the Public Health Agency (PHA) to update the public-facing ‘Be Cancer Aware’ website to include information on myeloma/multiple myeloma, with the aim of improving public awareness and supporting earlier recognition of potential symptoms.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043530%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=478669","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=478669"}},{"id":"478668","reference":"AQW 43529/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-31","answerBy":"2026-04-17","answered":"2026-04-15","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any actions planned to deliver faster diagnoses of multiple myeloma at primary care level.","answerText":"The NI Cancer Network (NICaN) Haematology Clinical Reference Group (CRG) is currently updating NICaN Primary Care Referral Guidance for suspected cancers. This revised guideline will provide more specific advice on identifying suspected haematological malignancies, including multiple myeloma, as well as guidance on the appropriate referral pathways.\n\nIn addition, NICaN, in partnership with the Belfast Trust and the Macmillan GP facilitators, delivers monthly primary care education and awareness sessions for GPs, nurses, pharmacists and allied health professionals. These sessions aim to improve understanding of red-flag symptoms and support earlier recognition. Further GP education sessions will be scheduled to coincide with release of updated NICaN Primary Care Guidance for Haematology Cancers (expected mid-late 2026).\n\nPatients may also hesitate to consult their GP when experiencing vague, non‑specific symptoms, often attributing these to ageing or less serious conditions. This highlights the importance of improving both public awareness and GP awareness to support earlier identification and diagnosis of multiple myeloma in primary care.\n\nMy Department has also established two Rapid Diagnostic Centres (RDCs) to support cancer diagnosis. GPs across Northern Ireland can now refer patients who do not meet the standard suspected cancer criteria but for whom they have ongoing clinical concern to the ‘Vague Symptoms Pathway’ provided through the RDCs. This service is designed to support earlier investigation and diagnosis for patients whose vague symptoms may indicate a blood cancer.\n\nIn addition, work has commenced to facilitate region‑wide access to Whole‑Body MRI (WB‑MRI) for patients with suspected myeloma, with dedicated imaging capacity now ring‑fenced at the Rapid Diagnostic Centres (RDCs). WB‑MRI is recommended as the first‑line imaging modality for suspected myeloma because of its high sensitivity in detecting bone marrow infiltration before any bone destruction becomes apparent.\n\nPreliminary work is also underway as part of Action 16 of the NI Cancer Strategy 2022-2032 to establish a Specialist Integrated Haematology Malignancies Diagnostic Service (SIHMDS) for Northern Ireland, subject to the availability of funding. A SIHMDS will improve patient outcomes for haematological cancers through a more accurate, timely, and cost-efficient diagnostic process.","answerHtml":"The NI Cancer Network (NICaN) Haematology Clinical Reference Group (CRG) is currently updating NICaN Primary Care Referral Guidance for suspected cancers. This revised guideline will provide more specific advice on identifying suspected haematological malignancies, including multiple myeloma, as well as guidance on the appropriate referral pathways.
In addition, NICaN, in partnership with the Belfast Trust and the Macmillan GP facilitators, delivers monthly primary care education and awareness sessions for GPs, nurses, pharmacists and allied health professionals. These sessions aim to improve understanding of red-flag symptoms and support earlier recognition. Further GP education sessions will be scheduled to coincide with release of updated NICaN Primary Care Guidance for Haematology Cancers (expected mid-late 2026).
Patients may also hesitate to consult their GP when experiencing vague, non‑specific symptoms, often attributing these to ageing or less serious conditions. This highlights the importance of improving both public awareness and GP awareness to support earlier identification and diagnosis of multiple myeloma in primary care.
My Department has also established two Rapid Diagnostic Centres (RDCs) to support cancer diagnosis. GPs across Northern Ireland can now refer patients who do not meet the standard suspected cancer criteria but for whom they have ongoing clinical concern to the ‘Vague Symptoms Pathway’ provided through the RDCs. This service is designed to support earlier investigation and diagnosis for patients whose vague symptoms may indicate a blood cancer.
In addition, work has commenced to facilitate region‑wide access to Whole‑Body MRI (WB‑MRI) for patients with suspected myeloma, with dedicated imaging capacity now ring‑fenced at the Rapid Diagnostic Centres (RDCs). WB‑MRI is recommended as the first‑line imaging modality for suspected myeloma because of its high sensitivity in detecting bone marrow infiltration before any bone destruction becomes apparent.
Preliminary work is also underway as part of Action 16 of the NI Cancer Strategy 2022-2032 to establish a Specialist Integrated Haematology Malignancies Diagnostic Service (SIHMDS) for Northern Ireland, subject to the availability of funding. A SIHMDS will improve patient outcomes for haematological cancers through a more accurate, timely, and cost-efficient diagnostic process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043529%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=478668","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=478668"}},{"id":"478667","reference":"AQW 43528/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-31","answerBy":"2026-04-17","answered":"2026-04-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail when the £3000 funding payments will be delivered to mainstream nursery schools who currently have Specialist Provisions but to date have not received it due to Common Funding Formula restrictions.","answerText":"The Education Authority has advised that it is currently finalising schools’ 2025-26 budget positions, after-which, schools will receive this funding.","answerHtml":"The Education Authority has advised that it is currently finalising schools’ 2025-26 budget positions, after-which, schools will receive this funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043528%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=478667","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=478667"}},{"id":"478666","reference":"AQW 43527/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-31","answerBy":"2026-04-17","answered":"2026-04-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the specific activities of the Education Authority FLARE project.","answerText":"The FLARE project operated as a communitybased emotional health and wellbeing programme delivered by professionally qualified youth workers within generic JNC youth work roles. The programme provided early support, confidencebuilding, wellbeing activities, positive peer culture and appropriate signposting for children and young people.\n\nIn line the Education Authority’s (EA) Regional Youth Development Plan, the FLARE Team no longer operates as a discrete programme and work has been mainstreamed across statutory youth services.\n\nYouth workers across all localities now deliver universal provision, including safe spaces, openaccess programmes and positive peer culture, together with earlyintervention support, such as onetoone guidance, targeted group work and early identification of need. The EA continues to provide training and capacitybuilding to fulltime youth workers, parttime staff and volunteers through the Partnership and Practice Development Unit, ensuring consistent delivery of emotional wellbeing support across the service.","answerHtml":"The FLARE project operated as a communitybased emotional health and wellbeing programme delivered by professionally qualified youth workers within generic JNC youth work roles. The programme provided early support, confidencebuilding, wellbeing activities, positive peer culture and appropriate signposting for children and young people.
In line the Education Authority’s (EA) Regional Youth Development Plan, the FLARE Team no longer operates as a discrete programme and work has been mainstreamed across statutory youth services.
Youth workers across all localities now deliver universal provision, including safe spaces, openaccess programmes and positive peer culture, together with earlyintervention support, such as onetoone guidance, targeted group work and early identification of need. The EA continues to provide training and capacitybuilding to fulltime youth workers, parttime staff and volunteers through the Partnership and Practice Development Unit, ensuring consistent delivery of emotional wellbeing support across the service.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043527%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=478666","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=478666"}},{"id":"477863","reference":"AQW 43168/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-25","answerBy":"2026-04-13","answered":"2026-04-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 42083/22-27, to detail the number of penultimate age children who were placed in (i) Nursery School (FT); (ii) Nursery School (PT); (iii) Nursery Unit (FT); and (iv) Nursery Unit (PT), in each of the last five academic years.","answerText":"The information requested is set out in the table below.\n\nSchool Type\t2021/22\t2022/23\t2023/24\t2024/25\t2025/26\nNursery School FT\t205\t163\t207\t263\t331\nNursery School PT\t328\t407\t275\t325\t163\nNursery Unit FT\t258\t201\t192\t314\t381\nNursery Unit PT\t468\t571\t385\t494\t526\nTOTAL\t1259*\t1342\t1059\t1396\t1401\n\nSource : NI School Census\n\n*Includes 6 additional penultimate age children not previously included for one setting that closed in August 2022.\n\nData for 2023/24 was also impacted by industrial action due to ongoing Action Short of Strike at that time, resulting in full coverage of age data not being available for the 2023/24 census.","answerHtml":"The information requested is set out in the table below.
| School Type | 2021/22 | 2022/23 | 2023/24 | 2024/25 | 2025/26 |
| Nursery School FT | 205 | 163 | 207 | 263 | 331 |
| Nursery School PT | 328 | 407 | 275 | 325 | 163 |
| Nursery Unit FT | 258 | 201 | 192 | 314 | 381 |
| Nursery Unit PT | 468 | 571 | 385 | 494 | 526 |
| TOTAL | 1259* | 1342 | 1059 | 1396 | 1401 |
Source : NI School Census
*Includes 6 additional penultimate age children not previously included for one setting that closed in August 2022.
Data for 2023/24 was also impacted by industrial action due to ongoing Action Short of Strike at that time, resulting in full coverage of age data not being available for the 2023/24 census.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043168%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=477863","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=477863"}},{"id":"477614","reference":"AQW 43039/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-24","answerBy":"2026-03-27","answered":"2026-03-31","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will extend funding for the SEN Inclusion Fund for settings in receipt of funding until the end of the current academic year.","answerText":"As you will be aware, no Executive Budget has yet been agreed for 2026/27. Current indications are that Education is facing a projected funding gap of c£0.6 billion in 2026/27, increasing to c£0.9 billion in 2028/29.\n\nFunding decisions for the 2026/27 financial year will be taken following confirmation of my Department’s 2026/27 final opening budget.","answerHtml":"As you will be aware, no Executive Budget has yet been agreed for 2026/27. Current indications are that Education is facing a projected funding gap of c£0.6 billion in 2026/27, increasing to c£0.9 billion in 2028/29.
Funding decisions for the 2026/27 financial year will be taken following confirmation of my Department’s 2026/27 final opening budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2043039%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=477614","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=477614"}},{"id":"477385","reference":"AQW 42937/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-23","answerBy":"2026-04-09","answered":"2026-03-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 37562/22-27, whether the site is on the open market for sale.","answerText":"The Education Authority has advised that its Estate Agent is currently preparing the marketing report.\n\nOnce this has been approved, the property will proceed to the open market.","answerHtml":"The Education Authority has advised that its Estate Agent is currently preparing the marketing report.
Once this has been approved, the property will proceed to the open market.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2042937%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=477385","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=477385"}},{"id":"476628","reference":"AQW 42647/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-18","answerBy":"2026-03-23","answered":"2026-03-23","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the current anticipated cost of establishing a managing authority for Controlled Schools.","answerText":"The proposed creation of a new organisation will create a more efficient and effective managing authority function for the controlled school sector. Costs will be offset by the transfer of functions and respective budgets from the Education Authority and Controlled Schools Support Council, the latter being likely to be subsumed in its entirety to the new body.\n\nThe overall confirmed financial impacts are yet to be fully explored as planning remains at an embryonic stage, but I can confirm, that overall final financial costings will be subject to full appraisal through the required business case process and costs will be met from within the current Departmental financial allocation.","answerHtml":"The proposed creation of a new organisation will create a more efficient and effective managing authority function for the controlled school sector. Costs will be offset by the transfer of functions and respective budgets from the Education Authority and Controlled Schools Support Council, the latter being likely to be subsumed in its entirety to the new body.
The overall confirmed financial impacts are yet to be fully explored as planning remains at an embryonic stage, but I can confirm, that overall final financial costings will be subject to full appraisal through the required business case process and costs will be met from within the current Departmental financial allocation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2042647%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=476628","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=476628"}},{"id":"475969","reference":"AQW 42382/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-12","answerBy":"2026-03-30","answered":"2026-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on any work undertaken to (i) increase the number of undergraduate places for allied health professions; and (ii) establish protected education posts, as detailed in the SEN Reform Delivery Plan.","answerText":"The Minister for Health is responsible for the creation of Allied Health Professional (AHP) posts. However AHPs will play a key role in supporting special educational needs (SEN) transformation.\n\nWorking under the auspices of the Joint Health and Education Oversight Group, my department, the Department of Health and the Education Authority are in discussions regarding the deployment of AHPs, including Occupational Therapists, to support children with SEN in education settings.\n\nWork will be undertaken in due course to increase the number of AHPs and protected posts, subject to additional budget being identified.","answerHtml":"The Minister for Health is responsible for the creation of Allied Health Professional (AHP) posts. However AHPs will play a key role in supporting special educational needs (SEN) transformation.
Working under the auspices of the Joint Health and Education Oversight Group, my department, the Department of Health and the Education Authority are in discussions regarding the deployment of AHPs, including Occupational Therapists, to support children with SEN in education settings.
Work will be undertaken in due course to increase the number of AHPs and protected posts, subject to additional budget being identified.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2042382%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=475969","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=475969"}},{"id":"475968","reference":"AQW 42381/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-12","answerBy":"2026-03-30","answered":"2026-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any work undertaken, alongside the Minister of Health, to support the long-term sustainability of the occupational therapy workforce, particularly in relation to SEN transformation.","answerText":"The Minister for Health is responsible for the creation of Allied Health Professional (AHP) posts. However AHPs will play a key role in supporting special educational needs (SEN) transformation.\n\nWorking under the auspices of the Joint Health and Education Oversight Group, my department, the Department of Health and the Education Authority are in discussions regarding the deployment of AHPs, including Occupational Therapists, to support children with SEN in education settings.\n\nWork will be undertaken in due course to increase the number of AHPs and protected posts, subject to additional budget being identified.","answerHtml":"The Minister for Health is responsible for the creation of Allied Health Professional (AHP) posts. However AHPs will play a key role in supporting special educational needs (SEN) transformation.
Working under the auspices of the Joint Health and Education Oversight Group, my department, the Department of Health and the Education Authority are in discussions regarding the deployment of AHPs, including Occupational Therapists, to support children with SEN in education settings.
Work will be undertaken in due course to increase the number of AHPs and protected posts, subject to additional budget being identified.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2042381%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=475968","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=475968"}},{"id":"475967","reference":"AQW 42380/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-12","answerBy":"2026-03-30","answered":"2026-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any actions his Department is taking to ensure that sufficient commissioned, and funded, occupational therapy posts are in place, in school settings.","answerText":"The Minister for Health is responsible for the creation of Allied Health Professional (AHP) posts. However AHPs will play a key role in supporting special educational needs (SEN) transformation.\n\nWorking under the auspices of the Joint Health and Education Oversight Group, my department, the Department of Health and the Education Authority are in discussions regarding the deployment of AHPs, including Occupational Therapists, to support children with SEN in education settings.\n\nWork will be undertaken in due course to increase the number of AHPs and protected posts, subject to additional budget being identified.","answerHtml":"The Minister for Health is responsible for the creation of Allied Health Professional (AHP) posts. However AHPs will play a key role in supporting special educational needs (SEN) transformation.
Working under the auspices of the Joint Health and Education Oversight Group, my department, the Department of Health and the Education Authority are in discussions regarding the deployment of AHPs, including Occupational Therapists, to support children with SEN in education settings.
Work will be undertaken in due course to increase the number of AHPs and protected posts, subject to additional budget being identified.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2042380%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=475967","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=475967"}},{"id":"475966","reference":"AQW 42379/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-12","answerBy":"2026-03-30","answered":"2026-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any work undertaken alongside the Minister of Health to support the long-term sustainability of the allied health workforce, particularly in relation to SEN transformation.","answerText":"The Minister for Health is responsible for the creation of Allied Health Professional (AHP) posts. However AHPs will play a key role in supporting special educational needs (SEN) transformation.\n\nWorking under the auspices of the Joint Health and Education Oversight Group, my department, the Department of Health and the Education Authority are in discussions regarding the deployment of AHPs, including Occupational Therapists, to support children with SEN in education settings.\n\nWork will be undertaken in due course to increase the number of AHPs and protected posts, subject to additional budget being identified.","answerHtml":"The Minister for Health is responsible for the creation of Allied Health Professional (AHP) posts. However AHPs will play a key role in supporting special educational needs (SEN) transformation.
Working under the auspices of the Joint Health and Education Oversight Group, my department, the Department of Health and the Education Authority are in discussions regarding the deployment of AHPs, including Occupational Therapists, to support children with SEN in education settings.
Work will be undertaken in due course to increase the number of AHPs and protected posts, subject to additional budget being identified.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2042379%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=475966","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=475966"}},{"id":"475965","reference":"AQW 42378/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-12","answerBy":"2026-03-30","answered":"2026-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the creation of allied health profession posts, specifically for deployment in the education system.","answerText":"The Minister for Health is responsible for the creation of Allied Health Professional (AHP) posts. However AHPs will play a key role in supporting special educational needs (SEN) transformation.\n\nWorking under the auspices of the Joint Health and Education Oversight Group, my department, the Department of Health and the Education Authority are in discussions regarding the deployment of AHPs, including Occupational Therapists, to support children with SEN in education settings.\n\nWork will be undertaken in due course to increase the number of AHPs and protected posts, subject to additional budget being identified.","answerHtml":"The Minister for Health is responsible for the creation of Allied Health Professional (AHP) posts. However AHPs will play a key role in supporting special educational needs (SEN) transformation.
Working under the auspices of the Joint Health and Education Oversight Group, my department, the Department of Health and the Education Authority are in discussions regarding the deployment of AHPs, including Occupational Therapists, to support children with SEN in education settings.
Work will be undertaken in due course to increase the number of AHPs and protected posts, subject to additional budget being identified.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2042378%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=475965","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=475965"}},{"id":"475714","reference":"AQW 42269/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-11","answerBy":"2026-03-16","answered":"2026-03-13","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will provide a temporary extension of funding to Tiny Life while he awaits confirmation of his final 2026-2027 budget allocation.","answerText":"The Budgets for 2026-27 or subsequent periods have not yet been formally set by the Executive, therefore, I am not presently in a position to provide any commitments to funding for TinyLife. Any decision regarding future funding will be considered in the context of my Department’s 2026-27 budget allocation, the allocation of earmarked funding for the Executive Early Learning and Childcare Strategy and wider financial pressures.","answerHtml":"The Budgets for 2026-27 or subsequent periods have not yet been formally set by the Executive, therefore, I am not presently in a position to provide any commitments to funding for TinyLife. Any decision regarding future funding will be considered in the context of my Department’s 2026-27 budget allocation, the allocation of earmarked funding for the Executive Early Learning and Childcare Strategy and wider financial pressures.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2042269%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=475714","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=475714"}},{"id":"475713","reference":"AQW 42268/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-11","answerBy":"2026-03-27","answered":"2026-03-18","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure whether an assessment of the need and feasibility of a pedestrian crossing at Assumption Grammar School, Ballynahinch, will be carried out.","answerText":"Road safety is a high priority for my Department, and we are committed to working proactively to make our roads safer and to address the needs of all road users. We are acutely aware that children and young people are amongst the most vulnerable groups using our roads, particularly around schools.\n\nI have asked officials to undertake pedestrian crossing assessment, in line with the Department’s policy, to determine the need and priority of any crossing facility at this location.\n\nThe existing warning signs and road markings will also be assessed to determine if they are appropriate for the area.","answerHtml":"Road safety is a high priority for my Department, and we are committed to working proactively to make our roads safer and to address the needs of all road users. We are acutely aware that children and young people are amongst the most vulnerable groups using our roads, particularly around schools.
I have asked officials to undertake pedestrian crossing assessment, in line with the Department’s policy, to determine the need and priority of any crossing facility at this location.
The existing warning signs and road markings will also be assessed to determine if they are appropriate for the area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2042268%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=475713","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=475713"}},{"id":"475205","reference":"AQW 42083/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-09","answerBy":"2026-03-25","answered":"2026-03-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the amount of funding provided to statutory nursery settings for places for non-target age children, in each of the last five academic years.","answerText":"The table below provides data on the number of penultimate age children that obtained a funded pre-school education place in a statutory pre-school setting in each of the last five academic years.\n\n2021/22\t2022/23\t2023/24\t2024/25\t2025/26\n1253\t1342\t1059\t1396\t1401\n\nSource: NI school census\n\nAll grant aided schools are funded under the Common Funding Scheme. The Common Funding Formula (CFF) is the Department’s mechanism for allocating budgets to schools funded through Local Management of Schools arrangements. A school’s CFF allocation is determined by both the quantum of funding available to the Aggregated Schools Budget and a combination of the school’s overall enrolment, the differentiated needs of its pupils and the school’s characteristics.\n\nPupils that attend a statutory nursery school or nursery unit attract the same level of funding depending on the hours of attendance (part time/full-time), irrespective of age. It is not possible to disaggregate the funding attributable to individual pupils from the total funding allocated to individual schools. The table below provides details of the CFF Age Weighted Pupil Unit (AWPU) funding for nursery schools and units for each of the last five financial years, for illustrative purposes.\n\nSetting Type\tAWPU Rate\n2021/22\tAWPU\nRate\n2022/23\tAWPU\nRate\n2023/24\tAWPU\nRate 2024/25\tAWPU\nRate\n2025/26\nNursery School (FT)\t£3,444\t£3,422\t£3,488\t£4,093\t£4,493\nNursery School (PT)\t£2,265\t£2,251\t£2,294\t£2,692\t£2,955\nNursery Unit (FT)\t£3,202\t£3,182\t£3,243\t£3,806\t£4,177\nNursery Unit (PT)\t£2,123\t£2,109\t£2,150\t£2,523\t£2,769\n\nThe cost attributable to penultimate age pupils attending statutory nursery settings has to be considered in the context of the financial sustainability of these schools which will incur the staffing and running costs irrespective of pupil enrolments.\n\nThe draft Early Learning and Childcare Strategy, which is currently out for public consultation, includes an action to establish a programme specifically for two year olds and an action to remove the current legislation that places a duty on statutory pre-school providers to admit penultimate aged children.","answerHtml":"The table below provides data on the number of penultimate age children that obtained a funded pre-school education place in a statutory pre-school setting in each of the last five academic years.
| 2021/22 | 2022/23 | 2023/24 | 2024/25 | 2025/26 |
| 1253 | 1342 | 1059 | 1396 | 1401 |
Source: NI school census
All grant aided schools are funded under the Common Funding Scheme. The Common Funding Formula (CFF) is the Department’s mechanism for allocating budgets to schools funded through Local Management of Schools arrangements. A school’s CFF allocation is determined by both the quantum of funding available to the Aggregated Schools Budget and a combination of the school’s overall enrolment, the differentiated needs of its pupils and the school’s characteristics.
Pupils that attend a statutory nursery school or nursery unit attract the same level of funding depending on the hours of attendance (part time/full-time), irrespective of age. It is not possible to disaggregate the funding attributable to individual pupils from the total funding allocated to individual schools. The table below provides details of the CFF Age Weighted Pupil Unit (AWPU) funding for nursery schools and units for each of the last five financial years, for illustrative purposes.
| Setting Type | AWPU Rate 2021/22 | AWPU Rate 2022/23 | AWPU Rate 2023/24 | AWPU Rate 2024/25 | AWPU Rate 2025/26 |
| Nursery School (FT) | £3,444 | £3,422 | £3,488 | £4,093 | £4,493 |
| Nursery School (PT) | £2,265 | £2,251 | £2,294 | £2,692 | £2,955 |
| Nursery Unit (FT) | £3,202 | £3,182 | £3,243 | £3,806 | £4,177 |
| Nursery Unit (PT) | £2,123 | £2,109 | £2,150 | £2,523 | £2,769 |
The cost attributable to penultimate age pupils attending statutory nursery settings has to be considered in the context of the financial sustainability of these schools which will incur the staffing and running costs irrespective of pupil enrolments.
The draft Early Learning and Childcare Strategy, which is currently out for public consultation, includes an action to establish a programme specifically for two year olds and an action to remove the current legislation that places a duty on statutory pre-school providers to admit penultimate aged children.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2042083%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=475205","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=475205"}},{"id":"475024","reference":"AQW 41990/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-06","answerBy":"2026-03-24","answered":"2026-03-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any exceptions which may be considered for schools unable to meet the general principle on reasonable numbers when seeking to transform to integrated education status.","answerText":"The legal requirement for reasonable numbers is based in a requirement set out in the Education Reform (Northern Ireland) Order 1989 as amended by the Integrated Education Act (Northern Ireland) 2022 which do not provide for exceptions.\n\nThe policy position on reasonable numbers was outlined in the Written Ministerial Statement issued in September 2025.\n\nTo ensure the process of Transformation is both well-grounded at the outset and\n\ncapable of developing over time, the Department will expect, as a general principle, the proposer to provide evidence that the school is likely to be able to attract at least 10% of its total year 1 or year 8 from the minority religion, or in those schools seeking to Transform to Integrated status, 15% of the combined number of Protestant and Catholic year 1 or year 8 pupils, in the first year of Transformation.\n\nEvidence is also required that this is likely to increase over the next 7 years to\n\nachieve reasonable numbers from the minority religion and an aspiration for the\n\nrelative proportions of the two groups to be similar.\n\nWhile a rigid approach should not be taken to ‘reasonable numbers,’ what\n\nconstitutes reasonable numbers should be considered having regard to, the intention of the 1989 Order, the Northern Ireland CIE Statement of Principles, and the underlying rationale of contact theory that there should be a reasonable balance between Protestant and Catholic children.\n\nAny potential exemptions to this are not pre-determined and each case will be considered in its own unique circumstances, regardless of the percentage of Protestant and Catholics evidenced by the proposer.","answerHtml":"The legal requirement for reasonable numbers is based in a requirement set out in the Education Reform (Northern Ireland) Order 1989 as amended by the Integrated Education Act (Northern Ireland) 2022 which do not provide for exceptions.
The policy position on reasonable numbers was outlined in the Written Ministerial Statement issued in September 2025.
To ensure the process of Transformation is both well-grounded at the outset and
capable of developing over time, the Department will expect, as a general principle, the proposer to provide evidence that the school is likely to be able to attract at least 10% of its total year 1 or year 8 from the minority religion, or in those schools seeking to Transform to Integrated status, 15% of the combined number of Protestant and Catholic year 1 or year 8 pupils, in the first year of Transformation.
Evidence is also required that this is likely to increase over the next 7 years to
achieve reasonable numbers from the minority religion and an aspiration for the
relative proportions of the two groups to be similar.
While a rigid approach should not be taken to ‘reasonable numbers,’ what
constitutes reasonable numbers should be considered having regard to, the intention of the 1989 Order, the Northern Ireland CIE Statement of Principles, and the underlying rationale of contact theory that there should be a reasonable balance between Protestant and Catholic children.
Any potential exemptions to this are not pre-determined and each case will be considered in its own unique circumstances, regardless of the percentage of Protestant and Catholics evidenced by the proposer.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041990%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=475024","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=475024"}},{"id":"475023","reference":"AQW 41989/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-06","answerBy":"2026-03-24","answered":"2026-03-16","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy, pursuant to AQW 40318/22-27, to detail an overview of the cross-departmental bid to the Transformation Fund on improving pathways and transitions.","answerText":"The aim of the Transformation Fund project - Transitions and Pathways for Post Schools Special Educational Needs - is to improve the life experiences and opportunities for individuals with Special Educational Needs as they leave school.\n\nThe project, led by my Department, is in collaboration with Department of Education (DE), Department for Communities (DfC), Department of Health (DoH) and Department for Infrastructure (DfI).\n\nThe Transformation Fund bid was initially for £7.5m across three years, and set out three strands:\n\na whole system service design model,\n\nenhanced transition, provision and pathways, and\n\nlive monitoring, evaluation and broader system recommendations.\n\nStrand 2, Enhanced transition, provision and pathways, will be taken forward primarily through collaboration between my Department and the Department of Health, with the other Departments involved where appropriate.\n\nIn my Department the work includes pilots to develop and test SEN and Supported Apprenticeships, the co-design and testing of provision to meet gaps in provision between existing programmes/services, alongside developing approaches to enhance the transition for young people with SEN from school into the Further Education Colleges and DfE funded provision and programmes.\n\nIn the Department of Health, the work will include piloting changes to Learning Disability Day Services, and co-ordinating and standardising transitions between Children and Adult Health and Social Care Services.\n\nThe Public Sector Transformation Board recommended that an element of Strand 1, a whole system service design model, be removed from the proposal, resulting in the Board recommending an award of £6.925m instead of the initially requested amount.\n\nThe bid has been recommended for funding by the Transformation Board. My officials have begun preparatory work to ensure activity can begin as soon as funding is confirmed.","answerHtml":"The aim of the Transformation Fund project - Transitions and Pathways for Post Schools Special Educational Needs - is to improve the life experiences and opportunities for individuals with Special Educational Needs as they leave school.
The project, led by my Department, is in collaboration with Department of Education (DE), Department for Communities (DfC), Department of Health (DoH) and Department for Infrastructure (DfI).
The Transformation Fund bid was initially for £7.5m across three years, and set out three strands:
a whole system service design model,
enhanced transition, provision and pathways, and
live monitoring, evaluation and broader system recommendations.
Strand 2, Enhanced transition, provision and pathways, will be taken forward primarily through collaboration between my Department and the Department of Health, with the other Departments involved where appropriate.
In my Department the work includes pilots to develop and test SEN and Supported Apprenticeships, the co-design and testing of provision to meet gaps in provision between existing programmes/services, alongside developing approaches to enhance the transition for young people with SEN from school into the Further Education Colleges and DfE funded provision and programmes.
In the Department of Health, the work will include piloting changes to Learning Disability Day Services, and co-ordinating and standardising transitions between Children and Adult Health and Social Care Services.
The Public Sector Transformation Board recommended that an element of Strand 1, a whole system service design model, be removed from the proposal, resulting in the Board recommending an award of £6.925m instead of the initially requested amount.
The bid has been recommended for funding by the Transformation Board. My officials have begun preparatory work to ensure activity can begin as soon as funding is confirmed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041989%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=475023","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=475023"}},{"id":"475022","reference":"AQW 41988/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-06","answerBy":"2026-03-24","answered":"2026-03-16","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy, pursuant to AQW 40318/22-27, to detail the physical enhancements that have taken place on some further education sites.","answerText":"I have been advised by the Further Education colleges that they have delivered or are delivering a range of physical enhancements across their campuses to support learners with special educational needs.\n\nAt Northern Regional College’s Newtownabbey campus, work is ongoing to upgrade the existing accessible lift, ensuring safe and inclusive access for all learners, and this is scheduled for completion by the end of this month. Southern Regional College has installed new sensory pods at its Newry and Portadown campuses. North West Regional College has also installed new sensory pods at its Limavady and Strand Road campuses, with all offering supportive environments for learners to regulate.\n\nAt South Eastern Regional College’s Lisburn campus, design work to upgrade the main entrance to facilitate students with special educational needs is nearing completion, with delivery planned, subject to funding provision, for the 2026/27 financial year.","answerHtml":"I have been advised by the Further Education colleges that they have delivered or are delivering a range of physical enhancements across their campuses to support learners with special educational needs.
At Northern Regional College’s Newtownabbey campus, work is ongoing to upgrade the existing accessible lift, ensuring safe and inclusive access for all learners, and this is scheduled for completion by the end of this month. Southern Regional College has installed new sensory pods at its Newry and Portadown campuses. North West Regional College has also installed new sensory pods at its Limavady and Strand Road campuses, with all offering supportive environments for learners to regulate.
At South Eastern Regional College’s Lisburn campus, design work to upgrade the main entrance to facilitate students with special educational needs is nearing completion, with delivery planned, subject to funding provision, for the 2026/27 financial year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041988%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=475022","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=475022"}},{"id":"474773","reference":"AQW 41901/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-05","answerBy":"2026-03-23","answered":"2026-03-26","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance whether any of the funding arising from the Chancellor's Spring Statement will be allocated to fund pressures in special educational needs services.","answerText":"The Spring Forecast provided the Executive with Barnett Consequentials £387.2 million across the budget period 2026-27 to 2029/30.\n\nBarnett consequentials are not hypothecated and it is for the Executive to determine how to allocate this funding.","answerHtml":"The Spring Forecast provided the Executive with Barnett Consequentials £387.2 million across the budget period 2026-27 to 2029/30.
Barnett consequentials are not hypothecated and it is for the Executive to determine how to allocate this funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041901%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=474773","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=474773"}},{"id":"474470","reference":"AQW 41811/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-04","answerBy":"2026-03-09","answered":"2026-03-06","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether any assessment has been made of the impact of ceasing departmental funding to the charity Tiny Life.","answerText":"I would refer the member to my previous answer to AQW 41254/22-27 published in the weekly answer booklet for week ending 27 February 2026. The position has not changed.","answerHtml":"I would refer the member to my previous answer to AQW 41254/22-27 published in the weekly answer booklet for week ending 27 February 2026. The position has not changed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041811%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=474470","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=474470"}},{"id":"474469","reference":"AQW 41810/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-04","answerBy":"2026-03-20","answered":"2026-03-12","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for an update on the review of the accessible parking bay road markings outside Boots chemist on Regent Street, Newtownards.","answerText":"The Department is currently undertaking a review of the accessible parking bay road markings outside Boots chemist on Regent Street, Newtownards in line with relevant legislation.\n\nOnce this review has been completed, a work order will be issued to refresh the road markings as part of the scheduled maintenance programme. Should any further adjustments be necessary, these will be implemented subject to the availability of resources, with the aim of ensuring the space remains compliant with accessibility and legislative requirements.","answerHtml":"The Department is currently undertaking a review of the accessible parking bay road markings outside Boots chemist on Regent Street, Newtownards in line with relevant legislation.
Once this review has been completed, a work order will be issued to refresh the road markings as part of the scheduled maintenance programme. Should any further adjustments be necessary, these will be implemented subject to the availability of resources, with the aim of ensuring the space remains compliant with accessibility and legislative requirements.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041810%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=474469","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=474469"}},{"id":"474468","reference":"AQW 41809/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-04","answerBy":"2026-03-20","answered":"2026-04-02","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the costing exercise associated with the draft We Matter Learning Disability Service Model For Northern Ireland.","answerText":"My Department undertook an analysis of Trust reported expenditure across the Learning Disability Programme of Care to understand the existing cost base, as part of work to develop the draft ‘We Matter’ Learning Disability Service Model (LDSM) and associated Service Delivery Plan (SDP). The available data indicated that expenditure on Learning Disability services increased by approximately 36% between 2018/19 and 2022/23.\n\nMy officials are currently analysing responses to the recent public consultation on the draft LDSM and associated SDP, which closed on 25 November 2025. An initial high level summary report was published on my Department’s website in January 2026, with a full analysis report expected to be published in Spring 2026.\n\nAs the Model remains in draft form, a detailed costing of its implementation has not yet been undertaken. Financial implications will be considered once the LDSM and SDP have been finalised which will inform decisions on the future configuration of Learning Disability services, including any additional investment required to support delivery. In addition, I will also wish to consider the financial implications of any relevant recommendations that may arise from the report of the Muckamore Abbey Hospital Inquiry.\n\nDelivery of the ambitions set out in the Model will be subject to funding made available to my Department.","answerHtml":"My Department undertook an analysis of Trust reported expenditure across the Learning Disability Programme of Care to understand the existing cost base, as part of work to develop the draft ‘We Matter’ Learning Disability Service Model (LDSM) and associated Service Delivery Plan (SDP). The available data indicated that expenditure on Learning Disability services increased by approximately 36% between 2018/19 and 2022/23.
My officials are currently analysing responses to the recent public consultation on the draft LDSM and associated SDP, which closed on 25 November 2025. An initial high level summary report was published on my Department’s website in January 2026, with a full analysis report expected to be published in Spring 2026.
As the Model remains in draft form, a detailed costing of its implementation has not yet been undertaken. Financial implications will be considered once the LDSM and SDP have been finalised which will inform decisions on the future configuration of Learning Disability services, including any additional investment required to support delivery. In addition, I will also wish to consider the financial implications of any relevant recommendations that may arise from the report of the Muckamore Abbey Hospital Inquiry.
Delivery of the ambitions set out in the Model will be subject to funding made available to my Department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041809%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=474468","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=474468"}},{"id":"474467","reference":"AQW 41808/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-04","answerBy":"2026-03-20","answered":"2026-03-20","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any engagement he has had with the Department of Education in relation to the draft We Matter Learning Disability Service Model For Northern Ireland.","answerText":"Officials in my department have engaged with a range of stakeholders during the development of the draft ‘We Matter’ Learning Disability Service Model (LDSM) and associated Service Delivery Plan (SDP), including engagement with the Department of Education (DE) relevant to the role of education services.\n\nIn particular, work relating to transitions from children’s services and education settings into adult Learning Disability services has involved engagement with education stakeholders to help inform policy development. Effective transitions require engagement and co-ordination between health, education and other services to support young people with a Learning Disability as they move from school into adult life.\n\nThe public consultation on the draft LDSM and SDP closed on 25 November 2025 and my officials are currently analysing the responses received. Engagement with other relevant Departments, including DE, will continue as part of the process to refine and finalise the Model and to support consideration of its future implementation.","answerHtml":"Officials in my department have engaged with a range of stakeholders during the development of the draft ‘We Matter’ Learning Disability Service Model (LDSM) and associated Service Delivery Plan (SDP), including engagement with the Department of Education (DE) relevant to the role of education services.
In particular, work relating to transitions from children’s services and education settings into adult Learning Disability services has involved engagement with education stakeholders to help inform policy development. Effective transitions require engagement and co-ordination between health, education and other services to support young people with a Learning Disability as they move from school into adult life.
The public consultation on the draft LDSM and SDP closed on 25 November 2025 and my officials are currently analysing the responses received. Engagement with other relevant Departments, including DE, will continue as part of the process to refine and finalise the Model and to support consideration of its future implementation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041808%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=474467","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=474467"}},{"id":"474205","reference":"AQW 41707/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-03","answerBy":"2026-03-19","answered":"2026-04-06","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the implementation of the draft We Matter Learning Disability Service Model For Northern Ireland.","answerText":"My officials are currently analysing responses to the recent public consultation on the draft ‘We Matter’ Learning Disability Service Model (LDSM) and associated Service Delivery Plan (SDP), which closed on 25 November 2025. An initial high level summary report was published on my Department’s website in January 2026, with a full analysis report expected to be published in Spring 2026.\n\nThe consultation findings will be used to inform my decisions on finalisation of the Service Model, and I will also wish to consider any relevant recommendations that may arise from the report of the Muckamore Abbey Hospital Inquiry.\n\nOnce finalised, the Service Model and SDP will inform the future configuration of Learning Disability services, including any additional investment required to support delivery. Delivery of the ambitions set out in the Model will be subject to funding made available to my Department.","answerHtml":"My officials are currently analysing responses to the recent public consultation on the draft ‘We Matter’ Learning Disability Service Model (LDSM) and associated Service Delivery Plan (SDP), which closed on 25 November 2025. An initial high level summary report was published on my Department’s website in January 2026, with a full analysis report expected to be published in Spring 2026.
The consultation findings will be used to inform my decisions on finalisation of the Service Model, and I will also wish to consider any relevant recommendations that may arise from the report of the Muckamore Abbey Hospital Inquiry.
Once finalised, the Service Model and SDP will inform the future configuration of Learning Disability services, including any additional investment required to support delivery. Delivery of the ambitions set out in the Model will be subject to funding made available to my Department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041707%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=474205","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=474205"}},{"id":"474204","reference":"AQW 41706/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-03","answerBy":"2026-03-19","answered":"2026-07-31","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any (i) support; and (ii) advice, provided to patients diagnosed with Lynch syndrome.","answerText":"My Department understands the importance of Lynch syndrome and its role in identifying individuals at increased risk of hereditary cancer, enabling earlier diagnosis, targeted surveillance, and improved patient outcomes through timely intervention and family risk assessment.\n\nWork has been undertaken in recent years to improve the identification of patients with Lynch syndrome through universal testing of colorectal and endometrial cancer patients at diagnosis. In addition, a regional working group has considered options for the development of a Lynch syndrome registry. Funding was secured to support the compilation and validation of a regional list of patients with Lynch syndrome and other inherited cancer predisposition syndromes living in Northern Ireland, and this work has now been completed with patient lists held within Encompass.\n\nFurther work is ongoing to explore the development of a digital registry solution that would support the monitoring of surveillance requirements and improve coordination of care. Consideration is also being given to how such an approach could support individuals with other inherited cancer predisposition syndromes and rare diseases.\n\nPatients diagnosed with Lynch syndrome are offered support and counselling through the Regional Genetics Service. This includes appointments with a genetic counsellor before and after genetic testing to discuss the implications of the diagnosis and provide information for patients and their families.\n\nWhere Lynch syndrome is confirmed, patients are referred to appropriate services for ongoing surveillance, including regular colonoscopy through local gastroenterology services and, where clinically indicated, referral to other specialties such as gynaecology. Patients are also advised to discuss risk-reduction measures, including the use of aspirin, with their GP or specialist clinician. While routine follow-up appointments with genetics services are not generally scheduled, patients can access further appointments and advice on request.","answerHtml":"My Department understands the importance of Lynch syndrome and its role in identifying individuals at increased risk of hereditary cancer, enabling earlier diagnosis, targeted surveillance, and improved patient outcomes through timely intervention and family risk assessment.
Work has been undertaken in recent years to improve the identification of patients with Lynch syndrome through universal testing of colorectal and endometrial cancer patients at diagnosis. In addition, a regional working group has considered options for the development of a Lynch syndrome registry. Funding was secured to support the compilation and validation of a regional list of patients with Lynch syndrome and other inherited cancer predisposition syndromes living in Northern Ireland, and this work has now been completed with patient lists held within Encompass.
Further work is ongoing to explore the development of a digital registry solution that would support the monitoring of surveillance requirements and improve coordination of care. Consideration is also being given to how such an approach could support individuals with other inherited cancer predisposition syndromes and rare diseases.
Patients diagnosed with Lynch syndrome are offered support and counselling through the Regional Genetics Service. This includes appointments with a genetic counsellor before and after genetic testing to discuss the implications of the diagnosis and provide information for patients and their families.
Where Lynch syndrome is confirmed, patients are referred to appropriate services for ongoing surveillance, including regular colonoscopy through local gastroenterology services and, where clinically indicated, referral to other specialties such as gynaecology. Patients are also advised to discuss risk-reduction measures, including the use of aspirin, with their GP or specialist clinician. While routine follow-up appointments with genetics services are not generally scheduled, patients can access further appointments and advice on request.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041706%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=474204","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=474204"}},{"id":"474203","reference":"AQW 41705/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-03","answerBy":"2026-03-19","answered":"2026-07-31","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to provide an update on the creation of an register for Lynch syndrome.","answerText":"My Department understands the importance of Lynch syndrome and its role in identifying individuals at increased risk of hereditary cancer, enabling earlier diagnosis, targeted surveillance, and improved patient outcomes through timely intervention and family risk assessment.\n\nWork has been undertaken in recent years to improve the identification of patients with Lynch syndrome through universal testing of colorectal and endometrial cancer patients at diagnosis. In addition, a regional working group has considered options for the development of a Lynch syndrome registry. Funding was secured to support the compilation and validation of a regional list of patients with Lynch syndrome and other inherited cancer predisposition syndromes living in Northern Ireland, and this work has now been completed with patient lists held within Encompass.\n\nFurther work is ongoing to explore the development of a digital registry solution that would support the monitoring of surveillance requirements and improve coordination of care. Consideration is also being given to how such an approach could support individuals with other inherited cancer predisposition syndromes and rare diseases.\n\nPatients diagnosed with Lynch syndrome are offered support and counselling through the Regional Genetics Service. This includes appointments with a genetic counsellor before and after genetic testing to discuss the implications of the diagnosis and provide information for patients and their families.\n\nWhere Lynch syndrome is confirmed, patients are referred to appropriate services for ongoing surveillance, including regular colonoscopy through local gastroenterology services and, where clinically indicated, referral to other specialties such as gynaecology. Patients are also advised to discuss risk-reduction measures, including the use of aspirin, with their GP or specialist clinician. While routine follow-up appointments with genetics services are not generally scheduled, patients can access further appointments and advice on request.","answerHtml":"My Department understands the importance of Lynch syndrome and its role in identifying individuals at increased risk of hereditary cancer, enabling earlier diagnosis, targeted surveillance, and improved patient outcomes through timely intervention and family risk assessment.
Work has been undertaken in recent years to improve the identification of patients with Lynch syndrome through universal testing of colorectal and endometrial cancer patients at diagnosis. In addition, a regional working group has considered options for the development of a Lynch syndrome registry. Funding was secured to support the compilation and validation of a regional list of patients with Lynch syndrome and other inherited cancer predisposition syndromes living in Northern Ireland, and this work has now been completed with patient lists held within Encompass.
Further work is ongoing to explore the development of a digital registry solution that would support the monitoring of surveillance requirements and improve coordination of care. Consideration is also being given to how such an approach could support individuals with other inherited cancer predisposition syndromes and rare diseases.
Patients diagnosed with Lynch syndrome are offered support and counselling through the Regional Genetics Service. This includes appointments with a genetic counsellor before and after genetic testing to discuss the implications of the diagnosis and provide information for patients and their families.
Where Lynch syndrome is confirmed, patients are referred to appropriate services for ongoing surveillance, including regular colonoscopy through local gastroenterology services and, where clinically indicated, referral to other specialties such as gynaecology. Patients are also advised to discuss risk-reduction measures, including the use of aspirin, with their GP or specialist clinician. While routine follow-up appointments with genetics services are not generally scheduled, patients can access further appointments and advice on request.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041705%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=474203","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=474203"}},{"id":"474202","reference":"AQW 41704/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-03","answerBy":"2026-03-19","answered":"2026-04-01","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities, pursuant to AQW 39977/22-27, to detail when he anticipates the business case for Newtownards Library will be finalised.","answerText":"The Outline Business Case (OBC) for the redevelopment of Newtownards Library has been finalised and approved.","answerHtml":"The Outline Business Case (OBC) for the redevelopment of Newtownards Library has been finalised and approved.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041704%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=474202","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=474202"}},{"id":"474201","reference":"AQW 41703/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-03-03","answerBy":"2026-03-19","answered":"2026-03-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail when the draft statutory guidance on restrictive practice in schools will be put out to public consultation.","answerText":"The Department has launched a public consultation on the draft ‘Restrictive Interventions: Guidance for Educational Settings’. The consultation runs from 12 March to 4 June 2026.\n\nFurther details of the consultation are available on the Department’s website Consultations | Department of Education (education-ni.gov.uk).","answerHtml":"The Department has launched a public consultation on the draft ‘Restrictive Interventions: Guidance for Educational Settings’. The consultation runs from 12 March to 4 June 2026.
Further details of the consultation are available on the Department’s website Consultations | Department of Education (education-ni.gov.uk).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041703%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=474201","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=474201"}},{"id":"475835","reference":"AQO 3288/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-02-26","answerBy":"2026-03-10","answered":"2026-03-11","answeredOrally":false,"priority":false,"department":"Northern Ireland Assembly Commission","departmentId":"2","minister":"Assembly Commission","question":"To ask the Assembly Commission for an update on Mandate Three 2025-2027 of the Northern Ireland Youth Assembly.","answerText":"Mandate three of the Youth Assembly is underway following recruitment in September last year, which saw a thirty-five percent increase in applications this time around. A diverse group of ninety Youth Assembly Members were selected, ensuring there are voices from all constituencies, and a cohort which reflects the wider youth population in terms of Section 75.\n\nThe Youth Assembly’s ‘Big Youth Survey,’ widely promoted in schools and on social media, received almost seventeen hundred responses. The survey results formed the basis for the Youth Assembly’s first plenary in January, when Youth Assembly Members chose their three Committees for this mandate. Following a vote, the committees were confirmed as Education, Health, and Rights & Equality. The Youth Assembly Committees will now meet with experts, conduct primary research, and present findings to Assembly Committees and Ministers later in the mandate.\n\nYouth Assembly Members have already given evidence to the Committee for Education on their proposed Committee Bill and met with the All-Party Group on Youth Participation on young people’s voices in government.\n\nYouth Assembly Members have been supported with initial training in public speaking, political knowledge, and children’s rights to help them carry out their role. They have also considered and adopted a Code of Conduct and further support is scheduled throughout the mandate.\n\nThey have already attended several conferences and events including the recent Women’s Caucus conference, the Northern Ireland Human Rights Commission Annual Human Rights Statement launch, and the Diverse Youth Conference. They have also met with officials from the Department of\n\nEducation to give views on the ‘Attendance Matters Strategy’ and the curriculum review.\n\nThe energy and commitment shown by Youth Assembly Members in these early months signals a strong and ambitious start to what promises to be another highly productive mandate.","answerHtml":"Mandate three of the Youth Assembly is underway following recruitment in September last year, which saw a thirty-five percent increase in applications this time around. A diverse group of ninety Youth Assembly Members were selected, ensuring there are voices from all constituencies, and a cohort which reflects the wider youth population in terms of Section 75.
The Youth Assembly’s ‘Big Youth Survey,’ widely promoted in schools and on social media, received almost seventeen hundred responses. The survey results formed the basis for the Youth Assembly’s first plenary in January, when Youth Assembly Members chose their three Committees for this mandate. Following a vote, the committees were confirmed as Education, Health, and Rights & Equality. The Youth Assembly Committees will now meet with experts, conduct primary research, and present findings to Assembly Committees and Ministers later in the mandate.
Youth Assembly Members have already given evidence to the Committee for Education on their proposed Committee Bill and met with the All-Party Group on Youth Participation on young people’s voices in government.
Youth Assembly Members have been supported with initial training in public speaking, political knowledge, and children’s rights to help them carry out their role. They have also considered and adopted a Code of Conduct and further support is scheduled throughout the mandate.
They have already attended several conferences and events including the recent Women’s Caucus conference, the Northern Ireland Human Rights Commission Annual Human Rights Statement launch, and the Diverse Youth Conference. They have also met with officials from the Department of
Education to give views on the ‘Attendance Matters Strategy’ and the curriculum review.
The energy and commitment shown by Youth Assembly Members in these early months signals a strong and ambitious start to what promises to be another highly productive mandate.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%203288%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=475835","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=475835"}},{"id":"472969","reference":"AQW 41254/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-24","answerBy":"2026-02-27","answered":"2026-02-27","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to extend the funding provided to the Tiny Life charity, beyond March 2026.","answerText":"The Budgets for 2026-27 or subsequent periods have not yet been formally set by the Executive. However, the Finance Minister has published his proposals in respect of a draft budget for 2026-2029/30 and a consultation exercise is currently underway. Current indications are that the Department will have a resource funding gap of c£0.7bn increasing to over £1 billion in 2028-29.\n\nI am therefore not presently in a position to provide any commitments to funding. Any decision regarding future funding will be considered in the context of my Department’s 2026-27 budget allocation and wider financial pressures.","answerHtml":"The Budgets for 2026-27 or subsequent periods have not yet been formally set by the Executive. However, the Finance Minister has published his proposals in respect of a draft budget for 2026-2029/30 and a consultation exercise is currently underway. Current indications are that the Department will have a resource funding gap of c£0.7bn increasing to over £1 billion in 2028-29.
I am therefore not presently in a position to provide any commitments to funding. Any decision regarding future funding will be considered in the context of my Department’s 2026-27 budget allocation and wider financial pressures.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2041254%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=472969","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=472969"}},{"id":"472184","reference":"AQW 40971/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-19","answerBy":"2026-03-06","answered":"2026-02-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the roll-out of Solution Focused Hubs as part of Local Impact Team service to schools.","answerText":"I refer the member to AQW 40317/22-27 published in the weekly answer booklet for week ending 20th February 2026.","answerHtml":"I refer the member to AQW 40317/22-27 published in the weekly answer booklet for week ending 20th February 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040971%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=472184","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=472184"}},{"id":"472183","reference":"AQW 40970/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-19","answerBy":"2026-03-06","answered":"2026-02-25","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy to detail the current number of vacancies in the Careers Service.","answerText":"My Department’s Careers Service currently has 35.64 Full Time Equivalent (FTE) vacancies against an approved staffing level of 159.87 FTE posts. The current staffing complement includes 78 professionally qualified Careers Advisers (69.20 FTE) against an approved staffing level of 92.33 FTE. Other vacancies relate to various operational, administrative and policy roles within the Careers Service. Staff are based in 25 different locations throughout the North.\n\nThe Careers Action Plan 2025-2028 sets out a programme of actions to build capacity. It also highlights the cornerstone role of professionally qualified Careers Advisers.\n\nTo be appointed as a Careers Adviser within the Department, candidates must hold a recognised Level 6 or above qualification in Careers Guidance. However, recruiting and retaining suitably qualified Careers Advisers has become increasingly challenging, and therefore developing longterm, sustainable recruitment and workforce planning solutions is a key priority for the Careers Service.\n\nFollowing an external recruitment campaign in 2025, six new Careers Advisers have recently taken up post within the Service. In addition, the apprenticeship-style Trainee Careers Adviser recruitment programme, established in April 2024, to support the longer-term supply of qualified Careers Advisers, will see all Trainees complete the Level 6 qualification in Career Guidance and Development and transition to substantive Careers Adviser roles in April 2026. A second, larger cohort of Trainee Advisers commenced the Level 6 programme in January 2026.\n\nTaken together, external recruitment and the apprenticeship-style model, means there is now a sustainable supply of professionally qualified Careers Advisers which play a key role in providing the support people need to access opportunities.","answerHtml":"My Department’s Careers Service currently has 35.64 Full Time Equivalent (FTE) vacancies against an approved staffing level of 159.87 FTE posts. The current staffing complement includes 78 professionally qualified Careers Advisers (69.20 FTE) against an approved staffing level of 92.33 FTE. Other vacancies relate to various operational, administrative and policy roles within the Careers Service. Staff are based in 25 different locations throughout the North.
The Careers Action Plan 2025-2028 sets out a programme of actions to build capacity. It also highlights the cornerstone role of professionally qualified Careers Advisers.
To be appointed as a Careers Adviser within the Department, candidates must hold a recognised Level 6 or above qualification in Careers Guidance. However, recruiting and retaining suitably qualified Careers Advisers has become increasingly challenging, and therefore developing longterm, sustainable recruitment and workforce planning solutions is a key priority for the Careers Service.
Following an external recruitment campaign in 2025, six new Careers Advisers have recently taken up post within the Service. In addition, the apprenticeship-style Trainee Careers Adviser recruitment programme, established in April 2024, to support the longer-term supply of qualified Careers Advisers, will see all Trainees complete the Level 6 qualification in Career Guidance and Development and transition to substantive Careers Adviser roles in April 2026. A second, larger cohort of Trainee Advisers commenced the Level 6 programme in January 2026.
Taken together, external recruitment and the apprenticeship-style model, means there is now a sustainable supply of professionally qualified Careers Advisers which play a key role in providing the support people need to access opportunities.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040970%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=472183","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=472183"}},{"id":"472182","reference":"AQW 40969/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-19","answerBy":"2026-03-06","answered":"2026-02-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail when the task and finish group on restrictive practice last met.","answerText":"The Department’s Restraint and Seclusion Task and Finish Group last met on 10 April 2025.\n\nA multi‑agency workshop, including representatives from the Task and Finish Group and colleagues from both health and education, was convened by the Department on 16 June 2025 to collaboratively address key issues identified in relation to the draft guidance, arising at the intersection of health and education within school settings.\n\nFollowing this workshop, revised draft guidance was formally circulated to the Task and Finish Group on 7 July 2025 for comment, with an initial response date of 8 August, subsequently extended to 13 August 2025.\n\nFollowing the receipt of feedback, officials further revised the document and submitted it to the Departmental Solicitor’s Office (DSO) on 21 October 2025. A response was received from DSO on 8 December 2025.\n\nThe Department updated the guidance in line with DSO’s advice and returned it for final review on 22 January 2026. The Department is currently awaiting a response from DSO.","answerHtml":"The Department’s Restraint and Seclusion Task and Finish Group last met on 10 April 2025.
A multi‑agency workshop, including representatives from the Task and Finish Group and colleagues from both health and education, was convened by the Department on 16 June 2025 to collaboratively address key issues identified in relation to the draft guidance, arising at the intersection of health and education within school settings.
Following this workshop, revised draft guidance was formally circulated to the Task and Finish Group on 7 July 2025 for comment, with an initial response date of 8 August, subsequently extended to 13 August 2025.
Following the receipt of feedback, officials further revised the document and submitted it to the Departmental Solicitor’s Office (DSO) on 21 October 2025. A response was received from DSO on 8 December 2025.
The Department updated the guidance in line with DSO’s advice and returned it for final review on 22 January 2026. The Department is currently awaiting a response from DSO.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040969%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=472182","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=472182"}},{"id":"472020","reference":"AQW 40865/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-18","answerBy":"2026-03-05","answered":"2026-02-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the review of the Children Looked After Advisory Service.","answerText":"A review of the Education Authority Primary Children Looked After Advisory Service is currently being carried out by the Innovation & Consultancy Services and it is expected that a report will be completed by the end of March 2026.","answerHtml":"A review of the Education Authority Primary Children Looked After Advisory Service is currently being carried out by the Innovation & Consultancy Services and it is expected that a report will be completed by the end of March 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040865%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=472020","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=472020"}},{"id":"471527","reference":"AQW 40644/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-16","answerBy":"2026-03-03","answered":"2026-02-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 39020/22-27, whether the Education Authority employ their own in-house legal services for representation at Special Educational Needs and Disability Tribunals.","answerText":"The Education Authority (EA) has advised that it does have an inhouse legal function, EA Solicitors, which represents the Authority in certain matters before the Special Educational Needs and Disability Tribunal (SENDIST).\n\nHowever, appeals relating to an EA decision not to carry out a Statutory Assessment are managed separately by a dedicated SENDIST and Correspondence Team within the EA’s Children and Young People’s Services Directorate. This work is not undertaken by the EA’s inhouse legal team.","answerHtml":"The Education Authority (EA) has advised that it does have an inhouse legal function, EA Solicitors, which represents the Authority in certain matters before the Special Educational Needs and Disability Tribunal (SENDIST).
However, appeals relating to an EA decision not to carry out a Statutory Assessment are managed separately by a dedicated SENDIST and Correspondence Team within the EA’s Children and Young People’s Services Directorate. This work is not undertaken by the EA’s inhouse legal team.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040644%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=471527","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=471527"}},{"id":"471526","reference":"AQW 40643/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-16","answerBy":"2026-03-03","answered":"2026-03-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 39020/22-27, to detail the number of appeals heard by the Special Educational Needs and Disability Tribunal, in each of the last five years.","answerText":"The Special Educational Needs and Disability Tribunal (SENDIST) has provided the following information on the number of appeal hearings held for each of the last five financial years:\n\n2021/22\t2022/23\t2023/24\t2024/25\t2025/26(01/04/25- 25/02/26)\n38\t34\t24\t54\t46","answerHtml":"The Special Educational Needs and Disability Tribunal (SENDIST) has provided the following information on the number of appeal hearings held for each of the last five financial years:
| 2021/22 | 2022/23 | 2023/24 | 2024/25 | 2025/26(01/04/25- 25/02/26) |
| 38 | 34 | 24 | 54 | 46 |
The Education Authority (EA) has advised that there is no other expenditure associated with the Special Educational Needs and Disability Tribunal (SENDIST), as no fees are payable to SENDIST by the EA, and the Tribunal does not award costs to successful appellants.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040642%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=471525","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=471525"}},{"id":"471524","reference":"AQW 40641/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-16","answerBy":"2026-03-03","answered":"2026-04-10","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of health service dental treatments carried out in the Strangford constituency, in the last five years.","answerText":"The number of dental treatments (also called “Items of Service,” as defined in the Statement of Dental Remuneration) carried out by dentists who have a contract with the Strategic Planning and Performance Group to provide NHS dentistry in practices within the Strangford Assembly Area over the past five financial years is shown in Table 1.\n\nPlease note that the number of treatments provided were negatively impacted by the COVID-19 pandemic in the 2020/21, 2021/22 and early 2022/23 financial years.\n\nTable 1: Health Service Dental Treatments in the Strangford Assembly Area by Financial Year\n\nFinancial Year\tNumber of Treatments Paid (no. of teeth/no. of items)1\n2020/21\t65,065\n2021/22\t116,376\n2022/23\t140,156\n2023/24\t147,036\n2024/25\t142,909\n\nFigures relates to dental treatments for children and adults with the exception of the basic treatments covered under capitation (children) registration fees. See SDR for further details (https://bso.hscni.net/directorates/operations/family-practitioner-services/dental-services/dental-charges-fees/statement-of-dental-remuneration-sdr/)","answerHtml":"The number of dental treatments (also called “Items of Service,” as defined in the Statement of Dental Remuneration) carried out by dentists who have a contract with the Strategic Planning and Performance Group to provide NHS dentistry in practices within the Strangford Assembly Area over the past five financial years is shown in Table 1.
Please note that the number of treatments provided were negatively impacted by the COVID-19 pandemic in the 2020/21, 2021/22 and early 2022/23 financial years.
Table 1: Health Service Dental Treatments in the Strangford Assembly Area by Financial Year
| Financial Year | Number of Treatments Paid (no. of teeth/no. of items)1 |
| 2020/21 | 65,065 |
| 2021/22 | 116,376 |
| 2022/23 | 140,156 |
| 2023/24 | 147,036 |
| 2024/25 | 142,909 |
Figures relates to dental treatments for children and adults with the exception of the basic treatments covered under capitation (children) registration fees. See SDR for further details (https://bso.hscni.net/directorates/operations/family-practitioner-services/dental-services/dental-charges-fees/statement-of-dental-remuneration-sdr/)
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040641%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=471524","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=471524"}},{"id":"471523","reference":"AQW 40640/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-16","answerBy":"2026-03-03","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of patients in the Strangford constituency registered as a health service dental patient, in the last five years.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040640%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=471523","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=471523"}},{"id":"471272","reference":"AQW 40538/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-13","answerBy":"2026-03-02","answered":"2026-02-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 38042/22-27, AQW 30309/22-27 and AQW 27512/22-27, to detail the reason why the rollout of a new system for delivering low value maintenance works in schools has moved from a system-wide rollout, to a pilot scheme with no assurance of adoption for all schools.","answerText":"The Education Authority (EA) has advised that the Low Value Maintenance Scheme is initially being piloted due to the complexity of the scheme and concerns about the impact on school leader workload.\n\nWork is already well underway within the EA to implement the pilot programme, with the objective of having all necessary arrangements, including compliance processes, in place before the end of the current school academic year. This pilot will help ascertain the risk and value for money for school leaders and to manage any negative impact on workload for school leaders.\n\nThe introduction of the new Term Service Contracts will enable the EA’s maintenance service to deliver a more performancefocused and proactive approach to school maintenance. This enhanced model is expected to address and help reduce many of the concerns previously raised by school leaders.","answerHtml":"The Education Authority (EA) has advised that the Low Value Maintenance Scheme is initially being piloted due to the complexity of the scheme and concerns about the impact on school leader workload.
Work is already well underway within the EA to implement the pilot programme, with the objective of having all necessary arrangements, including compliance processes, in place before the end of the current school academic year. This pilot will help ascertain the risk and value for money for school leaders and to manage any negative impact on workload for school leaders.
The introduction of the new Term Service Contracts will enable the EA’s maintenance service to deliver a more performancefocused and proactive approach to school maintenance. This enhanced model is expected to address and help reduce many of the concerns previously raised by school leaders.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040538%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=471272","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=471272"}},{"id":"470752","reference":"AQW 40318/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-11","answerBy":"2026-02-26","answered":"2026-03-03","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy for an update on the comprehensive transformation in services for school leavers with special educational needs.","answerText":"Since my statement to the Assembly in June, outlining my proposals to enhance provision and support for school leavers with Special Educational Needs (SEN), we have been making progress across all the work strands.\n\nMy officials have led the development of a cross-departmental bid for funding via the Transformation Fund. This collaborative bid is specifically focused on improving pathways and transitions for young people as they move on from school into adulthood. The bid has been recommended for funding by the Transformation Board. My officials have begun preparatory work to ensure activity can begin as soon as funding is confirmed as it will enable us to progress vital reforms to support every young person’s potential.\n\nThe proposal will enhance transition support, develop and expand suitable post-school pathways such as SEN and Supported apprenticeships and evaluation to support the wider application of outcomes and learning across mainstream provision.\n\nSince September, my officials have been working with the Education and Training Inspectorate (ETI) on an evaluative review of the SEN related provision across the Further Education (FE) Colleges. The review will conclude later this month, with a report to follow. It will help shape and inform the good practice we want to build on, as part of the proposed statutory Assessment and Support model, as well as identifying the issues to target for improvement.\n\nThere have been physical enhancements on some the FE sites, while FE staff have also been participating in bespoke accredited and non-accredited training developed by Ulster University. My officials are also progressing much needed cross-departmental work on data sharing related issues and a working group has been established to scope the current data landscape.\n\nFollowing my Statement, I also wrote to my Executive colleagues, to drive crossgovernment action to tackle significant system gaps for young people – including in relation to the lack of Specialist Provision in schools for 16-to-18 year olds, as well as highlighting with the Department of Health the difficulties created by the current Learning Disability eligibility thresholds.","answerHtml":"Since my statement to the Assembly in June, outlining my proposals to enhance provision and support for school leavers with Special Educational Needs (SEN), we have been making progress across all the work strands.
My officials have led the development of a cross-departmental bid for funding via the Transformation Fund. This collaborative bid is specifically focused on improving pathways and transitions for young people as they move on from school into adulthood. The bid has been recommended for funding by the Transformation Board. My officials have begun preparatory work to ensure activity can begin as soon as funding is confirmed as it will enable us to progress vital reforms to support every young person’s potential.
The proposal will enhance transition support, develop and expand suitable post-school pathways such as SEN and Supported apprenticeships and evaluation to support the wider application of outcomes and learning across mainstream provision.
Since September, my officials have been working with the Education and Training Inspectorate (ETI) on an evaluative review of the SEN related provision across the Further Education (FE) Colleges. The review will conclude later this month, with a report to follow. It will help shape and inform the good practice we want to build on, as part of the proposed statutory Assessment and Support model, as well as identifying the issues to target for improvement.
There have been physical enhancements on some the FE sites, while FE staff have also been participating in bespoke accredited and non-accredited training developed by Ulster University. My officials are also progressing much needed cross-departmental work on data sharing related issues and a working group has been established to scope the current data landscape.
Following my Statement, I also wrote to my Executive colleagues, to drive crossgovernment action to tackle significant system gaps for young people – including in relation to the lack of Specialist Provision in schools for 16-to-18 year olds, as well as highlighting with the Department of Health the difficulties created by the current Learning Disability eligibility thresholds.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040318%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470752","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470752"}},{"id":"470751","reference":"AQW 40317/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-11","answerBy":"2026-02-26","answered":"2026-02-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the rollout of Solution Focused Hubs, as part of Pathway One provision.","answerText":"The Education Authority (EA) has advised:\n\nSolution Focused Hubs are currently offered to schools as part of the Local IMPACT Team programme of offer at Pathway 1. Early Years settings can also access a Hub through the Advice and Guidance lines (pre Request for Involvement) or following a setting meeting.\n\nFrom early March 2026, Hubs will also be offered to schools for children and young people with more than one area of special educational need who have accessed Pathways 2 or 3 support, and who would benefit from a multi-specialist approach.","answerHtml":"The Education Authority (EA) has advised:
Solution Focused Hubs are currently offered to schools as part of the Local IMPACT Team programme of offer at Pathway 1. Early Years settings can also access a Hub through the Advice and Guidance lines (pre Request for Involvement) or following a setting meeting.
From early March 2026, Hubs will also be offered to schools for children and young people with more than one area of special educational need who have accessed Pathways 2 or 3 support, and who would benefit from a multi-specialist approach.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040317%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470751","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470751"}},{"id":"470750","reference":"AQW 40316/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-11","answerBy":"2026-02-26","answered":"2026-02-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail when minor works budgets for 2026-2027 will be finalised.","answerText":"Minor works budgets for 2026-27 will be finalised upon the agreement of departmental budget allocations by the Northern Ireland Executive. The draft Budget 2026-2029/30 has been published for public consultation.","answerHtml":"Minor works budgets for 2026-27 will be finalised upon the agreement of departmental budget allocations by the Northern Ireland Executive. The draft Budget 2026-2029/30 has been published for public consultation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040316%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470750","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470750"}},{"id":"470749","reference":"AQW 40315/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-11","answerBy":"2026-02-26","answered":"2026-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the anticipated timescales for changes to the inspection of Religious Education.","answerText":"I will shortly bring forward a paper to the Executive outlining my proposals in relation to the inspection of Religious Education. Subject to Executive agreement, a bill would be prepared for introduction before summer recess.","answerHtml":"I will shortly bring forward a paper to the Executive outlining my proposals in relation to the inspection of Religious Education. Subject to Executive agreement, a bill would be prepared for introduction before summer recess.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040315%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470749","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470749"}},{"id":"470748","reference":"AQW 40314/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-11","answerBy":"2026-02-26","answered":"2026-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the new Religious Education (RE) syllabus will provide guidance, to ensure that when schools bring in third parties to deliver RE and collective worship, that they do so in a way that is objective, critical and pluralistic.","answerText":"A syllabus is a document that outlines what will be taught in a specific subject or course. The new Religious Education (RE) Core Syllabus will set out the key learning objectives by Key Stage, as defined in the Review’s Terms of Reference. It will not provide guidance on how schools should engage with external groups, which is an operational matter for schools across all aspects of the Curriculum.","answerHtml":"A syllabus is a document that outlines what will be taught in a specific subject or course. The new Religious Education (RE) Core Syllabus will set out the key learning objectives by Key Stage, as defined in the Review’s Terms of Reference. It will not provide guidance on how schools should engage with external groups, which is an operational matter for schools across all aspects of the Curriculum.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040314%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470748","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470748"}},{"id":"470515","reference":"AQW 40201/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-10","answerBy":"2026-02-25","answered":"2026-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any steps he will take to ensure that the new Religious Education syllabus does not present Christianity, or any other faith or world view, as objective truth, but rather a world view open to debate and critique.","answerText":"The Supreme Court judgment made clear that the legislation itself does not prevent Religious Education (RE) being taught in an objective, critical and pluralistic manner, because schools are permitted, and now encouraged, to add broader material beyond the Core Syllabus.\n\nThe Court was, therefore, satisfied that the legislation did not compel a breach and indeed was explicit that ‘The School in teaching religious education was required to include the core syllabus, as specified by the Department, but it could have taught additional matters so that overall, the education could have been conveyed in an objective, critical, and pluralistic manner. Accordingly, it was possible for a school lawfully to teach religious education and to provide collective worship, and the legislation did not require the School to breach A2P1 or article 9 ECHR’\n\nThe Terms of Reference for the Review explicitly required the revised syllabus to ensure that RE in Northern Ireland is taught as an academic discipline, developing analytical and evaluative skills, and ensuring that pupils explore a range of religious and non-religious worldviews, and encourages engagement with questions of belief, ethics, identity and meaning, reflecting the diversity of contemporary society.","answerHtml":"The Supreme Court judgment made clear that the legislation itself does not prevent Religious Education (RE) being taught in an objective, critical and pluralistic manner, because schools are permitted, and now encouraged, to add broader material beyond the Core Syllabus.
The Court was, therefore, satisfied that the legislation did not compel a breach and indeed was explicit that ‘The School in teaching religious education was required to include the core syllabus, as specified by the Department, but it could have taught additional matters so that overall, the education could have been conveyed in an objective, critical, and pluralistic manner. Accordingly, it was possible for a school lawfully to teach religious education and to provide collective worship, and the legislation did not require the School to breach A2P1 or article 9 ECHR’
The Terms of Reference for the Review explicitly required the revised syllabus to ensure that RE in Northern Ireland is taught as an academic discipline, developing analytical and evaluative skills, and ensuring that pupils explore a range of religious and non-religious worldviews, and encourages engagement with questions of belief, ethics, identity and meaning, reflecting the diversity of contemporary society.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040201%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470515","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470515"}},{"id":"470514","reference":"AQW 40200/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-10","answerBy":"2026-02-25","answered":"2026-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the rational as to why schools are being advised to include additional objective, critical and pluralistic material in the teaching of Religious Education, to ensure that there is no breach of European Convention rights, as opposed to advising that all Religious Education should be taught in a way which is objective, critical and pluralistic in all aspects of delivery.","answerText":"The Supreme Court judgment made clear that the legislation itself does not prevent Religious Education (RE) being taught in an objective, critical and pluralistic manner, because schools are permitted, and now encouraged, to add broader material beyond the Core Syllabus.\n\nThe Court was, therefore, satisfied that the legislation did not compel a breach and indeed was explicit that ‘The School in teaching religious education was required to include the core syllabus, as specified by the Department, but it could have taught additional matters so that overall, the education could have been conveyed in an objective, critical, and pluralistic manner. Accordingly, it was possible for a school lawfully to teach religious education and to provide collective worship, and the legislation did not require the School to breach A2P1 or article 9 ECHR’\n\nThe Terms of Reference for the Review explicitly required the revised syllabus to ensure that RE in Northern Ireland is taught as an academic discipline, developing analytical and evaluative skills, and ensuring that pupils explore a range of religious and non-religious worldviews, and encourages engagement with questions of belief, ethics, identity and meaning, reflecting the diversity of contemporary society.","answerHtml":"The Supreme Court judgment made clear that the legislation itself does not prevent Religious Education (RE) being taught in an objective, critical and pluralistic manner, because schools are permitted, and now encouraged, to add broader material beyond the Core Syllabus.
The Court was, therefore, satisfied that the legislation did not compel a breach and indeed was explicit that ‘The School in teaching religious education was required to include the core syllabus, as specified by the Department, but it could have taught additional matters so that overall, the education could have been conveyed in an objective, critical, and pluralistic manner. Accordingly, it was possible for a school lawfully to teach religious education and to provide collective worship, and the legislation did not require the School to breach A2P1 or article 9 ECHR’
The Terms of Reference for the Review explicitly required the revised syllabus to ensure that RE in Northern Ireland is taught as an academic discipline, developing analytical and evaluative skills, and ensuring that pupils explore a range of religious and non-religious worldviews, and encourages engagement with questions of belief, ethics, identity and meaning, reflecting the diversity of contemporary society.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040200%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470514","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470514"}},{"id":"470513","reference":"AQW 40199/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-10","answerBy":"2026-02-25","answered":"2026-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail his rationale for not progressing fundamental changes to collective worship, given that the Supreme Court judgment in the matter of an application by JR87 and another for Judicial Review (Appellant) stated that both the teaching of Religious Education and the arrangements for Collective Worship was in breach of both appellants’ rights.","answerText":"The Supreme Court judgment, in the matter of ‘JR 87 and another’, explicitly states that “there is no challenge in this case to collective worship in schools in Northern Ireland being focused on the Christian religion or that in Catholic maintained schools the focus of collective worship may be distinctive of the Catholic denomination”. The Supreme Court did not strike down or question the legality of collective worship, and the duty placed on schools remains firmly in place.\n\nWhile the Court found that the arrangements for collective worship in JR 87’s school breached rights, this was because how it was delivered in that school. The finding related to ineffective withdrawal arrangements and the risk of stigmatisation not because Christian collective worship itself was unlawful.\n\nMy focus, therefore, has been to ensure that every school now implements a simple, immediate, and confidential withdrawal process. I issued new guidance confirming that an unqualified right exists for parents to withdraw their children wholly or partially from RE and/or collective worship.\n\nBy strengthening the right of withdrawal and ensuring consistent implementation across all schools, I have taken the precise and proportionate action needed to meet the Court’s requirements while maintaining the statutory framework for collective worship in Northern Ireland.","answerHtml":"The Supreme Court judgment, in the matter of ‘JR 87 and another’, explicitly states that “there is no challenge in this case to collective worship in schools in Northern Ireland being focused on the Christian religion or that in Catholic maintained schools the focus of collective worship may be distinctive of the Catholic denomination”. The Supreme Court did not strike down or question the legality of collective worship, and the duty placed on schools remains firmly in place.
While the Court found that the arrangements for collective worship in JR 87’s school breached rights, this was because how it was delivered in that school. The finding related to ineffective withdrawal arrangements and the risk of stigmatisation not because Christian collective worship itself was unlawful.
My focus, therefore, has been to ensure that every school now implements a simple, immediate, and confidential withdrawal process. I issued new guidance confirming that an unqualified right exists for parents to withdraw their children wholly or partially from RE and/or collective worship.
By strengthening the right of withdrawal and ensuring consistent implementation across all schools, I have taken the precise and proportionate action needed to meet the Court’s requirements while maintaining the statutory framework for collective worship in Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040199%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470513","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470513"}},{"id":"470512","reference":"AQW 40198/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-10","answerBy":"2026-02-25","answered":"2026-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the right of withdrawal for children from Religious Education will include partial withdrawal for certain topics or lessons within Religious Education.","answerText":"The right of withdrawal from Religious Education (RE) does include partial withdrawal from specific topics or individual lessons.","answerHtml":"The right of withdrawal from Religious Education (RE) does include partial withdrawal from specific topics or individual lessons.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040198%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470512","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470512"}},{"id":"470511","reference":"AQW 40197/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-10","answerBy":"2026-02-25","answered":"2026-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any steps he will take to ensure that other world religions, beliefs and worldviews will inform the new Religious Education curriculum.","answerText":"The approach to drafting the revised RE Core Syllabus and the wider engagement process is a matter for the drafting group, led by Professor Noel Purdy. The Religious Education Advisory Committee has no formal role in the review process, though the drafting group may wish to engage with members of the Committee and consider previous work undertaken by the Committee and others.\n\nThe Terms of Reference for the work make clear that the revised Core Syllabus should be pluralist and inclusive, specifically ensuring pupils explore a range of religious and non-religious worldviews, and encourage engagement with questions of belief, ethics, identity and meaning, reflecting the diversity of contemporary society. The Terms of Reference also set out the need for wider engagement and consultation as part of the drafting process.","answerHtml":"The approach to drafting the revised RE Core Syllabus and the wider engagement process is a matter for the drafting group, led by Professor Noel Purdy. The Religious Education Advisory Committee has no formal role in the review process, though the drafting group may wish to engage with members of the Committee and consider previous work undertaken by the Committee and others.
The Terms of Reference for the work make clear that the revised Core Syllabus should be pluralist and inclusive, specifically ensuring pupils explore a range of religious and non-religious worldviews, and encourage engagement with questions of belief, ethics, identity and meaning, reflecting the diversity of contemporary society. The Terms of Reference also set out the need for wider engagement and consultation as part of the drafting process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040197%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470511","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470511"}},{"id":"470254","reference":"AQW 40093/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-09","answerBy":"2026-02-24","answered":"2026-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any rationale for not removing the legislative requirement for Religious Education to be taught according to the Holy Scriptures, in light of the Supreme Court judgment in the matter of an application by JR87 and another for Judicial Review (Appellant).","answerText":"The Supreme Court judgment made clear that the legislation itself does not prevent Religious Education (RE) being taught in an objective, critical and pluralistic manner, because schools are permitted, and now encouraged, to add broader material beyond the Core Syllabus.\n\nThe Court was, therefore, satisfied that the legislation did not compel a breach and indeed was explicit that ‘The School in teaching religious education was required to include the core syllabus, as specified by the Department, but it could have taught additional matters so that overall, the education could have been conveyed in an objective, critical, and pluralistic manner. Accordingly, it was possible for a school lawfully to teach religious education and to provide collective worship, and the legislation did not require the School to breach A2P1 or article 9 ECHR’\n\nThe Terms of Reference for the Review explicitly required the revised syllabus to ensure that RE in Northern Ireland is taught as an academic discipline, developing analytical and evaluative skills, and ensuring that pupils explore a range of religious and non-religious worldviews, and encourages engagement with questions of belief, ethics, identity and meaning, reflecting the diversity of contemporary society.","answerHtml":"The Supreme Court judgment made clear that the legislation itself does not prevent Religious Education (RE) being taught in an objective, critical and pluralistic manner, because schools are permitted, and now encouraged, to add broader material beyond the Core Syllabus.
The Court was, therefore, satisfied that the legislation did not compel a breach and indeed was explicit that ‘The School in teaching religious education was required to include the core syllabus, as specified by the Department, but it could have taught additional matters so that overall, the education could have been conveyed in an objective, critical, and pluralistic manner. Accordingly, it was possible for a school lawfully to teach religious education and to provide collective worship, and the legislation did not require the School to breach A2P1 or article 9 ECHR’
The Terms of Reference for the Review explicitly required the revised syllabus to ensure that RE in Northern Ireland is taught as an academic discipline, developing analytical and evaluative skills, and ensuring that pupils explore a range of religious and non-religious worldviews, and encourages engagement with questions of belief, ethics, identity and meaning, reflecting the diversity of contemporary society.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040093%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470254","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470254"}},{"id":"470253","reference":"AQW 40092/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-09","answerBy":"2026-02-24","answered":"2026-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any steps he will take to establish who should have a role in the drafting group for the new Religious Education curriculum.","answerText":"I have put in place a comprehensive and transparent process for revising the Religious Education (RE) Core Syllabus. My Department has launched an open expression‑of‑interest process, inviting applications from experienced practitioners across all schools in Northern Ireland. This open process is designed to attract a range of applicants from across school sectors, who can provide their subject knowledge and classroom experience to the drafting process. Applications will be assessed against the agreed essential criteria.\n\nAlongside this, there will be extensive wider engagement. The specific approach is a matter for the Review Chair, Professor Noel Purdy OBE, but engagement will include an open call for evidence, public surveys, and focus group discussions involving children, young people, parents, and a wide range of other stakeholders. The process will culminate in a full public consultation.","answerHtml":"I have put in place a comprehensive and transparent process for revising the Religious Education (RE) Core Syllabus. My Department has launched an open expression‑of‑interest process, inviting applications from experienced practitioners across all schools in Northern Ireland. This open process is designed to attract a range of applicants from across school sectors, who can provide their subject knowledge and classroom experience to the drafting process. Applications will be assessed against the agreed essential criteria.
Alongside this, there will be extensive wider engagement. The specific approach is a matter for the Review Chair, Professor Noel Purdy OBE, but engagement will include an open call for evidence, public surveys, and focus group discussions involving children, young people, parents, and a wide range of other stakeholders. The process will culminate in a full public consultation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040092%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470253","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470253"}},{"id":"470252","reference":"AQW 40091/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-09","answerBy":"2026-02-24","answered":"2026-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any role the (i) Religious Education Advisory Committee; and ii) previous work undertaken by the Religious Education Advisory Committee, will play in the drafting of a new Religious Education curriculum.","answerText":"The approach to drafting the revised RE Core Syllabus and the wider engagement process is a matter for the drafting group, led by Professor Noel Purdy. The Religious Education Advisory Committee has no formal role in the review process, though the drafting group may wish to engage with members of the Committee and consider previous work undertaken by the Committee and others.\n\nThe Terms of Reference for the work make clear that the revised Core Syllabus should be pluralist and inclusive, specifically ensuring pupils explore a range of religious and non-religious worldviews, and encourage engagement with questions of belief, ethics, identity and meaning, reflecting the diversity of contemporary society. The Terms of Reference also set out the need for wider engagement and consultation as part of the drafting process.","answerHtml":"The approach to drafting the revised RE Core Syllabus and the wider engagement process is a matter for the drafting group, led by Professor Noel Purdy. The Religious Education Advisory Committee has no formal role in the review process, though the drafting group may wish to engage with members of the Committee and consider previous work undertaken by the Committee and others.
The Terms of Reference for the work make clear that the revised Core Syllabus should be pluralist and inclusive, specifically ensuring pupils explore a range of religious and non-religious worldviews, and encourage engagement with questions of belief, ethics, identity and meaning, reflecting the diversity of contemporary society. The Terms of Reference also set out the need for wider engagement and consultation as part of the drafting process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040091%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470252","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470252"}},{"id":"470251","reference":"AQW 40090/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-09","answerBy":"2026-02-24","answered":"2026-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the extent to which Religious Education can be taught in a manner that is objective, critical and pluralistic, whilst the requirement that it be taught according to the Holy Scriptures remains in legislation.","answerText":"The Supreme Court judgment made clear that the legislation itself does not prevent Religious Education (RE) being taught in an objective, critical and pluralistic manner, because schools are permitted, and now encouraged, to add broader material beyond the Core Syllabus.\n\nThe Court was, therefore, satisfied that the legislation did not compel a breach and indeed was explicit that ‘The School in teaching religious education was required to include the core syllabus, as specified by the Department, but it could have taught additional matters so that overall, the education could have been conveyed in an objective, critical, and pluralistic manner. Accordingly, it was possible for a school lawfully to teach religious education and to provide collective worship, and the legislation did not require the School to breach A2P1 or article 9 ECHR’\n\nThe Terms of Reference for the Review explicitly required the revised syllabus to ensure that RE in Northern Ireland is taught as an academic discipline, developing analytical and evaluative skills, and ensuring that pupils explore a range of religious and non-religious worldviews, and encourages engagement with questions of belief, ethics, identity and meaning, reflecting the diversity of contemporary society.","answerHtml":"The Supreme Court judgment made clear that the legislation itself does not prevent Religious Education (RE) being taught in an objective, critical and pluralistic manner, because schools are permitted, and now encouraged, to add broader material beyond the Core Syllabus.
The Court was, therefore, satisfied that the legislation did not compel a breach and indeed was explicit that ‘The School in teaching religious education was required to include the core syllabus, as specified by the Department, but it could have taught additional matters so that overall, the education could have been conveyed in an objective, critical, and pluralistic manner. Accordingly, it was possible for a school lawfully to teach religious education and to provide collective worship, and the legislation did not require the School to breach A2P1 or article 9 ECHR’
The Terms of Reference for the Review explicitly required the revised syllabus to ensure that RE in Northern Ireland is taught as an academic discipline, developing analytical and evaluative skills, and ensuring that pupils explore a range of religious and non-religious worldviews, and encourages engagement with questions of belief, ethics, identity and meaning, reflecting the diversity of contemporary society.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040090%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470251","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470251"}},{"id":"470250","reference":"AQW 40089/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-09","answerBy":"2026-02-24","answered":"2026-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any steps he will take to ensure that a wide range of (i) expertise; (ii) opinion, and (iii) cultural backgrounds, is brought into the new Religious Education curriculum drafting group.","answerText":"I have put in place a comprehensive and transparent process for revising the Religious Education (RE) Core Syllabus. My Department has launched an open expression‑of‑interest process, inviting applications from experienced practitioners across all schools in Northern Ireland. This open process is designed to attract a range of applicants from across school sectors, who can provide their subject knowledge and classroom experience to the drafting process. Applications will be assessed against the agreed essential criteria.\n\nAlongside this, there will be extensive wider engagement. The specific approach is a matter for the Review Chair, Professor Noel Purdy OBE, but engagement will include an open call for evidence, public surveys, and focus group discussions involving children, young people, parents, and a wide range of other stakeholders. The process will culminate in a full public consultation.","answerHtml":"I have put in place a comprehensive and transparent process for revising the Religious Education (RE) Core Syllabus. My Department has launched an open expression‑of‑interest process, inviting applications from experienced practitioners across all schools in Northern Ireland. This open process is designed to attract a range of applicants from across school sectors, who can provide their subject knowledge and classroom experience to the drafting process. Applications will be assessed against the agreed essential criteria.
Alongside this, there will be extensive wider engagement. The specific approach is a matter for the Review Chair, Professor Noel Purdy OBE, but engagement will include an open call for evidence, public surveys, and focus group discussions involving children, young people, parents, and a wide range of other stakeholders. The process will culminate in a full public consultation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2040089%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470250","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470250"}},{"id":"470022","reference":"AQW 39977/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-06","answerBy":"2026-02-23","answered":"2026-02-25","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities, pursuant to AQW 38799/22-27, whether (i) any of the £200,000 capital funding allocated to Newtownards Library will be spent on that project, in this financial year; and (ii) he will allocate capital budget to this project in 2025-2026.","answerText":"(i) While capital funding was set aside to start the Newtownards Library project in the current financial year, spend is subject to business case approval. The business case process has not yet been finalised.\n\n(ii) The draft Capital DEL Budget 2026-30 has not yet been approved. Capital requirements are currently being considered and will be confirmed following agreement of the budget.","answerHtml":"(i) While capital funding was set aside to start the Newtownards Library project in the current financial year, spend is subject to business case approval. The business case process has not yet been finalised.
(ii) The draft Capital DEL Budget 2026-30 has not yet been approved. Capital requirements are currently being considered and will be confirmed following agreement of the budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2039977%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=470022","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=470022"}},{"id":"469040","reference":"AQW 39544/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-02","answerBy":"2026-02-17","answered":"2026-02-16","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance, pursuant to AQW 37560/22-27, to detail (i) the value of capital receipts received by the Department of Education; and (ii) the value of any capital receipts returned by the Department of Education, in the last financial year.","answerText":"The amount of capital receipts received by the Department of Education in 2024-25 and 2025-26 year to date is set out in the table below.\n\n2024-25\nFinal Outturn\t2025-26\nto January\nCapital Receipts (£’000s)\t2,506\t1,637\n\n2025-26 to January is taken from DE’s January (R10) Outturn and Forecast Outturn return submitted to the Department of Finance on 9 February 2026.\n\nIn 2024-25 and 2025-26 the Department of Education did not surrender any capital receipts for reallocation by the Executive.","answerHtml":"The amount of capital receipts received by the Department of Education in 2024-25 and 2025-26 year to date is set out in the table below.
| 2024-25 Final Outturn | 2025-26 to January | ||
| Capital Receipts (£’000s) | 2,506 | 1,637 |
2025-26 to January is taken from DE’s January (R10) Outturn and Forecast Outturn return submitted to the Department of Finance on 9 February 2026.
In 2024-25 and 2025-26 the Department of Education did not surrender any capital receipts for reallocation by the Executive.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2039544%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=469040","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=469040"}},{"id":"469039","reference":"AQW 39543/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-02","answerBy":"2026-02-17","answered":"2026-03-11","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail any plans her Department has to address flooding from the Enler River, Comber.","answerText":"My Department has no plans for upgrades to the river drainage infrastructure in Comber. Comber is not identified in either the current or previous Flood Risk Management Plan (FRMP) as an APSFR (Area of Potential Significant Flood Risk) nor has it been identified by our local teams as an area with a history of significant flooding therefore it is not on our current programme. However, during the summer months of 2025, significant maintenance was undertaken on the section of the Comber (Enler) River extending from Enler Gardens to the Killinchy Road Bridge. We will continue to inspect and maintain designated watercourses and their associated infrastructure within the Comber catchment, in line with our maintenance standards. If an inspection determines that there is a blockage significantly impeding the free flow of water within a watercourse or that drainage infrastructure is in an unsatisfactory condition, then works will be programmed.","answerHtml":"My Department has no plans for upgrades to the river drainage infrastructure in Comber. Comber is not identified in either the current or previous Flood Risk Management Plan (FRMP) as an APSFR (Area of Potential Significant Flood Risk) nor has it been identified by our local teams as an area with a history of significant flooding therefore it is not on our current programme. However, during the summer months of 2025, significant maintenance was undertaken on the section of the Comber (Enler) River extending from Enler Gardens to the Killinchy Road Bridge. We will continue to inspect and maintain designated watercourses and their associated infrastructure within the Comber catchment, in line with our maintenance standards. If an inspection determines that there is a blockage significantly impeding the free flow of water within a watercourse or that drainage infrastructure is in an unsatisfactory condition, then works will be programmed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2039543%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=469039","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=469039"}},{"id":"469038","reference":"AQW 39542/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-02-02","answerBy":"2026-02-17","answered":"2026-02-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33788/22-27, to detail (i) the number of the 11 seven-seater vehicles purchased by the Education Authority that are now in use to transport children; and (ii) the number of current vacancies for drivers of these vehicles.","answerText":"The Education Authority has advised that (i) five seven-seater school transport vehicles are currently in operation and (ii) six applicants for the role of driver are in the final stages of the recruitment process and are completing their preemployment checks.","answerHtml":"The Education Authority has advised that (i) five seven-seater school transport vehicles are currently in operation and (ii) six applicants for the role of driver are in the final stages of the recruitment process and are completing their preemployment checks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2039542%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=469038","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=469038"}},{"id":"468610","reference":"AQO 3056/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-01-29","answerBy":"2026-02-09","answered":"2026-02-09","answeredOrally":true,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to outline any consideration he has given to implementing lifelong care and support plans for disabled people.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr Nesbitt","text":"Lifelong care and support planning for people with disabilities requires all professionals involved in the process to adopt a proactive, person-centred and adaptable approach as required. That constitutes a shift from reactive, service-led interventions. Our integrated Health and Social Care (HSC) system places the formal assessment of an individual's specific needs at the centre of the care planning process. The plans are co-produced with people who use our services to ensure that they are person-centred. Each care plan becomes the foundation for future reviews, potentially across the full lifespan. They consider changes to an individual's circumstances, the impact of lifelong conditions or disabilities and future planning. Individuals' plans are reassessed following a significant change of circumstances such as transitioning from children's service to adult services. The introduction of the neighbourhood model will enhance integrated models of care at community level, focusing on preventative approaches and forms of support that are tailored to individual need from the point of earliest contact with our services."},{"speaker":"Mr Mathison","text":"I thank the Minister for that answer. Minister, you will be aware that a lot of contact comes through from parents who have children in special schools and are concerned about the transition out of the education system and their child losing the protection of their statement of special educational needs (SEN). Are you actively considering putting in place legislative protections to ensure that young people who will move into the health sphere following education have lifelong care and support plans that have statutory protection?"},{"speaker":"Mr Nesbitt","text":"I will answer the Member's direct question directly: I am not considering introducing legislation in this mandate, because we have run out of time. There are several pieces of legislation that I would love to see going through the Assembly between now and purdah, in March 2027, of which that is one. We are certainly not ignoring the issues or trying to scope out what legislation might look like in the next mandate, but I cannot be untruthful with the Member: there is no plan, because we are being told that there is no legislative space between now and purdah."},{"speaker":"Mrs Dillon","text":"Minister, as you will be well aware, it is well documented that many disabled young people experience a sharp drop-off in support at the age of 18. Given that you have just said that we will have not have legislation in that space in this mandate, what specific conversations are ongoing with other Ministers to address the post-18 cliff edge and ensure that there is continuity of care into adulthood in every aspect of the lives of disabled young people?"},{"speaker":"Mr Nesbitt","text":"The Department's children's learning disability services have implemented the learning disability service model and the children's disability framework, putting in place a regional transitions protocol, including an easy-read version, that has been informed and influenced through engagement with young people, families and stakeholders. The template aims to improve transition planning and secure greater regional consistency. An addendum will be agreed for education and health needs, and consideration will be given to developing a protocol for young people with physical disabilities and complex needs. My focus in recent times has been more on working with the Department of Education for children's services, particularly in terms of special schools and the provision of community children's nurses, but I am aware that the transition from children's services to adult services is one of many that represent a cliff edge and that more work needs to be done to make that transition more person- and family-centred."},{"speaker":"Mrs Dodds","text":"My colleagues have rightly focused on the issue of children transferring to adult services, but, for many adults with disabilities, there is a real issue with care packages. In a recent answer that you, Minister, gave to my colleague Diane Forsythe, the position as of 1 December 2025 in relation to care packages that you detailed was startling: over 2,000 people were waiting for a full care package, and over 1,000 people were waiting for a partial care package. The largest number of waits was in the Southern Health and Social Care Trust, in which 764 people were waiting for a full care package. Minister, what will be done about that situation? It impacts on adults with disabilities in particular, but it also impacts —"},{"speaker":"Mr Speaker","text":"Minister."},{"speaker":"Mrs Dodds","text":"— on the flow of patients through our hospitals."},{"speaker":"Mr Nesbitt","text":"We will implement the learning disability service model. That has been greeted positively, by and large, across the interested parties. The Member will also be aware that we are moving at pace to try to introduce the neighbourhood model of care. The fabled shift left will happen in the coming financial year: 2026-27. I envisage that that model will directly benefit people with disabilities in the community, providing a more joined-up, accessible, proactive and personalised source of support that will lead to the better coordination of Health and Social Care services. It will reduce duplication and give faster access to the right support. It will also bring investment that will strengthen the support that the community, voluntary and social enterprise sector can provide to people living in our communities, including people with disabilities."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%203056%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=468610","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2026-02-09&docID=469642#AQO%203056/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=468610"}},{"id":"468159","reference":"AQW 39141/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-27","answerBy":"2026-02-11","answered":"2026-02-25","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to detail the number of houses purchased by the Housing Executive for use as temporary accommodation, since permission to use reserves for this purpose was granted in 2025.","answerText":"None.","answerHtml":"None.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2039141%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=468159","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=468159"}},{"id":"467938","reference":"AQW 39024/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-26","answerBy":"2026-02-10","answered":"2026-02-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how he is working with the Minister for the Economy to maximise the capacity of further education colleges, to help deliver the Entitlement Framework, and Essential Skills, for young people.","answerText":"As you are aware, the Department of Education and the Department for the Economy (DfE) jointly published a 14-19 Education and Training Framework which sets out a shared vision and actions to improve the outcomes for young people. To deliver on this commitment there is ongoing collaboration between my officials and officials in DfE. Additionally, they meet formally three times a year through thematic groups relating to careers, post-16 and curriculum and qualifications. The aim of these groups is to drive delivery of actions relevant to the Framework, promote policy awareness and alignment and collaborate on cross-cutting activities.\n\nTo ensure that there is a strategic platform to advance shared priorities, collaboration and improve outcomes for young people, I have established a cross-departmental ministerial group with the Minister for the Economy which meets twice a year. The first meeting of the Group took place on 24 November 2025. The next cross-departmental ministerial group meeting is scheduled for June 2026.\n\nThere is a wide range of general and applied qualifications available to all learners at Key Stage 4 and Post-16. To support delivery of the Entitlement Framework I have set aside funding of £2.9m in 2025/26. This funding helps to support the cost of collaboration and the operation of Area Learning Communities which bring together schools, Further Education Colleges and Training Providers to discuss curriculum provision in a local area.\n\nTo further support all learners to achieve and progress in their chosen pathways, schools have partnership agreements with the Careers Service. This ensures that impartial, professional, accurate and up-to-date advice is offered to learners at Key Stage 4 and post-16 to help them make informed choices with regard to qualifications and pathways.","answerHtml":"As you are aware, the Department of Education and the Department for the Economy (DfE) jointly published a 14-19 Education and Training Framework which sets out a shared vision and actions to improve the outcomes for young people. To deliver on this commitment there is ongoing collaboration between my officials and officials in DfE. Additionally, they meet formally three times a year through thematic groups relating to careers, post-16 and curriculum and qualifications. The aim of these groups is to drive delivery of actions relevant to the Framework, promote policy awareness and alignment and collaborate on cross-cutting activities.
To ensure that there is a strategic platform to advance shared priorities, collaboration and improve outcomes for young people, I have established a cross-departmental ministerial group with the Minister for the Economy which meets twice a year. The first meeting of the Group took place on 24 November 2025. The next cross-departmental ministerial group meeting is scheduled for June 2026.
There is a wide range of general and applied qualifications available to all learners at Key Stage 4 and Post-16. To support delivery of the Entitlement Framework I have set aside funding of £2.9m in 2025/26. This funding helps to support the cost of collaboration and the operation of Area Learning Communities which bring together schools, Further Education Colleges and Training Providers to discuss curriculum provision in a local area.
To further support all learners to achieve and progress in their chosen pathways, schools have partnership agreements with the Careers Service. This ensures that impartial, professional, accurate and up-to-date advice is offered to learners at Key Stage 4 and post-16 to help them make informed choices with regard to qualifications and pathways.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2039024%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467938","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467938"}},{"id":"467937","reference":"AQW 39023/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-26","answerBy":"2026-02-10","answered":"2026-02-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 37562/22-27, to detail how long the Education Authority have been working to progress the disposal of the former site of Castle Gardens Primary School.","answerText":"The Education Authority has been actively working on the disposal of this site from November 2021.","answerHtml":"The Education Authority has been actively working on the disposal of this site from November 2021.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2039023%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467937","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467937"}},{"id":"467936","reference":"AQW 39022/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-26","answerBy":"2026-02-10","answered":"2026-02-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 37562/22-27, to detail when it is anticipated that the site will be on the open market for sale.","answerText":"The EA appointed estate agent is currently undertaking the preparatory work required to bring the site to market. It is expected that the property will be advertised for sale on the open market within the next 3–4 weeks.","answerHtml":"The EA appointed estate agent is currently undertaking the preparatory work required to bring the site to market. It is expected that the property will be advertised for sale on the open market within the next 3–4 weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2039022%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467936","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467936"}},{"id":"467935","reference":"AQW 39021/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-26","answerBy":"2026-02-10","answered":"2026-02-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 37562/22-27, to detail any outstanding legal issues that prevent the site from being placed on the open market for sale.","answerText":"The EA is proceeding to place this property on the open market, despite certain burdens remaining on the title.\n\nThe site comprises two plots. The front plot, which borders the Portaferry Road, previously accommodated the former Castle Gardens School (now demolished), and is subject to an Educational Trust. The trust conditions primarily restrict the use of this portion of the land to a public elementary school, or other education related purposes.\n\nAlthough it has been established that the freehold title is held by the Post Office for the second plot, they have not confirmed their interest despite repeated attempts to engage with them.","answerHtml":"The EA is proceeding to place this property on the open market, despite certain burdens remaining on the title.
The site comprises two plots. The front plot, which borders the Portaferry Road, previously accommodated the former Castle Gardens School (now demolished), and is subject to an Educational Trust. The trust conditions primarily restrict the use of this portion of the land to a public elementary school, or other education related purposes.
Although it has been established that the freehold title is held by the Post Office for the second plot, they have not confirmed their interest despite repeated attempts to engage with them.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2039021%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467935","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467935"}},{"id":"467934","reference":"AQW 39020/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-26","answerBy":"2026-02-10","answered":"2026-02-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) any costs incurred by the Education Authority defending appeals heard by the Special Educational Needs and Disability Tribunal; and (ii) the number of these appeals that were successfully upheld, in each of the last five years.","answerText":"The Education Authority (EA) has advised that:\n\nThe following counsel’s fees were incurred by EA in defending appeals heard by the Special Educational Needs and Disability Tribunal (SENDIST):\n\nFinancial Year\tFees\n2020/21\t£5,418.00\n2021/22\t£12,877.00\n2022/23\t£9,510.00\n2023/24\t£29,637.00\n2024/25\t£43,891.50\n\nNumber of contested appeals successfully upheld by the Tribunal (i.e. EA lost):\n\nFinancial Year\tAppeals Upheld\n2020/21\t13\n2021/22\t22\n2022/23\t15\n2023/24\t11\n2024/25\t38","answerHtml":"The Education Authority (EA) has advised that:
The following counsel’s fees were incurred by EA in defending appeals heard by the Special Educational Needs and Disability Tribunal (SENDIST):
| Financial Year | Fees |
| 2020/21 | £5,418.00 |
| 2021/22 | £12,877.00 |
| 2022/23 | £9,510.00 |
| 2023/24 | £29,637.00 |
| 2024/25 | £43,891.50 |
Number of contested appeals successfully upheld by the Tribunal (i.e. EA lost):
| Financial Year | Appeals Upheld |
| 2020/21 | 13 |
| 2021/22 | 22 |
| 2022/23 | 15 |
| 2023/24 | 11 |
| 2024/25 | 38 |
The Taskforce for Future Financial Stability of Education (the Taskforce) aims to achieve financial sustainability for the Education Authority (EA) and thereby the education sector as a whole, while supporting improvements to services, such as home to school transport.
I remain committed to ensuring that all pupils receive the transport assistance they need to access education. To protect this essential provision, we must ensure that the transport service is both affordable and sustainable. Transport provision is a statutory requirement rooted in Department of Education policy. The EA is currently reviewing its transport service to identify potential efficiencies, savings and alternative delivery options. The Taskforce will take a holistic overview, strengthening joint working between my Department and the EA to identify where policy or legislative change may be required to deliver improvements and support a more sustainable system.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038919%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467664","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467664"}},{"id":"467663","reference":"AQW 38918/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-23","answerBy":"2026-02-09","answered":"2026-02-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the Education Sustainability Taskforce will be exploring any recommendations from the Independent Review of Education regarding area planning.","answerText":"The overarching objective of the Taskforce for Future Financial Stability of Education (the Taskforce) is to achieve financial sustainability for the EA and thereby the education sector as a whole, while supporting improvements to services. It will not directly lead on recommendations from the Independent Review of Education regarding area planning, including the recommendation 20 to right-size the schools estate.\n\nThe Independent Review of Education highlighted a need to develop a new approach to Area Planning.\n\nI agree that revised arrangements are needed to reconfigure the current network of schools to create thriving, sustainable schools that support higher standards of education and promote inclusion for all children and young people.\n\nDepending on local circumstances, the way forward in local communities may include rationalisation, amalgamation, right-sizing of schools or innovative solutions to ensure continuity of provision.","answerHtml":"The overarching objective of the Taskforce for Future Financial Stability of Education (the Taskforce) is to achieve financial sustainability for the EA and thereby the education sector as a whole, while supporting improvements to services. It will not directly lead on recommendations from the Independent Review of Education regarding area planning, including the recommendation 20 to right-size the schools estate.
The Independent Review of Education highlighted a need to develop a new approach to Area Planning.
I agree that revised arrangements are needed to reconfigure the current network of schools to create thriving, sustainable schools that support higher standards of education and promote inclusion for all children and young people.
Depending on local circumstances, the way forward in local communities may include rationalisation, amalgamation, right-sizing of schools or innovative solutions to ensure continuity of provision.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038918%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467663","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467663"}},{"id":"467662","reference":"AQW 38917/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-23","answerBy":"2026-02-09","answered":"2026-02-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether a budget has been allocated to the Education Sustainability Taskforce.","answerText":"I can confirm that no budget has been allocated to the Education Sustainability Taskforce.\n\nThe taskforce is comprised of Departmental Policy leads, senior EA officials and Department of Finance officials who will undertake their responsibilities on the taskforce as part of their existing duties.","answerHtml":"I can confirm that no budget has been allocated to the Education Sustainability Taskforce.
The taskforce is comprised of Departmental Policy leads, senior EA officials and Department of Finance officials who will undertake their responsibilities on the taskforce as part of their existing duties.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038917%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467662","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467662"}},{"id":"467661","reference":"AQW 38916/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-23","answerBy":"2026-02-09","answered":"2026-02-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how the Education Sustainability Taskforce will support wider transformation of the education system.","answerText":"For some time Education has relied on substantial in-year allocations to meet the significant shortfalls in its opening budgets. Whilst the EA has been able to operate within budget in the last two financial years, in the main, this has only been possible because of significant additional, in-year funding totalling c£296.8m in 2023-24 and c£247.7m in 2024-25. 2025-26 is the first financial year in which in-year budget allocations will fail to meet the sector’s financial pressures.\n\nWithin this context, the overarching objective of the Taskforce is to support the achievement of financial sustainability within the EA, while at the same time supporting improvements to services. Any savings identified by the Taskforce will form part of my wider reform agenda (i.e. Five-Year Strategy for Financial Sustainability in Education) which will seek to establish a structural reform programme that will oversee the delivery of education reform at scale, including, but not limited to, areas such as an alternative SEN support model for statemented pupils in mainstream schools, home-to-school transport, area planning and enhanced control of schools’ expenditure.\n\nI must, however, stress that even after all necessary transformational change has been implemented and after every possible efficiency has been realised, education will still require greater investment.","answerHtml":"For some time Education has relied on substantial in-year allocations to meet the significant shortfalls in its opening budgets. Whilst the EA has been able to operate within budget in the last two financial years, in the main, this has only been possible because of significant additional, in-year funding totalling c£296.8m in 2023-24 and c£247.7m in 2024-25. 2025-26 is the first financial year in which in-year budget allocations will fail to meet the sector’s financial pressures.
Within this context, the overarching objective of the Taskforce is to support the achievement of financial sustainability within the EA, while at the same time supporting improvements to services. Any savings identified by the Taskforce will form part of my wider reform agenda (i.e. Five-Year Strategy for Financial Sustainability in Education) which will seek to establish a structural reform programme that will oversee the delivery of education reform at scale, including, but not limited to, areas such as an alternative SEN support model for statemented pupils in mainstream schools, home-to-school transport, area planning and enhanced control of schools’ expenditure.
I must, however, stress that even after all necessary transformational change has been implemented and after every possible efficiency has been realised, education will still require greater investment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038916%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467661","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467661"}},{"id":"467660","reference":"AQW 38915/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-23","answerBy":"2026-02-09","answered":"2026-02-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the Education Sustainability Taskforce will undertake an audit of the cost of division in education.","answerText":"I refer the member to my answer to AQW 38801/22-27 that sets out the scope of the work of the Taskforce for Future Financial Stability of Education.\n\nThere are no plans to undertake an audit of the cost of division in education at this time.","answerHtml":"I refer the member to my answer to AQW 38801/22-27 that sets out the scope of the work of the Taskforce for Future Financial Stability of Education.
There are no plans to undertake an audit of the cost of division in education at this time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038915%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467660","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467660"}},{"id":"467464","reference":"AQW 38802/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-22","answerBy":"2026-02-06","answered":"2026-02-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the Education Sustainability Taskforce will explore right-sizing of the school estate.","answerText":"The overarching objective of the Taskforce for Future Financial Stability of Education (the Taskforce) is to achieve financial sustainability for the EA and thereby the education sector as a whole, while supporting improvements to services. It will not directly lead on recommendations from the Independent Review of Education regarding area planning, including the recommendation 20 to right-size the schools estate.\n\nThe Independent Review of Education highlighted a need to develop a new approach to Area Planning.\n\nI agree that revised arrangements are needed to reconfigure the current network of schools to create thriving, sustainable schools that support higher standards of education and promote inclusion for all children and young people.\n\nDepending on local circumstances, the way forward in local communities may include rationalisation, amalgamation, right-sizing of schools or innovative solutions to ensure continuity of provision.","answerHtml":"The overarching objective of the Taskforce for Future Financial Stability of Education (the Taskforce) is to achieve financial sustainability for the EA and thereby the education sector as a whole, while supporting improvements to services. It will not directly lead on recommendations from the Independent Review of Education regarding area planning, including the recommendation 20 to right-size the schools estate.
The Independent Review of Education highlighted a need to develop a new approach to Area Planning.
I agree that revised arrangements are needed to reconfigure the current network of schools to create thriving, sustainable schools that support higher standards of education and promote inclusion for all children and young people.
Depending on local circumstances, the way forward in local communities may include rationalisation, amalgamation, right-sizing of schools or innovative solutions to ensure continuity of provision.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038802%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467464","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467464"}},{"id":"467463","reference":"AQW 38801/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-22","answerBy":"2026-02-06","answered":"2026-01-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the scope of the Education Sustainability Taskforce.","answerText":"The Taskforce for Future Financial Stability of Education (the Taskforce) comprises of the Department’s Permanent Secretary, Deputy Secretaries and Finance Director; the Education Authority’s (EA) Chief Executive and Chief Officers; and Department of Finance Education Supply officials.\n\nThe overarching objective of the Taskforce is to achieve financial sustainability for the EA and thereby the education sector as a whole, while supporting improvements to services. This will include, though not necessarily be limited, to:\n\nassess the comprehensiveness of the EA’s Category 2 savings measures approved by the EA Board and submitted to DE and determine whether any additional savings proposals should be incorporated into this savings category;\n\ndevelop a workplan to advance work on these items – including identifying areas where policy review or legislative change is necessary;\n\nreview the financial implications of any parallel reform or transformation work taking place in the EA (in particular, the Special Educational Needs Transformation agenda);\n\nsubject to Ministerial approval, take forward recommendations outlined in the Independent Review of Baseline Schools Funding Report; and\n\nreview in detail all EA budget lines and the services currently offered:\n\ndevelop an understanding of why the underlying services are needed and method of delivery;\n\nconduct benchmarking exercises to assess EA services with other organisations, sectors or jurisdictions;\n\nidentify options for alternative delivery models; and\n\nevaluate these options and make recommendations.\n\nand\n\nongoing review of existing savings and efficiency measures.","answerHtml":"The Taskforce for Future Financial Stability of Education (the Taskforce) comprises of the Department’s Permanent Secretary, Deputy Secretaries and Finance Director; the Education Authority’s (EA) Chief Executive and Chief Officers; and Department of Finance Education Supply officials.
The overarching objective of the Taskforce is to achieve financial sustainability for the EA and thereby the education sector as a whole, while supporting improvements to services. This will include, though not necessarily be limited, to:
assess the comprehensiveness of the EA’s Category 2 savings measures approved by the EA Board and submitted to DE and determine whether any additional savings proposals should be incorporated into this savings category;
develop a workplan to advance work on these items – including identifying areas where policy review or legislative change is necessary;
review the financial implications of any parallel reform or transformation work taking place in the EA (in particular, the Special Educational Needs Transformation agenda);
subject to Ministerial approval, take forward recommendations outlined in the Independent Review of Baseline Schools Funding Report; and
review in detail all EA budget lines and the services currently offered:
develop an understanding of why the underlying services are needed and method of delivery;
conduct benchmarking exercises to assess EA services with other organisations, sectors or jurisdictions;
identify options for alternative delivery models; and
evaluate these options and make recommendations.
and
ongoing review of existing savings and efficiency measures.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038801%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467463","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467463"}},{"id":"467462","reference":"AQW 38800/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-22","answerBy":"2026-02-06","answered":"2026-01-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail who sits on the Education Sustainability Taskforce.","answerText":"The Taskforce for Future Financial Stability of Education (the Taskforce) comprises of the Department’s Permanent Secretary, Deputy Secretaries and Finance Director; the Education Authority’s (EA) Chief Executive and Chief Officers; and Department of Finance Education Supply officials.\n\nThe overarching objective of the Taskforce is to achieve financial sustainability for the EA and thereby the education sector as a whole, while supporting improvements to services. This will include, though not necessarily be limited, to:\n\nassess the comprehensiveness of the EA’s Category 2 savings measures approved by the EA Board and submitted to DE and determine whether any additional savings proposals should be incorporated into this savings category;\n\ndevelop a workplan to advance work on these items – including identifying areas where policy review or legislative change is necessary;\n\nreview the financial implications of any parallel reform or transformation work taking place in the EA (in particular, the Special Educational Needs Transformation agenda);\n\nsubject to Ministerial approval, take forward recommendations outlined in the Independent Review of Baseline Schools Funding Report; and\n\nreview in detail all EA budget lines and the services currently offered:\n\ndevelop an understanding of why the underlying services are needed and method of delivery;\n\nconduct benchmarking exercises to assess EA services with other organisations, sectors or jurisdictions;\n\nidentify options for alternative delivery models; and\n\nevaluate these options and make recommendations.\n\nand\n\nongoing review of existing savings and efficiency measures.","answerHtml":"The Taskforce for Future Financial Stability of Education (the Taskforce) comprises of the Department’s Permanent Secretary, Deputy Secretaries and Finance Director; the Education Authority’s (EA) Chief Executive and Chief Officers; and Department of Finance Education Supply officials.
The overarching objective of the Taskforce is to achieve financial sustainability for the EA and thereby the education sector as a whole, while supporting improvements to services. This will include, though not necessarily be limited, to:
assess the comprehensiveness of the EA’s Category 2 savings measures approved by the EA Board and submitted to DE and determine whether any additional savings proposals should be incorporated into this savings category;
develop a workplan to advance work on these items – including identifying areas where policy review or legislative change is necessary;
review the financial implications of any parallel reform or transformation work taking place in the EA (in particular, the Special Educational Needs Transformation agenda);
subject to Ministerial approval, take forward recommendations outlined in the Independent Review of Baseline Schools Funding Report; and
review in detail all EA budget lines and the services currently offered:
develop an understanding of why the underlying services are needed and method of delivery;
conduct benchmarking exercises to assess EA services with other organisations, sectors or jurisdictions;
identify options for alternative delivery models; and
evaluate these options and make recommendations.
and
ongoing review of existing savings and efficiency measures.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038800%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467462","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467462"}},{"id":"467461","reference":"AQW 38799/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-22","answerBy":"2026-02-06","answered":"2026-02-02","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities, pursuant to AQW 37656/22-27, whether the capital funding for Newtownards Library will be returned to the Department of Finance if it is not utilised by the end of this financial year.","answerText":"My Department’s Capital Budget is closely managed throughout the year to ensure that any Non-Ringfenced Capital easements which emerge in-year are utilised to meet other capital pressures within the Department. This oversight ensures that the department can maximise the delivery of services to the community and return a balanced Capital Budget.","answerHtml":"My Department’s Capital Budget is closely managed throughout the year to ensure that any Non-Ringfenced Capital easements which emerge in-year are utilised to meet other capital pressures within the Department. This oversight ensures that the department can maximise the delivery of services to the community and return a balanced Capital Budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038799%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467461","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467461"}},{"id":"467460","reference":"AQW 38798/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-22","answerBy":"2026-02-06","answered":"2026-02-20","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure whether she will undertake further assessments to determine whether a puffin crossing can be installed on the Killyleagh Road, Darraghcross.","answerText":"I refer the Member to my answer to AQW 38696 / 22-27.","answerHtml":"I refer the Member to my answer to AQW 38696 / 22-27.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038798%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467460","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467460"}},{"id":"467236","reference":"AQW 38698/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-21","answerBy":"2026-01-27","answered":"2026-01-27","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 37655/22-27, to detail (i) where this funding allocation has been drawn down from; (ii) the number of placements this funding is intended to provide; and (iii) whether the full allocation of £311,865.42 will be spent in the 2025-26 academic year.","answerText":"The Education Authority has advised that:\n\nThe funding has been drawn from the core budget.\n\nThe total number of places was 40.\n\nYes, the budget was fully spent.","answerHtml":"The Education Authority has advised that:
The funding has been drawn from the core budget.
The total number of places was 40.
Yes, the budget was fully spent.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038698%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467236","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467236"}},{"id":"467235","reference":"AQW 38697/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-21","answerBy":"2026-02-05","answered":"2026-01-29","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for her assessment of the current speed limit on the Killyleagh Road, Darraghcross.","answerText":"Road safety is a high priority for my Department, and we are committed to working proactively to make our roads safer and to address the needs of all road users.\n\nWhen considering the appropriate speed limit for a road, the Department’s policy is used to ensure speed limits are consistent and motorists are presented with the same speed limit on similar roads. This takes into account factors such as the characteristic of the road, the speed of existing traffic, the degree of frontage development, and road traffic collision data which is monitored using data provided by the PSNI. The speed limit on the Killyleagh Road, Darraghcross is considered to be appropriate.\n\nHowever, research shows that there is a correlation between speed and the frequency and severity of road collisions and as part of my broader strategy to improve road safety, I have recently launched the public consultation on speed limits.\n\nThe consultation will seek views on the wider use of permanent 20mph speed limits, the lowering of national speed limit on rural single and dual carriageways, and alignment of HGV speed limits with other regions.\n\nI would encourage you to contribute to this significant and important piece of work. Details can be found at Speed limit review launched by DfI | Department for Infrastructure.\n\nConcerns about driver behaviour, such as speeding, should be directed to the PSNI on their 101 number.","answerHtml":"Road safety is a high priority for my Department, and we are committed to working proactively to make our roads safer and to address the needs of all road users.
When considering the appropriate speed limit for a road, the Department’s policy is used to ensure speed limits are consistent and motorists are presented with the same speed limit on similar roads. This takes into account factors such as the characteristic of the road, the speed of existing traffic, the degree of frontage development, and road traffic collision data which is monitored using data provided by the PSNI. The speed limit on the Killyleagh Road, Darraghcross is considered to be appropriate.
However, research shows that there is a correlation between speed and the frequency and severity of road collisions and as part of my broader strategy to improve road safety, I have recently launched the public consultation on speed limits.
The consultation will seek views on the wider use of permanent 20mph speed limits, the lowering of national speed limit on rural single and dual carriageways, and alignment of HGV speed limits with other regions.
I would encourage you to contribute to this significant and important piece of work. Details can be found at Speed limit review launched by DfI | Department for Infrastructure.
Concerns about driver behaviour, such as speeding, should be directed to the PSNI on their 101 number.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038697%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467235","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467235"}},{"id":"467234","reference":"AQW 38696/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-21","answerBy":"2026-02-05","answered":"2026-01-29","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for her assessment of the adequacy of current pedestrian crossing facilities on the Killyleagh Road, Darraghcross.","answerText":"As the last assessment at this location was undertaken in 2019, I have asked officials to undertake a revised assessment. This will be added to the schedule of Pedestrian Crossing Surveys to be completed.\n\nThe Department have provided crossing points in the form of dropped kerbs with tactile paving on the Killyleagh Road which provides a safe crossing point for pedestrians.\n\nAny concerns about driver behaviour should be directed to the PSNI on their 101 number.","answerHtml":"As the last assessment at this location was undertaken in 2019, I have asked officials to undertake a revised assessment. This will be added to the schedule of Pedestrian Crossing Surveys to be completed.
The Department have provided crossing points in the form of dropped kerbs with tactile paving on the Killyleagh Road which provides a safe crossing point for pedestrians.
Any concerns about driver behaviour should be directed to the PSNI on their 101 number.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038696%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467234","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467234"}},{"id":"467233","reference":"AQW 38695/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-21","answerBy":"2026-02-05","answered":null,"answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure whether she will update her Department's street lighting policy to account for the road safety of bus passengers who need to cross unlit roads on a daily basis, particularly during the winter months.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038695%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467233","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467233"}},{"id":"467232","reference":"AQW 38694/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-21","answerBy":"2026-02-05","answered":null,"answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for her assessment of the current street lighting provision at the bus stops on both sides of the A24, at the junction to the Drumaness Road.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038694%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=467232","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=467232"}},{"id":"466026","reference":"AQW 38044/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-13","answerBy":"2026-01-16","answered":"2026-01-21","answeredOrally":false,"priority":true,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail when legislation will be in place to ensure that the double yellow lines, in place at the uncontrolled crossing point on Killinchy Road, Comber, are enforceable.","answerText":"Legislation is currently being processed to cover the existing double yellow markings. A Traffic Regulation Order submission has been completed and introduction is likely to be within 6-9 months.\n\nHowever, concerns about driver behaviour such as parking which causes an obstruction, to other road and footway users, should be directed to the PSNI on their non-emergency 101 number.","answerHtml":"Legislation is currently being processed to cover the existing double yellow markings. A Traffic Regulation Order submission has been completed and introduction is likely to be within 6-9 months.
However, concerns about driver behaviour such as parking which causes an obstruction, to other road and footway users, should be directed to the PSNI on their non-emergency 101 number.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038044%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=466026","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=466026"}},{"id":"466025","reference":"AQW 38043/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-13","answerBy":"2026-01-28","answered":"2026-01-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the review of suspensions and expulsions.","answerText":"I am currently considering the review of the current suspension and expulsion arrangements, including recommendations for change. Once my consideration is complete, I will determine the appropriate next steps.","answerHtml":"I am currently considering the review of the current suspension and expulsion arrangements, including recommendations for change. Once my consideration is complete, I will determine the appropriate next steps.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038043%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=466025","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=466025"}},{"id":"466024","reference":"AQW 38042/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-13","answerBy":"2026-01-28","answered":"2026-02-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 30309/22-27, whether a new system for delivering low value maintenance works in schools will be in place by end of January 2026.","answerText":"The Education Authority (EA) continues to work on the development of a pilot scheme to facilitate the procurement of low value maintenance works. This approach seeks to balance local flexibility for schools with the need for strong governance, compliance and value for money across the school estate. The development work includes consideration of tax regulations, including the Construction Industry Scheme (CIS). It is now anticipated that this pilot will be operational towards the end of the current school year.\n\nThe pilot will need to be fully evaluated before any decisions are taken on a wider rollout across the EA school estate.","answerHtml":"The Education Authority (EA) continues to work on the development of a pilot scheme to facilitate the procurement of low value maintenance works. This approach seeks to balance local flexibility for schools with the need for strong governance, compliance and value for money across the school estate. The development work includes consideration of tax regulations, including the Construction Industry Scheme (CIS). It is now anticipated that this pilot will be operational towards the end of the current school year.
The pilot will need to be fully evaluated before any decisions are taken on a wider rollout across the EA school estate.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038042%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=466024","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=466024"}},{"id":"466023","reference":"AQW 38041/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-13","answerBy":"2026-01-28","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the development of an Initial Teacher Education programme, focused on special educational needs.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2038041%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=466023","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=466023"}},{"id":"465727","reference":"AQW 37942/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-12","answerBy":"2026-01-15","answered":"2026-01-14","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 37564/22-27, to detail when the review into the funding discrepancy for nursery units facilitating specialist provisions will be concluded.","answerText":"My officials are exploring the discrepancy and I expect conclusion to be known in the coming weeks.","answerHtml":"My officials are exploring the discrepancy and I expect conclusion to be known in the coming weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037942%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465727","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465727"}},{"id":"465726","reference":"AQW 37941/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-12","answerBy":"2026-01-27","answered":"2026-01-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to incentivise completion of the questionnaire used by schools for monitoring the community background of staff.","answerText":"I am satisfied that the Fair Employment (School Teachers) Act (Northern Ireland) 2022 has been successfully implemented.\n\nTo ensure the smooth implementation of the Act a working group was established with management representatives from all of the education sectors, who worked in partnership with the Equality Commission Northern Ireland.\n\nThe Equality Commission delivered a series of training webinars specifically on the recruitment and selection guidance. Guidance for schools was published by the Equality Commission with the support of Management Side of the Teachers’ Negotiating Committee. The Guidance, ‘School Teachers A Guide on Recruitment & Selection after the commencement of the Fair Employment (School Teachers) Act (Northern Ireland) 2022’ is available online.\n\nMy Department does not collect or hold data in relation to the Fair Employment (School Teachers) Act (Northern Ireland) 2022.\n\nEducation Authority (EA) and Council for Catholic Maintained Schools (CCMS) are the employers of teachers and carry out the monitoring for their teachers and submit the returns directly to the Equality Commission Northern Ireland.\n\nThere is no proposal to incentivise the completion of the questionnaire used by schools for monitoring the community background of staff.\n\nThe EA, CCMS and the teaching trade unions have encouraged all teachers to use the online computerised system to input and update their personal equality data profile.\n\nIt is now a compulsory requirement for teaching applicants to complete the monitoring form when applying for a post and this is used to populate the equality data profile for teachers. By utilising this data substantial progress has been made in the capture of teacher records for monitoring purposes.","answerHtml":"I am satisfied that the Fair Employment (School Teachers) Act (Northern Ireland) 2022 has been successfully implemented.
To ensure the smooth implementation of the Act a working group was established with management representatives from all of the education sectors, who worked in partnership with the Equality Commission Northern Ireland.
The Equality Commission delivered a series of training webinars specifically on the recruitment and selection guidance. Guidance for schools was published by the Equality Commission with the support of Management Side of the Teachers’ Negotiating Committee. The Guidance, ‘School Teachers A Guide on Recruitment & Selection after the commencement of the Fair Employment (School Teachers) Act (Northern Ireland) 2022’ is available online.
My Department does not collect or hold data in relation to the Fair Employment (School Teachers) Act (Northern Ireland) 2022.
Education Authority (EA) and Council for Catholic Maintained Schools (CCMS) are the employers of teachers and carry out the monitoring for their teachers and submit the returns directly to the Equality Commission Northern Ireland.
There is no proposal to incentivise the completion of the questionnaire used by schools for monitoring the community background of staff.
The EA, CCMS and the teaching trade unions have encouraged all teachers to use the online computerised system to input and update their personal equality data profile.
It is now a compulsory requirement for teaching applicants to complete the monitoring form when applying for a post and this is used to populate the equality data profile for teachers. By utilising this data substantial progress has been made in the capture of teacher records for monitoring purposes.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037941%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465726","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465726"}},{"id":"465725","reference":"AQW 37940/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-12","answerBy":"2026-01-27","answered":"2026-01-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will publish data collected by his Department, in relation to the Fair Employment (School Teachers) Act (Northern Ireland) 2022.","answerText":"I am satisfied that the Fair Employment (School Teachers) Act (Northern Ireland) 2022 has been successfully implemented.\n\nTo ensure the smooth implementation of the Act a working group was established with management representatives from all of the education sectors, who worked in partnership with the Equality Commission Northern Ireland.\n\nThe Equality Commission delivered a series of training webinars specifically on the recruitment and selection guidance. Guidance for schools was published by the Equality Commission with the support of Management Side of the Teachers’ Negotiating Committee. The Guidance, ‘School Teachers A Guide on Recruitment & Selection after the commencement of the Fair Employment (School Teachers) Act (Northern Ireland) 2022’ is available online.\n\nMy Department does not collect or hold data in relation to the Fair Employment (School Teachers) Act (Northern Ireland) 2022.\n\nEducation Authority (EA) and Council for Catholic Maintained Schools (CCMS) are the employers of teachers and carry out the monitoring for their teachers and submit the returns directly to the Equality Commission Northern Ireland.\n\nThere is no proposal to incentivise the completion of the questionnaire used by schools for monitoring the community background of staff.\n\nThe EA, CCMS and the teaching trade unions have encouraged all teachers to use the online computerised system to input and update their personal equality data profile.\n\nIt is now a compulsory requirement for teaching applicants to complete the monitoring form when applying for a post and this is used to populate the equality data profile for teachers. By utilising this data substantial progress has been made in the capture of teacher records for monitoring purposes.","answerHtml":"I am satisfied that the Fair Employment (School Teachers) Act (Northern Ireland) 2022 has been successfully implemented.
To ensure the smooth implementation of the Act a working group was established with management representatives from all of the education sectors, who worked in partnership with the Equality Commission Northern Ireland.
The Equality Commission delivered a series of training webinars specifically on the recruitment and selection guidance. Guidance for schools was published by the Equality Commission with the support of Management Side of the Teachers’ Negotiating Committee. The Guidance, ‘School Teachers A Guide on Recruitment & Selection after the commencement of the Fair Employment (School Teachers) Act (Northern Ireland) 2022’ is available online.
My Department does not collect or hold data in relation to the Fair Employment (School Teachers) Act (Northern Ireland) 2022.
Education Authority (EA) and Council for Catholic Maintained Schools (CCMS) are the employers of teachers and carry out the monitoring for their teachers and submit the returns directly to the Equality Commission Northern Ireland.
There is no proposal to incentivise the completion of the questionnaire used by schools for monitoring the community background of staff.
The EA, CCMS and the teaching trade unions have encouraged all teachers to use the online computerised system to input and update their personal equality data profile.
It is now a compulsory requirement for teaching applicants to complete the monitoring form when applying for a post and this is used to populate the equality data profile for teachers. By utilising this data substantial progress has been made in the capture of teacher records for monitoring purposes.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037940%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465725","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465725"}},{"id":"465724","reference":"AQW 37939/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-12","answerBy":"2026-01-27","answered":"2026-01-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the implementation of the Fair Employment (School Teachers) Act (Northern Ireland) 2022.","answerText":"I am satisfied that the Fair Employment (School Teachers) Act (Northern Ireland) 2022 has been successfully implemented.\n\nTo ensure the smooth implementation of the Act a working group was established with management representatives from all of the education sectors, who worked in partnership with the Equality Commission Northern Ireland.\n\nThe Equality Commission delivered a series of training webinars specifically on the recruitment and selection guidance. Guidance for schools was published by the Equality Commission with the support of Management Side of the Teachers’ Negotiating Committee. The Guidance, ‘School Teachers A Guide on Recruitment & Selection after the commencement of the Fair Employment (School Teachers) Act (Northern Ireland) 2022’ is available online.\n\nMy Department does not collect or hold data in relation to the Fair Employment (School Teachers) Act (Northern Ireland) 2022.\n\nEducation Authority (EA) and Council for Catholic Maintained Schools (CCMS) are the employers of teachers and carry out the monitoring for their teachers and submit the returns directly to the Equality Commission Northern Ireland.\n\nThere is no proposal to incentivise the completion of the questionnaire used by schools for monitoring the community background of staff.\n\nThe EA, CCMS and the teaching trade unions have encouraged all teachers to use the online computerised system to input and update their personal equality data profile.\n\nIt is now a compulsory requirement for teaching applicants to complete the monitoring form when applying for a post and this is used to populate the equality data profile for teachers. By utilising this data substantial progress has been made in the capture of teacher records for monitoring purposes.","answerHtml":"I am satisfied that the Fair Employment (School Teachers) Act (Northern Ireland) 2022 has been successfully implemented.
To ensure the smooth implementation of the Act a working group was established with management representatives from all of the education sectors, who worked in partnership with the Equality Commission Northern Ireland.
The Equality Commission delivered a series of training webinars specifically on the recruitment and selection guidance. Guidance for schools was published by the Equality Commission with the support of Management Side of the Teachers’ Negotiating Committee. The Guidance, ‘School Teachers A Guide on Recruitment & Selection after the commencement of the Fair Employment (School Teachers) Act (Northern Ireland) 2022’ is available online.
My Department does not collect or hold data in relation to the Fair Employment (School Teachers) Act (Northern Ireland) 2022.
Education Authority (EA) and Council for Catholic Maintained Schools (CCMS) are the employers of teachers and carry out the monitoring for their teachers and submit the returns directly to the Equality Commission Northern Ireland.
There is no proposal to incentivise the completion of the questionnaire used by schools for monitoring the community background of staff.
The EA, CCMS and the teaching trade unions have encouraged all teachers to use the online computerised system to input and update their personal equality data profile.
It is now a compulsory requirement for teaching applicants to complete the monitoring form when applying for a post and this is used to populate the equality data profile for teachers. By utilising this data substantial progress has been made in the capture of teacher records for monitoring purposes.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037939%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465724","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465724"}},{"id":"465723","reference":"AQW 37938/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-12","answerBy":"2026-01-27","answered":"2026-01-27","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether he will implement the Royal College of Emergency Medicine's recommendations in relation to overcrowding and corridor care in Emergency Departments.","answerText":"I recognise the significant challenges faced by Emergency Departments (EDs) and I am acutely aware that the current level of use of non-designated clinical spaces to provide care is too high and must be reduced. While I accept it is reflective of the current pressures on hospitals and the wider health system, the impact on those providing and receiving care in that environment is not acceptable as routine, nor is it sustainable.\n\nI thank the Royal College of Emergency Medicine (RCEM) for producing their report. It is an important addition to understanding what needs to be done to make the sustainable improvements to current patient outcomes and experiences of EDs that are required. I am actively engaging with representatives of RCEM on the report findings and will continue to do so.\n\nI note that the RCEM report raises familiar issues, around hospital and whole-system flow, and I want to provide reassurance that work is already ongoing that will help address them, subject to the resources available to me. For example, by diverting patients to more appropriate pathways, increased focus on self-care, utilisation of Pharmacy support and GP services. All of this will provide patients with timely alternatives to ED attendance, ensuring they are seen and treated in the most appropriate place for their needs.\n\nI am acutely aware that the ever-increasing pressure on our hospital services, including admission to a ward, is being reflected in the overcrowding and corridor care in EDs. I note this is being exacerbated by the delayed discharges of patients who are medically fit to leave hospital, but are waiting on care packages, including domiciliary care, and residential and nursing home care. My Department continues to work with Trusts and community services to support timely discharge through access to support where patient needs cannot otherwise be safely met at home.\n\nUltimately there is no one system lever that of itself can address the overcrowding and corridor care in EDs. The role of the public is critical and recognises the shared responsibility for ensuring ED services are available for those who need them most.","answerHtml":"I recognise the significant challenges faced by Emergency Departments (EDs) and I am acutely aware that the current level of use of non-designated clinical spaces to provide care is too high and must be reduced. While I accept it is reflective of the current pressures on hospitals and the wider health system, the impact on those providing and receiving care in that environment is not acceptable as routine, nor is it sustainable.
I thank the Royal College of Emergency Medicine (RCEM) for producing their report. It is an important addition to understanding what needs to be done to make the sustainable improvements to current patient outcomes and experiences of EDs that are required. I am actively engaging with representatives of RCEM on the report findings and will continue to do so.
I note that the RCEM report raises familiar issues, around hospital and whole-system flow, and I want to provide reassurance that work is already ongoing that will help address them, subject to the resources available to me. For example, by diverting patients to more appropriate pathways, increased focus on self-care, utilisation of Pharmacy support and GP services. All of this will provide patients with timely alternatives to ED attendance, ensuring they are seen and treated in the most appropriate place for their needs.
I am acutely aware that the ever-increasing pressure on our hospital services, including admission to a ward, is being reflected in the overcrowding and corridor care in EDs. I note this is being exacerbated by the delayed discharges of patients who are medically fit to leave hospital, but are waiting on care packages, including domiciliary care, and residential and nursing home care. My Department continues to work with Trusts and community services to support timely discharge through access to support where patient needs cannot otherwise be safely met at home.
Ultimately there is no one system lever that of itself can address the overcrowding and corridor care in EDs. The role of the public is critical and recognises the shared responsibility for ensuring ED services are available for those who need them most.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037938%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465723","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465723"}},{"id":"465516","reference":"AQW 37852/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-09","answerBy":"2026-01-26","answered":"2026-01-26","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for his assessment of the Royal College of Emergency Medicine's December 2025 report Overcrowding and Corridor Care in Northern Ireland Emergency Departments.","answerText":"My Department recognises the challenges faced by emergency departments (EDs) and is working closely with Health and Social Care Trusts and community services to implement a range of actions aimed at improving patient flow and reducing delays.\n\nI thank the Royal College of Emergency Medicine (RCEM) for producing this report, which is a fundamental addition to understanding what needs to be done to make the improvements to patient outcomes and experience that are needed. I am actively engaging with RCEM on the findings and will continue to do so.\n\nI note that the RCEM report raises familiar issues, for example, around workforce, hospital and whole-system flow, and I want to provide reassurance that work is already ongoing that will help address them, subject to the resources available to me.\n\nFor example, to help alleviate pressures in EDs by diverting patients to more appropriate pathways, we have expanded urgent care centres, enhanced Phone First services, and increased access to minor injury units. There is also an increased focus on self-care, utilisation of Pharmacy support and GP services. To further support the use of alternative pathways to ED, £1.3 million has been allocated to NIAS for the development of an Integrated Care Hub (ICH), to facilitate clinically appropriate ‘Hear and Treat’ and ‘See and Treat’ pathways. These services provide patients with timely alternatives to ED attendance, ensuring they are seen and treated in the most appropriate place for their needs.\n\nI am acutely aware that the ever-increasing pressure on our hospital services, including admission to a ward, is being reflected in the overcrowding and corridor care in EDs. This is exacerbated by the delayed discharges of patients who are medically fit to leave hospital, but are waiting on care packages, including domiciliary care, and residential and nursing home care. My Department continues to work with Trusts and community services to support timely discharge through access to support where patient needs cannot otherwise be safely met at home.\n\nWorking in partnership with the RCEM and Trusts, my Department has also strengthened consultant capacity in EDs across Northern Ireland. Eighteen additional emergency medicine consultants have already taken up posts, with a further five due to start in the coming months. This additional expertise will improve senior decision-making during evenings and weekends, when consultant cover has traditionally been limited.\n\nUltimately, the measures being taken are designed to improve patient flow throughout hospitals, reduce congestion in EDs and enhance waiting times, therefore supporting patients to receive timely, safe, and effective care both within EDs and across the wider health and social care system.","answerHtml":"My Department recognises the challenges faced by emergency departments (EDs) and is working closely with Health and Social Care Trusts and community services to implement a range of actions aimed at improving patient flow and reducing delays.
I thank the Royal College of Emergency Medicine (RCEM) for producing this report, which is a fundamental addition to understanding what needs to be done to make the improvements to patient outcomes and experience that are needed. I am actively engaging with RCEM on the findings and will continue to do so.
I note that the RCEM report raises familiar issues, for example, around workforce, hospital and whole-system flow, and I want to provide reassurance that work is already ongoing that will help address them, subject to the resources available to me.
For example, to help alleviate pressures in EDs by diverting patients to more appropriate pathways, we have expanded urgent care centres, enhanced Phone First services, and increased access to minor injury units. There is also an increased focus on self-care, utilisation of Pharmacy support and GP services. To further support the use of alternative pathways to ED, £1.3 million has been allocated to NIAS for the development of an Integrated Care Hub (ICH), to facilitate clinically appropriate ‘Hear and Treat’ and ‘See and Treat’ pathways. These services provide patients with timely alternatives to ED attendance, ensuring they are seen and treated in the most appropriate place for their needs.
I am acutely aware that the ever-increasing pressure on our hospital services, including admission to a ward, is being reflected in the overcrowding and corridor care in EDs. This is exacerbated by the delayed discharges of patients who are medically fit to leave hospital, but are waiting on care packages, including domiciliary care, and residential and nursing home care. My Department continues to work with Trusts and community services to support timely discharge through access to support where patient needs cannot otherwise be safely met at home.
Working in partnership with the RCEM and Trusts, my Department has also strengthened consultant capacity in EDs across Northern Ireland. Eighteen additional emergency medicine consultants have already taken up posts, with a further five due to start in the coming months. This additional expertise will improve senior decision-making during evenings and weekends, when consultant cover has traditionally been limited.
Ultimately, the measures being taken are designed to improve patient flow throughout hospitals, reduce congestion in EDs and enhance waiting times, therefore supporting patients to receive timely, safe, and effective care both within EDs and across the wider health and social care system.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037852%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465516","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465516"}},{"id":"465515","reference":"AQW 37851/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-09","answerBy":"2026-01-26","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether legislative proposals will be required to support the service changes outlined in the Learning Disability Service Model Delivery Plan.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037851%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465515","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465515"}},{"id":"465514","reference":"AQW 37850/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-09","answerBy":"2026-01-26","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail how findings from the review of the Chronically Sick and Disabled Persons (Northern Ireland) Act 1978 will feed into the implementation of the Learning Disability Service Model.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037850%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465514","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465514"}},{"id":"465513","reference":"AQW 37849/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-09","answerBy":"2026-01-26","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether the review of the Chronically Sick and Disabled Persons (Northern Ireland) Act 1978 will involve engagement with families and young people directly affected by the current legislation.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037849%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465513","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465513"}},{"id":"465512","reference":"AQW 37848/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-09","answerBy":"2026-01-26","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail who is conducting the review of the Chronically Sick and Disabled Persons (Northern Ireland) Act 1978.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037848%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465512","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465512"}},{"id":"465316","reference":"AQW 37754/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-08","answerBy":"2026-01-23","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether the review of the Chronically Sick and Disabled Persons (Northern Ireland) Act 1978 will include (i) post-19 education; (ii) day opportunities; (iii) health and social care transitions; (iv) supported living pathways; and (v) continuity of therapeutic supports.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037754%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465316","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465316"}},{"id":"465315","reference":"AQW 37753/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-08","answerBy":"2026-01-23","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether he will publish the terms of reference of the review of the Chronically Sick and Disabled Persons (Northern Ireland) Act 1978.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037753%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465315","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465315"}},{"id":"465314","reference":"AQW 37752/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-08","answerBy":"2026-01-23","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether any interim reports will be published during the review of the Chronically Sick and Disabled Persons (Northern Ireland) Act 1978.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037752%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465314","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465314"}},{"id":"465313","reference":"AQW 37751/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-08","answerBy":"2026-01-23","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the anticipated timescales of the review of the Chronically Sick and Disabled Persons (Northern Ireland) Act 1978.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037751%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465313","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465313"}},{"id":"465312","reference":"AQW 37750/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-08","answerBy":"2026-01-23","answered":"2026-01-23","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the scope of the planned review of the Chronically Sick and Disabled Persons (Northern Ireland) Act 1978.","answerText":"I am committed to reviewing the Chronically Sick & Disabled Persons (NI) Act 1978 and any related legislation during the first year of implementing the three-year Service Delivery Plan (SDP) for the Learning Disability Service Model (LDSM), to determine whether there is a need for legislative change, which better reflects changing demographics and modern models of support for people with lifelong complex needs.\n\nHowever, while I am fully supportive of the case for exploring legislative change, I have previously indicated the need to be mindful of the practical challenges of progressing new primary legislation within the remainder of the current mandate.\n\nMy Department recently completed a 14-week public consultation on the Learning Disability Service Model (LDSM) and the Service Delivery Plan (SDP) which closed on 25 November 2025. The LDSM sets out clear ambitions for young people with a learning disability, which includes individuals with complex needs, to receive lifelong, co-ordinated support, tailored to their needs and enabling choice and control.\n\nMy officials are undertaking an analysis of the responses to the consultation which will inform any required amendments to the LDSM and SDP, including the commitment to carry out a legislative review.\n\nIn terms of timescale, officials are aiming to publish an initial summary report of the consultation in January 2026, with the full analysis report to follow in March 2026. The findings from this will be used to further refine and finalise the LDSM and SDP by Spring 2026. Once finalised, they will inform decisions on the future reconfiguration of services for people with a learning disability and any additional investment required. Delivery of the ambitions outlined within the Model will be subject to funding made available to my Department.\n\nAs part of developing the Learning Disability Service Model, my officials undertook a comparative analysis of policy and frameworks across England, Scotland and Wales. This work concluded that, if fully implemented, the LDSM, the SDP and associated transition reforms have the potential to meet and, in some respects, exceed the frameworks published in other jurisdictions particularly where legislation has not been matched by service capacity or effective delivery arrangements.\n\nHowever, until the LDSM and SDP are finalised, it is not possible to provide an exact timeframe for this review or to assess whether legislative reform will be required. I am clear however that any legislative reform must be properly sequenced, evidence-based, and aligned with the system reform already underway. In addition, as the legislation relates to a number of Health and Social Care programmes of care and will also require cross Governmental involvement (spanning Health, Education, Economy, and Communities), a working group will need to be established which will determine the terms of reference, scope and timeframe for the review.\n\nIt is my clear position that any future legislative reform must underpin and support implementation of the LDSM and SDP. The work currently being undertaken by my officials to analyse consultation feedback, pilot learning, service demand data and capacity implications is required to inform the scope of the legislative review.","answerHtml":"I am committed to reviewing the Chronically Sick & Disabled Persons (NI) Act 1978 and any related legislation during the first year of implementing the three-year Service Delivery Plan (SDP) for the Learning Disability Service Model (LDSM), to determine whether there is a need for legislative change, which better reflects changing demographics and modern models of support for people with lifelong complex needs.
However, while I am fully supportive of the case for exploring legislative change, I have previously indicated the need to be mindful of the practical challenges of progressing new primary legislation within the remainder of the current mandate.
My Department recently completed a 14-week public consultation on the Learning Disability Service Model (LDSM) and the Service Delivery Plan (SDP) which closed on 25 November 2025. The LDSM sets out clear ambitions for young people with a learning disability, which includes individuals with complex needs, to receive lifelong, co-ordinated support, tailored to their needs and enabling choice and control.
My officials are undertaking an analysis of the responses to the consultation which will inform any required amendments to the LDSM and SDP, including the commitment to carry out a legislative review.
In terms of timescale, officials are aiming to publish an initial summary report of the consultation in January 2026, with the full analysis report to follow in March 2026. The findings from this will be used to further refine and finalise the LDSM and SDP by Spring 2026. Once finalised, they will inform decisions on the future reconfiguration of services for people with a learning disability and any additional investment required. Delivery of the ambitions outlined within the Model will be subject to funding made available to my Department.
As part of developing the Learning Disability Service Model, my officials undertook a comparative analysis of policy and frameworks across England, Scotland and Wales. This work concluded that, if fully implemented, the LDSM, the SDP and associated transition reforms have the potential to meet and, in some respects, exceed the frameworks published in other jurisdictions particularly where legislation has not been matched by service capacity or effective delivery arrangements.
However, until the LDSM and SDP are finalised, it is not possible to provide an exact timeframe for this review or to assess whether legislative reform will be required. I am clear however that any legislative reform must be properly sequenced, evidence-based, and aligned with the system reform already underway. In addition, as the legislation relates to a number of Health and Social Care programmes of care and will also require cross Governmental involvement (spanning Health, Education, Economy, and Communities), a working group will need to be established which will determine the terms of reference, scope and timeframe for the review.
It is my clear position that any future legislative reform must underpin and support implementation of the LDSM and SDP. The work currently being undertaken by my officials to analyse consultation feedback, pilot learning, service demand data and capacity implications is required to inform the scope of the legislative review.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037750%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465312","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465312"}},{"id":"465054","reference":"AQW 37659/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-07","answerBy":"2026-01-22","answered":"2026-01-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to review the current questionnaire used by schools for monitoring the community background of staff.","answerText":"There is no proposal to review the current questionnaire used by schools for monitoring the community background of staff as the questionnaire has been agreed with the Equality Commission and is in use for all categories of staff. It is also based on the standard monitoring questionnaire used by all public sector employers in Northern Ireland.","answerHtml":"There is no proposal to review the current questionnaire used by schools for monitoring the community background of staff as the questionnaire has been agreed with the Equality Commission and is in use for all categories of staff. It is also based on the standard monitoring questionnaire used by all public sector employers in Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037659%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465054","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465054"}},{"id":"465053","reference":"AQW 37658/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-07","answerBy":"2026-01-22","answered":"2026-01-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the effectiveness of the current process for monitoring the community background of teachers employed in Controlled and Maintained schools.","answerText":"The Fair Employment (School Teachers) Act (Northern Ireland) 2022 came into effect on 12 May 2024. It revoked the remaining part of the Fair Employment and Treatment Order teachers’ exception.\n\nThe Education Authority (EA) is responsible for monitoring the teachers employed in Controlled Schools and providing advice to their schools and the Council for Catholic Maintained Schools (CCMS) is responsible for their schools. All other schools that employee 11 or more employees were required to register with the Equality Commission and provide annual monitoring information to the Commission.\n\nThe EA, CCMS and the teaching trade unions have encouraged all teachers to use of the online computerised system to input and update their personal equality data profile.\n\nIt is now a compulsory requirement for teaching applicants to complete the monitoring form when applying for a post and this is used to populate the equality data profile for teachers. By utilising this data substantial progress has been made in the capture of teacher records for monitoring purposes.\n\nA joint TNC management working group was established to provide support and assistance to all sectors with the requirements of the Fair Employment (School Teachers) Act (Northern Ireland) 2022 and the working group has worked in partnership with the Equality Commission.\n\nThe Equality Commission published guidance for schools with the support of Management Side of the Teachers’ Negotiating Committee and delivered a series of training webinars specifically on the recruitment and selection guidance. The Guidance, ‘School Teachers A Guide on Recruitment & Selection after the commencement of the Fair Employment (School Teachers) Act (Northern Ireland) 2022’ is available online.","answerHtml":"The Fair Employment (School Teachers) Act (Northern Ireland) 2022 came into effect on 12 May 2024. It revoked the remaining part of the Fair Employment and Treatment Order teachers’ exception.
The Education Authority (EA) is responsible for monitoring the teachers employed in Controlled Schools and providing advice to their schools and the Council for Catholic Maintained Schools (CCMS) is responsible for their schools. All other schools that employee 11 or more employees were required to register with the Equality Commission and provide annual monitoring information to the Commission.
The EA, CCMS and the teaching trade unions have encouraged all teachers to use of the online computerised system to input and update their personal equality data profile.
It is now a compulsory requirement for teaching applicants to complete the monitoring form when applying for a post and this is used to populate the equality data profile for teachers. By utilising this data substantial progress has been made in the capture of teacher records for monitoring purposes.
A joint TNC management working group was established to provide support and assistance to all sectors with the requirements of the Fair Employment (School Teachers) Act (Northern Ireland) 2022 and the working group has worked in partnership with the Equality Commission.
The Equality Commission published guidance for schools with the support of Management Side of the Teachers’ Negotiating Committee and delivered a series of training webinars specifically on the recruitment and selection guidance. The Guidance, ‘School Teachers A Guide on Recruitment & Selection after the commencement of the Fair Employment (School Teachers) Act (Northern Ireland) 2022’ is available online.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037658%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465053","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465053"}},{"id":"465052","reference":"AQW 37657/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-07","answerBy":"2026-01-22","answered":"2026-01-14","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities, pursuant to AQW 37384/22-27, to detail the complex issues which need to be resolved to allow the development of Newtownards Library to progress.","answerText":"There has been ongoing constructive engagement around the Newtownards Library Business Case between Libraries NI, Ards and North Down Borough Council (ANDBC) and officials in my Department. Following a series of recent meetings to examine the outstanding issues within the Business Case, a set of actions necessary to advance the project has been agreed and is being progressed.","answerHtml":"There has been ongoing constructive engagement around the Newtownards Library Business Case between Libraries NI, Ards and North Down Borough Council (ANDBC) and officials in my Department. Following a series of recent meetings to examine the outstanding issues within the Business Case, a set of actions necessary to advance the project has been agreed and is being progressed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037657%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465052","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465052"}},{"id":"465051","reference":"AQW 37656/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-07","answerBy":"2026-01-22","answered":"2026-01-14","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to detail how the £200,000 allocated to Newtownards Library, announced in his statement to the Assembly on 2 June 2025, has been used.","answerText":"To date whilst there has been no capital spend pending the necessary approvals for the business case, there has been £55k in resource expenditure on professional fees, which includes design costs.","answerHtml":"To date whilst there has been no capital spend pending the necessary approvals for the business case, there has been £55k in resource expenditure on professional fees, which includes design costs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037656%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465051","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465051"}},{"id":"465050","reference":"AQW 37655/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-07","answerBy":"2026-01-22","answered":"2026-01-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 35167/22-27, to detail (i) the amount of funding allocated via the Non-Statutory Specialist Pre-School Provision for Children with Complex Needs and Severe Learning Difficulties, to providers to provide specialist pre-school placements; and (ii) the number of placements this funded, and (iii) the number of these places that have been allocated, in the 2025-2026 academic year.","answerText":"Education Authority (EA) has advised that:\n\n(i)Specialist pre-school places do not exist within the Pre-School Education Programme in the non-statutory sector. However, there are a number of children with SEN that avail of a funded pre-school place within the non-statutory sector.\n\n(ii) The total funding for 2025/26 school year is £311,865.42.\n\nKids Together – six placements confirmed.\n\nSolás – one placement confirmed.\n\nConsultations are ongoing and departmental approval is currently being sought for a further six placements.","answerHtml":"Education Authority (EA) has advised that:
(i)Specialist pre-school places do not exist within the Pre-School Education Programme in the non-statutory sector. However, there are a number of children with SEN that avail of a funded pre-school place within the non-statutory sector.
(ii) The total funding for 2025/26 school year is £311,865.42.
Kids Together – six placements confirmed.
Solás – one placement confirmed.
Consultations are ongoing and departmental approval is currently being sought for a further six placements.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037655%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=465050","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=465050"}},{"id":"464742","reference":"AQW 37564/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-06","answerBy":"2026-01-09","answered":"2026-01-08","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail why the £3000 additional resource budget for schools providing a Specialist Provision in a Mainstream Setting does not apply to standalone nursery units.","answerText":"All grant aided schools are funded under the Common Funding Scheme. The Common Funding Formula (CFF) is the Department’s mechanism for allocating budgets to schools funded through Local Management of Schools arrangements. A school’s CFF allocation is determined by both the quantum of funding available to the Aggregated Schools Budget and a combination of the school’s overall enrolment, the differentiated needs of its pupils and the school’s characteristics.\n\nUnder the CFS, primary and post-primary schools with approved special provision classes attract a £3,000 lump sum per annum for each specialist provision class. However, under the current CFS nursery schools and units are not eligible for this factor. The department recognises this discrepancy, and it is currently being reviewed.","answerHtml":"All grant aided schools are funded under the Common Funding Scheme. The Common Funding Formula (CFF) is the Department’s mechanism for allocating budgets to schools funded through Local Management of Schools arrangements. A school’s CFF allocation is determined by both the quantum of funding available to the Aggregated Schools Budget and a combination of the school’s overall enrolment, the differentiated needs of its pupils and the school’s characteristics.
Under the CFS, primary and post-primary schools with approved special provision classes attract a £3,000 lump sum per annum for each specialist provision class. However, under the current CFS nursery schools and units are not eligible for this factor. The department recognises this discrepancy, and it is currently being reviewed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037564%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=464742","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=464742"}},{"id":"464741","reference":"AQW 37563/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-06","answerBy":"2026-01-21","answered":"2026-01-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 36299/22-27, to detail any criteria used to determine whether a document is outdated or no longer required.","answerText":"I refer the Member to my previous answers of AQW 36299/22-27 and AQW 36302/22-27, published in the weekly answer booklet for week ending 5th December 2025.","answerHtml":"I refer the Member to my previous answers of AQW 36299/22-27 and AQW 36302/22-27, published in the weekly answer booklet for week ending 5th December 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037563%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=464741","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=464741"}},{"id":"464740","reference":"AQW 37562/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-06","answerBy":"2026-01-21","answered":"2026-01-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the disposal of the old Castle Gardens School site in Newtownards.","answerText":"The Education Authority has confirmed it is continuing to work actively to progress the disposal of the former site of Castle Gardens Primary School.\n\nThe Land and Property Service (LPS) Strategic Asset Management Unit has completed the internal market (D1) process for the former Castle Gardens PS site and confirmed that no interest has been registered by other public sector organisations. LPS has now been asked to engage the appointed estate agent to place the property on the open market as soon as possible.\n\nEA solicitors continue to carry out legal due diligence to resolve complex title issues and ensure the property has a marketable title.","answerHtml":"The Education Authority has confirmed it is continuing to work actively to progress the disposal of the former site of Castle Gardens Primary School.
The Land and Property Service (LPS) Strategic Asset Management Unit has completed the internal market (D1) process for the former Castle Gardens PS site and confirmed that no interest has been registered by other public sector organisations. LPS has now been asked to engage the appointed estate agent to place the property on the open market as soon as possible.
EA solicitors continue to carry out legal due diligence to resolve complex title issues and ensure the property has a marketable title.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037562%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=464740","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=464740"}},{"id":"464739","reference":"AQW 37561/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-06","answerBy":"2026-01-21","answered":"2026-01-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the amount of funding given to the Intercultural Education Service; and (ii) the number of children the Intercultural Education Service has supported, in each of the last seven years.","answerText":"The Intercultural Education Service (IES) is a mainstream Education Authority (EA) service and, as such, the Department does not provide earmarked funding for this service. The quantum of funding allocated to IES from the EA’s core budget is therefore a decision for the EA. I understand that the budget allocated to IES has remained largely constant at an average level of £1.261m per annum over the period from 2018 to 2025.\n\nIES has directly supported an average of 824 children per year over the period from 2018 to 2025. This support included an average of 5,204 face-to-face or telephone/video interpreting sessions and 823 Help Desk enquiries per annum. IES also supports pupils through teaching, learning and curriculum support provided to schools and meeting with families, including Asylum Seekers and Refugees who need help to access education.","answerHtml":"The Intercultural Education Service (IES) is a mainstream Education Authority (EA) service and, as such, the Department does not provide earmarked funding for this service. The quantum of funding allocated to IES from the EA’s core budget is therefore a decision for the EA. I understand that the budget allocated to IES has remained largely constant at an average level of £1.261m per annum over the period from 2018 to 2025.
IES has directly supported an average of 824 children per year over the period from 2018 to 2025. This support included an average of 5,204 face-to-face or telephone/video interpreting sessions and 823 Help Desk enquiries per annum. IES also supports pupils through teaching, learning and curriculum support provided to schools and meeting with families, including Asylum Seekers and Refugees who need help to access education.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037561%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=464739","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=464739"}},{"id":"464738","reference":"AQW 37560/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2026-01-06","answerBy":"2026-01-21","answered":"2026-01-27","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance whether proceeds from the sale of capital assets are (i) held by the Department selling the asset; (ii) held by his Department to redistribute; or (iii) returned to the Treasury.","answerText":"Each financial year departments will have a planned level of both Capital and Resource DEL receipts set out in their agreed budget position. Receipts up to this level can be retained by the department.\n\nIn line with the current In Year Monitoring Guidance any receipts above the level planned in the relevant budget position, must be surrendered by departments as a reduced requirements for redistribution by the Executive.\n\nTo encourage the better utilisation of assets, in my draft Budget proposals 2026-2029/30 I have proposed to the Executive that departments be allowed to retain any capital receipts of up to £20 million per annum from the sale of assets.","answerHtml":"Each financial year departments will have a planned level of both Capital and Resource DEL receipts set out in their agreed budget position. Receipts up to this level can be retained by the department.
In line with the current In Year Monitoring Guidance any receipts above the level planned in the relevant budget position, must be surrendered by departments as a reduced requirements for redistribution by the Executive.
To encourage the better utilisation of assets, in my draft Budget proposals 2026-2029/30 I have proposed to the Executive that departments be allowed to retain any capital receipts of up to £20 million per annum from the sale of assets.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037560%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=464738","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=464738"}},{"id":"464554","reference":"AQO 2882/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2026-01-05","answerBy":"2026-01-12","answered":"2026-01-12","answeredOrally":true,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, following the 2024 Northern Ireland Life and Times Survey, which found that 55 per cent of respondents said they would prefer an Integrated school, to outline any action he is taking to meet demand for integrated education.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr Givan","text":"I thank the Member for the question. The 2024 life and times survey finding that 55% of adults would prefer an integrated school is a valuable indicator of public appetite for integrated education. While such attitudinal evidence is important, appetite is not the same as demonstrated admissions demand. Parental choices will continue to be shaped by proximity, transport, capacity and the quality of provision available in each locality. My statutory duty is to encourage, facilitate and support integrated education. That is why, following consultation, I have published Vision 2030, which is our strengthened strategy and action plan that includes clear targets, measurable benchmarks and commitments to transparency. The Department is drawing together multiple evidence sources to build a more accurate picture of demand at a local level. That work is already identifying areas where unmet demand may exist. Where evidence demonstrates a sustainable case for change and statutory criteria are met, I will support new provision and school transformation. I have instructed officials to work closely with the Education Authority and the Northern Ireland Council for Integrated Education (NICIE) to ensure that communities with emerging or unmet demand are engaged early and that credible proposals for increased integrated provision are developed. That approach will also consider practical barriers such as oversubscription, localised shortfalls in places and geographic access. I will ensure that decisions are evidence-led and balanced and that we continue to deliver high-quality education for every child."},{"speaker":"Mr Mathison","text":"I thank the Minister for the answer provided. It is clear to me that mid-Down, which serves a large part of my Strangford constituency, is one area that ticks all the boxes in demonstrating demand for integrated education. Can the Minister provide an update on what action he is taking to progress that project?"},{"speaker":"Mr Givan","text":"Obviously, when it comes to provision, many different factors need to be taken into account. We will look at not just the information that the Member has highlighted but what over-provision there may be and whether there is capacity. What we do not want to do — this is not related specifically to the school that the Member has referenced — is provide over-provision where there is already capacity, because you will just be moving provision from one school to another and will have too many places. That is not a sustainable financial position for us when it comes to those types of decisions. I am happy to provide the Member with a further update on the school that he has referenced. I have engaged with my officials on that particular school. I am happy to give the Member a more detailed response in writing."},{"speaker":"Mr Brett","text":"While some parties in the Chamber are obsessed with one particular sector of our education system, I know that the Minister shares my obsession with ensuring that every child has the best possible education that they can receive. Does the Minister agree that the facts are clear: our controlled sector provides some of the most integrated education in the Province; that, just because a school does not have a title above its door saying \"Integrated\", that does not mean that it is not an integrated school; and that the demand shown in the life and times survey is met by our excellent controlled schools?"},{"speaker":"Mr Givan","text":"The Member raises really important points when it comes to the diversity that exists across our school sectors, not least the controlled sector. The highest level of diversity is reflected in the population of controlled schools. We could point to many examples where controlled schools are more integrated than those that are officially integrated. I know that principals feel, often to their frustration, that that fact is neglected by those who advocate for integration with a capital \"I\". Recently, I met Minister Patrick in the Northern Ireland Office. When we were talking about the integrated sector, I made the point about how we support shared education across our different school sectors, how we promote integration with a small \"i\" in all our schools and how the Northern Ireland Office can help facilitate that. That is why I welcome his commitment to attend and visit a number of schools with me in the near future. That will enable the UK Government to understand that there are high levels of integration across sectors and that, in particular, there is a high level of diversity within our controlled sector."},{"speaker":"Mr O'Toole","text":"Minister, one of the strategic aims set out in the strategy that you published last year is about the:"},{"speaker":"","text":"However, from your previous answers, it sounds as if you think that the integrated ethos, which is more than simply a mixing of the numbers of pupils, is somehow a bit of a put-up job — a bit of a con job — or that there is something a bit fraudulent about it. In your strategy, you have said that you want to develop and protect the integrated ethos. What do you think it is? Do you think it is a real thing? Do you understand why it is distinct from other sectors?"},{"speaker":"Mr Givan","text":"I attended New-Bridge Integrated College, just before Christmas. I believed very much that it was a real thing due to the wide diversity of sporting and cultural activities in which the children there were being given an opportunity to participate. It was also able to demonstrate a balanced 40:40:20 split when it came to the demographics. It was at pains to make the case to me that it was integrated not just in name but when it came to pupil catchment, enrolment and the diversity of curricular activities that it provided. That is not the case in every integrated school. Often, those that have transformed from controlled to controlled integrated have not been able to follow that through when it comes to the diversity of pupil enrolment. There is a challenge there. New schools have been able to demonstrate what many would regard as the traditional integrated-type school ethos. However, where schools have transformed, not only has it not worked, on a number of occasions, but there have been examples of where the minority community has decreased rather than increased. That is a honest conversation to be had. It is one that I had recently with Integrated AlumNI, when we talked about how we can promote the integrated ethos within our schools. I do not believe that there is any school in Northern Ireland, from any sector, be that Irish-medium, Catholic maintained or controlled, that practises and teaches a segregated approach to its pupils. They are not teaching their children that segregation is a good thing. We need to move the debate away from integrated being regarded as being inclusive and, if you are not integrated, somehow, you are exclusive and the problem. That is not the case."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202882%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=464554","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2026-01-12&docID=465134#AQO%202882/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=464554"}},{"id":"463649","reference":"AQW 37384/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-12","answerBy":"2025-12-17","answered":"2026-01-02","answeredOrally":false,"priority":true,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities when the business case for the redevelopment of Newtownards library will be completed.","answerText":"My Department has received an updated business case for the Newtownards Library project and continues to engage with Libraries NI to address several complex issues therefore no definitive timescale can be provided at present.","answerHtml":"My Department has received an updated business case for the Newtownards Library project and continues to engage with Libraries NI to address several complex issues therefore no definitive timescale can be provided at present.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037384%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=463649","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=463649"}},{"id":"463648","reference":"AQW 37383/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-12","answerBy":"2026-01-02","answered":"2026-01-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Religious Education Advisory Committee.","answerText":"The Religious Education Advisory Working Group has not met since March 2023. My Department is considering legal advice following the recent Supreme Court judgment in the case of ‘JR87 and another’.\n\nI will make an announcement on the RE syllabus in coming weeks, including interim guidance.","answerHtml":"The Religious Education Advisory Working Group has not met since March 2023. My Department is considering legal advice following the recent Supreme Court judgment in the case of ‘JR87 and another’.
I will make an announcement on the RE syllabus in coming weeks, including interim guidance.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037383%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=463648","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=463648"}},{"id":"463647","reference":"AQW 37382/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-12","answerBy":"2026-01-02","answered":"2026-01-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how he will ensure that all relevant stakeholders will be able to contribute to the Northern Ireland Curriculum Review Task Force Committee consultation process.","answerText":"Stakeholder engagement has been central to the curriculum reform programme to date, with extensive input during the Strategic Review process. This included school visits and classroom observations, over 70 meetings and focus groups with a wide range of stakeholders, an open call for evidence which received 149 submissions, and a teacher survey completed by 1,432 individuals.\n\nAn online survey was launched on 13 November 2025 to inform the Curriculum Taskforce Advisory Committee. This survey sought views from school leaders, teachers, and wider education stakeholders on individual subjects and areas of learning, including examples of current effective practice.\n\nThere will be further opportunities for engagement in the coming months as drafting commences. Furthermore, the draft curriculum framework will be subject to a full public consultation. This will ensure all stakeholders have the opportunity to review the draft curriculum and provide feedback.","answerHtml":"Stakeholder engagement has been central to the curriculum reform programme to date, with extensive input during the Strategic Review process. This included school visits and classroom observations, over 70 meetings and focus groups with a wide range of stakeholders, an open call for evidence which received 149 submissions, and a teacher survey completed by 1,432 individuals.
An online survey was launched on 13 November 2025 to inform the Curriculum Taskforce Advisory Committee. This survey sought views from school leaders, teachers, and wider education stakeholders on individual subjects and areas of learning, including examples of current effective practice.
There will be further opportunities for engagement in the coming months as drafting commences. Furthermore, the draft curriculum framework will be subject to a full public consultation. This will ensure all stakeholders have the opportunity to review the draft curriculum and provide feedback.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037382%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=463647","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=463647"}},{"id":"463646","reference":"AQW 37381/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-12","answerBy":"2026-01-02","answered":"2026-01-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the consultation process that will be undertaken by the Northern Ireland Curriculum Review Task Force Committee.","answerText":"Stakeholder engagement has been central to the curriculum reform programme to date, with extensive input during the Strategic Review process. This included school visits and classroom observations, over 70 meetings and focus groups with a wide range of stakeholders, an open call for evidence which received 149 submissions, and a teacher survey completed by 1,432 individuals.\n\nAn online survey was launched on 13 November 2025 to inform the Curriculum Taskforce Advisory Committee. This survey sought views from school leaders, teachers, and wider education stakeholders on individual subjects and areas of learning, including examples of current effective practice.\n\nThere will be further opportunities for engagement in the coming months as drafting commences. Furthermore, the draft curriculum framework will be subject to a full public consultation. This will ensure all stakeholders have the opportunity to review the draft curriculum and provide feedback.","answerHtml":"Stakeholder engagement has been central to the curriculum reform programme to date, with extensive input during the Strategic Review process. This included school visits and classroom observations, over 70 meetings and focus groups with a wide range of stakeholders, an open call for evidence which received 149 submissions, and a teacher survey completed by 1,432 individuals.
An online survey was launched on 13 November 2025 to inform the Curriculum Taskforce Advisory Committee. This survey sought views from school leaders, teachers, and wider education stakeholders on individual subjects and areas of learning, including examples of current effective practice.
There will be further opportunities for engagement in the coming months as drafting commences. Furthermore, the draft curriculum framework will be subject to a full public consultation. This will ensure all stakeholders have the opportunity to review the draft curriculum and provide feedback.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037381%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=463646","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=463646"}},{"id":"463645","reference":"AQW 37380/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-12","answerBy":"2026-01-02","answered":"2026-01-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any planned implementation of Education for Sustainable Development, including outdoor learning, in (i) the Northern Ireland Curriculum review; and (ii) the new Northern Ireland Curriculum.","answerText":"The Curriculum Taskforce will develop a new statutory curriculum framework for Northern Ireland, drawing on the recommendations of the Strategic Review of the Northern Ireland Curriculum. The Taskforce will consider a wide range of priorities identified during the review.\n\nThe proposed framework will be subject to full public consultation before any implementation, ensuring that all stakeholders have the opportunity to contribute.","answerHtml":"The Curriculum Taskforce will develop a new statutory curriculum framework for Northern Ireland, drawing on the recommendations of the Strategic Review of the Northern Ireland Curriculum. The Taskforce will consider a wide range of priorities identified during the review.
The proposed framework will be subject to full public consultation before any implementation, ensuring that all stakeholders have the opportunity to contribute.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037380%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=463645","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=463645"}},{"id":"463286","reference":"AQW 37188/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-10","answerBy":"2025-12-30","answered":"2025-12-30","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 35934/22-27, to detail (i) the amount of the £2.4 million investment announced in October 2024 that was allocated to South Eastern Health and Social Care Trust for early intervention within Severe Learning Disability programme; and (ii) how this funding has been allocated.","answerText":"During October 2024, I had announced additional investment aimed at improving the range of services for children with disability (CWD) across the region. The identified priorities included; increasing short breaks capacity, expanding family therapeutic and behavioural supports, and enhancing residential care.\n\nThe additional investment provided to the Children with Disability Service was made following an increased demand for family support, short breaks, residential care and transitions support across services for children with disabilities. The South-Eastern Health and Social Care Trust was awarded approximately £2.4m annually to fund the development of the identified priorities.\n\nIn relation to the query pertaining to the ‘amount of finance that was allocated to South Eastern Health and Social Care Trust for Early Intervention within the Severe Learning Disability programme’ - the allocated funding was not specifically allocated to the Trust for Early Intervention. Furthermore, the term Early Intervention is often used as an umbrella term, which may be used to describe a number of services across a number of Directorates and Departments.\n\nThe South Eastern HSC Trust can detail the areas of spend relating to the CWD Ministerial Investment, some of which may be interpreted as Early Intervention Services. There were approximately thirty areas of spend, however the main areas that the CWD Ministerial Investment has been used to enhance in the South Eastern HSC Trust have been summarised by the South Eastern HSC Trust to have been as follows:\n\nResidential Short Breaks.\n\nExpansion of Community Short Breaks.\n\nExpansion of Pre-School Support.\n\nAdditional Learning Disability Nurses.\n\nAdditional Autism Workers and Support Staff.\n\nRecruitment of 6 Senior Support Workers for Community Teams.\n\nManagerial Support.\n\nIn Year Funding for Redwood Children’s House to November.\n\nThe South Eastern HSC Trust has stated that they incurred additional spend through the expansion of Community / Voluntary Contracts, Staff Training, Child Sensory Equipment, and Recruitment Campaigns. The South Eastern HSC Trust has reported that up to an additional 70 staffing posts have been or are in the process of being recruited into the Learning Disability Service to enable the expansion of services in line with the priorities identified.","answerHtml":"During October 2024, I had announced additional investment aimed at improving the range of services for children with disability (CWD) across the region. The identified priorities included; increasing short breaks capacity, expanding family therapeutic and behavioural supports, and enhancing residential care.
The additional investment provided to the Children with Disability Service was made following an increased demand for family support, short breaks, residential care and transitions support across services for children with disabilities. The South-Eastern Health and Social Care Trust was awarded approximately £2.4m annually to fund the development of the identified priorities.
In relation to the query pertaining to the ‘amount of finance that was allocated to South Eastern Health and Social Care Trust for Early Intervention within the Severe Learning Disability programme’ - the allocated funding was not specifically allocated to the Trust for Early Intervention. Furthermore, the term Early Intervention is often used as an umbrella term, which may be used to describe a number of services across a number of Directorates and Departments.
The South Eastern HSC Trust can detail the areas of spend relating to the CWD Ministerial Investment, some of which may be interpreted as Early Intervention Services. There were approximately thirty areas of spend, however the main areas that the CWD Ministerial Investment has been used to enhance in the South Eastern HSC Trust have been summarised by the South Eastern HSC Trust to have been as follows:
Residential Short Breaks.
Expansion of Community Short Breaks.
Expansion of Pre-School Support.
Additional Learning Disability Nurses.
Additional Autism Workers and Support Staff.
Recruitment of 6 Senior Support Workers for Community Teams.
Managerial Support.
In Year Funding for Redwood Children’s House to November.
The South Eastern HSC Trust has stated that they incurred additional spend through the expansion of Community / Voluntary Contracts, Staff Training, Child Sensory Equipment, and Recruitment Campaigns. The South Eastern HSC Trust has reported that up to an additional 70 staffing posts have been or are in the process of being recruited into the Learning Disability Service to enable the expansion of services in line with the priorities identified.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037188%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=463286","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=463286"}},{"id":"463285","reference":"AQW 37187/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-10","answerBy":"2025-12-30","answered":"2025-12-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 32470/22-27, AQW 32472/22-27 and AQW 32473/22-27, to detail (i) the reason priority repairs have been delayed; and (ii) any updated delivery timescales.","answerText":"The Education Authority (EA) is delivering the project to repair the storm-damaged mobile at St Francis’ Primary School. Regrettably, due to the ongoing pressures in relation to Special Educational Needs placements, the EA has confirmed that the programme for the works has been delayed.\n\nThe EA now anticipates that the tender will issues in January 2026, with a contractor appointed in February 2026 and works commencing on site in March 2026. The estimated contract period is 12 weeks. The EA will actively investigate opportunities to expedite these timelines.","answerHtml":"The Education Authority (EA) is delivering the project to repair the storm-damaged mobile at St Francis’ Primary School. Regrettably, due to the ongoing pressures in relation to Special Educational Needs placements, the EA has confirmed that the programme for the works has been delayed.
The EA now anticipates that the tender will issues in January 2026, with a contractor appointed in February 2026 and works commencing on site in March 2026. The estimated contract period is 12 weeks. The EA will actively investigate opportunities to expedite these timelines.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037187%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=463285","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=463285"}},{"id":"463076","reference":"AQW 37092/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-09","answerBy":"2025-12-12","answered":"2025-12-15","answeredOrally":false,"priority":true,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail when the crossing point at Ballynahinch Primary School will be operational.","answerText":"Road safety continues to be a priority for my Department to ensure that all road users can travel safely and with confidence. I am acutely aware that children and young people are amongst the most vulnerable groups using our roads, especially near our schools.\n\nYou will be aware that works to install the new controlled pedestrian crossing on the Dromore Road in Ballynahinch are nearing completion, with the new traffic signals expected to be operational before the Christmas holidays.","answerHtml":"Road safety continues to be a priority for my Department to ensure that all road users can travel safely and with confidence. I am acutely aware that children and young people are amongst the most vulnerable groups using our roads, especially near our schools.
You will be aware that works to install the new controlled pedestrian crossing on the Dromore Road in Ballynahinch are nearing completion, with the new traffic signals expected to be operational before the Christmas holidays.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037092%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=463076","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=463076"}},{"id":"463075","reference":"AQW 37091/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-09","answerBy":"2025-12-29","answered":"2025-12-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 36386/22-27, to detail his assessment of whether the current level of settings identified as being prepared to take a specialist provision for September 2026 is adequate to meet the forecasted demand for placements.","answerText":"As outlined in my response to AQW 36386/22-27, projects have been initiated at 44 schools aimed at creating an additional 47 Special Provisions. It is expected that this will create 406 places.\n\nThis will not be enough to meet the projected demand for 2026. The Education Authority (EA) is continuing to engage with schools in areas of high demand to ensure there is sufficient provision in the right places to meet the needs of children with Special Educational Needs (SEN). This week a series of online sessions are being held with primary and post-primary schools who were unable to attend the main events last month. Over 30 schools accepted the invitations to these events. The EA is in the process of meeting with all special school leaders to identify what capacity will be available in special schools for next year.\n\nThe EA is reliant on schools engaging with it, particularly in areas of high demand, and developing Specialist Provisions to meet the demand for 2026.","answerHtml":"As outlined in my response to AQW 36386/22-27, projects have been initiated at 44 schools aimed at creating an additional 47 Special Provisions. It is expected that this will create 406 places.
This will not be enough to meet the projected demand for 2026. The Education Authority (EA) is continuing to engage with schools in areas of high demand to ensure there is sufficient provision in the right places to meet the needs of children with Special Educational Needs (SEN). This week a series of online sessions are being held with primary and post-primary schools who were unable to attend the main events last month. Over 30 schools accepted the invitations to these events. The EA is in the process of meeting with all special school leaders to identify what capacity will be available in special schools for next year.
The EA is reliant on schools engaging with it, particularly in areas of high demand, and developing Specialist Provisions to meet the demand for 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037091%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=463075","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=463075"}},{"id":"463074","reference":"AQW 37090/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-09","answerBy":"2025-12-29","answered":"2025-12-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any tender process followed to award commercial contracts for the mobile phone pouches trial.","answerText":"On 31 January 2025, the Education Authority Central Procurement Service launched an open market procurement for delivery of the pilot, including the delivery of equipment and associated support and training. Following a competitive procurement process, a preferred supplier was selected. In June 2025, Odyssey Education was awarded the contract.","answerHtml":"On 31 January 2025, the Education Authority Central Procurement Service launched an open market procurement for delivery of the pilot, including the delivery of equipment and associated support and training. Following a competitive procurement process, a preferred supplier was selected. In June 2025, Odyssey Education was awarded the contract.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037090%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=463074","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=463074"}},{"id":"463073","reference":"AQW 37089/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-09","answerBy":"2025-12-29","answered":"2025-12-29","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether he has any plans to make the flu vaccine available to staff working in schools (i) this year; and (ii) in future years.","answerText":"Eligible cohorts for the autumn and winter 2025-26 influenza vaccination programme in Northern Ireland are based on the advice of the Joint Committee on Vaccination and Immunisation (JCVI). In making its advice, the JCVI conducts a thorough review of the latest data including vaccine effectiveness data from UK influenza disease surveillance to inform expert recommendations.\n\nThe national influenza vaccination programme aims to provide direct protection to those who JCVI consider are at higher risk of flu-associated morbidity and mortality, and to reduce transmission to all age groups through the vaccination of children. Vaccination of school children was recommended by JCVI, but they did not recommend extending vaccination to those working in schools.\n\nWhilst JCVI does not recommend influenza vaccination for those working in schools, a person working in a school would be eligible for vaccination if they belong to any of the following groups:\n\nThose who are in a clinical risk group,\n\nClose contacts of immunocompromised individuals or\n\nA carer.\n\nThe JCVI keeps its advice on seasonal flu vaccination programmes under regular review and publishes this on an annual basis.\n\nMy Department will consider any updated advice made by JCVI relating to eligible cohorts for future programmes.\n\nWhile staff working in schools are not part of the national influenza vaccination programme, individuals can avail of private flu vaccination via a community pharmacy provider, if they wish to do so.","answerHtml":"Eligible cohorts for the autumn and winter 2025-26 influenza vaccination programme in Northern Ireland are based on the advice of the Joint Committee on Vaccination and Immunisation (JCVI). In making its advice, the JCVI conducts a thorough review of the latest data including vaccine effectiveness data from UK influenza disease surveillance to inform expert recommendations.
The national influenza vaccination programme aims to provide direct protection to those who JCVI consider are at higher risk of flu-associated morbidity and mortality, and to reduce transmission to all age groups through the vaccination of children. Vaccination of school children was recommended by JCVI, but they did not recommend extending vaccination to those working in schools.
Whilst JCVI does not recommend influenza vaccination for those working in schools, a person working in a school would be eligible for vaccination if they belong to any of the following groups:
Those who are in a clinical risk group,
Close contacts of immunocompromised individuals or
A carer.
The JCVI keeps its advice on seasonal flu vaccination programmes under regular review and publishes this on an annual basis.
My Department will consider any updated advice made by JCVI relating to eligible cohorts for future programmes.
While staff working in schools are not part of the national influenza vaccination programme, individuals can avail of private flu vaccination via a community pharmacy provider, if they wish to do so.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2037089%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=463073","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=463073"}},{"id":"462873","reference":"AQW 36996/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-08","answerBy":"2025-12-23","answered":"2025-12-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how the Independent Review of Teacher Workload final report's recommendation regarding controlled assessment will inform any decisions regarding the future of CCEA qualifications, particularly the future of controlled assessments.","answerText":"I am committed to addressing the issue of teacher and school leader workload. I want to ensure that teachers can focus on what matters most – teaching, learning and supporting pupils in the classroom. That is why I established an independent panel to review this issue.\n\nThe Independent Review of Teacher Workload report was only published on 1 December 2025. My officials and I will require some time to carefully consider the recommendations, including the recommendation in relation to controlled assessment, before we can provide a detailed response on the way forward.\n\nWe will be engaging with teaching unions as part of this process.","answerHtml":"I am committed to addressing the issue of teacher and school leader workload. I want to ensure that teachers can focus on what matters most – teaching, learning and supporting pupils in the classroom. That is why I established an independent panel to review this issue.
The Independent Review of Teacher Workload report was only published on 1 December 2025. My officials and I will require some time to carefully consider the recommendations, including the recommendation in relation to controlled assessment, before we can provide a detailed response on the way forward.
We will be engaging with teaching unions as part of this process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036996%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=462873","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=462873"}},{"id":"462872","reference":"AQW 36995/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-08","answerBy":"2025-12-23","answered":"2025-12-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any engagement he has planned with teaching unions, following the publication of the Independent Review of Teacher Workload.","answerText":"I am committed to addressing the issue of teacher and school leader workload. I want to ensure that teachers can focus on what matters most – teaching, learning and supporting pupils in the classroom. That is why I established an independent panel to review this issue.\n\nThe Independent Review of Teacher Workload report was only published on 1 December 2025. My officials and I will require some time to carefully consider the recommendations, including the recommendation in relation to controlled assessment, before we can provide a detailed response on the way forward.\n\nWe will be engaging with teaching unions as part of this process.","answerHtml":"I am committed to addressing the issue of teacher and school leader workload. I want to ensure that teachers can focus on what matters most – teaching, learning and supporting pupils in the classroom. That is why I established an independent panel to review this issue.
The Independent Review of Teacher Workload report was only published on 1 December 2025. My officials and I will require some time to carefully consider the recommendations, including the recommendation in relation to controlled assessment, before we can provide a detailed response on the way forward.
We will be engaging with teaching unions as part of this process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036995%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=462872","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=462872"}},{"id":"462871","reference":"AQW 36994/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-08","answerBy":"2025-12-23","answered":"2025-12-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any actions that will be taken following the publication of the Independent Review of Teacher Workload.","answerText":"I am committed to addressing the issue of teacher and school leader workload. I want to ensure that teachers can focus on what matters most – teaching, learning and supporting pupils in the classroom. That is why I established an independent panel to review this issue.\n\nThe Independent Review of Teacher Workload report was only published on 1 December 2025. My officials and I will require some time to carefully consider the recommendations, including the recommendation in relation to controlled assessment, before we can provide a detailed response on the way forward.\n\nWe will be engaging with teaching unions as part of this process.","answerHtml":"I am committed to addressing the issue of teacher and school leader workload. I want to ensure that teachers can focus on what matters most – teaching, learning and supporting pupils in the classroom. That is why I established an independent panel to review this issue.
The Independent Review of Teacher Workload report was only published on 1 December 2025. My officials and I will require some time to carefully consider the recommendations, including the recommendation in relation to controlled assessment, before we can provide a detailed response on the way forward.
We will be engaging with teaching unions as part of this process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036994%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=462871","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=462871"}},{"id":"462870","reference":"AQW 36993/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-08","answerBy":"2025-12-23","answered":"2025-12-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the rationale for requiring Ministerial sign off for Education Authority communications in relation to emergency school closures.","answerText":"Following Storm Amy, I commissioned a review of the emergency school closure processes across Counties Antrim, Londonderry, Fermanagh, and Tyrone.\n\nI approved the report and its recommendations and subsequently, issued a written Ministerial Statement to the Northern Ireland Assembly, summarising the key findings and confirming that the recommendations have been accepted and will be implemented.\n\nThe report identified several issues relating to communications with schools and recommended that future messaging from the Education Authority should be agreed with the Department.\n\nI advised the Assembly that an Education Civil Contingencies Protocol was being developed. This protocol will clearly define the respective roles and responsibilities of the Department and the Education Authority and establish a robust communications framework. This communications framework will help ensure consistency and clarity of messaging in relation to emergency school closures.","answerHtml":"Following Storm Amy, I commissioned a review of the emergency school closure processes across Counties Antrim, Londonderry, Fermanagh, and Tyrone.
I approved the report and its recommendations and subsequently, issued a written Ministerial Statement to the Northern Ireland Assembly, summarising the key findings and confirming that the recommendations have been accepted and will be implemented.
The report identified several issues relating to communications with schools and recommended that future messaging from the Education Authority should be agreed with the Department.
I advised the Assembly that an Education Civil Contingencies Protocol was being developed. This protocol will clearly define the respective roles and responsibilities of the Department and the Education Authority and establish a robust communications framework. This communications framework will help ensure consistency and clarity of messaging in relation to emergency school closures.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036993%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=462870","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=462870"}},{"id":"462869","reference":"AQW 36992/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-12-08","answerBy":"2025-12-23","answered":"2025-12-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the rationale for the proposal to require Ministerial approval for temporary school closures in an emergency situation.","answerText":"The legal authority to close a school rests with the Department under the 1973 Regulations - The Primary Schools (General) Regulations (Northern Ireland) 1973 and The Secondary Schools (Grant Conditions) Regulations (Northern Ireland) 1973 which set out the number of days a school must be operational other than those sanctioned by the Department in exceptional circumstances.","answerHtml":"The legal authority to close a school rests with the Department under the 1973 Regulations - The Primary Schools (General) Regulations (Northern Ireland) 1973 and The Secondary Schools (Grant Conditions) Regulations (Northern Ireland) 1973 which set out the number of days a school must be operational other than those sanctioned by the Department in exceptional circumstances.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036992%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=462869","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=462869"}},{"id":"461666","reference":"AQW 36478/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-28","answerBy":"2025-12-15","answered":"2025-12-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how he will establish which persons should have a role in drafting any revised syllabus for Religious Education, as per Article 11(2)(a) of the Education (Northern Ireland) Order 2006.","answerText":"In taking forward any revisions to the Religious Education syllabus, I will ensure that the process reflects the requirements of the Education (Northern Ireland) Order 2006. The order states that the syllabus should be prepared by “a group of persons appearing to the Department to be people who have an interest in the teaching of religious education in grant-aided schools.”\n\nI will set out the process for reforming the Religious Education syllabus in due course.","answerHtml":"In taking forward any revisions to the Religious Education syllabus, I will ensure that the process reflects the requirements of the Education (Northern Ireland) Order 2006. The order states that the syllabus should be prepared by “a group of persons appearing to the Department to be people who have an interest in the teaching of religious education in grant-aided schools.”
I will set out the process for reforming the Religious Education syllabus in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036478%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461666","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461666"}},{"id":"461521","reference":"AQW 36386/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-27","answerBy":"2025-12-12","answered":"2025-12-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of mainstream settings (i) identified; and (ii) confirmed, to take on an additional Specialist Provision in Mainstream Schools, for September 2026.","answerText":"The Education Authority (EA) has advised that:\n\nAs of the 3 December 2025, 281 schools are on the 2026 Engagement Plan (including 64 that attended engagement events). Development Officers are actively engaging with these schools to discuss the need for provision for 2026 and to secure approval/buy-in from schools to proceed. A summary of the current position in relation to discussions is provided below.\n\n61 schools - have given permission for site visits to take place to explore feasible options to meet the accommodation needs associated with setting up specialist provision classes\n\n50 schools - are engaging positively with officers but have yet to give permission for a site visit to take place\n\n84 schools - have indicated that they do not wish to proceed to establish Specialist Provision classes for September 2026\n\n86 schools - Initial contact has been made or attempted but no detailed discussions have taken place.\n\nAs a result of positive site visits, projects have been initiated at 44 schools aimed at creating an additional 47 specialist provision classes. It is anticipated this will create approximately 406 places. This includes a number of schools where interim solutions have been identified to create capacity for 2026 placements, but which may still require school approval and acceptance of an interim solution.\n\nAdditionally, EA have now offered the 236 schools that who did not/could not attend the engagement events in November, 4 additional dates in December to engage directly on this important issue for our children and young people.\n\nWe remain committed to ensuring all pupils with SEN can access education in line with their individual needs, in their local communities, with their peers and siblings.","answerHtml":"The Education Authority (EA) has advised that:
As of the 3 December 2025, 281 schools are on the 2026 Engagement Plan (including 64 that attended engagement events). Development Officers are actively engaging with these schools to discuss the need for provision for 2026 and to secure approval/buy-in from schools to proceed. A summary of the current position in relation to discussions is provided below.
61 schools - have given permission for site visits to take place to explore feasible options to meet the accommodation needs associated with setting up specialist provision classes
50 schools - are engaging positively with officers but have yet to give permission for a site visit to take place
84 schools - have indicated that they do not wish to proceed to establish Specialist Provision classes for September 2026
86 schools - Initial contact has been made or attempted but no detailed discussions have taken place.
As a result of positive site visits, projects have been initiated at 44 schools aimed at creating an additional 47 specialist provision classes. It is anticipated this will create approximately 406 places. This includes a number of schools where interim solutions have been identified to create capacity for 2026 placements, but which may still require school approval and acceptance of an interim solution.
Additionally, EA have now offered the 236 schools that who did not/could not attend the engagement events in November, 4 additional dates in December to engage directly on this important issue for our children and young people.
We remain committed to ensuring all pupils with SEN can access education in line with their individual needs, in their local communities, with their peers and siblings.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036386%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461521","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461521"}},{"id":"461520","reference":"AQW 36385/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-27","answerBy":"2025-12-12","answered":"2025-12-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will be bringing any (i) policy; or (ii) legislative, changes arising from the Supreme Court judgment in the matter of an application by JR87 and another for Judicial Review (Appellant), to the Executive.","answerText":"The Supreme Court’s decision in the matter of JR87 and another has significant implications for our schools. I will consider the judgment in full before determining any essential remedies that both respect the law and safeguard the role of religion in education. This is a complex ruling and I have requested further legal advice to understand the full implications of the judgment and the next steps.","answerHtml":"The Supreme Court’s decision in the matter of JR87 and another has significant implications for our schools. I will consider the judgment in full before determining any essential remedies that both respect the law and safeguard the role of religion in education. This is a complex ruling and I have requested further legal advice to understand the full implications of the judgment and the next steps.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036385%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461520","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461520"}},{"id":"463023","reference":"AQO 2874/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-11-27","answerBy":"2025-12-09","answered":"2025-12-09","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to outline when her Department will complete the purchase of the planned park and ride site at William Street, Newtownards.","answerText":"On 2nd October 2025 the department’s Solicitors completed the Title report and issued it to Land & Property Services. This will allow the LPS Valuer to complete the formal valuation of the land. Compensation can then be agreed between both parties. However, my officials are aware that further queries have been raised by the Council’s Solicitors, and whilst these have been addressed, they may hold up the final agreement.\n\nOn receipt of the Valuer’s Report my officials will issue instructions to complete the legal matters and make payment of the agreed compensation, including Statutory Interest and legal fees.","answerHtml":"On 2nd October 2025 the department’s Solicitors completed the Title report and issued it to Land & Property Services. This will allow the LPS Valuer to complete the formal valuation of the land. Compensation can then be agreed between both parties. However, my officials are aware that further queries have been raised by the Council’s Solicitors, and whilst these have been addressed, they may hold up the final agreement.
On receipt of the Valuer’s Report my officials will issue instructions to complete the legal matters and make payment of the agreed compensation, including Statutory Interest and legal fees.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202874%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=463023","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=463023"}},{"id":"461475","reference":"AQO 2850/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-11-27","answerBy":"2025-12-08","answered":"2025-12-08","answeredOrally":true,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to outline how his Department intends to utilise the statutory duties and mechanisms available under the Children’s Services Co-operation Act (Northern Ireland) 2015 in the development of the Anti-Poverty Strategy.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr Lyons","text":"I anticipate that, throughout the lifespan of the strategy, as individual Departments develop and deliver actions, they may wish to use the potential of the Children's Services Co-operation Act to ensure a joined-up and sustainable approach to delivery. That will be especially important where actions to be delivered require partnership work and extend across the competency and vires of more than one Department. In particular, when developing the associated action plan for the anti-poverty strategy, I will ensure that colleagues consider the Children’s Service Co-operation Act where appropriate."},{"speaker":"Mr Mathison","text":"I thank the Minister for his answer. There are so many issues, as he has alluded to, in tackling poverty for which we need cross-departmental action, not least when we seek to tackle poverty that affects children. The issue of widening access to free school meals was debated a couple of weeks ago in the Chamber. What collaborative work is he undertaking with the Education Minister to deliver on that agenda?"},{"speaker":"Mr Lyons","text":"The Member is right to highlight that there are issues that cut across Departments, and that is why it is a cross-departmental and Executive anti-poverty strategy. There have been ongoing discussions at the cross-departmental working group level to look at the actions that we can put in place that will make a difference. We need to spend our money where it can be most effective and go towards those in need. That is where the issues come, along with the universal approach to free school meals in particular. I assure the Member that there has been close working with the Education Minister on a number of the issues that will affect children and young people in schools."},{"speaker":"Mrs Cameron","text":"Both Sinn Féin and the Alliance Minister have talked about introducing a child payment similar to that operating in Scotland. Has the Minister assessed that, and can he share any indications of associated costs?"},{"speaker":"Mr Lyons","text":"I want to see targets set that are realistic, achievable, sustainable and, most important, based on evidence. The last estimate that we have of the cost of introducing a child payment in Northern Ireland is just short of £300 million a year, and that does not count IT and other delivery costs. However, I have yet to see clear evidence that that funding would have the intended impact. Scotland is not on track to meet its targets, despite the delivery of a new child payment costing their Government in excess of £471 million annually. Let me be clear: I am not at all opposed to spending more money to make sure that we tackle poverty, but I want it done in the right way. That highlights the distinction between choosing what is popular and what is right. We need to work hard at getting more people the opportunities they need, getting more people into work, tackling fuel poverty, having better energy efficiency and ensuring that we have better-paid jobs in Northern Ireland. That is what I want to focus on."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202850%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461475","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2025-12-08&docID=462200#AQO%202850/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461475"}},{"id":"461308","reference":"AQW 36303/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-26","answerBy":"2025-12-11","answered":"2025-12-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail whether he has any plans to review either (i) The Education and Libraries (Northern Ireland) Order 1986; or (ii) The Education (Northern Ireland) Order 2006, to assess the extent to which they enable (a) religious education; and (b) collective worship, to be delivered in compliance with the Supreme Court judgment in the matter of an application by JR87 and another for Judicial Review (Appellant).","answerText":"The Supreme Court’s decision in the matter of JR87 and another has significant implications for our schools. I will consider the judgment in full before determining any essential remedies that both respect the law and safeguard the role of religion in education. This is a complex ruling and I have requested further legal advice to understand the full implications of the judgment and the next steps.","answerHtml":"The Supreme Court’s decision in the matter of JR87 and another has significant implications for our schools. I will consider the judgment in full before determining any essential remedies that both respect the law and safeguard the role of religion in education. This is a complex ruling and I have requested further legal advice to understand the full implications of the judgment and the next steps.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036303%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461308","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461308"}},{"id":"461307","reference":"AQW 36302/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-26","answerBy":"2025-12-11","answered":"2025-12-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail who is responsible for decisions regarding the removal of materials on his Department’s website.","answerText":"Material is removed, published or revised on the Department’s website on request from business areas.\n\nBusiness areas within the Department must periodically review the content on their respective sections of the website to ensure it remains accurate, current, and accessible, including any materials classified as historical. Each business area is responsible for deciding whether reviewed material should be retained or removed and for submitting the appropriate request.","answerHtml":"Material is removed, published or revised on the Department’s website on request from business areas.
Business areas within the Department must periodically review the content on their respective sections of the website to ensure it remains accurate, current, and accessible, including any materials classified as historical. Each business area is responsible for deciding whether reviewed material should be retained or removed and for submitting the appropriate request.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036302%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461307","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461307"}},{"id":"461306","reference":"AQW 36301/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-26","answerBy":"2025-12-11","answered":"2025-12-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) where material which is removed from the Department’s website is archived; and (ii) whether this information is still available to the public.","answerText":"Documents, regardless of whether they have been published on the website, are saved by business areas in the Department’s content management system.\n\nThe Department’s website should not be used to archive documents or information as a matter of historical record.\n\nAn archive version of the DE site is held by PRONI and can be accessed by members of the public at Capture Calendar | PRONI Collections, archived by The Public Record Office of Northern Ireland (PRONI) | Archive-It Wayback Machine.","answerHtml":"Documents, regardless of whether they have been published on the website, are saved by business areas in the Department’s content management system.
The Department’s website should not be used to archive documents or information as a matter of historical record.
An archive version of the DE site is held by PRONI and can be accessed by members of the public at Capture Calendar | PRONI Collections, archived by The Public Record Office of Northern Ireland (PRONI) | Archive-It Wayback Machine.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036301%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461306","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461306"}},{"id":"461305","reference":"AQW 36300/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-26","answerBy":"2025-12-11","answered":"2025-12-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any (i) policy; or (ii) guidance, his Department has on the removal of access to online archives and research.","answerText":"The DE website is not an archive for documents or information intended solely for historical record.\n\nAn archive version of the DE site is held by PRONI and can be accessed by members of the public at Capture Calendar | PRONI Collections, archived by The Public Record Office of Northern Ireland (PRONI) | Archive-It Wayback Machine.","answerHtml":"The DE website is not an archive for documents or information intended solely for historical record.
An archive version of the DE site is held by PRONI and can be accessed by members of the public at Capture Calendar | PRONI Collections, archived by The Public Record Office of Northern Ireland (PRONI) | Archive-It Wayback Machine.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036300%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461305","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461305"}},{"id":"461304","reference":"AQW 36299/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-26","answerBy":"2025-12-11","answered":"2025-12-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any (i) policy; or (ii) guidance, his Department has on the removal of materials from departmental websites.","answerText":"The DE website is not an archive for documents or information intended solely for historical record.\n\nAs the website is an important source of information for the public it is important that the content is up-to-date and accurate. To support this, periodic reviews of website content are carried out across the Department and any material that is outdated or no longer required will be removed.","answerHtml":"The DE website is not an archive for documents or information intended solely for historical record.
As the website is an important source of information for the public it is important that the content is up-to-date and accurate. To support this, periodic reviews of website content are carried out across the Department and any material that is outdated or no longer required will be removed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036299%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461304","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461304"}},{"id":"461084","reference":"AQW 36204/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-25","answerBy":"2025-11-28","answered":"2025-12-03","answeredOrally":false,"priority":true,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance to detail when Land and Property Services will complete the (i) valuation; and (ii) assessment, of compensation arising from the vesting of the lands at William Street, Newtownards, to facilitate the development of the planned park and ride site.","answerText":"Progress to value and assess compensation for these lands has been impacted by necessary action to establish the pre-vesting title position. Considerations are at an advanced stage with Land & Property Services (LPS) awaiting confirmation of agreement between solicitors acting for the parties in this matter.\n\nEvery effort is being taken to bring this matter to conclusion and upon LPS being advised of the agreed pre-vesting title, the valuation advice will be completed.","answerHtml":"Progress to value and assess compensation for these lands has been impacted by necessary action to establish the pre-vesting title position. Considerations are at an advanced stage with Land & Property Services (LPS) awaiting confirmation of agreement between solicitors acting for the parties in this matter.
Every effort is being taken to bring this matter to conclusion and upon LPS being advised of the agreed pre-vesting title, the valuation advice will be completed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036204%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461084","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461084"}},{"id":"461083","reference":"AQW 36203/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-25","answerBy":"2025-12-10","answered":"2025-12-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail when he will update the Traveller Child in Education Action Framework.","answerText":"The Department’s Traveller Child in Education Action Framework was published in 2013, in response to a 2011 report by the Taskforce on Traveller Education, which had been established to assist the Department to develop an action plan on Traveller education. The existing framework outlines commitments to Traveller children and the steps to be taken to ensure that every traveller child has full access to education and outlines the actions in place in order to ensure information is provided to Traveller families detailing how to avail of all educational provisions and opportunities; help improve and maintain school attendance for Traveller children; ensure Traveller parents are aware of the role they play in their children getting the required level of education they deserve; help schools develop an inclusive and welcoming environment for Traveller children; and to provide education on Traveller culture in schools to eradicate the potential for prejudice and hate crimes.\n\nThe Department is currently undertaking a review of the Traveller in Education Framework. The review is considering the degree to which the Framework has achieved its stated aims and objectives, with a view to informing the exploration of options for improvement and identifying emerging or new needs that need to be addressed within a revised Action Framework.\n\nA Stakeholder Engagement Group was established by the Department to support the review. The Stakeholder Group was established to support the review of the commitments from the existing Traveller in Education Framework, as well as providing their experience and expertise to help inform the development of the evidence base for the review, in order to ensure that the key barriers and challenges for Traveller pupils are fully captured, and potential actions identified. It is now planned to undertake school surveys and focus groups/discussions with Traveller pupils and their families to further inform the underpinning evidence base for the review.","answerHtml":"The Department’s Traveller Child in Education Action Framework was published in 2013, in response to a 2011 report by the Taskforce on Traveller Education, which had been established to assist the Department to develop an action plan on Traveller education. The existing framework outlines commitments to Traveller children and the steps to be taken to ensure that every traveller child has full access to education and outlines the actions in place in order to ensure information is provided to Traveller families detailing how to avail of all educational provisions and opportunities; help improve and maintain school attendance for Traveller children; ensure Traveller parents are aware of the role they play in their children getting the required level of education they deserve; help schools develop an inclusive and welcoming environment for Traveller children; and to provide education on Traveller culture in schools to eradicate the potential for prejudice and hate crimes.
The Department is currently undertaking a review of the Traveller in Education Framework. The review is considering the degree to which the Framework has achieved its stated aims and objectives, with a view to informing the exploration of options for improvement and identifying emerging or new needs that need to be addressed within a revised Action Framework.
A Stakeholder Engagement Group was established by the Department to support the review. The Stakeholder Group was established to support the review of the commitments from the existing Traveller in Education Framework, as well as providing their experience and expertise to help inform the development of the evidence base for the review, in order to ensure that the key barriers and challenges for Traveller pupils are fully captured, and potential actions identified. It is now planned to undertake school surveys and focus groups/discussions with Traveller pupils and their families to further inform the underpinning evidence base for the review.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036203%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461083","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461083"}},{"id":"461082","reference":"AQW 36202/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-25","answerBy":"2025-12-10","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to provide an update on the opening of Lindsay House, to deliver short breaks.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036202%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461082","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461082"}},{"id":"461081","reference":"AQW 36201/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-25","answerBy":"2025-12-10","answered":"2025-12-10","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the provision of CAR-T cell therapy.","answerText":"The Belfast Trust have confirmed that the current infrastructure and inpatient accommodation at Ward 10 North is not suitable to deliver CAR-T Therapy and this deficiency of environment does not meet the British Society for Haematology and Royal College of Physicians established standards, which are endorsed by NICE.\n\nThe significant redesign and modernisation of the facility as described in the Outline Business Case for the new Regional Haematology Ward is required in order to remedy these issues and ensure that the BHSCT haematology clinical team is best supported to continue to provide safe, effective and appropriate care to patients requiring complex inpatient treatment. Delivery of CAR-T Therapy will require this build to be completed.\n\nIn this respect I have approved funding for the build subject to final approvals from Departmental officials.\n\nCAR-T services in the new ward will also require service development funding to increase capacity and this will be taken forward by the DoH and the Trust in advance of the completion of the ward as per established commissioning processes and subject to available funding at the time.\n\nIn line with current timelines for completion of the build and attainment of relevant accreditation, Trust colleagues have advised that a CAR-T Cell Therapy service could be developed in Northern Ireland by 2030-31.\n\nI recognise the importance of delivering this complex service as close to home as possible for patients, their families and carers. I remain committed to ensuring that we continue to make progress in achieving the necessary standards in infrastructure to sustainably and safely establish this specialist therapy locally in Northern Ireland.\n\nMy Department has overseen expansion at scale with regards access to new and very specialist therapies, as endorsed by NICE and secured investments to support the introduction of over 730 Technology Appraisals and a further 30 Highly Specialised Technology Appraisals since 2011. The consistency of this approach, I hope, provides assurance and confidence in both our commitment and our ability to deliver the best and most effective therapeutic regimes available for the people of Northern Ireland.","answerHtml":"The Belfast Trust have confirmed that the current infrastructure and inpatient accommodation at Ward 10 North is not suitable to deliver CAR-T Therapy and this deficiency of environment does not meet the British Society for Haematology and Royal College of Physicians established standards, which are endorsed by NICE.
The significant redesign and modernisation of the facility as described in the Outline Business Case for the new Regional Haematology Ward is required in order to remedy these issues and ensure that the BHSCT haematology clinical team is best supported to continue to provide safe, effective and appropriate care to patients requiring complex inpatient treatment. Delivery of CAR-T Therapy will require this build to be completed.
In this respect I have approved funding for the build subject to final approvals from Departmental officials.
CAR-T services in the new ward will also require service development funding to increase capacity and this will be taken forward by the DoH and the Trust in advance of the completion of the ward as per established commissioning processes and subject to available funding at the time.
In line with current timelines for completion of the build and attainment of relevant accreditation, Trust colleagues have advised that a CAR-T Cell Therapy service could be developed in Northern Ireland by 2030-31.
I recognise the importance of delivering this complex service as close to home as possible for patients, their families and carers. I remain committed to ensuring that we continue to make progress in achieving the necessary standards in infrastructure to sustainably and safely establish this specialist therapy locally in Northern Ireland.
My Department has overseen expansion at scale with regards access to new and very specialist therapies, as endorsed by NICE and secured investments to support the introduction of over 730 Technology Appraisals and a further 30 Highly Specialised Technology Appraisals since 2011. The consistency of this approach, I hope, provides assurance and confidence in both our commitment and our ability to deliver the best and most effective therapeutic regimes available for the people of Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036201%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461081","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461081"}},{"id":"461080","reference":"AQW 36200/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-25","answerBy":"2025-12-10","answered":"2025-12-10","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether CAR-T cell therapy can be delivered at the City Hospital before the delivery of a bespoke ward for the service.","answerText":"The Belfast Trust have confirmed that the current infrastructure and inpatient accommodation at Ward 10 North is not suitable to deliver CAR-T Therapy and this deficiency of environment does not meet the British Society for Haematology and Royal College of Physicians established standards, which are endorsed by NICE.\n\nThe significant redesign and modernisation of the facility as described in the Outline Business Case for the new Regional Haematology Ward is required in order to remedy these issues and ensure that the BHSCT haematology clinical team is best supported to continue to provide safe, effective and appropriate care to patients requiring complex inpatient treatment. Delivery of CAR-T Therapy will require this build to be completed.\n\nIn this respect I have approved funding for the build subject to final approvals from Departmental officials.\n\nCAR-T services in the new ward will also require service development funding to increase capacity and this will be taken forward by the DoH and the Trust in advance of the completion of the ward as per established commissioning processes and subject to available funding at the time.\n\nIn line with current timelines for completion of the build and attainment of relevant accreditation, Trust colleagues have advised that a CAR-T Cell Therapy service could be developed in Northern Ireland by 2030-31.\n\nI recognise the importance of delivering this complex service as close to home as possible for patients, their families and carers. I remain committed to ensuring that we continue to make progress in achieving the necessary standards in infrastructure to sustainably and safely establish this specialist therapy locally in Northern Ireland.\n\nMy Department has overseen expansion at scale with regards access to new and very specialist therapies, as endorsed by NICE and secured investments to support the introduction of over 730 Technology Appraisals and a further 30 Highly Specialised Technology Appraisals since 2011. The consistency of this approach, I hope, provides assurance and confidence in both our commitment and our ability to deliver the best and most effective therapeutic regimes available for the people of Northern Ireland.","answerHtml":"The Belfast Trust have confirmed that the current infrastructure and inpatient accommodation at Ward 10 North is not suitable to deliver CAR-T Therapy and this deficiency of environment does not meet the British Society for Haematology and Royal College of Physicians established standards, which are endorsed by NICE.
The significant redesign and modernisation of the facility as described in the Outline Business Case for the new Regional Haematology Ward is required in order to remedy these issues and ensure that the BHSCT haematology clinical team is best supported to continue to provide safe, effective and appropriate care to patients requiring complex inpatient treatment. Delivery of CAR-T Therapy will require this build to be completed.
In this respect I have approved funding for the build subject to final approvals from Departmental officials.
CAR-T services in the new ward will also require service development funding to increase capacity and this will be taken forward by the DoH and the Trust in advance of the completion of the ward as per established commissioning processes and subject to available funding at the time.
In line with current timelines for completion of the build and attainment of relevant accreditation, Trust colleagues have advised that a CAR-T Cell Therapy service could be developed in Northern Ireland by 2030-31.
I recognise the importance of delivering this complex service as close to home as possible for patients, their families and carers. I remain committed to ensuring that we continue to make progress in achieving the necessary standards in infrastructure to sustainably and safely establish this specialist therapy locally in Northern Ireland.
My Department has overseen expansion at scale with regards access to new and very specialist therapies, as endorsed by NICE and secured investments to support the introduction of over 730 Technology Appraisals and a further 30 Highly Specialised Technology Appraisals since 2011. The consistency of this approach, I hope, provides assurance and confidence in both our commitment and our ability to deliver the best and most effective therapeutic regimes available for the people of Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2036200%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=461080","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=461080"}},{"id":"460318","reference":"AQW 35938/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-20","answerBy":"2025-12-05","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the Redwood children’s home.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035938%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=460318","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=460318"}},{"id":"460317","reference":"AQW 35937/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-20","answerBy":"2025-12-05","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of families who are waiting to be allocated a disability social worker, broken down by Health and Social Care Trust.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035937%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=460317","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=460317"}},{"id":"460316","reference":"AQW 35936/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-20","answerBy":"2025-12-05","answered":"2026-01-05","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of disability social worker posts that are vacant, broken down by Health and Social Care Trust.","answerText":"BHSCT\n\nThe Belfast Health and Social Care Trust currently have one vacant social work position across Adult Disability Services.\n\nThere are currently 8 vacant social work posts (6 temporary vacancies and 2 permanent vacancies) across Children’s Disability Services in the Belfast Trust.\n\nNHSCT\n\nThe Northern Health and Social Care Trust have 13.8 whole time equivalent Social Work vacancies across Adult Disability Services. Two of those vacancies relate to maternity leave.\n\nThe NHSCT have 7 Social Work vacancies across Children’s Disability Services.\n\nThe NHSCT have recently completed a restructuring exercise which created a number of new Band 7 social work positions. The recruitment exercise to fill these positions has been completed and has resulted in a temporary increase to the number of Band 6 vacancies due to internal promotion. The trust is actively recruiting to these positions.\n\nSHSCT\n\nThe Southern Health and Social Care Trust currently have 2 vacant Social Work posts across Adult Disability Services.\n\nThe Children with Disabilities service in SHSCT currently has 2 Social Work posts vacant.\n\nSEHSCT\n\nThe South Eastern Health and Social Care Trust currently has 1.68 whole time equivalent social work vacancies across their Adult Disability services.\n\nWithin the Children’s Disability Service there are 6 whole time equivalent Social Work vacancies.\n\nWHSCT\n\nThe Western Health and Social Care Trust have 4 permanent vacancies and 1 temporary vacancy - these are in Learning Disability Services.\n\nThere are no vacant social work posts within Physical Disability services.\n\nWithin the Western Health and Social Care Trust’s Children’s disability service there are 3.5 whole time equivalent social work vacancies.","answerHtml":"BHSCT
The Belfast Health and Social Care Trust currently have one vacant social work position across Adult Disability Services.
There are currently 8 vacant social work posts (6 temporary vacancies and 2 permanent vacancies) across Children’s Disability Services in the Belfast Trust.
NHSCT
The Northern Health and Social Care Trust have 13.8 whole time equivalent Social Work vacancies across Adult Disability Services. Two of those vacancies relate to maternity leave.
The NHSCT have 7 Social Work vacancies across Children’s Disability Services.
The NHSCT have recently completed a restructuring exercise which created a number of new Band 7 social work positions. The recruitment exercise to fill these positions has been completed and has resulted in a temporary increase to the number of Band 6 vacancies due to internal promotion. The trust is actively recruiting to these positions.
SHSCT
The Southern Health and Social Care Trust currently have 2 vacant Social Work posts across Adult Disability Services.
The Children with Disabilities service in SHSCT currently has 2 Social Work posts vacant.
SEHSCT
The South Eastern Health and Social Care Trust currently has 1.68 whole time equivalent social work vacancies across their Adult Disability services.
Within the Children’s Disability Service there are 6 whole time equivalent Social Work vacancies.
WHSCT
The Western Health and Social Care Trust have 4 permanent vacancies and 1 temporary vacancy - these are in Learning Disability Services.
There are no vacant social work posts within Physical Disability services.
Within the Western Health and Social Care Trust’s Children’s disability service there are 3.5 whole time equivalent social work vacancies.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035936%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=460316","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=460316"}},{"id":"460315","reference":"AQW 35935/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-20","answerBy":"2025-12-05","answered":"2025-12-23","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of disability social workers currently employed, in the South Eastern Health and Social Care Trust.","answerText":"There are 70.31 whole time equivalent social workers employed across adult and children’s disability services in the South Eastern Trust.","answerHtml":"There are 70.31 whole time equivalent social workers employed across adult and children’s disability services in the South Eastern Trust.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035935%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=460315","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=460315"}},{"id":"460314","reference":"AQW 35934/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-20","answerBy":"2025-12-05","answered":"2025-12-09","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail (i) how funds for early intervention disability services have been allocated; and (ii) any plans he has to further develop early intervention resources, in the South Eastern Health and Social Care Trust.","answerText":"(i) Within the South Eastern Health and Social Care Trust (SEHSCT); there is no discrete budget allocation specifically ring fenced for children’s early intervention disability services. Instead, early intervention is delivered within and across departments and directorates and may be delivered through universal services including GP and Health Visiting.\n\nDisability services also span both physical disability and intellectual disability provision, wherein a broad range of professionals including Social Workers, Nurses and Allied Health Professionals undertake initial assessments and often signpost to resources such as Family Support Hubs, Community and Voluntary services, for early help and advice. Within the Children’s Emotional Health and Wellbeing services including services for Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder, (ADHD) Child Health Assistants provide resources and signposting to parents, depending on the presenting need, at that time.\n\nThe South Eastern HSC Trust is in the process of receiving £2.4 Million investment announced by the Minister of Health during October 2024, and a proportion of this was allocated to early intervention services within the Severe Learning Disability programme.\n\n(ii) In relation to potential future investment; the South Eastern HSC Trust is working with the Department of Health and the other HSC Trusts, through the mechanism of the Strategic Reform Board, with a view toward securing additional investment through the Big Lottery funding and the Transformation Budget announced by the Northern Assembly during March 2025.","answerHtml":"(i) Within the South Eastern Health and Social Care Trust (SEHSCT); there is no discrete budget allocation specifically ring fenced for children’s early intervention disability services. Instead, early intervention is delivered within and across departments and directorates and may be delivered through universal services including GP and Health Visiting.
Disability services also span both physical disability and intellectual disability provision, wherein a broad range of professionals including Social Workers, Nurses and Allied Health Professionals undertake initial assessments and often signpost to resources such as Family Support Hubs, Community and Voluntary services, for early help and advice. Within the Children’s Emotional Health and Wellbeing services including services for Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder, (ADHD) Child Health Assistants provide resources and signposting to parents, depending on the presenting need, at that time.
The South Eastern HSC Trust is in the process of receiving £2.4 Million investment announced by the Minister of Health during October 2024, and a proportion of this was allocated to early intervention services within the Severe Learning Disability programme.
(ii) In relation to potential future investment; the South Eastern HSC Trust is working with the Department of Health and the other HSC Trusts, through the mechanism of the Strategic Reform Board, with a view toward securing additional investment through the Big Lottery funding and the Transformation Budget announced by the Northern Assembly during March 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035934%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=460314","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=460314"}},{"id":"459798","reference":"AQW 35712/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-18","answerBy":"2025-12-03","answered":"2025-11-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the work undertaken by Northern Ireland Statistics and Research Agency, to better understand parents’ childcare requirements.","answerText":"The first release of the Northern Ireland Statistics and Research Agency (NISRA) Northern Ireland Childcare Survey Results were published as Official Statistics on 8 May 2025. Since that time, NISRA has published supplementary data.\n\nThe survey results and supplementary data can be accessed via the following link - Northern Ireland Childcare Survey Results.\n\nThe NISRA survey, alongside stakeholder engagement and other research, has informed the development of the draft Early Learning and Childcare Strategy which I issued to Executive colleagues on 14 November 2025 seeking agreement to issue for public consultation.","answerHtml":"The first release of the Northern Ireland Statistics and Research Agency (NISRA) Northern Ireland Childcare Survey Results were published as Official Statistics on 8 May 2025. Since that time, NISRA has published supplementary data.
The survey results and supplementary data can be accessed via the following link - Northern Ireland Childcare Survey Results.
The NISRA survey, alongside stakeholder engagement and other research, has informed the development of the draft Early Learning and Childcare Strategy which I issued to Executive colleagues on 14 November 2025 seeking agreement to issue for public consultation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035712%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=459798","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=459798"}},{"id":"459797","reference":"AQW 35711/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-18","answerBy":"2025-12-03","answered":"2025-11-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will publish an Equality and Human Rights Policy Screening for TransformED NI.","answerText":"The TransformED strategy represents much needed core education reform across curriculum, assessment, qualifications and the education workforce. Overall, there are 30 separate actions within the TransformED Delivery Plan.\n\nMy Department will undertake screening exercises as appropriate for each individual policy change within TransformED.\n\nA copy of all completed screening forms is published on the Department's website at https://www.education-ni.gov.uk/articles/equality-screenings.","answerHtml":"The TransformED strategy represents much needed core education reform across curriculum, assessment, qualifications and the education workforce. Overall, there are 30 separate actions within the TransformED Delivery Plan.
My Department will undertake screening exercises as appropriate for each individual policy change within TransformED.
A copy of all completed screening forms is published on the Department's website at https://www.education-ni.gov.uk/articles/equality-screenings.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035711%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=459797","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=459797"}},{"id":"459796","reference":"AQW 35710/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-18","answerBy":"2025-12-03","answered":"2025-12-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any action his Department is taking to inform and educate young people about the value and usefulness of alternative qualifications and their equivalence to GCSE qualifications.","answerText":"Through the Entitlement Framework, schools are required to offer access to a minimum of 21 courses at Key Stage 4 and Post-16, of which at least one third must be general and one third applied. This aims to ensure that schools provide access for pupils to a broadly based and balanced range of subjects and qualifications which meet the interests and progression needs of their pupils, whether that is in to training, employment, further or higher education opportunities.\n\nIt is the role of all teachers, including careers teachers, to ensure that learners are aware of these subject options and the progression pathways available through particular qualifications. Young people are further supported through independent, impartial information and advice provided by the Careers Service which has partnership agreements with each post primary school.\n\nThrough the joint careers action plan, my officials are working with colleagues in the Department for the Economy to implement several actions that will enhance the information available to young people and increase opportunities for work related learning and engagement in careers events.","answerHtml":"Through the Entitlement Framework, schools are required to offer access to a minimum of 21 courses at Key Stage 4 and Post-16, of which at least one third must be general and one third applied. This aims to ensure that schools provide access for pupils to a broadly based and balanced range of subjects and qualifications which meet the interests and progression needs of their pupils, whether that is in to training, employment, further or higher education opportunities.
It is the role of all teachers, including careers teachers, to ensure that learners are aware of these subject options and the progression pathways available through particular qualifications. Young people are further supported through independent, impartial information and advice provided by the Careers Service which has partnership agreements with each post primary school.
Through the joint careers action plan, my officials are working with colleagues in the Department for the Economy to implement several actions that will enhance the information available to young people and increase opportunities for work related learning and engagement in careers events.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035710%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=459796","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=459796"}},{"id":"459795","reference":"AQW 35709/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-18","answerBy":"2025-12-03","answered":"2025-12-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will publish an Equality and Human Rights Policy Screening for the Special Educational Needs (i) Reform Agenda, and (ii) Reform Agenda Delivery Plan.","answerText":"All Equality and Human Rights Policy screenings related to the Special Educational Needs (SEN) Reform Agenda and associated Delivery Plan will be published on the department’s website in due course.","answerHtml":"All Equality and Human Rights Policy screenings related to the Special Educational Needs (SEN) Reform Agenda and associated Delivery Plan will be published on the department’s website in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035709%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=459795","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=459795"}},{"id":"459794","reference":"AQW 35708/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-18","answerBy":"2025-12-03","answered":"2025-11-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the work of the Taskforce on Traveller Education.","answerText":"The Department’s Traveller Child in Education Action Framework was published in 2013, in response to a 2011 report by the Taskforce on Traveller Education, which had been established to assist the Department to develop an action plan on Traveller education. The existing framework outlines commitments to Traveller children and the steps to be taken to ensure that every traveller child has full access to education and outlines the actions in place in order: ensure information is provided to Traveller families detailing how to avail of all educational provisions and opportunities; help improve and maintain school attendance for Traveller children; ensure Traveller parents are aware of the role they play in their children getting the required level of education they deserve; help schools develop an inclusive and welcoming environment for Traveller children; and to provide education on Traveller culture in schools to eradicate the potential for prejudice and hate crimes.\n\nThe Department is undertaking a review of the Traveller in Education Framework. The review is considering the degree to which the Framework has achieved its stated aims and objectives, with a view to informing the exploration of options for improvement and identifying emerging or new needs that need to be addressed within a revised Action Framework.\n\nA Stakeholder Engagement Group was established by the Department to support the review. The Group is comprised of a range of interested parties and key stakeholders, including Travellers with lived experience. The role of the Group is to act as an advisory forum to provide advice and expertise on Traveller education to Department in support of the development of any future proposals for change arising from the review. As such, the role of the Group is: to provide advice on the approach to the wider co-design process; to share best practice / relevant research; to support analysis of data / trends / evidence relevant to the review; to review and advise on proposals emerging from the review; to monitor progress against timescales.\n\nThe Stakeholder Group has helped to support the review of the commitments from the existing Traveller in Education Framework, as well as providing their experience and expertise to help inform the development of the evidence base for the review, in order to ensure that the key barriers and challenges for Traveller pupils are fully captured, and potential actions identified. It is now planned to undertake school surveys and focus groups/discussions with Traveller pupils and their families to further inform the underpinning evidence base for the review.","answerHtml":"The Department’s Traveller Child in Education Action Framework was published in 2013, in response to a 2011 report by the Taskforce on Traveller Education, which had been established to assist the Department to develop an action plan on Traveller education. The existing framework outlines commitments to Traveller children and the steps to be taken to ensure that every traveller child has full access to education and outlines the actions in place in order: ensure information is provided to Traveller families detailing how to avail of all educational provisions and opportunities; help improve and maintain school attendance for Traveller children; ensure Traveller parents are aware of the role they play in their children getting the required level of education they deserve; help schools develop an inclusive and welcoming environment for Traveller children; and to provide education on Traveller culture in schools to eradicate the potential for prejudice and hate crimes.
The Department is undertaking a review of the Traveller in Education Framework. The review is considering the degree to which the Framework has achieved its stated aims and objectives, with a view to informing the exploration of options for improvement and identifying emerging or new needs that need to be addressed within a revised Action Framework.
A Stakeholder Engagement Group was established by the Department to support the review. The Group is comprised of a range of interested parties and key stakeholders, including Travellers with lived experience. The role of the Group is to act as an advisory forum to provide advice and expertise on Traveller education to Department in support of the development of any future proposals for change arising from the review. As such, the role of the Group is: to provide advice on the approach to the wider co-design process; to share best practice / relevant research; to support analysis of data / trends / evidence relevant to the review; to review and advise on proposals emerging from the review; to monitor progress against timescales.
The Stakeholder Group has helped to support the review of the commitments from the existing Traveller in Education Framework, as well as providing their experience and expertise to help inform the development of the evidence base for the review, in order to ensure that the key barriers and challenges for Traveller pupils are fully captured, and potential actions identified. It is now planned to undertake school surveys and focus groups/discussions with Traveller pupils and their families to further inform the underpinning evidence base for the review.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035708%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=459794","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=459794"}},{"id":"459389","reference":"AQW 35611/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-17","answerBy":"2025-12-02","answered":"2025-11-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, further to the NI Audit Office report, Managing the Schools' Estate, whether he will develop a plan to support the delivery of targets, as set out in Climate Change Act (Northern Ireland) 2022.","answerText":"My Department’s response to the Northern Ireland Audit Office report on Managing the Schools’ Estate, and the subsequent Public Accounts Committee hearing, will be set out in the Memorandum of Reply (MoR) to the Minister of Finance.\n\nOnce the MoR has been reviewed by the Minister of Finance, it will be presented to the Assembly and uploaded to the Department of Finance website.","answerHtml":"My Department’s response to the Northern Ireland Audit Office report on Managing the Schools’ Estate, and the subsequent Public Accounts Committee hearing, will be set out in the Memorandum of Reply (MoR) to the Minister of Finance.
Once the MoR has been reviewed by the Minister of Finance, it will be presented to the Assembly and uploaded to the Department of Finance website.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035611%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=459389","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=459389"}},{"id":"459388","reference":"AQW 35610/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-17","answerBy":"2025-12-02","answered":"2025-11-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, further to the NI Audit Office report, Managing the Schools' Estate, whether he will develop a plan to prepare for the transfer of assets from Public Private Partnerships and Private Finance Initiative schools in 2027 and 2033, to ensure these are appropriately maintained.","answerText":"My Department’s response to the Northern Ireland Audit Office report on Managing the Schools’ Estate, and the subsequent Public Accounts Committee hearing, will be set out in the Memorandum of Reply (MoR) to the Minister of Finance.\n\nOnce the MoR has been reviewed by the Minister of Finance, it will be presented to the Assembly and uploaded to the Department of Finance website.","answerHtml":"My Department’s response to the Northern Ireland Audit Office report on Managing the Schools’ Estate, and the subsequent Public Accounts Committee hearing, will be set out in the Memorandum of Reply (MoR) to the Minister of Finance.
Once the MoR has been reviewed by the Minister of Finance, it will be presented to the Assembly and uploaded to the Department of Finance website.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035610%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=459388","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=459388"}},{"id":"459387","reference":"AQW 35609/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-17","answerBy":"2025-12-02","answered":"2025-11-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, further to the NI Audit Office report, Managing the Schools' Estate, whether he will develop a programme of planned maintenance, informed by up to date condition data, for the school estate.","answerText":"My Department’s response to the Northern Ireland Audit Office report on Managing the Schools’ Estate, and the subsequent Public Accounts Committee hearing, will be set out in the Memorandum of Reply (MoR) to the Minister of Finance.\n\nOnce the MoR has been reviewed by the Minister of Finance, it will be presented to the Assembly and uploaded to the Department of Finance website.","answerHtml":"My Department’s response to the Northern Ireland Audit Office report on Managing the Schools’ Estate, and the subsequent Public Accounts Committee hearing, will be set out in the Memorandum of Reply (MoR) to the Minister of Finance.
Once the MoR has been reviewed by the Minister of Finance, it will be presented to the Assembly and uploaded to the Department of Finance website.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035609%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=459387","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=459387"}},{"id":"459386","reference":"AQW 35608/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-17","answerBy":"2025-12-02","answered":"2025-12-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any early help emotional wellbeing interventions, available to pupils in (i) primary; and (ii) post-primary schools.","answerText":"Pupil emotional health and wellbeing will be supported within schools in a variety of ways, and the joint Department of Education and Department of Health Emotional Health and Wellbeing in Education Framework provides overarching guidelines to schools around having a whole school approach to emotional health and wellbeing. The Education Authority (EA) Being Well Doing Well programme is the foundational programme in helping schools adopt, embed and improve this approach.\n\nOther education and health programmes associated with the Framework, and available to schools include:\n\nRISE KS2 programme (primary),\n\nEA Youth Service REACH programme (primary and post-primary)\n\nEmotional Wellbeing Teams in Schools project (post-primary), and\n\nThe HOPE post primary counselling service\n\nSchools have flexibility around the type of support provided for pupils and authority to use their individual budgets to fund external providers for programmes aimed at promoting positive emotional health.","answerHtml":"Pupil emotional health and wellbeing will be supported within schools in a variety of ways, and the joint Department of Education and Department of Health Emotional Health and Wellbeing in Education Framework provides overarching guidelines to schools around having a whole school approach to emotional health and wellbeing. The Education Authority (EA) Being Well Doing Well programme is the foundational programme in helping schools adopt, embed and improve this approach.
Other education and health programmes associated with the Framework, and available to schools include:
RISE KS2 programme (primary),
EA Youth Service REACH programme (primary and post-primary)
Emotional Wellbeing Teams in Schools project (post-primary), and
The HOPE post primary counselling service
Schools have flexibility around the type of support provided for pupils and authority to use their individual budgets to fund external providers for programmes aimed at promoting positive emotional health.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035608%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=459386","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=459386"}},{"id":"459385","reference":"AQW 35607/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-17","answerBy":"2025-12-02","answered":"2025-12-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 29931/22-27, to detail any work being undertaken to ensure (i) suitable school placements are available in September 2026, for pupils with a statement of special educational needs; and (ii) appropriate contingency provisions are in place to provide placements for children of this age cohort, who are statemented after the October 2025 census date.","answerText":"The Education Authority (EA) has advised that:\n\nIn recent years there has been an increase in the number of children presenting with Special Educational Needs (SEN) and in the complexity of their needs identified. While many children with SEN have their needs met through enhanced support within mainstream classes, the changing pupil profile has raised placement challenges due to the limited capacity within Special Schools and Specialist Provision within mainstream settings for pupils with complex educational needs.\n\nEnsuring all children with Special Educational Needs (SEN) receive appropriate placements to meet their individual needs remains a critical priority for the EA.\n\nThe EA is actively working to increase capacity across the school estate to meet demand for September 2026. To date, 39 schools are establishing specialist provision, which will create an additional 41 classes and approximately 328 places. This includes several schools where interim solutions have been identified to create capacity for 2026 placements, though some of these arrangements still require formal school approval.\n\nAdditionally, the pressure identified for Special Schools is currently being reviewed through capacity meetings with the 40 individual special school principals.\n\nThe EA's SEN Capacity Team continues to engage directly with schools to discuss provision requirements for 2026, with a view to increasing capacity further. In November 2025, over 300 schools were invited to engagement events, with 64 schools attending. EA have now offered the 236 schools that who did not/could not attend these events, 4 additional dates in December to engage directly on this important issue for our children and young people.\n\nThe EA will continue to work directly with parents of children who are statemented after the October 2025 census date to identify and secure access to education in line with their individual needs identified. Our vision is to ensure that all children are educated in an inclusive environment within their local community, receiving support tailored to their identified needs to help them reach their full potential.","answerHtml":"The Education Authority (EA) has advised that:
In recent years there has been an increase in the number of children presenting with Special Educational Needs (SEN) and in the complexity of their needs identified. While many children with SEN have their needs met through enhanced support within mainstream classes, the changing pupil profile has raised placement challenges due to the limited capacity within Special Schools and Specialist Provision within mainstream settings for pupils with complex educational needs.
Ensuring all children with Special Educational Needs (SEN) receive appropriate placements to meet their individual needs remains a critical priority for the EA.
The EA is actively working to increase capacity across the school estate to meet demand for September 2026. To date, 39 schools are establishing specialist provision, which will create an additional 41 classes and approximately 328 places. This includes several schools where interim solutions have been identified to create capacity for 2026 placements, though some of these arrangements still require formal school approval.
Additionally, the pressure identified for Special Schools is currently being reviewed through capacity meetings with the 40 individual special school principals.
The EA's SEN Capacity Team continues to engage directly with schools to discuss provision requirements for 2026, with a view to increasing capacity further. In November 2025, over 300 schools were invited to engagement events, with 64 schools attending. EA have now offered the 236 schools that who did not/could not attend these events, 4 additional dates in December to engage directly on this important issue for our children and young people.
The EA will continue to work directly with parents of children who are statemented after the October 2025 census date to identify and secure access to education in line with their individual needs identified. Our vision is to ensure that all children are educated in an inclusive environment within their local community, receiving support tailored to their identified needs to help them reach their full potential.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035607%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=459385","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=459385"}},{"id":"458992","reference":"AQW 35526/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-14","answerBy":"2025-12-01","answered":"2025-11-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, further to the Northern Ireland Audit Office report entitled Managing the Schools' Estate, to detail whether he will update his Department's Asset Management Plan annually.","answerText":"My Department’s response to the Northern Ireland Audit Office report on Managing the Schools’ Estate, and the subsequent Public Accounts Committee hearing, will be set out in the Memorandum of Reply (MoR) to the Minister of Finance.\n\nOnce the MoR has been reviewed by the Minister of Finance, it will be presented to the Assembly and uploaded to the Department of Finance website.","answerHtml":"My Department’s response to the Northern Ireland Audit Office report on Managing the Schools’ Estate, and the subsequent Public Accounts Committee hearing, will be set out in the Memorandum of Reply (MoR) to the Minister of Finance.
Once the MoR has been reviewed by the Minister of Finance, it will be presented to the Assembly and uploaded to the Department of Finance website.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035526%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458992","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458992"}},{"id":"458991","reference":"AQW 35525/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-14","answerBy":"2025-12-01","answered":"2025-11-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, further to the Northern Ireland Audit Office Report entitled Managing the Schools' Estate, to detail whether he will develop a central database detailing the condition of the whole school estate.","answerText":"My Department’s response to the Northern Ireland Audit Office report on Managing the Schools’ Estate, and the subsequent Public Accounts Committee hearing, will be set out in the Memorandum of Reply (MoR) to the Minister of Finance.\n\nOnce the MoR has been reviewed by the Minister of Finance, it will be presented to the Assembly and uploaded to the Department of Finance website.","answerHtml":"My Department’s response to the Northern Ireland Audit Office report on Managing the Schools’ Estate, and the subsequent Public Accounts Committee hearing, will be set out in the Memorandum of Reply (MoR) to the Minister of Finance.
Once the MoR has been reviewed by the Minister of Finance, it will be presented to the Assembly and uploaded to the Department of Finance website.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035525%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458991","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458991"}},{"id":"458990","reference":"AQW 35524/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-14","answerBy":"2025-12-01","answered":"2025-11-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on any work undertaken by his Department to develop an accessible, quick-read, child-friendly guide detailing the various types of specialist provisions and classes, as recommended within the Education and Training Inspectorate's report on Specialist Provision in Mainstream Schools.","answerText":"The Education Authority are in final stages of production of an accessible, quick-read child-friendly guide detailing the various types of specialist provisions and classes. Following the required checks it is hoped that this will be available to families in the near future.","answerHtml":"The Education Authority are in final stages of production of an accessible, quick-read child-friendly guide detailing the various types of specialist provisions and classes. Following the required checks it is hoped that this will be available to families in the near future.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035524%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458990","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458990"}},{"id":"458989","reference":"AQW 35523/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-14","answerBy":"2025-12-01","answered":"2025-11-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 27511/22-27, to detail whether any further consideration has been given to undertaking a review of the effectiveness of the Education Authority's Specialist Settings Support Team, as recommended in the November 2024 Education and Training Inspectorate report on Specialist Provision in Mainstream Schools.","answerText":"The Education Authority has advised that:\n\nThe Specialist Provisions’ Service (previously named SSST) is currently subject to a full audit. All information has been submitted to EA Internal Audit and Assurance in Nov 2025 and the Service awaits the final audit report.\n\nThe audit focused on the effectiveness of the service in key areas, including:\n\n1.Training Programme Development\n\n2.Programme Design\n\n3.Monitoring and Feedback\n\n4.Record Keeping\n\n5.Performance Measurement\n\nPlease note that support from the service has also, from this academic year, been extended to include all Specialist Provisions (including legacy) as recommended in the November 2024 Education and Training Inspectorate report on Specialist Provision in Mainstream Schools.","answerHtml":"The Education Authority has advised that:
The Specialist Provisions’ Service (previously named SSST) is currently subject to a full audit. All information has been submitted to EA Internal Audit and Assurance in Nov 2025 and the Service awaits the final audit report.
The audit focused on the effectiveness of the service in key areas, including:
1.Training Programme Development
2.Programme Design
3.Monitoring and Feedback
4.Record Keeping
5.Performance Measurement
Please note that support from the service has also, from this academic year, been extended to include all Specialist Provisions (including legacy) as recommended in the November 2024 Education and Training Inspectorate report on Specialist Provision in Mainstream Schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035523%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458989","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458989"}},{"id":"458988","reference":"AQW 35522/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-14","answerBy":"2025-12-01","answered":"2025-11-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to provide an update on the development of an outcomes dashboard for the Special Educational Needs Disability Reform Agenda.","answerText":"Work to develop an outcomes dashboard has not yet begun. Dashboard development will begin once the ongoing work to identify sources of data for the indicators in the framework has completed. This is expected to complete in the new year.","answerHtml":"Work to develop an outcomes dashboard has not yet begun. Dashboard development will begin once the ongoing work to identify sources of data for the indicators in the framework has completed. This is expected to complete in the new year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035522%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458988","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458988"}},{"id":"458867","reference":"AQW 35412/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-13","answerBy":"2025-11-28","answered":"2025-11-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the work of his Department’s Inclusion Development Team.","answerText":"The Inclusion Development Team (IDT) is responsible for the development of Inclusion policy, delivery of the Inclusion aspects of the SEN Reform Delivery Plan and leading on collaborative working with the European Agency for Special Needs and Inclusive Education (EASNIE).\n\nSince the team was established in June 2025, its primary focus has been on progressing the two Inclusion projects funded by the Public Sector Transformation Board, in collaboration with key delivery partners: the Inclusion Capacity Building Programme and Inclusive Play Programme. Both projects are expected to commence in early 2026.\n\nIDT has also been working closely with EASNIE who is supporting my department’s policy work on Inclusion in Education for Northern Ireland.","answerHtml":"The Inclusion Development Team (IDT) is responsible for the development of Inclusion policy, delivery of the Inclusion aspects of the SEN Reform Delivery Plan and leading on collaborative working with the European Agency for Special Needs and Inclusive Education (EASNIE).
Since the team was established in June 2025, its primary focus has been on progressing the two Inclusion projects funded by the Public Sector Transformation Board, in collaboration with key delivery partners: the Inclusion Capacity Building Programme and Inclusive Play Programme. Both projects are expected to commence in early 2026.
IDT has also been working closely with EASNIE who is supporting my department’s policy work on Inclusion in Education for Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035412%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458867","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458867"}},{"id":"458866","reference":"AQW 35411/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-13","answerBy":"2025-11-28","answered":"2025-11-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Common Funding Formula review.","answerText":"The independent panel which is carrying out a Review of Baseline School Funding Provided Through the Common Funding Formula has concluded its fieldwork and is due to submit its report to me.","answerHtml":"The independent panel which is carrying out a Review of Baseline School Funding Provided Through the Common Funding Formula has concluded its fieldwork and is due to submit its report to me.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035411%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458866","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458866"}},{"id":"458865","reference":"AQW 35410/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-13","answerBy":"2025-11-28","answered":"2025-11-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the review of the effectiveness of the Pre-School Education Inclusion Support Fund.","answerText":"An evaluation of Pre-School Education Inclusion Support Fund (PSEISF) for the 2024/25 academic year was expected by the end of October 2025; however, due to competing priorities within the directorate responsible for it, this has been delayed slightly.\n\nA review of the administration of the Fund has been completed, a survey to all settings that received funding will be issued shortly and it is expected that the evaluation will be completed by the end of December.","answerHtml":"An evaluation of Pre-School Education Inclusion Support Fund (PSEISF) for the 2024/25 academic year was expected by the end of October 2025; however, due to competing priorities within the directorate responsible for it, this has been delayed slightly.
A review of the administration of the Fund has been completed, a survey to all settings that received funding will be issued shortly and it is expected that the evaluation will be completed by the end of December.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035410%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458865","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458865"}},{"id":"458864","reference":"AQW 35409/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-13","answerBy":"2025-11-28","answered":"2025-11-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how he will utilise the Partnership Agreement between Government and the Voluntary and Community Sector to support non-statutory pre-school providers.","answerText":"I welcome the Partnership Agreement between Government and the Voluntary and Community Sector.\n\nNon-statutory pre-school settings are an equally valued partner in the delivery of the Pre-School Education Programme (PSEP) and account for approximately 50% of all funded settings.\n\nDE and the Education Authority (EA) work collaboratively with the non-statutory pre-school sector at all levels of the PSEP. Representatives of the sector are members of the EA Pre-School Education Group (EA PEG) and the Pre-School Standardisation Programme Board where they make a valued contribution to the work of the department and the EA, helping shape how pre-school provision is delivered and transformed.\n\nFair funding principles are a core component of the Partnership Agreement and are reflected in the Pre-School Standardisation Programme (PSP). I approved a new funding model, which includes increased funding rates for non-statutory providers participating in the Pre-School Education Programme (PSEP) in June 2025.\n\nThe model is based on the recommendations from the Standardisation of the Pre-school Education Programme: Scoping Study Final Report and is intended in line with the application of full cost recovery, to take account of all relevant costs to facilitate the approved session length for each setting, including paid release time for activities such as planning, administration and training as well as overheads such as rent, utilities and consumables. In addition, an uplift has also been applied to echo the additional pupil-related factors that are included in funding to statutory pre-school settings; while the mechanism of payment on a real-time monthly basis has been retained to account for the particular needs of the non-statutory sector in regard to prompt payment.\n\nMy officials also engage with community and voluntary representatives through the Stakeholder Engagement Forum as part of the development of the Executive Early Learning and Childcare Strategy to ensure the principles of the Partnership Agreement are evident throughout the strategy.","answerHtml":"I welcome the Partnership Agreement between Government and the Voluntary and Community Sector.
Non-statutory pre-school settings are an equally valued partner in the delivery of the Pre-School Education Programme (PSEP) and account for approximately 50% of all funded settings.
DE and the Education Authority (EA) work collaboratively with the non-statutory pre-school sector at all levels of the PSEP. Representatives of the sector are members of the EA Pre-School Education Group (EA PEG) and the Pre-School Standardisation Programme Board where they make a valued contribution to the work of the department and the EA, helping shape how pre-school provision is delivered and transformed.
Fair funding principles are a core component of the Partnership Agreement and are reflected in the Pre-School Standardisation Programme (PSP). I approved a new funding model, which includes increased funding rates for non-statutory providers participating in the Pre-School Education Programme (PSEP) in June 2025.
The model is based on the recommendations from the Standardisation of the Pre-school Education Programme: Scoping Study Final Report and is intended in line with the application of full cost recovery, to take account of all relevant costs to facilitate the approved session length for each setting, including paid release time for activities such as planning, administration and training as well as overheads such as rent, utilities and consumables. In addition, an uplift has also been applied to echo the additional pupil-related factors that are included in funding to statutory pre-school settings; while the mechanism of payment on a real-time monthly basis has been retained to account for the particular needs of the non-statutory sector in regard to prompt payment.
My officials also engage with community and voluntary representatives through the Stakeholder Engagement Forum as part of the development of the Executive Early Learning and Childcare Strategy to ensure the principles of the Partnership Agreement are evident throughout the strategy.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035409%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458864","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458864"}},{"id":"458863","reference":"AQW 35408/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-13","answerBy":"2025-11-28","answered":"2025-11-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the review of the Children Looked After Advisory Service.","answerText":"The scope of the Primary Children Looked After Advisory Service review is being finalised, with the completion expected early in the new year.","answerHtml":"The scope of the Primary Children Looked After Advisory Service review is being finalised, with the completion expected early in the new year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035408%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458863","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458863"}},{"id":"458799","reference":"AQO 2735/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-11-13","answerBy":"2025-11-24","answered":"2025-11-24","answeredOrally":true,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister to outline any support being provided to children who have been displaced from their homes as a result of racial attacks and intimidation.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mrs O'Neill","text":"With your permission, Mr Speaker, junior Minister Reilly will answer the question."},{"speaker":"Ms Reilly","text":"We, along with our Executive colleagues, have made it very clear that all acts of violence and intimidation are abhorrent and have no place in our society. Everyone, regardless of race, religion or background, is entitled to feel safe and be safe, free from threat or intimidation. The Executive Office provides funding of over £7 million to local organisations and councils to support cohesion and integration and to address good relations issues. An additional allocation of £220,000 was distributed to councils to address issues around racial and social cohesion. In parallel, work has progressed on the Executive Office crisis fund, which could be used to support those at risk of destitution or homelessness. Enhancing community cohesion is very much a cross-cutting issue that requires a collective and joined-up approach. In recognition of that, the Executive Office is leading a dedicated community cohesion group. It is working collaboratively across Departments, sectors and communities to bring people together to create safer and more supportive environments. The Education Authority (EA) has also provided a range of support for children impacted on, including supporting children in Ballymena to return to school. In addition, it is working with Belfast City Council to bring together 14 schools affected by the unrest across Belfast for cluster working and racial literacy training for teachers. A follow-up good relations programme is also planned with the EA and Mid and East Antrim Borough Council in the spring and summer to help to address misinformation and race-related incidents."},{"speaker":"Mr Mathison","text":"I thank the junior Minister for that answer. Junior Minister, you stated in your answer that children displaced from their home in that way see a significant disruption to their education. Will you provide more detail on the Executive Office's engagement with the Education Minister about how that impact can be better mitigated?"},{"speaker":"Ms Reilly","text":"As I mentioned, it is a cross-cutting issue. We need to continue working with all Ministers across the Executive. Families came here hoping that this place would finally be somewhere that they could build a stable and peaceful life. We can never lose sight of the fact that they are human beings who are looking for nothing more than what any of us would want for our families. Our Department and officials have been working hard to support communities so that people feel welcome and safe. As I mentioned, that is done by providing funding to local councils and community organisations specifically to strengthen cohesion, integration and good relations. However, funding alone is not enough. It is important that we constantly look for new avenues and new partnerships so that we can keep working together across government, councils, voluntary groups and communities to make sure that those who want to call this place home feel safe, supported and valued. We all share a responsibility to make that possible."},{"speaker":"Mrs Mason","text":"What work is being done by the Executive Office to help build a society that is free from the scourge of sectarianism, racism and intolerance?"},{"speaker":"Ms Reilly","text":"As I have mentioned, the Executive Office and the wider Executive have made it very clear that everyone is entitled to feel safe and be safe in our society. Racism and sectarianism have absolutely no place in our communities. There are no excuses for it, and we, as political leaders, have a responsibility to show leadership, call out racism and stand with victims of intimidation, discrimination and violence, and we will continue to do that. The Executive Office has a number of programmes to help support that work. Over £500,000 in additional funding has been provided since the summer to fund projects that promote inclusion and integration. We also have the Executive Office's minority ethnic development fund, which is approximately £1 million per annum; the planned interventions programme; and a range of other programmes, including Together: Building a United Community (T:BUC), that provide funding to promote inclusion and integration. There is also the central good relations fund and the Communities in Transition programme, which, with a budget of £2·9 million, is delivering 35 projects that are focused on resilience and tackling paramilitarism."},{"speaker":"Mr O'Toole","text":"I, like others in the Chamber, represent probably the most diverse constituency in the North. I have to say, and I am not spoofing, that most BAME individuals and communities are underwhelmed by the Executive's response to the race riots. One element of that is the criminal justice response. Is the Executive Office engaged with the Justice Minister on the sentencing Bill, and when will we finally get hate-crime provisions in law?"},{"speaker":"Ms Reilly","text":"As I have said, the Executive Office constantly engages across the Executive with other Departments and Ministers. However, the issues that the Member raised are specifically within the Justice Minister's remit."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202735%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458799","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2025-11-24&docID=459892#AQO%202735/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458799"}},{"id":"458690","reference":"AQW 35299/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-12","answerBy":"2025-11-18","answered":"2025-11-14","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail whether schools are permitted to change their school uniform policy, without publishing it in their prospectus.","answerText":"The Education (School Information and Prospectuses) Regulations (Northern Ireland) 2003 require the Board of Governors to publish certain information in the annual school prospectus. The requirement in relation to school uniforms for primary or post-primary schools is to publish “The policy or rules of the school, if any, in respect of the way in which pupils are to be dressed including, in particular, any recommendations or rules relating to the wearing of school uniform.”\n\nWhilst it is therefore to be expected that the prospectus will set out the school uniform policy in full, it may be the case that it summarises the uniform rules and refers parents to the school’s website (for example) where the full policy is almost always published – whether this be as well as, or instead of, fully within the prospectus itself. The important point is that the Board of Governors satisfy themselves they are compliant with all statutory requirements and that parents have access to information about the school uniform policy of a school before they express their preferences for the school they wish their child to attend.\n\nMy Department’s letter of 14 October 2025 explicitly advised schools to ensure that nothing was published in their school prospectus for 2026/27 in relation to school uniform that did not align with the School Uniforms (Guidelines and Allowances) Bill – information about its requirements was also provided. I trust that schools will have acted upon this appropriately.","answerHtml":"The Education (School Information and Prospectuses) Regulations (Northern Ireland) 2003 require the Board of Governors to publish certain information in the annual school prospectus. The requirement in relation to school uniforms for primary or post-primary schools is to publish “The policy or rules of the school, if any, in respect of the way in which pupils are to be dressed including, in particular, any recommendations or rules relating to the wearing of school uniform.”
Whilst it is therefore to be expected that the prospectus will set out the school uniform policy in full, it may be the case that it summarises the uniform rules and refers parents to the school’s website (for example) where the full policy is almost always published – whether this be as well as, or instead of, fully within the prospectus itself. The important point is that the Board of Governors satisfy themselves they are compliant with all statutory requirements and that parents have access to information about the school uniform policy of a school before they express their preferences for the school they wish their child to attend.
My Department’s letter of 14 October 2025 explicitly advised schools to ensure that nothing was published in their school prospectus for 2026/27 in relation to school uniform that did not align with the School Uniforms (Guidelines and Allowances) Bill – information about its requirements was also provided. I trust that schools will have acted upon this appropriately.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035299%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458690","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458690"}},{"id":"458689","reference":"AQW 35298/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-12","answerBy":"2025-11-27","answered":"2025-11-27","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 31938/22-27, to detail why information on multiple sclerosis patients who have received an annual review is not tracked.","answerText":"As outlined in my previous response on this area, services for people with multiple sclerosis (MS) are provided as part of wider Neurology services in each Trust area.\n\nThe information on new and review appointments provided for people with a diagnosis of MS and indeed for other subspecialist areas within this specialty has historically been reported in the monitoring information provided for the wider neurology service and has not therefore been identified separately. To date, there has been no requirement to report on the proportion of patients within Neurology who receive an annual review.\n\nAs you will be aware, the HSC is in the process of implementing a new digital care record across the region with the Encompass system now available in each Trust area. The process is underway to ensure system optimisation. There are no confirmed timelines for this element of the implementation to be completed. It is intended that the new digital health record system will allow an improved level of reporting which has the potential to provide data that will inform service needs for those across a range of chronic long-term conditions including for those people with a diagnosis of MS.\n\nThis is a welcome development and important in the context of the current review waiting times for neurology, which as previously acknowledged are lengthy and growing for adults across Northern Ireland. This situation has arisen due to several factors, including funding that falls short of objectively assessed need and previous missed opportunities to reform health and social care delivery. I am committed to addressing this, subject to available funding.","answerHtml":"As outlined in my previous response on this area, services for people with multiple sclerosis (MS) are provided as part of wider Neurology services in each Trust area.
The information on new and review appointments provided for people with a diagnosis of MS and indeed for other subspecialist areas within this specialty has historically been reported in the monitoring information provided for the wider neurology service and has not therefore been identified separately. To date, there has been no requirement to report on the proportion of patients within Neurology who receive an annual review.
As you will be aware, the HSC is in the process of implementing a new digital care record across the region with the Encompass system now available in each Trust area. The process is underway to ensure system optimisation. There are no confirmed timelines for this element of the implementation to be completed. It is intended that the new digital health record system will allow an improved level of reporting which has the potential to provide data that will inform service needs for those across a range of chronic long-term conditions including for those people with a diagnosis of MS.
This is a welcome development and important in the context of the current review waiting times for neurology, which as previously acknowledged are lengthy and growing for adults across Northern Ireland. This situation has arisen due to several factors, including funding that falls short of objectively assessed need and previous missed opportunities to reform health and social care delivery. I am committed to addressing this, subject to available funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035298%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458689","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458689"}},{"id":"458688","reference":"AQW 35297/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-12","answerBy":"2025-11-27","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the comprehensive analysis of the therapeutic needs of children with special educational needs in special schools.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035297%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458688","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458688"}},{"id":"458687","reference":"AQW 35296/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-12","answerBy":"2025-11-27","answered":"2025-11-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of children allocated a specialist pre-school placement, who are attending on reduced hours.","answerText":"The Education Authority has advised that:\n\nA total of 17 pupils pre-school pupils are attending specialist provision placement on reduced hours. From Tuesday 18 November this will reduce to 15 pupils.","answerHtml":"The Education Authority has advised that:
A total of 17 pupils pre-school pupils are attending specialist provision placement on reduced hours. From Tuesday 18 November this will reduce to 15 pupils.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035296%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458687","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458687"}},{"id":"458686","reference":"AQW 35295/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-12","answerBy":"2025-11-27","answered":"2025-11-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of children requiring a specialist pre-school placement, who are still awaiting their place for the 2025-2026 academic year.","answerText":"The Education Authority (EA) has advised that:\n\nThere are currently five children across Northern Ireland who are waiting to be placed on the 2025-26 year.","answerHtml":"The Education Authority (EA) has advised that:
There are currently five children across Northern Ireland who are waiting to be placed on the 2025-26 year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035295%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458686","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458686"}},{"id":"458519","reference":"AQW 35167/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-11","answerBy":"2025-11-14","answered":"2025-11-19","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of (i) specialist pre-school places funded by the Non-Statutory Specialist Pre-School Provision for Children with Complex Needs and Severe Learning Difficulties; and (ii) places that have been allocated, in this academic year.","answerText":"The Education Authority has advised that:\n\nThere are currently 6 children placed in these provisions.\n\nArticle 12 of the Education (Northern Ireland) Order 1996 deals specifically with special educational provision in institutions in Northern Ireland other than grant-aided schools. This applies when a child has a Statement of Special Educational Needs and the EA considers provision outside a grant-aided school. EA cannot place a child in a non-grant-aided school without the consent of the Department of Education. DE will only grant permission if satisfied that:\n\n•The placement is necessary to meet the child’s needs.\n\n•No suitable provision exists within grant-aided schools.\n\n•The arrangement complies with statutory duties and funding rules.","answerHtml":"The Education Authority has advised that:
There are currently 6 children placed in these provisions.
Article 12 of the Education (Northern Ireland) Order 1996 deals specifically with special educational provision in institutions in Northern Ireland other than grant-aided schools. This applies when a child has a Statement of Special Educational Needs and the EA considers provision outside a grant-aided school. EA cannot place a child in a non-grant-aided school without the consent of the Department of Education. DE will only grant permission if satisfied that:
•The placement is necessary to meet the child’s needs.
•No suitable provision exists within grant-aided schools.
•The arrangement complies with statutory duties and funding rules.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035167%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458519","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458519"}},{"id":"458518","reference":"AQW 35166/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-11","answerBy":"2025-11-26","answered":"2025-11-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any work currently being undertaken in relation to the review of the special educational needs classroom assistant model.","answerText":"The Department in collaboration with the Education Authority continue to progress preparatory work in this area.","answerHtml":"The Department in collaboration with the Education Authority continue to progress preparatory work in this area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035166%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458518","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458518"}},{"id":"458517","reference":"AQW 35165/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-11","answerBy":"2025-11-26","answered":"2025-11-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on any work being carried out to best meet the needs of pupils with persistent, and challenging behaviour, in Special Schools.","answerText":"I understand that the Education Authority (EA) advocates for and encourages special schools to support pupils who display behaviours that challenge within an inclusive, trauma-informed and nurture principle-based framework of response.\n\nThe EA has advised that there is a tiered approach in place to effectively support staff respond to the range of profiles of needs within special schools. This includes the appointment of a bespoke behaviour advocate role within each special school alongside the ongoing development of a Behaviour for Learning framework in providing early intervention and preventative strategies.\n\nFurther strategies and programmes include:\n\nThe iThrive for Learning framework: partnership working across services within Health and Education.\n\nA behaviour intervention officer role which is being trialled in a small number of special schools.\n\nParticipation in the Better Together programme which is an established whole school response programme in Special Schools.\n\nTeam Teach Ltd is an accredited training provider currently used by the EA to deliver training in restrictive physical intervention to staff within Special Schools.\n\nA Special Schools’ Protocol was developed and commenced in October 2025 to support schools in managing very distressed behaviours of individual pupils.\n\nAll schools have a statutory responsibility within their scheme of management (The Education (Northern Ireland) Order 1998: Articles 3-6) for developing their own policies to promote good behaviour and discipline.\n\nIn addition, under Article 6 of the 1998 Order the EA is required to prepare a statement outlining the arrangements it has made, or proposes to make, for the education of children with behaviour difficulties. This includes arrangements for providing advice and support to schools.","answerHtml":"I understand that the Education Authority (EA) advocates for and encourages special schools to support pupils who display behaviours that challenge within an inclusive, trauma-informed and nurture principle-based framework of response.
The EA has advised that there is a tiered approach in place to effectively support staff respond to the range of profiles of needs within special schools. This includes the appointment of a bespoke behaviour advocate role within each special school alongside the ongoing development of a Behaviour for Learning framework in providing early intervention and preventative strategies.
Further strategies and programmes include:
The iThrive for Learning framework: partnership working across services within Health and Education.
A behaviour intervention officer role which is being trialled in a small number of special schools.
Participation in the Better Together programme which is an established whole school response programme in Special Schools.
Team Teach Ltd is an accredited training provider currently used by the EA to deliver training in restrictive physical intervention to staff within Special Schools.
A Special Schools’ Protocol was developed and commenced in October 2025 to support schools in managing very distressed behaviours of individual pupils.
All schools have a statutory responsibility within their scheme of management (The Education (Northern Ireland) Order 1998: Articles 3-6) for developing their own policies to promote good behaviour and discipline.
In addition, under Article 6 of the 1998 Order the EA is required to prepare a statement outlining the arrangements it has made, or proposes to make, for the education of children with behaviour difficulties. This includes arrangements for providing advice and support to schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035165%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458517","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458517"}},{"id":"458516","reference":"AQW 35164/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-11","answerBy":"2025-11-26","answered":"2025-11-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Priorities for Youth Policy Review.","answerText":"The review of Priorities for Youth is ongoing. I will consider any revision to the existing policy in light of the review findings which have included extensive engagement with young people as well as the Education Authority, which has statutory responsibility for youth services, and community and voluntary youth providers.","answerHtml":"The review of Priorities for Youth is ongoing. I will consider any revision to the existing policy in light of the review findings which have included extensive engagement with young people as well as the Education Authority, which has statutory responsibility for youth services, and community and voluntary youth providers.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035164%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458516","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458516"}},{"id":"458515","reference":"AQW 35163/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-11","answerBy":"2025-11-26","answered":"2025-11-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Review of Suspensions and Expulsions.","answerText":"I will be considering the draft report on the review of suspension and expulsion arrangements shortly.\n\nOnce I have considered the draft report, I will determine the next steps to be taken.","answerHtml":"I will be considering the draft report on the review of suspension and expulsion arrangements shortly.
Once I have considered the draft report, I will determine the next steps to be taken.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035163%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458515","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458515"}},{"id":"458220","reference":"AQW 35064/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-10","answerBy":"2025-11-25","answered":"2025-11-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33386/22-27, to detail the number of new Specialist Provisions in Mainstream Schools required to provide appropriate special educational needs placements in the 2026-2027 academic year.","answerText":"There is an estimated pressure for an additional 468 pupil places for September 2026 across Specialist Provision Classes. This equates to approximately 51 additional Specialist Provision (Learning) and Specialist Provision (Social Communication) classes.\n\nIn addition, there is an estimated pressure for an additional 607 pupil places for September 2026 across special schools. Approximately 25-30 Specialist Provision (Special) classes will be required in mainstream schools to support special schools in meeting this need. This number is subject to change as capacity meetings with special school principals are ongoing and due to be completed before the Christmas break.","answerHtml":"There is an estimated pressure for an additional 468 pupil places for September 2026 across Specialist Provision Classes. This equates to approximately 51 additional Specialist Provision (Learning) and Specialist Provision (Social Communication) classes.
In addition, there is an estimated pressure for an additional 607 pupil places for September 2026 across special schools. Approximately 25-30 Specialist Provision (Special) classes will be required in mainstream schools to support special schools in meeting this need. This number is subject to change as capacity meetings with special school principals are ongoing and due to be completed before the Christmas break.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035064%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458220","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458220"}},{"id":"458219","reference":"AQW 35063/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-10","answerBy":"2025-11-25","answered":"2025-11-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how feedback received from parents, as part of the survey undertaken by Parenting Focus, will inform outcomes of the RAISE Programme.","answerText":"As a key stakeholder group and recognising the importance of parents in the RAISE Programme, my officials engaged Parenting Focus to capture the views of parents across RAISE localities. Locality Co-Ordinators in each of the 18 RAISE localities received local reports from Parenting Focus on feedback received from parents in their area through focus groups and a survey.\n\nThe input gathered from parents through this process was shared with other key stakeholders and used by the Locality Reference Groups, in each of the RAISE localities, to help inform the identification and prioritisation of needs and the development of Strategic Area Plans.\n\nEach RAISE Strategic Area Plan includes a section reflecting the views of parents from that locality.\n\nA composite report capturing the views of parents across all localities has been published on the DE website.","answerHtml":"As a key stakeholder group and recognising the importance of parents in the RAISE Programme, my officials engaged Parenting Focus to capture the views of parents across RAISE localities. Locality Co-Ordinators in each of the 18 RAISE localities received local reports from Parenting Focus on feedback received from parents in their area through focus groups and a survey.
The input gathered from parents through this process was shared with other key stakeholders and used by the Locality Reference Groups, in each of the RAISE localities, to help inform the identification and prioritisation of needs and the development of Strategic Area Plans.
Each RAISE Strategic Area Plan includes a section reflecting the views of parents from that locality.
A composite report capturing the views of parents across all localities has been published on the DE website.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035063%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458219","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458219"}},{"id":"458218","reference":"AQW 35062/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-10","answerBy":"2025-11-25","answered":"2025-11-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 32916/22-27, to detail the criteria used for exceptional circumstances appeals, where transport assistance is requested.","answerText":"The Department of Education’s Home to School Transport Policy states that it is for the Education Authority (EA) to consider any case which is thought to be outside the provisions of the policy, and that such cases should be, by their very nature exceptional.\n\nThe EA’s policy in relation to appealing for transport assistance on the grounds of exceptional circumstances is published on its website. The EA does not provide a definitive list of criteria which qualify as exceptional, rather it considers each application on its individual merits, and it is the responsibility of the parent to submit all facts, circumstances and evidence to the EA to demonstrate the exceptional nature of the case. The EA’s policy offers guidance and examples of evidence required and it may request further information from parents where necessary.","answerHtml":"The Department of Education’s Home to School Transport Policy states that it is for the Education Authority (EA) to consider any case which is thought to be outside the provisions of the policy, and that such cases should be, by their very nature exceptional.
The EA’s policy in relation to appealing for transport assistance on the grounds of exceptional circumstances is published on its website. The EA does not provide a definitive list of criteria which qualify as exceptional, rather it considers each application on its individual merits, and it is the responsibility of the parent to submit all facts, circumstances and evidence to the EA to demonstrate the exceptional nature of the case. The EA’s policy offers guidance and examples of evidence required and it may request further information from parents where necessary.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035062%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458218","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458218"}},{"id":"458217","reference":"AQW 35061/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-10","answerBy":"2025-11-25","answered":"2025-11-18","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail when her Department will complete the purchase of the planned park and ride site at William Street, Newtownards.","answerText":"Since the land was vested, the Department, with assistance from the Departmental Solicitor’s Office (DSO), has spent a considerable amount of time addressing complex legal title issues in conjunction with Ards and North Down Borough Council.\n\nI understand that these issues have largely been resolved with the matter having recently been referred to Land and Property Services (LPS) with a view to determining formal valuation and compensation. On receipt of the Valuer’s Report the Department will issue further instructions to DSO to address any remaining legal matters and to complete the purchase of the land.\n\nAs my Department is awaiting the Valuer’s Report, I am unable to provide a timeframe for completion of the purchase.","answerHtml":"Since the land was vested, the Department, with assistance from the Departmental Solicitor’s Office (DSO), has spent a considerable amount of time addressing complex legal title issues in conjunction with Ards and North Down Borough Council.
I understand that these issues have largely been resolved with the matter having recently been referred to Land and Property Services (LPS) with a view to determining formal valuation and compensation. On receipt of the Valuer’s Report the Department will issue further instructions to DSO to address any remaining legal matters and to complete the purchase of the land.
As my Department is awaiting the Valuer’s Report, I am unable to provide a timeframe for completion of the purchase.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035061%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458217","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458217"}},{"id":"458216","reference":"AQW 35060/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-10","answerBy":"2025-11-25","answered":"2025-11-12","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for an update on the progress of the Ballynahinch Bypass scheme.","answerText":"On 12th March 2025 I announced the progression of the A24 Ballynahinch Bypass scheme with my officials moving forward on the development of the business case and procurement of the scheme.\n\nMy officials are undertaking a number of actions to progress the scheme including meeting with landowners, updating surveys and reviewing relevant documents due to the passage of time. This work will contribute to the preparation of the procurement documentation.\n\nAs with all projects within the road infrastructure portfolio, and in light of the A5 judgement and my subsequent appeal, I am taking this opportunity to consider its potential impact before determining the next steps for this scheme.","answerHtml":"On 12th March 2025 I announced the progression of the A24 Ballynahinch Bypass scheme with my officials moving forward on the development of the business case and procurement of the scheme.
My officials are undertaking a number of actions to progress the scheme including meeting with landowners, updating surveys and reviewing relevant documents due to the passage of time. This work will contribute to the preparation of the procurement documentation.
As with all projects within the road infrastructure portfolio, and in light of the A5 judgement and my subsequent appeal, I am taking this opportunity to consider its potential impact before determining the next steps for this scheme.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2035060%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458216","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458216"}},{"id":"458000","reference":"AQW 34969/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-07","answerBy":"2025-11-12","answered":"2025-11-12","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33791/22-27, to detail whether the guidelines arising from the School Uniforms (Guidelines and Allowances) Bill will be published and provided to schools, before 26 November 2025.","answerText":"The School Uniforms Guidelines issued to schools today, 12 November 2025.","answerHtml":"The School Uniforms Guidelines issued to schools today, 12 November 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034969%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=458000","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=458000"}},{"id":"457999","reference":"AQW 34968/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-07","answerBy":"2025-11-24","answered":"2025-11-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 32916/22-27, to detail the number of unsuccessful appeals for transport assistance due to enforced relocation to temporary accommodation outside the school catchment area, in each of the last 3 academic years.","answerText":"The Education Authority (EA) previously provided information on cases that its Transport Appeals Panel considered exceptional in nature and the reasons recorded for that decision included enforced relocation to temporary accommodation.\n\nThe EA is unable to identify pupils who have relocated to, or who are living in temporary accommodation. The EA has provided information below on cases it has identified where the reasons cited by parents include relocation to temporary accommodation, however its Transport Appeals Panel did not deem the circumstances to be exceptional.\n\nAcademic Year\tAppeals panel did not uphold the case – unsuccessful\n2022/23\t5\n2023/24\t5\n2024/25\t10\n2025/26 year to date\t10","answerHtml":"The Education Authority (EA) previously provided information on cases that its Transport Appeals Panel considered exceptional in nature and the reasons recorded for that decision included enforced relocation to temporary accommodation.
The EA is unable to identify pupils who have relocated to, or who are living in temporary accommodation. The EA has provided information below on cases it has identified where the reasons cited by parents include relocation to temporary accommodation, however its Transport Appeals Panel did not deem the circumstances to be exceptional.
| Academic Year | Appeals panel did not uphold the case – unsuccessful |
| 2022/23 | 5 |
| 2023/24 | 5 |
| 2024/25 | 10 |
| 2025/26 year to date | 10 |
The EA Internal Audit Team has conducted audits relating to two areas of the Education Welfare Service practice, waiting lists and school expulsions, as per the 2024/2025 Internal Audit Plan.
A further audit has been requested on court processes, and this will be included in the Internal Audit Plan for 2025/2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034967%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457998","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457998"}},{"id":"457997","reference":"AQW 34966/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-07","answerBy":"2025-11-24","answered":"2025-11-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 34104/22-27, to detail how members are appointed to Education Authority Education Welfare Service Court Panels.","answerText":"The responsibility for Court Panels in Education Welfare (EA) is delegated to each Regional Assistant Head of Service by the Head of Services.\n\nEach Panel is chaired by the Assistant Head of Service (EWS) for the relevant EA Locality. The remaining members comprise the Team Leaders for that locality.\n\nThe Panel convenes monthly in each of the five areas to consider cases where, despite sustained intervention and completion of Education Strategy and Education Planning Meetings, the required improvements in school attendance have not been achieved.\n\nAt each meeting, cases are presented by the relevant Team Leader. The Panel will then decide one of the following outcomes:\n\nDefer the case for further monitoring or intervention,\n\nRequest additional updates or information, or\n\nInitiate Court Action, either through:\n\nFamily Proceedings (Education Supervision Order – ESO), or\n\nMagistrates’ Court Proceedings (Parental Prosecution).","answerHtml":"The responsibility for Court Panels in Education Welfare (EA) is delegated to each Regional Assistant Head of Service by the Head of Services.
Each Panel is chaired by the Assistant Head of Service (EWS) for the relevant EA Locality. The remaining members comprise the Team Leaders for that locality.
The Panel convenes monthly in each of the five areas to consider cases where, despite sustained intervention and completion of Education Strategy and Education Planning Meetings, the required improvements in school attendance have not been achieved.
At each meeting, cases are presented by the relevant Team Leader. The Panel will then decide one of the following outcomes:
Defer the case for further monitoring or intervention,
Request additional updates or information, or
Initiate Court Action, either through:
Family Proceedings (Education Supervision Order – ESO), or
Magistrates’ Court Proceedings (Parental Prosecution).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034966%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457997","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457997"}},{"id":"457996","reference":"AQW 34965/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-07","answerBy":"2025-11-24","answered":"2025-11-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33484/22-27, to detail when the vacancies in the Local Impact Teams will be filled.","answerText":"The Education Authority (EA) has advised that:\n\nThe 29.4 Full Time Equivalent (FTE) Teacher grade specialist posts referred to in AQW 33484/22-27 are currently in recruitment.\n\nInterviews for the 21.4 School Age Teacher grade specialist FTEs will be completed by week commencing 15 December 2025 at which point individual circumstances will determine when posts can be taken up.\n\nThe 8 FTE Early Years Teacher grade specialist posts are currently at the advertisement stage and this is due to close on 20 November 2025. Following which shortlisted candidates will be invited to the interview stage of the recruitment process in line with EA Protocol.","answerHtml":"The Education Authority (EA) has advised that:
The 29.4 Full Time Equivalent (FTE) Teacher grade specialist posts referred to in AQW 33484/22-27 are currently in recruitment.
Interviews for the 21.4 School Age Teacher grade specialist FTEs will be completed by week commencing 15 December 2025 at which point individual circumstances will determine when posts can be taken up.
The 8 FTE Early Years Teacher grade specialist posts are currently at the advertisement stage and this is due to close on 20 November 2025. Following which shortlisted candidates will be invited to the interview stage of the recruitment process in line with EA Protocol.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034965%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457996","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457996"}},{"id":"457848","reference":"AQW 34840/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-06","answerBy":"2025-11-11","answered":"2025-11-07","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail when he will publish the Executive Early Learning and Childcare Strategy.","answerText":"I will bring forward a draft Early Learning and Childcare Strategy for Executive consideration and public consultation in the coming weeks.","answerHtml":"I will bring forward a draft Early Learning and Childcare Strategy for Executive consideration and public consultation in the coming weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034840%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457848","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457848"}},{"id":"457847","reference":"AQW 34839/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-06","answerBy":"2025-11-21","answered":"2025-11-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 32807/22-27, to detail the legal standing of this policy statement.","answerText":"The policy statement of 8 September was issued pursuant to the Department’s statutory duty under Article 3(b) of the Education Reform (Northern Ireland) Order 1989.","answerHtml":"The policy statement of 8 September was issued pursuant to the Department’s statutory duty under Article 3(b) of the Education Reform (Northern Ireland) Order 1989.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034839%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457847","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457847"}},{"id":"457846","reference":"AQW 34838/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-06","answerBy":"2025-11-21","answered":"2025-11-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 32584/22-27, to detail how he will ensure that the views of Special Educational Needs Coordinators are reflected in the development and delivery of the new Education Psychology Service consultation model.","answerText":"Structured engagement mechanisms, including working groups and feedback loops, have been established to ensure Special Educational Needs Coordinators (SENCos) insights inform the development and delivery of the model. The model will be subject to ongoing evaluation throughout the five-year SEND Transformation rollout, ensuring continuous improvement and that SENCo views remain central to its implementation.","answerHtml":"Structured engagement mechanisms, including working groups and feedback loops, have been established to ensure Special Educational Needs Coordinators (SENCos) insights inform the development and delivery of the model. The model will be subject to ongoing evaluation throughout the five-year SEND Transformation rollout, ensuring continuous improvement and that SENCo views remain central to its implementation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034838%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457846","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457846"}},{"id":"457845","reference":"AQW 34837/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-06","answerBy":"2025-11-21","answered":"2025-11-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33788/22-27, to detail (i) when the 11 seven-seater vehicles were purchased by the Education Authority; and (ii) when all 11 vehicles will be in use to transport children.","answerText":"The Education Authority (EA) informs me that the first seven-seater vehicle was purchased and delivered in March 2024, at the end of the 2023/24 financial year. Ten further vehicles were purchased in at the end of the 2024/25 financial year to expand the pilot project. Three of these vehicles were delivered to the EA in January 2025 and the remaining seven in March 2025.\n\nThe first vehicle delivered to EA in March 2024 became operational in April 2024. The EA advises that the recruitment of drivers for the 10 vehicles purchased in 2025 has been extremely challenging. One of these vehicles became operational in September 2025 and two further vehicles are coming into operation in November 2025. Recruitment remains ongoing for drivers for the remaining 6 vehicles.","answerHtml":"The Education Authority (EA) informs me that the first seven-seater vehicle was purchased and delivered in March 2024, at the end of the 2023/24 financial year. Ten further vehicles were purchased in at the end of the 2024/25 financial year to expand the pilot project. Three of these vehicles were delivered to the EA in January 2025 and the remaining seven in March 2025.
The first vehicle delivered to EA in March 2024 became operational in April 2024. The EA advises that the recruitment of drivers for the 10 vehicles purchased in 2025 has been extremely challenging. One of these vehicles became operational in September 2025 and two further vehicles are coming into operation in November 2025. Recruitment remains ongoing for drivers for the remaining 6 vehicles.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034837%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457845","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457845"}},{"id":"457844","reference":"AQW 34836/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-06","answerBy":"2025-11-21","answered":"2025-11-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 32807/22-27, to detail whether this policy statement has undergone a Child Rights Impact Assessment.","answerText":"A Child Rights Impact Assessment was not completed in respect of the policy statement.","answerHtml":"A Child Rights Impact Assessment was not completed in respect of the policy statement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034836%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457844","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457844"}},{"id":"457788","reference":"AQO 2707/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-11-06","answerBy":"2025-11-17","answered":"2025-11-17","answeredOrally":true,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy to outline any engagement she has had with the Minister of Education in relation to his proposals for 16-18 legislation.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Dr Archibald","text":"The Minister of Education and I met in May to discuss his proposals for 16-18 legislation. We will meet again at the end of this month to continue that discussion, alongside other cross-cutting issues relating to 14-19 education. My officials have maintained ongoing engagement with the Department of Education on those matters through the established 14-19 structures. I note that it is vital that that work is underpinned by strong interdepartmental collaboration, clear operational planning and meaningful engagement with young people themselves. Legislation alone will not be enough; it must be matched by adequate funding and a whole-systems approach to ensure equity and meaningful change for every young person."},{"speaker":"Mr Mathison","text":"I thank the Minister for that answer. As the Minister with responsibility for further education, how will you ensure that, when the legislation is delivered, our young people, regardless of what school or school sector they are in, are given the full suite of options and pathways available to ensure that access to further education pathways or apprenticeships are promoted to all our young people, and that we do not end up, by virtue of that legislation, locking them into pathways that are not right for them?"},{"speaker":"Dr Archibald","text":"I thank the Member for his question. Certainly, I support the broad intention of the legislation to ensure that all our young people have opportunities. Currently, there is a lack of sufficient detail to properly comment on the specifics. As I mentioned, we need to see all pathways appropriately funded to ensure that they deliver. It is important that we work together to avoid duplication and make the best use of our combined resources. I believe that we have world-class further education facilities. Over the past year, I have had the opportunity to open two of our new campuses, which are fantastic. There is a real opportunity for us to be world-leading in the type of initiatives and programmes that we put in place for our young people, particularly across the remit of apprenticeships. Certainly, I will engage closely with the Education Minister to ensure that our priorities align — they do, generally, in what we are trying to achieve for young people — to make sure that we are working together and have a whole suite of options that young people can pursue, regardless of where they come from or their aspirations."},{"speaker":"Mr Delargy","text":"I thank the Minister for her commitment to this topic and broad area of work. Minister, you mentioned duplication. Will you talk more to exactly what you will do to ensure that there is no duplication and how you will continue to support our further education colleges, which, we know, do brilliant work in my area and across the board?"},{"speaker":"Dr Archibald","text":"I thank the Member for his question. We are all aware of the financial pressures that the Department of Education is under. Putting increasing student numbers into its remit may further stretch that available funding. My Department is also under funding pressure. I have tried very hard to prioritise skills within my funding envelope, but, certainly, with more funding, we could do an awful lot more. That is why it is more important than ever that we work together to avoid duplication and make the best use of our combined resources. As I said, I am absolutely committed to collaborating closely with the Education Minister to ensure that our facilities are properly utilised. If we align our planning and delivery, and have appropriate sharing of data and coordination of different programmes, we can provide learners with the best possible opportunities while also ensuring value for money. Our focus therefore needs to be on delivering a joined-up offer that meets the needs of all young people and avoids unnecessary overlap in order to maximise the impact of every pound that we spend."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202707%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457788","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2025-11-17&docID=458629#AQO%202707/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457788"}},{"id":"457641","reference":"AQW 34706/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-05","answerBy":"2025-11-10","answered":"2025-11-07","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33791/22-27, to detail whether direction can be issued to schools, based on powers arising from the School Uniforms (Guidelines and Allowances) Bill, if their school uniform policy for the 2026-2027 academic year was published prior to the bill receiving Royal Assent.","answerText":"The School Uniforms (Guidelines and Allowances) Bill comes into operation on the day after it gains Royal Assent. This will include the power for any directions required, or permitted, to be given under section 8 notwithstanding when a school uniform policy is published. When the Bill gains Royal Assent the guidelines will be formally issued to schools and then they must be adhered to under section 7. This will be in advance of the 2026/27 school year which schools have been advised of and the guidelines are being shared with them shortly - in advance of Royal Assent - to assist them.","answerHtml":"The School Uniforms (Guidelines and Allowances) Bill comes into operation on the day after it gains Royal Assent. This will include the power for any directions required, or permitted, to be given under section 8 notwithstanding when a school uniform policy is published. When the Bill gains Royal Assent the guidelines will be formally issued to schools and then they must be adhered to under section 7. This will be in advance of the 2026/27 school year which schools have been advised of and the guidelines are being shared with them shortly - in advance of Royal Assent - to assist them.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034706%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457641","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457641"}},{"id":"457640","reference":"AQW 34705/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-05","answerBy":"2025-11-20","answered":"2025-11-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33047/22-27, for an update on the establishment of an Enhanced Advocacy Service, and a one-stop website for parents.","answerText":"The SEN Reform Governance Framework will be published on the department’s website in the coming weeks.\n\n(i) The following funded initiatives are planned to commence in the first term of the 2025/26 academic year: Transforming the Support Model; A programme for 2-3 year-olds with emerging SEN; In-school support model for children in pre-school and foundation stage; Introduction of SEN Assistant Training in Pre-School & Foundation stage; Special Schools as Resource Centres of Expertise.\n\n(ii) Detailed indicative budget allocations for specific actions are not intended for publication as they may be subject to change.\n\nIt is intended that the appointment of a Special Educational Needs Champion will be progressed in 2026.\n\nThe Governance Structures include the establishment of an expert advisory forum. In addition to this, there are a number of other advisory panels across the Department of Education (DE) and consideration is being given to introducing SEN expertise to these to ensure alignment with the SEN Reform Agenda.\n\nThe action to establish an Enhanced Advocacy Service is under consideration. Early scoping has commenced on the development of a ‘one-stop’ website for parents; this action will be developed further in 2026.","answerHtml":"The SEN Reform Governance Framework will be published on the department’s website in the coming weeks.
(i) The following funded initiatives are planned to commence in the first term of the 2025/26 academic year: Transforming the Support Model; A programme for 2-3 year-olds with emerging SEN; In-school support model for children in pre-school and foundation stage; Introduction of SEN Assistant Training in Pre-School & Foundation stage; Special Schools as Resource Centres of Expertise.
(ii) Detailed indicative budget allocations for specific actions are not intended for publication as they may be subject to change.
It is intended that the appointment of a Special Educational Needs Champion will be progressed in 2026.
The Governance Structures include the establishment of an expert advisory forum. In addition to this, there are a number of other advisory panels across the Department of Education (DE) and consideration is being given to introducing SEN expertise to these to ensure alignment with the SEN Reform Agenda.
The action to establish an Enhanced Advocacy Service is under consideration. Early scoping has commenced on the development of a ‘one-stop’ website for parents; this action will be developed further in 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034705%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457640","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457640"}},{"id":"457639","reference":"AQW 34704/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-05","answerBy":"2025-11-20","answered":"2025-11-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33047/22-27, for an update on the creation of a Ministerial Expert Advisory Panel.","answerText":"The SEN Reform Governance Framework will be published on the department’s website in the coming weeks.\n\n(i) The following funded initiatives are planned to commence in the first term of the 2025/26 academic year: Transforming the Support Model; A programme for 2-3 year-olds with emerging SEN; In-school support model for children in pre-school and foundation stage; Introduction of SEN Assistant Training in Pre-School & Foundation stage; Special Schools as Resource Centres of Expertise.\n\n(ii) Detailed indicative budget allocations for specific actions are not intended for publication as they may be subject to change.\n\nIt is intended that the appointment of a Special Educational Needs Champion will be progressed in 2026.\n\nThe Governance Structures include the establishment of an expert advisory forum. In addition to this, there are a number of other advisory panels across the Department of Education (DE) and consideration is being given to introducing SEN expertise to these to ensure alignment with the SEN Reform Agenda.\n\nThe action to establish an Enhanced Advocacy Service is under consideration. Early scoping has commenced on the development of a ‘one-stop’ website for parents; this action will be developed further in 2026.","answerHtml":"The SEN Reform Governance Framework will be published on the department’s website in the coming weeks.
(i) The following funded initiatives are planned to commence in the first term of the 2025/26 academic year: Transforming the Support Model; A programme for 2-3 year-olds with emerging SEN; In-school support model for children in pre-school and foundation stage; Introduction of SEN Assistant Training in Pre-School & Foundation stage; Special Schools as Resource Centres of Expertise.
(ii) Detailed indicative budget allocations for specific actions are not intended for publication as they may be subject to change.
It is intended that the appointment of a Special Educational Needs Champion will be progressed in 2026.
The Governance Structures include the establishment of an expert advisory forum. In addition to this, there are a number of other advisory panels across the Department of Education (DE) and consideration is being given to introducing SEN expertise to these to ensure alignment with the SEN Reform Agenda.
The action to establish an Enhanced Advocacy Service is under consideration. Early scoping has commenced on the development of a ‘one-stop’ website for parents; this action will be developed further in 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034704%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457639","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457639"}},{"id":"457638","reference":"AQW 34703/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-05","answerBy":"2025-11-20","answered":"2025-11-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33047/22-27, for an update on the appointment of a Special Educational Needs Champion.","answerText":"The SEN Reform Governance Framework will be published on the department’s website in the coming weeks.\n\n(i) The following funded initiatives are planned to commence in the first term of the 2025/26 academic year: Transforming the Support Model; A programme for 2-3 year-olds with emerging SEN; In-school support model for children in pre-school and foundation stage; Introduction of SEN Assistant Training in Pre-School & Foundation stage; Special Schools as Resource Centres of Expertise.\n\n(ii) Detailed indicative budget allocations for specific actions are not intended for publication as they may be subject to change.\n\nIt is intended that the appointment of a Special Educational Needs Champion will be progressed in 2026.\n\nThe Governance Structures include the establishment of an expert advisory forum. In addition to this, there are a number of other advisory panels across the Department of Education (DE) and consideration is being given to introducing SEN expertise to these to ensure alignment with the SEN Reform Agenda.\n\nThe action to establish an Enhanced Advocacy Service is under consideration. Early scoping has commenced on the development of a ‘one-stop’ website for parents; this action will be developed further in 2026.","answerHtml":"The SEN Reform Governance Framework will be published on the department’s website in the coming weeks.
(i) The following funded initiatives are planned to commence in the first term of the 2025/26 academic year: Transforming the Support Model; A programme for 2-3 year-olds with emerging SEN; In-school support model for children in pre-school and foundation stage; Introduction of SEN Assistant Training in Pre-School & Foundation stage; Special Schools as Resource Centres of Expertise.
(ii) Detailed indicative budget allocations for specific actions are not intended for publication as they may be subject to change.
It is intended that the appointment of a Special Educational Needs Champion will be progressed in 2026.
The Governance Structures include the establishment of an expert advisory forum. In addition to this, there are a number of other advisory panels across the Department of Education (DE) and consideration is being given to introducing SEN expertise to these to ensure alignment with the SEN Reform Agenda.
The action to establish an Enhanced Advocacy Service is under consideration. Early scoping has commenced on the development of a ‘one-stop’ website for parents; this action will be developed further in 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034703%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457638","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457638"}},{"id":"457637","reference":"AQW 34702/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-05","answerBy":"2025-11-20","answered":"2025-11-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 32807/22-27, to detail who was consulted in the creation of this policy statement.","answerText":"No formal consultation process was undertaken in the development of this policy.","answerHtml":"No formal consultation process was undertaken in the development of this policy.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034702%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457637","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457637"}},{"id":"457415","reference":"AQW 34561/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-04","answerBy":"2025-11-19","answered":"2025-11-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 31023/22-27, to detail the amount of funding required to fill the 42.2 full-time equivalent frontline vacancies, which have arisen across the Education Authority’s pre-existing special educational needs support services, as part of business as usual.","answerText":"The Education Authority (EA) has advised that:\n\nThe 42.2 full time equivalent vacancies equate to approximately £2.2 million per annum which is already covered within the EA’s existing budget.","answerHtml":"The Education Authority (EA) has advised that:
The 42.2 full time equivalent vacancies equate to approximately £2.2 million per annum which is already covered within the EA’s existing budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034561%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457415","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457415"}},{"id":"457414","reference":"AQW 34560/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-04","answerBy":"2025-11-19","answered":"2025-11-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 31023/22-27, to detail the amount of funding required to fill the 24 full-time equivalent Teacher posts that have been proposed across the Local Impact Teams network.","answerText":"The Education Authority (EA) has advised that:\n\nThe 24 full time equivalent vacancies equates to approximately £1.7m per annum which is already covered within the EA’s existing budget.","answerHtml":"The Education Authority (EA) has advised that:
The 24 full time equivalent vacancies equates to approximately £1.7m per annum which is already covered within the EA’s existing budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034560%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457414","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457414"}},{"id":"457413","reference":"AQW 34559/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-04","answerBy":"2025-11-19","answered":"2025-11-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33047/22-27, to detail (i) any funding initiatives that commenced in the first term of the 2025-26 academic year; and (ii) the budget allocated to each of them.","answerText":"The SEN Reform Governance Framework will be published on the department’s website in the coming weeks.\n\n(i) The following funded initiatives are planned to commence in the first term of the 2025/26 academic year: Transforming the Support Model; A programme for 2-3 year-olds with emerging SEN; In-school support model for children in pre-school and foundation stage; Introduction of SEN Assistant Training in Pre-School & Foundation stage; Special Schools as Resource Centres of Expertise.\n\n(ii) Detailed indicative budget allocations for specific actions are not intended for publication as they may be subject to change.\n\nIt is intended that the appointment of a Special Educational Needs Champion will be progressed in 2026.\n\nThe Governance Structures include the establishment of an expert advisory forum. In addition to this, there are a number of other advisory panels across the Department of Education (DE) and consideration is being given to introducing SEN expertise to these to ensure alignment with the SEN Reform Agenda.\n\nThe action to establish an Enhanced Advocacy Service is under consideration. Early scoping has commenced on the development of a ‘one-stop’ website for parents; this action will be developed further in 2026.","answerHtml":"The SEN Reform Governance Framework will be published on the department’s website in the coming weeks.
(i) The following funded initiatives are planned to commence in the first term of the 2025/26 academic year: Transforming the Support Model; A programme for 2-3 year-olds with emerging SEN; In-school support model for children in pre-school and foundation stage; Introduction of SEN Assistant Training in Pre-School & Foundation stage; Special Schools as Resource Centres of Expertise.
(ii) Detailed indicative budget allocations for specific actions are not intended for publication as they may be subject to change.
It is intended that the appointment of a Special Educational Needs Champion will be progressed in 2026.
The Governance Structures include the establishment of an expert advisory forum. In addition to this, there are a number of other advisory panels across the Department of Education (DE) and consideration is being given to introducing SEN expertise to these to ensure alignment with the SEN Reform Agenda.
The action to establish an Enhanced Advocacy Service is under consideration. Early scoping has commenced on the development of a ‘one-stop’ website for parents; this action will be developed further in 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034559%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457413","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457413"}},{"id":"457412","reference":"AQW 34558/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-04","answerBy":"2025-11-19","answered":"2025-11-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33047/22-27, to detail whether he will publish the SEN Reform Governance Framework.","answerText":"The SEN Reform Governance Framework will be published on the department’s website in the coming weeks.\n\n(i) The following funded initiatives are planned to commence in the first term of the 2025/26 academic year: Transforming the Support Model; A programme for 2-3 year-olds with emerging SEN; In-school support model for children in pre-school and foundation stage; Introduction of SEN Assistant Training in Pre-School & Foundation stage; Special Schools as Resource Centres of Expertise.\n\n(ii) Detailed indicative budget allocations for specific actions are not intended for publication as they may be subject to change.\n\nIt is intended that the appointment of a Special Educational Needs Champion will be progressed in 2026.\n\nThe Governance Structures include the establishment of an expert advisory forum. In addition to this, there are a number of other advisory panels across the Department of Education (DE) and consideration is being given to introducing SEN expertise to these to ensure alignment with the SEN Reform Agenda.\n\nThe action to establish an Enhanced Advocacy Service is under consideration. Early scoping has commenced on the development of a ‘one-stop’ website for parents; this action will be developed further in 2026.","answerHtml":"The SEN Reform Governance Framework will be published on the department’s website in the coming weeks.
(i) The following funded initiatives are planned to commence in the first term of the 2025/26 academic year: Transforming the Support Model; A programme for 2-3 year-olds with emerging SEN; In-school support model for children in pre-school and foundation stage; Introduction of SEN Assistant Training in Pre-School & Foundation stage; Special Schools as Resource Centres of Expertise.
(ii) Detailed indicative budget allocations for specific actions are not intended for publication as they may be subject to change.
It is intended that the appointment of a Special Educational Needs Champion will be progressed in 2026.
The Governance Structures include the establishment of an expert advisory forum. In addition to this, there are a number of other advisory panels across the Department of Education (DE) and consideration is being given to introducing SEN expertise to these to ensure alignment with the SEN Reform Agenda.
The action to establish an Enhanced Advocacy Service is under consideration. Early scoping has commenced on the development of a ‘one-stop’ website for parents; this action will be developed further in 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034558%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457412","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457412"}},{"id":"457411","reference":"AQW 34557/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-11-04","answerBy":"2025-11-19","answered":"2025-11-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 31023/22-27, to detail when all vacancies will be filled.","answerText":"The Education Authority (EA) has advised that:\n\nAll recruitment is being progressed as quickly as possible in line with HR policy and Trade Union Side (TUS) engagement requirements. A substantial proportion of the recruitment exercises have already been completed but individual circumstances dictate when posts can be taken up. It should also be noted that vacancies continue to arise and have to be filled throughout each year.","answerHtml":"The Education Authority (EA) has advised that:
All recruitment is being progressed as quickly as possible in line with HR policy and Trade Union Side (TUS) engagement requirements. A substantial proportion of the recruitment exercises have already been completed but individual circumstances dictate when posts can be taken up. It should also be noted that vacancies continue to arise and have to be filled throughout each year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034557%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457411","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457411"}},{"id":"456618","reference":"AQW 34330/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-24","answerBy":"2025-11-10","answered":"2025-11-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of pupils, living in households with homelessness status, who have (i) appealed a decision of the Education Authority to refuse to fund school transport, required as a result of being moved into temporary accommodation outside of their school catchment area; (ii) had their appeal rejected, in each of the last three years.","answerText":"The Education Authority has advised me that it does not record the household status of all pupils applying for home to school transport assistance.\n\nEligibility for transport is based on two main criteria, distance and suitable school. If a family moves house, including into temporary accommodation, they need to make a new application for transport assistance. They may be eligible for transport assistance if their current address is beyond statutory walking distance from their school and they provide evidence that they are unable to secure a place in any school in the same category within that distance. If their application for transport has been refused, they are able to appeal that decision under the EA's exceptional circumstances policy and can reference accommodation issues such as enforced relocation and concern for their child’s welfare in the evidence provided to the EA. The EA’s exceptional circumstances panel will consider the evidence provided in each case on its individual merits and determine if transport assistance should be provided.","answerHtml":"The Education Authority has advised me that it does not record the household status of all pupils applying for home to school transport assistance.
Eligibility for transport is based on two main criteria, distance and suitable school. If a family moves house, including into temporary accommodation, they need to make a new application for transport assistance. They may be eligible for transport assistance if their current address is beyond statutory walking distance from their school and they provide evidence that they are unable to secure a place in any school in the same category within that distance. If their application for transport has been refused, they are able to appeal that decision under the EA's exceptional circumstances policy and can reference accommodation issues such as enforced relocation and concern for their child’s welfare in the evidence provided to the EA. The EA’s exceptional circumstances panel will consider the evidence provided in each case on its individual merits and determine if transport assistance should be provided.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034330%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=456618","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=456618"}},{"id":"456617","reference":"AQW 34329/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-24","answerBy":"2025-11-10","answered":"2025-11-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any Allied Health Professionals involved on an ongoing basis, in the implementation of the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"My officials have engaged with Allied Health Professional (AHP) representatives throughout the development of the Special Educational Needs (SEN) Reform Agenda and associated Delivery Plan.\n\nAHPs are represented on the Operational Implementation Oversight Group (OIOG) which is an integral part of the SEN Reform governance structures and will be invited onto to the Expert Advisory Forum and Lived Experience Forum.","answerHtml":"My officials have engaged with Allied Health Professional (AHP) representatives throughout the development of the Special Educational Needs (SEN) Reform Agenda and associated Delivery Plan.
AHPs are represented on the Operational Implementation Oversight Group (OIOG) which is an integral part of the SEN Reform governance structures and will be invited onto to the Expert Advisory Forum and Lived Experience Forum.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034329%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=456617","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=456617"}},{"id":"456616","reference":"AQW 34328/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-24","answerBy":"2025-11-10","answered":"2025-11-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33047/22-27, to detail (i) the role of; (ii) the staffing roles within; and (iii) the vacancies outstanding in, the SEN Reform Delivery Unit.","answerText":"The Special Educational Needs (SEN) Reform and Inclusion Development Directorate (SRIDD) has been established as the Delivery Unit for SEN Reform. It is led by a Director and Assistant Director. The Unit is structured into three distinct teams.\n\nThe SEN Reform Delivery Team (SRDT) is currently made up of a Grade 7 officer, three Deputy Principals, three Staff Officers and one Executive Officer 2. Its primary focus is on the design, implementation and operationalisation of a range of actions outlined within the SEN Reform Agenda and Delivery Plan, subject to funding.\n\nThe SEN Reform Support Team (SRST) is currently made up of two Deputy Principals, and one Executive Officer 2. This team provides technical support for the delivery of SEN Reform. Its responsibilities include governance and accountability, project management, financial monitoring, outcomes evaluation, data collection and analysis and the development and delivery of a comprehensive communication and engagement plan.\n\nThe Inclusion Development Team (IDT) currently consists of one Grade 7 officer and one Deputy Principal. It is tasked with advancing the Inclusion Framework being developed in conjunction with the European Agency for Special Needs and Inclusive Education (EASNIE).\n\nThe Directorate is supported by 0.5 NISRA statistician.\n\nCurrently there are seven vacancies within SRIDD:\n\none Executive Officer 1 and one Administrative Officer within SRDT;\n\none Grade 7 and two Staff Officers within SRST;\n\none Staff Officer and one Executive Officer 2 within IDT.","answerHtml":"The Special Educational Needs (SEN) Reform and Inclusion Development Directorate (SRIDD) has been established as the Delivery Unit for SEN Reform. It is led by a Director and Assistant Director. The Unit is structured into three distinct teams.
The SEN Reform Delivery Team (SRDT) is currently made up of a Grade 7 officer, three Deputy Principals, three Staff Officers and one Executive Officer 2. Its primary focus is on the design, implementation and operationalisation of a range of actions outlined within the SEN Reform Agenda and Delivery Plan, subject to funding.
The SEN Reform Support Team (SRST) is currently made up of two Deputy Principals, and one Executive Officer 2. This team provides technical support for the delivery of SEN Reform. Its responsibilities include governance and accountability, project management, financial monitoring, outcomes evaluation, data collection and analysis and the development and delivery of a comprehensive communication and engagement plan.
The Inclusion Development Team (IDT) currently consists of one Grade 7 officer and one Deputy Principal. It is tasked with advancing the Inclusion Framework being developed in conjunction with the European Agency for Special Needs and Inclusive Education (EASNIE).
The Directorate is supported by 0.5 NISRA statistician.
Currently there are seven vacancies within SRIDD:
one Executive Officer 1 and one Administrative Officer within SRDT;
one Grade 7 and two Staff Officers within SRST;
one Staff Officer and one Executive Officer 2 within IDT.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034328%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=456616","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=456616"}},{"id":"456615","reference":"AQW 34327/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-24","answerBy":"2025-11-10","answered":"2025-11-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 33047/22-27, to detail (i) the amount of funding secured to progress early actions; and (ii) a breakdown of how the funding secured has been allocated to specific actions, in the SEN Reform Agenda and Delivery Plan.","answerText":"Additional investment of £31.5m has been secured to progress the early actions within the Special Educational Needs (SEN) Reform Delivery Plan. This includes £27.5m from the Public Sector Transformation Board (PTSB) and £4m from the Early Learning & Childcare (ELC) budget.\n\nDetailed costings for specific actions funded from the PTSB are not planned for publication as they are indicative and subject to change as projects progress, with some dependent on final proposals from delivery partners. Nonetheless, full transparency and accountability regarding expenditure will be maintained.\n\nThe £4m secured to date from the ELC budget has been allocated to the Pre-school Education Inclusion Support Fund (PEISF) which delivers on the following action within the SEN Reform Delivery Plan: Resource pre-school education settings to support children undergoing statutory assessment.","answerHtml":"Additional investment of £31.5m has been secured to progress the early actions within the Special Educational Needs (SEN) Reform Delivery Plan. This includes £27.5m from the Public Sector Transformation Board (PTSB) and £4m from the Early Learning & Childcare (ELC) budget.
Detailed costings for specific actions funded from the PTSB are not planned for publication as they are indicative and subject to change as projects progress, with some dependent on final proposals from delivery partners. Nonetheless, full transparency and accountability regarding expenditure will be maintained.
The £4m secured to date from the ELC budget has been allocated to the Pre-school Education Inclusion Support Fund (PEISF) which delivers on the following action within the SEN Reform Delivery Plan: Resource pre-school education settings to support children undergoing statutory assessment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034327%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=456615","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=456615"}},{"id":"456614","reference":"AQW 34326/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-24","answerBy":"2025-11-10","answered":"2025-11-10","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the rational behind the October 2025 report Review of Population Health Needs of Children with Complex Medical Needs Attending Special Education Needs Schools in Northern Ireland, focusing primarily on nursing provision and not considering more fully the role of other members of the multidisciplinary team, including occupational therapists, physiotherapists, and speech and language therapists.","answerText":"In October 2024, you brought a delegation of four Principals of SEN schools to meet with me and the Education Minister to discuss their concerns around the potential withdrawal of on-site nursing staff from their schools. The Principals’ view was that children with significant healthcare needs can most safely access the curriculum in a school environment where there is on-site Community Children’s Nursing (CCN) in the school.\n\nTo address those specific concerns, the Chief Nursing Officer commissioned the Public Health Agency (PHA) to scope the population health needs of pupils attending special schools in Northern Ireland. The objective was to better understand the nursing care needs of this population in order to make recommendations on future service provision.\n\nFollowing the publication of the PHA’s report last month, officials in my Department have commenced work alongside colleagues from the Department of Education and other key stakeholders, to consider and progress its recommendations, and ensure that all children in SEN schools have access to necessary healthcare.\n\nThe PHA is also leading a separate comprehensive analysis to identify what the assessed therapeutic needs are for children and young people who attend Special School to inform the development of an effective model of therapy provision and associated workforce development and planning.\n\nThis will include a comprehensive scoping exercise to capture the assessed needs of children and young people in the Special School sector in respect of Occupational Therapy, Orthoptics, Physiotherapy and Speech and Language Therapy. I expect to receive the completed review, with recommendations, by March 2026.\n\nTaken together, these reports and resulting recommendations will seek to ensure the best outcomes for all children in SEN schools, enabling them to access the curriculum in a school setting while receiving the right care at the right time by the right person and in the right place.","answerHtml":"In October 2024, you brought a delegation of four Principals of SEN schools to meet with me and the Education Minister to discuss their concerns around the potential withdrawal of on-site nursing staff from their schools. The Principals’ view was that children with significant healthcare needs can most safely access the curriculum in a school environment where there is on-site Community Children’s Nursing (CCN) in the school.
To address those specific concerns, the Chief Nursing Officer commissioned the Public Health Agency (PHA) to scope the population health needs of pupils attending special schools in Northern Ireland. The objective was to better understand the nursing care needs of this population in order to make recommendations on future service provision.
Following the publication of the PHA’s report last month, officials in my Department have commenced work alongside colleagues from the Department of Education and other key stakeholders, to consider and progress its recommendations, and ensure that all children in SEN schools have access to necessary healthcare.
The PHA is also leading a separate comprehensive analysis to identify what the assessed therapeutic needs are for children and young people who attend Special School to inform the development of an effective model of therapy provision and associated workforce development and planning.
This will include a comprehensive scoping exercise to capture the assessed needs of children and young people in the Special School sector in respect of Occupational Therapy, Orthoptics, Physiotherapy and Speech and Language Therapy. I expect to receive the completed review, with recommendations, by March 2026.
Taken together, these reports and resulting recommendations will seek to ensure the best outcomes for all children in SEN schools, enabling them to access the curriculum in a school setting while receiving the right care at the right time by the right person and in the right place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034326%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=456614","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=456614"}},{"id":"466934","reference":"AQO 2649/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-10-23","answerBy":"2025-11-10","answered":"2026-01-20","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister how they will ensure a cross-departmental and strategic approach to the Programme for Government 2024-2027 commitment to improve pathways to appropriate opportunities and improve protections for young people with special educational needs when they leave school.","answerText":"The provision of Better Support for Children and Young People with Special Educational Needs is a Programme for Government priority for the Executive.\n\nThe Department for Education, Department for the Economy, Department of Health and the Department for Communities are working together to ensure pathways are available and young people with special educational needs are supported in the last years of school to prepare for the transition to adult life.","answerHtml":"The provision of Better Support for Children and Young People with Special Educational Needs is a Programme for Government priority for the Executive.
The Department for Education, Department for the Economy, Department of Health and the Department for Communities are working together to ensure pathways are available and young people with special educational needs are supported in the last years of school to prepare for the transition to adult life.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202649%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=466934","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=466934"}},{"id":"456175","reference":"AQW 34108/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-22","answerBy":"2025-11-06","answered":"2025-11-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 31022/22-27, to detail (i) the type of case he has referenced; (ii) which body, or statutory agency, has made this case; (iii) to whom the case has been made; and (iiii) any financial implications that have been considered as part of this case.","answerText":"The Education Authority (EA) has advised that:\n\nAn assessment of staffing pressures across the Local IMPACT Team (LIT) network and associated recruitment requirements was submitted to senior management within the EA and the department. This included an estimated additional funding requirement of approximately £3m per annum\n\nMy department submitted a bid for the SEN Reform Programme as part of the recent Budget 2026 -2029/30 process, this included additional funding for LITs.","answerHtml":"The Education Authority (EA) has advised that:
An assessment of staffing pressures across the Local IMPACT Team (LIT) network and associated recruitment requirements was submitted to senior management within the EA and the department. This included an estimated additional funding requirement of approximately £3m per annum
My department submitted a bid for the SEN Reform Programme as part of the recent Budget 2026 -2029/30 process, this included additional funding for LITs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034108%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=456175","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=456175"}},{"id":"456174","reference":"AQW 34107/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-22","answerBy":"2025-11-06","answered":"2025-11-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 32809/22-27, to detail the 13 early priority actions he is referring to.","answerText":"The 13 early priority actions being progressed with the £27.5m secured from the Public Sector Transformation Fund (PSTF) are:\n\nTransforming the support model.\n\nEstablish and deliver a pilot early childhood SEN intervention programme which includes:\n\nA parental engagement programme;\n\nA programme for 2-3-year-olds with emerging special educational needs (SEN);\n\nCreation of early intervention/ assessment hubs;\n\nIn-school support model for children in pre-school and foundation stage;\n\nIntroduction of SEN specific training for assistants in pre-school and foundation stage.\n\nEstablish and deliver a pilot speech, language and communication intervention toolkit and programme.\n\nTransform inclusive play environments.\n\nEarly Intervention Enhanced Nurture Programme.\n\nEstablish Special Schools as Resource Hubs/Centres of Expertise.\n\nDesign and trial a Teacher & Classroom Assistant Professional Learning Programme to support Inclusive Education.\n\nDesign and trial an Inclusive Capacity Building Programme.\n\n‘Transforming the statementing process’ is also being progressed as an early action and was included as one of the 13 projects under the PSTF but is now being funded under the Education Authority (EA) Connect programme.","answerHtml":"The 13 early priority actions being progressed with the £27.5m secured from the Public Sector Transformation Fund (PSTF) are:
Transforming the support model.
Establish and deliver a pilot early childhood SEN intervention programme which includes:
A parental engagement programme;
A programme for 2-3-year-olds with emerging special educational needs (SEN);
Creation of early intervention/ assessment hubs;
In-school support model for children in pre-school and foundation stage;
Introduction of SEN specific training for assistants in pre-school and foundation stage.
Establish and deliver a pilot speech, language and communication intervention toolkit and programme.
Transform inclusive play environments.
Early Intervention Enhanced Nurture Programme.
Establish Special Schools as Resource Hubs/Centres of Expertise.
Design and trial a Teacher & Classroom Assistant Professional Learning Programme to support Inclusive Education.
Design and trial an Inclusive Capacity Building Programme.
‘Transforming the statementing process’ is also being progressed as an early action and was included as one of the 13 projects under the PSTF but is now being funded under the Education Authority (EA) Connect programme.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034107%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=456174","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=456174"}},{"id":"456173","reference":"AQW 34106/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-22","answerBy":"2025-11-06","answered":"2025-10-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any support provided to parents in order to improve a child’s school attendance, following prosecution for non-attendance.","answerText":"An Education Welfare Officer continues to work with pupils and their families after Court Action in a constructive manner to support the achievement of an acceptable level of school attendance. If progress is not made and maintained, then consideration is given to the need for further legal action being taken by the Education Authority. Cases are reviewed by the Education Welfare Service (EWS) during professional supervision and at EWS Complex Case Panels.","answerHtml":"An Education Welfare Officer continues to work with pupils and their families after Court Action in a constructive manner to support the achievement of an acceptable level of school attendance. If progress is not made and maintained, then consideration is given to the need for further legal action being taken by the Education Authority. Cases are reviewed by the Education Welfare Service (EWS) during professional supervision and at EWS Complex Case Panels.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034106%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=456173","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=456173"}},{"id":"456172","reference":"AQW 34105/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-22","answerBy":"2025-11-06","answered":"2025-10-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any engagement that takes place with pupils, following a prosecution for school non-attendance.","answerText":"An Education Welfare Officer continues to work with pupils and their families after Court Action in a constructive manner to support the achievement of an acceptable level of school attendance. If progress is not made and maintained, then consideration is given to the need for further legal action being taken by the Education Authority. Cases are reviewed by the Education Welfare Service (EWS) during professional supervision and at EWS Complex Case Panels.","answerHtml":"An Education Welfare Officer continues to work with pupils and their families after Court Action in a constructive manner to support the achievement of an acceptable level of school attendance. If progress is not made and maintained, then consideration is given to the need for further legal action being taken by the Education Authority. Cases are reviewed by the Education Welfare Service (EWS) during professional supervision and at EWS Complex Case Panels.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034105%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=456172","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=456172"}},{"id":"456171","reference":"AQW 34104/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-22","answerBy":"2025-11-06","answered":"2025-10-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail who is responsible for the oversight of any decision to prosecute for school non-attendance.","answerText":"Local Education Welfare Service Court Panels consider cases to determine if legal proceedings are necessary to ensure that the child is educated. Oversight of each case is provided by a senior member of the Education Welfare Service.","answerHtml":"Local Education Welfare Service Court Panels consider cases to determine if legal proceedings are necessary to ensure that the child is educated. Oversight of each case is provided by a senior member of the Education Welfare Service.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2034104%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=456171","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=456171"}},{"id":"455923","reference":"AQW 33987/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-21","answerBy":"2025-11-05","answered":"2025-11-05","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 31810/22-27, to detail how he will ensure the South Eastern Health and Social Care Trust helpline will be fully staffed and accessible to patients.","answerText":"As outlined in my previous response, services for people with multiple sclerosis (MS) are provided as part of wider Neurology services in each Trust area. There has been detailed engagement with the clinical teams in each Trust over the past number of years with a view to improving the care and treatment available for people with this condition. As part of this engagement, a Service Specification was developed, consistent with NICE Clinical Guidelines for the service, which sets out the requirements for delivering a multi-disciplinary service consistently across the region.\n\nThe priorities that were identified from the Service Specification were for all Trusts to have dedicated clinics for people with MS, for each Trust to have dedicated MS nursing staff and for the capacity to be available in each Trust to allow infusion delivered disease modifying treatments (DMTs) to be available locally.\n\nInvestments were made over a number of years and each of these priority objectives have been achieved. My officials work closely with HSC Trusts each year to consider the requirements associated with the increasing number of people with MS who are on DMTs. Over £20m is invested across the region in supporting the provision of approved drug treatments to eligible patients.\n\nAs part of the arrangement in place for people with MS to access services locally, each of the five Trusts have advice lines for patients under their care to make contact. It is important to note that these advice lines are not an emergency service. People with MS are advised to liaise with their GP, out of hours service or Emergency Department when the advice line is closed and always when the issue is non-MS related.\n\nAs services for people with MS have been established locally, support has been provided to allow Trusts to allow patients to make contact between hospital appointments if they have any queries regarding their MS care. The arrangements for receiving and responding to calls will be Trust specific but generally involve administrative staff accepting the initial call or managing messages left for the clinical team and then arranging for the contact to be made with the patient.\n\nThe discussions that take place with Trusts each year to consider the requirements associated with increasing numbers of patients with MS will take account of any further support that would be required to ensure timely advice and support is available. Expansion of the arrangements for providing advice and communicating with patients has not been highlighted as an area of pressure to date and any investment in this or other areas of pressure related to service provision will be subject to resources being available in the context of the current financial pressures facing the HSC.","answerHtml":"As outlined in my previous response, services for people with multiple sclerosis (MS) are provided as part of wider Neurology services in each Trust area. There has been detailed engagement with the clinical teams in each Trust over the past number of years with a view to improving the care and treatment available for people with this condition. As part of this engagement, a Service Specification was developed, consistent with NICE Clinical Guidelines for the service, which sets out the requirements for delivering a multi-disciplinary service consistently across the region.
The priorities that were identified from the Service Specification were for all Trusts to have dedicated clinics for people with MS, for each Trust to have dedicated MS nursing staff and for the capacity to be available in each Trust to allow infusion delivered disease modifying treatments (DMTs) to be available locally.
Investments were made over a number of years and each of these priority objectives have been achieved. My officials work closely with HSC Trusts each year to consider the requirements associated with the increasing number of people with MS who are on DMTs. Over £20m is invested across the region in supporting the provision of approved drug treatments to eligible patients.
As part of the arrangement in place for people with MS to access services locally, each of the five Trusts have advice lines for patients under their care to make contact. It is important to note that these advice lines are not an emergency service. People with MS are advised to liaise with their GP, out of hours service or Emergency Department when the advice line is closed and always when the issue is non-MS related.
As services for people with MS have been established locally, support has been provided to allow Trusts to allow patients to make contact between hospital appointments if they have any queries regarding their MS care. The arrangements for receiving and responding to calls will be Trust specific but generally involve administrative staff accepting the initial call or managing messages left for the clinical team and then arranging for the contact to be made with the patient.
The discussions that take place with Trusts each year to consider the requirements associated with increasing numbers of patients with MS will take account of any further support that would be required to ensure timely advice and support is available. Expansion of the arrangements for providing advice and communicating with patients has not been highlighted as an area of pressure to date and any investment in this or other areas of pressure related to service provision will be subject to resources being available in the context of the current financial pressures facing the HSC.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033987%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455923","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455923"}},{"id":"455922","reference":"AQW 33986/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-21","answerBy":"2025-11-05","answered":"2025-10-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of children with special educational needs, whose parents or carers have been prosecuted for school non-attendance.","answerText":"I have been advised that the Education Authority’s (EA) Education Welfare Service (EWS) does not hold this data or breakdown cases based on special educational needs (SEN). A case is taken against a Parent/Carer based on the level of co-operation. Under Article 45 of the Education and Libraries (Northern Ireland) Order 1986, it is the duty of parents who have a child of compulsory school age to ensure their child receives efficient, full-time education suitable to their age, aptitude, ability and to any special educational needs they may have.\n\nParagraph 3 (1) of Schedule 13 to the 1986 Order states that it is the duty of a parent of a registered pupil of a school to secure their regular attendance at school. This applies to all children of compulsory school age who are on the roll of a school. Parents are legally responsible for making this happen.","answerHtml":"I have been advised that the Education Authority’s (EA) Education Welfare Service (EWS) does not hold this data or breakdown cases based on special educational needs (SEN). A case is taken against a Parent/Carer based on the level of co-operation. Under Article 45 of the Education and Libraries (Northern Ireland) Order 1986, it is the duty of parents who have a child of compulsory school age to ensure their child receives efficient, full-time education suitable to their age, aptitude, ability and to any special educational needs they may have.
Paragraph 3 (1) of Schedule 13 to the 1986 Order states that it is the duty of a parent of a registered pupil of a school to secure their regular attendance at school. This applies to all children of compulsory school age who are on the roll of a school. Parents are legally responsible for making this happen.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033986%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455922","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455922"}},{"id":"455921","reference":"AQW 33985/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-21","answerBy":"2025-11-05","answered":"2025-09-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of cases in which, following a prosecution for school non-attendance, school attendance has improved.","answerText":"Collection of this data commenced in September 2025 as part of the Education Welfare Service Transformation Programme and will be included in the service data set for Term One of this academic year. Information is expected to be available in February 2026.","answerHtml":"Collection of this data commenced in September 2025 as part of the Education Welfare Service Transformation Programme and will be included in the service data set for Term One of this academic year. Information is expected to be available in February 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033985%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455921","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455921"}},{"id":"455920","reference":"AQW 33984/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-21","answerBy":"2025-11-05","answered":"2025-11-13","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail why RISE NI is not supporting children placed in specialist provisions in mainstream schools.","answerText":"The Regional Integrated Support for Education (RISE) teams received funding across the 5 Trusts in 2007 as part of the Children & Young People’s Package 2006-2008, following a report from Peter Hain, to tackle inequalities and address barriers to learning.\n\nThe RISE teams are a multi-professional health service that support all mainstream pre-school and primary educational settings in Northern Ireland up to and including children enrolled in Key Stage 1 (P4). These teams deliver a transdisciplinary model of support, involving Speech and Language Therapists, Occupational Therapists, Physiotherapists, Behavioural Therapists, Clinical Psychologists and Therapy Assistants.\n\nThis service works directly in the mainstream school environment to support the holistic needs of children by promoting a positive and integrated service around the needs of the child, family and school.\n\nThe RISE service aims to achieve the best outcomes for children, parents, teachers and schools through the delivery of a tiered model which includes Universal, Targeted and Specialist support. This support has been shown to be effective in improving outcomes for children, young people, families and educational settings. The teams work closely with schools, the children and their families in a preventative manner, to assist in addressing needs which are likely to impact on the child’s learning and access to the educational curriculum.\n\nThe RISE model has two key aims:\n\nTo reduce educational underachievement by optimising children’s\n\naccess to learning within the educational environment.\n\nTo foster health, wellbeing and social inclusion and improve the\n\nlife chances of children.\n\nGiven the preventative focus adopted by RISE from the outset, it was agreed that this service would operate within the mainstream classes - both in the nursery and primary school sectors. The range of Specialist Provisions within mainstream schools (SPIMS) had and continue to have access to the diverse range of RISE training and strategies developed at a universal level. Children attending SPIMS who have a Statement of Special Educational Needs (SEN), and who require specialist support from health and social care practitioners are predominantly supported by core community services. This approach to SPIMS was deemed most appropriate at the time RISE was first established to ensure the wide range of health and social care needs were met that existed in the child’s home and school environment, and as such required very close working with the child’s parents/carers.\n\nIn addition to the initial funding provided to establish RISE in 2007, non-recurrent funding was provided by DE to the 5 Trusts under their Emotional Health and Wellbeing in Education Framework to extend RISE into mainstream classes Key Stage 2 (KS2) - i.e. from Primary 5 - 7.\n\nThis expansion aligned with the overarching principles of the pre-existing RISE programme, however, had a specific focus on supporting children with established social and emotional behavioural needs. It included the delivery of universal training, targeted advice alongside group and whole-class interventions. Similar to the original RISE models SPIMS for this age range could avail of universal training and strategies for the reasons indicated above. However, due to challenges with recruitment underpinned by an uncertain, non-recurrent funding position - this expansion is currently only available within the SHSCT area.","answerHtml":"The Regional Integrated Support for Education (RISE) teams received funding across the 5 Trusts in 2007 as part of the Children & Young People’s Package 2006-2008, following a report from Peter Hain, to tackle inequalities and address barriers to learning.
The RISE teams are a multi-professional health service that support all mainstream pre-school and primary educational settings in Northern Ireland up to and including children enrolled in Key Stage 1 (P4). These teams deliver a transdisciplinary model of support, involving Speech and Language Therapists, Occupational Therapists, Physiotherapists, Behavioural Therapists, Clinical Psychologists and Therapy Assistants.
This service works directly in the mainstream school environment to support the holistic needs of children by promoting a positive and integrated service around the needs of the child, family and school.
The RISE service aims to achieve the best outcomes for children, parents, teachers and schools through the delivery of a tiered model which includes Universal, Targeted and Specialist support. This support has been shown to be effective in improving outcomes for children, young people, families and educational settings. The teams work closely with schools, the children and their families in a preventative manner, to assist in addressing needs which are likely to impact on the child’s learning and access to the educational curriculum.
The RISE model has two key aims:
To reduce educational underachievement by optimising children’s
access to learning within the educational environment.
To foster health, wellbeing and social inclusion and improve the
life chances of children.
Given the preventative focus adopted by RISE from the outset, it was agreed that this service would operate within the mainstream classes - both in the nursery and primary school sectors. The range of Specialist Provisions within mainstream schools (SPIMS) had and continue to have access to the diverse range of RISE training and strategies developed at a universal level. Children attending SPIMS who have a Statement of Special Educational Needs (SEN), and who require specialist support from health and social care practitioners are predominantly supported by core community services. This approach to SPIMS was deemed most appropriate at the time RISE was first established to ensure the wide range of health and social care needs were met that existed in the child’s home and school environment, and as such required very close working with the child’s parents/carers.
In addition to the initial funding provided to establish RISE in 2007, non-recurrent funding was provided by DE to the 5 Trusts under their Emotional Health and Wellbeing in Education Framework to extend RISE into mainstream classes Key Stage 2 (KS2) - i.e. from Primary 5 - 7.
This expansion aligned with the overarching principles of the pre-existing RISE programme, however, had a specific focus on supporting children with established social and emotional behavioural needs. It included the delivery of universal training, targeted advice alongside group and whole-class interventions. Similar to the original RISE models SPIMS for this age range could avail of universal training and strategies for the reasons indicated above. However, due to challenges with recruitment underpinned by an uncertain, non-recurrent funding position - this expansion is currently only available within the SHSCT area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033984%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455920","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455920"}},{"id":"455919","reference":"AQW 33983/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-21","answerBy":"2025-11-05","answered":"2025-11-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of meetings that have taken place between him, and the Minister of Health since the restoration of devolution.","answerText":"Since the restoration of devolution, I have held four meetings with the Minister of Health. However, this figure does not fully reflect the breadth of our engagement. In addition to these meetings, we have interacted regularly through Executive meetings and at joint events, such as our recent visit to Forthill Integrated College.","answerHtml":"Since the restoration of devolution, I have held four meetings with the Minister of Health. However, this figure does not fully reflect the breadth of our engagement. In addition to these meetings, we have interacted regularly through Executive meetings and at joint events, such as our recent visit to Forthill Integrated College.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033983%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455919","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455919"}},{"id":"455655","reference":"AQW 33874/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-20","answerBy":"2025-10-27","answered":"2025-10-28","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail what level of (i) investment; and (iI) co-operation has been committed in the current school year to the SEN Reform Agenda, particularly in relation to (a) the development of multi-agency support for schools; and (b) the provision of Allied Health Professional input for pupils with speech, language and communication needs in mainstream schools.","answerText":"(i) In 2022, my predecessor approved an additional £2.5m recurrent funding to address pressures on Allied Health Professionals (AHP). This enabled greater collaboration between Health and Education to ensure that AHP provision was reflected in the current Reform Agenda and Delivery Plan.\n\nGiven the level of financial pressures currently facing my Department it is challenging to further increase funding in this current school year. I am unable to confirm allocations for the next financial year until the outcome of the 2026/27 budget is known.\n\n(ii) My Department is committed to the SEN Reform Agenda and is engaged with DE through a number of structures as set out in the Governance Framework including the Central Strategic Committee, Operational Implementation Group, Advisory Forum and Data and Monitoring Hub. This collaboration includes input from senior Allied Health Professionals from my Department and the Public Health Agency.\n\nAt a service level, the Regional Integrated Support for Education (RISE) NI service is a multi-professional early intervention team that works in all education funded mainstream primary schools and nurseries up until Primary 4 funded through the Children and Young People’s Package. The RISE teams include speech and language therapists, alongside occupational therapists, physiotherapists, behaviour therapists, clinical psychologists and therapy assistants who work in a transdisciplinary manner delivering a tiered model of support to proactively address barriers to learning.\n\nA range of supports are provided by RISE staff who work directly in the mainstream school setting supporting children and young people with speech language and communication; physical, sensory and perceptual; and social emotional and behavioural needs to assist them to develop, achieve and learn. Work continues across Health with the Education Authority to develop collaborative working between RISE and the newly established EA Local IMPACT teams who are currently implementing and refining their model of support for schools, which are located around Trust boundaries.","answerHtml":"(i) In 2022, my predecessor approved an additional £2.5m recurrent funding to address pressures on Allied Health Professionals (AHP). This enabled greater collaboration between Health and Education to ensure that AHP provision was reflected in the current Reform Agenda and Delivery Plan.
Given the level of financial pressures currently facing my Department it is challenging to further increase funding in this current school year. I am unable to confirm allocations for the next financial year until the outcome of the 2026/27 budget is known.
(ii) My Department is committed to the SEN Reform Agenda and is engaged with DE through a number of structures as set out in the Governance Framework including the Central Strategic Committee, Operational Implementation Group, Advisory Forum and Data and Monitoring Hub. This collaboration includes input from senior Allied Health Professionals from my Department and the Public Health Agency.
At a service level, the Regional Integrated Support for Education (RISE) NI service is a multi-professional early intervention team that works in all education funded mainstream primary schools and nurseries up until Primary 4 funded through the Children and Young People’s Package. The RISE teams include speech and language therapists, alongside occupational therapists, physiotherapists, behaviour therapists, clinical psychologists and therapy assistants who work in a transdisciplinary manner delivering a tiered model of support to proactively address barriers to learning.
A range of supports are provided by RISE staff who work directly in the mainstream school setting supporting children and young people with speech language and communication; physical, sensory and perceptual; and social emotional and behavioural needs to assist them to develop, achieve and learn. Work continues across Health with the Education Authority to develop collaborative working between RISE and the newly established EA Local IMPACT teams who are currently implementing and refining their model of support for schools, which are located around Trust boundaries.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033874%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455655","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455655"}},{"id":"455654","reference":"AQW 33873/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-20","answerBy":"2025-11-04","answered":"2025-11-04","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail how he is addressing the shortage of one to one support workers for adults with special educational needs.","answerText":"I have publicly acknowledged that our workforce represents the Health Service's greatest asset.\n\nWhilst I am committed to finding solutions to the challenges faced within the social care workforce and am mindful of how staff shortages impact people with Learning Disabilities I would observe that the ability of my Department to fully address workforce challenges within health and social care is dependent on the financial resource made available.\n\nMy Department is addressing the social care workforce shortage through a combination of a newly launched 10-year strategy, a system-wide reset plan, and ongoing negotiations to resolve pay disputes.\n\nThe Social Care Workforce Strategy 2025-2035, sets out seven priorities to develop a skilled, motivated, and valued social care workforce including support workers equipped with the necessary skills to meet the needs of people with Learning Disabilities. The strategy focuses on career pathways, enhancing professional identity, recruitment and retention and learning and development.\n\nIn addition, the Health and Social Care Reset Plan, contains measures to counter the unprecedented financial pressures which we currently face and to reform the Health and Social Care system. Whilst the Reset Plan adopts a focus upon the entire system, the Plan also has direct bearing upon workforce challenges including a focus on reduction of staff absence, limiting reliance on agency staff and stabilising the permanent workforce.\n\nIn October 2025, the Executive allocated £100 million towards this year's healthcare pay deal. I have publicly stated that this only covers half the shortfall, and my Department is still working to find the remaining funds. Pay parity is a critical consideration in enabling my Department to deliver services, particularly to those people whose needs are most complex and who rely upon the availability of a skilled and reliable workforce.","answerHtml":"I have publicly acknowledged that our workforce represents the Health Service's greatest asset.
Whilst I am committed to finding solutions to the challenges faced within the social care workforce and am mindful of how staff shortages impact people with Learning Disabilities I would observe that the ability of my Department to fully address workforce challenges within health and social care is dependent on the financial resource made available.
My Department is addressing the social care workforce shortage through a combination of a newly launched 10-year strategy, a system-wide reset plan, and ongoing negotiations to resolve pay disputes.
The Social Care Workforce Strategy 2025-2035, sets out seven priorities to develop a skilled, motivated, and valued social care workforce including support workers equipped with the necessary skills to meet the needs of people with Learning Disabilities. The strategy focuses on career pathways, enhancing professional identity, recruitment and retention and learning and development.
In addition, the Health and Social Care Reset Plan, contains measures to counter the unprecedented financial pressures which we currently face and to reform the Health and Social Care system. Whilst the Reset Plan adopts a focus upon the entire system, the Plan also has direct bearing upon workforce challenges including a focus on reduction of staff absence, limiting reliance on agency staff and stabilising the permanent workforce.
In October 2025, the Executive allocated £100 million towards this year's healthcare pay deal. I have publicly stated that this only covers half the shortfall, and my Department is still working to find the remaining funds. Pay parity is a critical consideration in enabling my Department to deliver services, particularly to those people whose needs are most complex and who rely upon the availability of a skilled and reliable workforce.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033873%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455654","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455654"}},{"id":"455653","reference":"AQW 33872/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-20","answerBy":"2025-11-04","answered":"2025-11-04","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any planning taking place to ensure that there will be adequate provision for adults with special educational needs, given the increased number of children with special educational needs in our schools.","answerText":"The requirement for one to one support would not exclude a person with Learning Disabilities from accessing Adult Centre provision. The ratio of staff provided within an Adult Centre environment is assessed by the appropriate Health and Social Care Trust and staff are provided accordingly.\n\nIf there is a required need for one to one nursing or medical support at all times, a holistic assessment of need would be completed by the Health and Social Care Trust and appropriate supports put in place to enable attendance at an Adult Centre or a bespoke arrangement would be put in place to provide meaningful day activity. Self- Directed Support is also available to provide flexibility and choice in how social care services are delivered to meet assessed need. Self-Directed Support could be utilised to introduce flexible provision around any required medical or nursing intervention.\n\nThe Learning Disability Service Model is a proposed three-year plan to transform Learning Disability Services in Northern Ireland and is currently out for public consultation. The Model aims to better plan and commission services to meet the needs of the Learning Disability population, with consideration of the increased number of children with complex needs transitioning from special education.\n\nThe model outlines 6 key ambitions, including Meaningful Lives and Citizenship, which includes plans to develop and expand Day Services. The aim is to offer people, including those with complex needs\n\nchoice and flexibility in respect of meaningful day activity, The ability to deliver on the plans outlined within the Model will be dependent on the financial resource made available to my Department.","answerHtml":"The requirement for one to one support would not exclude a person with Learning Disabilities from accessing Adult Centre provision. The ratio of staff provided within an Adult Centre environment is assessed by the appropriate Health and Social Care Trust and staff are provided accordingly.
If there is a required need for one to one nursing or medical support at all times, a holistic assessment of need would be completed by the Health and Social Care Trust and appropriate supports put in place to enable attendance at an Adult Centre or a bespoke arrangement would be put in place to provide meaningful day activity. Self- Directed Support is also available to provide flexibility and choice in how social care services are delivered to meet assessed need. Self-Directed Support could be utilised to introduce flexible provision around any required medical or nursing intervention.
The Learning Disability Service Model is a proposed three-year plan to transform Learning Disability Services in Northern Ireland and is currently out for public consultation. The Model aims to better plan and commission services to meet the needs of the Learning Disability population, with consideration of the increased number of children with complex needs transitioning from special education.
The model outlines 6 key ambitions, including Meaningful Lives and Citizenship, which includes plans to develop and expand Day Services. The aim is to offer people, including those with complex needs
choice and flexibility in respect of meaningful day activity, The ability to deliver on the plans outlined within the Model will be dependent on the financial resource made available to my Department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033872%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455653","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455653"}},{"id":"455652","reference":"AQW 33871/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-20","answerBy":"2025-11-04","answered":"2025-11-04","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail how the new Learning Disability Service Model will work alongside the SEN Reform Agenda and Delivery Plan","answerText":"The SEN Reform Delivery Plan commits to a Transitional Support Programme at various stages of a learner’s journey. This includes cross-departmental working to develop appropriate pathways into adulthood for school leavers with SEN. Health and Social Care will have a more active role for children with SEN that also have a learning disability. It is recognised that the wider SEN population will likely transition into a range of non-HSC services, such as further education and supported employment.\n\nMy Department is currently consulting on the draft Learning Disability Service Model (LDSM). The Model proposes a new approach to supporting adults with a learning disability through Health and Social Care services in Northern Ireland. It sets out the key outcomes we want to achieve, the principles that will guide delivery, and the actions needed to improve services across the system.\n\nThe 5-year SEN Delivery Plan aligns to the LDSM on areas including:\n\nPerson-centred approach\n\nTransitions from school into adulthood.\n\nImproved inter-agency working, collaboration and sharing best practice to support those with disabilities.\n\nExpansion of community-based Day Opportunities.\n\nThe LDSM has several key actions to improving transitions over the next 3 years. One of the key ambitions within the service model is for people supported with learning disabilities, who need specialised health and social care, to receive a lifelong, coordinated transitions program tailored to their needs.\n\nA final draft of the Transitions Protocol has been completed including an Easy Read version and following a pilot, a new database for tracking young people transitioning to adult services has been rolled out across all regions. There are also plans within the model to introduce a Transition Link Worker within each Health and Social Care Trust, to support quality and robustness in this area of work.","answerHtml":"The SEN Reform Delivery Plan commits to a Transitional Support Programme at various stages of a learner’s journey. This includes cross-departmental working to develop appropriate pathways into adulthood for school leavers with SEN. Health and Social Care will have a more active role for children with SEN that also have a learning disability. It is recognised that the wider SEN population will likely transition into a range of non-HSC services, such as further education and supported employment.
My Department is currently consulting on the draft Learning Disability Service Model (LDSM). The Model proposes a new approach to supporting adults with a learning disability through Health and Social Care services in Northern Ireland. It sets out the key outcomes we want to achieve, the principles that will guide delivery, and the actions needed to improve services across the system.
The 5-year SEN Delivery Plan aligns to the LDSM on areas including:
Person-centred approach
Transitions from school into adulthood.
Improved inter-agency working, collaboration and sharing best practice to support those with disabilities.
Expansion of community-based Day Opportunities.
The LDSM has several key actions to improving transitions over the next 3 years. One of the key ambitions within the service model is for people supported with learning disabilities, who need specialised health and social care, to receive a lifelong, coordinated transitions program tailored to their needs.
A final draft of the Transitions Protocol has been completed including an Easy Read version and following a pilot, a new database for tracking young people transitioning to adult services has been rolled out across all regions. There are also plans within the model to introduce a Transition Link Worker within each Health and Social Care Trust, to support quality and robustness in this area of work.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033871%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455652","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455652"}},{"id":"455651","reference":"AQW 33870/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-20","answerBy":"2025-11-04","answered":"2025-11-04","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail what support his Department can provide to an adult with special educational needs who is unable to attend day centre provision due to requiring one to one support at all times.","answerText":"The requirement for one to one support would not exclude a person with Learning Disabilities from accessing Adult Centre provision. The ratio of staff provided within an Adult Centre environment is assessed by the appropriate Health and Social Care Trust and staff are provided accordingly.\n\nIf there is a required need for one to one nursing or medical support at all times, a holistic assessment of need would be completed by the Health and Social Care Trust and appropriate supports put in place to enable attendance at an Adult Centre or a bespoke arrangement would be put in place to provide meaningful day activity. Self- Directed Support is also available to provide flexibility and choice in how social care services are delivered to meet assessed need. Self-Directed Support could be utilised to introduce flexible provision around any required medical or nursing intervention.\n\nThe Learning Disability Service Model is a proposed three-year plan to transform Learning Disability Services in Northern Ireland and is currently out for public consultation. The Model aims to better plan and commission services to meet the needs of the Learning Disability population, with consideration of the increased number of children with complex needs transitioning from special education.\n\nThe model outlines 6 key ambitions, including Meaningful Lives and Citizenship, which includes plans to develop and expand Day Services. The aim is to offer people, including those with complex needs\n\nchoice and flexibility in respect of meaningful day activity, The ability to deliver on the plans outlined within the Model will be dependent on the financial resource made available to my Department.","answerHtml":"The requirement for one to one support would not exclude a person with Learning Disabilities from accessing Adult Centre provision. The ratio of staff provided within an Adult Centre environment is assessed by the appropriate Health and Social Care Trust and staff are provided accordingly.
If there is a required need for one to one nursing or medical support at all times, a holistic assessment of need would be completed by the Health and Social Care Trust and appropriate supports put in place to enable attendance at an Adult Centre or a bespoke arrangement would be put in place to provide meaningful day activity. Self- Directed Support is also available to provide flexibility and choice in how social care services are delivered to meet assessed need. Self-Directed Support could be utilised to introduce flexible provision around any required medical or nursing intervention.
The Learning Disability Service Model is a proposed three-year plan to transform Learning Disability Services in Northern Ireland and is currently out for public consultation. The Model aims to better plan and commission services to meet the needs of the Learning Disability population, with consideration of the increased number of children with complex needs transitioning from special education.
The model outlines 6 key ambitions, including Meaningful Lives and Citizenship, which includes plans to develop and expand Day Services. The aim is to offer people, including those with complex needs
choice and flexibility in respect of meaningful day activity, The ability to deliver on the plans outlined within the Model will be dependent on the financial resource made available to my Department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033870%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455651","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455651"}},{"id":"455413","reference":"AQW 33791/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-17","answerBy":"2025-10-22","answered":"2025-10-22","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the date by which schools must publish their 2026-27 academic year prospectus, including details of their school uniform policy; and (ii) when the guidelines, arising from the School Uniforms (Guidelines and Allowances) Bill, will be published and made available to schools, to ensure they are reflected in their updated school uniform policies.","answerText":"The Education (School Information and Prospectuses) Regulations (Northern Ireland) 2003 require a grant-aided primary or post-primary school to publish their prospectus not later than six weeks before the date parents express their preference for a school. This includes information on recommendations and rules relating to the wearing of school uniform.\n\nParents express their preference for a school via the online admissions portal managed by the Education Authority (EA). The EA’s website advises that the primary school portal opens 7 January 2026, closing 21 January 2026. Therefore, the primary school prospectuses need to be published by 26 November 2025, stretching to 10 December 2025 based on the closing date. The post-primary school portal opens 27 January 2026, closing 19 February 2026. Therefore, the post-primary school prospectuses need to be published by 16 December 2025, stretching to 8 January 2026 based on the closing date.\n\nAs I stated at Final Stage of the School Uniforms (Guidelines and Allowances) Bill on 13 October 2025, the guidelines will be made available to schools in the coming weeks. They will have statutory effect on the day after the Bill gains Royal Assent therefore be in operation for the 2026/27 school year.","answerHtml":"The Education (School Information and Prospectuses) Regulations (Northern Ireland) 2003 require a grant-aided primary or post-primary school to publish their prospectus not later than six weeks before the date parents express their preference for a school. This includes information on recommendations and rules relating to the wearing of school uniform.
Parents express their preference for a school via the online admissions portal managed by the Education Authority (EA). The EA’s website advises that the primary school portal opens 7 January 2026, closing 21 January 2026. Therefore, the primary school prospectuses need to be published by 26 November 2025, stretching to 10 December 2025 based on the closing date. The post-primary school portal opens 27 January 2026, closing 19 February 2026. Therefore, the post-primary school prospectuses need to be published by 16 December 2025, stretching to 8 January 2026 based on the closing date.
As I stated at Final Stage of the School Uniforms (Guidelines and Allowances) Bill on 13 October 2025, the guidelines will be made available to schools in the coming weeks. They will have statutory effect on the day after the Bill gains Royal Assent therefore be in operation for the 2026/27 school year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033791%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455413","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455413"}},{"id":"455412","reference":"AQW 33790/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-17","answerBy":"2025-11-03","answered":"2025-11-13","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any assistance offered to families who receive Self-Directed Support to ensure they can find appropriate support.","answerText":"Children’s Community Services:\n\nSelf-directed support is offered to families following an assessment of need and presentation at the Trust Allocation and Resource Panel. Within this assessment, when support is being identified by a social worker, advice and guidance is given to parents in relation to types of support that may be beneficial or appropriate for their family. This can include, for example, local service provision including after schools, day short breaks, clubs and/or activities for the child/young person.\n\nIf the Allocation and Resource Panel approve an assessment of need for use of a personal assistant, the family will need to identify a person within their network of support – this can be family, friends or within their professional network. Social Workers do provide advice in this regard; however, the ethos of Self-Directed Support is about giving people control of the support they receive and empowering families to have more autonomy within their lives.\n\nAdult, Community, Older People’s Services & Allied Health Professionals; Mental Health, Intellectual Disability & Psychological Services:\n\nSelf-Directed Support is available to people who have been assessed as needing social care support. It offers choice, control and flexibility to individuals and families so that they can:\n\nTailor a package of support that suits their lifestyle.\n\nHave an informed choice about how their support is provided.\n\nControl their personal budget.\n\nAs part of the process of Care and Support Planning, a person’s social worker or key worker will work with them to identify the best way for them to receive their care. This can include Trust arranged services, Direct Payments or a combination of options.","answerHtml":"Children’s Community Services:
Self-directed support is offered to families following an assessment of need and presentation at the Trust Allocation and Resource Panel. Within this assessment, when support is being identified by a social worker, advice and guidance is given to parents in relation to types of support that may be beneficial or appropriate for their family. This can include, for example, local service provision including after schools, day short breaks, clubs and/or activities for the child/young person.
If the Allocation and Resource Panel approve an assessment of need for use of a personal assistant, the family will need to identify a person within their network of support – this can be family, friends or within their professional network. Social Workers do provide advice in this regard; however, the ethos of Self-Directed Support is about giving people control of the support they receive and empowering families to have more autonomy within their lives.
Adult, Community, Older People’s Services & Allied Health Professionals; Mental Health, Intellectual Disability & Psychological Services:
Self-Directed Support is available to people who have been assessed as needing social care support. It offers choice, control and flexibility to individuals and families so that they can:
Tailor a package of support that suits their lifestyle.
Have an informed choice about how their support is provided.
Control their personal budget.
As part of the process of Care and Support Planning, a person’s social worker or key worker will work with them to identify the best way for them to receive their care. This can include Trust arranged services, Direct Payments or a combination of options.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033790%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455412","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455412"}},{"id":"455411","reference":"AQW 33789/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-17","answerBy":"2025-11-03","answered":"2025-11-03","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any work he is doing to expand day centre provision for adults with special educational needs.","answerText":"The Learning Disability Service Model is currently out for public consultation. Within this model my Department has proposed the extension of operating hours of Adult Centres for adults with Learning Disabilities to optimise existing capital resource.\n\nDue to the urgent need to increase Adult Centre capacity, a pilot of extended operating hours is currently underway in 1 Trust. There is a plan to upscale this transformative work across all 5 Trusts, aligned to the Learning Disability Service Model. However, this will be dependent on the financial resource made available to my Department and workforce availability, due to the need for investment in staff to facilitate this work.","answerHtml":"The Learning Disability Service Model is currently out for public consultation. Within this model my Department has proposed the extension of operating hours of Adult Centres for adults with Learning Disabilities to optimise existing capital resource.
Due to the urgent need to increase Adult Centre capacity, a pilot of extended operating hours is currently underway in 1 Trust. There is a plan to upscale this transformative work across all 5 Trusts, aligned to the Learning Disability Service Model. However, this will be dependent on the financial resource made available to my Department and workforce availability, due to the need for investment in staff to facilitate this work.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033789%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455411","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455411"}},{"id":"455410","reference":"AQW 33788/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-17","answerBy":"2025-11-03","answered":"2025-10-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the number of seven seater vehicles purchased by the Education Authority for home to school transport; (ii) the cost of these vehicles; and (iii) the number of seven seater vehicles currently in operation.","answerText":"The Education Authority has advised that it has purchased 11 seven-seater vehicles to support the delivery of home to school transport at a cost of £402,967.\n\nTwo of these vehicles are currently in operation with another two due to start delivering transport in the coming weeks. The EA informs me that the delay in the full deployment of these vehicles is due to challenges faced in recruiting drivers.","answerHtml":"The Education Authority has advised that it has purchased 11 seven-seater vehicles to support the delivery of home to school transport at a cost of £402,967.
Two of these vehicles are currently in operation with another two due to start delivering transport in the coming weeks. The EA informs me that the delay in the full deployment of these vehicles is due to challenges faced in recruiting drivers.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033788%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455410","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455410"}},{"id":"455409","reference":"AQW 33787/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-17","answerBy":"2025-11-03","answered":"2025-10-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether changes to the Teaching Appointments Scheme for Controlled Schools requires legislation before being enacted.","answerText":"The Education Authority (EA) is carrying out a review of the Teaching Appointment Scheme for Controlled Schools and consultation with controlled schools, governors and wider stakeholders is on-going.\n\nMy Department has been advised that EA expect the work on a revised scheme to be completed early in 2026.\n\nAs the EA consultation process is ongoing and no decisions have been made it is not clear if there will be any proposed amendments to the scheme which will require legislative changes.","answerHtml":"The Education Authority (EA) is carrying out a review of the Teaching Appointment Scheme for Controlled Schools and consultation with controlled schools, governors and wider stakeholders is on-going.
My Department has been advised that EA expect the work on a revised scheme to be completed early in 2026.
As the EA consultation process is ongoing and no decisions have been made it is not clear if there will be any proposed amendments to the scheme which will require legislative changes.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033787%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455409","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455409"}},{"id":"455221","reference":"AQW 33682/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-16","answerBy":"2025-10-31","answered":"2025-10-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) any work (a) being undertaken; or (b) planned to be undertaken, this year within the Design and Trial an Inclusive Capacity Building Programme, Special Educational Needs Transformation proposal; and (ii) the project deliverables.","answerText":"The Inclusive Capacity Building Programme is at the advanced design stage following staff recruitment. This trial is scheduled to commence in February 2026.\n\nThe Inclusion Capacity Building Programme is a whole-system initiative that aims to ensure every child and young person in Northern Ireland experiences equitable, high-quality education. It will comprise of resources, professional development in inclusive teaching methodologies and design of inclusive school environments.","answerHtml":"The Inclusive Capacity Building Programme is at the advanced design stage following staff recruitment. This trial is scheduled to commence in February 2026.
The Inclusion Capacity Building Programme is a whole-system initiative that aims to ensure every child and young person in Northern Ireland experiences equitable, high-quality education. It will comprise of resources, professional development in inclusive teaching methodologies and design of inclusive school environments.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033682%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455221","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455221"}},{"id":"455220","reference":"AQW 33681/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-16","answerBy":"2025-10-31","answered":"2025-10-31","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for his assessment of whether the Executive Office should lead on coordinating reform to post-19 special educational needs provision, given the cross-cutting nature of this work.","answerText":"Special Educational Needs (SEN) transitions is a significant cross-cutting issue across the Executive. Education leads on SEN transformation which includes commitments on transitions, and Economy has undertaken significant work on post-19 SEN support.\n\nHealth and Social Care plays a significant role in supporting children with SEN that have a learning disability, within services for children with disabilities and adult learning disability.\n\nEffective transitions and next steps for people with SEN requires a whole government approach. It is critical that we support children with SEN to have the same choices and opportunities as everyone else to further their education, seek employment and live in their home. It is recognised that effective transitions management is ultimately dependent on the availability of appropriate resources, and I am committed to close working with other Departments to improve the provision and options available to all young people.","answerHtml":"Special Educational Needs (SEN) transitions is a significant cross-cutting issue across the Executive. Education leads on SEN transformation which includes commitments on transitions, and Economy has undertaken significant work on post-19 SEN support.
Health and Social Care plays a significant role in supporting children with SEN that have a learning disability, within services for children with disabilities and adult learning disability.
Effective transitions and next steps for people with SEN requires a whole government approach. It is critical that we support children with SEN to have the same choices and opportunities as everyone else to further their education, seek employment and live in their home. It is recognised that effective transitions management is ultimately dependent on the availability of appropriate resources, and I am committed to close working with other Departments to improve the provision and options available to all young people.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033681%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455220","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455220"}},{"id":"455219","reference":"AQW 33680/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-16","answerBy":"2025-10-31","answered":"2025-10-31","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail how data collection is used to inform provision and services required for adults with special educational needs.","answerText":"My Department receives annual Statutory Function Reports from each Health and Social Care Trust. Within each report there are specific data requirements for adults with Learning Disabilities to demonstrate how statutory functions are being met. My Department uses this information to hold HSC Trusts to account for the discharge of their statutory functions and to plan and commission services accordingly.\n\nIn addition, implementation of the Learning Disability Service Model will involve the introduction of a new Regional governance framework. Regional data associated with key performance indicators for people with Learning Disabilities will be routinely collated, monitored and analysed for the purpose of planning and performance by my Department.","answerHtml":"My Department receives annual Statutory Function Reports from each Health and Social Care Trust. Within each report there are specific data requirements for adults with Learning Disabilities to demonstrate how statutory functions are being met. My Department uses this information to hold HSC Trusts to account for the discharge of their statutory functions and to plan and commission services accordingly.
In addition, implementation of the Learning Disability Service Model will involve the introduction of a new Regional governance framework. Regional data associated with key performance indicators for people with Learning Disabilities will be routinely collated, monitored and analysed for the purpose of planning and performance by my Department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033680%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455219","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455219"}},{"id":"455218","reference":"AQW 33679/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-16","answerBy":"2025-10-31","answered":"2025-11-06","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any action he is taking to ensure data relating to adults with special educational needs is collected consistently across all Health and Social Care Trusts.","answerText":"My Department has drafted a Transitions Protocol aligned to the Learning Disability Service Model, which is currently out for public consultation. Within the protocol all HSC Trusts are required to complete a standardised database with regards to people transitioning out of special education, into Adult Learning Disability Services. Collection of this information commenced in April 2025 and will enable planning up to 5 years in advance of a person’s transition.\n\nIn addition, implementation of the Learning Disability Service Model will involve the introduction of a new Regional governance framework. Regional data associated with key performance indicators for people with Learning Disabilities will be routinely collated, monitored and analysed for the purpose of planning and performance by my Department.","answerHtml":"My Department has drafted a Transitions Protocol aligned to the Learning Disability Service Model, which is currently out for public consultation. Within the protocol all HSC Trusts are required to complete a standardised database with regards to people transitioning out of special education, into Adult Learning Disability Services. Collection of this information commenced in April 2025 and will enable planning up to 5 years in advance of a person’s transition.
In addition, implementation of the Learning Disability Service Model will involve the introduction of a new Regional governance framework. Regional data associated with key performance indicators for people with Learning Disabilities will be routinely collated, monitored and analysed for the purpose of planning and performance by my Department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033679%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455218","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455218"}},{"id":"455217","reference":"AQW 33678/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-16","answerBy":"2025-10-31","answered":"2025-10-31","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on work undertaken by his Department on post-19 provision for adults with special educational needs.","answerText":"It is important to recognise that special educational needs relates to services provided for children and young people. A cohort of children with SEN with be known to HSC children’s disability teams, who will likely transition into an adult HSC service.\n\nThe Department of Health is currently consulting on the draft Learning Disability Service Model. The Model proposes a new approach to supporting adults with a learning disability through Health and Social Care services in Northern Ireland. It sets out the key outcomes we want to achieve, the principles that will guide delivery, and the actions needed to improve services across the system.\n\nThe draft model sets out a regionally consistent framework to improve outcomes across several HSC areas, including: (i) Transitions; (ii) Health & Wellbeing; (iii) Day Services and Meaningful Activity; (iv) Support for Families and Carers; (v) Home and Independent Living; and (vi) Mental Health and Behaviours of Concern.\n\nA key ambition within the draft Learning Disability Service Model is to expand and improve access to short breaks and greater support for families and carers. My Department remains committed to working with HSC Trusts and other agencies to offer short break provision to adults with a learning disability and to offer support to their families/carers.\n\nMy Department is also leading on the reform of Adult Social Care through the Social Care Collaborative Forum (SCCF) on how to support best use of current provision and expansion of placement provision within care home settings from a residential and nursing care perspective - this will assist with the provision of short breaks to support individuals and their carers.\n\nThe SCCF Supported Living workstream is also developing an overall vision for supported living in Northern Ireland which aligns to the LDSM ambition for adults with a Learning Disability to be supported to live with the highest level of independence possible.\n\nRecognising that improved access and support for adults is required, a review of Adult Autism Services was also commissioned by the Department in 2023. In response to the findings, the post of Adult Autism Commissioning Lead was established. A project lead was subsequently appointed and in February 2025 took up post in my Department’s Strategic Planning and Performance Group (SPPG). The project lead’s focus is to better understand the population, pathways, presenting need and to further develop supports and services across the region.\n\nOn 2 July 25, SPPG convened a regional workshop bringing Trust colleagues together with autistic adults to review current adult autism diagnostic and support pathways and identify steps that can be taken collectively within a financially constrained environment to manage growing waiting lists and improve access to support and services.\n\nAn initial action plan was co-developed during the workshop and a regional Strategy and Planning group has been established to take this work forward.","answerHtml":"It is important to recognise that special educational needs relates to services provided for children and young people. A cohort of children with SEN with be known to HSC children’s disability teams, who will likely transition into an adult HSC service.
The Department of Health is currently consulting on the draft Learning Disability Service Model. The Model proposes a new approach to supporting adults with a learning disability through Health and Social Care services in Northern Ireland. It sets out the key outcomes we want to achieve, the principles that will guide delivery, and the actions needed to improve services across the system.
The draft model sets out a regionally consistent framework to improve outcomes across several HSC areas, including: (i) Transitions; (ii) Health & Wellbeing; (iii) Day Services and Meaningful Activity; (iv) Support for Families and Carers; (v) Home and Independent Living; and (vi) Mental Health and Behaviours of Concern.
A key ambition within the draft Learning Disability Service Model is to expand and improve access to short breaks and greater support for families and carers. My Department remains committed to working with HSC Trusts and other agencies to offer short break provision to adults with a learning disability and to offer support to their families/carers.
My Department is also leading on the reform of Adult Social Care through the Social Care Collaborative Forum (SCCF) on how to support best use of current provision and expansion of placement provision within care home settings from a residential and nursing care perspective - this will assist with the provision of short breaks to support individuals and their carers.
The SCCF Supported Living workstream is also developing an overall vision for supported living in Northern Ireland which aligns to the LDSM ambition for adults with a Learning Disability to be supported to live with the highest level of independence possible.
Recognising that improved access and support for adults is required, a review of Adult Autism Services was also commissioned by the Department in 2023. In response to the findings, the post of Adult Autism Commissioning Lead was established. A project lead was subsequently appointed and in February 2025 took up post in my Department’s Strategic Planning and Performance Group (SPPG). The project lead’s focus is to better understand the population, pathways, presenting need and to further develop supports and services across the region.
On 2 July 25, SPPG convened a regional workshop bringing Trust colleagues together with autistic adults to review current adult autism diagnostic and support pathways and identify steps that can be taken collectively within a financially constrained environment to manage growing waiting lists and improve access to support and services.
An initial action plan was co-developed during the workshop and a regional Strategy and Planning group has been established to take this work forward.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033678%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455217","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455217"}},{"id":"457296","reference":"AQO 2622/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-10-16","answerBy":"2025-11-03","answered":"2025-10-31","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on work within his Department to establish a regional policy and specification for the future supply of wigs.","answerText":"I recognise that hair loss resulting from a medical condition or treatment can be both physically and emotionally distressing for patients, and having access to a good quality wig is an important part of their recovery and wellbeing.\n\nThe provision of wigs is managed by each Health and Social Care Trust in line with their responsibilities for ensuring that patients have access to appropriate medical devices in line with their clinical needs, and that contracts with suppliers deliver safety, quality and value for money. This involves developing appropriate specifications and procuring the necessary products and services required to fulfil these responsibilities.\n\nAs such, my Department does not set policy or specifications for individual medical devices, rather it is the case that these Trust processes are guided by relevant procurement and effective use of resources policies.\n\nHowever, I am aware that Trusts have encountered challenges in developing a specification for wigs which has made it difficult to progress a regional tender and has led to alternative approaches being considered in recent years. These challenges include variation in patient needs, differences in supplier offerings, and the absence of a recognised framework or standard for quality and value of wigs.\n\nDespite this, I understand that Trusts are currently exploring options for a regional solution that would allow them to approach the market collectively. This is aimed at securing provision that is high quality, equitable, and value for public money. My Department will continue to encourage and support this work as required.\n\nIn the meantime, each Trust maintains its own arrangements for wig provision through contractual arrangements with existing wig providers to ensure patients continue to receive appropriate support.","answerHtml":"I recognise that hair loss resulting from a medical condition or treatment can be both physically and emotionally distressing for patients, and having access to a good quality wig is an important part of their recovery and wellbeing.
The provision of wigs is managed by each Health and Social Care Trust in line with their responsibilities for ensuring that patients have access to appropriate medical devices in line with their clinical needs, and that contracts with suppliers deliver safety, quality and value for money. This involves developing appropriate specifications and procuring the necessary products and services required to fulfil these responsibilities.
As such, my Department does not set policy or specifications for individual medical devices, rather it is the case that these Trust processes are guided by relevant procurement and effective use of resources policies.
However, I am aware that Trusts have encountered challenges in developing a specification for wigs which has made it difficult to progress a regional tender and has led to alternative approaches being considered in recent years. These challenges include variation in patient needs, differences in supplier offerings, and the absence of a recognised framework or standard for quality and value of wigs.
Despite this, I understand that Trusts are currently exploring options for a regional solution that would allow them to approach the market collectively. This is aimed at securing provision that is high quality, equitable, and value for public money. My Department will continue to encourage and support this work as required.
In the meantime, each Trust maintains its own arrangements for wig provision through contractual arrangements with existing wig providers to ensure patients continue to receive appropriate support.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202622%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=457296","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=457296"}},{"id":"455050","reference":"AQW 33585/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-15","answerBy":"2025-10-20","answered":"2025-10-20","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether the further withdrawal of nursing provision from special schools will be halted, as further work continues on a comprehensive multi-agency study, following the publication of the Review of Population Health Needs of Children with Complex Medical Needs Attending Special Schools in Northern Ireland.","answerText":"All Special Education Needs (SEN) schools across Northern Ireland have appropriate nursing provision available to manage the identified healthcare needs of the pupils attending them. While the service delivery model can differ across the region, and has been amended in at least one school recently, no nursing provision has been withdrawn and there are no plans to do so.\n\nMy Department is set to commence work, alongside colleagues from Education and other key stakeholders, to progress the recommendations contained in the Review of Population Health Needs of Children with Complex Medical Needs Attending Special Schools in Northern Ireland. This will seek to ensure the best outcomes for all these children, to enable them to access the curriculum in a school setting while receiving the right care at the right time by the right person and in the right place.","answerHtml":"All Special Education Needs (SEN) schools across Northern Ireland have appropriate nursing provision available to manage the identified healthcare needs of the pupils attending them. While the service delivery model can differ across the region, and has been amended in at least one school recently, no nursing provision has been withdrawn and there are no plans to do so.
My Department is set to commence work, alongside colleagues from Education and other key stakeholders, to progress the recommendations contained in the Review of Population Health Needs of Children with Complex Medical Needs Attending Special Schools in Northern Ireland. This will seek to ensure the best outcomes for all these children, to enable them to access the curriculum in a school setting while receiving the right care at the right time by the right person and in the right place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033585%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455050","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455050"}},{"id":"455049","reference":"AQW 33584/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-15","answerBy":"2025-10-30","answered":"2025-10-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) any work (a) being undertaken; or (b) planned to be undertaken, this year under the heading Trial and implementation of a Speech, Language & Communication Programme including the introduction of Toolkits, within the SEN Reform Agenda and Delivery Plan 2025-2030; and (ii) what will be delivered by this project.","answerText":"The ‘Trial and Implementation of a Speech, Language & Communication Programme including the introduction of Toolkits’ is an early priority action in the Special Educational Needs (SEN) Reform Delivery Plan and one of 13 projects funded by the Public Sector Transformation Fund (PSTF).\n\nThis initiative will deliver a range of digitised resources and screeners for schools to support children’s speech, language and communication development and help them to identify any needs in this area.\n\nOfficials are engaging with the Education Authority (EA) who have developed proposals for this project, which is expected to commence in term 2 of the 2025/26 academic year.","answerHtml":"The ‘Trial and Implementation of a Speech, Language & Communication Programme including the introduction of Toolkits’ is an early priority action in the Special Educational Needs (SEN) Reform Delivery Plan and one of 13 projects funded by the Public Sector Transformation Fund (PSTF).
This initiative will deliver a range of digitised resources and screeners for schools to support children’s speech, language and communication development and help them to identify any needs in this area.
Officials are engaging with the Education Authority (EA) who have developed proposals for this project, which is expected to commence in term 2 of the 2025/26 academic year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033584%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455049","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455049"}},{"id":"455048","reference":"AQW 33583/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-15","answerBy":"2025-10-30","answered":"2025-10-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) any work (a) being undertaken; or (b) planned to be undertaken, this year under the heading Trial and Implementation of Special Schools as Resource Hubs/Centres of Expertise to support inclusion, within the SEN Reform Agenda and Delivery Plan 2025-2030; and (ii) what will be delivered by this project.","answerText":"The ‘Trial and Implementation of Special Schools as Resource Hubs/Centres of Expertise’ is an early priority action in the special educational needs (SEN) Reform Delivery Plan and one of 13 projects funded by the Public Sector Transformation Fund (PSTF).\n\nThis initiative will test the effectiveness of establishing Special Schools as ‘Resource Hubs’ providing support to local mainstream schools in supporting children with SEN via a ‘hub and spoke’ model, sharing best practice, in-class modelling and advice.\n\nEngagement with Special Schools is ongoing and the selection of both special schools and mainstream schools to participate in this project will take place in November 2025. Following school selection, planning and recruitment of staff will take place in preparation to ‘go live’ in early 2026.","answerHtml":"The ‘Trial and Implementation of Special Schools as Resource Hubs/Centres of Expertise’ is an early priority action in the special educational needs (SEN) Reform Delivery Plan and one of 13 projects funded by the Public Sector Transformation Fund (PSTF).
This initiative will test the effectiveness of establishing Special Schools as ‘Resource Hubs’ providing support to local mainstream schools in supporting children with SEN via a ‘hub and spoke’ model, sharing best practice, in-class modelling and advice.
Engagement with Special Schools is ongoing and the selection of both special schools and mainstream schools to participate in this project will take place in November 2025. Following school selection, planning and recruitment of staff will take place in preparation to ‘go live’ in early 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033583%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455048","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455048"}},{"id":"455047","reference":"AQW 33582/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-15","answerBy":"2025-10-30","answered":"2025-10-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) any work (a) being undertaken; or (b) planned to be undertaken, this year under the heading Trial and implementation of an Inclusive Play Programme approach, within the SEN Reform Agenda and Delivery Plan 2025-2030; and (ii) what will be delivered by this project.","answerText":"The Inclusive Play Programme is at the final design stage. Officials are engaging with Playboard, our delivery partner, to refine the programme which is expected to commence in January 2026.\n\nThe Inclusive Play Programme will provide a whole school intervention, that will embed understanding of inclusive play alongside play-based approaches across the school environment in terms of pedagogy, pupil relations, spaces, policy and connections into families.","answerHtml":"The Inclusive Play Programme is at the final design stage. Officials are engaging with Playboard, our delivery partner, to refine the programme which is expected to commence in January 2026.
The Inclusive Play Programme will provide a whole school intervention, that will embed understanding of inclusive play alongside play-based approaches across the school environment in terms of pedagogy, pupil relations, spaces, policy and connections into families.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033582%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455047","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455047"}},{"id":"455046","reference":"AQW 33581/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-15","answerBy":"2025-10-30","answered":"2025-10-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) any work (a) being undertaken; or (b) planned to be undertaken, this year under the heading Design and implementation of a Professional Learning Programme for teaching staff, within the SEN Reform Agenda and Delivery Plan 2025-2030; and (ii) what will be delivered by this project.","answerText":"The Department of Education and Education Authority are currently progressing work in this area.\n\nThis project will facilitate the design and implementation of a Teacher Professional Learning (TPL) SEN Framework promoting effective professional development for teaching staff.","answerHtml":"The Department of Education and Education Authority are currently progressing work in this area.
This project will facilitate the design and implementation of a Teacher Professional Learning (TPL) SEN Framework promoting effective professional development for teaching staff.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033581%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=455046","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=455046"}},{"id":"454810","reference":"AQW 33484/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-14","answerBy":"2025-10-29","answered":"2025-10-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the current roles within each of the Education Authority's local IMPACT teams, including a breakdown of (i) each specific job role; (ii) the number of each role within a team; and (iii) current vacancies for these roles.","answerText":"The Education Authority (EA) has advised that:\n\nEach school age Local Impact Team (LIT) needs to be able to deploy Teacher grade specialist staff across each of the following specialisms: Cognition & Learning (C&L), Language & Communication (L&C), Autistic Spectrum Disorder (ASD), Post-Primary Social Behavioural and Emotional Wellbeing (PPSBEW) and Primary Social Behavioural and Emotional Wellbeing (PPSBEW). Each Early Years Local IMPACT Teams needs to be able to deploy at least four Full Time Equivalent (FTE) Early Years specialist Teachers.\n\nThe formation of the 28 LITs had to respect the existing contractual terms and conditions of the staff coming from eight different services placing some limitations on the geographic area which staff could work across. As a result, the number of each job role within a LIT currently varies.\n\nThe below table details the distribution of existing Teacher grade staff by specialism across all 28 LITs as of 30 September 2025. In addition to the below, a further seven FTE SBEW Assistant Advisory Officers are deployed flexibly across the LIT areas to carry caseload as required.\n\nLITS / Specialism\tASD\tC & L\tL & C\tPSBEW\tPPSBEW\tTotal FTE\nNHSCT\t1. Antrim\t1.8\t4.6\t1.0\t1.16\t0.4\t8.96\n2. Ballymena, Larne\t0.6\t6.0\t0.8\t0.4\t0.97\t8.77\n3. Coleraine, Glens\t0.6\t6.2\t0.8\t2.4\t0.5\t10.5\n4. Cookstown, Magherafelt\t1.8\t6.6\t0.8\t1.0\t0.1\t10.3\n5. Newtownabbey\t2.0\t5.0\t1.0\t1.4\t2.4\t11.8\nBHSCT\t6. Belfast East\t0\t1.4\t1.0\t0\t2.6\t5.0\n7. Belfast North\t1.0\t1.0\t0\t0.32\t1.4\t3.72\n8. Belfast South-west\t2.0\t2.4\t1.0\t0.4\t1.2\t7.0\n9. Belfast West\t1.0\t3.8\t0\t1.4\t1.12\t7.32\nSEHSCT\t10. Ballynahinch, Downpatrick\t3.0\t3.4\t0\t0\t0\t6.4\n11. Bangor, Ards\t1.0\t5.0\t1.0\t1.6\t1.0\t9.6\n12. Lisburn\t1.6\t1.6\t0\t1.0\t1.0\t5.2\nSHSCT\t13. Armagh\t1.0\t5.7\t1.0\t0\t0.6\t8.3\n14. Craigavon, Portadown, Lurgan\t2.0\t5.4\t0.8\t0.8\t0\t9.0\n15. Dungannon\t1.0\t5.6\t0\t0\t0\t6.6\n16. Newry\t2.0\t5.6\t1.0\t1.4\t0\t10.0\nWHSCT\t17. Derry City\t1.0\t3.0\t1.0\t4.84\t2.2\t12.04\n18. Enniskillen\t0\t3.8\t0.6\t0\t1.0\t5.4\n19. Omagh\t2.0\t7.2\t0.6\t1.4\t0.8\t12.0\n20. Waterside, Limavady, Dungiven\t1.0\t5.2\t0.8\t1.3\t0.4\t8.7\nSchool Age Total (FTE)\t26.4\t88.5\t13.2\t20.82\t17.69\t166.61\nEarly Years\t1. EYBHSCT\t3.0\t2.0\t0\t0\t0\t5.0\n2. EYNHSCT East\t1.0\t3.0\t1.0\t0\t0\t5.0\n3. EYNHSCT West\t1.0\t2.8\t0\t0\t0\t3.8\n4. EYSEHSCT\t1.0\t3.0\t1.0\t0\t0\t5.0\n5. EYSHSCT East\t0\t2.86\t0.6\t0\t0\t3.46\n6. EYSHSCT West\t0\t4.4\t0\t0\t0\t4.4\n7. EYWHSCT North\t0.8\t2.6\t0\t0\t0\t3.4\n8. EYWHSCT South\t0.8\t2.4\t0\t0\t0\t3.2\nEarly Years Total (FTE)\t7.6\t23.06\t2.6\t0\t0\t33.26\nGrand Total (FTE)\t34.0\t111.56\t15.8\t20.82\t17.69\t199.87\n\nA total of 29.4 FTE Teacher grade specialist posts are currently authorised for recruitment.","answerHtml":"The Education Authority (EA) has advised that:
Each school age Local Impact Team (LIT) needs to be able to deploy Teacher grade specialist staff across each of the following specialisms: Cognition & Learning (C&L), Language & Communication (L&C), Autistic Spectrum Disorder (ASD), Post-Primary Social Behavioural and Emotional Wellbeing (PPSBEW) and Primary Social Behavioural and Emotional Wellbeing (PPSBEW). Each Early Years Local IMPACT Teams needs to be able to deploy at least four Full Time Equivalent (FTE) Early Years specialist Teachers.
The formation of the 28 LITs had to respect the existing contractual terms and conditions of the staff coming from eight different services placing some limitations on the geographic area which staff could work across. As a result, the number of each job role within a LIT currently varies.
The below table details the distribution of existing Teacher grade staff by specialism across all 28 LITs as of 30 September 2025. In addition to the below, a further seven FTE SBEW Assistant Advisory Officers are deployed flexibly across the LIT areas to carry caseload as required.
| LITS / Specialism | ASD | C & L | L & C | PSBEW | PPSBEW | Total FTE | |
| NHSCT | 1. Antrim | 1.8 | 4.6 | 1.0 | 1.16 | 0.4 | 8.96 |
| 2. Ballymena, Larne | 0.6 | 6.0 | 0.8 | 0.4 | 0.97 | 8.77 | |
| 3. Coleraine, Glens | 0.6 | 6.2 | 0.8 | 2.4 | 0.5 | 10.5 | |
| 4. Cookstown, Magherafelt | 1.8 | 6.6 | 0.8 | 1.0 | 0.1 | 10.3 | |
| 5. Newtownabbey | 2.0 | 5.0 | 1.0 | 1.4 | 2.4 | 11.8 | |
| BHSCT | 6. Belfast East | 0 | 1.4 | 1.0 | 0 | 2.6 | 5.0 |
| 7. Belfast North | 1.0 | 1.0 | 0 | 0.32 | 1.4 | 3.72 | |
| 8. Belfast South-west | 2.0 | 2.4 | 1.0 | 0.4 | 1.2 | 7.0 | |
| 9. Belfast West | 1.0 | 3.8 | 0 | 1.4 | 1.12 | 7.32 | |
| SEHSCT | 10. Ballynahinch, Downpatrick | 3.0 | 3.4 | 0 | 0 | 0 | 6.4 |
| 11. Bangor, Ards | 1.0 | 5.0 | 1.0 | 1.6 | 1.0 | 9.6 | |
| 12. Lisburn | 1.6 | 1.6 | 0 | 1.0 | 1.0 | 5.2 | |
| SHSCT | 13. Armagh | 1.0 | 5.7 | 1.0 | 0 | 0.6 | 8.3 |
| 14. Craigavon, Portadown, Lurgan | 2.0 | 5.4 | 0.8 | 0.8 | 0 | 9.0 | |
| 15. Dungannon | 1.0 | 5.6 | 0 | 0 | 0 | 6.6 | |
| 16. Newry | 2.0 | 5.6 | 1.0 | 1.4 | 0 | 10.0 | |
| WHSCT | 17. Derry City | 1.0 | 3.0 | 1.0 | 4.84 | 2.2 | 12.04 |
| 18. Enniskillen | 0 | 3.8 | 0.6 | 0 | 1.0 | 5.4 | |
| 19. Omagh | 2.0 | 7.2 | 0.6 | 1.4 | 0.8 | 12.0 | |
| 20. Waterside, Limavady, Dungiven | 1.0 | 5.2 | 0.8 | 1.3 | 0.4 | 8.7 | |
| School Age Total (FTE) | 26.4 | 88.5 | 13.2 | 20.82 | 17.69 | 166.61 | |
| Early Years | 1. EYBHSCT | 3.0 | 2.0 | 0 | 0 | 0 | 5.0 |
| 2. EYNHSCT East | 1.0 | 3.0 | 1.0 | 0 | 0 | 5.0 | |
| 3. EYNHSCT West | 1.0 | 2.8 | 0 | 0 | 0 | 3.8 | |
| 4. EYSEHSCT | 1.0 | 3.0 | 1.0 | 0 | 0 | 5.0 | |
| 5. EYSHSCT East | 0 | 2.86 | 0.6 | 0 | 0 | 3.46 | |
| 6. EYSHSCT West | 0 | 4.4 | 0 | 0 | 0 | 4.4 | |
| 7. EYWHSCT North | 0.8 | 2.6 | 0 | 0 | 0 | 3.4 | |
| 8. EYWHSCT South | 0.8 | 2.4 | 0 | 0 | 0 | 3.2 | |
| Early Years Total (FTE) | 7.6 | 23.06 | 2.6 | 0 | 0 | 33.26 | |
| Grand Total (FTE) | 34.0 | 111.56 | 15.8 | 20.82 | 17.69 | 199.87 |
A total of 29.4 FTE Teacher grade specialist posts are currently authorised for recruitment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033484%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454810","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454810"}},{"id":"454809","reference":"AQW 33483/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-14","answerBy":"2025-10-29","answered":"2025-10-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the number of established specialist provisions in mainstream schools; and (ii) the number of these provisions that have all places filled.","answerText":"Specialist Provision classes are needs based and capacity measurements will be more complex than in a mainstream setting. The Education Authority (EA) works closely with schools to ensure that children with special educational needs (SEN) are placed in the most appropriate provision to meet their individual needs.\n\nAs of 10th October 2025, there are 273 schools with operational specialist provisions across the education estate.\n\n140 schools have specialist provision types where pupil numbers are aligned with or exceed the typical capacity range — reflecting a high level of demand and appropriate placement decisions. Of these, 75 schools have provision types that are currently operating at or above their usual capacity range.\n\n163 schools have provision types where pupil numbers are currently below the typical capacity range, which may reflect a change in pupil profile or a strategic decision to maintain smaller class sizes to support wellbeing and effective learning. Any remaining available capacity is used by schools for reverse integration to support pupils within mainstream and to ensure in year capacity is available for those who require a change of placement.\n\nSEN provision is not a “one size fits all” model. As pupil needs evolve, demand for certain types of provision may decrease in some areas while increasing in others. EA continues to respond to these changes to ensure equitable access to education across all council areas.\n\nDemand for SEN placement is not evenly spread across Northern Ireland. The areas where demand is highest include Greater Belfast, Armagh Banbridge & Craigavon and Newry, Mourne and Down Councils. Expanding specialist provision in these areas is an absolute priority as classes are frequently operating at or above capacity.\n\nEA remain committed to significantly increasing specialist SEN provision in mainstream schools. We want all young people with SEN to receive the best possible education in their own communities - in schools as close as possible to where they live.","answerHtml":"Specialist Provision classes are needs based and capacity measurements will be more complex than in a mainstream setting. The Education Authority (EA) works closely with schools to ensure that children with special educational needs (SEN) are placed in the most appropriate provision to meet their individual needs.
As of 10th October 2025, there are 273 schools with operational specialist provisions across the education estate.
140 schools have specialist provision types where pupil numbers are aligned with or exceed the typical capacity range — reflecting a high level of demand and appropriate placement decisions. Of these, 75 schools have provision types that are currently operating at or above their usual capacity range.
163 schools have provision types where pupil numbers are currently below the typical capacity range, which may reflect a change in pupil profile or a strategic decision to maintain smaller class sizes to support wellbeing and effective learning. Any remaining available capacity is used by schools for reverse integration to support pupils within mainstream and to ensure in year capacity is available for those who require a change of placement.
SEN provision is not a “one size fits all” model. As pupil needs evolve, demand for certain types of provision may decrease in some areas while increasing in others. EA continues to respond to these changes to ensure equitable access to education across all council areas.
Demand for SEN placement is not evenly spread across Northern Ireland. The areas where demand is highest include Greater Belfast, Armagh Banbridge & Craigavon and Newry, Mourne and Down Councils. Expanding specialist provision in these areas is an absolute priority as classes are frequently operating at or above capacity.
EA remain committed to significantly increasing specialist SEN provision in mainstream schools. We want all young people with SEN to receive the best possible education in their own communities - in schools as close as possible to where they live.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033483%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454809","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454809"}},{"id":"454808","reference":"AQW 33482/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-14","answerBy":"2025-10-29","answered":"2025-10-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) any work (a) being undertaken; or (b) planned to be undertaken, this year under the heading Resetting the statutory assessment and annual review process and support model, within the SEN Reform Agenda and Delivery Plan 2025-2030; and (ii) what will be delivered by this project.","answerText":"The Department of Education and Education Authority are currently progressing work in this area.\n\nThis project will deliver the actions within the SEN Reform Delivery Plan as outlined under the theme of Statutory Assessment and Annual Review Process and support model.","answerHtml":"The Department of Education and Education Authority are currently progressing work in this area.
This project will deliver the actions within the SEN Reform Delivery Plan as outlined under the theme of Statutory Assessment and Annual Review Process and support model.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033482%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454808","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454808"}},{"id":"454807","reference":"AQW 33481/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-14","answerBy":"2025-10-29","answered":"2025-10-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) any work (a) being undertaken; or (b) planned to be undertaken, this year under the heading Establish and deliver pilot early childhood intervention programmes in the SEN Reform Agenda and Delivery Plan 2025-2030; and (ii) what will be delivered by this project.","answerText":"The range of actions detailed under ‘Establish and deliver pilot early childhood intervention programmes’ in the Special Educational Needs (SEN) Reform Agenda and Delivery Plan 2025-2030 are at different stages of operationalisation.\n\nA number of these actions will be funded by the Public Sector Transformation Board (PSTB) funding of £27.5m over the next 4 years. Delivery of the following will commence in 2025/26: Engagement programme for parents of children with SEN age 0-4; a targeted programme for 2-3 year olds with emerging needs that will include support for parents and families; an Early Intervention and Assessment Centre approach for children aged 3-6 years; trial of in-school support to children in pre-school and foundation stage; bespoke training and development for SEN classroom assistants; and an Inclusive Play Programme.\n\nOne of the actions ‘Address inequalities between statutory and non-statutory pre-school providers’ access to EPS and SEN support services’ requires significant additional investment; a bid for funding has been made.\n\nThe final action under this theme ‘Resource pre-school education settings to support children undergoing statutory assessment’ was implemented in November 2024 with the establishment of the Pre-school Education Inclusion Support Fund (PSEISF). This has delivered over £1m of funding support to pre-school education settings to date and will continue in 2025/26.","answerHtml":"The range of actions detailed under ‘Establish and deliver pilot early childhood intervention programmes’ in the Special Educational Needs (SEN) Reform Agenda and Delivery Plan 2025-2030 are at different stages of operationalisation.
A number of these actions will be funded by the Public Sector Transformation Board (PSTB) funding of £27.5m over the next 4 years. Delivery of the following will commence in 2025/26: Engagement programme for parents of children with SEN age 0-4; a targeted programme for 2-3 year olds with emerging needs that will include support for parents and families; an Early Intervention and Assessment Centre approach for children aged 3-6 years; trial of in-school support to children in pre-school and foundation stage; bespoke training and development for SEN classroom assistants; and an Inclusive Play Programme.
One of the actions ‘Address inequalities between statutory and non-statutory pre-school providers’ access to EPS and SEN support services’ requires significant additional investment; a bid for funding has been made.
The final action under this theme ‘Resource pre-school education settings to support children undergoing statutory assessment’ was implemented in November 2024 with the establishment of the Pre-school Education Inclusion Support Fund (PSEISF). This has delivered over £1m of funding support to pre-school education settings to date and will continue in 2025/26.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033481%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454807","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454807"}},{"id":"454806","reference":"AQW 33480/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-14","answerBy":"2025-10-29","answered":"2025-10-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) any work (a) being undertaken; or (b) planned to be undertaken, this year under the heading Transforming the support model for children with a statement of Special Educational Needs, within the SEN Reform Agenda and Delivery Plan 2025-2030; and (ii) what will be delivered by this project.","answerText":"The Department of Education and Education Authority are currently progressing work in this area.\n\nThis project will transform the support model for children with a statement of Special Educational Needs.","answerHtml":"The Department of Education and Education Authority are currently progressing work in this area.
This project will transform the support model for children with a statement of Special Educational Needs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033480%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454806","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454806"}},{"id":"454565","reference":"AQW 33387/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-13","answerBy":"2025-10-16","answered":"2026-05-22","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health (i) to provide an update on his Department's work to establish a regional policy and specification for the future supply of wigs being undertaken alongside the South Eastern Health and Social Care Trust; and (ii) to detail any engagement undertaken with the Procurement and Logistics Service as part of this review.","answerText":"The provision of wigs is managed by each Health and Social Care Trust in line with their responsibilities for ensuring that patients have access to appropriate medical devices in line with their clinical needs, and that contracts with suppliers deliver safety, quality and value for money. This involves developing appropriate specifications and procuring the necessary products and services required to fulfil these responsibilities.\n\nAs such, my Department does not set policy or specifications for individual medical devices, rather it is the case that these Trust processes are guided by relevant procurement and effective use of resources policies.\n\nHowever, I am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.\n\nMy Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution.\n\n(ii) There have been various engagements with the Procurement and Logistics Service (PaLS). This has included discussions to understand the implications of previous procurement challenges, to explore feasible procurement routes once a specification is agreed, and to ensure that any future tender process is compliant with public procurement requirements. Further engagement with PaLS will take place as the regional specification develops and options for procurement are refined.\n\nIn the meantime, each Trust maintains its own arrangements for wig provision through contractual arrangements with existing wig providers to ensure patients continue to receive appropriate support.","answerHtml":"The provision of wigs is managed by each Health and Social Care Trust in line with their responsibilities for ensuring that patients have access to appropriate medical devices in line with their clinical needs, and that contracts with suppliers deliver safety, quality and value for money. This involves developing appropriate specifications and procuring the necessary products and services required to fulfil these responsibilities.
As such, my Department does not set policy or specifications for individual medical devices, rather it is the case that these Trust processes are guided by relevant procurement and effective use of resources policies.
However, I am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.
My Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution.
(ii) There have been various engagements with the Procurement and Logistics Service (PaLS). This has included discussions to understand the implications of previous procurement challenges, to explore feasible procurement routes once a specification is agreed, and to ensure that any future tender process is compliant with public procurement requirements. Further engagement with PaLS will take place as the regional specification develops and options for procurement are refined.
In the meantime, each Trust maintains its own arrangements for wig provision through contractual arrangements with existing wig providers to ensure patients continue to receive appropriate support.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033387%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454565","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454565"}},{"id":"454564","reference":"AQW 33386/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-13","answerBy":"2025-10-28","answered":"2025-11-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the number of schools that have been approached regarding the creation of a Specialist Provision in Mainstream Schools (SPiMs) for 2026-2027; and (ii) the number of schools that have agreed to taking on a new SPiMs for 2026-2027; and (iii) the number of these SPiMs currently being developed.","answerText":"The Education Authority (EA) has advised that:\n\nCirca 400 schools.\n\n53 schools have agreed and projects are progressing to establish provision for 26 or as soon as possible thereafter. In addition, there are over 120 site assessments progressing to explore feasibility on school sites to identify further opportunities to create capacity for 2026 placements. These have been identified through engagement with schools.\n\nAll 53 schools identified in (ii) above are progressing as projects with anticipated delivery date for 2026. This delivery date is subject to BC approval, statutory approvals and contract award.","answerHtml":"The Education Authority (EA) has advised that:
Circa 400 schools.
53 schools have agreed and projects are progressing to establish provision for 26 or as soon as possible thereafter. In addition, there are over 120 site assessments progressing to explore feasibility on school sites to identify further opportunities to create capacity for 2026 placements. These have been identified through engagement with schools.
All 53 schools identified in (ii) above are progressing as projects with anticipated delivery date for 2026. This delivery date is subject to BC approval, statutory approvals and contract award.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033386%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454564","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454564"}},{"id":"454563","reference":"AQW 33385/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-13","answerBy":"2025-10-28","answered":"2025-10-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to provide an update on the publication of Statutory Guidance on the Reduction and Management of Restrictive Practices in Educational Settings.","answerText":"Draft guidance was shared with the Task and Finish Group and the Departmental Solicitor’s Office (DSO) on 7 July 2025.\n\nA range of feedback was received. This has been used to further refine the draft guidance and officials are currently engaging with DSO with a view to finalising it for my consideration.\n\nOnce I have considered the finalised draft guidance, I will determine the next steps to be taken thereafter, including a timescale for publication.","answerHtml":"Draft guidance was shared with the Task and Finish Group and the Departmental Solicitor’s Office (DSO) on 7 July 2025.
A range of feedback was received. This has been used to further refine the draft guidance and officials are currently engaging with DSO with a view to finalising it for my consideration.
Once I have considered the finalised draft guidance, I will determine the next steps to be taken thereafter, including a timescale for publication.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033385%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454563","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454563"}},{"id":"454562","reference":"AQW 33384/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-13","answerBy":"2025-10-28","answered":"2025-10-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how the Education Welfare Service informs eligible families that they can be supported with transport for displaced pupils.","answerText":"The Education Authority (EA) has advised me that its Education Welfare Service advises parents about their children’s eligibility for transport when they are referred to the service, which is assessed in line with the Department of Education’s (DE) Transport policy.\n\nThe DE transport policy outlines the criteria which the EA must use to determine eligibility criteria for transport assistance; however, the policy acknowledges that the application of the criteria in the general transport policy may not always be appropriate. This enables the EA to consider cases where transport may need to be provided in exceptional circumstances, which can include where a family is forced to relocate to a temporary address at short notice for reasons beyond their control.","answerHtml":"The Education Authority (EA) has advised me that its Education Welfare Service advises parents about their children’s eligibility for transport when they are referred to the service, which is assessed in line with the Department of Education’s (DE) Transport policy.
The DE transport policy outlines the criteria which the EA must use to determine eligibility criteria for transport assistance; however, the policy acknowledges that the application of the criteria in the general transport policy may not always be appropriate. This enables the EA to consider cases where transport may need to be provided in exceptional circumstances, which can include where a family is forced to relocate to a temporary address at short notice for reasons beyond their control.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033384%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454562","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454562"}},{"id":"454561","reference":"AQW 33383/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-13","answerBy":"2025-10-28","answered":"2025-10-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW /22-27, to provide an update on the case referenced.","answerText":"There is no update at this time.","answerHtml":"There is no update at this time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033383%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454561","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454561"}},{"id":"454289","reference":"AQW 33278/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-10","answerBy":"2025-10-15","answered":"2026-05-14","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to outline how he is ensuring that all Health and Social Care Trusts are providing the best possible service to patients requiring wigs at this time.","answerText":"The Department of Health does not have a direct role in the procurement of wigs or in overseeing product quality or service delivery. This is consistent with any other medical equipment or devices which Trusts procure. These responsibilities rest with individual Health and Social Care Trusts, supported by BSO PaLS (Procurement and Logistics Service). Trusts are responsible for identifying clinical needs, developing specifications and ensuring that products and services meet appropriate standards through their procurement and contract management processes.\n\nQuality assurance is managed locally and any concerns about product suitability or supplier performance must be addressed by the Trusts.\n\nHowever, I am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.\n\nMy Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution.\n\nI am confident that Trusts are committed to improving consistency and quality in this area. My Department will continue to monitor progress and engage with Trusts where appropriate to ensure this matter is progressed.","answerHtml":"The Department of Health does not have a direct role in the procurement of wigs or in overseeing product quality or service delivery. This is consistent with any other medical equipment or devices which Trusts procure. These responsibilities rest with individual Health and Social Care Trusts, supported by BSO PaLS (Procurement and Logistics Service). Trusts are responsible for identifying clinical needs, developing specifications and ensuring that products and services meet appropriate standards through their procurement and contract management processes.
Quality assurance is managed locally and any concerns about product suitability or supplier performance must be addressed by the Trusts.
However, I am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.
My Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution.
I am confident that Trusts are committed to improving consistency and quality in this area. My Department will continue to monitor progress and engage with Trusts where appropriate to ensure this matter is progressed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033278%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454289","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454289"}},{"id":"454288","reference":"AQW 33277/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-10","answerBy":"2025-10-27","answered":"2025-10-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the Online Teacher Continued Professional Development Academy will be made available on an equitable basis to all teachers, regardless of their individual school budget position.","answerText":"The Department appointed InnerDrive through a Direct Award Contract to deliver the online Continued Professional Development (CPD) Academy for post-primary schools. All required public sector procedures were followed and the contract was awarded on behalf of my Department by Construction and Procurement Delivery (CPD) within the Department of Finance.\n\nThe online CPD Academy was made available on an equitable basis, with every post primary school invited to participate through an expression of interest process, irrespective of their individual budget position. Schools that accepted this offer have full access to the programme at no cost, ensuring that budgetary constraints did not restrict participation.\n\nThis is the only commercial contract awarded to date by the Department for the delivery of CPD programmes associated with TransformED NI.\n\nA competitive tendering process will shortly be commenced for an online science of learning development programme for all primary schools.\n\nThe £31m TransformED Teacher Professional Learning (TPL) Fund gives schools flexibility by allowing them to choose professional development activities that best match their specific needs and priorities. Schools can use the funding for a wide range of options including accredited courses, coaching, mentoring and collaborative learning. This autonomy supports tailored, high-impact learning aligned with each school’s context and improvement goals.","answerHtml":"The Department appointed InnerDrive through a Direct Award Contract to deliver the online Continued Professional Development (CPD) Academy for post-primary schools. All required public sector procedures were followed and the contract was awarded on behalf of my Department by Construction and Procurement Delivery (CPD) within the Department of Finance.
The online CPD Academy was made available on an equitable basis, with every post primary school invited to participate through an expression of interest process, irrespective of their individual budget position. Schools that accepted this offer have full access to the programme at no cost, ensuring that budgetary constraints did not restrict participation.
This is the only commercial contract awarded to date by the Department for the delivery of CPD programmes associated with TransformED NI.
A competitive tendering process will shortly be commenced for an online science of learning development programme for all primary schools.
The £31m TransformED Teacher Professional Learning (TPL) Fund gives schools flexibility by allowing them to choose professional development activities that best match their specific needs and priorities. Schools can use the funding for a wide range of options including accredited courses, coaching, mentoring and collaborative learning. This autonomy supports tailored, high-impact learning aligned with each school’s context and improvement goals.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033277%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454288","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454288"}},{"id":"454287","reference":"AQW 33276/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-10","answerBy":"2025-10-27","answered":"2025-10-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the companies awarded commercial contracts by his Department to deliver the continuous professional development programmes for teachers, associated with TransformEd NI.","answerText":"The Department appointed InnerDrive through a Direct Award Contract to deliver the online Continued Professional Development (CPD) Academy for post-primary schools. All required public sector procedures were followed and the contract was awarded on behalf of my Department by Construction and Procurement Delivery (CPD) within the Department of Finance.\n\nThe online CPD Academy was made available on an equitable basis, with every post primary school invited to participate through an expression of interest process, irrespective of their individual budget position. Schools that accepted this offer have full access to the programme at no cost, ensuring that budgetary constraints did not restrict participation.\n\nThis is the only commercial contract awarded to date by the Department for the delivery of CPD programmes associated with TransformED NI.\n\nA competitive tendering process will shortly be commenced for an online science of learning development programme for all primary schools.\n\nThe £31m TransformED Teacher Professional Learning (TPL) Fund gives schools flexibility by allowing them to choose professional development activities that best match their specific needs and priorities. Schools can use the funding for a wide range of options including accredited courses, coaching, mentoring and collaborative learning. This autonomy supports tailored, high-impact learning aligned with each school’s context and improvement goals.","answerHtml":"The Department appointed InnerDrive through a Direct Award Contract to deliver the online Continued Professional Development (CPD) Academy for post-primary schools. All required public sector procedures were followed and the contract was awarded on behalf of my Department by Construction and Procurement Delivery (CPD) within the Department of Finance.
The online CPD Academy was made available on an equitable basis, with every post primary school invited to participate through an expression of interest process, irrespective of their individual budget position. Schools that accepted this offer have full access to the programme at no cost, ensuring that budgetary constraints did not restrict participation.
This is the only commercial contract awarded to date by the Department for the delivery of CPD programmes associated with TransformED NI.
A competitive tendering process will shortly be commenced for an online science of learning development programme for all primary schools.
The £31m TransformED Teacher Professional Learning (TPL) Fund gives schools flexibility by allowing them to choose professional development activities that best match their specific needs and priorities. Schools can use the funding for a wide range of options including accredited courses, coaching, mentoring and collaborative learning. This autonomy supports tailored, high-impact learning aligned with each school’s context and improvement goals.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033276%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454287","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454287"}},{"id":"454286","reference":"AQW 33275/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-10","answerBy":"2025-10-27","answered":"2025-10-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the tender process followed to award any commercial contracts for the Online Teacher Continued Professional Development Academy, arising from TransformEd NI.","answerText":"The Department appointed InnerDrive through a Direct Award Contract to deliver the online Continued Professional Development (CPD) Academy for post-primary schools. All required public sector procedures were followed and the contract was awarded on behalf of my Department by Construction and Procurement Delivery (CPD) within the Department of Finance.\n\nThe online CPD Academy was made available on an equitable basis, with every post primary school invited to participate through an expression of interest process, irrespective of their individual budget position. Schools that accepted this offer have full access to the programme at no cost, ensuring that budgetary constraints did not restrict participation.\n\nThis is the only commercial contract awarded to date by the Department for the delivery of CPD programmes associated with TransformED NI.\n\nA competitive tendering process will shortly be commenced for an online science of learning development programme for all primary schools.\n\nThe £31m TransformED Teacher Professional Learning (TPL) Fund gives schools flexibility by allowing them to choose professional development activities that best match their specific needs and priorities. Schools can use the funding for a wide range of options including accredited courses, coaching, mentoring and collaborative learning. This autonomy supports tailored, high-impact learning aligned with each school’s context and improvement goals.","answerHtml":"The Department appointed InnerDrive through a Direct Award Contract to deliver the online Continued Professional Development (CPD) Academy for post-primary schools. All required public sector procedures were followed and the contract was awarded on behalf of my Department by Construction and Procurement Delivery (CPD) within the Department of Finance.
The online CPD Academy was made available on an equitable basis, with every post primary school invited to participate through an expression of interest process, irrespective of their individual budget position. Schools that accepted this offer have full access to the programme at no cost, ensuring that budgetary constraints did not restrict participation.
This is the only commercial contract awarded to date by the Department for the delivery of CPD programmes associated with TransformED NI.
A competitive tendering process will shortly be commenced for an online science of learning development programme for all primary schools.
The £31m TransformED Teacher Professional Learning (TPL) Fund gives schools flexibility by allowing them to choose professional development activities that best match their specific needs and priorities. Schools can use the funding for a wide range of options including accredited courses, coaching, mentoring and collaborative learning. This autonomy supports tailored, high-impact learning aligned with each school’s context and improvement goals.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033275%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454286","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454286"}},{"id":"454285","reference":"AQW 33274/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-10","answerBy":"2025-10-27","answered":"2025-10-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline any specific support being made available by (i) the Education Welfare Service; and (ii) schools, to children identified as experiencing hidden homelessness.","answerText":"My Department, in partnership with the Education Authority (EA) and the Council for the Curriculum, Examinations and Assessment (CCEA), is committed to enhancing support for children and young people experiencing all forms of homelessness. This includes the development and promotion of targeted educational resources, teacher training, youth engagement initiatives, and direct support through the Education Welfare Service (EWS).\n\nSchools and the EWS collaborate to identify and support pupils experiencing hidden homelessness. Schools are encouraged to liaise with EA and EWS when a pupil’s housing situation changes, to ensure timely support.\n\nThe EWS works directly with affected families to support school attendance, continuity of education, and access to entitlements such as free school meals and uniform grants. The EWS assists with exam arrangements, including identifying suitable test centres and organising transport for displaced pupils. Where homelessness affects a child’s ability to sit entrance assessments (e.g. SEAG), the EWS supports applications for Special Circumstances or Special Provision.\n\nSupports available to schools include resources developed by CCEA on homelessness, financial capability, and wellbeing. These resources are shared through newsletters, social media campaigns, and teacher support events. CCEA is currently evaluating these resources through a teacher questionnaire to inform future improvements.","answerHtml":"My Department, in partnership with the Education Authority (EA) and the Council for the Curriculum, Examinations and Assessment (CCEA), is committed to enhancing support for children and young people experiencing all forms of homelessness. This includes the development and promotion of targeted educational resources, teacher training, youth engagement initiatives, and direct support through the Education Welfare Service (EWS).
Schools and the EWS collaborate to identify and support pupils experiencing hidden homelessness. Schools are encouraged to liaise with EA and EWS when a pupil’s housing situation changes, to ensure timely support.
The EWS works directly with affected families to support school attendance, continuity of education, and access to entitlements such as free school meals and uniform grants. The EWS assists with exam arrangements, including identifying suitable test centres and organising transport for displaced pupils. Where homelessness affects a child’s ability to sit entrance assessments (e.g. SEAG), the EWS supports applications for Special Circumstances or Special Provision.
Supports available to schools include resources developed by CCEA on homelessness, financial capability, and wellbeing. These resources are shared through newsletters, social media campaigns, and teacher support events. CCEA is currently evaluating these resources through a teacher questionnaire to inform future improvements.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033274%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454285","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454285"}},{"id":"454059","reference":"AQW 33167/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-09","answerBy":"2025-10-14","answered":"2026-05-14","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the outcome of any discussions with the Regional Procurement Board on the provision of wigs for patients.","answerText":"Discussions on wig provision have been referenced with the Regional Procurement Board as part of wider system updates on procurement pressures. The Board is not a decision‑making forum for individual procurements; decisions on whether to bring forward a procurement project rest with the Health and Social Care Trusts, working with the Business Services Organisation’s Procurement and Logistics Service (PaLS), in line with public procurement requirements.\n\nThe Board has been advised that a regional tender launched in 2022 was stood down following legal advice because there was no valid specification and no recognised national or international standards against which the Contract Adjudication Group could evaluate bids; this position has not changed.\n\nThe outcome of these Board discussions is that the constraints remain recognised system‑wide: without a robust, regionally consistent specification and an agreed framework for assessing quality and value, a regional tender cannot progress at this time.\n\nMy Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution.","answerHtml":"Discussions on wig provision have been referenced with the Regional Procurement Board as part of wider system updates on procurement pressures. The Board is not a decision‑making forum for individual procurements; decisions on whether to bring forward a procurement project rest with the Health and Social Care Trusts, working with the Business Services Organisation’s Procurement and Logistics Service (PaLS), in line with public procurement requirements.
The Board has been advised that a regional tender launched in 2022 was stood down following legal advice because there was no valid specification and no recognised national or international standards against which the Contract Adjudication Group could evaluate bids; this position has not changed.
The outcome of these Board discussions is that the constraints remain recognised system‑wide: without a robust, regionally consistent specification and an agreed framework for assessing quality and value, a regional tender cannot progress at this time.
My Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033167%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454059","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454059"}},{"id":"454058","reference":"AQW 33166/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-09","answerBy":"2025-10-24","answered":"2025-10-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any formal data sharing arrangements between the Department of Health and the Department of Education, to inform planning for pre-school provision and placements, which have been established as set out in the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"Engagement with the Education Authority is underway to establish joint requirements of the Department of Health to progress various workstreams including the sharing of early years health data to allow for better planning for SEN provision across the education estate.","answerHtml":"Engagement with the Education Authority is underway to establish joint requirements of the Department of Health to progress various workstreams including the sharing of early years health data to allow for better planning for SEN provision across the education estate.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033166%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454058","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454058"}},{"id":"454057","reference":"AQW 33165/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-09","answerBy":"2025-10-24","answered":"2025-10-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any work he is undertaking to address the lack of suitable accredited qualifications available, for young people moving from specialist provisions in mainstream schools into post-16 education in mainstream settings, as highlighted in the Education and Training Inspectorate's report on specialist provisions in mainstream schools (part 1), published in November 2024.","answerText":"The Education and Training Inspectorate (ETI) report’s findings, of November 2024, highlighted that ‘In all post-primary schools, a range of general and applied qualifications were available to all pupils at KS 4’ and noted that ‘the evidence shows that the individual pupils in specialist provisions achieve well in these accreditations.’\n\nThe report also found that in a significant minority of the post-primary schools, the curriculum offer at KS 4 was not sufficiently broad and balanced for the pupils; staff reported that they sometimes found it difficult to offer a range of suitable courses to the pupils in the specialist provisions due to a range of factors. These are cited as a lack of specialist teachers, funding and a similarity of skills developed across some of the courses offered.\n\nI am committed to ensuring that all young people with special educational needs are supported in their progression pathways. Furthermore, my officials have initiated the first stage of a review of qualifications approved for teaching by schools in Northern Ireland to ensure that they remain relevant, fit for purpose, and meet the needs of all learners.","answerHtml":"The Education and Training Inspectorate (ETI) report’s findings, of November 2024, highlighted that ‘In all post-primary schools, a range of general and applied qualifications were available to all pupils at KS 4’ and noted that ‘the evidence shows that the individual pupils in specialist provisions achieve well in these accreditations.’
The report also found that in a significant minority of the post-primary schools, the curriculum offer at KS 4 was not sufficiently broad and balanced for the pupils; staff reported that they sometimes found it difficult to offer a range of suitable courses to the pupils in the specialist provisions due to a range of factors. These are cited as a lack of specialist teachers, funding and a similarity of skills developed across some of the courses offered.
I am committed to ensuring that all young people with special educational needs are supported in their progression pathways. Furthermore, my officials have initiated the first stage of a review of qualifications approved for teaching by schools in Northern Ireland to ensure that they remain relevant, fit for purpose, and meet the needs of all learners.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033165%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454057","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454057"}},{"id":"454056","reference":"AQW 33164/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-09","answerBy":"2025-10-24","answered":"2025-10-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any work that has been undertaken to plan for post-16 specialist provision in mainstream schools, as committed to in the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"The Education Authority (EA) has advised that:\n\nPlanning for specialist provision for pupils with statements of Special Educational Needs (SEN) who attend mainstream schools requires consideration of the full pathway of learning from the early years through to the young person leaves school.\n\nEA is monitoring emerging policy around statutory provision in full time education for all young people to the age of 18 and is actively starting to implement actions of the SEN Reform Delivery Plan.\n\nMoving forward EA officers will work with schools to explore future options and develop place-based solutions for inclusive 16-18 provision in different parts of Northern Ireland.","answerHtml":"The Education Authority (EA) has advised that:
Planning for specialist provision for pupils with statements of Special Educational Needs (SEN) who attend mainstream schools requires consideration of the full pathway of learning from the early years through to the young person leaves school.
EA is monitoring emerging policy around statutory provision in full time education for all young people to the age of 18 and is actively starting to implement actions of the SEN Reform Delivery Plan.
Moving forward EA officers will work with schools to explore future options and develop place-based solutions for inclusive 16-18 provision in different parts of Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033164%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454056","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454056"}},{"id":"454055","reference":"AQW 33163/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-09","answerBy":"2025-10-24","answered":"2025-10-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any specific actions undertaken under the heading Investing in Classroom Assistants in the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"Officials are currently working alongside a range of stakeholders to identify the necessary actions required to ensure effective investment in the classroom assistant workforce. This will involve improvements to the current employment model, development of training packages, and opportunities for career progression.","answerHtml":"Officials are currently working alongside a range of stakeholders to identify the necessary actions required to ensure effective investment in the classroom assistant workforce. This will involve improvements to the current employment model, development of training packages, and opportunities for career progression.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033163%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454055","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454055"}},{"id":"453825","reference":"AQW 33049/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-08","answerBy":"2025-10-13","answered":"2025-10-14","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail when Clarawood School, Belfast, will be granted full access to the Willow Building, located on their site, for classroom provision.","answerText":"The Education Authority (EA) has advised it is currently anticipated that Willow will leave the existing building at the Clarawood school site, allowing Clarawood to move into the ‘Willow Building’, following the successful installation of temporary rental accommodation at another local EA site. This is currently estimated with a target completion of November 2025.","answerHtml":"The Education Authority (EA) has advised it is currently anticipated that Willow will leave the existing building at the Clarawood school site, allowing Clarawood to move into the ‘Willow Building’, following the successful installation of temporary rental accommodation at another local EA site. This is currently estimated with a target completion of November 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033049%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453825","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453825"}},{"id":"453824","reference":"AQW 33048/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-08","answerBy":"2025-10-23","answered":"2025-10-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail when his Department will (i) produce a framework of support models for children with special educational needs; and (ii) communicate this to schools and stakeholders, as detailed in the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"My department, in collaboration with the Education Authority, is progressing this work at pace.\n\nCommunication with schools is due to commence shortly, followed by updates to all stakeholders across the lifetime of the project.","answerHtml":"My department, in collaboration with the Education Authority, is progressing this work at pace.
Communication with schools is due to commence shortly, followed by updates to all stakeholders across the lifetime of the project.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033048%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453824","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453824"}},{"id":"453823","reference":"AQW 33047/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-08","answerBy":"2025-10-23","answered":"2025-10-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail which enabling actions from the SEN Reform Agenda and Delivery Plan 2025-2030 have been completed.","answerText":"The Special Educational Needs (SEN) Reform Agenda and Delivery Plan 2025-2030 enabling actions that have been completed are:\n\na SEN Policy Statement has been published;\n\nthe SEN Reform Outcomes Framework has been published, including the development of a range of population-level indicators;\n\na SEN Reform Governance Framework has been agreed and inaugural meetings have been held for the Central Strategic Committee (CSC) and the Operational Implementation Oversight Group (OIOG). Other groups within the structures, including a Lived Experience Forum, are in the process of being established;\n\nfunding has been secured to commence implementation of early actions;\n\nthe SEN Reform Delivery Unit has been established and largely staffed;\n\nthe Business Case has been approved and implementation of funded initiatives is due to commence in Term 1 of the 2025/26 academic year.","answerHtml":"The Special Educational Needs (SEN) Reform Agenda and Delivery Plan 2025-2030 enabling actions that have been completed are:
a SEN Policy Statement has been published;
the SEN Reform Outcomes Framework has been published, including the development of a range of population-level indicators;
a SEN Reform Governance Framework has been agreed and inaugural meetings have been held for the Central Strategic Committee (CSC) and the Operational Implementation Oversight Group (OIOG). Other groups within the structures, including a Lived Experience Forum, are in the process of being established;
funding has been secured to commence implementation of early actions;
the SEN Reform Delivery Unit has been established and largely staffed;
the Business Case has been approved and implementation of funded initiatives is due to commence in Term 1 of the 2025/26 academic year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033047%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453823","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453823"}},{"id":"453822","reference":"AQW 33046/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-08","answerBy":"2025-10-23","answered":"2025-10-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any work that is underway to support the publication and implementation of an Inclusive child-centred Integrated Workforce Planning Framework, as outlined in the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"The publication and implementation of an Inclusive child-centred Integrated Workforce Planning Framework is planned for implementation in years three to five of the Special Educational Needs (SEN) Reform Delivery Plan. Work on this action has not yet commenced.\n\nMy department is committed to advancing this work at a later stage, subject to additional funding.","answerHtml":"The publication and implementation of an Inclusive child-centred Integrated Workforce Planning Framework is planned for implementation in years three to five of the Special Educational Needs (SEN) Reform Delivery Plan. Work on this action has not yet commenced.
My department is committed to advancing this work at a later stage, subject to additional funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033046%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453822","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453822"}},{"id":"453821","reference":"AQW 33045/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-08","answerBy":"2025-10-23","answered":"2025-10-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the implementation of (i) year 1; and (ii) year 2, actions included in the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"There has been good progress made in the early and priority year one actions as follows:\n\nDigitisation of the statutory assessment and review process is underway with roll-out expected to commence in early 2026;\n\nThe Education Authority’s (EA) Operational Plan 2 (OP2) was published in January 2025;\n\nPre-school settings are receiving additional resource to support children undergoing statutory assessment from the Pre-school Education Inclusion Support Fund (PSEISF) established in November 2024, which will continue in 2025/26;\n\nThe EA’s Graduated Response Framework was published in March 2025;\n\nThe EA’s Local IMPACT Teams (LITs) are live from September 2025;\n\nThe Education & Training Inspectorate (ETI) is expected to release Phase 2 of its review of specialist provisions by December 2025;\n\nThe following projects will commence in 2025/26: Transforming the support model; pilot early intervention programme; Speech, Language & Communication programme; Inclusive Play programme; Special Schools as Resource Hubs; Inclusive education capacity-building programme; professional development in special educational needs (SEN) for teachers and classroom assistants.\n\nAll other year one and future year actions will be implemented as and when additional funding is secured.","answerHtml":"There has been good progress made in the early and priority year one actions as follows:
Digitisation of the statutory assessment and review process is underway with roll-out expected to commence in early 2026;
The Education Authority’s (EA) Operational Plan 2 (OP2) was published in January 2025;
Pre-school settings are receiving additional resource to support children undergoing statutory assessment from the Pre-school Education Inclusion Support Fund (PSEISF) established in November 2024, which will continue in 2025/26;
The EA’s Graduated Response Framework was published in March 2025;
The EA’s Local IMPACT Teams (LITs) are live from September 2025;
The Education & Training Inspectorate (ETI) is expected to release Phase 2 of its review of specialist provisions by December 2025;
The following projects will commence in 2025/26: Transforming the support model; pilot early intervention programme; Speech, Language & Communication programme; Inclusive Play programme; Special Schools as Resource Hubs; Inclusive education capacity-building programme; professional development in special educational needs (SEN) for teachers and classroom assistants.
All other year one and future year actions will be implemented as and when additional funding is secured.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2033045%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453821","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453821"}},{"id":"453555","reference":"AQW 32916/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-07","answerBy":"2025-10-22","answered":"2025-10-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of pupils living in families who have homelessness status, in each of the last three academic years that have been supported through the exceptional circumstances process to access transport to attend school as a result of being moved to temporary accommodation outside of the school catchment area.","answerText":"Neither my Department nor the Education Authority (EA) holds records of pupils living in families with homelessness status that have been supported through the exceptional circumstances process for transport assistance. Not all children and Young people experiencing homelessness disclose their living arrangements.\n\nHowever, data is available for successful exceptional circumstances appeals where transport assistance was granted due to enforced relocation to temporary accommodation outside the school catchment area:\n\nSummary of Successful Appeals:\n\nAcademic Year\tSuccessful Cases\tReason\tNotes\n2022/23\t1\tIntimidation\t-\n2023/24\t5\t4 x Intimidation\n1 x Property was\nCondemned by\nLocal council\t4 out of the 5\nsuccessful cases were\nsiblings\n2024/25\t1\tIntimidation\t-\n2025/26\nyear to date\t0\t-\t-","answerHtml":"Neither my Department nor the Education Authority (EA) holds records of pupils living in families with homelessness status that have been supported through the exceptional circumstances process for transport assistance. Not all children and Young people experiencing homelessness disclose their living arrangements.
However, data is available for successful exceptional circumstances appeals where transport assistance was granted due to enforced relocation to temporary accommodation outside the school catchment area:
Summary of Successful Appeals:
| Academic Year | Successful Cases | Reason | Notes |
| 2022/23 | 1 | Intimidation | - |
| 2023/24 | 5 | 4 x Intimidation 1 x Property was Condemned by Local council | 4 out of the 5 successful cases were siblings |
| 2024/25 | 1 | Intimidation | - |
| 2025/26 year to date | 0 | - | - |
Neither my Department nor The Education Authority holds a record of pupils living in families with homelessness status who have been supported by the Education Welfare Service (EWS). Not all children and Young people experiencing homelessness divulge their living arrangements.
Any relevant information would likely be held by individual schools. If a pupil’s homelessness is identified, it may lead to a UNOCINI (Understanding the Needs of Children in Northern Ireland) referral or support through a Family Support Hub.
Schools are responsible for helping pupils access test centres and for submitting applications for special circumstances or special provision.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032915%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453554","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453554"}},{"id":"453553","reference":"AQW 32914/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-07","answerBy":"2025-10-22","answered":"2025-10-16","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure, pursuant to AQW 30778/22-27, for her assessment of the progress made by the new councils, created in 2015, towards creating Local Development Plans.","answerText":"Councils in the North have made good progress developing their new Local Development Plans (LDPs).\n\nNine out of the eleven councils here have published development plan documents, six of which, have adopted Plan Strategies and are working towards their Local Policies Plan publication. Council timetables indicate that the remaining two councils are due to publish draft Plan Strategy documents within the next year.\n\nThe progress to date includes the significant work carried out by councils and stakeholders to progress preparation of LDP documents including the gathering of evidence, the consideration of complex environmental issues, or indeed the extensive engagement between my Department and councils to front load the system.\n\nI am committed to a Planning Improvement Programme and as part of this, my Department is working in collaboration with councils to identify measures to improve the effectiveness and efficiency of the LDP process. While this is ongoing, my officials continue to work closely with councils to support them with their LDP preparation.","answerHtml":"Councils in the North have made good progress developing their new Local Development Plans (LDPs).
Nine out of the eleven councils here have published development plan documents, six of which, have adopted Plan Strategies and are working towards their Local Policies Plan publication. Council timetables indicate that the remaining two councils are due to publish draft Plan Strategy documents within the next year.
The progress to date includes the significant work carried out by councils and stakeholders to progress preparation of LDP documents including the gathering of evidence, the consideration of complex environmental issues, or indeed the extensive engagement between my Department and councils to front load the system.
I am committed to a Planning Improvement Programme and as part of this, my Department is working in collaboration with councils to identify measures to improve the effectiveness and efficiency of the LDP process. While this is ongoing, my officials continue to work closely with councils to support them with their LDP preparation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032914%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453553","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453553"}},{"id":"453552","reference":"AQW 32913/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-07","answerBy":"2025-10-22","answered":"2025-10-17","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure, pursuant to AQW 30778/22-27, to detail why any of the new councils, created in 2015, have not completed Local Development Plans.","answerText":"All councils in the North are advancing their Local Development Plan programme. The pace of this programme is set by councils.\n\nTo date nine out of the eleven councils have published development plan documents, six of which, have adopted Plan Strategies and are working towards their Local Policies Plan publication. Council timetables indicate that the remaining two councils are due to publish the first of their development plan documents within the next year.\n\nThere are a number of reasons why councils have not completed both stages of their LDPs. Robust evidence is required to assist the formulation of sound policies, and this evidence gathering process takes time. In addition, at the transfer of planning functions, some councils also benefited from recently adopted Departmental Development Plans reducing the urgency to produce new plans.\n\nWhile LDPs are being prepared planning applications continue to be determined having regard to councils Plan Strategies where relevant and to any other material considerations including the existing departmental development plans and the provisions of the RDS, SPPS and supplementary planning guidance.","answerHtml":"All councils in the North are advancing their Local Development Plan programme. The pace of this programme is set by councils.
To date nine out of the eleven councils have published development plan documents, six of which, have adopted Plan Strategies and are working towards their Local Policies Plan publication. Council timetables indicate that the remaining two councils are due to publish the first of their development plan documents within the next year.
There are a number of reasons why councils have not completed both stages of their LDPs. Robust evidence is required to assist the formulation of sound policies, and this evidence gathering process takes time. In addition, at the transfer of planning functions, some councils also benefited from recently adopted Departmental Development Plans reducing the urgency to produce new plans.
While LDPs are being prepared planning applications continue to be determined having regard to councils Plan Strategies where relevant and to any other material considerations including the existing departmental development plans and the provisions of the RDS, SPPS and supplementary planning guidance.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032913%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453552","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453552"}},{"id":"453551","reference":"AQW 32912/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-07","answerBy":"2025-10-22","answered":"2025-10-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he has provided a response to recommendations contained within The National Deaf Children's Society report Next Steps: Developing specialist education support for deaf children in Northern Ireland.","answerText":"My department has received a copy of the National Deaf Children's Society (NDCS) report Next Steps: Developing specialist education support for deaf children in Northern Ireland. I welcome the report and its contribution to our shared goal of improving outcomes for deaf children and young people and their families.","answerHtml":"My department has received a copy of the National Deaf Children's Society (NDCS) report Next Steps: Developing specialist education support for deaf children in Northern Ireland. I welcome the report and its contribution to our shared goal of improving outcomes for deaf children and young people and their families.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032912%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453551","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453551"}},{"id":"453108","reference":"AQW 32810/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-06","answerBy":"2025-10-21","answered":"2025-10-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 30778/22-27, to detail whether he has set a target date for the completion of Local Development Plans, by the new councils established in 2015.","answerText":"No target has been set by my department for the completion of Local Development Plans by councils. Councils set their own timetables for the preparation of their plans, taking into consideration their own resourcing, evidence gathering etc, and these are forwarded to my Department for agreement.","answerHtml":"No target has been set by my department for the completion of Local Development Plans by councils. Councils set their own timetables for the preparation of their plans, taking into consideration their own resourcing, evidence gathering etc, and these are forwarded to my Department for agreement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032810%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453108","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453108"}},{"id":"453107","reference":"AQW 32809/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-06","answerBy":"2025-10-21","answered":"2025-10-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the level of (a) investment; and (b) co-operation, that has been committed in the current school year to the Special Educational Needs Reform Agenda, particularly in relation to the development of multi-agency support for schools; and (ii) the provision of input from allied health professionals for pupils with speech, language and communication needs in mainstream schools.","answerText":"Just under £4m investment has been profiled this year from the £27.5m secured from the Interim Public Sector Transformation Fund for the 13 early priority actions as detailed in the Special Educational Needs (SEN) Reform Agenda’s associated five-year Delivery Plan.\n\nMy department is working closely with a wide range of stakeholders across the entire education system and continued co-operation is vital as those early priority actions progress to operationalisation. Input from a range of agencies, including health professionals, is vital in developing some elements of these actions, especially in the establishment and delivery of the early childhood intervention programmes.\n\nThere has been no specific input from Allied Health Professionals (AHPs) for pupils with speech, language and communication needs in mainstream schools outside of those actions noted above relating to the SEN Reform Agenda.","answerHtml":"Just under £4m investment has been profiled this year from the £27.5m secured from the Interim Public Sector Transformation Fund for the 13 early priority actions as detailed in the Special Educational Needs (SEN) Reform Agenda’s associated five-year Delivery Plan.
My department is working closely with a wide range of stakeholders across the entire education system and continued co-operation is vital as those early priority actions progress to operationalisation. Input from a range of agencies, including health professionals, is vital in developing some elements of these actions, especially in the establishment and delivery of the early childhood intervention programmes.
There has been no specific input from Allied Health Professionals (AHPs) for pupils with speech, language and communication needs in mainstream schools outside of those actions noted above relating to the SEN Reform Agenda.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032809%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453107","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453107"}},{"id":"453106","reference":"AQW 32808/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-06","answerBy":"2025-10-21","answered":"2025-10-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 31697/22-27, to detail whether he will consider notifying schools as soon as possible, after receiving his 2026-27 budget, the amount of funding that will be provided for summer schemes in special schools.","answerText":"I fully recognise the importance of providing clarity to schools in relation to this matter, and it is my intention to do this at the earliest practicable opportunity, following confirmation by the Northern Ireland Executive of the 2026-27 Education budget.","answerHtml":"I fully recognise the importance of providing clarity to schools in relation to this matter, and it is my intention to do this at the earliest practicable opportunity, following confirmation by the Northern Ireland Executive of the 2026-27 Education budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032808%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453106","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453106"}},{"id":"453105","reference":"AQW 32807/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-06","answerBy":"2025-10-21","answered":"2025-10-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 31595/22-27, to detail where his Department's policy on supporting transgender pupils can be accessed.","answerText":"The policy statement can be found through the following link - Policy Statement on the use of certain facilities, participation in competitive sport and use of pronouns .\n\nIn terms of supporting children and young people, I refer the member to my answer to AQW 31597/22-27.","answerHtml":"The policy statement can be found through the following link - Policy Statement on the use of certain facilities, participation in competitive sport and use of pronouns .
In terms of supporting children and young people, I refer the member to my answer to AQW 31597/22-27.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032807%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453105","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453105"}},{"id":"453104","reference":"AQW 32806/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-06","answerBy":"2025-10-21","answered":"2025-10-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 31108/22-27, how he will ensure that when an area is identified as having a shortfall in special education needs places, and requires additional Specialist Provisions in a mainstream setting to address this shortfall, that schools in the area in question which are approached to facilitate a provision, will do so.","answerText":"EA’s focus is on collaborative partnership with schools rather than compulsory mechanisms, to deliver a truly inclusive, nurturing education system for our children and young people with Special Educational Needs.\n\nEA continues to work with NITC Trade Unions with engagements events planned for school leaders in high-demand areas to explore solutions for expanding specialist provisions for 2026 and beyond.","answerHtml":"EA’s focus is on collaborative partnership with schools rather than compulsory mechanisms, to deliver a truly inclusive, nurturing education system for our children and young people with Special Educational Needs.
EA continues to work with NITC Trade Unions with engagements events planned for school leaders in high-demand areas to explore solutions for expanding specialist provisions for 2026 and beyond.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032806%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=453104","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=453104"}},{"id":"452790","reference":"AQW 32714/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-03","answerBy":"2025-10-08","answered":"2025-10-13","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health (i) for an update on the review of the population health needs of children attending special educational needs schools; and (ii) when he will publish this report.","answerText":"I have received the final report of the commissioned review of the population health needs of children attending Special Educational Needs (SEN) schools in Northern Ireland.\n\nThe report identifies a number of areas where immediate improvements are required. I have therefore asked my Chief Nursing Officer to work closely with policy leads in the Department and other key stakeholders to progress the report’s recommendations.\n\nA copy of the Report has been placed in the Assembly Library and will also be made available on my Department’s website.","answerHtml":"I have received the final report of the commissioned review of the population health needs of children attending Special Educational Needs (SEN) schools in Northern Ireland.
The report identifies a number of areas where immediate improvements are required. I have therefore asked my Chief Nursing Officer to work closely with policy leads in the Department and other key stakeholders to progress the report’s recommendations.
A copy of the Report has been placed in the Assembly Library and will also be made available on my Department’s website.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032714%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452790","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452790"}},{"id":"452789","reference":"AQW 32713/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-03","answerBy":"2025-10-20","answered":"2025-10-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any consideration given to amalgamating the various referral portals used by special educational needs coordinators.","answerText":"The EA has advised:\n\nThe Request for Involvement portal amalgamated previous referral routes across Special Educational Needs and Disability (SEND) Pupil Support Services as a single point of entry.\n\nThe Request for Statutory Assessment Portal is currently hosted on an external platform but will move to EA Connect in the second term of this academic year.","answerHtml":"The EA has advised:
The Request for Involvement portal amalgamated previous referral routes across Special Educational Needs and Disability (SEND) Pupil Support Services as a single point of entry.
The Request for Statutory Assessment Portal is currently hosted on an external platform but will move to EA Connect in the second term of this academic year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032713%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452789","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452789"}},{"id":"452788","reference":"AQW 32712/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-03","answerBy":"2025-10-20","answered":"2025-10-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the criteria that must be met in order for a child to access literacy support services.","answerText":"The Education Authority has advised that:\n\nThe new Request for Involvement model recognises that literacy difficulties are multi-factorial and therefore fixed literacy criteria are not appropriate.","answerHtml":"The Education Authority has advised that:
The new Request for Involvement model recognises that literacy difficulties are multi-factorial and therefore fixed literacy criteria are not appropriate.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032712%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452788","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452788"}},{"id":"452787","reference":"AQW 32711/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-03","answerBy":"2025-10-20","answered":"2025-10-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to provide a breakdown of the number of children attending each specific type of specialist provision in mainstream schools.","answerText":"Please see below the breakdown of the number of children attending each specific type of specialist provision in mainstream schools;\n\nSpecialist Provision (Special) – SPS- 564\n\nSpecialist Provision (Behavioural) – SPB- 31\n\nSpecialist Provision (Hearing) – SPH- 14\n\nSpecialist Provision (Learning) – SPL- 2,074\n\nSpecialist Provision (Physical) – SPP- 16\n\nSpecialist Provision (Social Communication) -SPSC- 2,124\n\nSpecialist Provision (Speech and Language) – SPSL- 196\n\nTOTAL- 5,019","answerHtml":"Please see below the breakdown of the number of children attending each specific type of specialist provision in mainstream schools;
Specialist Provision (Special) – SPS- 564
Specialist Provision (Behavioural) – SPB- 31
Specialist Provision (Hearing) – SPH- 14
Specialist Provision (Learning) – SPL- 2,074
Specialist Provision (Physical) – SPP- 16
Specialist Provision (Social Communication) -SPSC- 2,124
Specialist Provision (Speech and Language) – SPSL- 196
TOTAL- 5,019
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032711%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452787","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452787"}},{"id":"452786","reference":"AQW 32710/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-03","answerBy":"2025-10-20","answered":"2025-10-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline how he will ensure that children with special educational needs who are placed in specialist provision in mainstream schools are able to access the same support services, and allied health professionals as those in special schools.","answerText":"The Education Authority (EA) has advised that:\n\nThe Specialist Provisions service provides a graduated response to Specialist Provisions in mainstream schools. This includes link support, universal support, targeted support and specialist support. Universal programmes have been intentionally designed to build the capacity of settings to meet the needs of children and young people and parents/carers with increasing confidence and skill. This is done through training, modelling, and capacity building. Targeted support programmes are aimed at setting staff, parents/carers or children and young people in specific targeted groups or at specific times in a pupil's developmental journey. This could include, for example, transition programmes, parent/carer and setting cluster groups, school-based training, teacher advice and guidance or group interventions. However, specialist support is also available to settings. Specialist, intensive support will focus on the needs of an individual child or young person. It will have clearly agreed outcomes and is time-bound. A programme of intensive support will focus on the identified and assessed needs of an individual pupil. This type of support may be offered for those pupils with persistent needs who have not responded positively to other strategies. Intensive support can be accessed through the specialist provision’s allocated link teacher or by emailing SPSInfo@eani.org.uk\n\nThe Specialist Provisions Service provide extensive professional learning and development to aid schools in supporting pupils displaying behaviours of concern. Through the SDS online calendar staff in specialist provisions can access training on ‘Supporting pupils with Social Behavioural Emotional and Wellbeing needs in Specialist Provisions' as well as training and follow-up support of the ‘Inclusion and Wellbeing toolkit’ for Post Primary Settings. Further to this we provide accredited TEAM Teach training to all staff working in Specialist Provisions Special. This details de-escalation strategies and how to avoid injury. This is renewed on an annual basis. For pupils in other provisions the Education Authority’s (EA) support services have developed an enhanced professional learning whole school framework, called “Connecting & Caring Across the Whole School Community” This programme was delivered as a pilot for staff working in specialist provisions during 2023/ 2024 academic year A reviewed and a revised version was delivered again in February 2025. Whilst this framework is to support the embedding of a trauma informed and nurturing whole school community ethos and culture for responding to behaviours that require intervention, there is recognition that some of the more complex pupil profiles require a training package that includes an aspect of risk reduction involving physical intervention in the form of prompts, guides and restrictive physical interventions (RPI).\n\nTo address this need, the Specialist Provisions Service is in the process of developing criteria to offer this training to staff working with children who have more complex profiles.\n\nThe Education Authority continues to work collaboratively with Health Trusts on such cross-departmental matters as meeting the complex needs of children and young people, however, it should be noted that Allied Health Professionals (AHPs) are employed by the local Health Trusts rather than by the Education Authority","answerHtml":"The Education Authority (EA) has advised that:
The Specialist Provisions service provides a graduated response to Specialist Provisions in mainstream schools. This includes link support, universal support, targeted support and specialist support. Universal programmes have been intentionally designed to build the capacity of settings to meet the needs of children and young people and parents/carers with increasing confidence and skill. This is done through training, modelling, and capacity building. Targeted support programmes are aimed at setting staff, parents/carers or children and young people in specific targeted groups or at specific times in a pupil's developmental journey. This could include, for example, transition programmes, parent/carer and setting cluster groups, school-based training, teacher advice and guidance or group interventions. However, specialist support is also available to settings. Specialist, intensive support will focus on the needs of an individual child or young person. It will have clearly agreed outcomes and is time-bound. A programme of intensive support will focus on the identified and assessed needs of an individual pupil. This type of support may be offered for those pupils with persistent needs who have not responded positively to other strategies. Intensive support can be accessed through the specialist provision’s allocated link teacher or by emailing SPSInfo@eani.org.uk
The Specialist Provisions Service provide extensive professional learning and development to aid schools in supporting pupils displaying behaviours of concern. Through the SDS online calendar staff in specialist provisions can access training on ‘Supporting pupils with Social Behavioural Emotional and Wellbeing needs in Specialist Provisions' as well as training and follow-up support of the ‘Inclusion and Wellbeing toolkit’ for Post Primary Settings. Further to this we provide accredited TEAM Teach training to all staff working in Specialist Provisions Special. This details de-escalation strategies and how to avoid injury. This is renewed on an annual basis. For pupils in other provisions the Education Authority’s (EA) support services have developed an enhanced professional learning whole school framework, called “Connecting & Caring Across the Whole School Community” This programme was delivered as a pilot for staff working in specialist provisions during 2023/ 2024 academic year A reviewed and a revised version was delivered again in February 2025. Whilst this framework is to support the embedding of a trauma informed and nurturing whole school community ethos and culture for responding to behaviours that require intervention, there is recognition that some of the more complex pupil profiles require a training package that includes an aspect of risk reduction involving physical intervention in the form of prompts, guides and restrictive physical interventions (RPI).
To address this need, the Specialist Provisions Service is in the process of developing criteria to offer this training to staff working with children who have more complex profiles.
The Education Authority continues to work collaboratively with Health Trusts on such cross-departmental matters as meeting the complex needs of children and young people, however, it should be noted that Allied Health Professionals (AHPs) are employed by the local Health Trusts rather than by the Education Authority
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032710%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452786","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452786"}},{"id":"452591","reference":"AQW 32587/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-02","answerBy":"2025-10-17","answered":"2025-10-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the rationale for not including nurture provision as part of the new Local IMPACT Teams model.","answerText":"‘Nuture’ is only available to a specific group of settings, has a specific intervention model and is delivered by a relatively small specialist team. In order to maintain fidelity to that delivery model it is not included in the Local IMPACT Teams (LITs). If Nurture is mainstreamed in future, then LITs would potentially be the structure to use.","answerHtml":"‘Nuture’ is only available to a specific group of settings, has a specific intervention model and is delivered by a relatively small specialist team. In order to maintain fidelity to that delivery model it is not included in the Local IMPACT Teams (LITs). If Nurture is mainstreamed in future, then LITs would potentially be the structure to use.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032587%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452591","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452591"}},{"id":"452590","reference":"AQW 32586/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-02","answerBy":"2025-10-17","answered":"2025-10-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail whether pre-school providers can access educational psychology services.","answerText":"The Education Authority (EA) has advised that pre-school children in both statutory and non-statutory settings who present with significant and complex needs may be referred to Educational Psychology Services via agreed pathways involving Health Trusts, Paediatric Services and Allied Health Professionals.\n\nStatutory nurseries continue to have access to Educational Psychology support. Each setting has a named Educational Psychologist and can request consultation through the Request for Involvement process.\n\nThe EA is currently developing a referral pathway for children attending non-statutory nursery settings. This work is being phased in as part of the five-year strategic programme and is not yet fully operational. In the interim, non-statutory nurseries can request support through Local Impact Teams Solution-Focused Hubs, co-ordinated by EA.","answerHtml":"The Education Authority (EA) has advised that pre-school children in both statutory and non-statutory settings who present with significant and complex needs may be referred to Educational Psychology Services via agreed pathways involving Health Trusts, Paediatric Services and Allied Health Professionals.
Statutory nurseries continue to have access to Educational Psychology support. Each setting has a named Educational Psychologist and can request consultation through the Request for Involvement process.
The EA is currently developing a referral pathway for children attending non-statutory nursery settings. This work is being phased in as part of the five-year strategic programme and is not yet fully operational. In the interim, non-statutory nurseries can request support through Local Impact Teams Solution-Focused Hubs, co-ordinated by EA.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032586%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452590","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452590"}},{"id":"452589","reference":"AQW 32585/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-02","answerBy":"2025-10-17","answered":"2025-10-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the reason why educational psychologists will no longer recommend that a child with special educational needs is referred for a statutory assessment, following an initial assessment.","answerText":"The role of Educational Psychologists (EPs) within the statutory assessment process has been amended following a review as part of the Special Educational Needs and Disability (SEND) Transformation Programme.\n\nThe Education Authority (EA) has advised the decision to initiate statutory assessment lies with the Statutory Assessment and Review Service (SARS), not with individual professionals.\n\nUnder the SEND framework, EPs are one of several professionals who may contribute evidence to the statutory assessment process.\n\nEducation Psychologists advice and consultation outputs can be used by schools, parents, and other professionals to support an application for Statutory Assessment.\n\nSARS is responsible for reviewing all submitted evidence independently and determining whether the legal test for initiating a statutory assessment has been met.\n\nFor pre-school children referred through Health and Social Care Trust (HSCT) pathways, especially those with significant and complex needs, Educational Psychologists (EPs) remain empowered to progress statutory assessments directly to ensure that children who require the highest level of support continue to benefit from the expertise and advocacy of EPs.","answerHtml":"The role of Educational Psychologists (EPs) within the statutory assessment process has been amended following a review as part of the Special Educational Needs and Disability (SEND) Transformation Programme.
The Education Authority (EA) has advised the decision to initiate statutory assessment lies with the Statutory Assessment and Review Service (SARS), not with individual professionals.
Under the SEND framework, EPs are one of several professionals who may contribute evidence to the statutory assessment process.
Education Psychologists advice and consultation outputs can be used by schools, parents, and other professionals to support an application for Statutory Assessment.
SARS is responsible for reviewing all submitted evidence independently and determining whether the legal test for initiating a statutory assessment has been met.
For pre-school children referred through Health and Social Care Trust (HSCT) pathways, especially those with significant and complex needs, Educational Psychologists (EPs) remain empowered to progress statutory assessments directly to ensure that children who require the highest level of support continue to benefit from the expertise and advocacy of EPs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032585%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452589","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452589"}},{"id":"452588","reference":"AQW 32584/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-02","answerBy":"2025-10-17","answered":"2025-10-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he plans to consult with special educational needs coordinators for their assessment of the new educational psychology consultative support model.","answerText":"The Education Authority (EA) has advised:\n\nThe Education Psychology Service consultation model will be subject to ongoing evaluation. This continuous improvement approach will ensure that feedback from schools, Special Educational Needs Coordinators, families, and professionals informs future refinements embedding a model that is responsive, effective, and sustainable.","answerHtml":"The Education Authority (EA) has advised:
The Education Psychology Service consultation model will be subject to ongoing evaluation. This continuous improvement approach will ensure that feedback from schools, Special Educational Needs Coordinators, families, and professionals informs future refinements embedding a model that is responsive, effective, and sustainable.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032584%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452588","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452588"}},{"id":"452587","reference":"AQW 32583/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-02","answerBy":"2025-10-17","answered":"2025-10-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the rationale for not including education otherwise than at school, as part of the new Local Impact Teams model.","answerText":"The Education Authority has a statutory obligation to provide education otherwise than at School (EOTAS) in centres for full-time and part-time provision, which extends beyond the support that can be provided by a Local Impact Team (LIT). For those attending mainstream school and part-time EOTAS provision, they can access Social, Behavioural, Emotional and Well-being support through the LIT outreach service.","answerHtml":"The Education Authority has a statutory obligation to provide education otherwise than at School (EOTAS) in centres for full-time and part-time provision, which extends beyond the support that can be provided by a Local Impact Team (LIT). For those attending mainstream school and part-time EOTAS provision, they can access Social, Behavioural, Emotional and Well-being support through the LIT outreach service.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032583%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452587","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452587"}},{"id":"454678","reference":"AQO 2530/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-10-02","answerBy":"2025-10-13","answered":"2025-10-14","answeredOrally":false,"priority":false,"department":"Department of Agriculture, Environment and Rural Affairs","departmentId":"76","minister":"Minister of Agriculture, Environment and Rural Affairs","question":"To ask the Minister of Agriculture, Environment and Rural Affairs for an update on the Northern Ireland Wildfires Strategic Framework.","answerText":"The publication of the Northern Ireland Wildfires Strategic Framework was agreed by the Executive on the 04 September. The Strategic Framework was launched and published on the 08 October.\n\nPublication of the strategic framework will enable the development of an associated Wildfire Action Plan during 2026.","answerHtml":"The publication of the Northern Ireland Wildfires Strategic Framework was agreed by the Executive on the 04 September. The Strategic Framework was launched and published on the 08 October.
Publication of the strategic framework will enable the development of an associated Wildfire Action Plan during 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202530%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454678","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454678"}},{"id":"454786","reference":"AQO 2520/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-10-02","answerBy":"2025-10-13","answered":"2025-10-14","answeredOrally":false,"priority":false,"department":"Department of Justice","departmentId":"134","minister":"Minister of Justice","question":"To ask the Minister of Justice for an update on the development of her Department’s bail support scheme.","answerText":"AQO 2520 22-27 - ANSWER\n\nMy officials are working with justice, health and housing partners to develop a pilot bail support scheme to offer the Judiciary a robust and viable alternative to remand. A framework has been shared with voluntary sector partners to seek views and determine the level of market interest in delivering the scheme.\n\nThere has been significant engagement with statutory and voluntary sector partners, including those with a lived experience to garner support, discuss potential challenges and shape the scheme accordingly.\n\nThe pilot will initially support women to remain in the community while awaiting the outcome of their case, providing support to live independently, whilst helping address any offending behaviours. The importance of suitable housing is a key supporting factor with regards to bail compliance. The scheme seeks to include accommodation for a number of women that otherwise would not be granted bail.\n\nSubject to the identification of a delivery partner, it is anticipated that the scheme will be implemented in early 2026.","answerHtml":"AQO 2520 22-27 - ANSWER
My officials are working with justice, health and housing partners to develop a pilot bail support scheme to offer the Judiciary a robust and viable alternative to remand. A framework has been shared with voluntary sector partners to seek views and determine the level of market interest in delivering the scheme.
There has been significant engagement with statutory and voluntary sector partners, including those with a lived experience to garner support, discuss potential challenges and shape the scheme accordingly.
The pilot will initially support women to remain in the community while awaiting the outcome of their case, providing support to live independently, whilst helping address any offending behaviours. The importance of suitable housing is a key supporting factor with regards to bail compliance. The scheme seeks to include accommodation for a number of women that otherwise would not be granted bail.
Subject to the identification of a delivery partner, it is anticipated that the scheme will be implemented in early 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202520%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=454786","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=454786"}},{"id":"452407","reference":"AQW 32473/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-01","answerBy":"2025-10-16","answered":"2025-10-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 31699/22-27, to detail any specific actions his Department has taken to progress the repair of the storm-damaged classroom at St Francis’ Primary School, Drumaroad, since 25th January 2025.","answerText":"The business case for the works to repair the storm damaged modular unit at St Francis’ Primary School has been approved and the project is moving to construction tender. The tender is due to issue in November 2025.\n\nRegrettably, progress was somewhat delayed due to the unprecedented level of Special Educational Needs placements to be delivered over the summer period. However, relevant approvals are now in place and works are currently programmed to commence on site in early 2026.\n\nOfficials from my Department and the Education Authority are continuing to keep the school updated.","answerHtml":"The business case for the works to repair the storm damaged modular unit at St Francis’ Primary School has been approved and the project is moving to construction tender. The tender is due to issue in November 2025.
Regrettably, progress was somewhat delayed due to the unprecedented level of Special Educational Needs placements to be delivered over the summer period. However, relevant approvals are now in place and works are currently programmed to commence on site in early 2026.
Officials from my Department and the Education Authority are continuing to keep the school updated.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032473%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452407","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452407"}},{"id":"452406","reference":"AQW 32472/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-01","answerBy":"2025-10-16","answered":"2025-10-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 31699/22-27, whether he plans to expedite the priority repairs at St Francis' Primary School, Drumaroad, which are currently scheduled to commence one year after the storm damage occurred.","answerText":"The business case for the works to repair the storm damaged modular unit at St Francis’ Primary School has been approved and the project is moving to construction tender. The tender is due to issue in November 2025.\n\nRegrettably, progress was somewhat delayed due to the unprecedented level of Special Educational Needs placements to be delivered over the summer period. However, relevant approvals are now in place and works are currently programmed to commence on site in early 2026.\n\nOfficials from my Department and the Education Authority are continuing to keep the school updated.","answerHtml":"The business case for the works to repair the storm damaged modular unit at St Francis’ Primary School has been approved and the project is moving to construction tender. The tender is due to issue in November 2025.
Regrettably, progress was somewhat delayed due to the unprecedented level of Special Educational Needs placements to be delivered over the summer period. However, relevant approvals are now in place and works are currently programmed to commence on site in early 2026.
Officials from my Department and the Education Authority are continuing to keep the school updated.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032472%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452406","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452406"}},{"id":"452405","reference":"AQW 32471/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-01","answerBy":"2025-10-16","answered":"2025-10-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline the rationale for moving to an educational psychology consultative support model.","answerText":"The Education Authority has advised through adopting a consultation-based approach, the Educational Psychology Service (EPS) can support more schools proactively, reducing unnecessary statutory assessments while empowering school staff to implement psychological interventions earlier and more effectively.\n\nExtending the consultation function of the EPS aligns with the new draft Special Education Needs Framework and the strategic goals of the Education Authority and Department of Education, including promoting early intervention, capacity building, and sustainable service delivery.","answerHtml":"The Education Authority has advised through adopting a consultation-based approach, the Educational Psychology Service (EPS) can support more schools proactively, reducing unnecessary statutory assessments while empowering school staff to implement psychological interventions earlier and more effectively.
Extending the consultation function of the EPS aligns with the new draft Special Education Needs Framework and the strategic goals of the Education Authority and Department of Education, including promoting early intervention, capacity building, and sustainable service delivery.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032471%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452405","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452405"}},{"id":"452404","reference":"AQW 32470/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-01","answerBy":"2025-10-16","answered":"2025-10-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 31699/22-27, to provide his assessment of the suggested timescale of approximately one year since the damage occurred, for the priority repair of the storm damaged classroom at St Francis’ Primary School, Drumaroad.","answerText":"The business case for the works to repair the storm damaged modular unit at St Francis’ Primary School has been approved and the project is moving to construction tender. The tender is due to issue in November 2025.\n\nRegrettably, progress was somewhat delayed due to the unprecedented level of Special Educational Needs placements to be delivered over the summer period. However, relevant approvals are now in place and works are currently programmed to commence on site in early 2026.\n\nOfficials from my Department and the Education Authority are continuing to keep the school updated.","answerHtml":"The business case for the works to repair the storm damaged modular unit at St Francis’ Primary School has been approved and the project is moving to construction tender. The tender is due to issue in November 2025.
Regrettably, progress was somewhat delayed due to the unprecedented level of Special Educational Needs placements to be delivered over the summer period. However, relevant approvals are now in place and works are currently programmed to commence on site in early 2026.
Officials from my Department and the Education Authority are continuing to keep the school updated.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032470%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452404","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452404"}},{"id":"452403","reference":"AQW 32469/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-10-01","answerBy":"2025-10-16","answered":"2025-10-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any engagement he has had with special educational needs coordinators on the effectiveness of the Request for Involvement portal.","answerText":"While I have not engaged with Special Educational Needs Coordinators (SENCos), the Education Authority (EA) has engaged as follows:\n\nMultiple face to face familiarisation, feedback and system testing sessions completed in advance of Portal go live;\n\nLive online drop in clinics for all registered SENCo users during the Portal go live period to allow queries to be resolved and feedback provided; and\n\nBeyond go live, the same MS Teams site was retained to allow continuing direct contact between SENCos and the EA Portal team, both in terms of having queries resolved and to provide feedback, which was then reflected in subsequent system updates.","answerHtml":"While I have not engaged with Special Educational Needs Coordinators (SENCos), the Education Authority (EA) has engaged as follows:
Multiple face to face familiarisation, feedback and system testing sessions completed in advance of Portal go live;
Live online drop in clinics for all registered SENCo users during the Portal go live period to allow queries to be resolved and feedback provided; and
Beyond go live, the same MS Teams site was retained to allow continuing direct contact between SENCos and the EA Portal team, both in terms of having queries resolved and to provide feedback, which was then reflected in subsequent system updates.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032469%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452403","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452403"}},{"id":"452198","reference":"AQW 32357/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-30","answerBy":"2025-10-15","answered":"2025-10-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) an update on the Request for Involvement Portal used by special educational needs coordinators; and (ii) whether this portal is being used on a temporary basis.","answerText":"The Request for Involvement Portal closed on 16th May and then reopened on 15th September.\n\nYes, the RFI portal has always been designed to be an interim solution until the enduring EdIS case management system has been developed and implemented.","answerHtml":"The Request for Involvement Portal closed on 16th May and then reopened on 15th September.
Yes, the RFI portal has always been designed to be an interim solution until the enduring EdIS case management system has been developed and implemented.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032357%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452198","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452198"}},{"id":"452197","reference":"AQW 32356/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-30","answerBy":"2025-10-15","answered":"2025-10-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the criteria used when considering whether a child should move to Stage 3 of the SEN Code of Practice.","answerText":"The Education Authority has advised that in accordance with the SEN Code of Practice (CoP) a child/young person will only move to stage 3 following a statutory assessment of their educational needs (CoP part III).\n\nIf the advice received as part of the statutory assessment indicates that special educational provision required to meet the needs of the child/young person is over and above that normally available to a school, then a proposed statement will be drafted and due process followed to issuing a final statement.","answerHtml":"The Education Authority has advised that in accordance with the SEN Code of Practice (CoP) a child/young person will only move to stage 3 following a statutory assessment of their educational needs (CoP part III).
If the advice received as part of the statutory assessment indicates that special educational provision required to meet the needs of the child/young person is over and above that normally available to a school, then a proposed statement will be drafted and due process followed to issuing a final statement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032356%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452197","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452197"}},{"id":"452196","reference":"AQW 32355/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-30","answerBy":"2025-10-15","answered":"2025-10-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail all stakeholders involved in the moderation panel which decides whether a child should move to the next stage of the special educational needs code of practice.","answerText":"The moderation panels consist of experienced Special Educational Need (SEN) professionals across the SEN category areas. The moderation panels do not make decisions on the stage of the code of practice the child is on; they determine the level of support required.","answerHtml":"The moderation panels consist of experienced Special Educational Need (SEN) professionals across the SEN category areas. The moderation panels do not make decisions on the stage of the code of practice the child is on; they determine the level of support required.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032355%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452196","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452196"}},{"id":"452195","reference":"AQW 32354/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-30","answerBy":"2025-10-15","answered":"2025-10-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail when new regulations relating to special educational needs support will be brought before the Assembly.","answerText":"It is anticipated that the new SEN regulations will be brought to the Education Committee before Christmas, followed by their introduction to the Assembly early in the new year.","answerHtml":"It is anticipated that the new SEN regulations will be brought to the Education Committee before Christmas, followed by their introduction to the Assembly early in the new year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032354%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452195","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452195"}},{"id":"452194","reference":"AQW 32353/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-30","answerBy":"2025-10-15","answered":"2025-10-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the legal status of the revised code of practice on the identification and assessment of special educational needs; and (ii) how it is applied in decision-making by the Education Authority and schools.","answerText":"The draft code of practice has no legal status.\n\nThe Education Authority has advised that, schools must continue to have regard to the 1998 SEN Code of Practice and its 2005 supplement in all respects with the exception of recording children with SEN under the new three stages, as outlined in DE Circular 2021/06.","answerHtml":"The draft code of practice has no legal status.
The Education Authority has advised that, schools must continue to have regard to the 1998 SEN Code of Practice and its 2005 supplement in all respects with the exception of recording children with SEN under the new three stages, as outlined in DE Circular 2021/06.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032353%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=452194","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=452194"}},{"id":"451834","reference":"AQW 32240/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-29","answerBy":"2025-10-14","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of staff within his Department who have taken a period of stress-related absence, for each of the last six years.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032240%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451834","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451834"}},{"id":"451833","reference":"AQW 32239/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-29","answerBy":"2025-10-14","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of grievance cases that are currently live within his Department.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032239%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451833","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451833"}},{"id":"451832","reference":"AQW 32238/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-29","answerBy":"2025-10-14","answered":"2025-10-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the location of his private office.","answerText":"Department of Education, Rathgael House, Balloo Road, Bangor, BT19 7PR.","answerHtml":"Department of Education, Rathgael House, Balloo Road, Bangor, BT19 7PR.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032238%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451832","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451832"}},{"id":"451831","reference":"AQW 32237/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-29","answerBy":"2025-10-14","answered":"2025-10-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the levels of staff absence due to sickness within his Department.","answerText":"The number of working days lost per staff year for the Department of Education over the last five full financial years is presented in the table below –\n\n2019/20\t9.9\n2020/21\t6.4\n2021/22\t8.5\n2022/23\t10.2\n2023/24\t11.6\n\nDoF have indicated 2024/25 figures will be published on 28 October 2025.","answerHtml":"The number of working days lost per staff year for the Department of Education over the last five full financial years is presented in the table below –
| 2019/20 | 9.9 |
| 2020/21 | 6.4 |
| 2021/22 | 8.5 |
| 2022/23 | 10.2 |
| 2023/24 | 11.6 |
DoF have indicated 2024/25 figures will be published on 28 October 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032237%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451831","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451831"}},{"id":"451567","reference":"AQW 32151/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-26","answerBy":"2025-10-13","answered":"2025-09-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to take forward the Independent Review of Education recommendation regarding the establishment of an Independent Planning Commission.","answerText":"My Department is currently fully committed to delivering a sustainable, inclusive, and high-quality education system that meets the diverse needs of all learners, including those with special educational needs.\n\nManaging authorities and sectoral bodies are actively progressing two strategies Strategic Area Plans (2022-27) for the ‘Planning for Sustainable Provision’ and ‘Planning for Special Education Provision’ to ensure effective planning and provision across Northern Ireland. This is delivered by an Area Planning Framework, which supports strategic and collaborative approaches to school estate planning.\n\nThe recommendations from the Independent Review of Education are under careful consideration as part of our broader commitment to improving educational outcomes. While no decision has been made on the specific proposal for an Independent Planning Commission, my Department is focused on ensuring that our planning processes are robust, inclusive, and responsive to the needs of all pupils. We will continue to engage with stakeholders to refine our approach and ensure that our education system is sustainable, inclusive and equitable.","answerHtml":"My Department is currently fully committed to delivering a sustainable, inclusive, and high-quality education system that meets the diverse needs of all learners, including those with special educational needs.
Managing authorities and sectoral bodies are actively progressing two strategies Strategic Area Plans (2022-27) for the ‘Planning for Sustainable Provision’ and ‘Planning for Special Education Provision’ to ensure effective planning and provision across Northern Ireland. This is delivered by an Area Planning Framework, which supports strategic and collaborative approaches to school estate planning.
The recommendations from the Independent Review of Education are under careful consideration as part of our broader commitment to improving educational outcomes. While no decision has been made on the specific proposal for an Independent Planning Commission, my Department is focused on ensuring that our planning processes are robust, inclusive, and responsive to the needs of all pupils. We will continue to engage with stakeholders to refine our approach and ensure that our education system is sustainable, inclusive and equitable.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032151%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451567","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451567"}},{"id":"451566","reference":"AQW 32150/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-26","answerBy":"2025-10-13","answered":"2025-10-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any changes to grief and bereavement education which will be considered as part of the work of the new Curriculum Taskforce Advisory Committee.","answerText":"Schools in Northern Ireland currently have a duty to address grief and bereavement through the statutory curriculum. In primary schools, pupils explore feelings and emotions, including grief, under Personal Development and Mutual Understanding. In post-primary education, Learning for Life and Work (LLW) includes strategies for coping with grief and loss.\n\nThe Council for the Curriculum, Examinations and Assessment provides a range of teaching resources that support the delivery of grief, loss, and bereavement education across key stages. These resources are designed to ensure that schools are well-equipped to support pupils during such experiences.\n\nThe Curriculum Taskforce will consider how best to develop the core components of a reformed PDMU and LLW, including Citizenship, Employability and Personal Development, to ensure clear progression throughout each key stage. A key priority is ensuring the curriculum is coherent and manageable. It is essential to avoid curriculum overload and strike an appropriate balance between breadth and depth.","answerHtml":"Schools in Northern Ireland currently have a duty to address grief and bereavement through the statutory curriculum. In primary schools, pupils explore feelings and emotions, including grief, under Personal Development and Mutual Understanding. In post-primary education, Learning for Life and Work (LLW) includes strategies for coping with grief and loss.
The Council for the Curriculum, Examinations and Assessment provides a range of teaching resources that support the delivery of grief, loss, and bereavement education across key stages. These resources are designed to ensure that schools are well-equipped to support pupils during such experiences.
The Curriculum Taskforce will consider how best to develop the core components of a reformed PDMU and LLW, including Citizenship, Employability and Personal Development, to ensure clear progression throughout each key stage. A key priority is ensuring the curriculum is coherent and manageable. It is essential to avoid curriculum overload and strike an appropriate balance between breadth and depth.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032150%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451566","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451566"}},{"id":"451565","reference":"AQW 32149/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-26","answerBy":"2025-10-13","answered":"2025-10-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to introduce guidance, similar to that recently introduced in England, regarding a minimum learning requirement on grief and bereavement for primary and post-primary schools.","answerText":"Schools in Northern Ireland currently have a duty to address grief and bereavement through the statutory curriculum. In primary schools, pupils explore feelings and emotions, including grief, under Personal Development and Mutual Understanding. In post-primary education, Learning for Life and Work (LLW) includes strategies for coping with grief and loss.\n\nThe Council for the Curriculum, Examinations and Assessment provides a range of teaching resources that support the delivery of grief, loss, and bereavement education across key stages. These resources are designed to ensure that schools are well-equipped to support pupils during such experiences.\n\nThe Curriculum Taskforce will consider how best to develop the core components of a reformed PDMU and LLW, including Citizenship, Employability and Personal Development, to ensure clear progression throughout each key stage. A key priority is ensuring the curriculum is coherent and manageable. It is essential to avoid curriculum overload and strike an appropriate balance between breadth and depth.","answerHtml":"Schools in Northern Ireland currently have a duty to address grief and bereavement through the statutory curriculum. In primary schools, pupils explore feelings and emotions, including grief, under Personal Development and Mutual Understanding. In post-primary education, Learning for Life and Work (LLW) includes strategies for coping with grief and loss.
The Council for the Curriculum, Examinations and Assessment provides a range of teaching resources that support the delivery of grief, loss, and bereavement education across key stages. These resources are designed to ensure that schools are well-equipped to support pupils during such experiences.
The Curriculum Taskforce will consider how best to develop the core components of a reformed PDMU and LLW, including Citizenship, Employability and Personal Development, to ensure clear progression throughout each key stage. A key priority is ensuring the curriculum is coherent and manageable. It is essential to avoid curriculum overload and strike an appropriate balance between breadth and depth.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032149%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451565","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451565"}},{"id":"451564","reference":"AQW 32148/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-26","answerBy":"2025-10-13","answered":"2025-10-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail his assessment of new statutory guidance for schools in England, which places a minimum learning requirement on grief and bereavement for primary and post-primary schools.","answerText":"Schools in Northern Ireland currently have a duty to address grief and bereavement through the statutory curriculum. In primary schools, pupils explore feelings and emotions, including grief, under Personal Development and Mutual Understanding. In post-primary education, Learning for Life and Work (LLW) includes strategies for coping with grief and loss.\n\nThe Council for the Curriculum, Examinations and Assessment provides a range of teaching resources that support the delivery of grief, loss, and bereavement education across key stages. These resources are designed to ensure that schools are well-equipped to support pupils during such experiences.\n\nThe Curriculum Taskforce will consider how best to develop the core components of a reformed PDMU and LLW, including Citizenship, Employability and Personal Development, to ensure clear progression throughout each key stage. A key priority is ensuring the curriculum is coherent and manageable. It is essential to avoid curriculum overload and strike an appropriate balance between breadth and depth.","answerHtml":"Schools in Northern Ireland currently have a duty to address grief and bereavement through the statutory curriculum. In primary schools, pupils explore feelings and emotions, including grief, under Personal Development and Mutual Understanding. In post-primary education, Learning for Life and Work (LLW) includes strategies for coping with grief and loss.
The Council for the Curriculum, Examinations and Assessment provides a range of teaching resources that support the delivery of grief, loss, and bereavement education across key stages. These resources are designed to ensure that schools are well-equipped to support pupils during such experiences.
The Curriculum Taskforce will consider how best to develop the core components of a reformed PDMU and LLW, including Citizenship, Employability and Personal Development, to ensure clear progression throughout each key stage. A key priority is ensuring the curriculum is coherent and manageable. It is essential to avoid curriculum overload and strike an appropriate balance between breadth and depth.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032148%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451564","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451564"}},{"id":"451563","reference":"AQW 32147/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-26","answerBy":"2025-10-13","answered":"2025-10-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 30087/22-27, to detail when he will complete the development of long term options for nurture provision.","answerText":"I fully acknowledge the significant value and impact of Nurture Provision, particularly in delivering timely interventions for pupils facing social, emotional, and behavioural challenges that may otherwise hinder their learning and academic progress.\n\nThe short and long-term benefits for these children are well-documented, most notably in terms of enhanced life outcomes. Moreover, there are wider societal and economic advantages, including the potential to reduce future demand on education, health, and justice services, which would otherwise incur substantially greater costs.\n\nAgainst this background officials are currently finalising a series of options for the Department’s future, long-term approach to supporting Nurture provision, with a view to establishing a sustainable model that will ensure effectively targeting and supporting those children who are most in need of this type of intervention. These proposals will be brought forward shortly for my consideration within the context of the Department’s challenging budgetary situation.","answerHtml":"I fully acknowledge the significant value and impact of Nurture Provision, particularly in delivering timely interventions for pupils facing social, emotional, and behavioural challenges that may otherwise hinder their learning and academic progress.
The short and long-term benefits for these children are well-documented, most notably in terms of enhanced life outcomes. Moreover, there are wider societal and economic advantages, including the potential to reduce future demand on education, health, and justice services, which would otherwise incur substantially greater costs.
Against this background officials are currently finalising a series of options for the Department’s future, long-term approach to supporting Nurture provision, with a view to establishing a sustainable model that will ensure effectively targeting and supporting those children who are most in need of this type of intervention. These proposals will be brought forward shortly for my consideration within the context of the Department’s challenging budgetary situation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032147%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451563","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451563"}},{"id":"451344","reference":"AQW 32060/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-25","answerBy":"2025-10-10","answered":"2025-09-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 30422/22-27 and AQW 30423/22-27, and considering significant budgetary pressures, to outline his assessment of the potential annual savings of approximately £100 million that could be generated from rightsizing the school estate.","answerText":"In the Independent Review of Education (IRE) report, the Panel stated that their proposed new approach to Area Planning had ‘the potential to create new jointly managed community schools by merging schools from different sectors. Maximum annual savings of approximately £100m could be generated for reinvestment in education’.\n\nThe Panel completed a series of purely desktop exercises to arrive at this figure which employed a range of assumptions and exclusions but did qualify this by advising that ‘We must be clear that the modelling process was a desktop exercise that did not take local issues into account and would not therefore represent the ‘real world’ plan that would ultimately be implemented. The figures produced are illustrative only.’\n\nThe Panel added that ‘A real-world implementation of a “right-sizing” exercise would be delivered differently and the resulting figures would be different, but this modelling gives a feel for the level of efficiency savings that may be possible’.\n\nThe Panel further commented that ‘this reformed network of schools will bring benefits but will require significant capital and resource investment.’\n\nAs I have previously stated, the Panel estimated capital costs at £1bn over a 10-year period. That level of funding is not available at present, but I will continue to make the case to the Executive for additional funding to deliver on my priorities for Education.","answerHtml":"In the Independent Review of Education (IRE) report, the Panel stated that their proposed new approach to Area Planning had ‘the potential to create new jointly managed community schools by merging schools from different sectors. Maximum annual savings of approximately £100m could be generated for reinvestment in education’.
The Panel completed a series of purely desktop exercises to arrive at this figure which employed a range of assumptions and exclusions but did qualify this by advising that ‘We must be clear that the modelling process was a desktop exercise that did not take local issues into account and would not therefore represent the ‘real world’ plan that would ultimately be implemented. The figures produced are illustrative only.’
The Panel added that ‘A real-world implementation of a “right-sizing” exercise would be delivered differently and the resulting figures would be different, but this modelling gives a feel for the level of efficiency savings that may be possible’.
The Panel further commented that ‘this reformed network of schools will bring benefits but will require significant capital and resource investment.’
As I have previously stated, the Panel estimated capital costs at £1bn over a 10-year period. That level of funding is not available at present, but I will continue to make the case to the Executive for additional funding to deliver on my priorities for Education.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032060%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451344","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451344"}},{"id":"451343","reference":"AQW 32059/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-25","answerBy":"2025-10-10","answered":"2025-10-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 30422/22-27 and AQW 30423/22-27, to detail whether he will progress work to create a joint scheme of management for schools.","answerText":"Article 9A-9D of The Education and Libraries (Northern Ireland) Order 1986 advises that every school must have a scheme of management approved by the Department of Education. This scheme provides for the membership of the Board of Governors as well as its functions and procedures.\n\nShould a jointly managed community school be approved for establishment the Department will work with any such school to approve a Scheme of Management.","answerHtml":"Article 9A-9D of The Education and Libraries (Northern Ireland) Order 1986 advises that every school must have a scheme of management approved by the Department of Education. This scheme provides for the membership of the Board of Governors as well as its functions and procedures.
Should a jointly managed community school be approved for establishment the Department will work with any such school to approve a Scheme of Management.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032059%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451343","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451343"}},{"id":"451342","reference":"AQW 32058/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-25","answerBy":"2025-10-10","answered":"2025-10-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any international best practices that informed his proposals regarding the future of CCEA GCSEs, AS Levels and A Levels.","answerText":"My proposals for the consultation on the Future of CCEA GCSEs, AS levels and A levels, build on insights from the TransformED Strategy, the Strategic Review of the Curriculum, the Independent Review of Education, the ‘A Fair Start’ report, and the 14–19 Strategy, all of which drew from research and evaluation of best practices.\n\nMy Department has also engaged with the OECD in a research project on establishing comparative best practices regarding assessment and certification. This has established that the current system in Northern Ireland, whereby many students sit high-stakes examinations across four consecutive years, is highly unusual by comparison to other countries. Many successful economies require students to take significantly fewer examinations and assessments.\n\nThe consultation is an opportunity for students, parents, educators, employers and wider stakeholders to share their views on my proposals to ensure that CCEA’s qualifications remain relevant and fit for purpose.","answerHtml":"My proposals for the consultation on the Future of CCEA GCSEs, AS levels and A levels, build on insights from the TransformED Strategy, the Strategic Review of the Curriculum, the Independent Review of Education, the ‘A Fair Start’ report, and the 14–19 Strategy, all of which drew from research and evaluation of best practices.
My Department has also engaged with the OECD in a research project on establishing comparative best practices regarding assessment and certification. This has established that the current system in Northern Ireland, whereby many students sit high-stakes examinations across four consecutive years, is highly unusual by comparison to other countries. Many successful economies require students to take significantly fewer examinations and assessments.
The consultation is an opportunity for students, parents, educators, employers and wider stakeholders to share their views on my proposals to ensure that CCEA’s qualifications remain relevant and fit for purpose.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032058%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451342","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451342"}},{"id":"451341","reference":"AQW 32057/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-25","answerBy":"2025-10-10","answered":"2025-10-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 30422/22-27 and AQW 30423/22-27, to detail any actions he is taking to understand the interest in creating jointly managed community schools.","answerText":"My Department stands ready to facilitate and progress such a proposal should one emerge, to include consideration of the appropriate legislative, governance and operational foundations.\n\nNo action is being taken at this time to specifically gauge interest in jointly managed community schools. However, my Department regularly engages with schools and planning authorities across the sector as part of Area Planning considerations. No proposals have been indicated at this time.","answerHtml":"My Department stands ready to facilitate and progress such a proposal should one emerge, to include consideration of the appropriate legislative, governance and operational foundations.
No action is being taken at this time to specifically gauge interest in jointly managed community schools. However, my Department regularly engages with schools and planning authorities across the sector as part of Area Planning considerations. No proposals have been indicated at this time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032057%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451341","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451341"}},{"id":"451340","reference":"AQW 32056/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-25","answerBy":"2025-10-10","answered":"2025-10-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 30422/22-27 and AQW 30423/22-27, to outline the capacity his Department has to facilitate a jointly managed community school, should a successful proposal be taken forward.","answerText":"My Department stands ready to facilitate and progress such a proposal should one emerge, to include consideration of the appropriate legislative, governance and operational foundations.\n\nNo action is being taken at this time to specifically gauge interest in jointly managed community schools. However, my Department regularly engages with schools and planning authorities across the sector as part of Area Planning considerations. No proposals have been indicated at this time.","answerHtml":"My Department stands ready to facilitate and progress such a proposal should one emerge, to include consideration of the appropriate legislative, governance and operational foundations.
No action is being taken at this time to specifically gauge interest in jointly managed community schools. However, my Department regularly engages with schools and planning authorities across the sector as part of Area Planning considerations. No proposals have been indicated at this time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2032056%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451340","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451340"}},{"id":"451075","reference":"AQW 31940/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-24","answerBy":"2025-10-09","answered":"2025-10-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, further to the NI Audit Office report Managing the Schools' Estate, whether he will develop a school estate management strategy.","answerText":"Officials from my Department are progressing the development of an Estate Strategy as recommended in the recent Northern Ireland Audit Office report on Managing the Schools' Estate.\n\nEstate Strategies in other jurisdictions and sectors have been examined to ensure that the Department's emerging Estate Strategy aligns with those approaches and adopts best practice wherever possible.\n\nI am advised that good progress has been made to date and a work in progress draft of the Strategy will be presented to senior management within the Department for consideration, discussion and further development as necessary in the coming weeks. Following this engagement, and subsequently my own consideration and endorsement of the emerging strategy, I expect the Department's Estate Strategy to be in place in the coming months.","answerHtml":"Officials from my Department are progressing the development of an Estate Strategy as recommended in the recent Northern Ireland Audit Office report on Managing the Schools' Estate.
Estate Strategies in other jurisdictions and sectors have been examined to ensure that the Department's emerging Estate Strategy aligns with those approaches and adopts best practice wherever possible.
I am advised that good progress has been made to date and a work in progress draft of the Strategy will be presented to senior management within the Department for consideration, discussion and further development as necessary in the coming weeks. Following this engagement, and subsequently my own consideration and endorsement of the emerging strategy, I expect the Department's Estate Strategy to be in place in the coming months.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031940%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451075","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451075"}},{"id":"451074","reference":"AQW 31939/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-24","answerBy":"2025-10-09","answered":"2025-10-09","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to outline (i) how frequently multiple sclerosis patients should be undergoing blood tests; and (ii) what steps he is taking to ensure regular and reliable blood testing is provided for these patients.","answerText":"HSC Trusts follow the NICE clinical guideline for the management of Multiple Sclerosis. With regard to the requirement for blood tests, there is no set position on how frequently patients should be undergoing blood tests. This can be dependent on a number of factors including whether a patient might have other co-morbidities or whether a patient is on a disease modifying treatment. For each disease modifying treatment there is guidance on how often blood tests need to be undertaken these can vary from monthly to six-monthly. The frequency can also be amended, if for example, results are not within acceptable levels.\n\nIn recent years, there have been some changes to the provision of blood tests for patients under the care of hospital clinicians with some testing previously undertaken in primary care now being provided in hospital settings. Resources have been made available to establish or extend phlebotomy hub capacity in Trust settings.","answerHtml":"HSC Trusts follow the NICE clinical guideline for the management of Multiple Sclerosis. With regard to the requirement for blood tests, there is no set position on how frequently patients should be undergoing blood tests. This can be dependent on a number of factors including whether a patient might have other co-morbidities or whether a patient is on a disease modifying treatment. For each disease modifying treatment there is guidance on how often blood tests need to be undertaken these can vary from monthly to six-monthly. The frequency can also be amended, if for example, results are not within acceptable levels.
In recent years, there have been some changes to the provision of blood tests for patients under the care of hospital clinicians with some testing previously undertaken in primary care now being provided in hospital settings. Resources have been made available to establish or extend phlebotomy hub capacity in Trust settings.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031939%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451074","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451074"}},{"id":"451073","reference":"AQW 31938/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-24","answerBy":"2025-10-09","answered":"2025-10-09","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail what proportion of multiple sclerosis patients received an annual review, in each of the last five years, broken down by Health and Social Care Trust.","answerText":"Services for people with multiple sclerosis (MS) are provided as part of wider Neurology services in each Trust area. Historically, information on new and review outpatient activity associated with patients with a diagnosis of MS has been included in the wider reporting of neurology services. Information on MS patients who have received an annual review is not therefore available.\n\nIi is however acknowledged that the current waiting times for neurology for both new and review appointments are lengthy and growing across Northern Ireland. This situation has arisen due to several factors, including funding that falls short of objectively assessed need and previous missed opportunities to reform health and social care delivery. I am committed to addressing this, subject to available funding.","answerHtml":"Services for people with multiple sclerosis (MS) are provided as part of wider Neurology services in each Trust area. Historically, information on new and review outpatient activity associated with patients with a diagnosis of MS has been included in the wider reporting of neurology services. Information on MS patients who have received an annual review is not therefore available.
Ii is however acknowledged that the current waiting times for neurology for both new and review appointments are lengthy and growing across Northern Ireland. This situation has arisen due to several factors, including funding that falls short of objectively assessed need and previous missed opportunities to reform health and social care delivery. I am committed to addressing this, subject to available funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031938%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451073","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451073"}},{"id":"451072","reference":"AQW 31937/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-24","answerBy":"2025-10-09","answered":"2025-10-09","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any action he is taking to ensure all newly-diagnosed multiple sclerosis patients receive a baseline MRI scan.","answerText":"Services for people with multiple sclerosis (MS) are provided as part of wider Neurology services in each Trust area. There has been detailed engagement with the clinical teams in each Trust over the past number of years with a view to improving the care and treatment available for people with this condition. As part of this engagement, a Service Specification was developed, consistent with NICE Clinical Guidelines for the service, which sets out the requirements for delivering a multi-disciplinary service consistently across the region.\n\nWork has taken place with clinical teams in each Trust to develop guidelines for referral of people with suspected MS. These guidelines are available on the electronic referral system utilised by General Practice to refer into the hospital-based neurology teams. The information included as part of a referral allows the clinical teams undertaking the triage to consider patient need and allocate people to the relevant clinic.\n\nReferrals for patients with suspected MS will be from General Practice to a consultant neurologist or via consultant to consultant referrals. Before making a referral to a consultant neurologist for a patient with suspected MS, alternative diagnoses should be excluded by performing relevant blood tests.\n\nA consultant neurologist will make a diagnosis of MS on the basis of established criteria, such at the revised 2010 McDonald criteria. These criteria include the requirement for an MRI scan to inform the diagnosis, so a baseline scan will normally be available as part of the process to confirm a patient diagnosis.","answerHtml":"Services for people with multiple sclerosis (MS) are provided as part of wider Neurology services in each Trust area. There has been detailed engagement with the clinical teams in each Trust over the past number of years with a view to improving the care and treatment available for people with this condition. As part of this engagement, a Service Specification was developed, consistent with NICE Clinical Guidelines for the service, which sets out the requirements for delivering a multi-disciplinary service consistently across the region.
Work has taken place with clinical teams in each Trust to develop guidelines for referral of people with suspected MS. These guidelines are available on the electronic referral system utilised by General Practice to refer into the hospital-based neurology teams. The information included as part of a referral allows the clinical teams undertaking the triage to consider patient need and allocate people to the relevant clinic.
Referrals for patients with suspected MS will be from General Practice to a consultant neurologist or via consultant to consultant referrals. Before making a referral to a consultant neurologist for a patient with suspected MS, alternative diagnoses should be excluded by performing relevant blood tests.
A consultant neurologist will make a diagnosis of MS on the basis of established criteria, such at the revised 2010 McDonald criteria. These criteria include the requirement for an MRI scan to inform the diagnosis, so a baseline scan will normally be available as part of the process to confirm a patient diagnosis.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031937%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451072","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451072"}},{"id":"451071","reference":"AQW 31936/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-24","answerBy":"2025-10-09","answered":"2025-10-09","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the proportion of multiple sclerosis patients currently accessing psychology services.","answerText":"Services for people with multiple sclerosis (MS) are provided as part of wider Neurology services in each Trust area. Historically, information such and new and review outpatient activity associated with patients with a diagnosis of MS has been included in the wider reporting of neurology services.\n\nWithin secondary care people with MS under the care of a Neurologist can be referred to a range of other disciplines, including psychology and are managed as internal referrals within a Trust setting. This level of information is not subject to reporting as part of performance management arrangements.\n\nI fully recognise the importance of psychological support to patients diagnosed with a long term condition. This recognition is reflected in my Department’s 2021-31 Mental Health Strategy which directs the service to develop care on a whole person and whole system basis for patients with chronic conditions. The suggested models to deliver this involve greater integration of psychology within MDTs and additional training for staff from other disciplines in the recognition and referral of patients. The aim is to ensure that those with physical ill health that leads to mental ill health receive the care and treatment they need.","answerHtml":"Services for people with multiple sclerosis (MS) are provided as part of wider Neurology services in each Trust area. Historically, information such and new and review outpatient activity associated with patients with a diagnosis of MS has been included in the wider reporting of neurology services.
Within secondary care people with MS under the care of a Neurologist can be referred to a range of other disciplines, including psychology and are managed as internal referrals within a Trust setting. This level of information is not subject to reporting as part of performance management arrangements.
I fully recognise the importance of psychological support to patients diagnosed with a long term condition. This recognition is reflected in my Department’s 2021-31 Mental Health Strategy which directs the service to develop care on a whole person and whole system basis for patients with chronic conditions. The suggested models to deliver this involve greater integration of psychology within MDTs and additional training for staff from other disciplines in the recognition and referral of patients. The aim is to ensure that those with physical ill health that leads to mental ill health receive the care and treatment they need.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031936%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=451071","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=451071"}},{"id":"450796","reference":"AQW 31813/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-23","answerBy":"2025-10-08","answered":"2025-09-30","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister, pursuant to AQW 28824/22-27, to outline the role the Executive Office has in coordinating cross-departmental engagement to develop cross-cutting legislation on issues of Executive priority.","answerText":"Co-ordination is primarily the responsibility of the sponsoring department with lead responsibility for the policy issue. The Executive Office has responsibility for oversight of the Legislative Programme overall and would only adopt such a role in respect of legislation on specific issues where no obvious lead department could be identified.","answerHtml":"Co-ordination is primarily the responsibility of the sponsoring department with lead responsibility for the policy issue. The Executive Office has responsibility for oversight of the Legislative Programme overall and would only adopt such a role in respect of legislation on specific issues where no obvious lead department could be identified.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031813%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450796","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450796"}},{"id":"450795","reference":"AQW 31812/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-23","answerBy":"2025-10-08","answered":"2025-09-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, further to the findings of the April 2025 report Drawing the Future, to detail any actions he is taking to increase awareness of apprenticeships among children and young people.","answerText":"The “Drawing the Future: Exploring the Career Aspirations of Children in Northern Ireland” report was launched on 29 January 2025.\n\nThe study examined the career aspirations of children aged 7-11 years old in Northern Ireland. It considered how their aspirations are shaped by gender, location, and socio-economic deprivation; compared children’s aspirations with current and projected market demands and the future needs of the economy; and investigated who and what is influencing their choices.\n\nThe programme provides an opportunity for primary school pupils to engage directly with inspirational role models, providing them with a more accurate picture of the world of work and details of routes into employment. Events held in May and June involved 1,116 pupils from 31 schools and featured employees, employers and entrepreneurs from various fields such as publishing, law, horticulture, broadcasting, marine engineering, web design, charity leadership, translation, and air traffic control.\n\nWhile the programme does not focus specifically on apprenticeships the conversation may develop incidentally with some of the volunteers presenting to the pupils where they have completed apprenticeships and share this experience during the sessions.\n\nAs set out in the joint Careers Action Plan, published in June 2025, a number of other actions are also being progressed to ensure that students are provided with high quality, relevant information. This includes increased sharing of careers resources and bulletins and roadshow events in Area Learning Community areas to share labour market focussed insights. Information about apprenticeships has been included in both the bulletins and the careers roadshow.","answerHtml":"The “Drawing the Future: Exploring the Career Aspirations of Children in Northern Ireland” report was launched on 29 January 2025.
The study examined the career aspirations of children aged 7-11 years old in Northern Ireland. It considered how their aspirations are shaped by gender, location, and socio-economic deprivation; compared children’s aspirations with current and projected market demands and the future needs of the economy; and investigated who and what is influencing their choices.
The programme provides an opportunity for primary school pupils to engage directly with inspirational role models, providing them with a more accurate picture of the world of work and details of routes into employment. Events held in May and June involved 1,116 pupils from 31 schools and featured employees, employers and entrepreneurs from various fields such as publishing, law, horticulture, broadcasting, marine engineering, web design, charity leadership, translation, and air traffic control.
While the programme does not focus specifically on apprenticeships the conversation may develop incidentally with some of the volunteers presenting to the pupils where they have completed apprenticeships and share this experience during the sessions.
As set out in the joint Careers Action Plan, published in June 2025, a number of other actions are also being progressed to ensure that students are provided with high quality, relevant information. This includes increased sharing of careers resources and bulletins and roadshow events in Area Learning Community areas to share labour market focussed insights. Information about apprenticeships has been included in both the bulletins and the careers roadshow.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031812%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450795","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450795"}},{"id":"450794","reference":"AQW 31811/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-23","answerBy":"2025-10-08","answered":"2025-09-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any plans he has to bring the inspection of Religious Education under the remit of the Education & Training Inspectorate.","answerText":"I refer the member to my previous response to AQW 24356/22-27 on 31 March 2025. The position remains the same.","answerHtml":"I refer the member to my previous response to AQW 24356/22-27 on 31 March 2025. The position remains the same.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031811%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450794","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450794"}},{"id":"450793","reference":"AQW 31810/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-23","answerBy":"2025-10-08","answered":"2025-10-08","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail how he will ensure the MS helpline is fully staffed and accessible to patients requiring advice and support.","answerText":"Services for people with multiple sclerosis (MS) are provided as part of wider Neurology services in each Trust area. There has been detailed engagement with the clinical teams in each Trust over the past number of years with a view to improving the care and treatment available for people with this condition. As part of this engagement, a Service Specification was developed, consistent with NICE Clinical Guidelines for the service, which sets out the requirements for delivering a multi-disciplinary service consistently across the region.\n\nThe priorities that were identified from the Service Specification were for all Trusts to have dedicated clinics for people with MS, for each Trust to have dedicated MS nursing staff and for the capacity to be available in each Trust to allow infusion delivered disease modifying treatments (DMTs) to be available locally.\n\nInvestments were made over a number of years and each of these priority objectives have been achieved. Colleagues from DoH work closely with HSC Trusts each year to consider the requirements associated with the increasing number of people with MS who are on DMTs. Over £20m is invested across the region in supporting the provision of approved drug treatments to eligible patients.\n\nAs part of the arrangement in place for people with MS to access services locally, each of the five Trusts have advice lines for patients under their care to make contact. It is important to note that these advice lines are not an emergency service. People with MS are advised to liaise with their GP, out of hours service or Emergency Department when the advice line is closed and always when the issue is non-MS related.\n\nAs services for people with MS have been established locally, support has been provided to allow Trusts to allow patients to make contact between hospital appointments if they have any queries regarding their MS care. The arrangements for receiving and responding to calls will be Trust specific but generally involve administrative staff accepting the initial call or managing messages left for the clinical team and then arranging for the contact to be made with the patient.\n\nThe discussions that take place with Trusts each year to consider the requirements associated with increasing numbers of patients with MS will take account of any further support that would be required to ensure timely advice and support is available. Any investment in this or other areas of pressure related to service provision will be subject to resources being available in the context of the current financial pressures facing the HSC.","answerHtml":"Services for people with multiple sclerosis (MS) are provided as part of wider Neurology services in each Trust area. There has been detailed engagement with the clinical teams in each Trust over the past number of years with a view to improving the care and treatment available for people with this condition. As part of this engagement, a Service Specification was developed, consistent with NICE Clinical Guidelines for the service, which sets out the requirements for delivering a multi-disciplinary service consistently across the region.
The priorities that were identified from the Service Specification were for all Trusts to have dedicated clinics for people with MS, for each Trust to have dedicated MS nursing staff and for the capacity to be available in each Trust to allow infusion delivered disease modifying treatments (DMTs) to be available locally.
Investments were made over a number of years and each of these priority objectives have been achieved. Colleagues from DoH work closely with HSC Trusts each year to consider the requirements associated with the increasing number of people with MS who are on DMTs. Over £20m is invested across the region in supporting the provision of approved drug treatments to eligible patients.
As part of the arrangement in place for people with MS to access services locally, each of the five Trusts have advice lines for patients under their care to make contact. It is important to note that these advice lines are not an emergency service. People with MS are advised to liaise with their GP, out of hours service or Emergency Department when the advice line is closed and always when the issue is non-MS related.
As services for people with MS have been established locally, support has been provided to allow Trusts to allow patients to make contact between hospital appointments if they have any queries regarding their MS care. The arrangements for receiving and responding to calls will be Trust specific but generally involve administrative staff accepting the initial call or managing messages left for the clinical team and then arranging for the contact to be made with the patient.
The discussions that take place with Trusts each year to consider the requirements associated with increasing numbers of patients with MS will take account of any further support that would be required to ensure timely advice and support is available. Any investment in this or other areas of pressure related to service provision will be subject to resources being available in the context of the current financial pressures facing the HSC.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031810%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450793","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450793"}},{"id":"450792","reference":"AQW 31809/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-23","answerBy":"2025-10-08","answered":"2025-10-08","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any steps he is taking to ensure multiple sclerosis patients receive access to an annual MRI scan to aid with monitoring their condition.","answerText":"There is no official guidance which specifies the frequency that people with Multiple Sclerosis (MS) should have an MRI scan. For people with a diagnosis of MS the requirement for an MRI will be dependent on their clinical condition and response to treatment. It is not always clinically indicated for a person who is stable on their treatment and reports no new symptoms or symptom changes to require an MRI on an annual basis.\n\nThe requirement for a scheduled MRI can be associated with monitoring for people on specific disease modifying treatments (DMTs). For a small number of DMTs a new MRI scan might also be offered to determine eligibility for treatment.\n\nMore widely, MRIs will be conducted at the discretion of a Consultant Neurologist, considering how they think a new scan may influence or improve the care they can offer the person in their MS treatment.","answerHtml":"There is no official guidance which specifies the frequency that people with Multiple Sclerosis (MS) should have an MRI scan. For people with a diagnosis of MS the requirement for an MRI will be dependent on their clinical condition and response to treatment. It is not always clinically indicated for a person who is stable on their treatment and reports no new symptoms or symptom changes to require an MRI on an annual basis.
The requirement for a scheduled MRI can be associated with monitoring for people on specific disease modifying treatments (DMTs). For a small number of DMTs a new MRI scan might also be offered to determine eligibility for treatment.
More widely, MRIs will be conducted at the discretion of a Consultant Neurologist, considering how they think a new scan may influence or improve the care they can offer the person in their MS treatment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031809%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450792","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450792"}},{"id":"450434","reference":"AQW 31699/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-22","answerBy":"2025-09-25","answered":"2025-09-23","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail why the modular classroom at St Francis' Primary School, Drumaroad, damaged by Storm Éowyn in January 2025 is still awaiting repair.","answerText":"The project to repair the modular classroom at St Francis’ Primary School is a high priority and will be progressed as quickly as possible by the Education Authority (EA). Regrettably, delivery of the project has been delayed due to the unprecedented level of Special Educational Needs placements to be delivered over the summer period.\n\nThe EA has advised that it is currently preparing the construction tender package. It is anticipated that this will issue in November 2025, with work starting on site early in 2026, for an anticipated contract period of 12 weeks.","answerHtml":"The project to repair the modular classroom at St Francis’ Primary School is a high priority and will be progressed as quickly as possible by the Education Authority (EA). Regrettably, delivery of the project has been delayed due to the unprecedented level of Special Educational Needs placements to be delivered over the summer period.
The EA has advised that it is currently preparing the construction tender package. It is anticipated that this will issue in November 2025, with work starting on site early in 2026, for an anticipated contract period of 12 weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031699%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450434","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450434"}},{"id":"450433","reference":"AQW 31698/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-22","answerBy":"2025-10-07","answered":"2025-09-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 30308/22-27, whether there are any actions arising from the Review on the Use of Temporary and Substitute Teachers requiring additional resources that he will deliver in this financial year.","answerText":"In responding to AQW 26998/22-27 and AQW 30308/22-27 I explained that a detailed assessment of the recommendations from the Review on the Use of Temporary and Substitute Teachers had been jointly carried out with the trade unions.\n\nRecommendations from all of the eight completed workforce reviews which (i) have been actioned; and (ii) require additional resources have been deposited in the Assembly Library.\n\nIn reaching agreement on pay in April 2025 the Northern Ireland Teaching Council (NITC) and Management Side of the Teachers’ Negotiating Committee (TNC) negotiated a Heads of Agreement which form the agreed basis on which teachers’ and school leaders’ workload issues will be addressed going forward.\n\nIt was also agreed that an independent review panel would be established to undertake a review of teacher workload issues.\n\nThe independent review panel was established on 1 May 2025.\n\nIn addition to examining all aspects of teacher workload the independent review panel will be monitoring progress with the implementation of a series of agreed workload commitments that were part of the April 2025 pay settlement.\n\nThe focus of TNC is to address and implement the workload commitments detailed in the Heads of Agreement.","answerHtml":"In responding to AQW 26998/22-27 and AQW 30308/22-27 I explained that a detailed assessment of the recommendations from the Review on the Use of Temporary and Substitute Teachers had been jointly carried out with the trade unions.
Recommendations from all of the eight completed workforce reviews which (i) have been actioned; and (ii) require additional resources have been deposited in the Assembly Library.
In reaching agreement on pay in April 2025 the Northern Ireland Teaching Council (NITC) and Management Side of the Teachers’ Negotiating Committee (TNC) negotiated a Heads of Agreement which form the agreed basis on which teachers’ and school leaders’ workload issues will be addressed going forward.
It was also agreed that an independent review panel would be established to undertake a review of teacher workload issues.
The independent review panel was established on 1 May 2025.
In addition to examining all aspects of teacher workload the independent review panel will be monitoring progress with the implementation of a series of agreed workload commitments that were part of the April 2025 pay settlement.
The focus of TNC is to address and implement the workload commitments detailed in the Heads of Agreement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031698%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450433","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450433"}},{"id":"450432","reference":"AQW 31697/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-22","answerBy":"2025-10-07","answered":"2025-09-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 31242/22-27 and AQW 31243/22-27, whether he will consider recurrent funding for summer schemes in special schools to provide certainty to schools and parents.","answerText":"As previously outlined in my response to the previous two questions to which this question is pursuant, I, along with my Executive colleagues, anticipate a significant resource overcommitment next year and beyond. Given where the Executive is in the future years’ budget cycle (i.e. Education does not have an opening 2026-27 budget), I cannot currently commit to any recurrent funding at this time.\n\nInstead, once an opening 2026-27 Education Budget has been agreed by the Executive, I will consider funding for summer schemes in special schools alongside the many other and significant funding pressures my Department will face next year.","answerHtml":"As previously outlined in my response to the previous two questions to which this question is pursuant, I, along with my Executive colleagues, anticipate a significant resource overcommitment next year and beyond. Given where the Executive is in the future years’ budget cycle (i.e. Education does not have an opening 2026-27 budget), I cannot currently commit to any recurrent funding at this time.
Instead, once an opening 2026-27 Education Budget has been agreed by the Executive, I will consider funding for summer schemes in special schools alongside the many other and significant funding pressures my Department will face next year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031697%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450432","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450432"}},{"id":"450431","reference":"AQW 31696/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-22","answerBy":"2025-10-07","answered":"2025-09-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any actions he has taken on recommendations contained with the Independent Review of Education on (i) religious education; and (ii) collective worship in schools.","answerText":"My department is awaiting the outcome of the ongoing judicial review on the nature of Religious Education and collective worship in state-funded schools to inform a review of the core syllabus for Religious Education. Currently, it will not form part of the Taskforce’s work.\n\nMy department will then initiate a review, which will involve a wide range of key stakeholders including the four main churches in Northern Ireland.\n\nThis will also provide an opportunity to address the recommendation made in the Independent Review regarding the review of the RE syllabus. The Independent Review made no recommendations relating to collective worship in schools.","answerHtml":"My department is awaiting the outcome of the ongoing judicial review on the nature of Religious Education and collective worship in state-funded schools to inform a review of the core syllabus for Religious Education. Currently, it will not form part of the Taskforce’s work.
My department will then initiate a review, which will involve a wide range of key stakeholders including the four main churches in Northern Ireland.
This will also provide an opportunity to address the recommendation made in the Independent Review regarding the review of the RE syllabus. The Independent Review made no recommendations relating to collective worship in schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031696%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450431","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450431"}},{"id":"450430","reference":"AQW 31695/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-22","answerBy":"2025-10-07","answered":"2025-09-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 30779/22-27, whether he will publish the findings of the review into Education Authority's capital and minor works maintenance service.","answerText":"The Education Authority has advised that it will publish the findings of the external ‘critical friend’ review into its capital and minor works maintenance service in October 2025.","answerHtml":"The Education Authority has advised that it will publish the findings of the external ‘critical friend’ review into its capital and minor works maintenance service in October 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031695%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450430","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450430"}},{"id":"450158","reference":"AQW 31597/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-19","answerBy":"2025-10-06","answered":"2025-10-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail what actions his Department has taken to identify approaches, which would help to encourage a progressive and welcoming environment for young LGB&T people, as recommended in the departmentally commissioned research Post-primary school experiences of 16-21 year old people who are lesbian, gay, bisexual and or transgender.","answerText":"Supporting all children and young people is key priority for the department.\n\nAs a starting point, schools should refer to the ‘Safeguarding and Child Protection in Schools’ in terms of their general duty to safeguard and promote the welfare of their pupils and to determine the measures to be taken at the school with a view to protecting pupils from abuse (whether at school or elsewhere).\n\nMore specifically the Addressing Bullying in Schools Act (Northern Ireland) 2016, also requires a Board of Governors of the school to determine the measures pursued at the school to prevent, respond to and record all incidents of alleged and/or confirmed bullying type behaviour involving registered pupils.\n\nSchools will also have in place other key policies that will form part of their overall offer of pastoral care, with support to promote a culture of whole school wellbeing available through the projects currently funded under the Joint Health and Education Emotional Wellbeing Framework in Education.\n\nSpecific support is also available from several Education Authority services in line with departmental policy.","answerHtml":"Supporting all children and young people is key priority for the department.
As a starting point, schools should refer to the ‘Safeguarding and Child Protection in Schools’ in terms of their general duty to safeguard and promote the welfare of their pupils and to determine the measures to be taken at the school with a view to protecting pupils from abuse (whether at school or elsewhere).
More specifically the Addressing Bullying in Schools Act (Northern Ireland) 2016, also requires a Board of Governors of the school to determine the measures pursued at the school to prevent, respond to and record all incidents of alleged and/or confirmed bullying type behaviour involving registered pupils.
Schools will also have in place other key policies that will form part of their overall offer of pastoral care, with support to promote a culture of whole school wellbeing available through the projects currently funded under the Joint Health and Education Emotional Wellbeing Framework in Education.
Specific support is also available from several Education Authority services in line with departmental policy.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031597%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450158","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450158"}},{"id":"450157","reference":"AQW 31596/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-19","answerBy":"2025-10-06","answered":"2025-09-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail who provided the legal advice preceding his decision to remove the 2019 transgender guidance from the Education Authority.","answerText":"Legal advice was commissioned through the Departmental Solicitor’s Office and provided to the department by Mr John Larkin, KC.","answerHtml":"Legal advice was commissioned through the Departmental Solicitor’s Office and provided to the department by Mr John Larkin, KC.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031596%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450157","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450157"}},{"id":"450156","reference":"AQW 31595/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-19","answerBy":"2025-10-06","answered":"2025-09-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursant to AQW 30922/22-27, to detail the content of his Department's policy on how best to support transgender pupils in school.","answerText":"As I advised in my previous answer, support and advice remain available to schools on this matter from Education Authority support services in accordance with my department’s policy.","answerHtml":"As I advised in my previous answer, support and advice remain available to schools on this matter from Education Authority support services in accordance with my department’s policy.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031595%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450156","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450156"}},{"id":"450155","reference":"AQW 31594/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-19","answerBy":"2025-10-06","answered":"2025-09-28","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy for an update on her Department's scoping exercise, undertaken to better understand the needs of the childcare sector.","answerText":"The Childcare Providers Targeted Business Support Research Report published on my department’s website on 24 September and can be accessed at\n\nTargeted Business Support for Childcare Providers Market Research .","answerHtml":"The Childcare Providers Targeted Business Support Research Report published on my department’s website on 24 September and can be accessed at
Targeted Business Support for Childcare Providers Market Research .
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031594%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450155","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450155"}},{"id":"450154","reference":"AQW 31593/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-19","answerBy":"2025-10-06","answered":"2025-10-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the rationale for removing the Post-primary school experiences of 16-21 year old people who are lesbian, gay, bisexual and or transgender, guidance from his Department's website.","answerText":"To ensure information published on the DE website remains clear, accurate and relevant, pages may be reviewed and updated or removed at any time.","answerHtml":"To ensure information published on the DE website remains clear, accurate and relevant, pages may be reviewed and updated or removed at any time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031593%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450154","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450154"}},{"id":"450040","reference":"AQW 31498/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-18","answerBy":"2025-09-23","answered":"2025-09-26","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any plans he has to implement Plans of Action for Specialist Provision in Mainstream Schools, similar to Operational Plan 2: 2024-26 Special Schools – Plans of Action.","answerText":"Specialist Provision in Mainstream Schools offers a strategic approach to supporting the special school estate in Northern Ireland by building capacity within mainstream settings.\n\nThe success of this initiative not only depends on the availability of capital funding, but also the willingness of individual schools to establish specialist classes, which currently limits the ability to create or implement a Plans of Action for Specialist Provision in Mainstream Schools.\n\nThe Education Authority (EA) has identified key areas of pressure for the coming years, which will enable it to proactively engage with those schools, helping to ensure that emerging demand is effectively met.\n\nHowever as outlined in my executive paper, given the many competing needs for capital investment across the schools’ estate, I will require a significantly increased and sustained ring-fenced capital budget allocation to fully implement the published action plans. I would greatly welcome your support in securing all Executive parties support for this approach.","answerHtml":"Specialist Provision in Mainstream Schools offers a strategic approach to supporting the special school estate in Northern Ireland by building capacity within mainstream settings.
The success of this initiative not only depends on the availability of capital funding, but also the willingness of individual schools to establish specialist classes, which currently limits the ability to create or implement a Plans of Action for Specialist Provision in Mainstream Schools.
The Education Authority (EA) has identified key areas of pressure for the coming years, which will enable it to proactively engage with those schools, helping to ensure that emerging demand is effectively met.
However as outlined in my executive paper, given the many competing needs for capital investment across the schools’ estate, I will require a significantly increased and sustained ring-fenced capital budget allocation to fully implement the published action plans. I would greatly welcome your support in securing all Executive parties support for this approach.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031498%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450040","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450040"}},{"id":"450039","reference":"AQW 31497/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-18","answerBy":"2025-10-03","answered":"2025-09-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any plans he has to review the 2007 Core Syllabus for Religious Education, further to the acknowledgement in the Strategic Review of the Northern Ireland Curriculum that there is agreement on the need to review the teaching of Religious Education and to include the teaching of religions other than Christianity in the primary syllabus.","answerText":"My department is awaiting the outcome of the ongoing judicial review on the nature of Religious Education and collective worship in state-funded schools to inform a review of the core syllabus for Religious Education. Currently, it will not form part of the Taskforce’s work.\n\nMy department will then initiate a review, which will involve a wide range of key stakeholders including the four main churches in Northern Ireland.\n\nThis will also provide an opportunity to address the recommendation made in the Independent Review regarding the review of the RE syllabus. The Independent Review made no recommendations relating to collective worship in schools.","answerHtml":"My department is awaiting the outcome of the ongoing judicial review on the nature of Religious Education and collective worship in state-funded schools to inform a review of the core syllabus for Religious Education. Currently, it will not form part of the Taskforce’s work.
My department will then initiate a review, which will involve a wide range of key stakeholders including the four main churches in Northern Ireland.
This will also provide an opportunity to address the recommendation made in the Independent Review regarding the review of the RE syllabus. The Independent Review made no recommendations relating to collective worship in schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031497%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450039","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450039"}},{"id":"450038","reference":"AQW 31496/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-18","answerBy":"2025-10-03","answered":"2025-09-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to provide an overview of work undertaken by the cross-departmental Children and Young People’s Strategy Monitoring and Reporting Board.","answerText":"The Children and Young People’s Strategy (CYPS) Monitoring and Reporting Board (the Board) undertake a range of activities providing collaborative leadership and cross-departmental strategic direction on the co-ordination of policy matters affecting children and young people and the implementation of the CYPS and Delivery Plan. Additionally, the Board have an oversight role in respect of child safeguarding and protection issues requiring a cross departmental approach.\n\nCurrent work of the Board includes developing proposals for a refreshed CYPS Delivery Plan 2025 – 2028 and consideration of the findings of the second report on the operation of the Children’s Services Cooperation Act (Northern Ireland) 2015.","answerHtml":"The Children and Young People’s Strategy (CYPS) Monitoring and Reporting Board (the Board) undertake a range of activities providing collaborative leadership and cross-departmental strategic direction on the co-ordination of policy matters affecting children and young people and the implementation of the CYPS and Delivery Plan. Additionally, the Board have an oversight role in respect of child safeguarding and protection issues requiring a cross departmental approach.
Current work of the Board includes developing proposals for a refreshed CYPS Delivery Plan 2025 – 2028 and consideration of the findings of the second report on the operation of the Children’s Services Cooperation Act (Northern Ireland) 2015.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031496%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450038","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450038"}},{"id":"450037","reference":"AQW 31495/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-18","answerBy":"2025-10-03","answered":"2025-09-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail whether the Education Authority maintain a record of the number of pupils who have been withdrawn from (i) Religious Education; and (ii) collective worship.","answerText":"The Education Authority does not maintain a record of the number of pupils who have been withdrawn from (i) Religious Education; and (ii) collective worship.\n\nUnder legislation (The Education and Libraries (Northern Ireland) Order, 1986), there is provision for parents to request that a pupil should be wholly or partly excused from attendance at religious education or collective worship or both.\n\nRecords in relation to such requests are held by individual schools and there is no requirement to return information related to such requests to the Education Authority.","answerHtml":"The Education Authority does not maintain a record of the number of pupils who have been withdrawn from (i) Religious Education; and (ii) collective worship.
Under legislation (The Education and Libraries (Northern Ireland) Order, 1986), there is provision for parents to request that a pupil should be wholly or partly excused from attendance at religious education or collective worship or both.
Records in relation to such requests are held by individual schools and there is no requirement to return information related to such requests to the Education Authority.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031495%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450037","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450037"}},{"id":"450036","reference":"AQW 31494/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-18","answerBy":"2025-10-03","answered":"2025-09-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he plans to bring the teaching of Religious Education into the work of the Curriculum Taskforce Advisory Committee.","answerText":"My department is awaiting the outcome of the ongoing judicial review on the nature of Religious Education and collective worship in state-funded schools to inform a review of the core syllabus for Religious Education. Currently, it will not form part of the Taskforce’s work.\n\nMy department will then initiate a review, which will involve a wide range of key stakeholders including the four main churches in Northern Ireland.\n\nThis will also provide an opportunity to address the recommendation made in the Independent Review regarding the review of the RE syllabus. The Independent Review made no recommendations relating to collective worship in schools.","answerHtml":"My department is awaiting the outcome of the ongoing judicial review on the nature of Religious Education and collective worship in state-funded schools to inform a review of the core syllabus for Religious Education. Currently, it will not form part of the Taskforce’s work.
My department will then initiate a review, which will involve a wide range of key stakeholders including the four main churches in Northern Ireland.
This will also provide an opportunity to address the recommendation made in the Independent Review regarding the review of the RE syllabus. The Independent Review made no recommendations relating to collective worship in schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031494%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=450036","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=450036"}},{"id":"449857","reference":"AQW 31392/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-17","answerBy":"2025-09-23","answered":"2025-09-23","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 30087/22-27, to detail (i) the nine special educational needs transformation projects to be delivered using the funding received from the Interim Public Services Transformation Board; (ii) the cost breakdown of each of these individual projects; and (iii) the intended outcomes of each of these individual projects.","answerText":"I refer the Member to the answer to AQW 24357/22-27, published in the weekly answer booklet for week ending 21st March 2025.\n\nThe costings for each project are indicative and subject to change as the projects progress, with some subject to final proposals from delivery partners. The working detail of costings are not planned for publication; however, there will be full transparency and accountability on expenditure.\n\nAs outlined in the Special Educational Needs (SEN) Reform Outcomes Framework, monitoring will utilise ‘performance measures’ to measure the quantity and quality of activity and effect of each action within the SEN and Disability (SEN/D) Reform Delivery Plan. The population indicators to which each project will contribute are outlined in full in the SEN Reform Outcomes Framework, published in June 2025.\n\nPerformance measures are being developed for all actions as they progress and annual report cards will be produced.","answerHtml":"I refer the Member to the answer to AQW 24357/22-27, published in the weekly answer booklet for week ending 21st March 2025.
The costings for each project are indicative and subject to change as the projects progress, with some subject to final proposals from delivery partners. The working detail of costings are not planned for publication; however, there will be full transparency and accountability on expenditure.
As outlined in the Special Educational Needs (SEN) Reform Outcomes Framework, monitoring will utilise ‘performance measures’ to measure the quantity and quality of activity and effect of each action within the SEN and Disability (SEN/D) Reform Delivery Plan. The population indicators to which each project will contribute are outlined in full in the SEN Reform Outcomes Framework, published in June 2025.
Performance measures are being developed for all actions as they progress and annual report cards will be produced.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031392%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449857","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449857"}},{"id":"449856","reference":"AQW 31391/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-17","answerBy":"2025-10-02","answered":"2025-10-02","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance to outline when he will make provision through regulations, for procedures to be followed when pooling resources, as part of The Children's Services Co-Operation Act (Northern Ireland) 2015.","answerText":"ANSWER\n\nMy department published guidance on pooled budgeting in April 2025, intended to provide direction and advice for all departments in overcoming many of the barriers faced when implementing pooled budgets. NILGA also published similar guidance for local councils in March 2025.\n\nMy officials have recently engaged with stakeholders identified in the Children’s Services Co-operation Act, completed a review of the barriers to the Act, and are currently developing an action plan that seeks to reduce and remove these barriers to allow organisations to pool resources and share outcomes. Work is well advanced, and it is due to be published in the coming months.\n\nIt is therefore my intention to monitor the impact of these developments on the ability of departments to work collaboratively, and if necessary, consider the need for regulations at that stage.","answerHtml":"ANSWER
My department published guidance on pooled budgeting in April 2025, intended to provide direction and advice for all departments in overcoming many of the barriers faced when implementing pooled budgets. NILGA also published similar guidance for local councils in March 2025.
My officials have recently engaged with stakeholders identified in the Children’s Services Co-operation Act, completed a review of the barriers to the Act, and are currently developing an action plan that seeks to reduce and remove these barriers to allow organisations to pool resources and share outcomes. Work is well advanced, and it is due to be published in the coming months.
It is therefore my intention to monitor the impact of these developments on the ability of departments to work collaboratively, and if necessary, consider the need for regulations at that stage.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031391%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449856","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449856"}},{"id":"449855","reference":"AQW 31390/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-17","answerBy":"2025-10-02","answered":"2025-10-22","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister to detail who is responsible for the oversight of the Programme for Government commitment to improve pathways to appropriate opportunities and improve protections for young people with special educational needs when they leave school.","answerText":"The Department for the Economy is responsible for overseeing the Programme for Government commitment to improve pathways to appropriate opportunities and improve protections for young people with Special Educational Needs when they leave school.\n\nIn June 2025, Minister Archibald set out her proposed programme of reform, subject to appropriate investment, to improve and expand the Department for the Economy funded pathways and support on those pathways for learners with special educational needs.\n\nOfficials from the Department for Education, Department for the Economy, Department of Health and the Department for Communities continue to engage and collaborate to ensure that appropriate pathways are available and to ensure that young people with SEN are supported in the last years of school to prepare for the transition to adult life.\n\nThe commitment aims to ensure clear pathways for further education, training, or employment for young people with SEN.","answerHtml":"The Department for the Economy is responsible for overseeing the Programme for Government commitment to improve pathways to appropriate opportunities and improve protections for young people with Special Educational Needs when they leave school.
In June 2025, Minister Archibald set out her proposed programme of reform, subject to appropriate investment, to improve and expand the Department for the Economy funded pathways and support on those pathways for learners with special educational needs.
Officials from the Department for Education, Department for the Economy, Department of Health and the Department for Communities continue to engage and collaborate to ensure that appropriate pathways are available and to ensure that young people with SEN are supported in the last years of school to prepare for the transition to adult life.
The commitment aims to ensure clear pathways for further education, training, or employment for young people with SEN.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031390%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449855","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449855"}},{"id":"449854","reference":"AQW 31389/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-17","answerBy":"2025-10-02","answered":"2025-09-22","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister to outline how they will ensure that all Ministers with a responsibility for improving post-19 provision for young people with special educational needs are held accountable to deliver on this commitment.","answerText":"The Executive has considered and agreed recommendations arising from a review of post-school provision for young people with special educational needs and has asked for quarterly reports to be provided on progress by each department.","answerHtml":"The Executive has considered and agreed recommendations arising from a review of post-school provision for young people with special educational needs and has asked for quarterly reports to be provided on progress by each department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031389%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449854","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449854"}},{"id":"449853","reference":"AQW 31388/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-17","answerBy":"2025-10-02","answered":"2025-10-22","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister to provide their assessment of the most effective way to address issues that require cross-departmental collaboration, such as post-19 special educational needs provision.","answerText":"The management of cross-cutting issues within the Executive will depend on the nature and scope of the issue. In the majority of cases, the department with lead policy responsibility will assume responsibility for co-ordinating the contribution of all relevant departments and producing recommendations for adoption by the Executive. Inter-departmental steering groups may also be established to monitor and report on progress and delivery.","answerHtml":"The management of cross-cutting issues within the Executive will depend on the nature and scope of the issue. In the majority of cases, the department with lead policy responsibility will assume responsibility for co-ordinating the contribution of all relevant departments and producing recommendations for adoption by the Executive. Inter-departmental steering groups may also be established to monitor and report on progress and delivery.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031388%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449853","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449853"}},{"id":"449666","reference":"AQW 31243/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-16","answerBy":"2025-10-01","answered":"2025-09-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how he will ensure that funding allocated to special schools in order to provide summer schemes will be secured and delivered in a timely fashion ahead of summer 2026, to allow schools to appropriately plan and recruit staff for the schemes.","answerText":"I fully recognise the importance of providing clarity to schools in relation to this matter at the earliest opportunity. However, as you are aware, department budgets for 2026-27 and beyond have not yet been agreed by the Northern Ireland Executive.\n\nThe Department of Finance recently commissioned an exercise to assess budget requirements for the periods 2026/27 to 2028/29. My Department has submitted its return and is awaiting the outcome of this exercise.\n\nSimilar to recent financial years, I anticipate a significant resource overcommitment next year and beyond. Consequently, any additional funding required to provide summer schemes for our children with special educational needs will need to be considered alongside other significant funding pressures my Department will face.\n\nI remain committed to advocating for investment in Education. Given the scale of pressures faced by the Northern Ireland Block Grant, the Executive needs to continue to make the case to HM Treasury for additional funding.","answerHtml":"I fully recognise the importance of providing clarity to schools in relation to this matter at the earliest opportunity. However, as you are aware, department budgets for 2026-27 and beyond have not yet been agreed by the Northern Ireland Executive.
The Department of Finance recently commissioned an exercise to assess budget requirements for the periods 2026/27 to 2028/29. My Department has submitted its return and is awaiting the outcome of this exercise.
Similar to recent financial years, I anticipate a significant resource overcommitment next year and beyond. Consequently, any additional funding required to provide summer schemes for our children with special educational needs will need to be considered alongside other significant funding pressures my Department will face.
I remain committed to advocating for investment in Education. Given the scale of pressures faced by the Northern Ireland Block Grant, the Executive needs to continue to make the case to HM Treasury for additional funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031243%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449666","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449666"}},{"id":"449665","reference":"AQW 31242/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-16","answerBy":"2025-10-01","answered":"2025-09-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will be providing funding for the provision of summer schemes in special schools for summer 2026.","answerText":"I fully recognise the importance of providing clarity to schools in relation to this matter at the earliest opportunity. However, as you are aware, department budgets for 2026-27 and beyond have not yet been agreed by the Northern Ireland Executive.\n\nThe Department of Finance recently commissioned an exercise to assess budget requirements for the periods 2026/27 to 2028/29. My Department has submitted its return and is awaiting the outcome of this exercise.\n\nSimilar to recent financial years, I anticipate a significant resource overcommitment next year and beyond. Consequently, any additional funding required to provide summer schemes for our children with special educational needs will need to be considered alongside other significant funding pressures my Department will face.\n\nI remain committed to advocating for investment in Education. Given the scale of pressures faced by the Northern Ireland Block Grant, the Executive needs to continue to make the case to HM Treasury for additional funding.","answerHtml":"I fully recognise the importance of providing clarity to schools in relation to this matter at the earliest opportunity. However, as you are aware, department budgets for 2026-27 and beyond have not yet been agreed by the Northern Ireland Executive.
The Department of Finance recently commissioned an exercise to assess budget requirements for the periods 2026/27 to 2028/29. My Department has submitted its return and is awaiting the outcome of this exercise.
Similar to recent financial years, I anticipate a significant resource overcommitment next year and beyond. Consequently, any additional funding required to provide summer schemes for our children with special educational needs will need to be considered alongside other significant funding pressures my Department will face.
I remain committed to advocating for investment in Education. Given the scale of pressures faced by the Northern Ireland Block Grant, the Executive needs to continue to make the case to HM Treasury for additional funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031242%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449665","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449665"}},{"id":"449664","reference":"AQW 31241/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-16","answerBy":"2025-10-01","answered":"2025-09-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the membership of the cross-departmental Children and Young People’s Strategy Monitoring and Reporting Board.","answerText":"The Children and Young People’s Strategy Monitoring and Reporting Board comprises of senior civil servants from departments as follows:\n\nTwo members from my Department, which includes the Chair of the Board; and\n\nOne member from the Department of Agriculture, Environment and Rural Affairs, the Department of Finance, the Department of Health, the Department for the Economy, The Executive Office, the Department for Communities and the Department of Justice.","answerHtml":"The Children and Young People’s Strategy Monitoring and Reporting Board comprises of senior civil servants from departments as follows:
Two members from my Department, which includes the Chair of the Board; and
One member from the Department of Agriculture, Environment and Rural Affairs, the Department of Finance, the Department of Health, the Department for the Economy, The Executive Office, the Department for Communities and the Department of Justice.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031241%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449664","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449664"}},{"id":"449663","reference":"AQW 31240/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-16","answerBy":"2025-10-01","answered":"2025-10-22","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister to detail any plans they have to coordinate cross-departmental engagement to deliver cross-cutting legislation on post-19 special educational needs provision.","answerText":"The Executive considered and agreed recommendations arising from a review on post-school provision for young people with special educational needs and has asked for quarterly reports to be provided on progress by each stakeholder department. This will include updates on the legislative provision to give effect to the proposed programme of reforms on the issue announced recently by the Minister for the Economy.","answerHtml":"The Executive considered and agreed recommendations arising from a review on post-school provision for young people with special educational needs and has asked for quarterly reports to be provided on progress by each stakeholder department. This will include updates on the legislative provision to give effect to the proposed programme of reforms on the issue announced recently by the Minister for the Economy.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031240%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449663","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449663"}},{"id":"449662","reference":"AQW 31239/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-16","answerBy":"2025-10-01","answered":"2025-09-30","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister to detail any plans they have to coordinate a cross-departmental approach to post-19 special educational needs provision.","answerText":"The Executive has considered and agreed recommendations arising from a review of post-school provision for young people with special educational needs and has asked for quarterly reports to be provided on progress by each department.","answerHtml":"The Executive has considered and agreed recommendations arising from a review of post-school provision for young people with special educational needs and has asked for quarterly reports to be provided on progress by each department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031239%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449662","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449662"}},{"id":"449383","reference":"AQW 31109/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-15","answerBy":"2025-09-18","answered":null,"answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 30089/22-27, when he expects to publish the findings of the review of the population health needs of children attending special educational needs schools.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031109%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449383","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449383"}},{"id":"449382","reference":"AQW 31108/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-15","answerBy":"2025-09-30","answered":"2025-09-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how he will ensure (i) that all schools in areas where the need for additional specialist provision has been identified will commit to taking on specialist provision in their settings; and (ii) that these schools are properly resourced and supported to establish and deliver such provision.","answerText":"The EA has advised that:\n\nPlanning for September 2026 is already well underway as part of our year-round approach. Operational Plan 3 development commenced in September 2025, with over 60 projects identified for 2026-27 academic year. EA are conducting early engagement with schools in identified areas, progressing business cases for major capital works, and undertaking consultation processes with school communities.\n\nWe acknowledge that schools are partners in this process, need adequate time and assurance about ongoing support. This is why we are implementing earlier engagement processes, providing comprehensive support packages including guaranteed staffing cost coverage and equipment provision, and offering extensive professional development opportunities. The £3,000 setup allowance and annual LMS allocations from £18,000 to £46,000 provide financial security. We are also establishing mentorship programmes pairing new Specialist Provisions with experienced provision/special schools, and ensuring Specialist Provision Service support and training is available from day one.","answerHtml":"The EA has advised that:
Planning for September 2026 is already well underway as part of our year-round approach. Operational Plan 3 development commenced in September 2025, with over 60 projects identified for 2026-27 academic year. EA are conducting early engagement with schools in identified areas, progressing business cases for major capital works, and undertaking consultation processes with school communities.
We acknowledge that schools are partners in this process, need adequate time and assurance about ongoing support. This is why we are implementing earlier engagement processes, providing comprehensive support packages including guaranteed staffing cost coverage and equipment provision, and offering extensive professional development opportunities. The £3,000 setup allowance and annual LMS allocations from £18,000 to £46,000 provide financial security. We are also establishing mentorship programmes pairing new Specialist Provisions with experienced provision/special schools, and ensuring Specialist Provision Service support and training is available from day one.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031108%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449382","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449382"}},{"id":"449381","reference":"AQW 31107/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-15","answerBy":"2025-09-30","answered":"2025-09-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update of recommendations that have been progressed following the Landscape Review of the Education Authority.","answerText":"The Landscape Review of the Education Authority (EA) continues to be a key priority for my Department and officials, along with EA colleagues, continue to make good progress.\n\nThe specific work to address the 13 recommendations were collated into seven project workstreams. Of these, significant work has been undertaken on workstreams one (Clarity on Role and Function of EA), three (EA Performance, Data and Governance), four (End-to-End Reviews), five (EA People), six (EA Culture, Communication and Engagement) and seven (EA Partnership Agreement), with most individual actions completed or nearing completion.\n\nA small number of actions within these projects remain in progress, which are now being taken forward as business-as-usual. As such, the Action Plan has been formally stood down.\n\nThe Department continues to monitor progress in completing all 13 recommendations via the appropriate governance and accountability mechanisms.","answerHtml":"The Landscape Review of the Education Authority (EA) continues to be a key priority for my Department and officials, along with EA colleagues, continue to make good progress.
The specific work to address the 13 recommendations were collated into seven project workstreams. Of these, significant work has been undertaken on workstreams one (Clarity on Role and Function of EA), three (EA Performance, Data and Governance), four (End-to-End Reviews), five (EA People), six (EA Culture, Communication and Engagement) and seven (EA Partnership Agreement), with most individual actions completed or nearing completion.
A small number of actions within these projects remain in progress, which are now being taken forward as business-as-usual. As such, the Action Plan has been formally stood down.
The Department continues to monitor progress in completing all 13 recommendations via the appropriate governance and accountability mechanisms.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031107%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449381","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449381"}},{"id":"449380","reference":"AQW 31106/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-15","answerBy":"2025-09-30","answered":"2025-09-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the implementation of recommendations contained within the Review of the Northern Ireland Curriculum.","answerText":"My department responded to the Strategic Review of the Northern Ireland Curriculum on 9 July 2025, with the vast majority of recommendations either fully agreed or agreed in principle. In most cases, the recommendations will be implemented through the work of the Curriculum Taskforce, which will lead the design of a new curriculum framework, develop an implementation plan, and advise on appropriate evaluation mechanisms.\n\nTwo recommendations (relating to primary languages and Learning for Life and Work) will be considered in further detail by the Taskforce. A further two recommendations (concerning qualifications and accountability, and a Citizenship, Employability and Personal Development programme) fall outside the scope of the curriculum programme and will be considered as part of the broader work on qualifications.","answerHtml":"My department responded to the Strategic Review of the Northern Ireland Curriculum on 9 July 2025, with the vast majority of recommendations either fully agreed or agreed in principle. In most cases, the recommendations will be implemented through the work of the Curriculum Taskforce, which will lead the design of a new curriculum framework, develop an implementation plan, and advise on appropriate evaluation mechanisms.
Two recommendations (relating to primary languages and Learning for Life and Work) will be considered in further detail by the Taskforce. A further two recommendations (concerning qualifications and accountability, and a Citizenship, Employability and Personal Development programme) fall outside the scope of the curriculum programme and will be considered as part of the broader work on qualifications.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031106%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449380","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449380"}},{"id":"449379","reference":"AQW 31105/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-15","answerBy":"2025-09-30","answered":"2025-09-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Independent Review of Teacher Workload.","answerText":"Since the Independent Review of Teacher Workload Panel was appointed in May 2025, they have undertaken a structured programme of work with the aim of submitting a final report in November 2025.\n\nThis has included a review of existing reports and workstreams taken forward by the Teachers’ Negotiating Committee and direct engagement with a range of stakeholders. The Panel has also conducted benchmarking exercises with officials in neighbouring jurisdictions to assess comparative approaches to teacher workload management.\n\nIn order to gain a comprehensive understanding of the key workload issues and, more importantly, the steps that could be taken to address them, the Panel wrote to Boards of Governors on 25 June to seek written submissions on the workload position in their schools. In addition, they issued an engagement questionnaire to all teachers and school leaders in Northern Ireland on 18 August. Over 7,000 responses to the questionnaire have been received to date.\n\nI look forward to receiving the final report from the Independent Review of Teacher Workload Panel in November 2025.","answerHtml":"Since the Independent Review of Teacher Workload Panel was appointed in May 2025, they have undertaken a structured programme of work with the aim of submitting a final report in November 2025.
This has included a review of existing reports and workstreams taken forward by the Teachers’ Negotiating Committee and direct engagement with a range of stakeholders. The Panel has also conducted benchmarking exercises with officials in neighbouring jurisdictions to assess comparative approaches to teacher workload management.
In order to gain a comprehensive understanding of the key workload issues and, more importantly, the steps that could be taken to address them, the Panel wrote to Boards of Governors on 25 June to seek written submissions on the workload position in their schools. In addition, they issued an engagement questionnaire to all teachers and school leaders in Northern Ireland on 18 August. Over 7,000 responses to the questionnaire have been received to date.
I look forward to receiving the final report from the Independent Review of Teacher Workload Panel in November 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031105%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449379","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449379"}},{"id":"449134","reference":"AQW 31024/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-12","answerBy":"2025-09-29","answered":"2025-09-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of Boards of Governors that have not completed safeguarding training (i) for the 2024-25 academic year; and (ii) as of the start of the 2025-26 academic year.","answerText":"The Education Authority lead on Governor training and has advised:\n\nThe following figures represent the number of schools where no members of the Board of Governors have yet completed Safeguarding/Child Protection training.\n\nIt is important to note that this training is delivered as part of a four-year cycle, rather than on an annual basis. As such, it is not possible to disaggregate the data by individual academic years. In some cases, training may currently be underway but not yet completed.\n\nAdditionally, certain training is delivered at school level by the Principal and recorded in Board of Governors’ meeting minutes; however, this information is not routinely submitted to the Education Authority for central recording.\n\nIt should also be highlighted that some Boards of Governors have only recently been reconstituted and are in the early stages of initiating their training programme for the current four-year term.\n\nSchool Management Type\tNo\tOut of\nControlled\t15\t540\nGrant Maintained Integrated\t1\t38\nIrish Medium\t6\t27\nMaintained\t31\t431\nGrand Total\t53\t1036","answerHtml":"The Education Authority lead on Governor training and has advised:
The following figures represent the number of schools where no members of the Board of Governors have yet completed Safeguarding/Child Protection training.
It is important to note that this training is delivered as part of a four-year cycle, rather than on an annual basis. As such, it is not possible to disaggregate the data by individual academic years. In some cases, training may currently be underway but not yet completed.
Additionally, certain training is delivered at school level by the Principal and recorded in Board of Governors’ meeting minutes; however, this information is not routinely submitted to the Education Authority for central recording.
It should also be highlighted that some Boards of Governors have only recently been reconstituted and are in the early stages of initiating their training programme for the current four-year term.
| School Management Type | No | Out of |
| Controlled | 15 | 540 |
| Grant Maintained Integrated | 1 | 38 |
| Irish Medium | 6 | 27 |
| Maintained | 31 | 431 |
| Grand Total | 53 | 1036 |
By the end of the last academic year, 42.2 FTE frontline vacancies had arisen across the EA’s pre-existing SEND support services as part of ‘business as usual’. In addition to that a further 24 FTE Teacher posts had been proposed across the Local Impact Teams (LiTs) network. EA-wide restrictions meant that recruitment for these posts was delayed over the summer but is now underway.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031023%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449133","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449133"}},{"id":"449132","reference":"AQW 31022/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-12","answerBy":"2025-09-29","answered":"2025-09-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the amount of funding allocated to the creation of Local Impact Teams.","answerText":"The Local IMPACT Team (LiT) model was developed on a budget neutral basis.\n\nThe process of establishing the LiT network was funded as part of the wider DE/EA SEND Transformation Programme and the LiT element of that funding has been approximately £3.75m in total spread across four financial years.\n\nA case has been made to increase the overall staffing footprint of the LiT network, particularly in the early years phase (in line with previous Fair Start recommendations).","answerHtml":"The Local IMPACT Team (LiT) model was developed on a budget neutral basis.
The process of establishing the LiT network was funded as part of the wider DE/EA SEND Transformation Programme and the LiT element of that funding has been approximately £3.75m in total spread across four financial years.
A case has been made to increase the overall staffing footprint of the LiT network, particularly in the early years phase (in line with previous Fair Start recommendations).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031022%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449132","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449132"}},{"id":"449131","reference":"AQW 31021/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-12","answerBy":"2025-09-29","answered":"2025-09-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the roles that make up each individual Local Impact Team.","answerText":"I refer the Member to the answer to question AQW 30988/22-27, published in the weekly answer booklet for week ending 26th September 2025.","answerHtml":"I refer the Member to the answer to question AQW 30988/22-27, published in the weekly answer booklet for week ending 26th September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031021%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449131","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449131"}},{"id":"449130","reference":"AQW 31020/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-12","answerBy":"2025-09-29","answered":"2025-09-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail why Local Impact Teams were not fully staffed and operational for the start of the new academic year.","answerText":"The SEND Local IMPACT Team (LiT) model was developed on a budget neutral basis, so no expansion of the underlying staffing cohort was planned for September 2025. EA-wide recruitment constraints also meant that the backfilling of vacancies was delayed at the end of last term, but this work is now underway. Above and beyond ‘business as usual’ recruitment to backfill, an additional cohort of approximately 30 FTE specialist teachers will also be required in order for the LiT Network to be at an operational capacity that is sustainable over the long-term.\n\nAll frontline staff from the pre-cursor services transitioned into their respective LiTs on 20th August. Moderation Panels began at that point to allocate support to children carried over from the end of last term with direct engagement with the relevant Learning Support Coordinators/ SEN co-ordinators (SENCos) immediately following on to allow frontline support to begin from the start of term. The SENCo portal was then opened for the submission of new ‘Requests for Involvement’ on the 15th September alongside the revised SEND Central contact model which includes access to a ‘one stop shop’ online query form and specialist advice and guidance helpline for SENCos.","answerHtml":"The SEND Local IMPACT Team (LiT) model was developed on a budget neutral basis, so no expansion of the underlying staffing cohort was planned for September 2025. EA-wide recruitment constraints also meant that the backfilling of vacancies was delayed at the end of last term, but this work is now underway. Above and beyond ‘business as usual’ recruitment to backfill, an additional cohort of approximately 30 FTE specialist teachers will also be required in order for the LiT Network to be at an operational capacity that is sustainable over the long-term.
All frontline staff from the pre-cursor services transitioned into their respective LiTs on 20th August. Moderation Panels began at that point to allocate support to children carried over from the end of last term with direct engagement with the relevant Learning Support Coordinators/ SEN co-ordinators (SENCos) immediately following on to allow frontline support to begin from the start of term. The SENCo portal was then opened for the submission of new ‘Requests for Involvement’ on the 15th September alongside the revised SEND Central contact model which includes access to a ‘one stop shop’ online query form and specialist advice and guidance helpline for SENCos.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2031020%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=449130","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=449130"}},{"id":"448999","reference":"AQW 30922/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-11","answerBy":"2025-09-17","answered":"2025-09-16","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any support that will be provided to schools on how best to support transgender pupils, following his announcement that the 2019 transgender guidance has been withdrawn.","answerText":"I wrote to all schools (8 September) to advise that the ‘Guidance for Schools, EOTAS Centres and Youth Service on Supporting Transgender Young People’, issued by the Education Authority, had been withdrawn with immediate effect.\n\nSchools were advised to contact my department with any queries in relation to the policy statement. In addition, support and advice remain available to schools on this matter from Education Authority support services in accordance with Department of Education policy.","answerHtml":"I wrote to all schools (8 September) to advise that the ‘Guidance for Schools, EOTAS Centres and Youth Service on Supporting Transgender Young People’, issued by the Education Authority, had been withdrawn with immediate effect.
Schools were advised to contact my department with any queries in relation to the policy statement. In addition, support and advice remain available to schools on this matter from Education Authority support services in accordance with Department of Education policy.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030922%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448999","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448999"}},{"id":"448998","reference":"AQW 30921/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-11","answerBy":"2025-09-26","answered":"2025-09-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any plans he has to review the Common Funding Scheme.","answerText":"On 3 July I announced the appointment of an independent panel to undertake the Review of Baseline School Funding Provided Through the Common Funding Formula.\n\nIn accordance with the Terms of Reference, the panel formally notified the Education Committee of the review in late July, by correspondence to the Clerk of the Committee.\n\nThe Panel has been asked to conclude its work by Halloween 2025 and provide a report to me shortly thereafter.","answerHtml":"On 3 July I announced the appointment of an independent panel to undertake the Review of Baseline School Funding Provided Through the Common Funding Formula.
In accordance with the Terms of Reference, the panel formally notified the Education Committee of the review in late July, by correspondence to the Clerk of the Committee.
The Panel has been asked to conclude its work by Halloween 2025 and provide a report to me shortly thereafter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030921%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448998","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448998"}},{"id":"448997","reference":"AQW 30920/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-11","answerBy":"2025-09-26","answered":"2025-09-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any role his Department has in the (i) creation; and (ii) amendment of statements of special education needs for children in non-statutory pre-school settings.","answerText":"The statutory responsibility for securing provision for pupils with special educational needs rests with schools and the Education Authority (EA). The department has no role in the identification and assessment process nor any role in the determination of appropriate provision for young people with SEN.\n\nPlacements for children with a statement of SEN in non-grant-aided schools, including non-statutory pre-school provision, requires Department of Education approval (pursuant to Art 12 of the Education (Northern Ireland) Order 1996).\n\nTherefore, when the EA has determined that a placement in an institution other than a grant-aided school is appropriate and the pupil concerned has a statement of special educational needs, the EA must seek the department’s consent before naming the placement in the pupil’s statement.","answerHtml":"The statutory responsibility for securing provision for pupils with special educational needs rests with schools and the Education Authority (EA). The department has no role in the identification and assessment process nor any role in the determination of appropriate provision for young people with SEN.
Placements for children with a statement of SEN in non-grant-aided schools, including non-statutory pre-school provision, requires Department of Education approval (pursuant to Art 12 of the Education (Northern Ireland) Order 1996).
Therefore, when the EA has determined that a placement in an institution other than a grant-aided school is appropriate and the pupil concerned has a statement of special educational needs, the EA must seek the department’s consent before naming the placement in the pupil’s statement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030920%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448997","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448997"}},{"id":"448996","reference":"AQW 30919/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-11","answerBy":"2025-09-26","answered":"2025-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the design and implementation of the Inclusion Capacity Building Programme project as part of the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.","answerHtml":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030919%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448996","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448996"}},{"id":"448995","reference":"AQW 30918/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-11","answerBy":"2025-09-26","answered":"2025-09-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the implementation of the Teacher and Classroom Assistant Professional Learning Programme project, as part of the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"I refer the Member to the answer to question AQW 30087/22-27, published in the weekly answer booklet for week ending 12th September 2025.","answerHtml":"I refer the Member to the answer to question AQW 30087/22-27, published in the weekly answer booklet for week ending 12th September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030918%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448995","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448995"}},{"id":"448799","reference":"AQW 30782/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-10","answerBy":"2025-09-16","answered":"2025-09-16","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the financial value of the Online Teacher Continued Professional Development Academy contract that was awarded to Innerdrive; and (ii) the procurement process that was followed in the awarding of this contract.","answerText":"The total value of the contract is £396,605 plus VAT.\n\nDue to the bespoke nature of the product, and to ensure it was available for the start of the 2025-26 academic year, InnerDrive was appointed under a Direct Award Contract to deliver the online Continued Professional Development Academy for post-primary schools.","answerHtml":"The total value of the contract is £396,605 plus VAT.
Due to the bespoke nature of the product, and to ensure it was available for the start of the 2025-26 academic year, InnerDrive was appointed under a Direct Award Contract to deliver the online Continued Professional Development Academy for post-primary schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030782%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448799","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448799"}},{"id":"448798","reference":"AQW 30781/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-10","answerBy":"2025-09-25","answered":"2025-09-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) all minor works projects delivered by (a) the Education Authority; and (b) his department, in the last five years where spend exceeded £1m; (ii) who is responsible for authorising minor works spend in excess of £1m at (a) the Education Authority; and (b) in his Department.","answerText":"The tables below show the minor works projects currently being delivered, or delivered in the last five years, where spend has exceeded £1 million.\n\nControlled Schools, including Specialist Provision projects\n\nName of School\tScheme Description\tApproved Business Case\nCastle Tower School\tSpecial Educational Needs (SEN) Accommodation\t£1.32m\nDonard School\tSEN Placement - Additional Accommodation\t£1.03m\nFoley PS (Tassagh)\tSecurity fencing & access control; replacement classroom accommodation; replacement of resource/storage mobile adjoining dining block\t£1.14m\nIntegrated College Glengormley\tSpecialist provision 2025 accommodation, Phase 1\t£1.79m\nKilronan School\tSEN extension to provide additional teaching accommodation, library, multi-purpose and toilet facilities\t£2.38m\nKnockavoe School\tSEN extension to provide additional teaching accommodation, library, multi-purpose and toilet facilities\t£1.58m\nRoddensvale School\tSEN additional accommodation\t£ 1.11m\nRossmar School\tProvision of additional temporary accommodation\t£1.21m\nSandelford School\tSEN Additional Accommodation\t£1.12m\nSandelford School\tSEN - Sept 2023 additional accommodation (Extension)\t£1.42m\nSt Gerard’s School\tSEN Placement Phase 1\t£4.78m\nWhiteabbey Primary School\tPrefabricated Accommodation\t£1.01m\nAshfield Boys' High School\tSchool Meals Accommodation (SMA) extension & refurbishment\t£1.03m\nHarberton School\tSEN additional accommodation\t£1.00m\nHarberton - Fortwilliam Resource Centre\tSEN - Urgent accommodation for Satellite Site at Harberton North, Fortwilliam site\t£1.25m\nLisanally School\tSEN Additional teaching/\neducational support accommodation\t£1.87m\nLimavady High School\tFire Risk Assessment Works\t£1.05m\nWaterside Youth Club\tNew Build Youth Club\t£ 3.21m\nEA Belfast Office\tFirst Floor Office accommodation (Including CCTV & access control)\t£1.44m\n\nNon-Controlled Schools, including Specialist Provision projects\n\nName of School\tScheme Description\tApproved Business Case\nGaelcholáiste Dhoire\tModular Accommodation Block\t£6.2m\nGaelcholáiste Dhoire\tRefurbishment of Leisure Pavilion\t£3m\nColáiste Feirste\tModular Accommodation Block\t£2.15m\nSt Paul's High School\tSpecialist Modular Accommodation\t£1.35m\nSt Kevin's College\tModular Accommodation\t£1.49m\nEdmund Rice College\tModular Accommodation\t£1.55m\nSlemish College\tModular Accommodation\t£1.3m\nSt Mary's Primary School, Greenlough\tModular Accommodation & Ancillary Provisions\t£1.54m\nGaelscoil Léim an Mhadaidh\tEmergency Relocation of School\t£1m\nCrossroads Primary School, Kilrea\tAdditional accommodation & refurb\t£1.41m\nSt Mary's Primary School, Mullaghbawn\tSpecialist Provision Accommodation\t£1.05m\nOur Lady's Primary School, Tullysaran\tSpecialist Provision Accommodation\t£1.18m\nSt Mary's Primary School, Aughlisnafin\tSpecialist Provision Accommodation\t£1.71m\nSt Teresa's Primary School, Belfast\tSpecialist Provision Accommodation\t£1.36m\nBallymacward Primary School\tSpecialist Provision Accommodation\t£1.88m\nSt Mark's High School, Warrenpoint\tSpecialist Provision Accommodation\t£1.09m\nSt Kieran's Primary School, Belfast\tSpecialist Provision Accommodation\t£1.46m\nSt Anthony's Primary School, Craigavon\tSpecialist Provision Accommodation\t£1.41m\nSt Patrick's Primary School, Newry\tSpecialist Provision Accommodation\t£1.65m\nSt Joseph's Primary School, Dunloy\tSpecialist Provision Accommodation\t£1.48m\nSt Colmcille's High School, Crossgar\tSpecialist Provision Accommodation\t£1.28m\nPrimate Dixon Primary School\tSpecialist Provision Accommodation\t£1.98m\nMercy College\tSpecialist Provision Accommodation\t£2.51m\nSt Brigid's College\tSpecialist Provision Accommodation\t£4.43m\nScoil na Fuiseoige\tSpecialist Provision Accommodation\t£1.39m\nHoly Evangelist Primary School\tSpecialist Provision Accommodation\t£2.15m\n\nAll capital projects are subject to a value for money business case and relevant statutory approvals. Business cases for minor works above the capital delegation are approved by the Department’s Finance Director.\n\nFollowing business case approval, it is for the Education Authority (for controlled schools), or the Department’s Investment and Infrastructure Directorate (for non-controlled schools) to decide if a specific project is affordable and should be prioritised within the Minor Works budget allocation.","answerHtml":"The tables below show the minor works projects currently being delivered, or delivered in the last five years, where spend has exceeded £1 million.
Controlled Schools, including Specialist Provision projects
| Name of School | Scheme Description | Approved Business Case |
| Castle Tower School | Special Educational Needs (SEN) Accommodation | £1.32m |
| Donard School | SEN Placement - Additional Accommodation | £1.03m |
| Foley PS (Tassagh) | Security fencing & access control; replacement classroom accommodation; replacement of resource/storage mobile adjoining dining block | £1.14m |
| Integrated College Glengormley | Specialist provision 2025 accommodation, Phase 1 | £1.79m |
| Kilronan School | SEN extension to provide additional teaching accommodation, library, multi-purpose and toilet facilities | £2.38m |
| Knockavoe School | SEN extension to provide additional teaching accommodation, library, multi-purpose and toilet facilities | £1.58m |
| Roddensvale School | SEN additional accommodation | £ 1.11m |
| Rossmar School | Provision of additional temporary accommodation | £1.21m |
| Sandelford School | SEN Additional Accommodation | £1.12m |
| Sandelford School | SEN - Sept 2023 additional accommodation (Extension) | £1.42m |
| St Gerard’s School | SEN Placement Phase 1 | £4.78m |
| Whiteabbey Primary School | Prefabricated Accommodation | £1.01m |
| Ashfield Boys' High School | School Meals Accommodation (SMA) extension & refurbishment | £1.03m |
| Harberton School | SEN additional accommodation | £1.00m |
| Harberton - Fortwilliam Resource Centre | SEN - Urgent accommodation for Satellite Site at Harberton North, Fortwilliam site | £1.25m |
| Lisanally School | SEN Additional teaching/ educational support accommodation | £1.87m |
| Limavady High School | Fire Risk Assessment Works | £1.05m |
| Waterside Youth Club | New Build Youth Club | £ 3.21m |
| EA Belfast Office | First Floor Office accommodation (Including CCTV & access control) | £1.44m |
Non-Controlled Schools, including Specialist Provision projects
| Name of School | Scheme Description | Approved Business Case |
| Gaelcholáiste Dhoire | Modular Accommodation Block | £6.2m |
| Gaelcholáiste Dhoire | Refurbishment of Leisure Pavilion | £3m |
| Coláiste Feirste | Modular Accommodation Block | £2.15m |
| St Paul's High School | Specialist Modular Accommodation | £1.35m |
| St Kevin's College | Modular Accommodation | £1.49m |
| Edmund Rice College | Modular Accommodation | £1.55m |
| Slemish College | Modular Accommodation | £1.3m |
| St Mary's Primary School, Greenlough | Modular Accommodation & Ancillary Provisions | £1.54m |
| Gaelscoil Léim an Mhadaidh | Emergency Relocation of School | £1m |
| Crossroads Primary School, Kilrea | Additional accommodation & refurb | £1.41m |
| St Mary's Primary School, Mullaghbawn | Specialist Provision Accommodation | £1.05m |
| Our Lady's Primary School, Tullysaran | Specialist Provision Accommodation | £1.18m |
| St Mary's Primary School, Aughlisnafin | Specialist Provision Accommodation | £1.71m |
| St Teresa's Primary School, Belfast | Specialist Provision Accommodation | £1.36m |
| Ballymacward Primary School | Specialist Provision Accommodation | £1.88m |
| St Mark's High School, Warrenpoint | Specialist Provision Accommodation | £1.09m |
| St Kieran's Primary School, Belfast | Specialist Provision Accommodation | £1.46m |
| St Anthony's Primary School, Craigavon | Specialist Provision Accommodation | £1.41m |
| St Patrick's Primary School, Newry | Specialist Provision Accommodation | £1.65m |
| St Joseph's Primary School, Dunloy | Specialist Provision Accommodation | £1.48m |
| St Colmcille's High School, Crossgar | Specialist Provision Accommodation | £1.28m |
| Primate Dixon Primary School | Specialist Provision Accommodation | £1.98m |
| Mercy College | Specialist Provision Accommodation | £2.51m |
| St Brigid's College | Specialist Provision Accommodation | £4.43m |
| Scoil na Fuiseoige | Specialist Provision Accommodation | £1.39m |
| Holy Evangelist Primary School | Specialist Provision Accommodation | £2.15m |
All capital projects are subject to a value for money business case and relevant statutory approvals. Business cases for minor works above the capital delegation are approved by the Department’s Finance Director.
Following business case approval, it is for the Education Authority (for controlled schools), or the Department’s Investment and Infrastructure Directorate (for non-controlled schools) to decide if a specific project is affordable and should be prioritised within the Minor Works budget allocation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030781%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448798","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448798"}},{"id":"448797","reference":"AQW 30780/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-10","answerBy":"2025-09-25","answered":"2025-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the establishment and delivery of the Special Schools as Resource Hubs - Centres of Expertise project, as part of the Special Educational Needs Reform Agenda and Delivery Plan 2025-2030.","answerText":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.","answerHtml":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030780%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448797","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448797"}},{"id":"448796","reference":"AQW 30779/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-10","answerBy":"2025-09-25","answered":"2025-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any review of the Education Authority's minor works procurement process that has taken place on the past five years.","answerText":"In April 2025, the Education Authority (EA) Chief Executive engaged the services of an external reviewer to act as a ‘critical friend’ and undertake an independent review of the EA’s capital minor works and maintenance service processes.\n\nThe outcomes of this review were shared with the EA Board at its meeting on 26 June and the report was shared with the Department on 7 August. The report notes that the EA is an accredited Centre of Procurement Expertise (CoPE), so did not consider procurement procedures.\n\nThe EA’s Minor Works Service primarily uses a competitively tendered dynamic shortlisting system (DSS) to procure pre-qualified design teams and contractors.","answerHtml":"In April 2025, the Education Authority (EA) Chief Executive engaged the services of an external reviewer to act as a ‘critical friend’ and undertake an independent review of the EA’s capital minor works and maintenance service processes.
The outcomes of this review were shared with the EA Board at its meeting on 26 June and the report was shared with the Department on 7 August. The report notes that the EA is an accredited Centre of Procurement Expertise (CoPE), so did not consider procurement procedures.
The EA’s Minor Works Service primarily uses a competitively tendered dynamic shortlisting system (DSS) to procure pre-qualified design teams and contractors.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030779%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448796","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448796"}},{"id":"448795","reference":"AQW 30778/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-10","answerBy":"2025-09-25","answered":"2025-09-23","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to provide an update on the progress made to completing Local Development Plans for local councils.","answerText":"ANBC\nANDBC\nABC\nBCC\nCCGBC\nDCSDC\nFODC\nLCCC\nMEABC\nMUDC\nNMDDC\nStatement of Community Involvement\tTimetable\tPreferred Options Paper (POP)\tPlan Strategy (PS) published\tSubmitted to Dept. to cause IE\tIE caused\tIndependent Examination (PS)\tPAC Report with Dept.\tBinding Direction Issued to\nCouncil\tAdoption of PS\tLocal Policies Plan (LPP) published\tSubmitted to Dept. to cause IE\tIE caused\tIndependent Examination (LPP)\tPAC Report with Dept.\tBinding Direction Issued to\nCouncil\tAdoption of LPP\n\nPreparatory Stage\tDraft Plan Strategy Stage\tLocal Policies Plan Stage\n\nAll councils are currently preparing new Local Development Plans (LDPs) to provide the spatial framework for development for their areas over a 15-year period. Six councils have adopted their Plan Strategies (PS) to date which is the first stage of the LDP, and they continue to work towards their draft Local Policies Plan (dLPP) preparation which is the second stage of the LDP process.\n\nNewry, Mourne and Down District Council recently published its draft PS for consultation which closes on 22 September 2025, and Ards and North Down Borough Council propose to launch their consultation of their draft PS 18 September 2025.\n\nTwo councils are continuing with preparation of their draft Plan Strategies, with publication dates anticipated within the next year, as indicated in their Council timetables. My officials continue to engage and support those councils as they work towards their dPS and dLPP publication. Council LDP progress is set out below.","answerHtml":"| ANBC | |||||||||||||||||
| ANDBC | |||||||||||||||||
| ABC | |||||||||||||||||
| BCC | |||||||||||||||||
| CCGBC | |||||||||||||||||
| DCSDC | |||||||||||||||||
| FODC | |||||||||||||||||
| LCCC | |||||||||||||||||
| MEABC | |||||||||||||||||
| MUDC | |||||||||||||||||
| NMDDC | |||||||||||||||||
| Statement of Community Involvement | Timetable | Preferred Options Paper (POP) | Plan Strategy (PS) published | Submitted to Dept. to cause IE | IE caused | Independent Examination (PS) | PAC Report with Dept. | Binding Direction Issued to Council | Adoption of PS | Local Policies Plan (LPP) published | Submitted to Dept. to cause IE | IE caused | Independent Examination (LPP) | PAC Report with Dept. | Binding Direction Issued to Council | Adoption of LPP | |
| Preparatory Stage | Draft Plan Strategy Stage | Local Policies Plan Stage |
All councils are currently preparing new Local Development Plans (LDPs) to provide the spatial framework for development for their areas over a 15-year period. Six councils have adopted their Plan Strategies (PS) to date which is the first stage of the LDP, and they continue to work towards their draft Local Policies Plan (dLPP) preparation which is the second stage of the LDP process.
Newry, Mourne and Down District Council recently published its draft PS for consultation which closes on 22 September 2025, and Ards and North Down Borough Council propose to launch their consultation of their draft PS 18 September 2025.
Two councils are continuing with preparation of their draft Plan Strategies, with publication dates anticipated within the next year, as indicated in their Council timetables. My officials continue to engage and support those councils as they work towards their dPS and dLPP publication. Council LDP progress is set out below.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030778%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448795","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448795"}},{"id":"448639","reference":"AQW 30657/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-09","answerBy":"2025-09-12","answered":"2025-09-15","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 29230/22-27, to provide all the stakeholders involved in the review of the population health needs of children attending special educational needs schools.","answerText":"The review has taken account of engagement with health and education professionals, including school principals, and parents. The report will include details of all those stakeholders engaged with in its development.\n\nI expect the PHA report to be finalised and provided to me shortly.","answerHtml":"The review has taken account of engagement with health and education professionals, including school principals, and parents. The report will include details of all those stakeholders engaged with in its development.
I expect the PHA report to be finalised and provided to me shortly.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030657%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448639","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448639"}},{"id":"448638","reference":"AQW 30656/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-09","answerBy":"2025-09-24","answered":"2025-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the establishment and delivery of a pilot speech, language and communications intervention toolkit and programme as part of the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.","answerHtml":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030656%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448638","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448638"}},{"id":"448637","reference":"AQW 30655/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-09","answerBy":"2025-09-24","answered":"2025-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the trial and implementation of an Inclusive Play Programme as part of the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.","answerHtml":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030655%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448637","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448637"}},{"id":"448636","reference":"AQW 30654/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-09","answerBy":"2025-09-24","answered":"2025-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the trial and implementation of a Nurture Plus approach and Enhanced Nurture Programme as part of the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.","answerHtml":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030654%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448636","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448636"}},{"id":"448635","reference":"AQW 30653/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-09","answerBy":"2025-09-24","answered":"2025-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the establishment and delivery of pilot early childhood intervention programmes project as part of the SEN Reform Agenda and Delivery Plan 2025-2030.","answerText":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.","answerHtml":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030653%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448635","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448635"}},{"id":"448430","reference":"AQW 30542/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-08","answerBy":"2025-09-11","answered":"2025-09-12","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 29230/22-27, whether he will publish the review of the population health needs of children attending special educational needs schools.","answerText":"I expect the PHA report to be finalised and provided to me shortly. The report is expected to be largely of a clinical nature for consideration and analysis by health and education.\n\nOnce I receive the report, I will consider the recommendations it contains as a priority and at that point a decision will be made on whether it would be appropriate to disseminate the report or associated recommendations more widely.","answerHtml":"I expect the PHA report to be finalised and provided to me shortly. The report is expected to be largely of a clinical nature for consideration and analysis by health and education.
Once I receive the report, I will consider the recommendations it contains as a priority and at that point a decision will be made on whether it would be appropriate to disseminate the report or associated recommendations more widely.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030542%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448430","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448430"}},{"id":"448429","reference":"AQW 30541/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-08","answerBy":"2025-09-23","answered":"2025-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the transformation of support model project as part of the Special Educational Needs Reform Agenda and Delivery Plan 2025-30.","answerText":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.","answerHtml":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030541%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448429","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448429"}},{"id":"448428","reference":"AQW 30540/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-08","answerBy":"2025-09-23","answered":"2025-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the transforming the statutory assessment process project as part of the Special Educational Needs Reform Agenda and Delivery Plan 2025-30.","answerText":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.","answerHtml":"I refer the Member to the answer to question AQW 30087/22-27. Published in the weekly answer booklet week ending 12 September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030540%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448428","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448428"}},{"id":"448427","reference":"AQW 30539/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-08","answerBy":"2025-09-23","answered":"2025-09-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the impact that the Partnership Agreement between Government and the Voluntary and Community Sector will have on his Department.","answerText":"The ‘Partnership Agreement between Government and the Voluntary and Community Sector’ provides an important framework for collaboration between departments and the sector. It emphasises the value of the sector’s contribution to policy and service delivery while outlining principles to ensure that engagement with and funding for the sector are fair, proportionate and focussed on outcomes.\n\nMy department will continue to work constructively with voluntary and community partners in the best interests of all children, young people and their families.","answerHtml":"The ‘Partnership Agreement between Government and the Voluntary and Community Sector’ provides an important framework for collaboration between departments and the sector. It emphasises the value of the sector’s contribution to policy and service delivery while outlining principles to ensure that engagement with and funding for the sector are fair, proportionate and focussed on outcomes.
My department will continue to work constructively with voluntary and community partners in the best interests of all children, young people and their families.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030539%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448427","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448427"}},{"id":"448426","reference":"AQW 30538/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-08","answerBy":"2025-09-23","answered":"2025-09-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail what support is in place to assist Boards of Governors of schools who become community schools.","answerText":"In practice, many schools across Northern Ireland provide access to facilities or services for the wider community and can do so without formal designation as a ‘community school’ (provision for which exists under Article 139 of the Education Reform (Northern Ireland) Order 1989).\n\nThe Department recognises the benefits of ensuring schools have strong links to the communities that they serve. All schools are encouraged to engage with the wider community, and in line with Article 140 of the 1989 Order, schools are required to have regard to the desirability of their premises being made available for use by members of the community when not otherwise required for education purposes. Arrangements are made and agreed locally with decisions ultimately the responsibility of Boards of Governors.\n\nAccording to the last set of data available from the DE School Omnibus Survey (2018), 80% of schools reported that they had some form of community use. Of those schools which confirmed that they allowed community use of their school premises, approximately 86% stated that the main reason was “community engagement”.\n\nDetailed guidance has been available since 2014 to assist school leaders with a range of practical considerations associated with the community use of schools which is under review currently. Further related guidance is also available via the Governors’ Guide as well as advice and support from the relevant managing authority.","answerHtml":"In practice, many schools across Northern Ireland provide access to facilities or services for the wider community and can do so without formal designation as a ‘community school’ (provision for which exists under Article 139 of the Education Reform (Northern Ireland) Order 1989).
The Department recognises the benefits of ensuring schools have strong links to the communities that they serve. All schools are encouraged to engage with the wider community, and in line with Article 140 of the 1989 Order, schools are required to have regard to the desirability of their premises being made available for use by members of the community when not otherwise required for education purposes. Arrangements are made and agreed locally with decisions ultimately the responsibility of Boards of Governors.
According to the last set of data available from the DE School Omnibus Survey (2018), 80% of schools reported that they had some form of community use. Of those schools which confirmed that they allowed community use of their school premises, approximately 86% stated that the main reason was “community engagement”.
Detailed guidance has been available since 2014 to assist school leaders with a range of practical considerations associated with the community use of schools which is under review currently. Further related guidance is also available via the Governors’ Guide as well as advice and support from the relevant managing authority.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030538%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448426","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448426"}},{"id":"448272","reference":"AQW 30425/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-05","answerBy":"2025-09-10","answered":"2025-09-15","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 29230/22-27, what role special school principals have in the review of the population health needs of children attending special educational needs schools.","answerText":"Following initial engagement with a number of concerned Special School principals, the Public Health Agency was commissioned by the Chief Nursing Officer to review the population health needs of children attending Special Educational Needs (SEN) schools in Northern Ireland and the current nursing contribution in meeting their health needs.\n\nThe approach to this review has included consultation with key stakeholders. Interviews and focus groups have been completed with health and education professionals, as well as parents. Special School principals were included in this process, as they have a key role to play in the delivery of services to this cohort of students.\n\nI expect the PHA report to be finalised and provided to me shortly.","answerHtml":"Following initial engagement with a number of concerned Special School principals, the Public Health Agency was commissioned by the Chief Nursing Officer to review the population health needs of children attending Special Educational Needs (SEN) schools in Northern Ireland and the current nursing contribution in meeting their health needs.
The approach to this review has included consultation with key stakeholders. Interviews and focus groups have been completed with health and education professionals, as well as parents. Special School principals were included in this process, as they have a key role to play in the delivery of services to this cohort of students.
I expect the PHA report to be finalised and provided to me shortly.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030425%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448272","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448272"}},{"id":"448271","reference":"AQW 30424/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-05","answerBy":"2025-09-22","answered":"2025-09-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will update the Guidance Toolkit for schools in relation to community use of school premises.","answerText":"Community Use of School Premises – A Guidance Toolkit (2014) is currently under review by the Education Authority’s (EA) Community and Schools Team to update its operational details. The review will conclude by the end of October 2025, after which my officials will work with the EA to finalise and publish the updated Toolkit.","answerHtml":"Community Use of School Premises – A Guidance Toolkit (2014) is currently under review by the Education Authority’s (EA) Community and Schools Team to update its operational details. The review will conclude by the end of October 2025, after which my officials will work with the EA to finalise and publish the updated Toolkit.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030424%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448271","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448271"}},{"id":"448270","reference":"AQW 30423/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-05","answerBy":"2025-09-22","answered":"2025-09-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any work that has been undertaken regarding provision for a joint scheme of management for schools.","answerText":"Clear guidance, developed in consultation with the Catholic Trustees and Transferors and circulated to all schools, is currently available on the mechanism through which jointly managed schools may be established (DE Circular 2015/15).\n\nThe establishment of a new jointly managed school is required through the Development Proposal process and only where there is a clear desire to do so on the part of the prospective constituent schools and the communities they serve. Any proposed school – jointly managed or otherwise - must be viable in the longer term when assessed against the criteria set out in DE’s Sustainable Schools Policy.\n\nMy Department would welcome proposals for jointly managed schools, however no such proposal has been brought forward to date.\n\nNo joint scheme of management has been developed in respect of such schools.","answerHtml":"Clear guidance, developed in consultation with the Catholic Trustees and Transferors and circulated to all schools, is currently available on the mechanism through which jointly managed schools may be established (DE Circular 2015/15).
The establishment of a new jointly managed school is required through the Development Proposal process and only where there is a clear desire to do so on the part of the prospective constituent schools and the communities they serve. Any proposed school – jointly managed or otherwise - must be viable in the longer term when assessed against the criteria set out in DE’s Sustainable Schools Policy.
My Department would welcome proposals for jointly managed schools, however no such proposal has been brought forward to date.
No joint scheme of management has been developed in respect of such schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030423%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448270","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448270"}},{"id":"448269","reference":"AQW 30422/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-05","answerBy":"2025-09-22","answered":"2025-09-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any work that has been undertaken to move towards the establishment of jointly managed community schools.","answerText":"Clear guidance, developed in consultation with the Catholic Trustees and Transferors and circulated to all schools, is currently available on the mechanism through which jointly managed schools may be established (DE Circular 2015/15).\n\nThe establishment of a new jointly managed school is required through the Development Proposal process and only where there is a clear desire to do so on the part of the prospective constituent schools and the communities they serve. Any proposed school – jointly managed or otherwise - must be viable in the longer term when assessed against the criteria set out in DE’s Sustainable Schools Policy.\n\nMy Department would welcome proposals for jointly managed schools, however no such proposal has been brought forward to date.\n\nNo joint scheme of management has been developed in respect of such schools.","answerHtml":"Clear guidance, developed in consultation with the Catholic Trustees and Transferors and circulated to all schools, is currently available on the mechanism through which jointly managed schools may be established (DE Circular 2015/15).
The establishment of a new jointly managed school is required through the Development Proposal process and only where there is a clear desire to do so on the part of the prospective constituent schools and the communities they serve. Any proposed school – jointly managed or otherwise - must be viable in the longer term when assessed against the criteria set out in DE’s Sustainable Schools Policy.
My Department would welcome proposals for jointly managed schools, however no such proposal has been brought forward to date.
No joint scheme of management has been developed in respect of such schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030422%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448269","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448269"}},{"id":"448268","reference":"AQW 30421/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-05","answerBy":"2025-09-22","answered":"2025-09-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of schools that act as community schools.","answerText":"In practice, many schools across Northern Ireland provide access to facilities or services for the wider community and can do so without formal designation as a ‘community school’ (provision for which exists under Article 139 of the Education Reform (Northern Ireland) Order 1989).\n\nThe Department recognises the benefits of ensuring schools have strong links to the communities that they serve. All schools are encouraged to engage with the wider community, and in line with Article 140 of the 1989 Order, schools are required to have regard to the desirability of their premises being made available for use by members of the community when not otherwise required for education purposes. Arrangements are made and agreed locally with decisions ultimately the responsibility of Boards of Governors.\n\nAccording to the last set of data available from the DE School Omnibus Survey (2018), 80% of schools reported that they had some form of community use. Of those schools which confirmed that they allowed community use of their school premises, approximately 86% stated that the main reason was “community engagement”.\n\nDetailed guidance has been available since 2014 to assist school leaders with a range of practical considerations associated with the community use of schools which is under review currently. Further related guidance is also available via the Governors’ Guide as well as advice and support from the relevant managing authority.","answerHtml":"In practice, many schools across Northern Ireland provide access to facilities or services for the wider community and can do so without formal designation as a ‘community school’ (provision for which exists under Article 139 of the Education Reform (Northern Ireland) Order 1989).
The Department recognises the benefits of ensuring schools have strong links to the communities that they serve. All schools are encouraged to engage with the wider community, and in line with Article 140 of the 1989 Order, schools are required to have regard to the desirability of their premises being made available for use by members of the community when not otherwise required for education purposes. Arrangements are made and agreed locally with decisions ultimately the responsibility of Boards of Governors.
According to the last set of data available from the DE School Omnibus Survey (2018), 80% of schools reported that they had some form of community use. Of those schools which confirmed that they allowed community use of their school premises, approximately 86% stated that the main reason was “community engagement”.
Detailed guidance has been available since 2014 to assist school leaders with a range of practical considerations associated with the community use of schools which is under review currently. Further related guidance is also available via the Governors’ Guide as well as advice and support from the relevant managing authority.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030421%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448268","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448268"}},{"id":"448106","reference":"AQW 30312/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-04","answerBy":"2025-09-09","answered":"2025-09-15","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 29230/22-27, whether the review of the population health needs of children attending special educational needs schools will address nursing provision in special schools.","answerText":"An assessment of nursing provision in Special Schools forms a key element of the review.\n\nI expect the PHA report to be finalised and provided to me shortly, and that it will include recommendations to support decisions around how to best meet the population health needs of this cohort of children, ensuring child-specific timely care.","answerHtml":"An assessment of nursing provision in Special Schools forms a key element of the review.
I expect the PHA report to be finalised and provided to me shortly, and that it will include recommendations to support decisions around how to best meet the population health needs of this cohort of children, ensuring child-specific timely care.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030312%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448106","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448106"}},{"id":"448105","reference":"AQW 30311/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-04","answerBy":"2025-09-19","answered":"2025-09-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of settings that have received a payment from the Pre-School Education Inclusion Support Fund.","answerText":"The Pre-School Education Inclusion Support Fund (PSEISF) was launched in November 2024.\n\nAn evaluation of the programme for the 2024/25 academic year will be completed by the end of October 2025, which will include a survey to all participating settings to assess impact for both children and staff.\n\nA total of 213 settings have received payment from the Fund to date.","answerHtml":"The Pre-School Education Inclusion Support Fund (PSEISF) was launched in November 2024.
An evaluation of the programme for the 2024/25 academic year will be completed by the end of October 2025, which will include a survey to all participating settings to assess impact for both children and staff.
A total of 213 settings have received payment from the Fund to date.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030311%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448105","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448105"}},{"id":"448104","reference":"AQW 30310/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-04","answerBy":"2025-09-19","answered":"2025-09-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any engagement his Department has had with pre-school providers regarding the effectiveness of the Pre-School Education Inclusion Support Fund.","answerText":"The Pre-School Education Inclusion Support Fund (PSEISF) was launched in November 2024.\n\nAn evaluation of the programme for the 2024/25 academic year will be completed by the end of October 2025, which will include a survey to all participating settings to assess impact for both children and staff.\n\nA total of 213 settings have received payment from the Fund to date.","answerHtml":"The Pre-School Education Inclusion Support Fund (PSEISF) was launched in November 2024.
An evaluation of the programme for the 2024/25 academic year will be completed by the end of October 2025, which will include a survey to all participating settings to assess impact for both children and staff.
A total of 213 settings have received payment from the Fund to date.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030310%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448104","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448104"}},{"id":"448103","reference":"AQW 30309/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-04","answerBy":"2025-09-19","answered":"2025-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 27512/22-27, to detail his anticipated timescales for the implementation of updated arrangements for the delivery of low value tenant maintenance works.","answerText":"The Education Authority (EA) has advised that it is currently working through\n\nlogistical issues to ensure the effective delivery of low value maintenance works\n\ndoes not place an additional burden on school leaders.\n\nA date for implementation is currently being considered for January 2026.","answerHtml":"The Education Authority (EA) has advised that it is currently working through
logistical issues to ensure the effective delivery of low value maintenance works
does not place an additional burden on school leaders.
A date for implementation is currently being considered for January 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030309%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448103","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448103"}},{"id":"448102","reference":"AQW 30308/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-04","answerBy":"2025-09-19","answered":"2025-09-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 26998/22-27, to detail which of the recommendations arising from the Review on the Use of Temporary and Substitute Teachers which require additional resources will be taken forward for action in this academic year.","answerText":"In responding to AQW 26998/22-27 I explained that a detailed assessment of the recommendations from the Review on the Use of Temporary and Substitute Teachers had been jointly carried out with the trade unions.\n\nRecommendations from all of the eight completed workforce reviews which (i) have been actioned; and (ii) require additional resources have been deposited in the Assembly Library.\n\nIn reaching agreement on pay in April 2025 the Northern Ireland Teaching Council (NITC) and Management Side of the Teachers’ Negotiating Committee (TNC) negotiated a Heads of Agreement which form the agreed basis on which teachers’ and school leaders’ workload issues will be addressed going forward. It was also agreed that an independent review panel would be established to undertake a review of teacher workload issues.\n\nThe independent review panel was established on 1 May 2025.\n\nIn addition to examining all aspects of teacher workload the independent review panel will be monitoring progress with the implementation of a series of agreed workload commitments that were part of the April 2025 pay settlement.\n\nThe focus of TNC is to address and implement the workload commitments detailed in the Heads of Agreement.","answerHtml":"In responding to AQW 26998/22-27 I explained that a detailed assessment of the recommendations from the Review on the Use of Temporary and Substitute Teachers had been jointly carried out with the trade unions.
Recommendations from all of the eight completed workforce reviews which (i) have been actioned; and (ii) require additional resources have been deposited in the Assembly Library.
In reaching agreement on pay in April 2025 the Northern Ireland Teaching Council (NITC) and Management Side of the Teachers’ Negotiating Committee (TNC) negotiated a Heads of Agreement which form the agreed basis on which teachers’ and school leaders’ workload issues will be addressed going forward. It was also agreed that an independent review panel would be established to undertake a review of teacher workload issues.
The independent review panel was established on 1 May 2025.
In addition to examining all aspects of teacher workload the independent review panel will be monitoring progress with the implementation of a series of agreed workload commitments that were part of the April 2025 pay settlement.
The focus of TNC is to address and implement the workload commitments detailed in the Heads of Agreement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030308%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448102","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448102"}},{"id":"448073","reference":"AQO 2357/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-09-04","answerBy":"2025-09-16","answered":"2025-09-16","answeredOrally":true,"priority":false,"department":"Department of Justice","departmentId":"134","minister":"Minister of Justice","question":"To ask the Minister of Justice to outline her proposals for criminalising sexually explicit deepfake images.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mrs Long","text":"The past few years have seen an exponential rise in the proliferation of non-consensual sexually explicit deepfake images, which research shows are overwhelmingly targeted at women and girls and are yet another form of sexual abuse and exploitation. Those images perpetuate, promote and normalise misogyny and the sexualisation of women. They dehumanise and objectify them. The harm that they cause is incalculable. My aim is to address that growing threat and the harm that it causes. That is why, earlier this year, I announced in the Assembly my intention to table an amendment to the Justice Bill at Consideration Stage to provide for Northern Ireland-specific deepfake offences in order to ensure that all aspects of offending in that area are captured. In July, I launched a public consultation on legislative proposals on that. Subject to the outcome of the consultation, I intend to ensure that all aspects of that despicable behaviour are captured. Specifically, I am seeking views on proposals on criminalising the creation of sexually explicit deepfake images, requesting their creation and sharing and threatening to share such an image. I believe that those proposed offences would cover the full range of the abhorrent behaviours that are associated with such images. I am also seeking views on the inclusion of specific motivations that will include situations in which a person is carrying out the behaviour to humiliate, alarm or distress the person who is depicted in the image or for the purpose of sexual gratification. That distinction is important to identify those who pose a risk of future sexual harm. Where sexual gratification is proven, risk management measures, such as the requirement to notify police, would be applied. The proposed offences would provide further protections and add significantly to the suite of measures that are already in place to protect people from intolerable sexually motivated behaviours and to eradicate violence against women and girls. The consultation closes on 6 October, and I encourage Members and the public to respond."},{"speaker":"Mr Mathison","text":"I thank the Minister for that comprehensive answer. Will she outline how those proposals fit within the wider work that she is undertaking to protect people from sexually motivated behaviours and the work on the eradication of violence against women and girls?"},{"speaker":"Mrs Long","text":"Members will know that I have been committed to strengthening the law where possible to try to stop those blights on our society. In the previous Assembly mandate, I introduced a new domestic abuse offence that marked a step change by capturing controlling coercive behaviour and psychological, emotional or financial abuse. I also introduced new offences of stalking, upskirting, downblousing, cyberflashing and four new offences to tackle adults who pretend to be a child with a view to sexual grooming. I also created a stand-alone offence of non-fatal strangulation to provide greater protection against behaviour that is often abused by abusers to exert control and create fear, serving as a precursor for further violence and closely linked to domestic homicide. I believe that those offences have added real, tangible and valuable protections against sexual abuse and violence. However, I do not believe that we can stand still on those issues, so the law is being further strengthened by a number of provisions in the UK Crime and Policing Bill, which is making its way through Westminster. The Assembly agreed the first of two intended legislative consent motions (LCMs) on that on 23 June. I also want to look at the provision that amends the current offence of possession of a paedophile manual. That provision is in section 79 of the Serious Crime Act 2015 and extends to Northern Ireland. A new provision of the possession of, advice on or guidance about creating sexual abuse images will also plug a gap by bringing AI-generated images within the scope of the offence. There are a number of other things that I hope to do, but time will not allow me to do them all."},{"speaker":"Ms Forsythe","text":"I thank the Minister for her answers and for her work in the area. As someone who was a victim of a deepfake some three and a half years ago, I welcome the opportunity to work with the Minister on a number of round-table discussions to take things forward on that. As I said, that happened three and a half years ago. It is hard to believe that it is so long ago, but it opened my eyes to how much the PSNI's hands are tied by the limitations in the law on making prosecutions on electronic offences, and it made me particularly concerned for my children and other children when thinking about the safeguards that will be in place when fake images go into mass circulation. What is the Minister's view on how we can keep the law up to date in the digital age?"},{"speaker":"Mrs Long","text":"There are a number of elements to that. First and foremost, there was a significant delay when the Assembly was not here, and that created problems. The deepfake image offence was originally to be brought forward as part of the Crime and Policing Bill that is going through Westminster — we would have simply piggybacked on those offences — but, unfortunately, it was moved as an amendment to a different Bill earlier in the mandate, and, because it was an amendment, we were unable to avail ourselves of it. That is why the Committee graciously said that we could take a further amendment through at Consideration Stage. The law is one part of it, but the removal of the material is the other part. Under the Online Safety Act 2023, there is a requirement on hosts of sites on which images and other material have been posted to remove it quickly. It does not provide a definition of \"quickly\". As the Member will know, that is Westminster legislation, because it relates to communication offences, but Ofcom is working on defining what speedy removal is and how it should be undertaken. That should help with protection. Undoubtedly, there is a genuine fear about the increase in the sophistication of the images. They are not what they used to be, with the rather sad cut-and-paste things that you could identify by eye. Most of the images are almost unidentifiable from a real image by the naked eye. There are also issues around AI-generated child pornography, for example, which have raised concerns. Thankfully, those are already covered in legislation, because they do not need to be images of real sexual abuse in order to qualify as images of sexual abuse. However, there is a need for us to refresh the law, constantly. There is also an issue of resource, because, as things become more complex, the amount of time that it takes to research and investigate those crimes becomes more complex. My recent visit to the cybercrime centre showed how there have been developments in that space that are allowing the police to speed up their investigations."},{"speaker":"Mr McNulty","text":"The Minister may have answered some of my question. There is an expectation of regulation, enforcement and adherence to reasonable standards from social media companies, in particular. What discussions has the Minister had with the technology firms, particularly international firms, about improving their inadequate response to the posting of explicit deepfake images on social media?"},{"speaker":"Mrs Long","text":"The issues that the Member refers to fall into the reserved space rather than the devolved space. However, I have, obviously, had contact with Ofcom, which is responsible for implementing the Online Safety Act and carrying out oversight of it. I have been engaging directly with Ofcom about our concerns, and I am briefed regularly by it on the work that it is doing to develop codes of practice and guidance for those bodies. I have also raised my concerns with the Home Office directly, because, if there is to be any further tightening of that legislation, which, I know, some of us certainly believe that there could be, particularly around anonymity, it would be for them to take it forward rather than us, because it is a reserved matter. It is something that I am engaged with regularly."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202357%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=448073","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2025-09-16&docID=448741#AQO%202357/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=448073"}},{"id":"447794","reference":"AQW 30089/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-02","answerBy":"2025-09-05","answered":"2025-09-09","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 29230/22-27, for an update on the review of the population needs of children attending Special Educational Needs schools.","answerText":"This issue remains a key priority for my Department. Over the summer period, work has continued to complete the Public Health Agency’s review of the population health needs of children attending Special Educational Needs (SEN) schools in Northern Ireland and the current nursing contribution in meeting their health needs. I expect the report to be finalised and provided to me shortly.\n\nIn addition to this work, as set out in my response to AQW 29514/22-27, the PHA, is leading a comprehensive analysis of the therapeutic needs of children with Special Educational Needs in Special Schools. I expect the first stage of this process to complete by the end of the year.\n\nBoth these exercises will provide evidence-based assessments of the complex healthcare and therapeutic needs of children and young people in SEN schools, to inform a wider, child centred multidisciplinary understanding and approach, which in turn will help support decisions around how to best meet the population health needs.","answerHtml":"This issue remains a key priority for my Department. Over the summer period, work has continued to complete the Public Health Agency’s review of the population health needs of children attending Special Educational Needs (SEN) schools in Northern Ireland and the current nursing contribution in meeting their health needs. I expect the report to be finalised and provided to me shortly.
In addition to this work, as set out in my response to AQW 29514/22-27, the PHA, is leading a comprehensive analysis of the therapeutic needs of children with Special Educational Needs in Special Schools. I expect the first stage of this process to complete by the end of the year.
Both these exercises will provide evidence-based assessments of the complex healthcare and therapeutic needs of children and young people in SEN schools, to inform a wider, child centred multidisciplinary understanding and approach, which in turn will help support decisions around how to best meet the population health needs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030089%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=447794","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=447794"}},{"id":"447793","reference":"AQW 30088/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-02","answerBy":"2025-09-17","answered":"2025-09-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail his assessment of the success of the Pre-School Education Inclusion Support Fund.","answerText":"The Pre-School Education Inclusion Support Fund (PSEISF) was launched in November 2024; 213 pre-school education settings have received support equating to an investment of £1,103,250 to date.\n\nAn evaluation of the Fund for the 2024/25 academic year will be completed by the end of October 2025. All funded settings will be surveyed to determine how they used the funding and the effectiveness and impact of it for children and staff.","answerHtml":"The Pre-School Education Inclusion Support Fund (PSEISF) was launched in November 2024; 213 pre-school education settings have received support equating to an investment of £1,103,250 to date.
An evaluation of the Fund for the 2024/25 academic year will be completed by the end of October 2025. All funded settings will be surveyed to determine how they used the funding and the effectiveness and impact of it for children and staff.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030088%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=447793","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=447793"}},{"id":"447792","reference":"AQW 30087/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-02","answerBy":"2025-09-17","answered":"2025-09-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 24357/22-27, for an update on the nine Special Educational Needs Transformation projects to be delivered using the funding received from the Interim Public Services Transformation Board.","answerText":"Eight of the nine Special Educational Needs (SEN) projects funded by the Public Sector Transformation Fund (PSTF) will commence in the 2025/26 academic year.\n\nThe timing for implementation of the Enhanced Nurture project is to be determined, pending the development of long-term options for current Nurture provision, aimed at establishing a sustainable model for both delivery and funding.","answerHtml":"Eight of the nine Special Educational Needs (SEN) projects funded by the Public Sector Transformation Fund (PSTF) will commence in the 2025/26 academic year.
The timing for implementation of the Enhanced Nurture project is to be determined, pending the development of long-term options for current Nurture provision, aimed at establishing a sustainable model for both delivery and funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030087%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=447792","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=447792"}},{"id":"447791","reference":"AQW 30086/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-02","answerBy":"2025-09-17","answered":"2025-09-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to provide an update on work being undertaken to develop a new strategic approach to special education needs placements.","answerText":"The Education Authority’s long-term vision is for every school to provide access to specialist provision classes, ensuring that all children with SEN can be supported within their local community alongside their peers.\n\nThe provision of additional specialist provisions is a year-round priority with approximately 60 projects identified for progression for the 2026 academic year, demonstrating our sustained commitment to expanding current capacity across the education estate. For 2027 and beyond, engagement is being made with schools for future provision.\n\nFor special schools, the Education Authority is taking forward a Plan of Action, to be published in Autumn 2025 for each special school setting out the projected need and outlining short, medium and long term actions to meet that need.","answerHtml":"The Education Authority’s long-term vision is for every school to provide access to specialist provision classes, ensuring that all children with SEN can be supported within their local community alongside their peers.
The provision of additional specialist provisions is a year-round priority with approximately 60 projects identified for progression for the 2026 academic year, demonstrating our sustained commitment to expanding current capacity across the education estate. For 2027 and beyond, engagement is being made with schools for future provision.
For special schools, the Education Authority is taking forward a Plan of Action, to be published in Autumn 2025 for each special school setting out the projected need and outlining short, medium and long term actions to meet that need.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030086%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=447791","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=447791"}},{"id":"447790","reference":"AQW 30085/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-09-02","answerBy":"2025-09-17","answered":"2025-09-17","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the timeline following the closure of the consultation on the final report of the Regional Review of Neurology services.","answerText":"The public consultation on the final report of my Department’s Regional Review of Neurology Services ran from 7 May 2025 until 6 August 2025.\n\nNow that the consultation has closed my officials are currently reviewing the responses to the consultation which will inform a final implementation plan. I expect this work to be completed in the coming months.\n\nSubsequent to this, it is intended that a Neurology Delivery Team will be established to lead on implementation. As the Review was tasked with identifying the optimum configuration for services for the next 10-15 years, the implementation period will extend over many years with some recommendations able to be implemented quicker than others. In this context, the Review report has identified short, medium and long-term actions along with associated timescales.\n\nIt is clear that full implementation of the Review’s recommendations will require considerable additional investment at a time when my Department is facing significant in year budgetary pressures. It may be the case, therefore, that the pace of implementation will have to be adjusted in line with the funding available. I will however carefully consider funding to implement the Neurology Review in the context of future budget settlements and competing priorities.","answerHtml":"The public consultation on the final report of my Department’s Regional Review of Neurology Services ran from 7 May 2025 until 6 August 2025.
Now that the consultation has closed my officials are currently reviewing the responses to the consultation which will inform a final implementation plan. I expect this work to be completed in the coming months.
Subsequent to this, it is intended that a Neurology Delivery Team will be established to lead on implementation. As the Review was tasked with identifying the optimum configuration for services for the next 10-15 years, the implementation period will extend over many years with some recommendations able to be implemented quicker than others. In this context, the Review report has identified short, medium and long-term actions along with associated timescales.
It is clear that full implementation of the Review’s recommendations will require considerable additional investment at a time when my Department is facing significant in year budgetary pressures. It may be the case, therefore, that the pace of implementation will have to be adjusted in line with the funding available. I will however carefully consider funding to implement the Neurology Review in the context of future budget settlements and competing priorities.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2030085%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=447790","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=447790"}},{"id":"445918","reference":"AQW 29935/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-04","answerBy":"2025-07-09","answered":"2025-07-07","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the number of special schools required to meet demand in Northern Ireland; (ii) the budget required to deliver this; and (iii) when construction will start on any new special schools.","answerText":"As outlined in my April 2024 statement on transforming capital investment to support children with special educational needs, projections indicate a need for up to eight entirely new special schools across Northern Ireland over the next decade.\n\nEstimated construction costs for a new special school are in the region of £45-50 million.\n\nOf the five new build special school projects which have already been initiated, estimated construction start dates are detailed in the table below. I should highlight that at this very early stage these are indicative dates only; they are contingent upon issues such statutory approvals and potential site acquisitions which are outside the direct control of my Department.\n\nSchool\tEstimated Construction Start Date\nBelfast 01\tFebruary 2028\nBelfast 02\tMarch 2030\nArdnashee 02\tJuly 2029\nKnockevin\tJanuary 2030\nSperrinview\tJune 2030\n(pending identification of site)","answerHtml":"As outlined in my April 2024 statement on transforming capital investment to support children with special educational needs, projections indicate a need for up to eight entirely new special schools across Northern Ireland over the next decade.
Estimated construction costs for a new special school are in the region of £45-50 million.
Of the five new build special school projects which have already been initiated, estimated construction start dates are detailed in the table below. I should highlight that at this very early stage these are indicative dates only; they are contingent upon issues such statutory approvals and potential site acquisitions which are outside the direct control of my Department.
| School | Estimated Construction Start Date |
| Belfast 01 | February 2028 |
| Belfast 02 | March 2030 |
| Ardnashee 02 | July 2029 |
| Knockevin | January 2030 |
| Sperrinview | June 2030 (pending identification of site) |
I recognise that current pressures within Neurology mean that services are not as responsive as they should be. Many of the issues raised in responses from people in Northern Ireland to the Neurological Alliance’s ‘My Neuro Survey 2024’ are in line with the findings of my Department’s Regional Review of Neurology Services. A consultation on the final report of the Regional Review is currently underway.
The report of the Review identifies four priority areas to drive improvements in Neurology, underpinned by recommendations which, if implemented, will have a direct impact on the issues raised in the Neuro Survey. The report recommends that patients should have a designated point of contact. There are also recommendations for significant workforce growth to bring capacity in line with best practice guidance which will make services more responsive. The additional capacity will also support new ways of working, driving efficiency across Neurology.
I must be clear however that implementation of the Review’s recommendations will require significant additional investment with the report identifying a need for over £65m over the first five years of implementation. It is therefore likely that the pace of implementation, will be constrained by the current budgetary pressures faced by my Department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029934%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445917","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445917"}},{"id":"445916","reference":"AQW 29933/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-04","answerBy":"2025-07-23","answered":"2025-07-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the functions of the new Controlled Schools Unit within the Education Authority.","answerText":"Staff in EA's Controlled School Unit will spend time in the Autumn progressing structured engagement with the controlled sector to shape the development of the Unit's structure and work programme. This work will precede the Unit becoming fully operational, which should be the case in early 2026. The work will be initially led by a Programme Director. The main initial function of the CSU will be primarily structured engagement and relationship building. School governance and school improvement linked services will ultimately be part of the functions. Further functions may be added following sector engagement.","answerHtml":"Staff in EA's Controlled School Unit will spend time in the Autumn progressing structured engagement with the controlled sector to shape the development of the Unit's structure and work programme. This work will precede the Unit becoming fully operational, which should be the case in early 2026. The work will be initially led by a Programme Director. The main initial function of the CSU will be primarily structured engagement and relationship building. School governance and school improvement linked services will ultimately be part of the functions. Further functions may be added following sector engagement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029933%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445916","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445916"}},{"id":"445915","reference":"AQW 29932/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-04","answerBy":"2025-07-23","answered":"2025-07-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any consideration he has given to the Independent Review of Education recommendation to create a one year course for university graduates leading to the award of a Post-Graduate Certificate in Education in special educational needs.","answerText":"As part of the SEN Reform Agenda, my Department is committed to ensuring that all teachers are equipped with the necessary skills and knowledge to effectively support children with special educational needs.\n\nMy officials are working with Initial Teacher Education (ITE) providers to consider the development of an ITE programme focused on special educational needs.","answerHtml":"As part of the SEN Reform Agenda, my Department is committed to ensuring that all teachers are equipped with the necessary skills and knowledge to effectively support children with special educational needs.
My officials are working with Initial Teacher Education (ITE) providers to consider the development of an ITE programme focused on special educational needs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029932%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445915","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445915"}},{"id":"445914","reference":"AQW 29931/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-04","answerBy":"2025-07-23","answered":"2025-07-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 29370/22-27, to detail any work being undertaken to (i) ensure suitable school placements are available in September 2026 for the 1,736 pupils with a statement of special educational needs currently identified in P6; and (ii) ensure appropriate contingency provisions are in place to provide placements for children of this age cohort who are statemented after the October 2024 census date.","answerText":"The Education Authority (EA) has advised that:\n\nA critical priority for the Education Authority (EA) is ensuring that all children are placed in an appropriate setting that meets their needs. In recent years this has been a particular challenge as regards children with Special Educational Needs (SEN).\n\nWhile the needs of many children with SEN can be met through enhanced support in a mainstream setting, the requirements of children with more acute needs can only be met through either a placement in a Special School, or in Specialist Provision in a mainstream school (essentially a dedicated class with small numbers of children).\n\nThe EA have worked to increase capacity across the school estate and as of 30th June 2025, have created 125 new Specialist Provisions classrooms and 29 Special School classrooms for the new school year (2025/26). Whilst securing placement for this academic year is the key focus of our work at this juncture, early engagement has taken place with post primary schools across the region with number of projects already in planning to expand current accommodation in both specialist provision classes and special schools to support our children and young people with SEN transferring to these settings. EA will continue to liaise with Post Primary Schools in the incoming academic year with a view to increasing capacity for September 2026.\n\nIt is the vision of the EA to ensure that all children are educated in an inclusive environment in their local community, receiving support in line with their needs identified, to help them to reach their full potential.","answerHtml":"The Education Authority (EA) has advised that:
A critical priority for the Education Authority (EA) is ensuring that all children are placed in an appropriate setting that meets their needs. In recent years this has been a particular challenge as regards children with Special Educational Needs (SEN).
While the needs of many children with SEN can be met through enhanced support in a mainstream setting, the requirements of children with more acute needs can only be met through either a placement in a Special School, or in Specialist Provision in a mainstream school (essentially a dedicated class with small numbers of children).
The EA have worked to increase capacity across the school estate and as of 30th June 2025, have created 125 new Specialist Provisions classrooms and 29 Special School classrooms for the new school year (2025/26). Whilst securing placement for this academic year is the key focus of our work at this juncture, early engagement has taken place with post primary schools across the region with number of projects already in planning to expand current accommodation in both specialist provision classes and special schools to support our children and young people with SEN transferring to these settings. EA will continue to liaise with Post Primary Schools in the incoming academic year with a view to increasing capacity for September 2026.
It is the vision of the EA to ensure that all children are educated in an inclusive environment in their local community, receiving support in line with their needs identified, to help them to reach their full potential.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029931%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445914","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445914"}},{"id":"445611","reference":"AQW 29725/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-02","answerBy":"2025-07-07","answered":"2025-07-09","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) when was he first made aware by the Education Authority that there would not be enough appropriate placements for children with special educational needs for the start of the 2025/26 academic year; and (ii) the action he took following this.","answerText":"I was made aware of the scale of the problem in May 2025 and immediately moved to write personally to the schools identified by the EA as being in areas of priority need who could potentially deliver solutions.\n\nI have consistently emphasised that priority must be given to our children with Special Educational Needs (SEN) in the context of an urgent need for reform.\n\nSEN placement minor works are delivered under the minor works programme and includes works to deliver additional accommodation in special schools and specialist provision in mainstream schools for SEN placements, but the programme also includes pupil specific works on DDA works and other related minor works.\n\nThe 2024/25 spend on minor works was £46.76m, while in 2025/26 the spend is currently profiled to be £63.49m.\n\nFollowing my announcement to the Assembly in April 2024 on SEN capital commitments and the positive response to the department’s survey, there was considerable momentum with the EA creating 178 new classes - 112 specialist provisions and 66 new special school classes, providing over 1,450 new special education places for the 2024/25 academic year.\n\nThe first Special Education Strategic Area Plan (SESAP) for the period 2022-2027, developed by the EA in partnership with the sectoral bodies, was published in June 2022 and covers special schools and specialist provision in mainstream primary and post-primary schools. Operational Plans were developed that translated the strategic plan’s vision into practical workings, with the EA publishing its Operational Plan 2 (OP2) 2024-26 on 16 January 2025 which prioritises special education provision, including a review of all special schools. The department and the EA continue to work closely to ensure there is adequate forward planning based on projected need for specialist education provision which is intended to break the cycle of emergency planning.\n\nFurthermore, my department was successful in its bid to secure £27.5m of the Public Sector Transformation Fund through which my SEN Reform Agenda and associated five-year Delivery Plan will seek to ensure a more effective and sustainable model of special education provision.\n\nIt is crucial that we address the planning, process and communication around placements to make it a more positive experience for children and their families and ultimately to ensure they receive the most appropriate placement to meet their needs.\n\nWhile responsibility for the planning for, and provision of, education places for children with statements of SEN rests with the EA, I am committed to working with it to break the cycle of year on year reacting to pressures and move to more strategic planning.","answerHtml":"I was made aware of the scale of the problem in May 2025 and immediately moved to write personally to the schools identified by the EA as being in areas of priority need who could potentially deliver solutions.
I have consistently emphasised that priority must be given to our children with Special Educational Needs (SEN) in the context of an urgent need for reform.
SEN placement minor works are delivered under the minor works programme and includes works to deliver additional accommodation in special schools and specialist provision in mainstream schools for SEN placements, but the programme also includes pupil specific works on DDA works and other related minor works.
The 2024/25 spend on minor works was £46.76m, while in 2025/26 the spend is currently profiled to be £63.49m.
Following my announcement to the Assembly in April 2024 on SEN capital commitments and the positive response to the department’s survey, there was considerable momentum with the EA creating 178 new classes - 112 specialist provisions and 66 new special school classes, providing over 1,450 new special education places for the 2024/25 academic year.
The first Special Education Strategic Area Plan (SESAP) for the period 2022-2027, developed by the EA in partnership with the sectoral bodies, was published in June 2022 and covers special schools and specialist provision in mainstream primary and post-primary schools. Operational Plans were developed that translated the strategic plan’s vision into practical workings, with the EA publishing its Operational Plan 2 (OP2) 2024-26 on 16 January 2025 which prioritises special education provision, including a review of all special schools. The department and the EA continue to work closely to ensure there is adequate forward planning based on projected need for specialist education provision which is intended to break the cycle of emergency planning.
Furthermore, my department was successful in its bid to secure £27.5m of the Public Sector Transformation Fund through which my SEN Reform Agenda and associated five-year Delivery Plan will seek to ensure a more effective and sustainable model of special education provision.
It is crucial that we address the planning, process and communication around placements to make it a more positive experience for children and their families and ultimately to ensure they receive the most appropriate placement to meet their needs.
While responsibility for the planning for, and provision of, education places for children with statements of SEN rests with the EA, I am committed to working with it to break the cycle of year on year reacting to pressures and move to more strategic planning.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029725%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445611","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445611"}},{"id":"445610","reference":"AQW 29724/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-02","answerBy":"2025-07-21","answered":"2025-07-10","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail any measures she is taking to ensure the Ballynahinch Bypass scheme can progress in compliance with provisions of the Climate Change Act (Northern Ireland) 2022.","answerText":"On 12th March 2025 I announced the next steps in the progression of the Ballynahinch bypass scheme.\n\nThe A5 judgement was extremely detailed and was the first legal test for the Climate Change Act and the Climate Action Plan – something every department will now have to deal with the outworkings of.\n\nWe are working through the judgement and it is too soon to conclude on its impact to wider infrastructure projects.","answerHtml":"On 12th March 2025 I announced the next steps in the progression of the Ballynahinch bypass scheme.
The A5 judgement was extremely detailed and was the first legal test for the Climate Change Act and the Climate Action Plan – something every department will now have to deal with the outworkings of.
We are working through the judgement and it is too soon to conclude on its impact to wider infrastructure projects.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029724%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445610","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445610"}},{"id":"445609","reference":"AQW 29723/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-02","answerBy":"2025-07-21","answered":"2025-07-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the posts of staff who are redeployed to the new Controlled Schools Unit in the Education Authority will be backfilled.","answerText":"The new Controlled Schools Unit (CSU) will be established by September 2025. Further intensive engagement with the controlled school’s sector will then take place to gather insights to help shape the unit’s final structure and work programme. This process should then see the CSU fully operational in early 2026.\n\nAt this juncture, the overall staffing structure and number of staff that will be operational with the CSU has still to be confirmed. It is anticipated that the CSU will be resourced by internal restructuring and via recruitment where required.\n\nIn relation to the legislative process required for the provision of a managing authority for controlled schools, it is the intention of myself and Department officials to follow the necessary legislative steps required to bring primary legislation to the Northern Ireland Assembly to ensure that this critical work is carried out correctly for the Controlled School sector. I recently circulated a paper to Executive colleagues outlining my intention to legislate on this matter.","answerHtml":"The new Controlled Schools Unit (CSU) will be established by September 2025. Further intensive engagement with the controlled school’s sector will then take place to gather insights to help shape the unit’s final structure and work programme. This process should then see the CSU fully operational in early 2026.
At this juncture, the overall staffing structure and number of staff that will be operational with the CSU has still to be confirmed. It is anticipated that the CSU will be resourced by internal restructuring and via recruitment where required.
In relation to the legislative process required for the provision of a managing authority for controlled schools, it is the intention of myself and Department officials to follow the necessary legislative steps required to bring primary legislation to the Northern Ireland Assembly to ensure that this critical work is carried out correctly for the Controlled School sector. I recently circulated a paper to Executive colleagues outlining my intention to legislate on this matter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029723%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445609","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445609"}},{"id":"445608","reference":"AQW 29722/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-02","answerBy":"2025-07-21","answered":"2025-07-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether staff for the new Controlled Schools Unit in the Education Authority will be redeployed internally or externally recruited.","answerText":"The new Controlled Schools Unit (CSU) will be established by September 2025. Further intensive engagement with the controlled school’s sector will then take place to gather insights to help shape the unit’s final structure and work programme. This process should then see the CSU fully operational in early 2026.\n\nAt this juncture, the overall staffing structure and number of staff that will be operational with the CSU has still to be confirmed. It is anticipated that the CSU will be resourced by internal restructuring and via recruitment where required.\n\nIn relation to the legislative process required for the provision of a managing authority for controlled schools, it is the intention of myself and Department officials to follow the necessary legislative steps required to bring primary legislation to the Northern Ireland Assembly to ensure that this critical work is carried out correctly for the Controlled School sector. I recently circulated a paper to Executive colleagues outlining my intention to legislate on this matter.","answerHtml":"The new Controlled Schools Unit (CSU) will be established by September 2025. Further intensive engagement with the controlled school’s sector will then take place to gather insights to help shape the unit’s final structure and work programme. This process should then see the CSU fully operational in early 2026.
At this juncture, the overall staffing structure and number of staff that will be operational with the CSU has still to be confirmed. It is anticipated that the CSU will be resourced by internal restructuring and via recruitment where required.
In relation to the legislative process required for the provision of a managing authority for controlled schools, it is the intention of myself and Department officials to follow the necessary legislative steps required to bring primary legislation to the Northern Ireland Assembly to ensure that this critical work is carried out correctly for the Controlled School sector. I recently circulated a paper to Executive colleagues outlining my intention to legislate on this matter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029722%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445608","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445608"}},{"id":"445607","reference":"AQW 29721/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-02","answerBy":"2025-07-21","answered":"2025-07-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the intended timeline for (i) the opening of a new Controlled Schools Unit; and (ii) the legislative process required for the provision of a managing authority for controlled schools","answerText":"The new Controlled Schools Unit (CSU) will be established by September 2025. Further intensive engagement with the controlled school’s sector will then take place to gather insights to help shape the unit’s final structure and work programme. This process should then see the CSU fully operational in early 2026.\n\nAt this juncture, the overall staffing structure and number of staff that will be operational with the CSU has still to be confirmed. It is anticipated that the CSU will be resourced by internal restructuring and via recruitment where required.\n\nIn relation to the legislative process required for the provision of a managing authority for controlled schools, it is the intention of myself and Department officials to follow the necessary legislative steps required to bring primary legislation to the Northern Ireland Assembly to ensure that this critical work is carried out correctly for the Controlled School sector. I recently circulated a paper to Executive colleagues outlining my intention to legislate on this matter.","answerHtml":"The new Controlled Schools Unit (CSU) will be established by September 2025. Further intensive engagement with the controlled school’s sector will then take place to gather insights to help shape the unit’s final structure and work programme. This process should then see the CSU fully operational in early 2026.
At this juncture, the overall staffing structure and number of staff that will be operational with the CSU has still to be confirmed. It is anticipated that the CSU will be resourced by internal restructuring and via recruitment where required.
In relation to the legislative process required for the provision of a managing authority for controlled schools, it is the intention of myself and Department officials to follow the necessary legislative steps required to bring primary legislation to the Northern Ireland Assembly to ensure that this critical work is carried out correctly for the Controlled School sector. I recently circulated a paper to Executive colleagues outlining my intention to legislate on this matter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029721%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445607","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445607"}},{"id":"445493","reference":"AQW 29612/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-01","answerBy":"2025-07-04","answered":"2025-07-04","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 29164/22-27, to outline when the comprehensive analysis of the therapeutic needs for children with special educational needs in special schools will be completed.","answerText":"The Public Health Agency is leading the work on ‘Towards Understanding Therapeutic Needs’ outlined in AQW 29164/22-27.","answerHtml":"The Public Health Agency is leading the work on ‘Towards Understanding Therapeutic Needs’ outlined in AQW 29164/22-27.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029612%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445493","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445493"}},{"id":"445492","reference":"AQW 29611/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-01","answerBy":"2025-07-18","answered":"2025-07-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail an update on the development of an outcomes dashboard for the Special Educational Needs Disability/Reform Agenda.","answerText":"As indicated in the published Special Educational Needs (SEN) Reform Outcomes Framework, an Outcomes dashboard will be developed to report on performance measures throughout the lifetime of the five-year SEN Reform Delivery Plan\n\nTechnical expertise is currently being sourced to take forward the development of the Outcomes dashboard.","answerHtml":"As indicated in the published Special Educational Needs (SEN) Reform Outcomes Framework, an Outcomes dashboard will be developed to report on performance measures throughout the lifetime of the five-year SEN Reform Delivery Plan
Technical expertise is currently being sourced to take forward the development of the Outcomes dashboard.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029611%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445492","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445492"}},{"id":"445491","reference":"AQW 29610/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-01","answerBy":"2025-07-18","answered":"2025-07-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of full-time equivalent positions that are required to staff the new Controlled Schools Unit.","answerText":"I am pleased to report that work towards creating a Controlled Schools Unit (CSU) within the Education Authority (EA) is on target to establish this by September 2025.\n\nMy officials and the Controlled Schools Support Council (CSSC) have been working in tandem with the EA on this. The EA have confirmed that the Controlled Schools Unit will be established by September 2025 and will be fully operational in early 2026, following further intensive engagement with the controlled school’s sector to gather insights and further shape the unit’s final structure and work programme. Therefore, at this juncture, the full-time equivalent number of staff has still to be confirmed. The CSU will be resourced by internal restructuring and via recruitment where required\n\nA total of £1.2 million was ringfenced as part of the 2025/26 allocation to EA, to develop and create the CSU.","answerHtml":"I am pleased to report that work towards creating a Controlled Schools Unit (CSU) within the Education Authority (EA) is on target to establish this by September 2025.
My officials and the Controlled Schools Support Council (CSSC) have been working in tandem with the EA on this. The EA have confirmed that the Controlled Schools Unit will be established by September 2025 and will be fully operational in early 2026, following further intensive engagement with the controlled school’s sector to gather insights and further shape the unit’s final structure and work programme. Therefore, at this juncture, the full-time equivalent number of staff has still to be confirmed. The CSU will be resourced by internal restructuring and via recruitment where required
A total of £1.2 million was ringfenced as part of the 2025/26 allocation to EA, to develop and create the CSU.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029610%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445491","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445491"}},{"id":"445490","reference":"AQW 29609/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-01","answerBy":"2025-07-18","answered":"2025-07-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the creation of a new Controlled Schools Unit.","answerText":"I am pleased to report that work towards creating a Controlled Schools Unit (CSU) within the Education Authority (EA) is on target to establish this by September 2025.\n\nMy officials and the Controlled Schools Support Council (CSSC) have been working in tandem with the EA on this. The EA have confirmed that the Controlled Schools Unit will be established by September 2025 and will be fully operational in early 2026, following further intensive engagement with the controlled school’s sector to gather insights and further shape the unit’s final structure and work programme. Therefore, at this juncture, the full-time equivalent number of staff has still to be confirmed. The CSU will be resourced by internal restructuring and via recruitment where required\n\nA total of £1.2 million was ringfenced as part of the 2025/26 allocation to EA, to develop and create the CSU.","answerHtml":"I am pleased to report that work towards creating a Controlled Schools Unit (CSU) within the Education Authority (EA) is on target to establish this by September 2025.
My officials and the Controlled Schools Support Council (CSSC) have been working in tandem with the EA on this. The EA have confirmed that the Controlled Schools Unit will be established by September 2025 and will be fully operational in early 2026, following further intensive engagement with the controlled school’s sector to gather insights and further shape the unit’s final structure and work programme. Therefore, at this juncture, the full-time equivalent number of staff has still to be confirmed. The CSU will be resourced by internal restructuring and via recruitment where required
A total of £1.2 million was ringfenced as part of the 2025/26 allocation to EA, to develop and create the CSU.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029609%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445490","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445490"}},{"id":"445489","reference":"AQW 29608/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-07-01","answerBy":"2025-07-18","answered":"2025-07-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the amount of funding which has been allocated to the creation of a new Controlled Schools Unit.","answerText":"I am pleased to report that work towards creating a Controlled Schools Unit (CSU) within the Education Authority (EA) is on target to establish this by September 2025.\n\nMy officials and the Controlled Schools Support Council (CSSC) have been working in tandem with the EA on this. The EA have confirmed that the Controlled Schools Unit will be established by September 2025 and will be fully operational in early 2026, following further intensive engagement with the controlled school’s sector to gather insights and further shape the unit’s final structure and work programme. Therefore, at this juncture, the full-time equivalent number of staff has still to be confirmed. The CSU will be resourced by internal restructuring and via recruitment where required\n\nA total of £1.2 million was ringfenced as part of the 2025/26 allocation to EA, to develop and create the CSU.","answerHtml":"I am pleased to report that work towards creating a Controlled Schools Unit (CSU) within the Education Authority (EA) is on target to establish this by September 2025.
My officials and the Controlled Schools Support Council (CSSC) have been working in tandem with the EA on this. The EA have confirmed that the Controlled Schools Unit will be established by September 2025 and will be fully operational in early 2026, following further intensive engagement with the controlled school’s sector to gather insights and further shape the unit’s final structure and work programme. Therefore, at this juncture, the full-time equivalent number of staff has still to be confirmed. The CSU will be resourced by internal restructuring and via recruitment where required
A total of £1.2 million was ringfenced as part of the 2025/26 allocation to EA, to develop and create the CSU.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029608%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445489","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445489"}},{"id":"445256","reference":"AQW 29514/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-30","answerBy":"2025-07-03","answered":"2025-07-04","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when the comprehensive analysis of the therapeutic needs for children with special educational needs in special schools will be completed.","answerText":"The Public Health Agency is undertaking a comprehensive analysis to identify what the assessed therapeutic needs are for children and young people (CYP) who attend Special School to inform the development of an effective model of therapy provision and associated workforce development and planning.\n\nThe first stage of this analysis is the completion of a comprehensive scope of the assessed needs of CYP in the Special School sector in respect of Occupational Therapy, Orthoptics, Physiotherapy and Speech and Language Therapy. It is expected that the findings of this stage will be complete by the end of 2025.\n\nThese findings will be crucial to inform the next stage of the exercise, which will involve careful analysis of the capacity, workforce, model and skill mix required to meet the identified demand and to inform the development of an integrated service pathway proposal that meets the needs of the CYP. It is anticipated this second phase will be completed by the end of 2026.","answerHtml":"The Public Health Agency is undertaking a comprehensive analysis to identify what the assessed therapeutic needs are for children and young people (CYP) who attend Special School to inform the development of an effective model of therapy provision and associated workforce development and planning.
The first stage of this analysis is the completion of a comprehensive scope of the assessed needs of CYP in the Special School sector in respect of Occupational Therapy, Orthoptics, Physiotherapy and Speech and Language Therapy. It is expected that the findings of this stage will be complete by the end of 2025.
These findings will be crucial to inform the next stage of the exercise, which will involve careful analysis of the capacity, workforce, model and skill mix required to meet the identified demand and to inform the development of an integrated service pathway proposal that meets the needs of the CYP. It is anticipated this second phase will be completed by the end of 2026.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029514%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445256","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445256"}},{"id":"445255","reference":"AQW 29513/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-30","answerBy":"2025-07-17","answered":"2025-07-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how often monitoring and analysis of the Special Educational Needs/Disability Reform Agenda Outcomes Framework 2025-2030 will take place.","answerText":"The Special Educational Needs (SEN) Reform Agenda Outcomes Framework was developed following extensive engagement with a wide range of stakeholders involved in the End to End (E2E) Review of SEN/Disability (SEN/D). Engagement included Government departments and Arms Length Bodies (ALBs), Community and Voluntary sector representatives, academics, schools, practitioners, children and young people and parents/carers.\n\nPerformance measures have been developed using an Outcomes Based Accountability™ (OBA) approach and includes population indicators for the following four identified groups: children and young people, parents and carers, staff and schools and services. Together, these population indicators will measure the impact of delivery of the SEN Reform and Delivery Plan actions at a population level.\n\nCollection of data will be via surveys and analysis of existing data sources. For those data required through surveys, baseline data will be gathered at the beginning of the 2025 academic year and followed up with annual surveys to monitor performance. Data will also be gathered from existing Northern Ireland Statistics and Research Agency (NISRA) data sources across Health and Education and administrative data sources held by the Education Authority (EA).\n\nMonitoring and analysis will take place throughout 2025-2030 with annual reporting. Contribution to outcomes will be monitored via ‘direction of travel on the population indicators’ and whether things are progressing positively, negatively or remaining static. The SEN Reform Outcomes Framework details all of the above and also covers how individual actions will be monitored.","answerHtml":"The Special Educational Needs (SEN) Reform Agenda Outcomes Framework was developed following extensive engagement with a wide range of stakeholders involved in the End to End (E2E) Review of SEN/Disability (SEN/D). Engagement included Government departments and Arms Length Bodies (ALBs), Community and Voluntary sector representatives, academics, schools, practitioners, children and young people and parents/carers.
Performance measures have been developed using an Outcomes Based Accountability™ (OBA) approach and includes population indicators for the following four identified groups: children and young people, parents and carers, staff and schools and services. Together, these population indicators will measure the impact of delivery of the SEN Reform and Delivery Plan actions at a population level.
Collection of data will be via surveys and analysis of existing data sources. For those data required through surveys, baseline data will be gathered at the beginning of the 2025 academic year and followed up with annual surveys to monitor performance. Data will also be gathered from existing Northern Ireland Statistics and Research Agency (NISRA) data sources across Health and Education and administrative data sources held by the Education Authority (EA).
Monitoring and analysis will take place throughout 2025-2030 with annual reporting. Contribution to outcomes will be monitored via ‘direction of travel on the population indicators’ and whether things are progressing positively, negatively or remaining static. The SEN Reform Outcomes Framework details all of the above and also covers how individual actions will be monitored.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029513%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445255","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445255"}},{"id":"445254","reference":"AQW 29512/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-30","answerBy":"2025-07-17","answered":"2025-07-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline what data will be used as a baseline for monitoring the impact of the Special Educational Needs/Disability Reform Agenda Outcomes Framework 2025-2030.","answerText":"The Special Educational Needs (SEN) Reform Agenda Outcomes Framework was developed following extensive engagement with a wide range of stakeholders involved in the End to End (E2E) Review of SEN/Disability (SEN/D). Engagement included Government departments and Arms Length Bodies (ALBs), Community and Voluntary sector representatives, academics, schools, practitioners, children and young people and parents/carers.\n\nPerformance measures have been developed using an Outcomes Based Accountability™ (OBA) approach and includes population indicators for the following four identified groups: children and young people, parents and carers, staff and schools and services. Together, these population indicators will measure the impact of delivery of the SEN Reform and Delivery Plan actions at a population level.\n\nCollection of data will be via surveys and analysis of existing data sources. For those data required through surveys, baseline data will be gathered at the beginning of the 2025 academic year and followed up with annual surveys to monitor performance. Data will also be gathered from existing Northern Ireland Statistics and Research Agency (NISRA) data sources across Health and Education and administrative data sources held by the Education Authority (EA).\n\nMonitoring and analysis will take place throughout 2025-2030 with annual reporting. Contribution to outcomes will be monitored via ‘direction of travel on the population indicators’ and whether things are progressing positively, negatively or remaining static. The SEN Reform Outcomes Framework details all of the above and also covers how individual actions will be monitored.","answerHtml":"The Special Educational Needs (SEN) Reform Agenda Outcomes Framework was developed following extensive engagement with a wide range of stakeholders involved in the End to End (E2E) Review of SEN/Disability (SEN/D). Engagement included Government departments and Arms Length Bodies (ALBs), Community and Voluntary sector representatives, academics, schools, practitioners, children and young people and parents/carers.
Performance measures have been developed using an Outcomes Based Accountability™ (OBA) approach and includes population indicators for the following four identified groups: children and young people, parents and carers, staff and schools and services. Together, these population indicators will measure the impact of delivery of the SEN Reform and Delivery Plan actions at a population level.
Collection of data will be via surveys and analysis of existing data sources. For those data required through surveys, baseline data will be gathered at the beginning of the 2025 academic year and followed up with annual surveys to monitor performance. Data will also be gathered from existing Northern Ireland Statistics and Research Agency (NISRA) data sources across Health and Education and administrative data sources held by the Education Authority (EA).
Monitoring and analysis will take place throughout 2025-2030 with annual reporting. Contribution to outcomes will be monitored via ‘direction of travel on the population indicators’ and whether things are progressing positively, negatively or remaining static. The SEN Reform Outcomes Framework details all of the above and also covers how individual actions will be monitored.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029512%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445254","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445254"}},{"id":"445253","reference":"AQW 29511/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-30","answerBy":"2025-07-17","answered":"2025-07-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how monitoring and analysis of the Special Educational Needs/Disability Reform Agenda Outcomes Framework 2025-2030 will take place with (i) children and young people; (ii) parents and carers; and (iii) staff and schools.","answerText":"The Special Educational Needs (SEN) Reform Agenda Outcomes Framework was developed following extensive engagement with a wide range of stakeholders involved in the End to End (E2E) Review of SEN/Disability (SEN/D). Engagement included Government departments and Arms Length Bodies (ALBs), Community and Voluntary sector representatives, academics, schools, practitioners, children and young people and parents/carers.\n\nPerformance measures have been developed using an Outcomes Based Accountability™ (OBA) approach and includes population indicators for the following four identified groups: children and young people, parents and carers, staff and schools and services. Together, these population indicators will measure the impact of delivery of the SEN Reform and Delivery Plan actions at a population level.\n\nCollection of data will be via surveys and analysis of existing data sources. For those data required through surveys, baseline data will be gathered at the beginning of the 2025 academic year and followed up with annual surveys to monitor performance. Data will also be gathered from existing Northern Ireland Statistics and Research Agency (NISRA) data sources across Health and Education and administrative data sources held by the Education Authority (EA).\n\nMonitoring and analysis will take place throughout 2025-2030 with annual reporting. Contribution to outcomes will be monitored via ‘direction of travel on the population indicators’ and whether things are progressing positively, negatively or remaining static. The SEN Reform Outcomes Framework details all of the above and also covers how individual actions will be monitored.","answerHtml":"The Special Educational Needs (SEN) Reform Agenda Outcomes Framework was developed following extensive engagement with a wide range of stakeholders involved in the End to End (E2E) Review of SEN/Disability (SEN/D). Engagement included Government departments and Arms Length Bodies (ALBs), Community and Voluntary sector representatives, academics, schools, practitioners, children and young people and parents/carers.
Performance measures have been developed using an Outcomes Based Accountability™ (OBA) approach and includes population indicators for the following four identified groups: children and young people, parents and carers, staff and schools and services. Together, these population indicators will measure the impact of delivery of the SEN Reform and Delivery Plan actions at a population level.
Collection of data will be via surveys and analysis of existing data sources. For those data required through surveys, baseline data will be gathered at the beginning of the 2025 academic year and followed up with annual surveys to monitor performance. Data will also be gathered from existing Northern Ireland Statistics and Research Agency (NISRA) data sources across Health and Education and administrative data sources held by the Education Authority (EA).
Monitoring and analysis will take place throughout 2025-2030 with annual reporting. Contribution to outcomes will be monitored via ‘direction of travel on the population indicators’ and whether things are progressing positively, negatively or remaining static. The SEN Reform Outcomes Framework details all of the above and also covers how individual actions will be monitored.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029511%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445253","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445253"}},{"id":"445252","reference":"AQW 29510/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-30","answerBy":"2025-07-17","answered":"2025-07-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the partners and stakeholders that developed the Special Educational Needs/Disability Reform Agenda Outcomes Framework 2025-2030.","answerText":"The Special Educational Needs (SEN) Reform Agenda Outcomes Framework was developed following extensive engagement with a wide range of stakeholders involved in the End to End (E2E) Review of SEN/Disability (SEN/D). Engagement included Government departments and Arms Length Bodies (ALBs), Community and Voluntary sector representatives, academics, schools, practitioners, children and young people and parents/carers.\n\nPerformance measures have been developed using an Outcomes Based Accountability™ (OBA) approach and includes population indicators for the following four identified groups: children and young people, parents and carers, staff and schools and services. Together, these population indicators will measure the impact of delivery of the SEN Reform and Delivery Plan actions at a population level.\n\nCollection of data will be via surveys and analysis of existing data sources. For those data required through surveys, baseline data will be gathered at the beginning of the 2025 academic year and followed up with annual surveys to monitor performance. Data will also be gathered from existing Northern Ireland Statistics and Research Agency (NISRA) data sources across Health and Education and administrative data sources held by the Education Authority (EA).\n\nMonitoring and analysis will take place throughout 2025-2030 with annual reporting. Contribution to outcomes will be monitored via ‘direction of travel on the population indicators’ and whether things are progressing positively, negatively or remaining static. The SEN Reform Outcomes Framework details all of the above and also covers how individual actions will be monitored.","answerHtml":"The Special Educational Needs (SEN) Reform Agenda Outcomes Framework was developed following extensive engagement with a wide range of stakeholders involved in the End to End (E2E) Review of SEN/Disability (SEN/D). Engagement included Government departments and Arms Length Bodies (ALBs), Community and Voluntary sector representatives, academics, schools, practitioners, children and young people and parents/carers.
Performance measures have been developed using an Outcomes Based Accountability™ (OBA) approach and includes population indicators for the following four identified groups: children and young people, parents and carers, staff and schools and services. Together, these population indicators will measure the impact of delivery of the SEN Reform and Delivery Plan actions at a population level.
Collection of data will be via surveys and analysis of existing data sources. For those data required through surveys, baseline data will be gathered at the beginning of the 2025 academic year and followed up with annual surveys to monitor performance. Data will also be gathered from existing Northern Ireland Statistics and Research Agency (NISRA) data sources across Health and Education and administrative data sources held by the Education Authority (EA).
Monitoring and analysis will take place throughout 2025-2030 with annual reporting. Contribution to outcomes will be monitored via ‘direction of travel on the population indicators’ and whether things are progressing positively, negatively or remaining static. The SEN Reform Outcomes Framework details all of the above and also covers how individual actions will be monitored.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029510%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445252","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445252"}},{"id":"445113","reference":"AQW 29434/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-27","answerBy":"2025-07-16","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what mental health and emotional support services are available to multiple sclerosis patients at the Ulster Hospital.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029434%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445113","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445113"}},{"id":"445112","reference":"AQW 29433/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-27","answerBy":"2025-07-16","answered":"2025-07-08","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether there are any vacancies for multiple sclerosis nurses in the South Eastern Health and Social Care Trust.","answerText":"The South Eastern Health and Social Care Trust service for people with multiple sclerosis (MS) is supported by three specialist MS nursing staff.\n\nAll three posts are filled and there are no vacancies. However, the nursing cover for the MS service has been affected by periods of unplanned absence. There are currently two members of staff available to support the service.","answerHtml":"The South Eastern Health and Social Care Trust service for people with multiple sclerosis (MS) is supported by three specialist MS nursing staff.
All three posts are filled and there are no vacancies. However, the nursing cover for the MS service has been affected by periods of unplanned absence. There are currently two members of staff available to support the service.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029433%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445112","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445112"}},{"id":"445111","reference":"AQW 29432/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-27","answerBy":"2025-07-16","answered":"2025-07-16","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what actions he is taking to ensure that the multiple sclerosis service in the South Eastern Health and Social Care Trust is adequately staffed at all levels.","answerText":"Services for people with multiple sclerosis (MS) are available as part of wider Neurology service provision in each Trust area. The teams of staff dedicated to MS services in each Trust reflect the cohorts of people being managed and can be relatively small as part of the wider neurology teams who provide care across a range of conditions.\n\nThe services can therefore, at times, be vulnerable if there are any unplanned absences in the team. However, this needs to be weighed against making service provision more locally accessible for patients who can often have mobility issues.\n\nOfficials from my Department work closely with Trusts, including South Eastern Trust, to assess the needs of people with MS and over the years investment has been made to allow:\n\nAppointment of additional medical staff with a specific interest in MS services\n\nThe provision of dedicated multi-disciplinary clinics for people with MS;\n\nAppointment of dedicated MS nursing and physiotherapy staff;\n\nLocal provision of infusion delivered disease modifying treatments (DMTs);\n\nLocal prescribing and dispensing of other disease modifying medications for patients.","answerHtml":"Services for people with multiple sclerosis (MS) are available as part of wider Neurology service provision in each Trust area. The teams of staff dedicated to MS services in each Trust reflect the cohorts of people being managed and can be relatively small as part of the wider neurology teams who provide care across a range of conditions.
The services can therefore, at times, be vulnerable if there are any unplanned absences in the team. However, this needs to be weighed against making service provision more locally accessible for patients who can often have mobility issues.
Officials from my Department work closely with Trusts, including South Eastern Trust, to assess the needs of people with MS and over the years investment has been made to allow:
Appointment of additional medical staff with a specific interest in MS services
The provision of dedicated multi-disciplinary clinics for people with MS;
Appointment of dedicated MS nursing and physiotherapy staff;
Local provision of infusion delivered disease modifying treatments (DMTs);
Local prescribing and dispensing of other disease modifying medications for patients.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029432%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445111","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445111"}},{"id":"445110","reference":"AQW 29431/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-27","answerBy":"2025-07-16","answered":"2025-07-21","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the sickness absence rate for health care professionals working in neurology services in each of the last 12 months, broken down by Health and Social Care Trust.","answerText":"The sickness absence rate for health care professionals working in neurology services in each of the last 12 months, broken down by Health and Social Care Trust is set out below.\n\nMonth\tNHSCT\tSHSCT\tBHSCT\tSEHSCT\tWHSCT\nJun-24\t9.13%\t0.16%\t7.31%\t11.20%\t0.00%\nJul-24\t10.59%\t0.00%\t7.07%\t13.01%\t0.00%\nAug-24\t8.72%\t0.00%\t5.62%\t16.24%\t0.00%\nSep-24\t8.37%\t0.00%\t7.14%\t10.88%\t0.00%\nOct-24\t6.04%\t0.00%\t7.61%\t17.31%\t0.00%\nNov-24\t8.65%\t0.00%\t9.08%\t23.08%\t0.00%\nDec-24\t4.36%\t0.00%\t8.48%\t17.94%\t0.00%\nJan-25\t3.25%\t2.73%\t7.16%\t16.47%\t0.00%\nFeb-25\t3.01%\t2.95%\t5.46%\t16.38%\t0.00%\nMar-25\t0.29%\t0.38%\t4.97%\t22.02%\t0.00%\nApr-25\t13.64%\t0.00%\t5.14%\t23.49%\t0.00%\nMay-25\t12.59%\t0.00%\t3.16%\t18.38%\t0.00%\nTotal\t7.39%\t0.52%\t6.52%\t17.20%\t0.00%\n\nSource: HSC Trusts","answerHtml":"The sickness absence rate for health care professionals working in neurology services in each of the last 12 months, broken down by Health and Social Care Trust is set out below.
| Month | NHSCT | SHSCT | BHSCT | SEHSCT | WHSCT |
| Jun-24 | 9.13% | 0.16% | 7.31% | 11.20% | 0.00% |
| Jul-24 | 10.59% | 0.00% | 7.07% | 13.01% | 0.00% |
| Aug-24 | 8.72% | 0.00% | 5.62% | 16.24% | 0.00% |
| Sep-24 | 8.37% | 0.00% | 7.14% | 10.88% | 0.00% |
| Oct-24 | 6.04% | 0.00% | 7.61% | 17.31% | 0.00% |
| Nov-24 | 8.65% | 0.00% | 9.08% | 23.08% | 0.00% |
| Dec-24 | 4.36% | 0.00% | 8.48% | 17.94% | 0.00% |
| Jan-25 | 3.25% | 2.73% | 7.16% | 16.47% | 0.00% |
| Feb-25 | 3.01% | 2.95% | 5.46% | 16.38% | 0.00% |
| Mar-25 | 0.29% | 0.38% | 4.97% | 22.02% | 0.00% |
| Apr-25 | 13.64% | 0.00% | 5.14% | 23.49% | 0.00% |
| May-25 | 12.59% | 0.00% | 3.16% | 18.38% | 0.00% |
| Total | 7.39% | 0.52% | 6.52% | 17.20% | 0.00% |
Source: HSC Trusts
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029431%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445110","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445110"}},{"id":"445109","reference":"AQW 29430/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-27","answerBy":"2025-07-16","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether he intends to encourage prioritising training students in (i) neurology; (ii) neurological physiotherapy; and (iii) neuropsychology to (a) incentivise it as a speciality; and (b) reduce workforce shortfalls.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029430%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=445109","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=445109"}},{"id":"444927","reference":"AQW 29337/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-26","answerBy":"2025-07-01","answered":"2025-06-30","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether there is any legal provision permitting the use of reasonable force in youth settings.","answerText":"There is no legal framework for the use of reasonable force in youth settings.","answerHtml":"There is no legal framework for the use of reasonable force in youth settings.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029337%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444927","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444927"}},{"id":"444710","reference":"AQW 29230/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-25","answerBy":"2025-06-30","answered":"2025-07-09","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the work that has been undertaken to date to understand the needs of children in special schools.","answerText":"Following engagement with stakeholders late last year, my Chief Nursing Officer commissioned the Public Health Agency (PHA) to work alongside colleagues within the Education sector to undertake a review of the population health needs of children attending Special Educational Needs (SEN) schools in Northern Ireland and the current nursing contribution in meeting their health needs.\n\nA draft version of the PHA’s findings has been submitted to my Department and is currently being assessed by the Chief Nursing Officer. While some further refinements, data collection and analysis are likely to be required I expect the report to be finalised and provided to me later in the summer.\n\nIn addition to this work, as part of its normal function the PHA, in partnership with Education sector colleagues, is leading a comprehensive analysis of the therapeutic needs of children with Special Educational Needs in Special Schools as set out in my response to AQW 29514/22-27.\n\nThis work is supported within each Trust by identified Project Leads, with four of these posts having been recruited to, and the remaining Trust actively engaged in recruitment procedures.\n\nThe PHA is actively collaborating with colleagues in the Education Authority (EA) and HSC Trusts to agree and develop clear and timely arrangements to facilitate the secure exchange of relevant, up to date child specific educational based data (in line with GDPR requirements) which is key in supporting this exercise.\n\nJoint working with key stakeholders across EA and HSCTs has facilitated the development and testing of a robust data capture tool that will collate HSCT data sets alongside that provided by EA. This tool has completed a testing phase and is ready to be implemented by HSCT SEN Project Managers.\n\nBoth these exercises will provide evidence-based assessments of the complex healthcare and therapeutic needs of children and young people in SEN schools, to inform a wider, child centred multidisciplinary understanding, which in turn will help support decisions around how to best meet the population health needs.","answerHtml":"Following engagement with stakeholders late last year, my Chief Nursing Officer commissioned the Public Health Agency (PHA) to work alongside colleagues within the Education sector to undertake a review of the population health needs of children attending Special Educational Needs (SEN) schools in Northern Ireland and the current nursing contribution in meeting their health needs.
A draft version of the PHA’s findings has been submitted to my Department and is currently being assessed by the Chief Nursing Officer. While some further refinements, data collection and analysis are likely to be required I expect the report to be finalised and provided to me later in the summer.
In addition to this work, as part of its normal function the PHA, in partnership with Education sector colleagues, is leading a comprehensive analysis of the therapeutic needs of children with Special Educational Needs in Special Schools as set out in my response to AQW 29514/22-27.
This work is supported within each Trust by identified Project Leads, with four of these posts having been recruited to, and the remaining Trust actively engaged in recruitment procedures.
The PHA is actively collaborating with colleagues in the Education Authority (EA) and HSC Trusts to agree and develop clear and timely arrangements to facilitate the secure exchange of relevant, up to date child specific educational based data (in line with GDPR requirements) which is key in supporting this exercise.
Joint working with key stakeholders across EA and HSCTs has facilitated the development and testing of a robust data capture tool that will collate HSCT data sets alongside that provided by EA. This tool has completed a testing phase and is ready to be implemented by HSCT SEN Project Managers.
Both these exercises will provide evidence-based assessments of the complex healthcare and therapeutic needs of children and young people in SEN schools, to inform a wider, child centred multidisciplinary understanding, which in turn will help support decisions around how to best meet the population health needs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029230%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444710","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444710"}},{"id":"444709","reference":"AQW 29229/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-25","answerBy":"2025-07-10","answered":"2025-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education why teaching unions were not consulted prior to correspondence being sent to all teachers regarding teachers’ focus groups on key issues and challenges, on 25 and 26 June 2025.","answerText":"Planning work for the focus groups commenced in late May 2025.\n\nThe purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.\n\nThe use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.\n\nThe short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.\n\nGovernment conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.\n\nThere is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.\n\nTotal costs of the project are £23,470 and an approved business case is in place.","answerHtml":"Planning work for the focus groups commenced in late May 2025.
The purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.
The use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.
The short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.
Government conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.
There is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.
Total costs of the project are £23,470 and an approved business case is in place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029229%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444709","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444709"}},{"id":"444708","reference":"AQW 29228/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-25","answerBy":"2025-07-10","answered":"2025-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the amount of funding that has been allocated to delivering teachers’ focus groups on key issues and challenges, on 25 and 26 June 2025.","answerText":"Planning work for the focus groups commenced in late May 2025.\n\nThe purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.\n\nThe use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.\n\nThe short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.\n\nGovernment conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.\n\nThere is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.\n\nTotal costs of the project are £23,470 and an approved business case is in place.","answerHtml":"Planning work for the focus groups commenced in late May 2025.
The purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.
The use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.
The short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.
Government conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.
There is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.
Total costs of the project are £23,470 and an approved business case is in place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029228%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444708","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444708"}},{"id":"444707","reference":"AQW 29227/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-25","answerBy":"2025-07-10","answered":"2025-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline the remit of the independent research agency delivering teachers’ focus groups on key issues and challenges, on 25 and 26 June 2025.","answerText":"Planning work for the focus groups commenced in late May 2025.\n\nThe purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.\n\nThe use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.\n\nThe short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.\n\nGovernment conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.\n\nThere is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.\n\nTotal costs of the project are £23,470 and an approved business case is in place.","answerHtml":"Planning work for the focus groups commenced in late May 2025.
The purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.
The use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.
The short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.
Government conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.
There is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.
Total costs of the project are £23,470 and an approved business case is in place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029227%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444707","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444707"}},{"id":"444706","reference":"AQW 29226/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-25","answerBy":"2025-07-10","answered":"2025-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline the (i) purpose; and (ii) intended outcome of the teachers’ focus groups on key issues and challenges on 25 and 26 June 2025.","answerText":"Planning work for the focus groups commenced in late May 2025.\n\nThe purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.\n\nThe use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.\n\nThe short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.\n\nGovernment conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.\n\nThere is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.\n\nTotal costs of the project are £23,470 and an approved business case is in place.","answerHtml":"Planning work for the focus groups commenced in late May 2025.
The purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.
The use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.
The short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.
Government conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.
There is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.
Total costs of the project are £23,470 and an approved business case is in place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029226%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444706","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444706"}},{"id":"444492","reference":"AQW 29164/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-24","answerBy":"2025-06-27","answered":"2025-06-29","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the work that has been undertaken to date to understand the needs of children in special schools.","answerText":"The Education Authority (EA) has advised that the Public Health Agency and the EA continue to work together on ‘Towards Understanding Therapeutic Needs’. A number of meetings have taken place and discussion is currently focussed on appropriate and relevant data sharing with advice from information governance colleagues. EA is supporting this work particularly in relation to accessing information in a comprehensive and timely manner.","answerHtml":"The Education Authority (EA) has advised that the Public Health Agency and the EA continue to work together on ‘Towards Understanding Therapeutic Needs’. A number of meetings have taken place and discussion is currently focussed on appropriate and relevant data sharing with advice from information governance colleagues. EA is supporting this work particularly in relation to accessing information in a comprehensive and timely manner.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029164%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444492","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444492"}},{"id":"444491","reference":"AQW 29163/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-24","answerBy":"2025-07-09","answered":"2025-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline when his Department first began planning the the teachers’ focus groups on key issues and challenges, to take place on 25th and 26th June 2025.","answerText":"Planning work for the focus groups commenced in late May 2025.\n\nThe purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.\n\nThe use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.\n\nThe short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.\n\nGovernment conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.\n\nThere is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.\n\nTotal costs of the project are £23,470 and an approved business case is in place.","answerHtml":"Planning work for the focus groups commenced in late May 2025.
The purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.
The use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.
The short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.
Government conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.
There is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.
Total costs of the project are £23,470 and an approved business case is in place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029163%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444491","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444491"}},{"id":"444490","reference":"AQW 29162/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-24","answerBy":"2025-07-09","answered":"2025-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how he will ensure that the teachers' focus groups on key issues and challenges, planned for 25th and 26th June 2025, do not undermine participation in the Independent Review of Teacher’s Workload.","answerText":"Planning work for the focus groups commenced in late May 2025.\n\nThe purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.\n\nThe use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.\n\nThe short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.\n\nGovernment conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.\n\nThere is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.\n\nTotal costs of the project are £23,470 and an approved business case is in place.","answerHtml":"Planning work for the focus groups commenced in late May 2025.
The purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.
The use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.
The short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.
Government conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.
There is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.
Total costs of the project are £23,470 and an approved business case is in place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029162%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444490","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444490"}},{"id":"444489","reference":"AQW 29161/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-24","answerBy":"2025-07-09","answered":"2025-06-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail why there was only a two day window for teachers to respond to the survey required to participate in the planned teachers’ focus groups on key issues and challenges, to take place on 25th and 26th June 2025.","answerText":"Planning work for the focus groups commenced in late May 2025.\n\nThe purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.\n\nThe use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.\n\nThe short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.\n\nGovernment conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.\n\nThere is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.\n\nTotal costs of the project are £23,470 and an approved business case is in place.","answerHtml":"Planning work for the focus groups commenced in late May 2025.
The purpose of the groups is to gather authentic insights into the perspectives of both teachers and parents on a wide range of education topics, which will support my Department in developing effective approaches, policies and programmes.
The use of such groups is common across government and the employment of trained moderators, adept at creating neutral, open environments that encourage honest and diverse feedback, is designed to minimise bias and ensures that the data collected is reliable, objective and rigorous. A full report on the outcomes of the groups will be completed by the end of July 2025.
The short window for teacher recruitment was to facilitate the groups taking place before the summer holidays. This had no significant impact on recruitment, with over 800 teachers expressing interest in participation.
Government conducts ongoing wide-ranging engagement with multiple stakeholders on a significant range of issues. Stakeholder consultation and engagement is at the heart of good government. There is no anticipated impact of four teacher focus groups assembled to discuss a wide variety of education issues on engagement with the Independent Teacher Workload Panel. Indeed, the Panel’s engagement is scheduled for August.
There is no requirement for consultation with Teaching Unions prior to a request for voluntary engagement and my officials regularly engage with practitioners across the education system.
Total costs of the project are £23,470 and an approved business case is in place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029161%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444489","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444489"}},{"id":"444488","reference":"AQW 29160/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-24","answerBy":"2025-07-09","answered":"2025-06-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 28307/22-27, to detail any consideration he will give to making these conditions medical categories for inclusion on a school’s medical register to aid data collection.","answerText":"During the End to End Review of Special Educational Needs (SEN) in 2023/24, my officials along with representatives from schools, Department of Health, Health and Social Care Trusts, Education Authority, and Royal College of Speech and Language Therapists completed a review of the current list of SEN and Medical categories.\n\nFindings from stakeholder engagement alongside a cross jurisdictional analysis led to a decision that no immediate changes were required to the overarching categories on the medical register. Nonetheless, this will be kept under ongoing review to ensure that categories remain evidence based and continue to reflect the changing needs of children and young people in Northern Ireland.","answerHtml":"During the End to End Review of Special Educational Needs (SEN) in 2023/24, my officials along with representatives from schools, Department of Health, Health and Social Care Trusts, Education Authority, and Royal College of Speech and Language Therapists completed a review of the current list of SEN and Medical categories.
Findings from stakeholder engagement alongside a cross jurisdictional analysis led to a decision that no immediate changes were required to the overarching categories on the medical register. Nonetheless, this will be kept under ongoing review to ensure that categories remain evidence based and continue to reflect the changing needs of children and young people in Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029160%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444488","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444488"}},{"id":"444256","reference":"AQW 29104/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-23","answerBy":"2025-07-08","answered":"2025-06-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail why there is no specific measure to monitor the (i) timeliness; and (ii) appropriateness, of placements for learners with special educational needs and disability in the Special Educational Needs Reform Agenda Outcomes Framework 2025-30.","answerText":"The timeliness and appropriateness of placements for learners with special educational needs and disability will be monitored under the SEN Reform Outcomes Framework population indicator ‘Effectiveness of SEN/D services: % of children and young people who transition successfully between education stages'.\n\nThe following population indicators will also provide data on the timeliness and appropriateness of school placements from a parental perspective: % of parents and carers satisfied with the quality and timeliness of SEN/D support their child receives; and % of parents and carers who report that their child’s needs are being met in a timely manner.\n\nAs indicated in the SEN Reform Outcomes Framework, a performance level report card will be developed for each action within the SEN Reform Delivery Plan as they are progressed and will include reporting against agreed performance measures. This will include the actions under ‘Timely Confirmation of School Placements’.","answerHtml":"The timeliness and appropriateness of placements for learners with special educational needs and disability will be monitored under the SEN Reform Outcomes Framework population indicator ‘Effectiveness of SEN/D services: % of children and young people who transition successfully between education stages'.
The following population indicators will also provide data on the timeliness and appropriateness of school placements from a parental perspective: % of parents and carers satisfied with the quality and timeliness of SEN/D support their child receives; and % of parents and carers who report that their child’s needs are being met in a timely manner.
As indicated in the SEN Reform Outcomes Framework, a performance level report card will be developed for each action within the SEN Reform Delivery Plan as they are progressed and will include reporting against agreed performance measures. This will include the actions under ‘Timely Confirmation of School Placements’.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029104%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444256","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444256"}},{"id":"444102","reference":"AQW 29032/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-20","answerBy":"2025-07-07","answered":"2025-07-07","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether he intends to encourage prioritising training students in (i) oncology; and (ii) radiology to (a) incentivise it as a speciality; and (b) reduce the workforce shortfalls.","answerText":"My officials work closely with colleagues in the Northern Ireland Medical and Dental Training Agency, who manage the medical specialty training programmes on my Department’s behalf, to ensure that all posts on these programmes are filled on a timely basis each year. This includes considering how to address any potential shortfalls in recruitment, for example running a local recruitment process for certain specialties instead of the normal UK-wide recruitment process. The Agency is currently developing plans to address difficulties in attracting applicants to the oncology specialty.\n\nMy recent announcement on 14 May of a record £160m investment in workforce commissioning across all professions included 24 new medical specialty training posts which comprised 13 in Internal Medicine, 5 in Core Psychiatry, and 6 in other specialties. I can advise that 1 of these 6 other training posts will be in the Radiology training programme.","answerHtml":"My officials work closely with colleagues in the Northern Ireland Medical and Dental Training Agency, who manage the medical specialty training programmes on my Department’s behalf, to ensure that all posts on these programmes are filled on a timely basis each year. This includes considering how to address any potential shortfalls in recruitment, for example running a local recruitment process for certain specialties instead of the normal UK-wide recruitment process. The Agency is currently developing plans to address difficulties in attracting applicants to the oncology specialty.
My recent announcement on 14 May of a record £160m investment in workforce commissioning across all professions included 24 new medical specialty training posts which comprised 13 in Internal Medicine, 5 in Core Psychiatry, and 6 in other specialties. I can advise that 1 of these 6 other training posts will be in the Radiology training programme.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029032%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444102","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444102"}},{"id":"444101","reference":"AQW 29031/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-20","answerBy":"2025-07-07","answered":"2025-07-07","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the steps being taken to reduce staff shortages within (i) radiology; and (ii) oncology.","answerText":"Trusts are implementing a number of strategies to address workforce challenges and reduce staff shortages within radiology and oncology.\n\nTrusts are actively engaged in targeted local, regional and international recruitment campaigns to ensure vacancies are filled as quickly as possible. Strong links with workforce planning teams and regional recruitment efforts ensure that vacancies are prioritised and advertised in a timely and strategic manner. Trusts currently utilise the support of locum doctors and the independent sector to cover vacancies and ensure services are maintained.\n\nTo maximise existing workforce capacity, Trusts are expanding advance practice roles. These roles can help alleviate pressure on consultants as well as offering a structured pathway for career progression.\n\nIn respect of Radiology, a business case for the Multi-professional Regional Imaging Academy is being developed by the Belfast HSC Trust. However, the development remains subject to business case approval and the identification of additional recurrent funding to take it forward.\n\nStaff retention is also a key focus of Trusts. Initiatives to support staff wellbeing, flexible working and career development are in place to help retain experienced staff. Regular staff engagement through team meetings, feedback mechanisms and recognition programmes help foster a positive and supportive working environment.\n\nAs part of a long term strategy, Trusts are actively involved in education and training initiatives. This includes promoting professions through participation in careers fairs, offering work experience placements, and delivering talks at local schools and colleges. Additionally, Trusts are working with academic partners to provide high quality clinical placements and expand training posts, particularly in radiology.","answerHtml":"Trusts are implementing a number of strategies to address workforce challenges and reduce staff shortages within radiology and oncology.
Trusts are actively engaged in targeted local, regional and international recruitment campaigns to ensure vacancies are filled as quickly as possible. Strong links with workforce planning teams and regional recruitment efforts ensure that vacancies are prioritised and advertised in a timely and strategic manner. Trusts currently utilise the support of locum doctors and the independent sector to cover vacancies and ensure services are maintained.
To maximise existing workforce capacity, Trusts are expanding advance practice roles. These roles can help alleviate pressure on consultants as well as offering a structured pathway for career progression.
In respect of Radiology, a business case for the Multi-professional Regional Imaging Academy is being developed by the Belfast HSC Trust. However, the development remains subject to business case approval and the identification of additional recurrent funding to take it forward.
Staff retention is also a key focus of Trusts. Initiatives to support staff wellbeing, flexible working and career development are in place to help retain experienced staff. Regular staff engagement through team meetings, feedback mechanisms and recognition programmes help foster a positive and supportive working environment.
As part of a long term strategy, Trusts are actively involved in education and training initiatives. This includes promoting professions through participation in careers fairs, offering work experience placements, and delivering talks at local schools and colleges. Additionally, Trusts are working with academic partners to provide high quality clinical placements and expand training posts, particularly in radiology.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029031%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444101","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444101"}},{"id":"444100","reference":"AQW 29030/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-20","answerBy":"2025-07-07","answered":"2025-07-07","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to outline any long-term workforce growth planning within (i) radiology; and (ii) oncology to meet the increasing demand.","answerText":"(i) Imaging services underpin the vast majority of hospital pathways and clinical specialties and my Department has invested significantly to grow the future imaging workforce in Northern Ireland. Commissioned radiology medical specialty training places have expanded from 37 (2015/16) to 55 places (2025/26) – a 49% increase.\n\nAs the local radiology training scheme is now at almost maximum capacity, my Department recognises that an innovative approach is required to meet future demand. Establishment of a multi-professional regional Imaging Academy is a strategic commitment for the Department and the longer-term solution to addressing current challenges in HSC imaging services. The Academy aims to provide a continuous supply of locally trained consultant radiologists (growing capacity to 100 training places) and advanced radiographer practitioners to address the increasing demand for imaging investigations and reduce reliance on costly outsourcing.\n\nThis will deliver an overall increase in imaging capacity within HSC, benefitting all clinical specialties and helping reduce excess waiting lists for diagnosis and treatment, as well as meeting the demands from unscheduled care.\n\nA business case for the Academy is being developed by the Belfast HSC Trust. However, the development and any acceleration of it remains subject to business case approval and the identification of additional recurrent funding.\n\n(ii) In terms of oncology, my Department is similarly aware of the need to expand the capacity of our existing workforce to meet demand and to train the next generation of oncology professionals.\n\nMy Department has no current plans to increase further the local clinical oncology medical specialty training programme. However, since 2019/20, a key priority of my Department is to address ongoing resilience issues regarding oncology and haematology services stabilisation and the delivery of Systemic Anti-Cancer Therapy (SACT).\n\nBy 2024/25, my Department invested a total of £10.8m across all five HSC Trusts for Oncology and Haematology Stabilisation Plans. This has funded 167.76 whole time equivalent (WTE) additional staff across a range of health professions, including 9.75 WTE oncology consultant posts. These will improve consultant capacity and skills mix in oncology and haemato-oncology services and will help to streamline pathways to reduce bottlenecks and expedite treatment initiation. HSC Trusts continue working to fill posts with ongoing recruitment strategies.\n\nIn addition, £2.5m recurrent funding has been identified in the 2025/26 Elective Care Framework Implementation and Funding Plan to help complete Oncology and Haematology Stabilisation Plans.","answerHtml":"(i) Imaging services underpin the vast majority of hospital pathways and clinical specialties and my Department has invested significantly to grow the future imaging workforce in Northern Ireland. Commissioned radiology medical specialty training places have expanded from 37 (2015/16) to 55 places (2025/26) – a 49% increase.
As the local radiology training scheme is now at almost maximum capacity, my Department recognises that an innovative approach is required to meet future demand. Establishment of a multi-professional regional Imaging Academy is a strategic commitment for the Department and the longer-term solution to addressing current challenges in HSC imaging services. The Academy aims to provide a continuous supply of locally trained consultant radiologists (growing capacity to 100 training places) and advanced radiographer practitioners to address the increasing demand for imaging investigations and reduce reliance on costly outsourcing.
This will deliver an overall increase in imaging capacity within HSC, benefitting all clinical specialties and helping reduce excess waiting lists for diagnosis and treatment, as well as meeting the demands from unscheduled care.
A business case for the Academy is being developed by the Belfast HSC Trust. However, the development and any acceleration of it remains subject to business case approval and the identification of additional recurrent funding.
(ii) In terms of oncology, my Department is similarly aware of the need to expand the capacity of our existing workforce to meet demand and to train the next generation of oncology professionals.
My Department has no current plans to increase further the local clinical oncology medical specialty training programme. However, since 2019/20, a key priority of my Department is to address ongoing resilience issues regarding oncology and haematology services stabilisation and the delivery of Systemic Anti-Cancer Therapy (SACT).
By 2024/25, my Department invested a total of £10.8m across all five HSC Trusts for Oncology and Haematology Stabilisation Plans. This has funded 167.76 whole time equivalent (WTE) additional staff across a range of health professions, including 9.75 WTE oncology consultant posts. These will improve consultant capacity and skills mix in oncology and haemato-oncology services and will help to streamline pathways to reduce bottlenecks and expedite treatment initiation. HSC Trusts continue working to fill posts with ongoing recruitment strategies.
In addition, £2.5m recurrent funding has been identified in the 2025/26 Elective Care Framework Implementation and Funding Plan to help complete Oncology and Haematology Stabilisation Plans.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029030%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444100","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444100"}},{"id":"444099","reference":"AQW 29029/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-20","answerBy":"2025-07-07","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the steps being taken to ensure that basic staff support and well-being measures are in place within the (i) radiology; and (ii) oncology departments.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2029029%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=444099","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=444099"}},{"id":"443932","reference":"AQW 28959/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-19","answerBy":"2025-07-04","answered":"2025-06-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any consideration he has given to funding Action for Children's, The Blues Programme, as part of the Emotional Health and Wellbeing Framework.","answerText":"Programmes funded by the Children and Young People’s Emotional Health and Wellbeing in Education Framework are led by the Education Authority and the Department of Health / Public Health Agency.\n\nMy department does not promote, nor endorse external services or programmes, with the Framework written in an intentionally non-prescriptive way in respect of the programmes that can be provided for pupils and providing guidance on selecting programmes and services.\n\nSchools have flexibility around the type of support provided for pupils and authority to use their individual budgets to fund external programmes based on their own assessment of the needs of their pupils.","answerHtml":"Programmes funded by the Children and Young People’s Emotional Health and Wellbeing in Education Framework are led by the Education Authority and the Department of Health / Public Health Agency.
My department does not promote, nor endorse external services or programmes, with the Framework written in an intentionally non-prescriptive way in respect of the programmes that can be provided for pupils and providing guidance on selecting programmes and services.
Schools have flexibility around the type of support provided for pupils and authority to use their individual budgets to fund external programmes based on their own assessment of the needs of their pupils.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028959%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443932","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443932"}},{"id":"443931","reference":"AQW 28958/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-19","answerBy":"2025-07-04","answered":"2025-06-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 28567/22-27, to detail which actions will be funded in 2025-26 by the of £7.5m budget ring-fenced for the delivery of the Special Educational Needs Reform Agenda and Delivery Plan.","answerText":"The £7.5m ring-fenced Transformation funding budget for 2025-26 will fund the nine Special Educational Needs (SEN) projects outlined in my previous response to AQW 24357/22-27.","answerHtml":"The £7.5m ring-fenced Transformation funding budget for 2025-26 will fund the nine Special Educational Needs (SEN) projects outlined in my previous response to AQW 24357/22-27.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028958%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443931","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443931"}},{"id":"443930","reference":"AQW 28957/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-19","answerBy":"2025-07-04","answered":"2025-06-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 28567/22-27, to detail the specific actions which will be funded in 2025-26 by the budget of £3m ring-fenced from the Early Learning and Childcare Strategy funding.","answerText":"The £3m ring-fenced budget from the Early Learning and Childcare (ELC) Strategy will fund the action within the Special Educational Needs (SEN) Reform Delivery Plan ‘Resource pre-school education settings to support children undergoing statutory assessment’ through the pilot Pre-School Education Inclusion Support Fund (PSEISF).","answerHtml":"The £3m ring-fenced budget from the Early Learning and Childcare (ELC) Strategy will fund the action within the Special Educational Needs (SEN) Reform Delivery Plan ‘Resource pre-school education settings to support children undergoing statutory assessment’ through the pilot Pre-School Education Inclusion Support Fund (PSEISF).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028957%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443930","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443930"}},{"id":"443929","reference":"AQW 28956/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-19","answerBy":"2025-07-04","answered":"2025-07-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 28567/22-27, to detail which projects will be funded from the £70m allocated to the SEN Capital Investment Programme in 2025-26.","answerText":"The current profiled spend across the SEN Capital Investment Programme for 2025/26 is as detailed below, you will note that there is already a £5m pressure on this £70m:\n\n£52m on over 400 minor works schemes in special schools and to provide additional specialist provision classes and pupil specific works in mainstream schools;\n\n£17.3m across the existing 10 school enhancement projects in special schools;\n\n£2.3m on the five projects for new build special schools;\n\n£3.4m in furniture and equipment.","answerHtml":"The current profiled spend across the SEN Capital Investment Programme for 2025/26 is as detailed below, you will note that there is already a £5m pressure on this £70m:
£52m on over 400 minor works schemes in special schools and to provide additional specialist provision classes and pupil specific works in mainstream schools;
£17.3m across the existing 10 school enhancement projects in special schools;
£2.3m on the five projects for new build special schools;
£3.4m in furniture and equipment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028956%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443929","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443929"}},{"id":"443928","reference":"AQW 28955/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-19","answerBy":"2025-07-04","answered":"2025-07-29","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to detail how he is promoting opportunities for young people to collaborate on community projects, as a way to tackle sectarian bullying behaviour.","answerText":"The Department for Communities (DfC) is responsible for taking forward interventions that contribute to The Executive Programme on Paramilitarism and Organised Crime (EPPOC). DfC’ s two main areas of work on EPOCC are known as ‘Fresh Start in the Community Projects’ and ‘The Developing Women in the Community Programme’.\n\nThese projects provide primary intervention in communities where paramilitarism is prevalent, helping to build capacity, skills and aspirations, active citizenship, encouraging positive decision making and help minimising the impact of negative influences, whilst indirectly having a positive impact on communities in terms of encouraging and creating a more tolerant and respectful environment for all.\n\nAdditionally, although there are no projects specifically funded to tackle sectarian bullying behaviour within the Executives People and Place Strategy: A strategy for neighbourhood renewal (2003), as delivered by DfC through the Neighbourhood Renewal Programme.\n\nThe programme does however support a wide range of community empowerment initiatives in the most deprived areas across Northern Ireland, engaging young people in positive community-based activities, encouraging collaboration across community lines, and promoting inclusion and mutual respect, contributing to more cohesive and resilient communities.","answerHtml":"The Department for Communities (DfC) is responsible for taking forward interventions that contribute to The Executive Programme on Paramilitarism and Organised Crime (EPPOC). DfC’ s two main areas of work on EPOCC are known as ‘Fresh Start in the Community Projects’ and ‘The Developing Women in the Community Programme’.
These projects provide primary intervention in communities where paramilitarism is prevalent, helping to build capacity, skills and aspirations, active citizenship, encouraging positive decision making and help minimising the impact of negative influences, whilst indirectly having a positive impact on communities in terms of encouraging and creating a more tolerant and respectful environment for all.
Additionally, although there are no projects specifically funded to tackle sectarian bullying behaviour within the Executives People and Place Strategy: A strategy for neighbourhood renewal (2003), as delivered by DfC through the Neighbourhood Renewal Programme.
The programme does however support a wide range of community empowerment initiatives in the most deprived areas across Northern Ireland, engaging young people in positive community-based activities, encouraging collaboration across community lines, and promoting inclusion and mutual respect, contributing to more cohesive and resilient communities.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028955%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443928","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443928"}},{"id":"443783","reference":"AQW 28889/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-18","answerBy":"2025-07-03","answered":"2025-06-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how he will ensure that the children’s workforce have a trauma-informed approach to sectarian bullying behaviour.","answerText":"The Addressing Bullying in Schools Act (Northern Ireland) 2016 came into effect in September 2021, and it requires schools to record incidents or alleged incidents of bullying type behaviour, their motivation and their outcome. Each school’s Board of Governors (BoG) has responsibility to oversee the implementation of the Act in their school. The Act places a statutory duty on a BoG collectively to take responsibility for the development, implementation, monitoring and periodic review of the school’s Addressing Bullying policies and procedures.\n\nThe Education Authority (EA) has several services whose methodology is underpinned by the need to promote and model trauma informed approaches to meeting the needs of pupils, staff and school communities. Trauma informed services include the Intercultural Education Service; Primary Children Looked After Advisory Service; Being Well Doing Well; Nurturing Approaches in Schools Service; the Restorative Practice team; Primary and Post Primary Behaviour Support; and the Addressing Bullying in Schools Implementation Team (ABSIT). ABSIT was established in September 2022 to provide schools’ workforce with the skills, knowledge and support required for the implementation of the Act.\n\nFurthermore, the EA, in partnership with the Safeguarding Board for Northern Ireland, has made available Trauma Informed Practice Level 1 Training which is an online resource that staff can access.","answerHtml":"The Addressing Bullying in Schools Act (Northern Ireland) 2016 came into effect in September 2021, and it requires schools to record incidents or alleged incidents of bullying type behaviour, their motivation and their outcome. Each school’s Board of Governors (BoG) has responsibility to oversee the implementation of the Act in their school. The Act places a statutory duty on a BoG collectively to take responsibility for the development, implementation, monitoring and periodic review of the school’s Addressing Bullying policies and procedures.
The Education Authority (EA) has several services whose methodology is underpinned by the need to promote and model trauma informed approaches to meeting the needs of pupils, staff and school communities. Trauma informed services include the Intercultural Education Service; Primary Children Looked After Advisory Service; Being Well Doing Well; Nurturing Approaches in Schools Service; the Restorative Practice team; Primary and Post Primary Behaviour Support; and the Addressing Bullying in Schools Implementation Team (ABSIT). ABSIT was established in September 2022 to provide schools’ workforce with the skills, knowledge and support required for the implementation of the Act.
Furthermore, the EA, in partnership with the Safeguarding Board for Northern Ireland, has made available Trauma Informed Practice Level 1 Training which is an online resource that staff can access.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028889%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443783","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443783"}},{"id":"443782","reference":"AQW 28888/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-18","answerBy":"2025-07-03","answered":"2025-06-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how schools are supported to create inclusive policies which create safe environments for young people to express their identities, without fear of discrimination.","answerText":"Boards of Governors of grant-aided schools have statutory duties to safeguard the welfare of all their pupils and schools should strive to provide a safe and secure learning environment.\n\nMy department has commenced work on the development of an Inclusive System Development Programme and the research, design and trial of inclusion methodologies to promote equitable inclusive learning experiences. Whilst this is one of the actions in the Special Educational Needs (SEN) Reform Delivery Plan, the programme relates to all children at risk of exclusion from education but will focus on SEN in the initial phases.","answerHtml":"Boards of Governors of grant-aided schools have statutory duties to safeguard the welfare of all their pupils and schools should strive to provide a safe and secure learning environment.
My department has commenced work on the development of an Inclusive System Development Programme and the research, design and trial of inclusion methodologies to promote equitable inclusive learning experiences. Whilst this is one of the actions in the Special Educational Needs (SEN) Reform Delivery Plan, the programme relates to all children at risk of exclusion from education but will focus on SEN in the initial phases.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028888%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443782","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443782"}},{"id":"443781","reference":"AQW 28887/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-18","answerBy":"2025-07-03","answered":"2025-07-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline any consideration he has given to incorporating education on sectarianism in History and Citizenship lessons.","answerText":"The current Northern Ireland Curriculum provides opportunities for young people to explore diversity, identity, and community in meaningful, age-appropriate ways through the statutory Areas of Learning of Personal Development and Mutual Understanding (PDMU) and Learning for Life and Work (LLW).\n\nThe Strategic Review of the Northern Ireland Curriculum was published on 3 June 2025 and provides a compelling case for comprehensive curriculum reform. The report makes 21 recommendations and sets out the need for a new curriculum framework that is purpose-led; knowledge-rich; continuous and coherent; specific and focussed; and flexible and inclusive. The Review recommends the rebranding and designing of LLW, as well as the need for a new Citizenship, Employability and Personal Development Programme.\n\nI have announced my intention to establish a Curriculum Taskforce to lead the design and development of a new curriculum framework that embodies the principles outlined in the Review and meets the evolving needs of learners across Northern Ireland. The Taskforce will be operational in Autumn 2025.","answerHtml":"The current Northern Ireland Curriculum provides opportunities for young people to explore diversity, identity, and community in meaningful, age-appropriate ways through the statutory Areas of Learning of Personal Development and Mutual Understanding (PDMU) and Learning for Life and Work (LLW).
The Strategic Review of the Northern Ireland Curriculum was published on 3 June 2025 and provides a compelling case for comprehensive curriculum reform. The report makes 21 recommendations and sets out the need for a new curriculum framework that is purpose-led; knowledge-rich; continuous and coherent; specific and focussed; and flexible and inclusive. The Review recommends the rebranding and designing of LLW, as well as the need for a new Citizenship, Employability and Personal Development Programme.
I have announced my intention to establish a Curriculum Taskforce to lead the design and development of a new curriculum framework that embodies the principles outlined in the Review and meets the evolving needs of learners across Northern Ireland. The Taskforce will be operational in Autumn 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028887%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443781","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443781"}},{"id":"443780","reference":"AQW 28886/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-18","answerBy":"2025-07-03","answered":"2025-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline if there is an obligation for schools to create anti-bullying policies that specifically address sectarian bullying behaviour.","answerText":"The Addressing Bullying in Schools Act (Northern Ireland) 2016 (the Act), requires schools to record incidents of bullying type behaviour, their motivation, methods used and their outcome. It requires all schools to have an Anti-Bullying policy and preventative measures which are kept under regular review.\n\nThe legislation provides guidance on exemplar motivations to inform the school assessment and recording process. This list reflects Section 75 groups including those who may be targeted due to their religious belief or political opinion.\n\nCapturing potential motivation for reported bullying type behaviour is important to enable identification of school specific issues, patterns and trends, such as sectarian bullying type behaviour. In this data informed context, staff are better placed to address need appropriately with tailored pastoral, safeguarding and curricular interventions.\n\nThe Addressing Bullying in Schools Implementation Team (ABSIT) within the Education Authority provides support for schools, educational settings, young people and parents/carers to help them understand the requirements of the Act. ABSIT focuses on supporting the development of inclusive school based systemic approach to empower staff in effective prevention and response to bullying type behaviour. The team provides bespoke support with complex incidents of bullying type behaviour to aid inclusion, including sectarian bullying type behaviour.\n\nABSIT is a member of the Safeguarding Board Northern Ireland (SBNI) and Anti Bullying Alliance which are umbrella organisations comprising broad representation from third sector bodies, many of whom address the needs of Section 75 communities.\n\nABSIT provides advice and support to schools on concerns of bullying type behaviour and, following a schools collaboration programme, has co-developed three tiers of updated training and resources aimed at effectively preventing and responding to reported concerns in line with legislation and guidance.\n\nTier 1 Training: Online session for all staff working in schools.\n\nTier 2: Leadership training and support for school-identified staff.\n\nTier 3: School based training-Targeted advice for key staff working with complex cases\n\nABSIT has provided support and tailored advice for 327 cases from April 2024 to March 2025. ABSIT have confirmed that in two cases the motivation for the bullying type behaviour was religion/sectarian (0.6%).\n\nABSIT has co-developed resources for use with children and young people. This has included support for children, young people, and their families in line with the Addressing Bullying in Schools Act (Northern Ireland) 2016; advice for parents, carers and pupils regarding how bullying type behaviour is identified and supported in schools; and assistance with recognising signs that a pupil could be experiencing bullying type behaviour and signposting to further support.","answerHtml":"The Addressing Bullying in Schools Act (Northern Ireland) 2016 (the Act), requires schools to record incidents of bullying type behaviour, their motivation, methods used and their outcome. It requires all schools to have an Anti-Bullying policy and preventative measures which are kept under regular review.
The legislation provides guidance on exemplar motivations to inform the school assessment and recording process. This list reflects Section 75 groups including those who may be targeted due to their religious belief or political opinion.
Capturing potential motivation for reported bullying type behaviour is important to enable identification of school specific issues, patterns and trends, such as sectarian bullying type behaviour. In this data informed context, staff are better placed to address need appropriately with tailored pastoral, safeguarding and curricular interventions.
The Addressing Bullying in Schools Implementation Team (ABSIT) within the Education Authority provides support for schools, educational settings, young people and parents/carers to help them understand the requirements of the Act. ABSIT focuses on supporting the development of inclusive school based systemic approach to empower staff in effective prevention and response to bullying type behaviour. The team provides bespoke support with complex incidents of bullying type behaviour to aid inclusion, including sectarian bullying type behaviour.
ABSIT is a member of the Safeguarding Board Northern Ireland (SBNI) and Anti Bullying Alliance which are umbrella organisations comprising broad representation from third sector bodies, many of whom address the needs of Section 75 communities.
ABSIT provides advice and support to schools on concerns of bullying type behaviour and, following a schools collaboration programme, has co-developed three tiers of updated training and resources aimed at effectively preventing and responding to reported concerns in line with legislation and guidance.
Tier 1 Training: Online session for all staff working in schools.
Tier 2: Leadership training and support for school-identified staff.
Tier 3: School based training-Targeted advice for key staff working with complex cases
ABSIT has provided support and tailored advice for 327 cases from April 2024 to March 2025. ABSIT have confirmed that in two cases the motivation for the bullying type behaviour was religion/sectarian (0.6%).
ABSIT has co-developed resources for use with children and young people. This has included support for children, young people, and their families in line with the Addressing Bullying in Schools Act (Northern Ireland) 2016; advice for parents, carers and pupils regarding how bullying type behaviour is identified and supported in schools; and assistance with recognising signs that a pupil could be experiencing bullying type behaviour and signposting to further support.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028886%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443780","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443780"}},{"id":"443639","reference":"AQW 28824/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-17","answerBy":"2025-06-20","answered":"2025-07-02","answeredOrally":false,"priority":true,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister to outline the options available to Executive Ministers who seek to progress legislation on matters where statutory responsibilities rest with more than one Executive Department.","answerText":"Such Bills would be considered on an individual basis, taking into account the nature and effect of the relevant provisions. However, a Bill of this kind would normally be the subject of cross departmental engagement throughout the course of its development.\n\nAll Bills require Executive approval before they can be introduced to the Assembly, and this is the case irrespective of the provisions included.","answerHtml":"Such Bills would be considered on an individual basis, taking into account the nature and effect of the relevant provisions. However, a Bill of this kind would normally be the subject of cross departmental engagement throughout the course of its development.
All Bills require Executive approval before they can be introduced to the Assembly, and this is the case irrespective of the provisions included.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028824%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443639","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443639"}},{"id":"443638","reference":"AQW 28823/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-17","answerBy":"2025-07-02","answered":"2025-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline how he will ensure that young people who experience sectarian bullying feel confident in reporting this.","answerText":"The Addressing Bullying in Schools Act (Northern Ireland) 2016 (the Act), requires schools to record incidents of bullying type behaviour, their motivation, methods used and their outcome. It requires all schools to have an Anti-Bullying policy and preventative measures which are kept under regular review.\n\nThe legislation provides guidance on exemplar motivations to inform the school assessment and recording process. This list reflects Section 75 groups including those who may be targeted due to their religious belief or political opinion.\n\nCapturing potential motivation for reported bullying type behaviour is important to enable identification of school specific issues, patterns and trends, such as sectarian bullying type behaviour. In this data informed context, staff are better placed to address need appropriately with tailored pastoral, safeguarding and curricular interventions.\n\nThe Addressing Bullying in Schools Implementation Team (ABSIT) within the Education Authority provides support for schools, educational settings, young people and parents/carers to help them understand the requirements of the Act. ABSIT focuses on supporting the development of inclusive school based systemic approach to empower staff in effective prevention and response to bullying type behaviour. The team provides bespoke support with complex incidents of bullying type behaviour to aid inclusion, including sectarian bullying type behaviour.\n\nABSIT is a member of the Safeguarding Board Northern Ireland (SBNI) and Anti Bullying Alliance which are umbrella organisations comprising broad representation from third sector bodies, many of whom address the needs of Section 75 communities.\n\nABSIT provides advice and support to schools on concerns of bullying type behaviour and, following a schools collaboration programme, has co-developed three tiers of updated training and resources aimed at effectively preventing and responding to reported concerns in line with legislation and guidance.\n\nTier 1 Training: Online session for all staff working in schools.\n\nTier 2: Leadership training and support for school-identified staff.\n\nTier 3: School based training-Targeted advice for key staff working with complex cases\n\nABSIT has provided support and tailored advice for 327 cases from April 2024 to March 2025. ABSIT have confirmed that in two cases the motivation for the bullying type behaviour was religion/sectarian (0.6%).\n\nABSIT has co-developed resources for use with children and young people. This has included support for children, young people, and their families in line with the Addressing Bullying in Schools Act (Northern Ireland) 2016; advice for parents, carers and pupils regarding how bullying type behaviour is identified and supported in schools; and assistance with recognising signs that a pupil could be experiencing bullying type behaviour and signposting to further support.","answerHtml":"The Addressing Bullying in Schools Act (Northern Ireland) 2016 (the Act), requires schools to record incidents of bullying type behaviour, their motivation, methods used and their outcome. It requires all schools to have an Anti-Bullying policy and preventative measures which are kept under regular review.
The legislation provides guidance on exemplar motivations to inform the school assessment and recording process. This list reflects Section 75 groups including those who may be targeted due to their religious belief or political opinion.
Capturing potential motivation for reported bullying type behaviour is important to enable identification of school specific issues, patterns and trends, such as sectarian bullying type behaviour. In this data informed context, staff are better placed to address need appropriately with tailored pastoral, safeguarding and curricular interventions.
The Addressing Bullying in Schools Implementation Team (ABSIT) within the Education Authority provides support for schools, educational settings, young people and parents/carers to help them understand the requirements of the Act. ABSIT focuses on supporting the development of inclusive school based systemic approach to empower staff in effective prevention and response to bullying type behaviour. The team provides bespoke support with complex incidents of bullying type behaviour to aid inclusion, including sectarian bullying type behaviour.
ABSIT is a member of the Safeguarding Board Northern Ireland (SBNI) and Anti Bullying Alliance which are umbrella organisations comprising broad representation from third sector bodies, many of whom address the needs of Section 75 communities.
ABSIT provides advice and support to schools on concerns of bullying type behaviour and, following a schools collaboration programme, has co-developed three tiers of updated training and resources aimed at effectively preventing and responding to reported concerns in line with legislation and guidance.
Tier 1 Training: Online session for all staff working in schools.
Tier 2: Leadership training and support for school-identified staff.
Tier 3: School based training-Targeted advice for key staff working with complex cases
ABSIT has provided support and tailored advice for 327 cases from April 2024 to March 2025. ABSIT have confirmed that in two cases the motivation for the bullying type behaviour was religion/sectarian (0.6%).
ABSIT has co-developed resources for use with children and young people. This has included support for children, young people, and their families in line with the Addressing Bullying in Schools Act (Northern Ireland) 2016; advice for parents, carers and pupils regarding how bullying type behaviour is identified and supported in schools; and assistance with recognising signs that a pupil could be experiencing bullying type behaviour and signposting to further support.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028823%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443638","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443638"}},{"id":"443637","reference":"AQW 28822/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-17","answerBy":"2025-07-02","answered":"2025-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline what support is available to staff in schools to help them address sectarian bullying.","answerText":"The Addressing Bullying in Schools Act (Northern Ireland) 2016 (the Act), requires schools to record incidents of bullying type behaviour, their motivation, methods used and their outcome. It requires all schools to have an Anti-Bullying policy and preventative measures which are kept under regular review.\n\nThe legislation provides guidance on exemplar motivations to inform the school assessment and recording process. This list reflects Section 75 groups including those who may be targeted due to their religious belief or political opinion.\n\nCapturing potential motivation for reported bullying type behaviour is important to enable identification of school specific issues, patterns and trends, such as sectarian bullying type behaviour. In this data informed context, staff are better placed to address need appropriately with tailored pastoral, safeguarding and curricular interventions.\n\nThe Addressing Bullying in Schools Implementation Team (ABSIT) within the Education Authority provides support for schools, educational settings, young people and parents/carers to help them understand the requirements of the Act. ABSIT focuses on supporting the development of inclusive school based systemic approach to empower staff in effective prevention and response to bullying type behaviour. The team provides bespoke support with complex incidents of bullying type behaviour to aid inclusion, including sectarian bullying type behaviour.\n\nABSIT is a member of the Safeguarding Board Northern Ireland (SBNI) and Anti Bullying Alliance which are umbrella organisations comprising broad representation from third sector bodies, many of whom address the needs of Section 75 communities.\n\nABSIT provides advice and support to schools on concerns of bullying type behaviour and, following a schools collaboration programme, has co-developed three tiers of updated training and resources aimed at effectively preventing and responding to reported concerns in line with legislation and guidance.\n\nTier 1 Training: Online session for all staff working in schools.\n\nTier 2: Leadership training and support for school-identified staff.\n\nTier 3: School based training-Targeted advice for key staff working with complex cases\n\nABSIT has provided support and tailored advice for 327 cases from April 2024 to March 2025. ABSIT have confirmed that in two cases the motivation for the bullying type behaviour was religion/sectarian (0.6%).\n\nABSIT has co-developed resources for use with children and young people. This has included support for children, young people, and their families in line with the Addressing Bullying in Schools Act (Northern Ireland) 2016; advice for parents, carers and pupils regarding how bullying type behaviour is identified and supported in schools; and assistance with recognising signs that a pupil could be experiencing bullying type behaviour and signposting to further support.","answerHtml":"The Addressing Bullying in Schools Act (Northern Ireland) 2016 (the Act), requires schools to record incidents of bullying type behaviour, their motivation, methods used and their outcome. It requires all schools to have an Anti-Bullying policy and preventative measures which are kept under regular review.
The legislation provides guidance on exemplar motivations to inform the school assessment and recording process. This list reflects Section 75 groups including those who may be targeted due to their religious belief or political opinion.
Capturing potential motivation for reported bullying type behaviour is important to enable identification of school specific issues, patterns and trends, such as sectarian bullying type behaviour. In this data informed context, staff are better placed to address need appropriately with tailored pastoral, safeguarding and curricular interventions.
The Addressing Bullying in Schools Implementation Team (ABSIT) within the Education Authority provides support for schools, educational settings, young people and parents/carers to help them understand the requirements of the Act. ABSIT focuses on supporting the development of inclusive school based systemic approach to empower staff in effective prevention and response to bullying type behaviour. The team provides bespoke support with complex incidents of bullying type behaviour to aid inclusion, including sectarian bullying type behaviour.
ABSIT is a member of the Safeguarding Board Northern Ireland (SBNI) and Anti Bullying Alliance which are umbrella organisations comprising broad representation from third sector bodies, many of whom address the needs of Section 75 communities.
ABSIT provides advice and support to schools on concerns of bullying type behaviour and, following a schools collaboration programme, has co-developed three tiers of updated training and resources aimed at effectively preventing and responding to reported concerns in line with legislation and guidance.
Tier 1 Training: Online session for all staff working in schools.
Tier 2: Leadership training and support for school-identified staff.
Tier 3: School based training-Targeted advice for key staff working with complex cases
ABSIT has provided support and tailored advice for 327 cases from April 2024 to March 2025. ABSIT have confirmed that in two cases the motivation for the bullying type behaviour was religion/sectarian (0.6%).
ABSIT has co-developed resources for use with children and young people. This has included support for children, young people, and their families in line with the Addressing Bullying in Schools Act (Northern Ireland) 2016; advice for parents, carers and pupils regarding how bullying type behaviour is identified and supported in schools; and assistance with recognising signs that a pupil could be experiencing bullying type behaviour and signposting to further support.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028822%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443637","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443637"}},{"id":"443636","reference":"AQW 28821/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-17","answerBy":"2025-07-02","answered":"2025-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline what action he has taken to address sectarian bullying amongst children and young people.","answerText":"The Addressing Bullying in Schools Act (Northern Ireland) 2016 (the Act), requires schools to record incidents of bullying type behaviour, their motivation, methods used and their outcome. It requires all schools to have an Anti-Bullying policy and preventative measures which are kept under regular review.\n\nThe legislation provides guidance on exemplar motivations to inform the school assessment and recording process. This list reflects Section 75 groups including those who may be targeted due to their religious belief or political opinion.\n\nCapturing potential motivation for reported bullying type behaviour is important to enable identification of school specific issues, patterns and trends, such as sectarian bullying type behaviour. In this data informed context, staff are better placed to address need appropriately with tailored pastoral, safeguarding and curricular interventions.\n\nThe Addressing Bullying in Schools Implementation Team (ABSIT) within the Education Authority provides support for schools, educational settings, young people and parents/carers to help them understand the requirements of the Act. ABSIT focuses on supporting the development of inclusive school based systemic approach to empower staff in effective prevention and response to bullying type behaviour. The team provides bespoke support with complex incidents of bullying type behaviour to aid inclusion, including sectarian bullying type behaviour.\n\nABSIT is a member of the Safeguarding Board Northern Ireland (SBNI) and Anti Bullying Alliance which are umbrella organisations comprising broad representation from third sector bodies, many of whom address the needs of Section 75 communities.\n\nABSIT provides advice and support to schools on concerns of bullying type behaviour and, following a schools collaboration programme, has co-developed three tiers of updated training and resources aimed at effectively preventing and responding to reported concerns in line with legislation and guidance.\n\nTier 1 Training: Online session for all staff working in schools.\n\nTier 2: Leadership training and support for school-identified staff.\n\nTier 3: School based training-Targeted advice for key staff working with complex cases\n\nABSIT has provided support and tailored advice for 327 cases from April 2024 to March 2025. ABSIT have confirmed that in two cases the motivation for the bullying type behaviour was religion/sectarian (0.6%).\n\nABSIT has co-developed resources for use with children and young people. This has included support for children, young people, and their families in line with the Addressing Bullying in Schools Act (Northern Ireland) 2016; advice for parents, carers and pupils regarding how bullying type behaviour is identified and supported in schools; and assistance with recognising signs that a pupil could be experiencing bullying type behaviour and signposting to further support.","answerHtml":"The Addressing Bullying in Schools Act (Northern Ireland) 2016 (the Act), requires schools to record incidents of bullying type behaviour, their motivation, methods used and their outcome. It requires all schools to have an Anti-Bullying policy and preventative measures which are kept under regular review.
The legislation provides guidance on exemplar motivations to inform the school assessment and recording process. This list reflects Section 75 groups including those who may be targeted due to their religious belief or political opinion.
Capturing potential motivation for reported bullying type behaviour is important to enable identification of school specific issues, patterns and trends, such as sectarian bullying type behaviour. In this data informed context, staff are better placed to address need appropriately with tailored pastoral, safeguarding and curricular interventions.
The Addressing Bullying in Schools Implementation Team (ABSIT) within the Education Authority provides support for schools, educational settings, young people and parents/carers to help them understand the requirements of the Act. ABSIT focuses on supporting the development of inclusive school based systemic approach to empower staff in effective prevention and response to bullying type behaviour. The team provides bespoke support with complex incidents of bullying type behaviour to aid inclusion, including sectarian bullying type behaviour.
ABSIT is a member of the Safeguarding Board Northern Ireland (SBNI) and Anti Bullying Alliance which are umbrella organisations comprising broad representation from third sector bodies, many of whom address the needs of Section 75 communities.
ABSIT provides advice and support to schools on concerns of bullying type behaviour and, following a schools collaboration programme, has co-developed three tiers of updated training and resources aimed at effectively preventing and responding to reported concerns in line with legislation and guidance.
Tier 1 Training: Online session for all staff working in schools.
Tier 2: Leadership training and support for school-identified staff.
Tier 3: School based training-Targeted advice for key staff working with complex cases
ABSIT has provided support and tailored advice for 327 cases from April 2024 to March 2025. ABSIT have confirmed that in two cases the motivation for the bullying type behaviour was religion/sectarian (0.6%).
ABSIT has co-developed resources for use with children and young people. This has included support for children, young people, and their families in line with the Addressing Bullying in Schools Act (Northern Ireland) 2016; advice for parents, carers and pupils regarding how bullying type behaviour is identified and supported in schools; and assistance with recognising signs that a pupil could be experiencing bullying type behaviour and signposting to further support.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028821%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443636","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443636"}},{"id":"443635","reference":"AQW 28820/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-17","answerBy":"2025-07-02","answered":"2025-06-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the effectiveness of anti-bullying legislation.","answerText":"The Addressing Bullying in Schools Act (Northern Ireland) 2016 came into effect in September 2021, and it requires schools to record incidents or alleged incidents of bullying type behaviour, their motivation and their outcome. Each school’s Board of Governors (BoG) has responsibility to oversee the implementation of the Act in their school. The Act places a statutory duty on a BoG collectively to take responsibility for the development, implementation, monitoring and periodic review of the school’s Addressing Bullying policies and procedures. The Addressing Bullying in Schools Implementation Team (ABSIT) within the Education Authority (EA) was established in September 2022 and provides support for schools, educational settings, young people and parents to help them understand the requirements of the Act.\n\nThe Department has worked closely with the EA’s Addressing Bullying in Schools Implementation Team (ABSIT) who provide the Department with termly reports in relation to the referrals they deal with, the training they undertake, and the associated outcomes for both. The latest data in relation to ABSIT’s three tier training provided to schools indicates agreement from 90% plus of those who have undertaken the training that, where appropriate across the three tiers, the training has resulted in the following impacts in relation to bullying type behaviour for those who have completed the training: increased capacity to address bullying type concerns more effectively; better understanding of statutory requirements; more able to implement systems and processes in relation to bullying type behaviour; more awareness of effective approaches in relation to bullying type behaviour; more able to lead school systems and processes; more able to map whole school preventative approaches; and more able to lead the selection and implementation of effective responses.\n\nThe recently published School Omnibus survey also contains data relating to schools’ understanding of the Act and its outworkings, which indicate a high level of compliance and impact within schools. For instance:\n\n97.7% of schools who responded were aware of the duties the Act places on their school. A similar pattern was found for the awareness of schools Boards of Governors.\n\nAll school who responded stated that they had implemented the legislative definition of bullying and have an anti-bullying policy with preventative measures updated at intervals of no more than four years.\n\nAlmost all schools (96.4%) had implemented the statutory duty that Governors must ensure the Anti-Bullying policy is properly implemented and preventative measures kept under review so that it is fit for purpose, and 92.3% had implemented the statutory duty to engage with pupils, parents/carers and the school community when developing and reviewing the anti-bullying policy.\n\nAlmost all schools (96.8%) had implemented the statutory duty to record incidents of bullying and alleged bullying behaviours including the motivation, method and how each incident was addressed together with the outcomes.\n\nApproximately three quarters (73.6%) of schools believed there has been an increase in awareness amongst school staff of bullying type behaviour since the Act came into force in 2021 (15.9% did not believe this was the case and 10.5% did not know).\n\nI believe that this emerging data provides a positive indication in relation to the impact effectiveness of the Act, however I recognise that even more can be done to understand the implementation and effectiveness of the Act. Therefore, officials are progressing work on a number of fronts with to secure access to robust data to: ensure the Act is being implemented by schools; to better understand the impact of the Act and the work of ABSIT; to understand the frequency and trends in relation to the methods and motivations of bullying type behaviours in schools; and ultimately to inform future policy and practice for both the Department and ABSIT.\n\nFor instance, the EA’s digital transformation programme, EdIS, has provided officials with an opportunity to engage with the EA with a view to obtaining comprehensive anonymised regional data via of the digitisation of the Bullying Concern Assessment Form.","answerHtml":"The Addressing Bullying in Schools Act (Northern Ireland) 2016 came into effect in September 2021, and it requires schools to record incidents or alleged incidents of bullying type behaviour, their motivation and their outcome. Each school’s Board of Governors (BoG) has responsibility to oversee the implementation of the Act in their school. The Act places a statutory duty on a BoG collectively to take responsibility for the development, implementation, monitoring and periodic review of the school’s Addressing Bullying policies and procedures. The Addressing Bullying in Schools Implementation Team (ABSIT) within the Education Authority (EA) was established in September 2022 and provides support for schools, educational settings, young people and parents to help them understand the requirements of the Act.
The Department has worked closely with the EA’s Addressing Bullying in Schools Implementation Team (ABSIT) who provide the Department with termly reports in relation to the referrals they deal with, the training they undertake, and the associated outcomes for both. The latest data in relation to ABSIT’s three tier training provided to schools indicates agreement from 90% plus of those who have undertaken the training that, where appropriate across the three tiers, the training has resulted in the following impacts in relation to bullying type behaviour for those who have completed the training: increased capacity to address bullying type concerns more effectively; better understanding of statutory requirements; more able to implement systems and processes in relation to bullying type behaviour; more awareness of effective approaches in relation to bullying type behaviour; more able to lead school systems and processes; more able to map whole school preventative approaches; and more able to lead the selection and implementation of effective responses.
The recently published School Omnibus survey also contains data relating to schools’ understanding of the Act and its outworkings, which indicate a high level of compliance and impact within schools. For instance:
97.7% of schools who responded were aware of the duties the Act places on their school. A similar pattern was found for the awareness of schools Boards of Governors.
All school who responded stated that they had implemented the legislative definition of bullying and have an anti-bullying policy with preventative measures updated at intervals of no more than four years.
Almost all schools (96.4%) had implemented the statutory duty that Governors must ensure the Anti-Bullying policy is properly implemented and preventative measures kept under review so that it is fit for purpose, and 92.3% had implemented the statutory duty to engage with pupils, parents/carers and the school community when developing and reviewing the anti-bullying policy.
Almost all schools (96.8%) had implemented the statutory duty to record incidents of bullying and alleged bullying behaviours including the motivation, method and how each incident was addressed together with the outcomes.
Approximately three quarters (73.6%) of schools believed there has been an increase in awareness amongst school staff of bullying type behaviour since the Act came into force in 2021 (15.9% did not believe this was the case and 10.5% did not know).
I believe that this emerging data provides a positive indication in relation to the impact effectiveness of the Act, however I recognise that even more can be done to understand the implementation and effectiveness of the Act. Therefore, officials are progressing work on a number of fronts with to secure access to robust data to: ensure the Act is being implemented by schools; to better understand the impact of the Act and the work of ABSIT; to understand the frequency and trends in relation to the methods and motivations of bullying type behaviours in schools; and ultimately to inform future policy and practice for both the Department and ABSIT.
For instance, the EA’s digital transformation programme, EdIS, has provided officials with an opportunity to engage with the EA with a view to obtaining comprehensive anonymised regional data via of the digitisation of the Bullying Concern Assessment Form.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028820%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443635","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443635"}},{"id":"442969","reference":"AQW 28567/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-11","answerBy":"2025-06-16","answered":"2025-06-17","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline how much of his 2025-26 budget will be spent on the Special Educational Needs Reform Agenda and five-year Delivery Plan.","answerText":"A budget of £7.5m has been ring-fenced in 2025/26 for the delivery of the Special Educational Needs (SEN) Reform Agenda and Delivery Plan, which is the year two allocation from my department’s successful bid of £27.5m from the Public Sector Transformation Fund (PSTF).\n\nIn addition, £3m has been ring-fenced from the Early Learning and Childcare (ELC) Strategy funding to support the delivery of the Early Years actions within the Delivery Plan, including continuation of the Pre-School Education Inclusion Fund (PSEIF) in 2025/26.\n\nI have also allocated £70m to the SEN capital investment programme in 2025/26.","answerHtml":"A budget of £7.5m has been ring-fenced in 2025/26 for the delivery of the Special Educational Needs (SEN) Reform Agenda and Delivery Plan, which is the year two allocation from my department’s successful bid of £27.5m from the Public Sector Transformation Fund (PSTF).
In addition, £3m has been ring-fenced from the Early Learning and Childcare (ELC) Strategy funding to support the delivery of the Early Years actions within the Delivery Plan, including continuation of the Pre-School Education Inclusion Fund (PSEIF) in 2025/26.
I have also allocated £70m to the SEN capital investment programme in 2025/26.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028567%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442969","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442969"}},{"id":"442968","reference":"AQW 28566/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-11","answerBy":"2025-06-26","answered":"2025-06-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline the action he has taken to attract more staff to the early learning and childcare sector.","answerText":"A workforce plan for the early learning and childcare (ELC) sector, including community and voluntary providers, has been identified by stakeholders as a priority and will be included within the draft ELC Strategy I plan to bring forward for Executive agreement and public consultation in autumn 2025.\n\nAs part of the ELC measures delivered in 2024-25, I provided funding to the Department of Communities to provide childminding academies through Labour Market Partnerships, which resulted in an additional 146 childminders joining the sector. This funding will continue in 2025-26.\n\nFurther actions to support the recruitment and retention of staff are being considered by the cross-departmental Task and Finish group as part of the development of the overall Strategy.","answerHtml":"A workforce plan for the early learning and childcare (ELC) sector, including community and voluntary providers, has been identified by stakeholders as a priority and will be included within the draft ELC Strategy I plan to bring forward for Executive agreement and public consultation in autumn 2025.
As part of the ELC measures delivered in 2024-25, I provided funding to the Department of Communities to provide childminding academies through Labour Market Partnerships, which resulted in an additional 146 childminders joining the sector. This funding will continue in 2025-26.
Further actions to support the recruitment and retention of staff are being considered by the cross-departmental Task and Finish group as part of the development of the overall Strategy.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028566%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442968","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442968"}},{"id":"442772","reference":"AQW 28489/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-10","answerBy":"2025-06-13","answered":null,"answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when he will answer AQW 26360/22-27.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028489%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442772","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442772"}},{"id":"442771","reference":"AQW 28488/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-10","answerBy":"2025-06-25","answered":"2025-06-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any plans he has to develop a workforce strategy for the community and voluntary childcare sector.","answerText":"A workforce plan for the early learning and childcare (ELC) sector, including community and voluntary providers, has been identified by stakeholders as a priority and will be included within the draft ELC Strategy I plan to bring forward for Executive agreement and public consultation in autumn 2025.\n\nAs part of the ELC measures delivered in 2024-25, I provided funding to the Department of Communities to provide childminding academies through Labour Market Partnerships, which resulted in an additional 146 childminders joining the sector. This funding will continue in 2025-26.\n\nFurther actions to support the recruitment and retention of staff are being considered by the cross-departmental Task and Finish group as part of the development of the overall Strategy.","answerHtml":"A workforce plan for the early learning and childcare (ELC) sector, including community and voluntary providers, has been identified by stakeholders as a priority and will be included within the draft ELC Strategy I plan to bring forward for Executive agreement and public consultation in autumn 2025.
As part of the ELC measures delivered in 2024-25, I provided funding to the Department of Communities to provide childminding academies through Labour Market Partnerships, which resulted in an additional 146 childminders joining the sector. This funding will continue in 2025-26.
Further actions to support the recruitment and retention of staff are being considered by the cross-departmental Task and Finish group as part of the development of the overall Strategy.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028488%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442771","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442771"}},{"id":"442770","reference":"AQW 28487/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-10","answerBy":"2025-06-25","answered":"2025-06-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline the action he has taken to stabilise and support the community and voluntary childcare sector.","answerText":"In 2024/25 I invested almost £10m of the £25m budget for early learning and childcare provision in stabilising and enhancing early years programmes, including those delivered by the community and voluntary sector. These programmes included Sure Start, the Pathway Fund and Toybox Fund.\n\nI commenced a major expansion of pre-school education which included additional funding for non-statutory pre-school providers participating in the PSEP, providing a one-off non-consolidated payment of £100 per pupil to all non-statutory settings and increasing the funding rate for these providers. This has now been increased for the 2025-26 academic year.\n\nI also provided funding to the Department of Health to support the community and voluntary sector through enhanced training opportunities and expansion of the Fair Play Grant Scheme, as well as continuing to fund social economy providers who were delivering the Bright Start School Age Childcare Grant Scheme.\n\nAdditional investment in these early years programmes will continue in 2025-26 through the £55m ringfenced budget for early learning and childcare provision.","answerHtml":"In 2024/25 I invested almost £10m of the £25m budget for early learning and childcare provision in stabilising and enhancing early years programmes, including those delivered by the community and voluntary sector. These programmes included Sure Start, the Pathway Fund and Toybox Fund.
I commenced a major expansion of pre-school education which included additional funding for non-statutory pre-school providers participating in the PSEP, providing a one-off non-consolidated payment of £100 per pupil to all non-statutory settings and increasing the funding rate for these providers. This has now been increased for the 2025-26 academic year.
I also provided funding to the Department of Health to support the community and voluntary sector through enhanced training opportunities and expansion of the Fair Play Grant Scheme, as well as continuing to fund social economy providers who were delivering the Bright Start School Age Childcare Grant Scheme.
Additional investment in these early years programmes will continue in 2025-26 through the £55m ringfenced budget for early learning and childcare provision.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028487%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442770","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442770"}},{"id":"442769","reference":"AQW 28486/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-10","answerBy":"2025-06-25","answered":"2025-06-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail his assessment of the current governance support arrangements in place for community and voluntary childcare providers.","answerText":"The governance requirements for the early years sector, including community and voluntary childcare providers, are set out in the Children (Northern Ireland) Order 1995 Volume 2 - Family Support, Child Minding and Day Care Centre alongside the guidance provided by the Minimum Standards for Childminding and Daycare (DoH). The regulation of these requirements in early years services is the responsibility of the Health and Social Care Trusts through registration and inspection processes.\n\nEarly years services can receive additional support to meet their governance requirements through membership organisations such as The Early Years Organisation, PlayBoard, NI Childminding Association and Altram. Membership organisations receive funding from my Department and/or the Department of Health to provide this support.\n\nCommunity and voluntary providers delivering early learning and childcare programmes funded by my department, receive governance support from the delivery agents for each of the programmes.","answerHtml":"The governance requirements for the early years sector, including community and voluntary childcare providers, are set out in the Children (Northern Ireland) Order 1995 Volume 2 - Family Support, Child Minding and Day Care Centre alongside the guidance provided by the Minimum Standards for Childminding and Daycare (DoH). The regulation of these requirements in early years services is the responsibility of the Health and Social Care Trusts through registration and inspection processes.
Early years services can receive additional support to meet their governance requirements through membership organisations such as The Early Years Organisation, PlayBoard, NI Childminding Association and Altram. Membership organisations receive funding from my Department and/or the Department of Health to provide this support.
Community and voluntary providers delivering early learning and childcare programmes funded by my department, receive governance support from the delivery agents for each of the programmes.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028486%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442769","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442769"}},{"id":"442768","reference":"AQW 28485/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-10","answerBy":"2025-06-25","answered":"2025-06-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail if the Independent Review of Assessment Panel will advise on the impact of the current post-primary transfer arrangements on assessment at the end of Key Stage 2.","answerText":"Post-primary transfer assessments are not part of the Review remit.\n\nThe Independent Review of Assessment Panel will conduct an evidence-based review of assessment approaches internationally and make a series of policy proposals about the purpose, nature and design of state assessment in Northern Ireland.\n\nAs outlined in the published Terms of Reference one of the objectives of the review is to evaluate the overall coherence of current assessment arrangements across all Key Stages including the transition of assessment data from the primary to post-primary phases.","answerHtml":"Post-primary transfer assessments are not part of the Review remit.
The Independent Review of Assessment Panel will conduct an evidence-based review of assessment approaches internationally and make a series of policy proposals about the purpose, nature and design of state assessment in Northern Ireland.
As outlined in the published Terms of Reference one of the objectives of the review is to evaluate the overall coherence of current assessment arrangements across all Key Stages including the transition of assessment data from the primary to post-primary phases.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028485%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442768","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442768"}},{"id":"442533","reference":"AQW 28398/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-09","answerBy":"2025-06-12","answered":null,"answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when he will answer AQW 26361/22-27.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028398%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442533","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442533"}},{"id":"442532","reference":"AQW 28397/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-09","answerBy":"2025-06-24","answered":"2025-06-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline his assessment of the need to provide additional funding to community and voluntary childcare providers who support children and families in disadvantaged areas.","answerText":"The Department for the Economy (DfE) is leading on a scoping exercise to develop a clearer picture of the business support requirements of the whole childcare sector, including community and voluntary provision, to help inform an appropriate government response. I understand the report is currently being finalised.","answerHtml":"The Department for the Economy (DfE) is leading on a scoping exercise to develop a clearer picture of the business support requirements of the whole childcare sector, including community and voluntary provision, to help inform an appropriate government response. I understand the report is currently being finalised.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028397%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442532","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442532"}},{"id":"442531","reference":"AQW 28396/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-09","answerBy":"2025-06-24","answered":"2025-06-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education if the targeted business support scheme for childcare providers will give particular consideration to the role of the community and voluntary childcare sector.","answerText":"The Department for the Economy (DfE) is leading on a scoping exercise to develop a clearer picture of the business support requirements of the whole childcare sector, including community and voluntary provision, to help inform an appropriate government response. I understand the report is currently being finalised.","answerHtml":"The Department for the Economy (DfE) is leading on a scoping exercise to develop a clearer picture of the business support requirements of the whole childcare sector, including community and voluntary provision, to help inform an appropriate government response. I understand the report is currently being finalised.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028396%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442531","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442531"}},{"id":"442530","reference":"AQW 28395/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-09","answerBy":"2025-06-24","answered":"2025-06-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline any work he has undertaken with the Minister for Communities to better align community and voluntary organisations supporting children and families in areas of disadvantage.","answerText":"My officials continue to develop the RAISE Programme in collaboration with stakeholders in other government departments, including the Department for Communities. A Locality Reference Group has been established in each RAISE locality involving community and voluntary organisations, local government, schools and others with valuable roles to play in supporting children’s learning in the locality.\n\nMy officials are also represented on the NICS Collaboration Test and Learn Operational Steering Group led by the Department for Communities and The Executive Office.","answerHtml":"My officials continue to develop the RAISE Programme in collaboration with stakeholders in other government departments, including the Department for Communities. A Locality Reference Group has been established in each RAISE locality involving community and voluntary organisations, local government, schools and others with valuable roles to play in supporting children’s learning in the locality.
My officials are also represented on the NICS Collaboration Test and Learn Operational Steering Group led by the Department for Communities and The Executive Office.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028395%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442530","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442530"}},{"id":"442529","reference":"AQW 28394/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-09","answerBy":"2025-06-24","answered":"2025-06-24","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether he intends to review the role of the Registered Person in community and voluntary childcare settings.","answerText":"My Department is currently carrying out a review of the Minimum Standards for Childminding and Day Care. The first stage of the review, a public consultation on adult-child ratios and the requirement for all prospective childcare workers to provide a health declaration countersigned by their GP, will close on 20 June 2025.\n\nA Review Reference Group will then be established to consider the wider Minimum Standards in detail and assist with the drafting of a redesigned set of Standards for consultation early in 2026. Any concerns or issues regarding the role of the Registered Person in community and voluntary childcare settings can be raised through that process.","answerHtml":"My Department is currently carrying out a review of the Minimum Standards for Childminding and Day Care. The first stage of the review, a public consultation on adult-child ratios and the requirement for all prospective childcare workers to provide a health declaration countersigned by their GP, will close on 20 June 2025.
A Review Reference Group will then be established to consider the wider Minimum Standards in detail and assist with the drafting of a redesigned set of Standards for consultation early in 2026. Any concerns or issues regarding the role of the Registered Person in community and voluntary childcare settings can be raised through that process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028394%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442529","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442529"}},{"id":"442348","reference":"AQW 28310/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-06","answerBy":"2025-06-11","answered":null,"answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when he will answer AQW 26364/22-27.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028310%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442348","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442348"}},{"id":"442347","reference":"AQW 28309/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-06","answerBy":"2025-06-23","answered":"2025-06-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail his assessment of the availability and accessibility of toilets in schools for pupils who have conditions such as Crohn's disease and Colitis.","answerText":"The Education Authority (EA) is continuously recording and reviewing the condition of the toilet facilities across the estate via their condition surveying programme, whereby issues of an immediate health and safety concern are reported to the Maintenance Helpdesk for remedial action as response maintenance.\n\nUnfortunately, due to the constrained capital budget position, there has not been a planned programme of toilet refurbishment works. However, critical health and safety issues will be progressed.\n\nShould a school have a concern about the toilets being used by pupils with conditions such as Crohn’s disease and colitis, they should submit an Unavoidable Minor Works Application to either the EA, for controlled schools, or to the Department’s Estate Operations Team for non-controlled schools.","answerHtml":"The Education Authority (EA) is continuously recording and reviewing the condition of the toilet facilities across the estate via their condition surveying programme, whereby issues of an immediate health and safety concern are reported to the Maintenance Helpdesk for remedial action as response maintenance.
Unfortunately, due to the constrained capital budget position, there has not been a planned programme of toilet refurbishment works. However, critical health and safety issues will be progressed.
Should a school have a concern about the toilets being used by pupils with conditions such as Crohn’s disease and colitis, they should submit an Unavoidable Minor Works Application to either the EA, for controlled schools, or to the Department’s Estate Operations Team for non-controlled schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028309%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442347","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442347"}},{"id":"442346","reference":"AQW 28308/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-06","answerBy":"2025-06-23","answered":"2025-06-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any steps he is taking to improve standards for toilets in schools, so pupils with conditions such as Crohn's disease and Colitis have better access to clean, private and accessible facilities.","answerText":"The Education Authority (EA) is continuously recording and reviewing the condition of the toilet facilities across the estate via their condition surveying programme, whereby issues of an immediate health and safety concern are reported to the Maintenance Helpdesk for remedial action as response maintenance.\n\nUnfortunately, due to the constrained capital budget position, there has not been a planned programme of toilet refurbishment works. However, critical health and safety issues will be progressed.\n\nShould a school have a concern about the toilets being used by pupils with conditions such as Crohn’s disease and colitis, they should submit an Unavoidable Minor Works Application to either the EA, for controlled schools, or to the Department’s Estate Operations Team for non-controlled schools.","answerHtml":"The Education Authority (EA) is continuously recording and reviewing the condition of the toilet facilities across the estate via their condition surveying programme, whereby issues of an immediate health and safety concern are reported to the Maintenance Helpdesk for remedial action as response maintenance.
Unfortunately, due to the constrained capital budget position, there has not been a planned programme of toilet refurbishment works. However, critical health and safety issues will be progressed.
Should a school have a concern about the toilets being used by pupils with conditions such as Crohn’s disease and colitis, they should submit an Unavoidable Minor Works Application to either the EA, for controlled schools, or to the Department’s Estate Operations Team for non-controlled schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028308%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442346","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442346"}},{"id":"442345","reference":"AQW 28307/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-06","answerBy":"2025-06-23","answered":"2025-06-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline (i) his assessment of the impact of inflammatory bowel disease on education; (ii) what support is available to pupils with Crohn's disease and Colitis who may need extended time off school; and (iii) how these students are supported to complete their education.","answerText":"(i) The department does not hold any data on the number of children in school impacted by the conditions referenced. These conditions are not medical categories for inclusion on a school’s medical register.\n\n(ii) & (iii) The Education Authority (EA) is committed to meeting the needs of our young people. This is reflected in the EA’s mission statement and in the Strategic Plan which aims at providing our children with the best possible start in life in order that they can fully realise their potential.\n\nThe EA has a duty to assist schools by putting arrangements in place to support the education of those children who through medical circumstances are unable to engage with school.\n\nThe Exceptional Teaching Arrangements (ETA) service delivers a high quality service to young people with medical needs in order to provide them with a continuity of education in core subjects and to facilitate a return to their registered schools as soon as possible.","answerHtml":"(i) The department does not hold any data on the number of children in school impacted by the conditions referenced. These conditions are not medical categories for inclusion on a school’s medical register.
(ii) & (iii) The Education Authority (EA) is committed to meeting the needs of our young people. This is reflected in the EA’s mission statement and in the Strategic Plan which aims at providing our children with the best possible start in life in order that they can fully realise their potential.
The EA has a duty to assist schools by putting arrangements in place to support the education of those children who through medical circumstances are unable to engage with school.
The Exceptional Teaching Arrangements (ETA) service delivers a high quality service to young people with medical needs in order to provide them with a continuity of education in core subjects and to facilitate a return to their registered schools as soon as possible.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028307%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442345","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442345"}},{"id":"442344","reference":"AQW 28306/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-06","answerBy":"2025-06-23","answered":"2025-06-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will answer AQW 27512/22-27.","answerText":"AQW 27512/22-27 was answered on 27 June 2025.","answerHtml":"AQW 27512/22-27 was answered on 27 June 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028306%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442344","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442344"}},{"id":"442188","reference":"AQW 28223/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-05","answerBy":"2025-06-20","answered":"2025-06-20","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to outline what actions he is taking to promote the benefits of early reading.","answerText":"Health visitors, through the core delivery of the Healthy Child Healthy Future programme, encourage parents to interact with their baby through talking, singing and reading books. The Department of Education, through the Early Learning and Childcare Strategy, fund the Bookstart programme. Health visitors distribute these book packs to families with young children and also promote the use of local libraries.","answerHtml":"Health visitors, through the core delivery of the Healthy Child Healthy Future programme, encourage parents to interact with their baby through talking, singing and reading books. The Department of Education, through the Early Learning and Childcare Strategy, fund the Bookstart programme. Health visitors distribute these book packs to families with young children and also promote the use of local libraries.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028223%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442188","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442188"}},{"id":"442187","reference":"AQW 28222/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-05","answerBy":"2025-06-20","answered":"2025-07-18","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to detail what plans he has to provide investment to support the delivery of community-led housing.","answerText":"I have no current plans for investment in community-led housing.","answerHtml":"I have no current plans for investment in community-led housing.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028222%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442187","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442187"}},{"id":"442186","reference":"AQW 28221/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-05","answerBy":"2025-06-20","answered":"2025-06-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any legal powers the Education Authority has to direct the placement of a child with a statement of special educational need in a given school.","answerText":"The Education Authority (EA) has advised that:\n\nThe placement of children with a Statement of Special Educational Needs (SEN) is in accordance with the legislative requirements provided for by the Education and Libraries (Northern Ireland) Order 1986 and the Education (Northern Ireland) Order 1996.\n\nArticle 44 of the Education and Libraries (Northern Ireland) Order 1986 sets out the general principle that:\n\n‘so far as is compatible with the provision of efficient instruction and training and the avoidance of unreasonable public expenditure, pupils shall be educated in accordance with the wishes of their parents’.\n\nParagraph 5 of Schedule 2 to the Education (Northern Ireland) Order 1996 provides as follows:\n\nWhere (the authority) makes a statement in a case where the parent of the child concerned has expressed a preference in pursuance of such arrangements as to the grant-aided school at which he wishes education to be provided for his child, the (authority) shall specify the name of that school in the statement unless:\n\nThe school is unsuitable to the child’s age, ability or aptitude or to his special educational needs, or,\n\nThe attendance of the child at the school would be incompatible with the provision of efficient education for the children with whom he would be educated or the efficient use of resources.\n\nThe Education Authority must name the parents’ preferred school in Part 4 of the statement unless there is clear evidence that there are no reasonable steps that could be taken to prevent such an incompatibility.","answerHtml":"The Education Authority (EA) has advised that:
The placement of children with a Statement of Special Educational Needs (SEN) is in accordance with the legislative requirements provided for by the Education and Libraries (Northern Ireland) Order 1986 and the Education (Northern Ireland) Order 1996.
Article 44 of the Education and Libraries (Northern Ireland) Order 1986 sets out the general principle that:
‘so far as is compatible with the provision of efficient instruction and training and the avoidance of unreasonable public expenditure, pupils shall be educated in accordance with the wishes of their parents’.
Paragraph 5 of Schedule 2 to the Education (Northern Ireland) Order 1996 provides as follows:
Where (the authority) makes a statement in a case where the parent of the child concerned has expressed a preference in pursuance of such arrangements as to the grant-aided school at which he wishes education to be provided for his child, the (authority) shall specify the name of that school in the statement unless:
The school is unsuitable to the child’s age, ability or aptitude or to his special educational needs, or,
The attendance of the child at the school would be incompatible with the provision of efficient education for the children with whom he would be educated or the efficient use of resources.
The Education Authority must name the parents’ preferred school in Part 4 of the statement unless there is clear evidence that there are no reasonable steps that could be taken to prevent such an incompatibility.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028221%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442186","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442186"}},{"id":"442185","reference":"AQW 28220/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-05","answerBy":"2025-06-20","answered":"2025-06-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education if he has considered introducing Mindfulness as part of the Emotional Health and Wellbeing curriculum.","answerText":"The current Northern Ireland Curriculum emphasises the development of the whole child including focusing on emotional wellbeing. While Mindfulness is not a statutory requirement, schools have the flexibility to teach it as a tool to support pupil wellbeing within the existing curriculum framework.\n\nAt primary level, Mindfulness can be integrated into the statutory Personal Development and Mutual Understanding area of learning. At post-primary level, it can be incorporated into the Personal Development strand of Learning for Life and Work.\n\nThe Council for the Curriculum, Examinations and Assessment (CCEA) has also created a Wellbeing Hub to show how delivery of the statutory requirements of the Northern Ireland Curriculum, and CCEA qualifications, can support emotional wellbeing. The Hub contains CCEA guidance and links to other relevant support from the Education Authority, the Public Health Agency and other organisations.\n\nAs you may be aware, the Strategic Review of the Northern Ireland Curriculum was published on 3 June 2025. It recommends that my Department develops a new curriculum framework for Northern Ireland which has greater specificity about the important knowledge, concepts and skills that children should learn at each stage of their education.\n\nA key recommendation in the report is the establishment of a Taskforce to oversee the design and development of the new curriculum framework. I have committed to establishing this Taskforce by Autumn 2025. The Taskforce will work collaboratively to translate the Review’s recommendations into a practical, ambitious framework that reflects our shared vision for education.","answerHtml":"The current Northern Ireland Curriculum emphasises the development of the whole child including focusing on emotional wellbeing. While Mindfulness is not a statutory requirement, schools have the flexibility to teach it as a tool to support pupil wellbeing within the existing curriculum framework.
At primary level, Mindfulness can be integrated into the statutory Personal Development and Mutual Understanding area of learning. At post-primary level, it can be incorporated into the Personal Development strand of Learning for Life and Work.
The Council for the Curriculum, Examinations and Assessment (CCEA) has also created a Wellbeing Hub to show how delivery of the statutory requirements of the Northern Ireland Curriculum, and CCEA qualifications, can support emotional wellbeing. The Hub contains CCEA guidance and links to other relevant support from the Education Authority, the Public Health Agency and other organisations.
As you may be aware, the Strategic Review of the Northern Ireland Curriculum was published on 3 June 2025. It recommends that my Department develops a new curriculum framework for Northern Ireland which has greater specificity about the important knowledge, concepts and skills that children should learn at each stage of their education.
A key recommendation in the report is the establishment of a Taskforce to oversee the design and development of the new curriculum framework. I have committed to establishing this Taskforce by Autumn 2025. The Taskforce will work collaboratively to translate the Review’s recommendations into a practical, ambitious framework that reflects our shared vision for education.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028220%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442185","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442185"}},{"id":"442184","reference":"AQW 28219/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-05","answerBy":"2025-06-20","answered":"2025-07-18","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to outline what actions he is taking to promote the benefits of early reading.","answerText":"This issue is an operational matter for Libraries NI.\n\nI have sought the requested information from the Chief Executive, who has advised me as follows:\n\n‘Libraries NI’s Reading and Reader Development Strategy 2024-27 aims to foster a love of reading, to promote the benefits of reading and enhance the reading experience for people of all ages.\n\nLibraries NI promotes the benefits of early reading through outreach work such as class visits and collaborative working with the Department of Education. There are also a number of initiatives delivered by Libraries NI including:\n\nLibraries NI Learning Hub and Kids Hub\n\nSchool Preparedness webpage\n\nRhythm and Rhyme\n\nStoryteller in Residence and Storytime\n\nThe Big Summer Read’","answerHtml":"This issue is an operational matter for Libraries NI.
I have sought the requested information from the Chief Executive, who has advised me as follows:
‘Libraries NI’s Reading and Reader Development Strategy 2024-27 aims to foster a love of reading, to promote the benefits of reading and enhance the reading experience for people of all ages.
Libraries NI promotes the benefits of early reading through outreach work such as class visits and collaborative working with the Department of Education. There are also a number of initiatives delivered by Libraries NI including:
Libraries NI Learning Hub and Kids Hub
School Preparedness webpage
Rhythm and Rhyme
Storyteller in Residence and Storytime
The Big Summer Read’
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028219%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=442184","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=442184"}},{"id":"443577","reference":"AQO 2165/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-06-05","answerBy":"2025-06-16","answered":"2025-06-16","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance to outline his next steps following the UK Government’s Spending Review 2025.","answerText":"Last week’s Spending Review set a three-year funding envelope for Resource covering the period 2026–2029, and a four-year funding envelope for Capital covering the period 2026–2030.\n\nThis will allow the Executive to set a multi-year Budget in line with the Spending Review.\n\nIt is my intention, subject to Executive agreement, to publish a draft multi-year Budget by early December. This will allow for a twelve-week consultation period before a final Budget is agreed by the Executive prior to the start of the new financial year.\n\nDiscussions on the long-term work required for a full Fiscal Framework will begin immediately. This cover areas including the borrowing powers of the Housing Executive, the Holtham Review of the Executive’s relative need and fiscal devolution.","answerHtml":"Last week’s Spending Review set a three-year funding envelope for Resource covering the period 2026–2029, and a four-year funding envelope for Capital covering the period 2026–2030.
This will allow the Executive to set a multi-year Budget in line with the Spending Review.
It is my intention, subject to Executive agreement, to publish a draft multi-year Budget by early December. This will allow for a twelve-week consultation period before a final Budget is agreed by the Executive prior to the start of the new financial year.
Discussions on the long-term work required for a full Fiscal Framework will begin immediately. This cover areas including the borrowing powers of the Housing Executive, the Holtham Review of the Executive’s relative need and fiscal devolution.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202165%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=443577","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=443577"}},{"id":"441998","reference":"AQW 28135/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-04","answerBy":"2025-06-09","answered":"2025-06-09","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the number of children with a statement of special educational need awaiting a school placement for the start of the 2025-26 academic year.","answerText":"Climate change and sustainable development are topics which are already covered at every level within the current Northern Ireland Curriculum.\n\nIn addition, in November 2023, my Department commissioned the Council for the Curriculum, Examinations and Assessment (CCEA) to greater embed sustainability and climate change education into the current curriculum by undertaking a Climate Change and Green Growth Project. Key achievements to date include:\n\nA Climate Change Expert Group has been established comprising experts and stakeholders from the Department of Education, the Department for the Economy, the Department of Agriculture, Environment and Rural Affairs, Keeping Northern Ireland Beautiful, Queen’s University Belfast, Ulster University, and practitioners and other experts in this field.\n\nThe development of a Sustainability Hub, available on CCEA’s website, to provide information and support for teachers, stakeholders and young people.\n\nThe development of four videos which can be used to encourage discussion and critical reflection on the nature and role of Education for Sustainable Development across the curriculum.\n\nMembers of the expert group also analysed a sample of CCEA qualifications to identify to what extent sustainability matters are covered in the specifications and assess the scope for further embedding of climate change, green growth and sustainability concepts.\n\nMore broadly, the findings of the independent Strategic Review of the Northern Ireland Curriculum have just been published. The report identifies significant weaknesses in the current curriculum, which had not been formally reviewed in over 17 years. It recommends that my Department develops a new curriculum framework for Northern Ireland which has greater specificity about the important knowledge, concepts and skills that children should learn at each stage of their education. I have established a Curriculum Taskforce to lead on this work who will work collaboratively with educators across Northern Ireland to translate the review’s recommendations into a practical, ambitious curriculum framework.","answerHtml":"Climate change and sustainable development are topics which are already covered at every level within the current Northern Ireland Curriculum.
In addition, in November 2023, my Department commissioned the Council for the Curriculum, Examinations and Assessment (CCEA) to greater embed sustainability and climate change education into the current curriculum by undertaking a Climate Change and Green Growth Project. Key achievements to date include:
A Climate Change Expert Group has been established comprising experts and stakeholders from the Department of Education, the Department for the Economy, the Department of Agriculture, Environment and Rural Affairs, Keeping Northern Ireland Beautiful, Queen’s University Belfast, Ulster University, and practitioners and other experts in this field.
The development of a Sustainability Hub, available on CCEA’s website, to provide information and support for teachers, stakeholders and young people.
The development of four videos which can be used to encourage discussion and critical reflection on the nature and role of Education for Sustainable Development across the curriculum.
Members of the expert group also analysed a sample of CCEA qualifications to identify to what extent sustainability matters are covered in the specifications and assess the scope for further embedding of climate change, green growth and sustainability concepts.
More broadly, the findings of the independent Strategic Review of the Northern Ireland Curriculum have just been published. The report identifies significant weaknesses in the current curriculum, which had not been formally reviewed in over 17 years. It recommends that my Department develops a new curriculum framework for Northern Ireland which has greater specificity about the important knowledge, concepts and skills that children should learn at each stage of their education. I have established a Curriculum Taskforce to lead on this work who will work collaboratively with educators across Northern Ireland to translate the review’s recommendations into a practical, ambitious curriculum framework.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028135%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441998","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441998"}},{"id":"441997","reference":"AQW 28134/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-04","answerBy":"2025-06-19","answered":"2025-06-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on investment in teacher professional learning, as set out in the Minister's oral statement on the Independent Review of Education.","answerText":"The TransformED NI Strategy and its accompanying Delivery Plan (published on 11 March and 29 April 2025 respectively) set out my key priorities for teacher professional learning, informed by the Independent Review of Education.\n\nThe Delivery Plan sets out the implementation approach, key delivery partners, indicative timescales and estimated investment for all actions relating to teacher professional learning.\n\nKey actions include an expanded programme of Teacher Induction; renewed and expanded provision for school leaders at all levels; additional funding for schools to purchase high-quality professional learning to meet their needs; improved access to education research for teachers through the Making Best Practice, Common Practice programme; an online science of learning programme for both primary and post primary schools; and professional learning communities to support subject-specific professional practice and collaborative professional learning clusters in partnership with the Higher Education Institutions. Implementation has commenced across a range of areas.","answerHtml":"The TransformED NI Strategy and its accompanying Delivery Plan (published on 11 March and 29 April 2025 respectively) set out my key priorities for teacher professional learning, informed by the Independent Review of Education.
The Delivery Plan sets out the implementation approach, key delivery partners, indicative timescales and estimated investment for all actions relating to teacher professional learning.
Key actions include an expanded programme of Teacher Induction; renewed and expanded provision for school leaders at all levels; additional funding for schools to purchase high-quality professional learning to meet their needs; improved access to education research for teachers through the Making Best Practice, Common Practice programme; an online science of learning programme for both primary and post primary schools; and professional learning communities to support subject-specific professional practice and collaborative professional learning clusters in partnership with the Higher Education Institutions. Implementation has commenced across a range of areas.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028134%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441997","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441997"}},{"id":"441996","reference":"AQW 28133/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-04","answerBy":"2025-06-19","answered":"2025-06-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline what actions he is taking to promote the benefits of early reading.","answerText":"The importance of reading is promoted throughout the Sure Start programme which my department funds. Sure Start projects provide a wide range of support and resources to promote reading, child development and parental involvement with their child’s early learning.\n\nIn addition, my department strongly encourages links between Sure Start and Libraries, working in partnership with parents and families to encourage an ongoing relationship with local libraries which is sustained beyond the age of four when children transition from Sure Start.\n\nMy department also funds the Getting Ready to Learn programme in pre-school settings, which includes the Big Bedtime Read. This focusses on raising parents' awareness of the importance of reading to children and on encouraging them to read regularly to their children each night. It includes an emphasis on establishing good bedtime routines and on maximizing opportunities throughout the day to engage children in early reading experiences.\n\nI have also recently reintroduced the BookStart Baby Programme to Northern Ireland. This programme encourages a love of reading from an early age to ensure all children get the full benefits of building confidence and developing empathy, creativity, and social skills.","answerHtml":"The importance of reading is promoted throughout the Sure Start programme which my department funds. Sure Start projects provide a wide range of support and resources to promote reading, child development and parental involvement with their child’s early learning.
In addition, my department strongly encourages links between Sure Start and Libraries, working in partnership with parents and families to encourage an ongoing relationship with local libraries which is sustained beyond the age of four when children transition from Sure Start.
My department also funds the Getting Ready to Learn programme in pre-school settings, which includes the Big Bedtime Read. This focusses on raising parents' awareness of the importance of reading to children and on encouraging them to read regularly to their children each night. It includes an emphasis on establishing good bedtime routines and on maximizing opportunities throughout the day to engage children in early reading experiences.
I have also recently reintroduced the BookStart Baby Programme to Northern Ireland. This programme encourages a love of reading from an early age to ensure all children get the full benefits of building confidence and developing empathy, creativity, and social skills.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028133%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441996","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441996"}},{"id":"441995","reference":"AQW 28132/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-04","answerBy":"2025-06-19","answered":"2025-06-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, further to the judgement outlined in JR SCO12735, to outline whether he will ensure that a Rural Needs Impact Assessment will be carried out for any new policy or plan arising from the Education Authority review of Published Admission Number allocations by the Pre-School Education Group.","answerText":"The Education Authority (EA) has completed the review that I requested to be carried out of its processes for the allocation of funded pre-school education places to non-statutory pre-school education providers and submitted their draft report to me for consideration. The EA has confirmed that any changes to the PAN allocation process arising from it will, as necessary, be subject to equality, rural and other relevant assessments.","answerHtml":"The Education Authority (EA) has completed the review that I requested to be carried out of its processes for the allocation of funded pre-school education places to non-statutory pre-school education providers and submitted their draft report to me for consideration. The EA has confirmed that any changes to the PAN allocation process arising from it will, as necessary, be subject to equality, rural and other relevant assessments.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028132%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441995","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441995"}},{"id":"441994","reference":"AQW 28131/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-04","answerBy":"2025-06-19","answered":"2025-06-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail an update on the publication of the Early Learning and Childcare Strategy.","answerText":"I have committed to bringing forward a comprehensive Early Learning and Childcare Strategy for Executive consideration and public consultation in the autumn.\n\nI made a Written Ministerial Statement on 15 May setting out my early learning and childcare measures for 2025/26, including next steps. The Statement can be found at the link below.\n\nWritten Ministerial Statement - Early Learning and Childcare Measures 2025/26 | Department of Education","answerHtml":"I have committed to bringing forward a comprehensive Early Learning and Childcare Strategy for Executive consideration and public consultation in the autumn.
I made a Written Ministerial Statement on 15 May setting out my early learning and childcare measures for 2025/26, including next steps. The Statement can be found at the link below.
Written Ministerial Statement - Early Learning and Childcare Measures 2025/26 | Department of Education
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028131%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441994","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441994"}},{"id":"441798","reference":"AQW 28052/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-03","answerBy":"2025-06-06","answered":"2026-05-22","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health (i) to provide an update on his Department's work to establish a regional policy and specification for the future supply of wigs being undertaken alongside the South Eastern Health and Social Care Trust; and (ii) to detail the engagement undertaken with the Procurement and Logistics Service as part of this review.","answerText":"The provision of wigs is managed by each Health and Social Care Trust in line with their responsibilities for ensuring that patients have access to appropriate medical devices in line with their clinical needs, and that contracts with suppliers deliver safety, quality and value for money. This involves developing appropriate specifications and procuring the necessary products and services required to fulfil these responsibilities.\n\nAs such, my Department does not set policy or specifications for individual medical devices, rather it is the case that these Trust processes are guided by relevant procurement and effective use of resources policies.\n\nHowever, I am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.\n\nMy Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution.\n\n(ii) There have been various engagements with the Procurement and Logistics Service (PaLS). This has included discussions to understand the implications of previous procurement challenges, to explore feasible procurement routes once a specification is agreed, and to ensure that any future tender process is compliant with public procurement requirements. Further engagement with PaLS will take place as the regional specification develops and options for procurement are refined.\n\nIn the meantime, each Trust maintains its own arrangements for wig provision through contractual arrangements with existing wig providers to ensure patients continue to receive appropriate support.","answerHtml":"The provision of wigs is managed by each Health and Social Care Trust in line with their responsibilities for ensuring that patients have access to appropriate medical devices in line with their clinical needs, and that contracts with suppliers deliver safety, quality and value for money. This involves developing appropriate specifications and procuring the necessary products and services required to fulfil these responsibilities.
As such, my Department does not set policy or specifications for individual medical devices, rather it is the case that these Trust processes are guided by relevant procurement and effective use of resources policies.
However, I am aware that Trusts have encountered significant and persistent barriers, far beyond routine operational challenges, in developing a specification for wigs. These issues have effectively prevented a regional tender from progressing and have forced Trusts to consider alternative, less‑than‑ideal approaches in recent years. The difficulties stem from wide variation in patient needs, inconsistent supplier offerings, and the absence of any recognised framework or standard to define quality, suitability, or value for money.
My Department is continuing to support Trusts to develop a consistent Regional Specification for wig provision. This work seeks to bring greater alignment and clarity across the region and to generate momentum on an issue for which, regrettably, there is no perfect solution.
(ii) There have been various engagements with the Procurement and Logistics Service (PaLS). This has included discussions to understand the implications of previous procurement challenges, to explore feasible procurement routes once a specification is agreed, and to ensure that any future tender process is compliant with public procurement requirements. Further engagement with PaLS will take place as the regional specification develops and options for procurement are refined.
In the meantime, each Trust maintains its own arrangements for wig provision through contractual arrangements with existing wig providers to ensure patients continue to receive appropriate support.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028052%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441798","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441798"}},{"id":"441797","reference":"AQW 28051/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-03","answerBy":"2025-06-18","answered":"2025-06-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the publication of: (i) the Special Education Needs (SEN) Graduated Response Framework; and (ii) the SEN Outcomes Framework.","answerText":"The Special Education Needs (SEN) Graduated Response Framework has now been published on the EA website and is available to the general public through the following link:\n\nhttps://send.eani.org.uk/grf\n\nI have recently approved the Special Educational Needs (SEN) Reform Agenda and Delivery Plan Outcomes Framework and expect this to be published before the end of June 2025.","answerHtml":"The Special Education Needs (SEN) Graduated Response Framework has now been published on the EA website and is available to the general public through the following link:
https://send.eani.org.uk/grf
I have recently approved the Special Educational Needs (SEN) Reform Agenda and Delivery Plan Outcomes Framework and expect this to be published before the end of June 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028051%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441797","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441797"}},{"id":"441796","reference":"AQW 28050/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-03","answerBy":"2025-06-18","answered":"2025-06-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail an update on the publication of a Special Educational Needs Policy Statement.","answerText":"My officials are currently preparing a draft Special Educational Needs (SEN) Policy Statement which will come to me for consideration in the coming weeks.","answerHtml":"My officials are currently preparing a draft Special Educational Needs (SEN) Policy Statement which will come to me for consideration in the coming weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028050%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441796","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441796"}},{"id":"441795","reference":"AQW 28049/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-03","answerBy":"2025-06-18","answered":"2025-06-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail an update on the creation of Local Impact Teams for the start of the 2025-26 academic year","answerText":"I shortly expect to receive a comprehensive update from the Education Authority on the creation of the Local IMPACT Teams service delivery model for 2025 along with what schools can expect for September 2025.\n\nOnline school engagement sessions are also scheduled for delivery on Wednesday 11 June and officials from my department will be in attendance.","answerHtml":"I shortly expect to receive a comprehensive update from the Education Authority on the creation of the Local IMPACT Teams service delivery model for 2025 along with what schools can expect for September 2025.
Online school engagement sessions are also scheduled for delivery on Wednesday 11 June and officials from my department will be in attendance.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028049%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441795","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441795"}},{"id":"441794","reference":"AQW 28048/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-06-03","answerBy":"2025-06-18","answered":"2025-06-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail an update on the strategic review of the classroom assistant employment model.","answerText":"The strategic review of the classroom assistant employment model is being taken forward by the Education Authority (EA).\n\nThe EA has advised that the project infrastructure has been put in place, with an initial scoping exercise carried out and a range of workstreams developed. These workstreams cover the development of: (i) a new employment model with new job descriptions; (ii) a digital non-teaching staff bank to support central recruitment; (iii) a professional development pathway; and (iv) professional standards.\n\nSignificant and continuous engagement with stakeholders has been undertaken over the past 12 months, and the EA plans to initiate a further engagement process at the beginning of the 2025/26 academic year. This will help to ensure that any new employment model meets the needs of all stakeholders, in particular children and young people.","answerHtml":"The strategic review of the classroom assistant employment model is being taken forward by the Education Authority (EA).
The EA has advised that the project infrastructure has been put in place, with an initial scoping exercise carried out and a range of workstreams developed. These workstreams cover the development of: (i) a new employment model with new job descriptions; (ii) a digital non-teaching staff bank to support central recruitment; (iii) a professional development pathway; and (iv) professional standards.
Significant and continuous engagement with stakeholders has been undertaken over the past 12 months, and the EA plans to initiate a further engagement process at the beginning of the 2025/26 academic year. This will help to ensure that any new employment model meets the needs of all stakeholders, in particular children and young people.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2028048%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441794","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441794"}},{"id":"441255","reference":"AQO 2094/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-05-29","answerBy":"2025-06-09","answered":"2025-06-09","answeredOrally":true,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister for an update on the appointment of a Commissioner for Public Appointments for Northern Ireland.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mrs Little-Pengelly (The deputy First Minister)","text":"We are pleased to report that the competition to appoint a Commissioner for Public Appointments for Northern Ireland is well progressed. A commissioner will be appointed as soon as possible following the conclusion of that appointment process. The First Minister and I have agreed the person. They have to go through a number of checks before there is a public announcement on that, but that should happen very shortly."},{"speaker":"Mr Mathison","text":"I thank the deputy First Minister for her answer. The appointment has taken a staggeringly long time, given that we have known about the vacancy since the restoration of the institutions. Can the deputy First Minister give us any sense of a date for an appointment? I know that, in Committees, including the Education Committee, there have been multiple queries about public appointments, but there has been no mechanism for scrutinising that."},{"speaker":"Mrs Little-Pengelly","text":"The person will have to formally accept, and they have a period in which to do so. In addition, once they accept, we have to, understandably, go through a number of checks, including statutory checks. That process normally takes about 10 days after the acceptance, so we hope to be in a position to make that name public in the next number of weeks."},{"speaker":"Miss Hargey","text":"Does the deputy First Minister agree that all public appointments should be made on the basis of merit?"},{"speaker":"Mrs Little-Pengelly","text":"Yes, the approach to public appointments is set out in the legislation and the guidance. We operate many of those appointments in accordance with and in the spirit of that, as opposed to that being a regulated appointment of the commissioner's office. Of course, those people must be suitable for the role for which they have put their name forward."},{"speaker":"Mr Harvey","text":"Deputy First Minister, can you provide an update on the current Victims' Commissioner vacancy, please?"},{"speaker":"Mrs Little-Pengelly","text":"I am pleased to announce that we have selected a person to be the new Commissioner for Victims and Survivors. That person has accepted that position, and they are undergoing the final stages of the statutory checks that I referred to. With this one, we hope to be in a position to make that name public in the next number of days."},{"speaker":"Mr Speaker","text":"Question 2 has been withdrawn."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202094%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441255","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2025-06-09&docID=441928#AQO%202094/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441255"}},{"id":"441107","reference":"AQW 27786/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-28","answerBy":"2025-06-12","answered":"2025-06-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 26997/22-27, to outline whether there are any strands of work in the Early Learning and Childcare Strategy to deliver support for Children Looked After in pre-school settings.","answerText":"Any expansion to nursery and pre-school school settings of the Children Looked After Advisory Service provided through the Education Authority currently, will be subject to the findings of the evaluation of this service, which is planned for the 2025/26 academic year.\n\nOfficials from across the relevant policy areas are liaising to ensure that the additional support needs of children looked after in pre-school setting are included within the comprehensive Early Learning and Childcare Strategy.\n\nWhile the Strategy will set out an ambitious plan for the longer-term. It will be for the Executive to decide on the level of funding it is prepared to allocate to this.","answerHtml":"Any expansion to nursery and pre-school school settings of the Children Looked After Advisory Service provided through the Education Authority currently, will be subject to the findings of the evaluation of this service, which is planned for the 2025/26 academic year.
Officials from across the relevant policy areas are liaising to ensure that the additional support needs of children looked after in pre-school setting are included within the comprehensive Early Learning and Childcare Strategy.
While the Strategy will set out an ambitious plan for the longer-term. It will be for the Executive to decide on the level of funding it is prepared to allocate to this.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027786%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441107","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441107"}},{"id":"441106","reference":"AQW 27785/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-28","answerBy":"2025-06-12","answered":"2025-06-03","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy, pursuant to AQW 26996/22-27, when she anticipates advice from her officials will be provided on the key issues impacting the financial sustainability of childcare providers.","answerText":"The cross-Departmental Steering Group has received the draft Final Research Report on Targeted Business Support for Childcare Providers and is considering its findings. Advice from my officials will follow once this is complete.","answerHtml":"The cross-Departmental Steering Group has received the draft Final Research Report on Targeted Business Support for Childcare Providers and is considering its findings. Advice from my officials will follow once this is complete.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027785%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=441106","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=441106"}},{"id":"440375","reference":"AQW 27512/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-21","answerBy":"2025-05-27","answered":"2025-06-27","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on work undertaken by the Education Authority's Maintenance Service on how it can provide the most efficient and effective model for schools to procure low-level maintenance works.","answerText":"The Education Authority (EA) has advised that it is working to establish a process to provide autonomy to schools in the delivery of low value ‘tenant’ maintenance works. This will initially be limited to internal decoration and replacement of floor finishes. The EA is currently reviewing options for delivery which will provide delegated responsibilities and protect the interests of school leaders.","answerHtml":"The Education Authority (EA) has advised that it is working to establish a process to provide autonomy to schools in the delivery of low value ‘tenant’ maintenance works. This will initially be limited to internal decoration and replacement of floor finishes. The EA is currently reviewing options for delivery which will provide delegated responsibilities and protect the interests of school leaders.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027512%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=440375","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=440375"}},{"id":"440374","reference":"AQW 27511/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-21","answerBy":"2025-06-06","answered":"2025-05-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education,pursuant to AQW 26830/22-27, whether he plans to undertake a review of the effectiveness of the Education Authority's Specialist Settings Support Team, as recommended in the November 2024 Education and Training Inspectorate report on Specialist Provision in Mainstream Schools.","answerText":"There are no immediate plans to undertake a review of the effectiveness of the Education Authority's Specialist Settings Support Team.","answerHtml":"There are no immediate plans to undertake a review of the effectiveness of the Education Authority's Specialist Settings Support Team.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027511%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=440374","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=440374"}},{"id":"440373","reference":"AQW 27510/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-21","answerBy":"2025-06-06","answered":"2025-05-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the total budget allocated to the Pathway Fund for 2025-26.","answerText":"The total 2025-26 Pathway Fund budget is £6.626m.","answerHtml":"The total 2025-26 Pathway Fund budget is £6.626m.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027510%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=440373","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=440373"}},{"id":"440372","reference":"AQW 27509/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-21","answerBy":"2025-06-06","answered":"2025-05-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail what funding has been allocated to the Belfast Wide Early Years pilot project for this financial year.","answerText":"Funding of £115k was allocated to the Belfast Wide Early Years (BWEY) pilot project for the period April to June 2025 which will ensure continuation of provision until the end of this academic year.\n\nAny further funding decisions in relation to the BWEY pilot will be taken in consideration of the independent evaluation of it and of the actions detailed in the Special Educational Needs (SEN) Reform Agenda and associated Delivery Plan.","answerHtml":"Funding of £115k was allocated to the Belfast Wide Early Years (BWEY) pilot project for the period April to June 2025 which will ensure continuation of provision until the end of this academic year.
Any further funding decisions in relation to the BWEY pilot will be taken in consideration of the independent evaluation of it and of the actions detailed in the Special Educational Needs (SEN) Reform Agenda and associated Delivery Plan.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027509%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=440372","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=440372"}},{"id":"440210","reference":"AQW 27410/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-20","answerBy":"2025-05-23","answered":"2025-06-02","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Education Authority review of how it delivers maintenance and minor works to schools.","answerText":"The Education Authority (EA) has advised that its Chief Executive has engaged the services of an external reviewer to act as a ‘critical friend’ and undertake an independent assessment of EA’s capital works processes.\n\nThis external report is in development. It is currently anticipated that the detail of the report will be presented to the EA Board at its meeting in June 2025.","answerHtml":"The Education Authority (EA) has advised that its Chief Executive has engaged the services of an external reviewer to act as a ‘critical friend’ and undertake an independent assessment of EA’s capital works processes.
This external report is in development. It is currently anticipated that the detail of the report will be presented to the EA Board at its meeting in June 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027410%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=440210","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=440210"}},{"id":"440209","reference":"AQW 27409/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-20","answerBy":"2025-06-05","answered":"2025-05-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any support the Education Authority's Specialist Setting Support Team provides to specialist settings in schools.","answerText":"The EA’s Specialist Setting Support Team (SSST), is a multi-service team, providing integrated support for Specialist Provision Classes in Mainstream Schools.\n\nWorking with existing services, and drawing on best practice from established settings, SSST works alongside staff in specialist provision classes, supporting delivery of high-quality provision and educational experiences for children and young people.\n\nSSST staff work across multiple schools to provide professional learning opportunities, advice and on the ground support to leaders, teachers, and classroom assistants. The model is designed to complement current service delivery models and ensure a connected approach across EA services to streamline support for settings.\n\nSupport is provided before set-up of a new specialist provision and afterwards and includes universal and targeted support for both school staff and parents as well as specialist support for children and young people. The EA delivers support both online and in person, for senior leadership, teachers, classroom assistants and parents.\n\nIt has a range of programmes across all phases (Early Years, Primary and Post Primary), designed to support settings with curriculum and assessment, quality of provision and staff development and leadership.","answerHtml":"The EA’s Specialist Setting Support Team (SSST), is a multi-service team, providing integrated support for Specialist Provision Classes in Mainstream Schools.
Working with existing services, and drawing on best practice from established settings, SSST works alongside staff in specialist provision classes, supporting delivery of high-quality provision and educational experiences for children and young people.
SSST staff work across multiple schools to provide professional learning opportunities, advice and on the ground support to leaders, teachers, and classroom assistants. The model is designed to complement current service delivery models and ensure a connected approach across EA services to streamline support for settings.
Support is provided before set-up of a new specialist provision and afterwards and includes universal and targeted support for both school staff and parents as well as specialist support for children and young people. The EA delivers support both online and in person, for senior leadership, teachers, classroom assistants and parents.
It has a range of programmes across all phases (Early Years, Primary and Post Primary), designed to support settings with curriculum and assessment, quality of provision and staff development and leadership.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027409%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=440209","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=440209"}},{"id":"440208","reference":"AQW 27408/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-20","answerBy":"2025-06-05","answered":"2025-05-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail: (i) how many applications were made for the Pathway Fund 2025/26; (ii) how many applications were awarded funding.","answerText":"A total of 933 applications were made to the 2025-26 Pathway Fund. 31 of the applications were ineligible for an award. All 902 eligible applicants were funded and have received their 2025-26 award - an increase from 175 awards to all eligible (Stream A and B) applicants in 2024-25. A breakdown of the applications is provided in the table below:\n\nFunding Stream\tApplications received\tApplications funded\nStream A (up to £40,000)\t161\t149\nStream B (up to £20,000)\t82\t68\nStream C (up to £500)\nIntroduced 2025-26\t690\t685\nTotal\t933\t902","answerHtml":"A total of 933 applications were made to the 2025-26 Pathway Fund. 31 of the applications were ineligible for an award. All 902 eligible applicants were funded and have received their 2025-26 award - an increase from 175 awards to all eligible (Stream A and B) applicants in 2024-25. A breakdown of the applications is provided in the table below:
| Funding Stream | Applications received | Applications funded |
| Stream A (up to £40,000) | 161 | 149 |
| Stream B (up to £20,000) | 82 | 68 |
| Stream C (up to £500) Introduced 2025-26 | 690 | 685 |
| Total | 933 | 902 |
The high level, estimated cost of full implementation of the Special Educational Needs (SEN) Reform Delivery Plan actions is £570m over 5 years, as stated in the published document.
Detailed costings for delivery of each action continue to be finessed through the development of implementation plans and through the business case process, in collaboration with key delivery partners, prioritising the actions to be delivered with the Public Sector Transformation funding secured. This working detail is not planned for publication; however, there will be full transparency and accountability on expenditure.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027407%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=440207","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=440207"}},{"id":"440206","reference":"AQW 27406/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-20","answerBy":"2025-06-05","answered":"2025-05-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 26753-22-27, to detail: (i) how many specialist settings the planned 63 staff within the Education Authority's Specialist Settings Support Team currently support; (ii) how many they will be required support from September 2025.","answerText":"The Education Authority (EA) has advised that:\n\nThe EA's Specialist Settings Support Team (SSST) currently support 343 Specialist Provision Classes which have been set up since 2021.\n\nThe EA’s SSST will be required to support 710 Specialist Provision Classes (585 legacy classes and approximately 125 new classes) with the planned 63 staff currently being recruited.","answerHtml":"The Education Authority (EA) has advised that:
The EA's Specialist Settings Support Team (SSST) currently support 343 Specialist Provision Classes which have been set up since 2021.
The EA’s SSST will be required to support 710 Specialist Provision Classes (585 legacy classes and approximately 125 new classes) with the planned 63 staff currently being recruited.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027406%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=440206","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=440206"}},{"id":"439976","reference":"AQW 27316/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-19","answerBy":"2025-05-22","answered":"2025-05-21","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on what he is doing to provide more flexibility for schools to make purchases of equipment and materials when they can secure better value than Education Authority approved suppliers.","answerText":"As the managing authority for controlled schools, the funding authority for all grant-aided schools and the Centre of Procurement Excellence (CoPE) for education, the Education Authority (EA) is responsible for ensuring that effective procurement practice is embedded across the education sector.\n\nAll schools are required to operate within the procurement legal framework and adhere to Northern Ireland Public Procurement Policy and all relevant Northern Ireland Procurement Policy Notes (PPNs).\n\nNotwithstanding, I share the concerns of our school stakeholders in relation to procurement processes and the benefit of offering our schools greater flexibility and reduced bureaucracy in this area.\n\nIt is important to note that the EA, as education’s CoPE, conducts thorough consultations with schools before establishing contracts. In addition, schools can procure goods and services directly from suppliers for lower-value purchases, in accordance with PPN 04/21.\n\nThe recent revision of PPN 04/21 Procurement Control Limits in March 2025 increased the thresholds which determine the procurement processes for lower value purchases which all contracting authorities, including schools, must follow. The threshold at which a contracting authority must evidence two price checks has increased from £5,000 to £10,000.\n\nGiven this update to PPN 04/21, I have recently instructed the EA to increase the schools’ procurement control limit to £10,000 for purchases which require two evidenced price checks. This change will provide schools with more flexibility for those procurements below £10,000 and which are not already available through an existing framework. This change has been communicated to schools via numerous EA channels including C2K and the EA Procurement portal.\n\nIn addition to this change, I have instructed my officials to engage with the EA to explore further options available specifically in relation to schools’ use of frameworks. The EA is exploring options for providing schools with greater flexibility in this area of spend, including an assessment of the potential benefits, risks and impact of any changes which may be considered or piloted.","answerHtml":"As the managing authority for controlled schools, the funding authority for all grant-aided schools and the Centre of Procurement Excellence (CoPE) for education, the Education Authority (EA) is responsible for ensuring that effective procurement practice is embedded across the education sector.
All schools are required to operate within the procurement legal framework and adhere to Northern Ireland Public Procurement Policy and all relevant Northern Ireland Procurement Policy Notes (PPNs).
Notwithstanding, I share the concerns of our school stakeholders in relation to procurement processes and the benefit of offering our schools greater flexibility and reduced bureaucracy in this area.
It is important to note that the EA, as education’s CoPE, conducts thorough consultations with schools before establishing contracts. In addition, schools can procure goods and services directly from suppliers for lower-value purchases, in accordance with PPN 04/21.
The recent revision of PPN 04/21 Procurement Control Limits in March 2025 increased the thresholds which determine the procurement processes for lower value purchases which all contracting authorities, including schools, must follow. The threshold at which a contracting authority must evidence two price checks has increased from £5,000 to £10,000.
Given this update to PPN 04/21, I have recently instructed the EA to increase the schools’ procurement control limit to £10,000 for purchases which require two evidenced price checks. This change will provide schools with more flexibility for those procurements below £10,000 and which are not already available through an existing framework. This change has been communicated to schools via numerous EA channels including C2K and the EA Procurement portal.
In addition to this change, I have instructed my officials to engage with the EA to explore further options available specifically in relation to schools’ use of frameworks. The EA is exploring options for providing schools with greater flexibility in this area of spend, including an assessment of the potential benefits, risks and impact of any changes which may be considered or piloted.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027316%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439976","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439976"}},{"id":"439975","reference":"AQW 27315/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-19","answerBy":"2025-06-04","answered":"2025-05-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education if there are plans to remove the Education Authority (EA)'s Essential Car User Allowance payment for staff from the EA Special Education Needs Transition Service.","answerText":"The Education Authority (EA) has informed me that it is currently reviewing its Travel and Subsistence Scheme in order to ensure a fair and appropriate reimbursement policy is in place for all staff.\n\nA 12 week engagement period with Trade Unions is ongoing, after which a revised scheme will be implemented for all staff. This engagement includes discussion on both the eligibility criteria for essential car user allowance and the mileage rates that apply.\n\nIt is not possible at this stage to confirm the impact of the revised scheme on any\n\ngroup of staff as the discussions with trade unions are not yet complete and the\n\ndetail of the revised scheme is not yet known. EA is committed to keeping staff up to date as these discussions develop.","answerHtml":"The Education Authority (EA) has informed me that it is currently reviewing its Travel and Subsistence Scheme in order to ensure a fair and appropriate reimbursement policy is in place for all staff.
A 12 week engagement period with Trade Unions is ongoing, after which a revised scheme will be implemented for all staff. This engagement includes discussion on both the eligibility criteria for essential car user allowance and the mileage rates that apply.
It is not possible at this stage to confirm the impact of the revised scheme on any
group of staff as the discussions with trade unions are not yet complete and the
detail of the revised scheme is not yet known. EA is committed to keeping staff up to date as these discussions develop.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027315%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439975","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439975"}},{"id":"439796","reference":"AQW 27242/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-16","answerBy":"2025-06-03","answered":"2025-05-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will increase the priority level applied to the minor works project to deliver a multi-purpose hall for St Francis' Primary, Drumaroad, to reflect that the modular unit housing the dining facility may need replaced.","answerText":"The minor works scheme at St Francis’ Primary School is currently considered a Priority Three scheme i.e. curriculum based minor works scheme.\n\nGiven the design work, vesting of land and planning approval required for this project, it is being progressed to pre-tender stage. These stages would be required regardless of the prioritisation of the scheme. A decision to release to tender will be taken based on the prioritisation and the budget available at that time.","answerHtml":"The minor works scheme at St Francis’ Primary School is currently considered a Priority Three scheme i.e. curriculum based minor works scheme.
Given the design work, vesting of land and planning approval required for this project, it is being progressed to pre-tender stage. These stages would be required regardless of the prioritisation of the scheme. A decision to release to tender will be taken based on the prioritisation and the budget available at that time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027242%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439796","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439796"}},{"id":"439492","reference":"AQW 27098/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-14","answerBy":"2025-05-30","answered":"2025-05-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 25078/22-27, when the phased, costed operational plan which will sit behind the Special Educational Needs Reform Delivery Plan will be published.","answerText":"The operational plan for the Special Educational Needs (SEN) Reform Delivery Plan is a working document to support planning and as such it is not intended that it will be published.","answerHtml":"The operational plan for the Special Educational Needs (SEN) Reform Delivery Plan is a working document to support planning and as such it is not intended that it will be published.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027098%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439492","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439492"}},{"id":"439491","reference":"AQW 27097/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-14","answerBy":"2025-05-30","answered":"2025-06-25","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities if his Department has assessed the effectiveness of a ban on no fault evictions in other jurisdictions.","answerText":"My Department has made no assessment on the effectiveness of a ban on no-fault evictions in other jurisdictions.","answerHtml":"My Department has made no assessment on the effectiveness of a ban on no-fault evictions in other jurisdictions.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027097%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439491","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439491"}},{"id":"439490","reference":"AQW 27096/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-14","answerBy":"2025-05-30","answered":"2025-06-25","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to outline what support is available to renters who face a no fault eviction.","answerText":"Those receiving a Notice to Quit from private rented sector accommodation may avail of homelessness assistance under the Housing (NI) Order 1988. This includes households considered to be threatened with homelessness within 28 days.\n\nAs set out in the Order, a household may be owed the full housing duty and can avail of support including temporary accommodation and storage of belongings where appropriate.\n\nAll households approaching the Housing Executive for support, regardless of whether they are owed the full housing duty, are entitled to advice and assistance, including information relating to housing options and signposting to other relevant support.\n\nMy Department also funds Housing Rights which provides a wide range of services including helplines. It also provides a meditation service to help landlords and tenants resolve issues and sustain tenancies.","answerHtml":"Those receiving a Notice to Quit from private rented sector accommodation may avail of homelessness assistance under the Housing (NI) Order 1988. This includes households considered to be threatened with homelessness within 28 days.
As set out in the Order, a household may be owed the full housing duty and can avail of support including temporary accommodation and storage of belongings where appropriate.
All households approaching the Housing Executive for support, regardless of whether they are owed the full housing duty, are entitled to advice and assistance, including information relating to housing options and signposting to other relevant support.
My Department also funds Housing Rights which provides a wide range of services including helplines. It also provides a meditation service to help landlords and tenants resolve issues and sustain tenancies.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027096%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439490","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439490"}},{"id":"439489","reference":"AQW 27095/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-14","answerBy":"2025-05-30","answered":"2025-06-25","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to detail any plans he has to introduce a ban on no fault evictions.","answerText":"I am already taking forward work to introduce much longer notice to quit periods, as mandated by the Assembly in the Private Tenancies Act (NI), 2022. This change will greatly improve security of tenure for individuals and families in the Private Rent Sector. I therefore have no plans to introduce a ban on no fault evictions.","answerHtml":"I am already taking forward work to introduce much longer notice to quit periods, as mandated by the Assembly in the Private Tenancies Act (NI), 2022. This change will greatly improve security of tenure for individuals and families in the Private Rent Sector. I therefore have no plans to introduce a ban on no fault evictions.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027095%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439489","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439489"}},{"id":"439308","reference":"AQW 27000/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-13","answerBy":"2025-05-29","answered":"2025-05-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will establish a steering group to pilot and act on examples of provision which can meet the needs of pupils who present with significantly challenging behaviour, as recommended in the Education and Training Inspectorate report 'An Evaluation of the Provision to meet the Needs of Pupils with Persistent and Challenging Behaviour in Special Schools 2012-13'.","answerText":"I would refer the Member to the answer to question AQW 25379/22-27.\n\nThe answer is contained in the Written Answers Booklet for week ending 16 May 2025.","answerHtml":"I would refer the Member to the answer to question AQW 25379/22-27.
The answer is contained in the Written Answers Booklet for week ending 16 May 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2027000%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439308","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439308"}},{"id":"439307","reference":"AQW 26999/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-13","answerBy":"2025-05-29","answered":"2025-05-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how his Department has delivered on the recommendations of the Education and Training Inspectorate report 'An Evaluation of the Provision to meet the Needs of Pupils with Persistent and Challenging Behaviour in Special Schools 2012-13'.","answerText":"I would refer the member to the answer provided for AQW 25379/22-27.\n\nPublished in the weekly answers booklet week ending 18 April 2025.","answerHtml":"I would refer the member to the answer provided for AQW 25379/22-27.
Published in the weekly answers booklet week ending 18 April 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026999%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439307","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439307"}},{"id":"439306","reference":"AQW 26998/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-13","answerBy":"2025-05-29","answered":"2025-05-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 26142/22-27, to outline what recommendations in the report from the Review on the Use of Temporary and Substitute Teachers (i) have been actioned; and (ii) require additional resources.","answerText":"A detailed assessment of the recommendations from the Review on the Use of Temporary and Substitute Teachers has been jointly carried out with the trade unions.\n\nRecommendations which (i) have been actioned; and (ii) require additional resources has been deposited in the Assembly Library.\n\nIt has also been agreed that the Independent Review of Teachers’ Workload, including the Heads of Agreement which was part of the 2024/25 Teachers’ pay agreement, will form the basis on which teachers’ and school leaders’ workload issues will be addressed going forward.","answerHtml":"A detailed assessment of the recommendations from the Review on the Use of Temporary and Substitute Teachers has been jointly carried out with the trade unions.
Recommendations which (i) have been actioned; and (ii) require additional resources has been deposited in the Assembly Library.
It has also been agreed that the Independent Review of Teachers’ Workload, including the Heads of Agreement which was part of the 2024/25 Teachers’ pay agreement, will form the basis on which teachers’ and school leaders’ workload issues will be addressed going forward.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026998%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439306","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439306"}},{"id":"439305","reference":"AQW 26997/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-13","answerBy":"2025-05-29","answered":"2025-05-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 15912/22-27 and AQO 1108/22-27, for an update on any plans he has to expand interventions as part of the Early Intervention Transformation Programme to pre-school and nursery school settings which enroll Children Looked After.","answerText":"As previously advised, the focus on early intervention in respect of Children Looked After (CLA), has been to make provisions at a primary level and this has been delivered by the Education Authority under the auspices of the ‘Primary Children Looked After Advisory Service’.\n\nAn independent evaluation of this service is planned for during Academic year 2025/26 and officials will then bring forward recommendations for my consideration.\n\nIt is important to note that any expansion into early years settings will be contingent upon the availability of financial resources.","answerHtml":"As previously advised, the focus on early intervention in respect of Children Looked After (CLA), has been to make provisions at a primary level and this has been delivered by the Education Authority under the auspices of the ‘Primary Children Looked After Advisory Service’.
An independent evaluation of this service is planned for during Academic year 2025/26 and officials will then bring forward recommendations for my consideration.
It is important to note that any expansion into early years settings will be contingent upon the availability of financial resources.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026997%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439305","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439305"}},{"id":"439304","reference":"AQW 26996/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-13","answerBy":"2025-05-29","answered":"2025-05-22","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy to detail the work that has been completed to date by her Department on the development of a targeted business support scheme for the childcare sector.","answerText":"My Department is leading on cross-Departmental work to consider research on the key issues impacting the financial sustainability of childcare providers. Once I have received advice on these issues I will move quickly to provide my advice to the Minister of Education.","answerHtml":"My Department is leading on cross-Departmental work to consider research on the key issues impacting the financial sustainability of childcare providers. Once I have received advice on these issues I will move quickly to provide my advice to the Minister of Education.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026996%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439304","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439304"}},{"id":"439047","reference":"AQW 26911/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-12","answerBy":"2025-05-15","answered":"2025-05-15","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will confirm if any additional resources will be given to the Pathway Fund.","answerText":"I have increased the maximum level of award for the Pathway Fund from £30,000 to £40,000 for Stream A and from £15,000 to £20,000 for Stream B, in light of increased costs of delivering services. I also plan to introduce an additional Stream C to provide specific support to Childminders and Approved Home Childcarers (AHCs).\n\nHowever, the DE budget for Pathway cannot meet the additional demand and my plans for expansion. As you are aware, I have sought Executive agreement to provide additional funding to eligible Pathway applicants from the Early Learning and Childcare Strategy (ELCS) ring-fenced allocation in 2025-26.\n\nIf Executive approval is received, DE will confirm the additional funding with Early Years (EYO) which administers the Pathway Fund on behalf of the Department, who will notify recipient settings.","answerHtml":"I have increased the maximum level of award for the Pathway Fund from £30,000 to £40,000 for Stream A and from £15,000 to £20,000 for Stream B, in light of increased costs of delivering services. I also plan to introduce an additional Stream C to provide specific support to Childminders and Approved Home Childcarers (AHCs).
However, the DE budget for Pathway cannot meet the additional demand and my plans for expansion. As you are aware, I have sought Executive agreement to provide additional funding to eligible Pathway applicants from the Early Learning and Childcare Strategy (ELCS) ring-fenced allocation in 2025-26.
If Executive approval is received, DE will confirm the additional funding with Early Years (EYO) which administers the Pathway Fund on behalf of the Department, who will notify recipient settings.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026911%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439047","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439047"}},{"id":"439046","reference":"AQW 26910/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-12","answerBy":"2025-05-28","answered":"2025-05-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline: (i) how families who are supported by the Education Authority's Special Education Needs Transition Service find out about this service; and (ii) when these families find out about access to the service and the support it provides.","answerText":"The Education Authority (EA) has advised that communications identifying the Transition Service and the relevant pathways to access the Transition Service issue to families/relevant service users at the start of the transition process in year 10. Additional opportunities for awareness and knowledge of the service may be obtained by family attendance at school-based transitions events or during Annual Reviews.","answerHtml":"The Education Authority (EA) has advised that communications identifying the Transition Service and the relevant pathways to access the Transition Service issue to families/relevant service users at the start of the transition process in year 10. Additional opportunities for awareness and knowledge of the service may be obtained by family attendance at school-based transitions events or during Annual Reviews.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026910%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439046","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439046"}},{"id":"439045","reference":"AQW 26909/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-12","answerBy":"2025-05-28","answered":"2025-05-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline how his Department will ensure that all young people with a statement of special educational need, have access to independent travel training programmes from the earliest stage.","answerText":"The Post 16 curriculum in Special Schools will generally include aspects related to the development of life skills, such as independence and social skills, online safety and travel training. Mainstream schools may do this to a lesser extent, but it will depend on the profile of learners within their school.","answerHtml":"The Post 16 curriculum in Special Schools will generally include aspects related to the development of life skills, such as independence and social skills, online safety and travel training. Mainstream schools may do this to a lesser extent, but it will depend on the profile of learners within their school.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026909%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439045","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439045"}},{"id":"439044","reference":"AQW 26908/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-12","answerBy":"2025-05-28","answered":"2025-05-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) if he plans to reinstate funding for The Blues Programme which was previously run by Action for Children in post-primary schools; and (ii) for his assessment of the impact that the programme had.","answerText":"My department has no record of directly funding ‘The Blues Programme’ delivered by Action for Children.","answerHtml":"My department has no record of directly funding ‘The Blues Programme’ delivered by Action for Children.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026908%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439044","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439044"}},{"id":"439043","reference":"AQW 26907/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-12","answerBy":"2025-05-28","answered":"2025-05-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline how many Special Needs Education transition plans that have been created within the last 5 years have agreed a pathway for transfer to adult health care.","answerText":"The Education Authority (EA) has advised that:\n\nThis information has not been held centrally until now. From September 2025 we will be holding this via EA Connect.","answerHtml":"The Education Authority (EA) has advised that:
This information has not been held centrally until now. From September 2025 we will be holding this via EA Connect.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026907%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=439043","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=439043"}},{"id":"438898","reference":"AQW 26834/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-09","answerBy":"2025-05-27","answered":"2025-05-27","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the current number of vacancies at the South Eastern Health and Social Care Trust Greenhill respite facility.","answerText":"The Trust can advise there are currently 9 vacancies in Greenhill. The Trust is currently running a bespoke advertisement and recruitment campaign and interviews took place on the 17 May 2025 and outcomes are still being processed.","answerHtml":"The Trust can advise there are currently 9 vacancies in Greenhill. The Trust is currently running a bespoke advertisement and recruitment campaign and interviews took place on the 17 May 2025 and outcomes are still being processed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026834%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438898","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438898"}},{"id":"438897","reference":"AQW 26833/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-09","answerBy":"2025-05-27","answered":"2025-05-27","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of South Eastern Health and Social Care Trust respite stays at Greenhill that have been cancelled in the last 12 months, including the reason for cancellation.","answerText":"South Eastern Trust can advise that in the past 12 months there have been 29 overnights cancelled which has impacted upon 10 young people. Cancellations are mostly attributed to absences of staff or the Trust having to reprioritise the allocation of an overnight Short Break in the case of an emergency. 3 overnights were cancelled at the request of two families.\n\nThe Trust endeavours to deliver community based Short Breaks or day care child minding to those young people who have had an overnight Short Break cancelled. Those community Short Breaks are delivered through the Community Outreach Service , LynC Outreach, the Social Work Assistants attached to the Social Work teams or a combination of Direct Payments.","answerHtml":"South Eastern Trust can advise that in the past 12 months there have been 29 overnights cancelled which has impacted upon 10 young people. Cancellations are mostly attributed to absences of staff or the Trust having to reprioritise the allocation of an overnight Short Break in the case of an emergency. 3 overnights were cancelled at the request of two families.
The Trust endeavours to deliver community based Short Breaks or day care child minding to those young people who have had an overnight Short Break cancelled. Those community Short Breaks are delivered through the Community Outreach Service , LynC Outreach, the Social Work Assistants attached to the Social Work teams or a combination of Direct Payments.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026833%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438897","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438897"}},{"id":"438896","reference":"AQW 26832/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-09","answerBy":"2025-05-27","answered":"2025-05-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any systems in place to monitor, measure, control and report on the activities of the Transition Service for young people aged 14+ who have a Statement of Special Educational Needs.","answerText":"The Education Authority (EA) has advised that:\n\nThe EA Transitions Service use Capita One (Management Information System) and EA Connect (Annual Review portal) for recording of activities regarding young people aged 14+ who have a Statement of Educational Needs in Northern Ireland.","answerHtml":"The Education Authority (EA) has advised that:
The EA Transitions Service use Capita One (Management Information System) and EA Connect (Annual Review portal) for recording of activities regarding young people aged 14+ who have a Statement of Educational Needs in Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026832%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438896","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438896"}},{"id":"438895","reference":"AQW 26831/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-09","answerBy":"2025-05-27","answered":"2025-05-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any engagement undertaken with children and young people on their experiences of the Transition Service for young people aged 14+ who have a Statement of Special Educational Needs.","answerText":"As part of the End to End (E2E) Review of Special Educational Needs (SEN), a series of engagement events took place with young people who were going through (or had gone through) the transitions process and parents/carers.\n\nThe Education Authority’s (EA) Transitions Service engages with young people during annual reviews of statements, school leaver events, careers appointments and transitions visits.","answerHtml":"As part of the End to End (E2E) Review of Special Educational Needs (SEN), a series of engagement events took place with young people who were going through (or had gone through) the transitions process and parents/carers.
The Education Authority’s (EA) Transitions Service engages with young people during annual reviews of statements, school leaver events, careers appointments and transitions visits.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026831%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438895","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438895"}},{"id":"438894","reference":"AQW 26830/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-09","answerBy":"2025-05-27","answered":"2025-05-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he plans to undertake a review of the effectiveness of the Education Authority's Specialist Settings Support Team, as recommended in the Education and Training Inspectorate's report on Specialist Provision in Mainstream Schools.","answerText":"The Education Authority has advised that:\n\nAn early evaluation of the Education Authority’s (EA) Specialist Setting Support Team (SSST) was undertaken by the Education and Training Inspectorate (ETI) in 2019. Since then, in response to a significantly increased number of settings and the associated need, the service has expanded and developed, particularly in the past two years.\n\nThe EA SSST complete regular evaluations of the support provided to specialist educational provisions in mainstream schools including evaluative discussions with setting staff, review of individual learner plans, parent evaluations, setting case studies, and baseline self-evaluation frameworks.","answerHtml":"The Education Authority has advised that:
An early evaluation of the Education Authority’s (EA) Specialist Setting Support Team (SSST) was undertaken by the Education and Training Inspectorate (ETI) in 2019. Since then, in response to a significantly increased number of settings and the associated need, the service has expanded and developed, particularly in the past two years.
The EA SSST complete regular evaluations of the support provided to specialist educational provisions in mainstream schools including evaluative discussions with setting staff, review of individual learner plans, parent evaluations, setting case studies, and baseline self-evaluation frameworks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026830%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438894","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438894"}},{"id":"438719","reference":"AQW 26756/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-08","answerBy":"2025-05-13","answered":"2025-06-10","answeredOrally":false,"priority":true,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance whether enhancing the Pathway Fund from the £50 million budget allocated for the Early Learning and Childcare Strategy in 2025-26 requires approval from his Department.","answerText":"The stabilisation and expansion of the Pathway Fund requires expenditure approval from my Department. A business case supporting this request was submitted to the Department of Finance on 7 May 2025. This was part of a wider business case seeking expenditure approval for the full package of Early Learning and Childcare interim measures in 2025-26.\n\nThe business case is currently being reviewed by my officials as a matter of priority.","answerHtml":"The stabilisation and expansion of the Pathway Fund requires expenditure approval from my Department. A business case supporting this request was submitted to the Department of Finance on 7 May 2025. This was part of a wider business case seeking expenditure approval for the full package of Early Learning and Childcare interim measures in 2025-26.
The business case is currently being reviewed by my officials as a matter of priority.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026756%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438719","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438719"}},{"id":"438718","reference":"AQW 26755/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-08","answerBy":"2025-05-23","answered":"2025-05-20","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for an update on (i) the installation of a pedestrian crossing point on Killinchy Road, Comber, and (ii) the resurfacing of the Killinchy Road.","answerText":"Road safety remains a high priority for my Department and we are committed to working proactively to make our roads safer and address the needs of all road users.\n\n(i) I can advise that an uncontrolled crossing with a pedestrian refuge island will be provided as part of planned resurfacing works. This will be located within the hatched area near the Texaco garage to aid pedestrians in crossing the A22 Killinchy Road safely.\n\n(ii) I am pleased to announce that resurfacing of the A22 Killinchy Road, Comber from the A21 Newtownards Road to Drumhirk Road is programmed to commence 2nd June 2025.","answerHtml":"Road safety remains a high priority for my Department and we are committed to working proactively to make our roads safer and address the needs of all road users.
(i) I can advise that an uncontrolled crossing with a pedestrian refuge island will be provided as part of planned resurfacing works. This will be located within the hatched area near the Texaco garage to aid pedestrians in crossing the A22 Killinchy Road safely.
(ii) I am pleased to announce that resurfacing of the A22 Killinchy Road, Comber from the A21 Newtownards Road to Drumhirk Road is programmed to commence 2nd June 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026755%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438718","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438718"}},{"id":"438717","reference":"AQW 26754/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-08","answerBy":"2025-05-23","answered":"2025-06-24","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister for an update on the appointment of a Commissioner for Public Appointments.","answerText":"We are pleased to report that the competition to appoint a Commissioner for Public Appointments for NI (CPANI) launched on 10 March. A Commissioner will be appointed as soon as possible, following the conclusion of the appointment process. Officials will conduct an evaluation of the process once complete.","answerHtml":"We are pleased to report that the competition to appoint a Commissioner for Public Appointments for NI (CPANI) launched on 10 March. A Commissioner will be appointed as soon as possible, following the conclusion of the appointment process. Officials will conduct an evaluation of the process once complete.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026754%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438717","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438717"}},{"id":"438716","reference":"AQW 26753/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-08","answerBy":"2025-05-23","answered":"2025-05-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline (i) how many staff make up the Education Authority's Specialist Settings Support Team; and (ii) his assessment of the current level of resourcing for this team in relation to the demand for this service.","answerText":"The Education Authority (EA) has advised that:\n\nA core team of specialist staff is in place and recruitment is ongoing to add an additional 15 staff to enhance and stabilise current support, bringing the total to 63 full time equivalent staff. This will address the growing needs and ensure that all existing specialist classes are adequately supported by September 2025.\n\nThe service is ensuring alignment with the recommendations laid out in the recently published SEN Reform Agenda and will focus on ensuring that all specialist provisions in Northern Ireland receive the necessary support to thrive. To achieve this, the recruitment process noted above is ongoing.","answerHtml":"The Education Authority (EA) has advised that:
A core team of specialist staff is in place and recruitment is ongoing to add an additional 15 staff to enhance and stabilise current support, bringing the total to 63 full time equivalent staff. This will address the growing needs and ensure that all existing specialist classes are adequately supported by September 2025.
The service is ensuring alignment with the recommendations laid out in the recently published SEN Reform Agenda and will focus on ensuring that all specialist provisions in Northern Ireland receive the necessary support to thrive. To achieve this, the recruitment process noted above is ongoing.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026753%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438716","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438716"}},{"id":"438715","reference":"AQW 26752/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-08","answerBy":"2025-05-23","answered":"2025-05-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education if his Department will develop an accessible, quick-read child-friendly guide detailing the various types of specialist provisions and classes, as recommended within the Education and Training Inspectorate's report on Specialist Provision in Mainstream Schools.","answerText":"The Education Authority (EA) has advised that:\n\nAs part of their ongoing commitment to enhance resources available to families, schools and settings, the Education Authority is developing an accessible, quick-read child-friendly guide detailing the various types of specialist provisions and classes, as recommended within the Education and Training Inspectorate's report on Specialist Provision in Mainstream Schools.","answerHtml":"The Education Authority (EA) has advised that:
As part of their ongoing commitment to enhance resources available to families, schools and settings, the Education Authority is developing an accessible, quick-read child-friendly guide detailing the various types of specialist provisions and classes, as recommended within the Education and Training Inspectorate's report on Specialist Provision in Mainstream Schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026752%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438715","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438715"}},{"id":"438673","reference":"AQO 2011/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-05-08","answerBy":"2025-05-19","answered":"2025-05-19","answeredOrally":true,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance for an update on the timescale of the June Monitoring Round.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr O'Dowd","text":"The deadline for departmental June monitoring returns is Thursday 5 June 2025, with Executive consideration expected by mid-to-late June. The Barnett consequentials confirmed in the Chancellor's spring statement, combined with confirmed Barnett consequentials in respect of employers' National Insurance contributions, have resulted in £158·5 million resource DEL and £2·4 million capital DEL being available in June monitoring. The Executive agreed how that funding would be allocated as part of the Budget, and the allocations have been presented in the final Budget 2025-26 as indicative June monitoring allocations. That includes allocations to support Programme for Government priorities including childcare, waiting lists, special educational needs, making communities safer and Lough Neagh. It also includes general allocations to help Departments address the increase in employers' National Insurance contributions."},{"speaker":"Mr Mathison","text":"I thank the Minister for his answer. Can he provide any more detail on how far the June monitoring allocations will go to alleviate the pressures that he referenced from employers' National Insurance contributions in the public sector?"},{"speaker":"Mr O'Dowd","text":"The Executive decided to use the allocations of around £146 million that came from Barnett consequentials in relation to National Insurance contributions more strategically than simply salami-slicing them and handing them out to Departments. For instance, the £50 million that went to Health to add up to the £215 million to tackle waiting lists and for elective care centres is attributable to that funding. Funding for Lough Neagh and for skills etc is attributable to it. Departments then received an allocation beyond that. How Departments use that allocation is a matter for them. They are best placed to report on how they used it and how it helped to alleviate National Insurance contributions pressures. I am not suggesting that the funding available will support Departments in full, but the decisions are theirs."},{"speaker":"Mrs Mason","text":"Minister, in your previous answer, you talked about much-needed funds for childcare. How much funding will be allocated to childcare in June monitoring?"},{"speaker":"Mr O'Dowd","text":"Between June monitoring and the Budget this year, we will increase our childcare and early years strategy funding to £50 million, doubling it from last year. That is a significant strategic move and investment by the Executive. We have also committed to ensuring that £5 million will go on top of that as part of the June monitoring round, which means that the Executive have allocated a total of £55 million towards the early years strategy and childcare this year."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%202011%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438673","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2025-05-19&docID=439412#AQO%202011/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438673"}},{"id":"438508","reference":"AQW 26680/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-07","answerBy":"2025-05-12","answered":"2025-05-21","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will answer AQW 26269/22-27.","answerText":"AQW 26269/22-27 was answered on 19 May 2025.","answerHtml":"AQW 26269/22-27 was answered on 19 May 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026680%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438508","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438508"}},{"id":"438507","reference":"AQW 26679/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-07","answerBy":"2025-05-22","answered":"2025-05-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education why the Education Authority does not collect data on the number of pupils with Social Behaviour and Emotional Wellbeing (SBEW) needs in specialist classes, apart from those who have SBEW as their primary need.","answerText":"The Recording Special Educational Needs (SEN) and Medical Categories guidance document issued by the department, under Circular 2019/13, sets out the categories under which pupils with SEN and medical conditions, can be recorded on a school’s SEN and/or Medical Register.\n\nMany pupils with SEN have more than one type of SEN or difficulty. For pupils with a statement of SEN who are placed in specialist settings, additional needs including Social Behaviour and Emotional Wellbeing, will therefore be recorded, if identified, and reported in the annual school census data.","answerHtml":"The Recording Special Educational Needs (SEN) and Medical Categories guidance document issued by the department, under Circular 2019/13, sets out the categories under which pupils with SEN and medical conditions, can be recorded on a school’s SEN and/or Medical Register.
Many pupils with SEN have more than one type of SEN or difficulty. For pupils with a statement of SEN who are placed in specialist settings, additional needs including Social Behaviour and Emotional Wellbeing, will therefore be recorded, if identified, and reported in the annual school census data.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026679%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438507","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438507"}},{"id":"438506","reference":"AQW 26678/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-07","answerBy":"2025-05-22","answered":"2025-06-02","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to outline (i) how much funding was allocated to the Plastics Trauma Clinic in the South Eastern Health and Social Care Trust to develop in-reach services; and (ii) how this funding was spent, in each year since 2019.","answerText":"My Department is not aware of any in-reach funding for the Plastics Trauma Clinic allocated to the South Eastern Health and Social Care Trust and is not therefore in a position to provide the profile of information.","answerHtml":"My Department is not aware of any in-reach funding for the Plastics Trauma Clinic allocated to the South Eastern Health and Social Care Trust and is not therefore in a position to provide the profile of information.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026678%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438506","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438506"}},{"id":"438505","reference":"AQW 26677/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-07","answerBy":"2025-05-22","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to outline why a facial palsy in-reach service has not been developed.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026677%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438505","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438505"}},{"id":"438504","reference":"AQW 26676/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-07","answerBy":"2025-05-22","answered":"2025-05-22","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to outline what work has been done to cost the provision of a facial palsy in-reach service.","answerText":"On average 3-5 patients are assessed as suitable for Facial Palsy surgery per annum in Northern Ireland. These referrals are managed through the South Eastern Health and Social Care Trust as part of a Network arrangement with a specialist provider in Great Britain. This activity represents a very small component of the Facial Palsy care pathway as the majority of patients are managed locally across all Trusts and supported by colleagues from Primary care.\n\nIn-reach services are provided as part of the total commissioning arrangement for Plastic Surgery Services in South Eastern Health and Social Care Trust.\n\nMost of the facial palsy assessment and treatment is provided locally, through the local hospital specialties. For those patients requiring specialist surgical/botox treatment, SPPG send most of these patients to the UK via an Extra Contractual (ECR) Arrangement.","answerHtml":"On average 3-5 patients are assessed as suitable for Facial Palsy surgery per annum in Northern Ireland. These referrals are managed through the South Eastern Health and Social Care Trust as part of a Network arrangement with a specialist provider in Great Britain. This activity represents a very small component of the Facial Palsy care pathway as the majority of patients are managed locally across all Trusts and supported by colleagues from Primary care.
In-reach services are provided as part of the total commissioning arrangement for Plastic Surgery Services in South Eastern Health and Social Care Trust.
Most of the facial palsy assessment and treatment is provided locally, through the local hospital specialties. For those patients requiring specialist surgical/botox treatment, SPPG send most of these patients to the UK via an Extra Contractual (ECR) Arrangement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026676%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438504","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438504"}},{"id":"438388","reference":"AQW 26603/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-06","answerBy":"2025-05-09","answered":null,"answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when he will answer AQW 21627/22-27.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026603%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438388","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438388"}},{"id":"438387","reference":"AQW 26602/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-06","answerBy":"2025-05-21","answered":"2025-05-12","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure whether she will provide the necessary funding to NI Water to bring unadopted sewerage and storm drainage systems in private developments up to standard, when it has not been possible to either make a developer liable or the bond has been insufficient to fund the required works.","answerText":"The primary issue with unadopted developments, is that they remain private developments. In some cases, the houses were sold to the residents without the sewerage infrastructure being adopted or having an agreement in place for future adoption by NI Water.\n\nIn other cases, an agreement and bond may be in place, but the value of the bond is insufficient to cover the cost of the works required to make good the site.\n\nIn both cases, neither the Department nor NI Water has any legal remit to carry out works in private developments, with the responsibility for the development resting with the developer or the residents. In such circumstances, NI Water makes every effort to encourage developers to complete their sites to an adoptable standard so that they may be adopted.","answerHtml":"The primary issue with unadopted developments, is that they remain private developments. In some cases, the houses were sold to the residents without the sewerage infrastructure being adopted or having an agreement in place for future adoption by NI Water.
In other cases, an agreement and bond may be in place, but the value of the bond is insufficient to cover the cost of the works required to make good the site.
In both cases, neither the Department nor NI Water has any legal remit to carry out works in private developments, with the responsibility for the development resting with the developer or the residents. In such circumstances, NI Water makes every effort to encourage developers to complete their sites to an adoptable standard so that they may be adopted.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026602%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438387","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438387"}},{"id":"438386","reference":"AQW 26601/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-06","answerBy":"2025-05-21","answered":"2025-05-19","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure whether she will fund NI Water to deliver the necessary improvements to sewerage and storm drainage systems in the Magheraknock Park development, Ballynahinch.","answerText":"Magheraknock Park, Ballynahinch is a private development and neither the Department nor NI Water has any legal remit to carry out works in private developments. The responsibility to construct the sewerage infrastructure to a standard which NI Water will adopt, rests with the developer or the residents.\n\nNI Water makes every effort to encourage developers to complete their sites to an appropriate standard so that they may be adopted.","answerHtml":"Magheraknock Park, Ballynahinch is a private development and neither the Department nor NI Water has any legal remit to carry out works in private developments. The responsibility to construct the sewerage infrastructure to a standard which NI Water will adopt, rests with the developer or the residents.
NI Water makes every effort to encourage developers to complete their sites to an appropriate standard so that they may be adopted.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026601%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438386","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438386"}},{"id":"438385","reference":"AQW 26600/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-06","answerBy":"2025-05-21","answered":"2025-05-19","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure whether she will provide NI Water with funding to facilitate the periodic inspection of sewerage and storm drainage systems, subject to Article 161 approval, whilst under construction.","answerText":"Developers are responsible for how they undertake their construction, and where they intend to have sites adopted, they are entirely responsible to ensure that they construct the associated drainage infrastructure to an adoptable standard.","answerHtml":"Developers are responsible for how they undertake their construction, and where they intend to have sites adopted, they are entirely responsible to ensure that they construct the associated drainage infrastructure to an adoptable standard.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026600%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438385","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438385"}},{"id":"438384","reference":"AQW 26599/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-06","answerBy":"2025-05-21","answered":"2025-05-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline how he will ensure that the designation of a school as Specialist Provision in Mainstream Schools appropriately reflects the needs of pupils.","answerText":"The Education Authority has advised that:\n\nThe Framework for Specialist Provision in Mainstream Schools sets out criteria and indicators to identify mainstream schools in which to establish additional specialist provision classes to help meet the needs of children and young people with special educational needs (SEN) within their local community.\n\nEvery child in a specialist provision class has a Statement of Special Educational Needs, and the monitoring and evaluation of outcomes for these children is achieved primarily through the review process of their Statement, and the tracking of progress against the targets on their Individual Education Plan (IEP) or expected outcomes on their Personal Learning Plan (PLP). Where a change of place is recommended as part of the annual process the Education Authority will review the placement in line with the individual needs of pupils to enable them to reach their full potential.","answerHtml":"The Education Authority has advised that:
The Framework for Specialist Provision in Mainstream Schools sets out criteria and indicators to identify mainstream schools in which to establish additional specialist provision classes to help meet the needs of children and young people with special educational needs (SEN) within their local community.
Every child in a specialist provision class has a Statement of Special Educational Needs, and the monitoring and evaluation of outcomes for these children is achieved primarily through the review process of their Statement, and the tracking of progress against the targets on their Individual Education Plan (IEP) or expected outcomes on their Personal Learning Plan (PLP). Where a change of place is recommended as part of the annual process the Education Authority will review the placement in line with the individual needs of pupils to enable them to reach their full potential.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026599%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438384","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438384"}},{"id":"438254","reference":"AQW 26545/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-02","answerBy":"2025-05-08","answered":null,"answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when he will answer AQW 21714/22-27.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026545%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438254","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438254"}},{"id":"438253","reference":"AQW 26544/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-02","answerBy":"2025-05-20","answered":"2025-05-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how his Department is collecting feedback from pupils, parents and staff in relation to their experience of newly established Specialist Provision in Mainstream Schools providers.","answerText":"The Education and Training Inspectorate published part one of an evaluation on Specialist Provisions in Mainstream Schools (November 2024). To inform the report, inspectors held discussions with key members of staff, including principals, special educational needs co-ordinators and other school co-ordinators, teachers and classroom assistants from the specialist provisions. Inspectors also met with a number of learners and with 20 parents remotely.\n\nThe second part of this evaluation, which commenced in September 2024 has continued to take account of the views and lived experiences of learners, parents and staff. Inspectors met with the leaders, teachers and classroom assistants working in the 134 Specialist Provision in Mainstream classes visited as part of the evaluation. Inspectors held meetings with 100 learners (35 in primary schools and 65 in post-primary schools) to hear their views and also met with 100 parents who have children attending Specialist Provisions in Mainstream Schools (45 in primary schools and 55 in post-primary schools).\n\nThe Education Authority has advised that the Specialist Setting Support Team completes regular evaluations to collect feedback in relation to specialist educational provisions in mainstream schools including evaluative discussions with setting staff, review of individual learner plans, parent evaluations, setting case studies, and baseline self-evaluation frameworks.","answerHtml":"The Education and Training Inspectorate published part one of an evaluation on Specialist Provisions in Mainstream Schools (November 2024). To inform the report, inspectors held discussions with key members of staff, including principals, special educational needs co-ordinators and other school co-ordinators, teachers and classroom assistants from the specialist provisions. Inspectors also met with a number of learners and with 20 parents remotely.
The second part of this evaluation, which commenced in September 2024 has continued to take account of the views and lived experiences of learners, parents and staff. Inspectors met with the leaders, teachers and classroom assistants working in the 134 Specialist Provision in Mainstream classes visited as part of the evaluation. Inspectors held meetings with 100 learners (35 in primary schools and 65 in post-primary schools) to hear their views and also met with 100 parents who have children attending Specialist Provisions in Mainstream Schools (45 in primary schools and 55 in post-primary schools).
The Education Authority has advised that the Specialist Setting Support Team completes regular evaluations to collect feedback in relation to specialist educational provisions in mainstream schools including evaluative discussions with setting staff, review of individual learner plans, parent evaluations, setting case studies, and baseline self-evaluation frameworks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026544%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438253","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438253"}},{"id":"438252","reference":"AQW 26543/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-02","answerBy":"2025-05-20","answered":"2025-05-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 25329/22-27, how these outcomes will be measured.","answerText":"The Outcomes Framework for the Special Educational Needs (SEN) Reform Agenda and Delivery Plan is in the final stages of development and is expected to be completed and published in the coming weeks.\n\nUsing an outcomes-based accountability approach, performance measures for individual actions, including the development of a Transitional Support Programme, will be developed as part of the implementation process in collaboration with the relevant stakeholders and will be monitored via Report Cards.","answerHtml":"The Outcomes Framework for the Special Educational Needs (SEN) Reform Agenda and Delivery Plan is in the final stages of development and is expected to be completed and published in the coming weeks.
Using an outcomes-based accountability approach, performance measures for individual actions, including the development of a Transitional Support Programme, will be developed as part of the implementation process in collaboration with the relevant stakeholders and will be monitored via Report Cards.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026543%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438252","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438252"}},{"id":"438251","reference":"AQW 26542/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-02","answerBy":"2025-05-20","answered":"2025-05-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 25625/22-27, to detail (i) the scope of the Pupil Allocation Number allocation processes review; and (ii) when this review will be completed.","answerText":"While the operational processes regarding the management of the pre-school admission process and the allocation of funded pre-school education places to non-statutory settings are entirely within the remit of the Education Authority (EA), I have asked the EA to carry out a review of the current systems and processes and propose potential options for change and improvement, addressing the need for a fair balance between funded provision in statutory and non-statutory pre-school settings and greater clarity and certainty for non-statutory pre-school providers in terms of their Pupil Allocation Number (PAN) allocations over the short, medium and long term.\n\nTo ensure that any relevant recommendations can be incorporated within the draft Early Learning and Childcare Strategy which I intend to bring to the Executive later this year, I have requested a copy of the EA review proposals by end May 2025.","answerHtml":"While the operational processes regarding the management of the pre-school admission process and the allocation of funded pre-school education places to non-statutory settings are entirely within the remit of the Education Authority (EA), I have asked the EA to carry out a review of the current systems and processes and propose potential options for change and improvement, addressing the need for a fair balance between funded provision in statutory and non-statutory pre-school settings and greater clarity and certainty for non-statutory pre-school providers in terms of their Pupil Allocation Number (PAN) allocations over the short, medium and long term.
To ensure that any relevant recommendations can be incorporated within the draft Early Learning and Childcare Strategy which I intend to bring to the Executive later this year, I have requested a copy of the EA review proposals by end May 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026542%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438251","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438251"}},{"id":"438250","reference":"AQW 26541/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-02","answerBy":"2025-05-20","answered":"2025-05-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when an Outcomes Framework for the Special Educational Needs Reform Agenda Delivery Plan will be published.","answerText":"The Outcomes Framework for the Special Educational Needs (SEN) Reform Agenda and Delivery Plan is in the final stages of development and is expected to be completed and published in the coming weeks.","answerHtml":"The Outcomes Framework for the Special Educational Needs (SEN) Reform Agenda and Delivery Plan is in the final stages of development and is expected to be completed and published in the coming weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026541%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438250","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438250"}},{"id":"438116","reference":"AQW 26466/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-01","answerBy":"2025-05-19","answered":"2025-05-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any Year 2 actions included in the Special Educational Needs Reform Agenda Delivery Plan that have been commenced.","answerText":"Work has commenced on all enabling Year 1 and Year 2 actions, with some actions at a more advanced stage than others. Priority is being given to operationalisation of the projects being funded under the Public Sector Transformation Fund.","answerHtml":"Work has commenced on all enabling Year 1 and Year 2 actions, with some actions at a more advanced stage than others. Priority is being given to operationalisation of the projects being funded under the Public Sector Transformation Fund.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026466%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438116","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438116"}},{"id":"438115","reference":"AQW 26465/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-01","answerBy":"2025-05-19","answered":"2025-05-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any Year 1 actions included in the Special Educational Needs Reform Agenda Delivery Plan that have been commenced.","answerText":"Work has commenced on all enabling Year 1 and Year 2 actions, with some actions at a more advanced stage than others. Priority is being given to operationalisation of the projects being funded under the Public Sector Transformation Fund.","answerHtml":"Work has commenced on all enabling Year 1 and Year 2 actions, with some actions at a more advanced stage than others. Priority is being given to operationalisation of the projects being funded under the Public Sector Transformation Fund.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026465%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438115","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438115"}},{"id":"438114","reference":"AQW 26464/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-01","answerBy":"2025-05-19","answered":"2025-05-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any enabling actions included in the Special Educational Needs Reform Agenda Delivery Plan that have been commenced.","answerText":"Work has commenced on all enabling Year 1 and Year 2 actions, with some actions at a more advanced stage than others. Priority is being given to operationalisation of the projects being funded under the Public Sector Transformation Fund.","answerHtml":"Work has commenced on all enabling Year 1 and Year 2 actions, with some actions at a more advanced stage than others. Priority is being given to operationalisation of the projects being funded under the Public Sector Transformation Fund.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026464%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438114","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438114"}},{"id":"438113","reference":"AQW 26463/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-01","answerBy":"2025-05-19","answered":"2025-05-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 25871/22-27, to detail (i) the amount spent on funding pre-school places for penultimate age children; (ii) any consideration given to using this funding on a universal programme for two to three year olds; and (iii) any legislation that requires a penultimate age child to be given a pre-school placement if requested.","answerText":"I would refer you to my previous reply to AQW 23664/22-27 which provides the information requested in the first part of your question. The answer is contained in the weekly answer booklet w/e 21 March 2025.\n\nThe Pre-school funding for penultimate-age children cannot currently be used for other purposes due to the statutory duty set out in Part V of the Education (Northern Ireland) Order 1998.\n\nHowever, provision for 2-year-olds is being considered as part of the development of an Executive Early Learning and Childcare (ELC) Strategy which I will bring to the Executive in the autumn.","answerHtml":"I would refer you to my previous reply to AQW 23664/22-27 which provides the information requested in the first part of your question. The answer is contained in the weekly answer booklet w/e 21 March 2025.
The Pre-school funding for penultimate-age children cannot currently be used for other purposes due to the statutory duty set out in Part V of the Education (Northern Ireland) Order 1998.
However, provision for 2-year-olds is being considered as part of the development of an Executive Early Learning and Childcare (ELC) Strategy which I will bring to the Executive in the autumn.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026463%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438113","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438113"}},{"id":"438112","reference":"AQW 26462/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-05-01","answerBy":"2025-05-19","answered":"2025-05-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the Priorities for Youth policy review, due to be launched in early 2026, will confirm that community and voluntary sector will be the primary delivery mechanism for youth services.","answerText":"The Education Authority has statutory responsibility for the provision for youth services as set out in The Education and Libraries (Northern Ireland) Order 1986.\n\nThe Priorities for Youth policy review commenced in September 2023. My officials are gathering, reviewing and assessing evidence from a broad range of sources including a Young Person’s Reference Group; a Policy Reference Group; a Cross-Departmental Group; five thematic Sub-Groups; the Project Board; the Education and Training Inspectorate; relevant research reports and other policy areas within my department.\n\nThe review findings and evidence based policy options will be brought to me for consideration during summer 2025. This will be followed by a public consultation process. I cannot pre-determine the outcome of the review including any proposed changes to the current legislative position whereby the Education Authority has a statutory duty to deliver youth services.\n\nQuarterly updates on the policy review are available on the Department’s website at https://www.education-ni.gov.uk/articles/priorities-youth-pfy-policy-review. An update for April 2025 has recently been added.","answerHtml":"The Education Authority has statutory responsibility for the provision for youth services as set out in The Education and Libraries (Northern Ireland) Order 1986.
The Priorities for Youth policy review commenced in September 2023. My officials are gathering, reviewing and assessing evidence from a broad range of sources including a Young Person’s Reference Group; a Policy Reference Group; a Cross-Departmental Group; five thematic Sub-Groups; the Project Board; the Education and Training Inspectorate; relevant research reports and other policy areas within my department.
The review findings and evidence based policy options will be brought to me for consideration during summer 2025. This will be followed by a public consultation process. I cannot pre-determine the outcome of the review including any proposed changes to the current legislative position whereby the Education Authority has a statutory duty to deliver youth services.
Quarterly updates on the policy review are available on the Department’s website at https://www.education-ni.gov.uk/articles/priorities-youth-pfy-policy-review. An update for April 2025 has recently been added.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026462%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=438112","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=438112"}},{"id":"437973","reference":"AQW 26364/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-30","answerBy":"2025-05-16","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail how he is ensuring that all Health and Social Care Trusts are providing the best service to patients requiring wigs.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026364%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437973","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437973"}},{"id":"437972","reference":"AQW 26363/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-30","answerBy":"2025-05-16","answered":"2025-05-19","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for his assessment of the current Allied Health Professional to pupil ratios.","answerText":"It is acknowledged that pressures across the AHP workforce mean there are significant challenges in meeting the growing demand for services, including meeting the needs of children with SEN. The current AHP to pupil rations are not adequate.\n\nThe Public Health Agency, in partnership with Education sector colleagues, is leading a comprehensive analysis of the therapeutic needs of children with SEN in Special Schools. Three SEN project leads have been recruited to date specifically to consider the data to inform the needs of children with SEN. The fourth SEN Project Lead is due to take up post in June 2025 and the remaining Trust is actively progressing with recruitment. This work is planned to be completed on a phased basis by March 2026.\n\nAt the same time, I am mindful that the Programme for Government highlights access to therapeutic support for children with SEN more broadly. To ensure we make the greatest impact, the Chief AHP Officer has convened a cross-system meeting in June to get a clearer picture of the current gap, how the different pieces of work connect and what our collective plan will be moving forward.\n\nCross Departmental working also remains critical to the delivery of a collaborative approach which fully supports children and young people with SEN. I and my officials continue to work closely with the Department of Education on a whole system approach to SEN reform.","answerHtml":"It is acknowledged that pressures across the AHP workforce mean there are significant challenges in meeting the growing demand for services, including meeting the needs of children with SEN. The current AHP to pupil rations are not adequate.
The Public Health Agency, in partnership with Education sector colleagues, is leading a comprehensive analysis of the therapeutic needs of children with SEN in Special Schools. Three SEN project leads have been recruited to date specifically to consider the data to inform the needs of children with SEN. The fourth SEN Project Lead is due to take up post in June 2025 and the remaining Trust is actively progressing with recruitment. This work is planned to be completed on a phased basis by March 2026.
At the same time, I am mindful that the Programme for Government highlights access to therapeutic support for children with SEN more broadly. To ensure we make the greatest impact, the Chief AHP Officer has convened a cross-system meeting in June to get a clearer picture of the current gap, how the different pieces of work connect and what our collective plan will be moving forward.
Cross Departmental working also remains critical to the delivery of a collaborative approach which fully supports children and young people with SEN. I and my officials continue to work closely with the Department of Education on a whole system approach to SEN reform.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026363%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437972","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437972"}},{"id":"437971","reference":"AQW 26362/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-30","answerBy":"2025-05-16","answered":"2025-05-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to allocate capital funding to the Education Authority Library Service as part of the 2025-26 budget allocation.","answerText":"I do not intend to allocate capital funding to the Education Authority Library Service this financial year as they have not indicated any planned capital expenditure for this area in 2025/26.\n\nThe Education Authority is progressing procurement for a schools’ library solution. However, it is expected to be a recurrent cost rather than capital.","answerHtml":"I do not intend to allocate capital funding to the Education Authority Library Service this financial year as they have not indicated any planned capital expenditure for this area in 2025/26.
The Education Authority is progressing procurement for a schools’ library solution. However, it is expected to be a recurrent cost rather than capital.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026362%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437971","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437971"}},{"id":"437970","reference":"AQW 26361/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-30","answerBy":"2025-05-16","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when the procurement process for the provision of wigs for patients will be concluded.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026361%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437970","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437970"}},{"id":"437969","reference":"AQW 26360/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-30","answerBy":"2025-05-16","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the outcome of any discussions with the Regional Procurement Board on the provision of wigs for patients.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026360%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437969","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437969"}},{"id":"437810","reference":"AQW 26269/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-29","answerBy":"2025-05-02","answered":"2025-05-19","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether enhancing the Pathway Fund from the £50 million budget allocated for the Early Learning and Childcare Strategy in 2025-26 requires Executive approval.","answerText":"Release of the £50m for Early Learning and Childcare (ELC) to my Department was contingent upon the Executive approving my ELC Strategy plan for 2025-26. As I outlined in COR 0507-2025, I sought Executive approval for that plan in a paper circulated to Ministerial colleagues on the 8 April. It included a proposal to enhance the Pathway Fund budget. The Executive approved the plan on 15 May 2025.\n\nThis additional funding means that all Pathway applicants which have met the eligibility requirements in 2025-26 can receive an award. Early Years settings eligible for Pathway funding, will soon receive confirmation of their 2025-26 award from Early Years (EYO) which administers the Pathway Fund on behalf of my Department.","answerHtml":"Release of the £50m for Early Learning and Childcare (ELC) to my Department was contingent upon the Executive approving my ELC Strategy plan for 2025-26. As I outlined in COR 0507-2025, I sought Executive approval for that plan in a paper circulated to Ministerial colleagues on the 8 April. It included a proposal to enhance the Pathway Fund budget. The Executive approved the plan on 15 May 2025.
This additional funding means that all Pathway applicants which have met the eligibility requirements in 2025-26 can receive an award. Early Years settings eligible for Pathway funding, will soon receive confirmation of their 2025-26 award from Early Years (EYO) which administers the Pathway Fund on behalf of my Department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026269%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437810","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437810"}},{"id":"437809","reference":"AQW 26268/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-29","answerBy":"2025-05-15","answered":"2025-05-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Review of Suspensions and Expulsions.","answerText":"I will be considering the draft report on the review of suspension and expulsion arrangements shortly.\n\nOnce I have considered the draft report, I will determine the next steps to be taken.","answerHtml":"I will be considering the draft report on the review of suspension and expulsion arrangements shortly.
Once I have considered the draft report, I will determine the next steps to be taken.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026268%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437809","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437809"}},{"id":"437808","reference":"AQW 26267/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-29","answerBy":"2025-05-15","answered":"2025-05-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 13934/22-27, for an update on his Department’s engagement with children and young people in relation to improved attendance.","answerText":"The “Miss School. Miss Out” strategy remains under review. Therefore, as yet there has not been formal engagement with children and young people.\n\nThe topic of attendance has however been a key theme in the ongoing RAISE Programme engagement with children and young people. Officials have also attended various events throughout the year and have been taking on board the opinions and concerns of both pupils and parents in relation to attendance at school.","answerHtml":"The “Miss School. Miss Out” strategy remains under review. Therefore, as yet there has not been formal engagement with children and young people.
The topic of attendance has however been a key theme in the ongoing RAISE Programme engagement with children and young people. Officials have also attended various events throughout the year and have been taking on board the opinions and concerns of both pupils and parents in relation to attendance at school.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026267%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437808","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437808"}},{"id":"437807","reference":"AQW 26266/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-29","answerBy":"2025-05-15","answered":"2025-05-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the new Education Information Solutions system will record the number of children not attending school due to emotionally-based school avoidance.","answerText":"My officials requested the Education Information Solutions (EdIS) team to initiate the development of a new absence code for Emotionally Based School Non Attendance. This code will be made available in the current School Information Management Systems (SIMS) and the new Schools Management System (Bromcom) over the Summer 2025 break and should be in operation for the start of the new academic year.","answerHtml":"My officials requested the Education Information Solutions (EdIS) team to initiate the development of a new absence code for Emotionally Based School Non Attendance. This code will be made available in the current School Information Management Systems (SIMS) and the new Schools Management System (Bromcom) over the Summer 2025 break and should be in operation for the start of the new academic year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026266%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437807","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437807"}},{"id":"437806","reference":"AQW 26265/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-29","answerBy":"2025-05-15","answered":"2025-05-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any role the Education Training Inspectorate has in monitoring the appropriateness of schools' admissions criteria.","answerText":"The Education and Training Inspectorate (ETI) does not have a specific role to monitor the appropriateness of schools' admissions criteria. During individual organisation inspection, ETI evaluates the quality of the strategic and corporate governance of a school in relation to how effectively it supports the provision of high-quality education for the children or young people.","answerHtml":"The Education and Training Inspectorate (ETI) does not have a specific role to monitor the appropriateness of schools' admissions criteria. During individual organisation inspection, ETI evaluates the quality of the strategic and corporate governance of a school in relation to how effectively it supports the provision of high-quality education for the children or young people.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026265%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437806","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437806"}},{"id":"437600","reference":"AQW 26146/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-28","answerBy":"2025-05-14","answered":"2025-05-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the Education Authority review into the price of school meals will be completed.","answerText":"The Education Authority (EA) is continuing to progress its review of its price of school meals across all school sectors, taking into account both the increases in costs that have been experienced in recent times across the catering sector and the potential impact of any rise in price on families who continue to experience a rise in their cost of living.\n\nThe EA will conclude this review as soon as possible and any resultant change in prices will be communicated to all relevant stakeholders.","answerHtml":"The Education Authority (EA) is continuing to progress its review of its price of school meals across all school sectors, taking into account both the increases in costs that have been experienced in recent times across the catering sector and the potential impact of any rise in price on families who continue to experience a rise in their cost of living.
The EA will conclude this review as soon as possible and any resultant change in prices will be communicated to all relevant stakeholders.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026146%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437600","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437600"}},{"id":"437599","reference":"AQW 26145/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-28","answerBy":"2025-05-14","answered":"2025-05-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he has any plans to review DE Circular 2022/15.","answerText":"The latest version of DE Circular 2022/15 is DE Circular 2024/18 ‘The Procedure for Transfer from Primary to Post-Primary Education’.\n\nMy department’s Open Enrolment circulars are updated and reissued on an annual basis.","answerHtml":"The latest version of DE Circular 2022/15 is DE Circular 2024/18 ‘The Procedure for Transfer from Primary to Post-Primary Education’.
My department’s Open Enrolment circulars are updated and reissued on an annual basis.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026145%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437599","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437599"}},{"id":"437598","reference":"AQW 26144/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-28","answerBy":"2025-05-14","answered":"2025-05-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether his Department has the power to direct a school that uses admissions criteria not in keeping with DE Circular 2022/15.","answerText":"The power to set admissions criteria lies solely with the Boards of Governors (BoGs) of individual schools and does not lie with my department. My department does, however, in accordance with Article 16B of the Education (Northern Ireland) Order 1997, issue guidance on the transfer process, including on the type of admissions criteria that are recommended and that are not recommended. Article 16B (3) requires BoGs to “have regard to” this guidance, however, as adherence to my department’s recommended admissions criteria is not compulsory, it would not be appropriate to direct a school to change its admissions criteria simply because they depart from those that are recommended.\n\nIt should be noted that the latest version of the DE Circular 2022/15 is Circular 2024/18.","answerHtml":"The power to set admissions criteria lies solely with the Boards of Governors (BoGs) of individual schools and does not lie with my department. My department does, however, in accordance with Article 16B of the Education (Northern Ireland) Order 1997, issue guidance on the transfer process, including on the type of admissions criteria that are recommended and that are not recommended. Article 16B (3) requires BoGs to “have regard to” this guidance, however, as adherence to my department’s recommended admissions criteria is not compulsory, it would not be appropriate to direct a school to change its admissions criteria simply because they depart from those that are recommended.
It should be noted that the latest version of the DE Circular 2022/15 is Circular 2024/18.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026144%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437598","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437598"}},{"id":"437597","reference":"AQW 26143/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-28","answerBy":"2025-05-14","answered":"2025-04-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the rights that parents hold to challenge a school's published admissions criteria.","answerText":"The setting of admissions criteria is solely a matter for the Boards of Governors (BoGs) of individual schools and my department has no power to set criteria. My department does, however, issue guidance on the transfer process, including on recommended admissions criteria, which BoGs must by law “have regard to”.\n\nThere is no route to challenge a school’s published admissions criteria, other than via Judicial Review.","answerHtml":"The setting of admissions criteria is solely a matter for the Boards of Governors (BoGs) of individual schools and my department has no power to set criteria. My department does, however, issue guidance on the transfer process, including on recommended admissions criteria, which BoGs must by law “have regard to”.
There is no route to challenge a school’s published admissions criteria, other than via Judicial Review.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026143%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437597","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437597"}},{"id":"437596","reference":"AQW 26142/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-28","answerBy":"2025-05-14","answered":"2025-05-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Review on the Use of Temporary and Substitute Teachers.","answerText":"The Review on the Use of Temporary and Substitute Teachers was one of the nine workforce reviews identified through the 2020 pay agreement.\n\nEight of the reviews, including the Review on the Use of Temporary and Substitute Teachers were completed by joint Northern Ireland Teachers’ Council (NITC) and Management Side working groups and reports from the reviews were submitted to the Teachers’ Negotiating Committee (TNC) for consideration.\n\nA number of the recommendations in the report from the Review on the Use of Temporary and Substitute Teachers have already been actioned and it was recognised by TNC that others would require additional resources which are not available at this time.\n\nThe review also resulted in improvements in NISTR, the system used to source temporary and substitute teachers which was updated in 2022.","answerHtml":"The Review on the Use of Temporary and Substitute Teachers was one of the nine workforce reviews identified through the 2020 pay agreement.
Eight of the reviews, including the Review on the Use of Temporary and Substitute Teachers were completed by joint Northern Ireland Teachers’ Council (NITC) and Management Side working groups and reports from the reviews were submitted to the Teachers’ Negotiating Committee (TNC) for consideration.
A number of the recommendations in the report from the Review on the Use of Temporary and Substitute Teachers have already been actioned and it was recognised by TNC that others would require additional resources which are not available at this time.
The review also resulted in improvements in NISTR, the system used to source temporary and substitute teachers which was updated in 2022.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2026142%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=437596","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=437596"}},{"id":"436502","reference":"AQW 25957/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-10","answerBy":"2025-04-15","answered":"2025-04-14","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether statutory pre-school settings receive funding for non-target age children in their intake.","answerText":"I refer the member to my answer to AQW 23664/22-27 which sets out in detail funding provided to statutory pre-school settings for non-target age children. The answer is contained in the weekly answer booklet week ending 21 March 2025.","answerHtml":"I refer the member to my answer to AQW 23664/22-27 which sets out in detail funding provided to statutory pre-school settings for non-target age children. The answer is contained in the weekly answer booklet week ending 21 March 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025957%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=436502","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=436502"}},{"id":"436344","reference":"AQW 25871/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-09","answerBy":"2025-04-14","answered":"2025-04-10","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of statutory pre-school settings in 2024-25 that had non-target age children in their intake.","answerText":"In the current 2024-25 academic year 183 statutory pre-school settings have admitted penultimate age children with 1,396 obtaining a funded pre-school education place.","answerHtml":"In the current 2024-25 academic year 183 statutory pre-school settings have admitted penultimate age children with 1,396 obtaining a funded pre-school education place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025871%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=436344","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=436344"}},{"id":"436144","reference":"AQW 25790/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-08","answerBy":"2025-04-11","answered":"2025-04-10","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the level of per pupil funding for pre-school settings allocated to (i) statutory settings; and (ii) non-statutory settings in the 2024-25 academic year.","answerText":"The Common Funding Formula is the Department’s mechanism for allocating budgets to Statutory pre-school settings funded through Local Management of Schools arrangements. The current pupil Age Weighted Pupil Unit (AWPU) for statutory pre-school settings is set out below. Statutory settings are funded based on the enrolment data on the school census immediately preceding the financial year to which funding relates (i.e. 2024/25 CFF is based upon the October 2023 census).\n\nNon-statutory providers participating in the Pre-School Education Programme receive a real-time per-pupil funding allocation (i.e. 2024/25 funding is based on 2024/25 attendance), as set out below. There is no full-time non-statutory provision for the 2024-25 academic year, so no funding rate is available.\n\nPer-Pupil Funding – 2024-25 Financial Year\n\nPart-time (£)\tFull-time (£)\nStatutory nursery school\t2,692\t4,093\nStatutory nursery unit\t2,523\t3,806\nNon-statutory\t2,550\tN/A","answerHtml":"The Common Funding Formula is the Department’s mechanism for allocating budgets to Statutory pre-school settings funded through Local Management of Schools arrangements. The current pupil Age Weighted Pupil Unit (AWPU) for statutory pre-school settings is set out below. Statutory settings are funded based on the enrolment data on the school census immediately preceding the financial year to which funding relates (i.e. 2024/25 CFF is based upon the October 2023 census).
Non-statutory providers participating in the Pre-School Education Programme receive a real-time per-pupil funding allocation (i.e. 2024/25 funding is based on 2024/25 attendance), as set out below. There is no full-time non-statutory provision for the 2024-25 academic year, so no funding rate is available.
Per-Pupil Funding – 2024-25 Financial Year
| Part-time (£) | Full-time (£) | |
| Statutory nursery school | 2,692 | 4,093 |
| Statutory nursery unit | 2,523 | 3,806 |
| Non-statutory | 2,550 | N/A |
In the 2024-25 academic year there are a total of 671 funded pre-school education settings participating in the Pre-School Education Programme. 322 of these, or 48%, are non-statutory settings.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025706%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=435932","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=435932"}},{"id":"435740","reference":"AQW 25625/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-04","answerBy":"2025-04-09","answered":"2025-04-08","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the policy or legislation used to determine the Pupil Allocation Number for non-statutory pre-school settings.","answerText":"I would refer the member to my previous response to AQW 24601/22-27, published in the weekly answer booklet for week ending 28 March 2025.\n\nThe Education (Northern Ireland) Order 1998 (as amended) provides for a range of duties and powers for the Education Authority in relation to its role in securing pre-school education provision and providing an admissions process to access that provision. These duties and powers must be read in conjunction with other relevant duties and legislation, for example in relation to the use of public funds and specific requirements in relation to, for example, Irish medium and Integrated education.\n\nI acknowledge that there may be ways in which the EA’s PAN allocation process could be improved. To that end, I have requested the Chief Executive of the EA to instruct his officials to carry out a full review of their PAN allocation processes and explore potential options for improvement. Proposed changes coming out of the review will be considered for inclusion within the draft Early Learning and Childcare Strategy due to be published this autumn.","answerHtml":"I would refer the member to my previous response to AQW 24601/22-27, published in the weekly answer booklet for week ending 28 March 2025.
The Education (Northern Ireland) Order 1998 (as amended) provides for a range of duties and powers for the Education Authority in relation to its role in securing pre-school education provision and providing an admissions process to access that provision. These duties and powers must be read in conjunction with other relevant duties and legislation, for example in relation to the use of public funds and specific requirements in relation to, for example, Irish medium and Integrated education.
I acknowledge that there may be ways in which the EA’s PAN allocation process could be improved. To that end, I have requested the Chief Executive of the EA to instruct his officials to carry out a full review of their PAN allocation processes and explore potential options for improvement. Proposed changes coming out of the review will be considered for inclusion within the draft Early Learning and Childcare Strategy due to be published this autumn.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025625%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=435740","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=435740"}},{"id":"435739","reference":"AQW 25624/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-04","answerBy":"2025-04-23","answered":"2025-04-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the Independent Review of Education's recommendation that the current arrangements relating to funding, staff ratios and qualifications in public sector pre-school settings should be applied to private sector provision as soon as possible.","answerText":"In 2022 my Department commissioned a scoping study to analyse the current state of the pre-school education sector and cost a range of options for standardisation of funded pre-school education provision, including in relation to funding, staff ratios and qualifications. The report was circulated to Executive colleagues and is available on the Department’s website at Final Scoping Study Report | Department of Education (education-ni.gov.uk)\n\nThe recommendations contained in that report will be reflected in the Executive Early Learning and Childcare Strategy I plan to bring to the Executive in autumn of this year. However, implementation will be reliant on Executive funding.","answerHtml":"In 2022 my Department commissioned a scoping study to analyse the current state of the pre-school education sector and cost a range of options for standardisation of funded pre-school education provision, including in relation to funding, staff ratios and qualifications. The report was circulated to Executive colleagues and is available on the Department’s website at Final Scoping Study Report | Department of Education (education-ni.gov.uk)
The recommendations contained in that report will be reflected in the Executive Early Learning and Childcare Strategy I plan to bring to the Executive in autumn of this year. However, implementation will be reliant on Executive funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025624%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=435739","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=435739"}},{"id":"435738","reference":"AQW 25623/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-04","answerBy":"2025-04-23","answered":"2025-04-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the Education Information Solutions system will be operational for the start of the 2025-26 academic year.","answerText":"The EdIS Programme comprises a total of 33 discrete projects, many of which are at varying phases of development.\n\n18 projects are complete, including Broadband and Wireless connectivity in all schools including statutory Nursery Schools for the first time. The Northern Ireland Supply Teacher Register, the admissions and appeals process, Special Educational Needs annual review, free school meals and uniform grants have all being digitised under this programme.\n\n8 projects are currently in progress with a further 7 projects not yet started. From those projects in progress the Schools Management System (SMS) is currently in pre-pilot phase with implementation expected to begin in May 2025 and full implementation to be completed in August 2026. This will see a replacement to the current Schools Information Management Solution.\n\nContinuity of services to schools during implementation will be provided by the incumbent managed services provider, Capita, under its existing contract i.e. Education Network Northern Ireland, which has been extended until 31 March 2027.","answerHtml":"The EdIS Programme comprises a total of 33 discrete projects, many of which are at varying phases of development.
18 projects are complete, including Broadband and Wireless connectivity in all schools including statutory Nursery Schools for the first time. The Northern Ireland Supply Teacher Register, the admissions and appeals process, Special Educational Needs annual review, free school meals and uniform grants have all being digitised under this programme.
8 projects are currently in progress with a further 7 projects not yet started. From those projects in progress the Schools Management System (SMS) is currently in pre-pilot phase with implementation expected to begin in May 2025 and full implementation to be completed in August 2026. This will see a replacement to the current Schools Information Management Solution.
Continuity of services to schools during implementation will be provided by the incumbent managed services provider, Capita, under its existing contract i.e. Education Network Northern Ireland, which has been extended until 31 March 2027.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025623%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=435738","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=435738"}},{"id":"435650","reference":"AQO 1919/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-04-03","answerBy":"2025-04-29","answered":"2025-04-29","answeredOrally":true,"priority":false,"department":"Department of Justice","departmentId":"134","minister":"Minister of Justice","question":"To ask the Minister of Justice for an update on the Child and Adolescent Mental Health Services pilot in the Youth Justice Agency.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mrs Long","text":"I am delighted to say that the CAMHS partnership between the Youth Justice Agency and Health and Social Care has now been rolled out across Northern Ireland. I have been able to prioritise £155,000 from within the Department's budget to support it this year, with the rest coming from the Youth Justice Agency's budget and from Health and Social Care. Many children involved in offending behaviour struggle with their mental health. Due to their vulnerabilities and sometimes chaotic lives and family contexts, they also struggle to engage in a consistent way with mainstream child and adolescent mental health services. The new partnership with the Youth Justice Agency takes a different approach. Through assertive outreach, children are supported to receive the help that they require in a way that meets their needs, and that assists in reducing their offending behaviour. The results so far have been really encouraging, and we will be initiating an evaluation of the service later in the year."},{"speaker":"Mr Speaker","text":"That brings to a conclusion the time for listed questions. We now move to topical questions."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201919%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=435650","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2025-04-29&docID=436284#AQO%201919/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=435650"}},{"id":"435397","reference":"AQW 25509/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-02","answerBy":"2025-04-17","answered":"2025-04-17","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 24360/22-27, to detail the number of residential short break beds are assessed as being required by South Eastern Health and Social Care Trust Children's Services.","answerText":"The South Eastern Trust has been working with the Strategic Reform Board and the associated work streams, established by my Department to deliver upon the recommendations arising from the Independent review of Social work and Social care (DoH:2022). The South Eastern Trust has scoped the number of short break residential beds needed and require an additional two 4 placement homes to match the historic short fall of short break services and to address the waiting list for Residential Short Breaks.","answerHtml":"The South Eastern Trust has been working with the Strategic Reform Board and the associated work streams, established by my Department to deliver upon the recommendations arising from the Independent review of Social work and Social care (DoH:2022). The South Eastern Trust has scoped the number of short break residential beds needed and require an additional two 4 placement homes to match the historic short fall of short break services and to address the waiting list for Residential Short Breaks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025509%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=435397","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=435397"}},{"id":"435396","reference":"AQW 25508/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-02","answerBy":"2025-04-17","answered":"2025-04-17","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 24784/22-27, whether a code will be created to identify facial palsy patients to support the development of a facial palsy pathway.","answerText":"Facial palsy is almost always a presentation of an underlying condition with causes ranging from vascular, viral , trauma or as yet undiagnosed origin. The pathway for each of these conditions will vary consistent with the cause and severity. In this regard a code for facial palsy as the primary definition on a patient may not prove helpful in navigating the patient to the next appropriate service.\n\nA new facial palsy referral/assessment pathway has been developed for adults and children. This has been a complex process with multiple services involved in the pathway development, and multiple access points into the service across all Trusts in Northern Ireland. These standardised pathways will ensure appropriate treatment of patients in local services as far as possible and will also outline the appropriate referral pathway for those requiring more enhanced specialist intervention.\n\nCommunication will be issued to each Trust in the coming weeks to inform them of the agreed pathway and an information webinar will be delivered to GPs and Emergency Departments to aide with timely and appropriate referral.","answerHtml":"Facial palsy is almost always a presentation of an underlying condition with causes ranging from vascular, viral , trauma or as yet undiagnosed origin. The pathway for each of these conditions will vary consistent with the cause and severity. In this regard a code for facial palsy as the primary definition on a patient may not prove helpful in navigating the patient to the next appropriate service.
A new facial palsy referral/assessment pathway has been developed for adults and children. This has been a complex process with multiple services involved in the pathway development, and multiple access points into the service across all Trusts in Northern Ireland. These standardised pathways will ensure appropriate treatment of patients in local services as far as possible and will also outline the appropriate referral pathway for those requiring more enhanced specialist intervention.
Communication will be issued to each Trust in the coming weeks to inform them of the agreed pathway and an information webinar will be delivered to GPs and Emergency Departments to aide with timely and appropriate referral.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025508%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=435396","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=435396"}},{"id":"435166","reference":"AQW 25414/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-01","answerBy":"2025-04-16","answered":"2025-04-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will publish the review which has been completed by the Taskforce created to identify solutions to better support the Controlled Schools sector.","answerText":"The full report from the Controlled Schools Taskforce, which was presented to me on 20 December 2024, is available on the Department’s website: https://www.education-ni.gov.uk/publications/taskforce-report-development-proposed-model-support-controlled-schools","answerHtml":"The full report from the Controlled Schools Taskforce, which was presented to me on 20 December 2024, is available on the Department’s website: https://www.education-ni.gov.uk/publications/taskforce-report-development-proposed-model-support-controlled-schools
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025414%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=435166","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=435166"}},{"id":"435165","reference":"AQW 25413/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-04-01","answerBy":"2025-04-16","answered":"2025-05-09","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for her assessment of the use of new technology to repair potholes, similar to those currently being utilised across various local authorities in England.","answerText":"My Department works closely with the construction industry to monitor new technology and innovations in respect of pothole repairs.\n\nThe Department keeps informed about new approaches to road maintenance through its engagement with other road authorities, Professional Engineering Institutions, universities and the wider construction and infrastructure industry. We are very open to adopting new approaches and innovative materials that offer an improvement to our current approach to road defect repair. Through my Department’s current work on developing a new Road Maintenance Strategy we are actively exploring how emerging technology can be used to focus our investments where they are needed most and better maintain the road network.\n\nMy Department will continue to liaise with contractors and suppliers to identify any opportunities in the future that could improve the repair of road defects.","answerHtml":"My Department works closely with the construction industry to monitor new technology and innovations in respect of pothole repairs.
The Department keeps informed about new approaches to road maintenance through its engagement with other road authorities, Professional Engineering Institutions, universities and the wider construction and infrastructure industry. We are very open to adopting new approaches and innovative materials that offer an improvement to our current approach to road defect repair. Through my Department’s current work on developing a new Road Maintenance Strategy we are actively exploring how emerging technology can be used to focus our investments where they are needed most and better maintain the road network.
My Department will continue to liaise with contractors and suppliers to identify any opportunities in the future that could improve the repair of road defects.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025413%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=435165","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=435165"}},{"id":"434926","reference":"AQW 25330/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-31","answerBy":"2025-04-03","answered":"2025-04-03","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will publish (i) a Special Educational Needs Policy Statement; and (ii) an Inclusive Education Policy.","answerText":"The publication and application of a Special Educational Needs (SEN) Policy Statement to clearly set out the legislative position and the roles and responsibilities of the Department and the Education Authority (EA) is an enabling action within the SEN Reform Delivery Plan. The Policy Statement is currently being reviewed with planned publication in the coming weeks.\n\nSupporting inclusion for children and young people with SEN is an underpinning principle throughout the SEN Reform Agenda and Delivery Plan and the development of a longer-term plan to support inclusion is a specific action within the Delivery Plan.","answerHtml":"The publication and application of a Special Educational Needs (SEN) Policy Statement to clearly set out the legislative position and the roles and responsibilities of the Department and the Education Authority (EA) is an enabling action within the SEN Reform Delivery Plan. The Policy Statement is currently being reviewed with planned publication in the coming weeks.
Supporting inclusion for children and young people with SEN is an underpinning principle throughout the SEN Reform Agenda and Delivery Plan and the development of a longer-term plan to support inclusion is a specific action within the Delivery Plan.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025330%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=434926","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=434926"}},{"id":"434925","reference":"AQW 25329/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-31","answerBy":"2025-04-15","answered":"2025-04-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 23755/22-27, to detail the actions relating to transitions planning for young people with a statement of special educational need due to leave statutory education that are contained in the Special Educational Need Reform Agenda Delivery Plan 2025-30.","answerText":"Under the pillar ‘Right Time’ in the SEN Reform Agenda and Delivery Plan there is the overarching action for a ‘Transitional Support Programme at various stages of learner’s journey’, with a sub-action to ‘Work with Health, Economy and Communities to develop appropriate pathways into adulthood for school leavers with SEN’.","answerHtml":"Under the pillar ‘Right Time’ in the SEN Reform Agenda and Delivery Plan there is the overarching action for a ‘Transitional Support Programme at various stages of learner’s journey’, with a sub-action to ‘Work with Health, Economy and Communities to develop appropriate pathways into adulthood for school leavers with SEN’.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025329%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=434925","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=434925"}},{"id":"434924","reference":"AQW 25328/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-31","answerBy":"2025-04-15","answered":"2025-04-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 23755/22-27, to detail the actions being taken forward based on the work of the Transitions Workstream of the End to End Review of Special Educational Needs.","answerText":"The Transitions Working Group have informed a range of specific actions relating to the transitions in the SEN Reform Agenda and Delivery Plan 2025-2030. The actions include a Transitional Support Programme, at various stages of the learner’s journey, as well as continuing to work with Health, Economy, and Communities to develop appropriate pathways into adulthood for school leavers with SEN.","answerHtml":"The Transitions Working Group have informed a range of specific actions relating to the transitions in the SEN Reform Agenda and Delivery Plan 2025-2030. The actions include a Transitional Support Programme, at various stages of the learner’s journey, as well as continuing to work with Health, Economy, and Communities to develop appropriate pathways into adulthood for school leavers with SEN.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025328%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=434924","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=434924"}},{"id":"434679","reference":"AQW 25256/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-28","answerBy":"2025-04-14","answered":"2025-04-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 23860/22-27, whether a designated absence code will be created to record the numbers of pupils on a reduced timetable.","answerText":"Officials are working closely with EA colleagues to ensure that it will be possible to record absences at a more detailed level than at present through the use of a designated absence code from the commencement of the 2025/26 academic year, subject to the implementation of Edis.","answerHtml":"Officials are working closely with EA colleagues to ensure that it will be possible to record absences at a more detailed level than at present through the use of a designated absence code from the commencement of the 2025/26 academic year, subject to the implementation of Edis.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025256%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=434679","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=434679"}},{"id":"434301","reference":"AQW 25078/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-26","answerBy":"2025-04-10","answered":"2025-03-31","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 24357/22-27, (i) when the details and scope of the nine special educational needs transformation projects will be published; and (ii) when the outcomes frameworks for the nine projects will be published.","answerText":"Work is ongoing to complete a phased, costed operational plan which will sit behind the Special Educational Needs (SEN) Reform Delivery Plan and includes the nine projects funded from the Public Service Transformation Fund.\n\nThe Outcomes Framework for the SEN Reform Agenda, which includes the nine Transformation Fund projects, is under development and is expected to be completed and published during Spring 2025.","answerHtml":"Work is ongoing to complete a phased, costed operational plan which will sit behind the Special Educational Needs (SEN) Reform Delivery Plan and includes the nine projects funded from the Public Service Transformation Fund.
The Outcomes Framework for the SEN Reform Agenda, which includes the nine Transformation Fund projects, is under development and is expected to be completed and published during Spring 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025078%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=434301","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=434301"}},{"id":"434300","reference":"AQW 25077/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-26","answerBy":"2025-04-10","answered":"2025-04-10","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when the Public Health Agency plans to next run the FAST campaign to highlight the symptoms of stroke, given the successful evaluation of the 2023 campaign.","answerText":"I recognise the success of the Public Health Agency’s FAST campaign in helping people to recognise the signs of having a stroke and promoting the need to call 999 immediately if someone is showing signs of a stroke.\n\nWhile I would like to be in a position to commit to funding the FAST campaign again, the budgetary pressures imposed on my Department has required a pause on most health-related advertising spend. Consequently, there are no current plans to rerun the FAST campaign.\n\nThe Public Health Agency will, however, continue to promote FAST awareness messaging through non-paid for channels including social media platforms and media activity. This includes plans to undertake more comprehensive stroke messaging later this year to coincide with Stroke Awareness Month in May 2025 and World Stroke Day on 29 October 2025.","answerHtml":"I recognise the success of the Public Health Agency’s FAST campaign in helping people to recognise the signs of having a stroke and promoting the need to call 999 immediately if someone is showing signs of a stroke.
While I would like to be in a position to commit to funding the FAST campaign again, the budgetary pressures imposed on my Department has required a pause on most health-related advertising spend. Consequently, there are no current plans to rerun the FAST campaign.
The Public Health Agency will, however, continue to promote FAST awareness messaging through non-paid for channels including social media platforms and media activity. This includes plans to undertake more comprehensive stroke messaging later this year to coincide with Stroke Awareness Month in May 2025 and World Stroke Day on 29 October 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025077%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=434300","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=434300"}},{"id":"434299","reference":"AQW 25076/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-26","answerBy":"2025-04-10","answered":"2025-04-24","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities how many of the 600 houses approved to be purchased by the Housing Executive for temporary accommodation will be in the Strangford constituency.","answerText":"This issue is an operational matter for the Northern Ireland Housing Executive.\n\nThe planned acquisition of 600 properties will be focused on reducing NIHE’s current exposure to high-cost temporary accommodation (particularly hotels and B&Bs).\n\nWhile the final locations have yet to be determined the principal considerations will include:\n\nGeographical areas where exposure to high-cost temporary accommodation is most prevalent.\n\nThe nature of the temporary accommodation client groups (single people, couples, families).\n\nThe availability of suitable properties to purchase that align with the above criteria.\n\nValue for money considerations.","answerHtml":"This issue is an operational matter for the Northern Ireland Housing Executive.
The planned acquisition of 600 properties will be focused on reducing NIHE’s current exposure to high-cost temporary accommodation (particularly hotels and B&Bs).
While the final locations have yet to be determined the principal considerations will include:
Geographical areas where exposure to high-cost temporary accommodation is most prevalent.
The nature of the temporary accommodation client groups (single people, couples, families).
The availability of suitable properties to purchase that align with the above criteria.
Value for money considerations.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2025076%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=434299","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=434299"}},{"id":"433832","reference":"AQW 24871/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-24","answerBy":"2025-04-08","answered":"2025-03-31","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail who will be responsible for marking the recently announced Key Stage Assessments.","answerText":"The statutory Key Stage assessments have been specifically designed to\n\nminimise bureaucracy and workload for schools. Outcomes will only be published at system level and will not be used to measure individual school performance nor published at pupil or school level. This means they will be very low stakes at pupil and school level meaning there is no need for selected sample schools to engage in test preparation.\n\nThe Council for the Curriculum, Examination and Assessments will be responsible for designing and marking the statutory Key Stage assessments. Substitute cover will be provided to assist the invigilation of the assessments. This approach will further lessen workload for schools.","answerHtml":"The statutory Key Stage assessments have been specifically designed to
minimise bureaucracy and workload for schools. Outcomes will only be published at system level and will not be used to measure individual school performance nor published at pupil or school level. This means they will be very low stakes at pupil and school level meaning there is no need for selected sample schools to engage in test preparation.
The Council for the Curriculum, Examination and Assessments will be responsible for designing and marking the statutory Key Stage assessments. Substitute cover will be provided to assist the invigilation of the assessments. This approach will further lessen workload for schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024871%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433832","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433832"}},{"id":"433831","reference":"AQW 24870/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-24","answerBy":"2025-04-08","answered":"2025-03-31","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how he will ensure the recently announced Key Stage Assessments do not disproportionately impact teacher workload in the selected participating sample schools.","answerText":"The statutory Key Stage assessments have been specifically designed to\n\nminimise bureaucracy and workload for schools. Outcomes will only be published at system level and will not be used to measure individual school performance nor published at pupil or school level. This means they will be very low stakes at pupil and school level meaning there is no need for selected sample schools to engage in test preparation.\n\nThe Council for the Curriculum, Examination and Assessments will be responsible for designing and marking the statutory Key Stage assessments. Substitute cover will be provided to assist the invigilation of the assessments. This approach will further lessen workload for schools.","answerHtml":"The statutory Key Stage assessments have been specifically designed to
minimise bureaucracy and workload for schools. Outcomes will only be published at system level and will not be used to measure individual school performance nor published at pupil or school level. This means they will be very low stakes at pupil and school level meaning there is no need for selected sample schools to engage in test preparation.
The Council for the Curriculum, Examination and Assessments will be responsible for designing and marking the statutory Key Stage assessments. Substitute cover will be provided to assist the invigilation of the assessments. This approach will further lessen workload for schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024870%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433831","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433831"}},{"id":"433830","reference":"AQW 24869/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-24","answerBy":"2025-04-08","answered":"2025-04-08","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure (i) for her assessment of the living roof bus shelters in Belfast; and (ii) whether she will make funding available for living roof bus shelters to other local council areas.","answerText":"As part of a programme of phased improvements Translink is planning upgrades along a number of Metro routes including the installation of Living Roofs on some bus shelters to promote biodiversity and create a more sustainable environment. Work on this project commenced in July 2024 with the installation of the first Living Roof bus shelter on Belfast’s Shankill Road.\n\nMy officials are currently considering a business case from Translink seeking to replace/refurbish existing bus shelters over a ten-year period. This will also include installing several new bus shelters across the public transport network, some of which may be adapted to include green roofs. This work will be progressed subject to the availability of funding.","answerHtml":"As part of a programme of phased improvements Translink is planning upgrades along a number of Metro routes including the installation of Living Roofs on some bus shelters to promote biodiversity and create a more sustainable environment. Work on this project commenced in July 2024 with the installation of the first Living Roof bus shelter on Belfast’s Shankill Road.
My officials are currently considering a business case from Translink seeking to replace/refurbish existing bus shelters over a ten-year period. This will also include installing several new bus shelters across the public transport network, some of which may be adapted to include green roofs. This work will be progressed subject to the availability of funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024869%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433830","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433830"}},{"id":"433829","reference":"AQW 24868/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-24","answerBy":"2025-04-08","answered":"2025-04-02","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for an update on the delivery of the Comber bypass.","answerText":"Major Road schemes are an important part of the work that is delivered by my Department as we seek to reduce journey times, increase reliability and improve road safety.\n\nComber Bypass is not a current scheme listed on the Major Works Programme. Any decision on an additional phase of the Comber Bypass will be informed through the development of the Eastern Transport Plan.\n\nDetails of the Eastern Transport Plan can be found via the following link;\n\nhttps://www.infrastructure-ni.gov.uk/articles/eastern-transport-plan-etp-2035","answerHtml":"Major Road schemes are an important part of the work that is delivered by my Department as we seek to reduce journey times, increase reliability and improve road safety.
Comber Bypass is not a current scheme listed on the Major Works Programme. Any decision on an additional phase of the Comber Bypass will be informed through the development of the Eastern Transport Plan.
Details of the Eastern Transport Plan can be found via the following link;
https://www.infrastructure-ni.gov.uk/articles/eastern-transport-plan-etp-2035
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024868%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433829","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433829"}},{"id":"433545","reference":"AQW 24785/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-21","answerBy":"2025-03-31","answered":"2025-03-27","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will commit to meeting Gael Linn to discuss the positive impact of the Scoil Spreagtha scheme for children in all school sectors in Northern Ireland.","answerText":"To date, my Department has not been involved in the Scoil Spreagtha project nor has it provided any funding. As a result, I have no plans presently to meet with Gael Linn to discuss this scheme.","answerHtml":"To date, my Department has not been involved in the Scoil Spreagtha project nor has it provided any funding. As a result, I have no plans presently to meet with Gael Linn to discuss this scheme.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024785%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433545","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433545"}},{"id":"433544","reference":"AQW 24784/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-21","answerBy":"2025-04-07","answered":"2025-03-31","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of patients who have received treatment relating to facial palsy from the South Eastern Health and Social Care Trust Plastics Service in the last year are currently awaiting a follow up appointment, broken down by length of time they have been awaiting this appointment.","answerText":"The South Eastern Health and Social Care Trust have advised that they are not able to provide this information. Treatments relating to facial palsy are not coded as 'Facial Palsy' and may be used to treat other conditions, therefore it is not possible to extract this specific information accurately.","answerHtml":"The South Eastern Health and Social Care Trust have advised that they are not able to provide this information. Treatments relating to facial palsy are not coded as 'Facial Palsy' and may be used to treat other conditions, therefore it is not possible to extract this specific information accurately.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024784%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433544","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433544"}},{"id":"433543","reference":"AQW 24783/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-21","answerBy":"2025-04-07","answered":"2025-04-07","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of patients that have received treatment relating to facial palsy from the South Eastern Health and Social Care Trust Plastics Service in the last year.","answerText":"The South Eastern Health and Social Care Trust is not able to provide this information. Treatments relating to facial palsy are not coded as 'facial palsy' and may be used to treat other conditions, therefore it is not possible to extract this specific information accurately.","answerHtml":"The South Eastern Health and Social Care Trust is not able to provide this information. Treatments relating to facial palsy are not coded as 'facial palsy' and may be used to treat other conditions, therefore it is not possible to extract this specific information accurately.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024783%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433543","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433543"}},{"id":"433542","reference":"AQW 24782/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-21","answerBy":"2025-04-07","answered":"2025-03-31","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 24260/22-27, when the work by the Education Authority to clear the Title to the property will be completed.","answerText":"The lengthy timeline associated with removing the covenant on the title deeds relating to provision of education are mainly outside the Education Authority’s (EA) control, as identification and engagement with the relevant title owners have proven difficult up to this point.\n\nFor that reason, EA solicitors have advised they are not in a position confirm the timescale, or provide a target completion date, as to when the work to clear the Title to the property will be completed.","answerHtml":"The lengthy timeline associated with removing the covenant on the title deeds relating to provision of education are mainly outside the Education Authority’s (EA) control, as identification and engagement with the relevant title owners have proven difficult up to this point.
For that reason, EA solicitors have advised they are not in a position confirm the timescale, or provide a target completion date, as to when the work to clear the Title to the property will be completed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024782%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433542","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433542"}},{"id":"433541","reference":"AQW 24781/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-21","answerBy":"2025-04-07","answered":"2025-04-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he plans to protect the budget for the Pathway Fund in the 2025-26 budget.","answerText":"The increased level of eligible demand for the Pathway Fund exceeds what can be funded from my Department’s 2025-26 opening resource allocation. I therefore intend to seek Executive approval to enhance the Pathway Fund budget from the Early Learning and Childcare Strategy funding being held centrally. This reflects the approach taken in 2024-25.","answerHtml":"The increased level of eligible demand for the Pathway Fund exceeds what can be funded from my Department’s 2025-26 opening resource allocation. I therefore intend to seek Executive approval to enhance the Pathway Fund budget from the Early Learning and Childcare Strategy funding being held centrally. This reflects the approach taken in 2024-25.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024781%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433541","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433541"}},{"id":"433452","reference":"AQO 1838/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-03-20","answerBy":"2025-04-01","answered":"2025-04-01","answeredOrally":true,"priority":false,"department":"Northern Ireland Assembly Commission","departmentId":"2","minister":"Assembly Commission","question":"To ask the Assembly Commission for an update on allowances to improve disability access to constituency offices.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr McGrath","text":"I thank the Member for his question. As Members will be aware, the Assembly Commission published the Assembly Members (Office and Staffing Costs and Allowances) Determination (Northern Ireland) 2025, which is referred to as the \"2025 determination\", on 7 February this year. The 2025 determination sought to extend the provisions that already existed. Members may continue to recover costs that are wholly and necessarily attributable to a disability that a Member has. Members may also continue to recover the costs incurred in making reasonable adjustments to the constituency office for persons with a disability, where those costs are not covered under the terms of the lease. That may be for a disabled member of staff or to facilitate access for disabled members of the public. The nature of the disability is not defined. In the first instance, a Member should engage with their landlord to ensure that the terms of the lease are adhered to in that regard. Members are considered to be service providers for the purposes of the Disability Discrimination Act (DDA) 1995. That legislation makes it unlawful to discriminate against disabled persons in connection with the provision of goods, facilities and services. The provisions of the 2025 determination allow a Member to recover the costs that are incurred but are not covered by the lease to meet the statutory responsibilities arising from the DDA regarding reasonable adjustments. That ensures that persons with a disability are not placed at a particular disadvantage when they are either employed by a Member or visit the office. Guidance on all areas of financial support is available in the administrative guide that accompanies the 2025 determination or on the Finance Office’s page on the Members’ portal."},{"speaker":"Mr Mathison","text":"I thank the Member for his answer. Will he provide the details of any consultation that was undertaken with disability groups during the drafting of the new determination?"},{"speaker":"Mr McGrath","text":"The Assembly Commission takes these matters seriously and engages with disability groups as part of its wider work, but issues relating to the provision of constituency services by Members are the responsibility of each individual Member, not the Assembly Commission. Properties leased as constituency offices should be fit for purpose. When considering leases, Members should consider the needs of disabled individuals proactively, where requirements should be contemplated in advance. Therefore, Members should ensure the suitability of a property in meeting the statutory obligations of disability access etc. That requirement has been built into the new 2025 determination for all new leases, going forward. Recognising that the nature of reasonable adjustments will vary from Member to Member and from office to office, the provisions of the 2025 determination for the recovery of reasonable adjustments and disability costs are not restrictively prescriptive."},{"speaker":"Madam Principal Deputy Speaker","text":"Question 15 was answered when it was grouped with questions 5 and 12, so that ends Question Time to the Assembly Commission. Members, please take your ease."},{"speaker":"Mr McGuigan","text":"On a point of order, Madam Principal Deputy Speaker. Yesterday, during Question Time to the Minister for Communities, I was not in my seat when I was called to ask my question. I record my apologies to the Assembly and the Speaker's Office for that."},{"speaker":"Madam Principal Deputy Speaker","text":"I think that I heard tuts from around the House"},{"speaker":"","text":"particularly, might I add, from those who have been guilty of doing that before. Your apologies are noted. Members, please take your ease."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201838%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433452","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2025-04-01&docID=434621#AQO%201838/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433452"}},{"id":"433129","reference":"AQW 24608/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-19","answerBy":"2025-04-03","answered":"2025-04-04","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail (i) the amount of funding provided to the South Eastern Health and Social Care Trust to deliver an in-reach service for facial palsy patients; and (ii) how this funding has been spent.","answerText":"On average only 3-5 patients are assessed as suitable for Facial Palsy surgery per annum in Northern Ireland. These referrals are managed through the South Eastern Health and Social Care Trust as part of a Network arrangement with a specialist provider in Great Britain. This activity represents a very small component of the Facial Palsy care pathway as the majority of patients are managed locally across all Trusts and supported by colleagues from Primary Care.\n\nIn-reach services are provided as part of the total commissioning arrangement for Plastic surgery provided annually to the South Eastern Health and Social Care Trust.","answerHtml":"On average only 3-5 patients are assessed as suitable for Facial Palsy surgery per annum in Northern Ireland. These referrals are managed through the South Eastern Health and Social Care Trust as part of a Network arrangement with a specialist provider in Great Britain. This activity represents a very small component of the Facial Palsy care pathway as the majority of patients are managed locally across all Trusts and supported by colleagues from Primary Care.
In-reach services are provided as part of the total commissioning arrangement for Plastic surgery provided annually to the South Eastern Health and Social Care Trust.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024608%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433129","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433129"}},{"id":"433128","reference":"AQW 24607/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-19","answerBy":"2025-04-03","answered":"2025-04-03","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether he plans to close the Greenhill facility, which currently provides respite short breaks in the South Eastern Health and Social Care Trust.","answerText":"There are no plans to close Greenhill. The Trust currently funds Greenhill for two beds 5 nights per week. The additional investment I have announced will enable the Trust to expand this provision to 2 beds for 7 nights per week. This expansion will be contingent upon the successful recruitment of an appropriate workforce. A dedicated recruitment campaign will commence during April 2025.","answerHtml":"There are no plans to close Greenhill. The Trust currently funds Greenhill for two beds 5 nights per week. The additional investment I have announced will enable the Trust to expand this provision to 2 beds for 7 nights per week. This expansion will be contingent upon the successful recruitment of an appropriate workforce. A dedicated recruitment campaign will commence during April 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024607%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433128","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433128"}},{"id":"433127","reference":"AQW 24606/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-19","answerBy":"2025-04-03","answered":"2025-04-03","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail (i) when the Redwood facility will be open to provide overnight respite stays in the South Eastern Health and Social Care Trust; and (ii) the number of respite beds it will provide.","answerText":"The Trust plans to have Redwood Children’s Home operational by September 2025 and will be registered as a Longer-term home delivering two placements, one of which is intended to be shared between two young people. Redwood will not deliver short breaks or respite. The opening of Redwood will enable the opening of Lindsay House to deliver Short Breaks by September 2025.","answerHtml":"The Trust plans to have Redwood Children’s Home operational by September 2025 and will be registered as a Longer-term home delivering two placements, one of which is intended to be shared between two young people. Redwood will not deliver short breaks or respite. The opening of Redwood will enable the opening of Lindsay House to deliver Short Breaks by September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024606%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433127","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433127"}},{"id":"433126","reference":"AQW 24605/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-19","answerBy":"2025-04-03","answered":"2025-05-12","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the plans in place to deliver the required number of overnight respite beds required in the South Eastern Health and Social Care Trust.","answerText":"I can provide the following information on the current status and plans regarding overnight respite beds/ short breaks in the South Eastern Health and Social Care Trust (SEHSCT). This outlines the current operational status and the future plans for enhancing the overnight respite care facilities within the SEHSCT.\n\nChildren’s Services\n\nThe SEHSCT currently has one Residential Short Breaks Children’s Home, Green Hill, located in Newcastle County Down. With new Ministerial investment, it is planned that this will deliver two beds per night seven nights per week. In order to deliver the required number of overnight short breaks, the Trust also avails of Residential Short Breaks for children with complex medical needs provided by the Belfast Trust in Forest Lodge, Belfast.\n\nOlder People Services\n\nIn the SEHSCT Older Peoples Services there are 10 block booked short break beds available in both independent sector care homes and in Trust statutory residential facilities, to deliver the required number of short breaks:\n\n2 in North Down & Ards (1 bed Mount Alexander Care Home – 1 bed Croaghpatrick Care Home)\n\n4 in Lisburn (2 beds in Drumlough House Care Home and 2 beds in Laurelhill Care Home)\n\n4 in Down (4 beds in Ardview).\n\nThe SEHSCT plans to utilise any available care home beds that meet assessed need, should there be additional demand for an emergency short break or a planned respite short break.\n\nAdult Learning Disability\n\nThe SEHSCT has 1 statutory short breaks facility for adults with learning disabilities. The SEHSCT also has block contracts with private providers for short breaks for adults with learning disabilities across the 3 sectors of the Trust. In order to meet future additional demand, short breaks can be spot purchased. Short breaks with private providers are also allocated as appropriate, in accordance with assessed need.","answerHtml":"I can provide the following information on the current status and plans regarding overnight respite beds/ short breaks in the South Eastern Health and Social Care Trust (SEHSCT). This outlines the current operational status and the future plans for enhancing the overnight respite care facilities within the SEHSCT.
Children’s Services
The SEHSCT currently has one Residential Short Breaks Children’s Home, Green Hill, located in Newcastle County Down. With new Ministerial investment, it is planned that this will deliver two beds per night seven nights per week. In order to deliver the required number of overnight short breaks, the Trust also avails of Residential Short Breaks for children with complex medical needs provided by the Belfast Trust in Forest Lodge, Belfast.
Older People Services
In the SEHSCT Older Peoples Services there are 10 block booked short break beds available in both independent sector care homes and in Trust statutory residential facilities, to deliver the required number of short breaks:
2 in North Down & Ards (1 bed Mount Alexander Care Home – 1 bed Croaghpatrick Care Home)
4 in Lisburn (2 beds in Drumlough House Care Home and 2 beds in Laurelhill Care Home)
4 in Down (4 beds in Ardview).
The SEHSCT plans to utilise any available care home beds that meet assessed need, should there be additional demand for an emergency short break or a planned respite short break.
Adult Learning Disability
The SEHSCT has 1 statutory short breaks facility for adults with learning disabilities. The SEHSCT also has block contracts with private providers for short breaks for adults with learning disabilities across the 3 sectors of the Trust. In order to meet future additional demand, short breaks can be spot purchased. Short breaks with private providers are also allocated as appropriate, in accordance with assessed need.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024605%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433126","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433126"}},{"id":"433125","reference":"AQW 24604/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-19","answerBy":"2025-04-03","answered":"2025-04-03","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of staff required to safely deliver a full overnight respite stay in the South Eastern Health and Social Care Trust.","answerText":"Health and Social Care Trusts (HSCTs) are responsible for the planning and delivery of respite/short break services, aligned to assessed needs. Within both Children’s and Adult Services respite/ short breaks are provided within the person’s own home or alternatively respite/ short breaks can be provided within statutory and independent sector facilities.\n\nWithin short break facilities staff are required to safely deliver short break care. The number of staff required to safely deliver overnight care within the South Eastern Trust will vary depending on the type of facility and assessed need of the children or adults who are availing of a short break.\n\nDetail regarding a defined number of staff is therefore not possible. Staff required will flex up or down depending on need and service requirements. Staffing ratios are in keeping with minimum standards for the relevant service or facility, as established by the Regulation Quality and Improvement Authority. Required staffing is outlined in standards such as the Minimum Standards for Children’s Homes, Care Standards for Nursing Homes and Residential Care Home Minimum Standards.\n\nThe number and ratio of staff to residents is calculated using a method that is determined by the Regulation and Quality Improvement Authority. Students and volunteers working in the home are not considered in the overall staffing calculation.\n\nThere are arrangements within short break facilities to provide cover at all times by appropriately qualified, trained and experienced practitioners. Where necessary, appropriate administrative and ancillary staff are employed to ensure that standards relating to food and meals, transport, laundry, cleaning and maintenance of the premises and administration are fully met. There is a qualified, trained and experienced person in charge of short break facilities at all times.","answerHtml":"Health and Social Care Trusts (HSCTs) are responsible for the planning and delivery of respite/short break services, aligned to assessed needs. Within both Children’s and Adult Services respite/ short breaks are provided within the person’s own home or alternatively respite/ short breaks can be provided within statutory and independent sector facilities.
Within short break facilities staff are required to safely deliver short break care. The number of staff required to safely deliver overnight care within the South Eastern Trust will vary depending on the type of facility and assessed need of the children or adults who are availing of a short break.
Detail regarding a defined number of staff is therefore not possible. Staff required will flex up or down depending on need and service requirements. Staffing ratios are in keeping with minimum standards for the relevant service or facility, as established by the Regulation Quality and Improvement Authority. Required staffing is outlined in standards such as the Minimum Standards for Children’s Homes, Care Standards for Nursing Homes and Residential Care Home Minimum Standards.
The number and ratio of staff to residents is calculated using a method that is determined by the Regulation and Quality Improvement Authority. Students and volunteers working in the home are not considered in the overall staffing calculation.
There are arrangements within short break facilities to provide cover at all times by appropriately qualified, trained and experienced practitioners. Where necessary, appropriate administrative and ancillary staff are employed to ensure that standards relating to food and meals, transport, laundry, cleaning and maintenance of the premises and administration are fully met. There is a qualified, trained and experienced person in charge of short break facilities at all times.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024604%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=433125","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=433125"}},{"id":"432533","reference":"AQW 24360/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-13","answerBy":"2025-03-31","answered":"2025-03-31","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of respite short break beds available in the South Eastern Health and Social Care Trust, broken down by location.","answerText":"Children’s Services\n\nThe South Eastern HSC Trust (SET) currently has one Residential short Breaks Children’s Home, Green Hill, located in Newcastle County Down. This Home, with the new Ministerial investment will be budgeted to deliver two beds per night seven nights per week. However, this will be contingent in a successful workforce recruitment campaign. The Trust also avails of Residential Short Breaks for children with complex medical needs and this is provided by the Belfast Trust, in Forest Lodge, Belfast.\n\nOlder People Services\n\nIn SET Older Peoples Services there are 10 block booked short break beds available in both independent sector care homes and in Trust statutory residential facilities:\n\n2 in North Down & Ards (1 bed Mount Alexander Care Home – 1 bed Croaghpatrick Care Home)\n\n4 in Lisburn (2 beds in Drumlough House Care Home and 2 beds in Laurelhill Care Home)\n\n4 in Down (4 beds in Ardview)\n\nIn addition to these blocks booked respite beds, service users can be admitted to any care home bed should there be a need for an emergency short break or a planned respite short break\n\nAdult Learning Disability\n\nThe SET has 1 statutory short breaks facility for adults with learning disabilities. A panel is held monthly when the registered manager and community social work managers allocate nights for service users based on assessed need.\n\nSET also have block contracts with private providers for short breaks for adults with learning disabilities across the 3 sectors of the Trust. Additional beds can also be spot purchased if required and are available. Short breaks with private providers are also allocated as appropriate in accordance with assessed need.","answerHtml":"Children’s Services
The South Eastern HSC Trust (SET) currently has one Residential short Breaks Children’s Home, Green Hill, located in Newcastle County Down. This Home, with the new Ministerial investment will be budgeted to deliver two beds per night seven nights per week. However, this will be contingent in a successful workforce recruitment campaign. The Trust also avails of Residential Short Breaks for children with complex medical needs and this is provided by the Belfast Trust, in Forest Lodge, Belfast.
Older People Services
In SET Older Peoples Services there are 10 block booked short break beds available in both independent sector care homes and in Trust statutory residential facilities:
2 in North Down & Ards (1 bed Mount Alexander Care Home – 1 bed Croaghpatrick Care Home)
4 in Lisburn (2 beds in Drumlough House Care Home and 2 beds in Laurelhill Care Home)
4 in Down (4 beds in Ardview)
In addition to these blocks booked respite beds, service users can be admitted to any care home bed should there be a need for an emergency short break or a planned respite short break
Adult Learning Disability
The SET has 1 statutory short breaks facility for adults with learning disabilities. A panel is held monthly when the registered manager and community social work managers allocate nights for service users based on assessed need.
SET also have block contracts with private providers for short breaks for adults with learning disabilities across the 3 sectors of the Trust. Additional beds can also be spot purchased if required and are available. Short breaks with private providers are also allocated as appropriate in accordance with assessed need.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024360%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=432533","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=432533"}},{"id":"432532","reference":"AQW 24359/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-13","answerBy":"2025-03-31","answered":"2025-03-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any changes introduced by the Education Authority to ensure all non-teaching staff hold a valid Access NI check.","answerText":"I would refer the Member to the answer to question AQW 24056/22-27. The answer is contained in the Written Answers Booklet for the week ending 28th March 2025.","answerHtml":"I would refer the Member to the answer to question AQW 24056/22-27. The answer is contained in the Written Answers Booklet for the week ending 28th March 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024359%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=432532","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=432532"}},{"id":"432531","reference":"AQW 24358/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-13","answerBy":"2025-03-31","answered":"2025-03-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the costings for the actions set out in the Special Educational Needs Reform Agenda Delivery Plan 2025-2030.","answerText":"As set out in the Special Educational Needs (SEN) Reform Agenda, the high level estimated cost of full implementation of the actions within the Delivery Plan is £570m over 5 years. Costings are being finessed through the development of detailed implementation plans and in collaboration with key delivery partners.","answerHtml":"As set out in the Special Educational Needs (SEN) Reform Agenda, the high level estimated cost of full implementation of the actions within the Delivery Plan is £570m over 5 years. Costings are being finessed through the development of detailed implementation plans and in collaboration with key delivery partners.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024358%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=432531","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=432531"}},{"id":"432530","reference":"AQW 24357/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-13","answerBy":"2025-03-31","answered":"2025-03-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any specific special educational needs transformation projects that will be delivered using the funding received from the Interim Public Services Transformation Board.","answerText":"The Finance Minister confirmed ring-fenced funding of £27.5m for Special Educational Needs (SEN) Transformation to my department on 4 March 2025 as recommended by the Interim Public Services Transformation Board.\n\nThe SEN Transformation proposals to be funded from the Transformation funding are focused on two strands:\n\nStrand 1 - ‘Right Support at the Right Time for Children & Young People & Parents/Families’ – focuses on early intervention and includes seven projects to be developed and trialled which will test outcomes for children with emerging SEN, as follows:\n\nTransforming the Statutory Assessment Process;\n\nTransformation of Support Model;\n\nEstablish and deliver a pilot Early Childhood SEN Intervention Programme;\n\nEstablish and deliver a pilot Speech, Language & Communications Intervention Toolkit & Programme;\n\nTransforming Inclusive Play Environments;\n\nAdopt and trial the Early Intervention Nurture Programme into an Enhanced ‘Nurture Plus’ Programme;\n\nSpecial Schools as Resource Centres of Expertise (pilot).\n\nStrand 2 – ‘Right People’ – focuses on building a skilled and confident workforce and includes two pilots:\n\nDesign & Trial a Teacher & Classroom Assistant Professional Learning Programme;\n\nDesign & Trial an Inclusive Capacity Building Programme.","answerHtml":"The Finance Minister confirmed ring-fenced funding of £27.5m for Special Educational Needs (SEN) Transformation to my department on 4 March 2025 as recommended by the Interim Public Services Transformation Board.
The SEN Transformation proposals to be funded from the Transformation funding are focused on two strands:
Strand 1 - ‘Right Support at the Right Time for Children & Young People & Parents/Families’ – focuses on early intervention and includes seven projects to be developed and trialled which will test outcomes for children with emerging SEN, as follows:
Transforming the Statutory Assessment Process;
Transformation of Support Model;
Establish and deliver a pilot Early Childhood SEN Intervention Programme;
Establish and deliver a pilot Speech, Language & Communications Intervention Toolkit & Programme;
Transforming Inclusive Play Environments;
Adopt and trial the Early Intervention Nurture Programme into an Enhanced ‘Nurture Plus’ Programme;
Special Schools as Resource Centres of Expertise (pilot).
Strand 2 – ‘Right People’ – focuses on building a skilled and confident workforce and includes two pilots:
Design & Trial a Teacher & Classroom Assistant Professional Learning Programme;
Design & Trial an Inclusive Capacity Building Programme.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024357%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=432530","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=432530"}},{"id":"432529","reference":"AQW 24356/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-13","answerBy":"2025-03-31","answered":"2025-03-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will remove the exemption from inspection that currently applies to Religious Education.","answerText":"I have no plans to prioritise legislation regarding this matter during the current Assembly mandate.","answerHtml":"I have no plans to prioritise legislation regarding this matter during the current Assembly mandate.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024356%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=432529","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=432529"}},{"id":"434267","reference":"AQO 1778/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-03-13","answerBy":"2025-03-25","answered":"2025-03-26","answeredOrally":false,"priority":false,"department":"Department of Agriculture, Environment and Rural Affairs","departmentId":"76","minister":"Minister of Agriculture, Environment and Rural Affairs","question":"To ask the Minister of Agriculture, Environment and Rural Affairs to outline any actions being taken to provide any support for arable farming.","answerText":"My Department’s Sustainable Agriculture Programme (SAP) will promote more efficient and sustainable farming practices to all sectors, including the arable sector, through a mix of incentivisation, innovation, and enhanced farmer knowledge and training with a firm focus on data to help with decision making.\n\nAs I outlined recently at the Ulster Arable Society and UFU’s Arable Conference, I recognise that the arable sector has an important role to play in contributing to reductions in emissions from agriculture to achieve our net zero targets and in delivering improvements in water quality working in partnership with livestock producers.\n\nExamples of the schemes within SAP that will provide support for arable farming in Northern Ireland include: the Farming with Nature Package, the Farm Sustainability Payment, Farming for Sustainability -Knowledge Transfer, the Sustainable Farming Investment Scheme, and the Protein Crops Scheme.\n\nThese SAP Schemes will, as far as possible, seek to recognise and reward the public goods provided by arable farmers and other farm businesses through the delivery of improved environmental outcomes.","answerHtml":"My Department’s Sustainable Agriculture Programme (SAP) will promote more efficient and sustainable farming practices to all sectors, including the arable sector, through a mix of incentivisation, innovation, and enhanced farmer knowledge and training with a firm focus on data to help with decision making.
As I outlined recently at the Ulster Arable Society and UFU’s Arable Conference, I recognise that the arable sector has an important role to play in contributing to reductions in emissions from agriculture to achieve our net zero targets and in delivering improvements in water quality working in partnership with livestock producers.
Examples of the schemes within SAP that will provide support for arable farming in Northern Ireland include: the Farming with Nature Package, the Farm Sustainability Payment, Farming for Sustainability -Knowledge Transfer, the Sustainable Farming Investment Scheme, and the Protein Crops Scheme.
These SAP Schemes will, as far as possible, seek to recognise and reward the public goods provided by arable farmers and other farm businesses through the delivery of improved environmental outcomes.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201778%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=434267","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=434267"}},{"id":"432333","reference":"AQW 24260/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-12","answerBy":"2025-03-18","answered":"2025-03-18","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the disposal of the former Castle Gardens Primary School site in Newtownards.","answerText":"Following legal advice, the Education Authority is taking steps to clear the Title to the property.\n\nThis has proven a lengthy process but, once resolved, the site will be disposed of in accordance with LPS guidelines.","answerHtml":"Following legal advice, the Education Authority is taking steps to clear the Title to the property.
This has proven a lengthy process but, once resolved, the site will be disposed of in accordance with LPS guidelines.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024260%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=432333","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=432333"}},{"id":"432332","reference":"AQW 24259/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-12","answerBy":"2025-03-28","answered":"2025-03-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether Religious Education is included in the current Review of the Northern Ireland Curriculum.","answerText":"The Strategic Review of the Northern Ireland Curriculum, currently being carried out by Lucy Crehan will consider all areas of learning across the curriculum.\n\nGiven the nature of the Review, it is for Ms Crehan to determine the level of detail regarding any recommendations on specific subject content.\n\nMs Crehan will provide her report to my Department in May, at which point I will consider the recommendations.","answerHtml":"The Strategic Review of the Northern Ireland Curriculum, currently being carried out by Lucy Crehan will consider all areas of learning across the curriculum.
Given the nature of the Review, it is for Ms Crehan to determine the level of detail regarding any recommendations on specific subject content.
Ms Crehan will provide her report to my Department in May, at which point I will consider the recommendations.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024259%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=432332","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=432332"}},{"id":"432331","reference":"AQW 24258/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-12","answerBy":"2025-03-28","answered":"2025-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the work of the Religious Education Advisory Working Group.","answerText":"The Religious Education Advisory Working Group has not met since March 2023. My Department is awaiting the ruling of the Supreme Court in respect of Judicial Review 87 before considering the future direction of this group.","answerHtml":"The Religious Education Advisory Working Group has not met since March 2023. My Department is awaiting the ruling of the Supreme Court in respect of Judicial Review 87 before considering the future direction of this group.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024258%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=432331","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=432331"}},{"id":"432330","reference":"AQW 24257/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-12","answerBy":"2025-03-28","answered":"2025-03-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any financial savings that have been delivered as a result of the creation of the Education Authority since 2017.","answerText":"From 2017 to 2024, the Education Authority (EA) has reported delivered savings of circa £136.8 million. It is not possible to disaggregate savings directly attributable to the creation of the EA from those delivered to operate within the budget envelope over this period.","answerHtml":"From 2017 to 2024, the Education Authority (EA) has reported delivered savings of circa £136.8 million. It is not possible to disaggregate savings directly attributable to the creation of the EA from those delivered to operate within the budget envelope over this period.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024257%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=432330","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=432330"}},{"id":"432329","reference":"AQW 24256/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-12","answerBy":"2025-03-28","answered":"2025-03-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will make a decision on the development proposal for an Irish-medium nursery school at St Colmcille's Primary School, Carrickmore.","answerText":"Development Proposal (DP) 734 which proposes that an Irish-medium statutory nursery unit will be established at St Colmcille’s Primary School, Carrickmore to provide 26 part-time nursery places, with effect from 1 September 2024, or as soon as possible thereafter, was published by the Education Authority on 12 September 2024.\n\nThe two-month statutory objection period in relation to this DP ended on 12 November 2024 and I am informed that my officials are in the final stages of preparing a report for my consideration.\n\nThe assessment of any DP is a complex process and requires careful consideration of all evidence to ensure decisions are taken in the best interests of all children and to ensure they have access to high quality education that is viable and sustainable in the long term.\n\nI am aware of the need for clarity and certainty for the school and its community, therefore I will endeavour to provide that clarity and certainty as soon as practically possible.","answerHtml":"Development Proposal (DP) 734 which proposes that an Irish-medium statutory nursery unit will be established at St Colmcille’s Primary School, Carrickmore to provide 26 part-time nursery places, with effect from 1 September 2024, or as soon as possible thereafter, was published by the Education Authority on 12 September 2024.
The two-month statutory objection period in relation to this DP ended on 12 November 2024 and I am informed that my officials are in the final stages of preparing a report for my consideration.
The assessment of any DP is a complex process and requires careful consideration of all evidence to ensure decisions are taken in the best interests of all children and to ensure they have access to high quality education that is viable and sustainable in the long term.
I am aware of the need for clarity and certainty for the school and its community, therefore I will endeavour to provide that clarity and certainty as soon as practically possible.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2024256%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=432329","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=432329"}},{"id":"431218","reference":"AQW 23861/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-05","answerBy":"2025-03-10","answered":null,"answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when he will answer (i) AQW 21627/22-27; (ii) AQW 21714/22-27; (iii) AQW 21715/22-27; and (iv) AQW 21716/22-27.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023861%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=431218","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=431218"}},{"id":"431217","reference":"AQW 23860/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-05","answerBy":"2025-03-21","answered":"2025-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any data or information held by his Department or the Education Authority in relation to the use of reduced timetables for pupils with additional needs.","answerText":"Under Article 17 of the Education Reform (Northern Ireland) Order 1989 Order, schools may reduce the time pupils are in attendance in school for various reasons such as emotional, behavioural or welfare reasons or phased return after a long illness.\n\nNeither the Department nor the Education Authority holds this data as there is no designated absence code specifically for this scenario.","answerHtml":"Under Article 17 of the Education Reform (Northern Ireland) Order 1989 Order, schools may reduce the time pupils are in attendance in school for various reasons such as emotional, behavioural or welfare reasons or phased return after a long illness.
Neither the Department nor the Education Authority holds this data as there is no designated absence code specifically for this scenario.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023860%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=431217","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=431217"}},{"id":"430986","reference":"AQW 23755/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-04","answerBy":"2025-03-20","answered":"2025-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any cross-departmental work that takes place during the transition process for young people with a statement of special educational needs leaving school at 19 years of age.","answerText":"Schools, the Education Authority (EA), Health and Social Care Trusts (HSCT) and career advisors (within the Department for Economy (DfE)) are all involved in planning for a child’s transition from education.\n\nThe exchange of information, advice and action in this multidisciplinary environment/forum is aimed to help facilitate the young person’s overall transition as part of the Annual Review of their statement from Year 10 onwards.\n\nAs part of the End to End Review of Special Educational Needs (SEN) a Transitions Workstream was jointly led by the Department of Education (DE) and Department of Health (DoH) with representatives from the Department for Communities (DfC), Public Health Agency (PHA) and DfE.\n\nThe focus of this workstream was to review current transition planning, identifying challenges and strengths, and opportunities for development of a more effective approach from education into adulthood. The workstream also focussed on enhanced inter-agency working between DE, DoH, DfC and DfE with a focus on enhancing collaboration and providing clarification of roles and responsibilities. In addition to this, a project focused on post-school SEN skills and training provision and legislation was announced by the Minister for the Economy in June 2024. Transition at various stages of a learner’s journey is also contained with the SEN Reform Agenda and work will continue in this space on a cross-departmental basis.","answerHtml":"Schools, the Education Authority (EA), Health and Social Care Trusts (HSCT) and career advisors (within the Department for Economy (DfE)) are all involved in planning for a child’s transition from education.
The exchange of information, advice and action in this multidisciplinary environment/forum is aimed to help facilitate the young person’s overall transition as part of the Annual Review of their statement from Year 10 onwards.
As part of the End to End Review of Special Educational Needs (SEN) a Transitions Workstream was jointly led by the Department of Education (DE) and Department of Health (DoH) with representatives from the Department for Communities (DfC), Public Health Agency (PHA) and DfE.
The focus of this workstream was to review current transition planning, identifying challenges and strengths, and opportunities for development of a more effective approach from education into adulthood. The workstream also focussed on enhanced inter-agency working between DE, DoH, DfC and DfE with a focus on enhancing collaboration and providing clarification of roles and responsibilities. In addition to this, a project focused on post-school SEN skills and training provision and legislation was announced by the Minister for the Economy in June 2024. Transition at various stages of a learner’s journey is also contained with the SEN Reform Agenda and work will continue in this space on a cross-departmental basis.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023755%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430986","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430986"}},{"id":"430985","reference":"AQW 23754/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-04","answerBy":"2025-03-20","answered":"2025-03-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether mental capacity assessments are considered as part of the transition process for young people with a statement of special educational needs leaving school.","answerText":"I refer the member to my answer to AQW 23321/22-27 with regard to the termination point for the North Belfast route.\n\nThe proposed Park and Ride at O’Neill Road, Newtownabbey will be the final stop on the North Belfast route and will be served by a dedicated Metro service following Phase 1 of the Belfast Rapid Transit implementation. This service will benefit from the bus priority measures being provided as part of the £35m funding from Belfast Region City Deal. On full implementation of the BRT 2 project, Glider vehicles will replace the Metro service on the route and will also terminate at the Park and Ride site","answerHtml":"I refer the member to my answer to AQW 23321/22-27 with regard to the termination point for the North Belfast route.
The proposed Park and Ride at O’Neill Road, Newtownabbey will be the final stop on the North Belfast route and will be served by a dedicated Metro service following Phase 1 of the Belfast Rapid Transit implementation. This service will benefit from the bus priority measures being provided as part of the £35m funding from Belfast Region City Deal. On full implementation of the BRT 2 project, Glider vehicles will replace the Metro service on the route and will also terminate at the Park and Ride site
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023754%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430985","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430985"}},{"id":"430984","reference":"AQW 23753/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-04","answerBy":"2025-03-20","answered":"2025-03-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how IQ tests are used in determining the level of support required for a young person with a statement of special educational need transitioning out of school.","answerText":"IQ or cognitive testing is just one element of a comprehensive Educational Psychology assessment and should never be viewed in isolation. While cognitive assessments can provide useful information about a young person’s intellectual functioning, including their strengths and difficulties in areas such as verbal reasoning, processing speed, and working memory, they do not capture the full picture of their learning needs or daily functioning.\n\nEducational Psychologists take a holistic approach, considering a wide range of factors beyond IQ scores when carrying out an assessment. These include adaptive functioning, for example, independent living skills, social communication, and problem-solving, academic attainment, social-emotional well-being, and environmental influences such as family, school support, and access to resources. By integrating these factors through a process of psychological formulation, Educational Psychologists develop a more meaningful understanding of the young person’s needs, ensuring that recommendations are both practical and person centred.\n\nThis is particularly relevant when determining the level of support required for a young person with a Statement of Special Educational Needs as they transition out of school. Decisions about post-school placements, vocational training, or employment support must consider how the young person functions in real-life situations, rather than relying solely on standardised test scores. For instance, two individuals with similar IQ scores may require very different levels of support depending on their adaptive skills, mental health, and coping strategies.\n\nBy using a comprehensive assessment approach, Educational Psychologists can provide recommendations that better reflect the young person’s strengths, challenges, and future goals, ensuring they receive the appropriate support to thrive in adulthood.","answerHtml":"IQ or cognitive testing is just one element of a comprehensive Educational Psychology assessment and should never be viewed in isolation. While cognitive assessments can provide useful information about a young person’s intellectual functioning, including their strengths and difficulties in areas such as verbal reasoning, processing speed, and working memory, they do not capture the full picture of their learning needs or daily functioning.
Educational Psychologists take a holistic approach, considering a wide range of factors beyond IQ scores when carrying out an assessment. These include adaptive functioning, for example, independent living skills, social communication, and problem-solving, academic attainment, social-emotional well-being, and environmental influences such as family, school support, and access to resources. By integrating these factors through a process of psychological formulation, Educational Psychologists develop a more meaningful understanding of the young person’s needs, ensuring that recommendations are both practical and person centred.
This is particularly relevant when determining the level of support required for a young person with a Statement of Special Educational Needs as they transition out of school. Decisions about post-school placements, vocational training, or employment support must consider how the young person functions in real-life situations, rather than relying solely on standardised test scores. For instance, two individuals with similar IQ scores may require very different levels of support depending on their adaptive skills, mental health, and coping strategies.
By using a comprehensive assessment approach, Educational Psychologists can provide recommendations that better reflect the young person’s strengths, challenges, and future goals, ensuring they receive the appropriate support to thrive in adulthood.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023753%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430984","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430984"}},{"id":"430983","reference":"AQW 23752/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-04","answerBy":"2025-03-20","answered":"2025-03-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any assessments conducted to determine the functional abilities of a young person with a statement of special educational needs before they leave school at 19 years of age.","answerText":"As part of transition planning at the Annual Review of the young person’s statement of special educational needs, the relevant Health and Social Care Trust may consider a needs assessment for young people in preparation for moving from children to adult services.\n\nThis needs assessment may help determine areas such as functional abilities, emotional wellbeing, social/communication skills, awareness/decision making, behaviour, personal care, mobility, travel/independence and determine the young person’s needs or any risks. Such assessment may be required to assist the Health and Social Care Trust in identifying an appropriate supported or governed Health and Social Care post school provision (e.g. day centre or day opportunities). The assessment may also be used to assist in transition arrangements to facilitate any move over to the post school option.\n\nWhere a school requests the involvement from Education Psychology as part of the annual review process, Education Psychology will undertake a review assessment.","answerHtml":"As part of transition planning at the Annual Review of the young person’s statement of special educational needs, the relevant Health and Social Care Trust may consider a needs assessment for young people in preparation for moving from children to adult services.
This needs assessment may help determine areas such as functional abilities, emotional wellbeing, social/communication skills, awareness/decision making, behaviour, personal care, mobility, travel/independence and determine the young person’s needs or any risks. Such assessment may be required to assist the Health and Social Care Trust in identifying an appropriate supported or governed Health and Social Care post school provision (e.g. day centre or day opportunities). The assessment may also be used to assist in transition arrangements to facilitate any move over to the post school option.
Where a school requests the involvement from Education Psychology as part of the annual review process, Education Psychology will undertake a review assessment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023752%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430983","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430983"}},{"id":"430982","reference":"AQW 23751/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-03-04","answerBy":"2025-03-20","answered":"2025-03-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any processes in place to support young people with a statement of special educational needs as they transition out of school after 19 years of age.","answerText":"As part of the annual review of the young person’s statement of special educational needs, school leaders will create a transitions plan and update this every year from Year 10 in preparation for the young person leaving school. Stakeholders and services will along with the young person and parent/carer have the opportunity to contribute to this process.\n\nRelevant stakeholders may include Health services, Careers Service, Educational Psychology and EA services as appropriate. Depending on the young person’s individual circumstances opportunities such as sampling, visits, and open days are identified to support or ascertain appropriate pathways.\n\nSpecial Schools very often have transitions classes/programmes already in place, aimed towards preparing the young person in their final year for the move to their post school pathway/adult life.","answerHtml":"As part of the annual review of the young person’s statement of special educational needs, school leaders will create a transitions plan and update this every year from Year 10 in preparation for the young person leaving school. Stakeholders and services will along with the young person and parent/carer have the opportunity to contribute to this process.
Relevant stakeholders may include Health services, Careers Service, Educational Psychology and EA services as appropriate. Depending on the young person’s individual circumstances opportunities such as sampling, visits, and open days are identified to support or ascertain appropriate pathways.
Special Schools very often have transitions classes/programmes already in place, aimed towards preparing the young person in their final year for the move to their post school pathway/adult life.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023751%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430982","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430982"}},{"id":"430382","reference":"AQW 23586/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-28","answerBy":"2025-03-05","answered":null,"answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when he will answer AQW 21076/22-27.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023586%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430382","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430382"}},{"id":"430381","reference":"AQW 23585/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-28","answerBy":"2025-03-18","answered":"2025-03-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the role that (i) the young person themselves; (ii) parents and carers; and (iii) school leaders have in the transition process for young people with a statement of special educational needs leaving school at 19 years of age.","answerText":"As the young person is a central figure in the transitions process this is the opportunity for their voice to be heard, and for their perspective to be incorporated into the overall planning. The degree or timing of any young person’s participation in Annual Reviews, transition discussions or transitions plans may be dependent on such aspects of their ability and aptitude. The young person may, where appropriate, participate in accessing visits, sampling or events related to post school programmes.\n\nAs stakeholders and advocates for the young person, parents/carers are encouraged to participate and assist in the overall transitions process. Their input and support work towards enabling any post school pathway planning. The opportunity to present their views and in-depth knowledge of the young person is key to the planning process.\n\nSchool leaders have knowledge of the young person’s educational experience and development which assists the transitions process and post school pathway development. School leaders can also involve other related external and supportive services to aid the planning process. School leaders are responsible for overseeing the development of Transition Plans within the Annual Review of the Statement process. They also assist as or where appropriate in the programme of any sampling or access visits to potential post school pathways.","answerHtml":"As the young person is a central figure in the transitions process this is the opportunity for their voice to be heard, and for their perspective to be incorporated into the overall planning. The degree or timing of any young person’s participation in Annual Reviews, transition discussions or transitions plans may be dependent on such aspects of their ability and aptitude. The young person may, where appropriate, participate in accessing visits, sampling or events related to post school programmes.
As stakeholders and advocates for the young person, parents/carers are encouraged to participate and assist in the overall transitions process. Their input and support work towards enabling any post school pathway planning. The opportunity to present their views and in-depth knowledge of the young person is key to the planning process.
School leaders have knowledge of the young person’s educational experience and development which assists the transitions process and post school pathway development. School leaders can also involve other related external and supportive services to aid the planning process. School leaders are responsible for overseeing the development of Transition Plans within the Annual Review of the Statement process. They also assist as or where appropriate in the programme of any sampling or access visits to potential post school pathways.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023585%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430381","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430381"}},{"id":"430380","reference":"AQW 23584/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-28","answerBy":"2025-03-18","answered":"2025-03-05","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of young people with special educational needs (i) that left a special school at 19 years of age in the 2023-24 academic year; and (ii) that are projected to leave a special school at 19 years of age in the 2024-25 academic year.","answerText":"School Census information below shows the number of pupils enrolled in special schools who were recorded as being 18. Age is recorded at 1 July, so the pupils below will turn 19 before the end of the academic year. All young people in special schools have special educational needs.\n\nCensus Year\tNumber of pupils aged 18\n2023/24\t284\n2024/25\t250","answerHtml":"School Census information below shows the number of pupils enrolled in special schools who were recorded as being 18. Age is recorded at 1 July, so the pupils below will turn 19 before the end of the academic year. All young people in special schools have special educational needs.
| Census Year | Number of pupils aged 18 |
| 2023/24 | 284 |
| 2024/25 | 250 |
I recently published the Special Educational Needs (SEN) Reform Agenda and five-year Delivery Plan which sets out the actions that are needed to ensure that children and young people with SEN can benefit from greater inclusion and receive the right support from the right people at the right time and in the right place.
Included in the delivery plan is an action to design and implement a Leadership Programme for SEN Learning Support Coordinators/ SEN co-ordinators (SENCo’s), along with an early action to review the quality and appropriateness of specialist provision in mainstream schools.
As set out in the Code of Practice (1998) paragraph 2.13 …The time and attention which SENCo’s will need to devote to their responsibilities will depend on the circumstances of particular schools. Boards of Governors and Principals should therefore give careful thought to the SENCo teaching commitments and responsibilities to ensure that structures within the school allow the SENCo functions to be carried out most effectively.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023583%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430379","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430379"}},{"id":"430378","reference":"AQW 23582/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-28","answerBy":"2025-03-18","answered":"2025-03-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any training available to teachers in mainstream schools on managing challenging behaviour.","answerText":"A range of whole school capacity building training is available to mainstream schools from both the Education Authority (EA) Primary and Post Primary Behaviour Support and Provisions services. This service encourages schools to establish early intervention, preventative, trauma informed and nurturing approaches to support behaviours that challenge and promote a culture of positive emotional health and wellbeing (EHWB). The core focus of this training is:\n\nunderstanding that behaviour is a form of communication\n\nto move away from controlling or managing behaviour to nurturing and support EHWB\n\nthe importance of relationships\n\ncreating a network around a school and the child\n\nchild centred: voice of the child is captured in support plans developed\n\na trauma Informed/ trauma sensitive approach is encouraged\n\nunderstanding of neurological development\n\nTraining is available on the following areas:\n\nA Positive Approach to Risk Reduction: regional approach to Risk Assessment and development of a Risk Reduction Action Plan\n\nDe-escalation and Diffusion training\n\nUnderstanding and Managing Children that Present with Social Behaviour Emotional and Wellbeing (SBEW) needs\n\nWhole School Positive Behaviour Frameworks that address effective staff structure, professional development, space, ethos and resources with emphasis on preventative and solution focused approaches and nurture principles\n\nDevelopment of a Positive Behaviour Policy relating to behaviour\n\nRecord keeping and legislation\n\nNurture training\n\nBespoke staff training e.g. classroom assistant\n\nSupporting a Pupil with a Statement for SBEW Needs\n\nTrauma Informed Practice training for schools\n\nBetter Together Programme: the development of regional model of support, specifically focused on support for Special Schools.\n\nEA has developed a bespoke training programme for accredited safe handling training for staff working within Specialist Provisions in Mainstream Schools, “Connecting and Caring Across the Whole School Community” which provides a whole school framework to prevent, relate, support and respond to behaviours that require intervention. This programme was delivered as a pilot to over 60 Specialist Provisions in Mainstream Schools Term 3 of 2023/ 2024, with the revised programme delivered to a number of specialist provisions in February 2025. This training will be available to all settings from September 2025.\n\nOther available support to schools includes:\n\nRegional Primary Behaviour Support and Provisions Telephone Helpline\n\nProvision of guidance materials and resources including signposting to specialist programmes\n\nSchool visits by Education Authority (EA) staff to provide support with implementing:\n\nBest practice in relation to risk reduction including escalation and diffusion and use of reasonable force and safe handling\n\nLegislation and guidance in relation to bullying in schools\n\nViolence at Work and Procedures – An EA draft Policy in development which includes guidance for school staff\n\nTargeted support for pupils with a statement of special education needs for SBEW\n\nIntensive pupil intervention support, which may include an EOTAS placement\n\nGroup Based Intervention to address specific areas of need\n\nRevised chapter of SEN Resource File on SBEW key areas of focus: nurture/ trauma informed practice\n\nDevelopment of the Nurture in Education programme for all sectors\n\nFortnightly High Five newsletter for Primary schools: incorporates the Take 5 EHWB programme\n\nSchools can refer directly to both Primary and Post Primary Behaviour Support to request staff professional development, pupil intervention and placement requests within EOTAS. Details are available on C2k Exchange and the EA web page.\n\nThe EA Behaviour Plan of Arrangements outlines all available support and resources to schools including Telephone Advice Helpline, teacher professional learning opportunities, risk management processes, relevant reporting and recording arrangements.","answerHtml":"A range of whole school capacity building training is available to mainstream schools from both the Education Authority (EA) Primary and Post Primary Behaviour Support and Provisions services. This service encourages schools to establish early intervention, preventative, trauma informed and nurturing approaches to support behaviours that challenge and promote a culture of positive emotional health and wellbeing (EHWB). The core focus of this training is:
understanding that behaviour is a form of communication
to move away from controlling or managing behaviour to nurturing and support EHWB
the importance of relationships
creating a network around a school and the child
child centred: voice of the child is captured in support plans developed
a trauma Informed/ trauma sensitive approach is encouraged
understanding of neurological development
Training is available on the following areas:
A Positive Approach to Risk Reduction: regional approach to Risk Assessment and development of a Risk Reduction Action Plan
De-escalation and Diffusion training
Understanding and Managing Children that Present with Social Behaviour Emotional and Wellbeing (SBEW) needs
Whole School Positive Behaviour Frameworks that address effective staff structure, professional development, space, ethos and resources with emphasis on preventative and solution focused approaches and nurture principles
Development of a Positive Behaviour Policy relating to behaviour
Record keeping and legislation
Nurture training
Bespoke staff training e.g. classroom assistant
Supporting a Pupil with a Statement for SBEW Needs
Trauma Informed Practice training for schools
Better Together Programme: the development of regional model of support, specifically focused on support for Special Schools.
EA has developed a bespoke training programme for accredited safe handling training for staff working within Specialist Provisions in Mainstream Schools, “Connecting and Caring Across the Whole School Community” which provides a whole school framework to prevent, relate, support and respond to behaviours that require intervention. This programme was delivered as a pilot to over 60 Specialist Provisions in Mainstream Schools Term 3 of 2023/ 2024, with the revised programme delivered to a number of specialist provisions in February 2025. This training will be available to all settings from September 2025.
Other available support to schools includes:
Regional Primary Behaviour Support and Provisions Telephone Helpline
Provision of guidance materials and resources including signposting to specialist programmes
School visits by Education Authority (EA) staff to provide support with implementing:
Best practice in relation to risk reduction including escalation and diffusion and use of reasonable force and safe handling
Legislation and guidance in relation to bullying in schools
Violence at Work and Procedures – An EA draft Policy in development which includes guidance for school staff
Targeted support for pupils with a statement of special education needs for SBEW
Intensive pupil intervention support, which may include an EOTAS placement
Group Based Intervention to address specific areas of need
Revised chapter of SEN Resource File on SBEW key areas of focus: nurture/ trauma informed practice
Development of the Nurture in Education programme for all sectors
Fortnightly High Five newsletter for Primary schools: incorporates the Take 5 EHWB programme
Schools can refer directly to both Primary and Post Primary Behaviour Support to request staff professional development, pupil intervention and placement requests within EOTAS. Details are available on C2k Exchange and the EA web page.
The EA Behaviour Plan of Arrangements outlines all available support and resources to schools including Telephone Advice Helpline, teacher professional learning opportunities, risk management processes, relevant reporting and recording arrangements.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023582%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430378","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430378"}},{"id":"430055","reference":"AQW 23411/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-26","answerBy":"2025-03-13","answered":"2025-03-05","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of (i) Local Impact Teams have been established by the Education Authority; and (ii) schools that each Local Impact Team covers.","answerText":"The SEND Local IMPACT Teams (LIT) model is being implemented in phases. EA’s existing siloed SEND services staff will transition into a network of local multi-specialism teams across Term 3 to be fully operational in September 2025. Extensive regular engagement with stakeholders has highlighted widespread support for the Local IMPACT Team model and its phased implementation providing settings with more time to prepare for the changes the new model will bring.\n\nThe EA’s SEND Transformation Team are in the final stages of defining LIT catchment areas and staff allocation to maximise accessibility and capacity. Engagement with directly affected staff and Tade Unions are about to be initiated, and once that engagement has been completed, the details of the LIT network structure and distribution will be shared publicly.","answerHtml":"The SEND Local IMPACT Teams (LIT) model is being implemented in phases. EA’s existing siloed SEND services staff will transition into a network of local multi-specialism teams across Term 3 to be fully operational in September 2025. Extensive regular engagement with stakeholders has highlighted widespread support for the Local IMPACT Team model and its phased implementation providing settings with more time to prepare for the changes the new model will bring.
The EA’s SEND Transformation Team are in the final stages of defining LIT catchment areas and staff allocation to maximise accessibility and capacity. Engagement with directly affected staff and Tade Unions are about to be initiated, and once that engagement has been completed, the details of the LIT network structure and distribution will be shared publicly.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023411%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430055","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430055"}},{"id":"430054","reference":"AQW 23410/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-26","answerBy":"2025-03-13","answered":"2025-03-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what additional non-contact time is provided to teachers to complete Personal Learning Plans (PLP) and PLP reviews for children with special educational needs.","answerText":"The new draft SEN Regulations place a duty on Board of Governors of grant-aided schools “to ensure that the designated learning support co-ordinator receives reasonable time to conduct their role effectively”; this includes completion and review of the Personal Learning Plan.","answerHtml":"The new draft SEN Regulations place a duty on Board of Governors of grant-aided schools “to ensure that the designated learning support co-ordinator receives reasonable time to conduct their role effectively”; this includes completion and review of the Personal Learning Plan.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023410%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430054","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430054"}},{"id":"430053","reference":"AQW 23409/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-26","answerBy":"2025-03-13","answered":"2025-03-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what time a Special Educational Needs Coordinator is entitled to receive, outside of teaching time, to deliver their role.","answerText":"At present there is no specification on the amount of time outside of teaching time, to deliver the Special Educational Needs Co-ordinator (SENCo) role.\n\nThe allocation of time is a decision taken at school level and varies from school to school.","answerHtml":"At present there is no specification on the amount of time outside of teaching time, to deliver the Special Educational Needs Co-ordinator (SENCo) role.
The allocation of time is a decision taken at school level and varies from school to school.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023409%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430053","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430053"}},{"id":"430052","reference":"AQW 23408/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-26","answerBy":"2025-03-13","answered":"2025-03-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether all teachers taking on the role of a Special Educational Needs Coordinator in Northern Ireland are entitled to a management point.","answerText":"The allocation of teaching allowance (previously known as management points) is a decision for each school within its own management structure.\n\nThe Board of Governors of an individual school is responsible for determining a management structure appropriate to the needs and circumstances of the school.\n\nIn determining the management structure for posts of responsibility the Governors will also determine the level of teaching allowance (if appropriate).","answerHtml":"The allocation of teaching allowance (previously known as management points) is a decision for each school within its own management structure.
The Board of Governors of an individual school is responsible for determining a management structure appropriate to the needs and circumstances of the school.
In determining the management structure for posts of responsibility the Governors will also determine the level of teaching allowance (if appropriate).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023408%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430052","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430052"}},{"id":"430051","reference":"AQW 23407/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-26","answerBy":"2025-03-13","answered":"2025-03-05","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to 22414/22-27, whether there is a requirement for a teacher to be informed when a classroom assistant working in their class does not have an Access NI check in place.","answerText":"Circular 2024/10 ‘Pre-Employment / Access NI Check Requirements and Safer Recruitment Practices for Staff and Volunteers Working in or Providing a Service for Schools/Education Settings’ advises that the school principal is responsible for safeguarding in their school, for completing a risk assessment in respect of unvetted staff and for ensuring that non-vetted staff are supervised by someone who is in regulated activity. It is the principal’s responsibility to assess the safeguarding risk and to decide how this should be managed within the context of the school.","answerHtml":"Circular 2024/10 ‘Pre-Employment / Access NI Check Requirements and Safer Recruitment Practices for Staff and Volunteers Working in or Providing a Service for Schools/Education Settings’ advises that the school principal is responsible for safeguarding in their school, for completing a risk assessment in respect of unvetted staff and for ensuring that non-vetted staff are supervised by someone who is in regulated activity. It is the principal’s responsibility to assess the safeguarding risk and to decide how this should be managed within the context of the school.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023407%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=430051","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=430051"}},{"id":"429336","reference":"AQW 23097/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-21","answerBy":"2025-02-26","answered":"2025-02-26","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the Education Authority has the legal power to direct a Board of Governors to ensure that an Access NI check is completed for a classroom assistant.","answerText":"With regard to the Access NI process, the Education Authority (EA) has advisory powers but cannot mandate a Board of Governors to undertake a specific action. Schools are responsible for ensuring that the Access NI check is completed for any member of staff employed via the temporary engagement process. The EA provides schools with guidance and the necessary documents to complete this check.","answerHtml":"With regard to the Access NI process, the Education Authority (EA) has advisory powers but cannot mandate a Board of Governors to undertake a specific action. Schools are responsible for ensuring that the Access NI check is completed for any member of staff employed via the temporary engagement process. The EA provides schools with guidance and the necessary documents to complete this check.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2023097%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=429336","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=429336"}},{"id":"428745","reference":"AQW 22811/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-18","answerBy":"2025-02-21","answered":"2025-02-20","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 22242/22-27, to detail the number of classroom assistants currently working in schools without an AccessNI check, broken down by those who have been working without a check for (i) more than one month; (ii) more than six months; and (iii) more than twelve months.","answerText":"When a school engages a temporary staff member, they are required to follow the guidance set out in DE Circular 2024/10, related to pre-employment and Access NI requirements and safer resourcing practices. This includes ensuring that non-vetted staff are supervised by someone who is vetted to work in regulated activity.\n\nWhere a staff member has not submitted the paperwork needed by Access NI, the Education Authority (EA) engages with the school Principal to remind them of the requirement to have this completed. Despite protracted communication between the EA and the employee/school, the documentation required to undertake the check can remain outstanding for a prolonged period. The table below details the number of classroom assistants without an Access NI check, broken down by the length of time the check has been outstanding.\n\nTime Period\tNo. Classroom Assistants1\n4 weeks to 6 months\t462\n6 months to 1 year\t70\nGreater than 1 year\t195\nTotal\t727\n\n1 Figures as at 19 February 2025\n\nI have asked the EA Chief Executive to urgently review the Access NI process within schools and the EA. As a result, I have been assured that the EA is taking robust action to ensure that the issue of outstanding checks is addressed.","answerHtml":"When a school engages a temporary staff member, they are required to follow the guidance set out in DE Circular 2024/10, related to pre-employment and Access NI requirements and safer resourcing practices. This includes ensuring that non-vetted staff are supervised by someone who is vetted to work in regulated activity.
Where a staff member has not submitted the paperwork needed by Access NI, the Education Authority (EA) engages with the school Principal to remind them of the requirement to have this completed. Despite protracted communication between the EA and the employee/school, the documentation required to undertake the check can remain outstanding for a prolonged period. The table below details the number of classroom assistants without an Access NI check, broken down by the length of time the check has been outstanding.
| Time Period | No. Classroom Assistants1 |
| 4 weeks to 6 months | 462 |
| 6 months to 1 year | 70 |
| Greater than 1 year | 195 |
| Total | 727 |
1 Figures as at 19 February 2025
I have asked the EA Chief Executive to urgently review the Access NI process within schools and the EA. As a result, I have been assured that the EA is taking robust action to ensure that the issue of outstanding checks is addressed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022811%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=428745","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=428745"}},{"id":"428403","reference":"AQW 22702/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-17","answerBy":"2025-03-04","answered":"2025-03-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail when a project board to support the delivery of Mid Down Integrated College will be established.","answerText":"Where a development proposal is approved by the Department, it is the statutory responsibility of the proposer to implement it. In doing so The Northern Ireland Council for Integrated Education (NICIE) will provide support to the proposer in establishing the steering group in the process of Mid-Down Integrated College establishing itself as a Grant-Maintained Integrated (GMI) school.","answerHtml":"Where a development proposal is approved by the Department, it is the statutory responsibility of the proposer to implement it. In doing so The Northern Ireland Council for Integrated Education (NICIE) will provide support to the proposer in establishing the steering group in the process of Mid-Down Integrated College establishing itself as a Grant-Maintained Integrated (GMI) school.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022702%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=428403","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=428403"}},{"id":"428402","reference":"AQW 22701/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-17","answerBy":"2025-03-04","answered":"2025-03-04","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any action he is taking to reduce occupational therapist assessment waiting times for (i) adults; and (ii) children in the South Eastern Health and Social Care Trust.","answerText":"The Public Health Agency (PHA) continues to work with the Strategic Planning and Performance Group (SPPG) and Trusts to ensure Allied Health Profession (AHP) services including Occupational Therapy deliver a range of support that reflects the needs of the population of Northern Ireland, and is aligned to evidence based practice.\n\nStrategies that are currently being used by South Eastern Health and Social Care Trust to help reduce waiting times are:\n\nwaiting list validation\n\nmonitoring capacity and demand of complex cases\n\nproactive recruitment\n\nutilising bank and agency staff to cover long term vacancies or absences as appropriate\n\nreviewing new ways of working and assuring appropriate skill mix to maximise efficiency.","answerHtml":"The Public Health Agency (PHA) continues to work with the Strategic Planning and Performance Group (SPPG) and Trusts to ensure Allied Health Profession (AHP) services including Occupational Therapy deliver a range of support that reflects the needs of the population of Northern Ireland, and is aligned to evidence based practice.
Strategies that are currently being used by South Eastern Health and Social Care Trust to help reduce waiting times are:
waiting list validation
monitoring capacity and demand of complex cases
proactive recruitment
utilising bank and agency staff to cover long term vacancies or absences as appropriate
reviewing new ways of working and assuring appropriate skill mix to maximise efficiency.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022701%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=428402","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=428402"}},{"id":"428401","reference":"AQW 22700/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-17","answerBy":"2025-03-04","answered":"2025-03-04","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the current waiting times for (i) child; and (ii) adult occupational therapist assessments in the South Eastern Health and Social Care Trust.","answerText":"(i) The current waiting times for a routine Occupational Therapy Appointment in the South Eastern Health and Social Care Trust for a child are (valid at 21.02.2025):\n\n0-3 weeks\t3-6 weeks\t6-9 weeks\t9-13 weeks\t>13 weeks\nChildren\t< 5\t17\t13\t42\t321\n\n(ii) The current waiting time for a routine Occupational Therapy Appointment in the South Eastern Health and Social Care Trust for an adult are (valid at 21.02.2025):\n\n0-3 weeks\t3-6 weeks\t6-9 weeks\t9-13 weeks\t>13 weeks\nAdults\t414\t275\t130\t237\t1400","answerHtml":"(i) The current waiting times for a routine Occupational Therapy Appointment in the South Eastern Health and Social Care Trust for a child are (valid at 21.02.2025):
| 0-3 weeks | 3-6 weeks | 6-9 weeks | 9-13 weeks | >13 weeks | |
| Children | < 5 | 17 | 13 | 42 | 321 |
(ii) The current waiting time for a routine Occupational Therapy Appointment in the South Eastern Health and Social Care Trust for an adult are (valid at 21.02.2025):
| 0-3 weeks | 3-6 weeks | 6-9 weeks | 9-13 weeks | >13 weeks | |
| Adults | 414 | 275 | 130 | 237 | 1400 |
I would refer the Member to the answer to question AQW 22242/22-27. The answer is contained in the Written Answers Booklet for the week ending 21 February 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022602%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=428133","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=428133"}},{"id":"428132","reference":"AQW 22601/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-14","answerBy":"2025-03-03","answered":"2025-03-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will undertake a review of the current processes for allocating funding to schools for unavoidable minor works.","answerText":"Due to budget constraints, Unavoidable Minor Works applications are currently prioritised on the basis of health and safety, statutory compliance and the need to address urgent and emergency repairs, which could close a school or present a significant health and safety risk.\n\nMy Department’s internal audit carried out a review of the Minor Works processes for non-controlled schools in May 2023. One of the objectives of that review was “To ensure that schemes within the minor works programme are prioritised to ensure effective use of the available capital budget”. The audit opinion was that, overall, there is a satisfactory system of governance, risk management and control.\n\nIn October 2017 the Department increased the Education Authority’s (EA) capital delegation from £500k to £1m. This effectively meant that from that date, all EA capital projects below that threshold are carried out by the EA without reference to the Department.\n\nThe EA is responsible for determining its own minor works priorities and for planning, managing and carrying out these works.\n\nDelivery of projects is continually assessed against available budget.","answerHtml":"Due to budget constraints, Unavoidable Minor Works applications are currently prioritised on the basis of health and safety, statutory compliance and the need to address urgent and emergency repairs, which could close a school or present a significant health and safety risk.
My Department’s internal audit carried out a review of the Minor Works processes for non-controlled schools in May 2023. One of the objectives of that review was “To ensure that schemes within the minor works programme are prioritised to ensure effective use of the available capital budget”. The audit opinion was that, overall, there is a satisfactory system of governance, risk management and control.
In October 2017 the Department increased the Education Authority’s (EA) capital delegation from £500k to £1m. This effectively meant that from that date, all EA capital projects below that threshold are carried out by the EA without reference to the Department.
The EA is responsible for determining its own minor works priorities and for planning, managing and carrying out these works.
Delivery of projects is continually assessed against available budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022601%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=428132","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=428132"}},{"id":"428131","reference":"AQW 22600/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-14","answerBy":"2025-03-03","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of people diagnosed with a learning disability that are currently waiting to be allocated a social worker, broken down by Health and Social Care Trust.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022600%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=428131","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=428131"}},{"id":"428130","reference":"AQW 22599/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-14","answerBy":"2025-03-03","answered":"2025-03-03","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 21075/22-27, when the £13 million investment announced in October 2024 to deliver additional short break provision for young people will be delivered.","answerText":"Funding of £1.377m has been allocated in year between the HSC Trusts which was allocated in January 2025. The Department is currently working alongside the Trusts to finalise business cases for 25/26 whereupon the £13.1m will be allocated.","answerHtml":"Funding of £1.377m has been allocated in year between the HSC Trusts which was allocated in January 2025. The Department is currently working alongside the Trusts to finalise business cases for 25/26 whereupon the £13.1m will be allocated.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022599%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=428130","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=428130"}},{"id":"428092","reference":"AQO 1618/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-02-13","answerBy":"2025-02-25","answered":"2025-02-25","answeredOrally":true,"priority":false,"department":"Department of Agriculture, Environment and Rural Affairs","departmentId":"76","minister":"Minister of Agriculture, Environment and Rural Affairs","question":"To ask the Minister of Agriculture, Environment and Rural Affairs for an update on progress on the roll-out of the Farming with Nature Package.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr Muir","text":"The Farming with Nature package is one of my top priorities. It is my ambition to scale up nature-friendly farming, with all farmers being rewarded for delivering environmental public goods alongside food production and that Farming with Nature will become an important enterprise on farms. The package will be introduced through a phased approach, with the aim of increasing the extent, quality and connectivity of habitats in the farmed landscape in and outside designated sites and priority habitat areas. I plan to launch the first phase of the package — the Farming with Nature transition scheme — later this year. It will include measures to increase the extent of habitats and connectivity on-farm. They include planting new hedgerows, farmland tree planting, creating riparian buffer strips and retention of winter stubble and multi-species winter cover crops. I plan to say more about the Farming with Nature package at the Balmoral show, which I am looking forward to, together with opening dates and future phases, subject to business cases and legislation being in place."},{"speaker":"Mr Mathison","text":"I thank the Minister for his answer and look forward to further announcements. The Minister will be aware of the leading work that Riverside Farm in Ballyalton, which falls within the new Strangford constituency boundaries, has been delivering through nature-friendly farming practice. Will he join me on a visit to the farm to see its excellent work at first hand?"},{"speaker":"Mr Muir","text":"That is probably the first invite of this calendar year to make a farm visit. I am delighted to accept it, because making such visits is a highlight of the job. I look forward to taking up the invitation."},{"speaker":"Mr McGlone","text":"Minister, you will be aware that a significant number of farms that had done a fair bit of tree planting have been affected by ash dieback. How might the scheme help those farms to replace trees that were lost in significant numbers and at substantial cost?"},{"speaker":"Mr Muir","text":"I am aware of that issue, because forestry sits in my Department. The Farming with Nature transition scheme, which will come out this year, is an actions-based scheme and will help with some element of the problem. The further schemes that will roll out next year will have a wider implication for it. The Forest Service also has grant schemes for tree planting. There are quite a lot of schemes to support people with that, but I am conscious of the prevalence of ash dieback, and it is obviously of concern. The Forest Service is working through that, particularly in the context of the recent storms."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201618%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=428092","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2025-02-25&docID=428905#AQO%201618/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=428092"}},{"id":"427870","reference":"AQW 22414/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-12","answerBy":"2025-02-27","answered":"2025-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 21519/22-27, to detail the processes in place to ensure (i) that child safeguarding risk assessments are carried out when a classroom assistant is engaged by a school without a completed Access NI check; and (ii) these staff are supervised at all times.","answerText":"School leaders are responsible for safeguarding within their school and are required to comply with DE Circular 2024/10 – Pre-Employment/Access NI Check Requirements and Safer Recruitment Practices for Staff and Volunteers Working in or Providing a Service for Schools/Educational Settings.\n\nThe Circular states that where non-vetted staff are used to provide emergency cover, school leaders/managers must carry out a risk assessment and ensure that non-vetted staff are supervised by someone who is vetted to work in regulated activity. They must also take all necessary steps to ensure the safeguarding and protection of children.\n\nWhere an Access NI check is outstanding as a result of the school/staff member not submitting the required documentation, the Education Authority (EA) engages with the school principal to remind them of the need to have this completed.\n\nI recently asked the EA Chief Executive to urgently review the Access NI process within schools and the EA. As a result, I have been assured that the EA is taking robust action to ensure that the issue of outstanding checks is addressed.","answerHtml":"School leaders are responsible for safeguarding within their school and are required to comply with DE Circular 2024/10 – Pre-Employment/Access NI Check Requirements and Safer Recruitment Practices for Staff and Volunteers Working in or Providing a Service for Schools/Educational Settings.
The Circular states that where non-vetted staff are used to provide emergency cover, school leaders/managers must carry out a risk assessment and ensure that non-vetted staff are supervised by someone who is vetted to work in regulated activity. They must also take all necessary steps to ensure the safeguarding and protection of children.
Where an Access NI check is outstanding as a result of the school/staff member not submitting the required documentation, the Education Authority (EA) engages with the school principal to remind them of the need to have this completed.
I recently asked the EA Chief Executive to urgently review the Access NI process within schools and the EA. As a result, I have been assured that the EA is taking robust action to ensure that the issue of outstanding checks is addressed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022414%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=427870","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=427870"}},{"id":"427869","reference":"AQW 22413/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-12","answerBy":"2025-02-27","answered":"2025-03-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 21624/22-27, to detail how many centres other than schools previously covered by the Education Authority's license with the Duke of Edinburgh Award Scheme are now required to become directly licensed centres to deliver the Duke of Edinburgh Award or President's Award Scheme, broken down by (i) centres that have acquired this status; and (ii) centres that have yet to acquire this status.","answerText":"All young people currently engaged with the programme will be able to continue. DofE have ensured that arrangements are in place to ensure that every young person currently enrolled can continue and complete their Duke of Edinburgh and President’s Award.\n\nTwenty centres, other than schools, were required to find alternative licensing arrangements rather than continue to operate under the EA's DofE Operating Authority Licence\n\nTwelve centres have completed their move to alternative licensing arrangements: 4 centres have taken out a Direct Licence with the DofE, 5 centres have moved to alternative Operating Authorities and 3 centres are currently completing the licensing process to take out a Direct Licence with the DofE.\n\n7 centres will be offered an alternative Operating Authority as soon as that new Operating Authority has established their registration process (one centre has recently indicated that they are likely to cease offering the Award, however the offer of the new Operating Authority will still be made for their consideration). One centre ceased delivering the Award some time ago and has no plans to restart.","answerHtml":"All young people currently engaged with the programme will be able to continue. DofE have ensured that arrangements are in place to ensure that every young person currently enrolled can continue and complete their Duke of Edinburgh and President’s Award.
Twenty centres, other than schools, were required to find alternative licensing arrangements rather than continue to operate under the EA's DofE Operating Authority Licence
Twelve centres have completed their move to alternative licensing arrangements: 4 centres have taken out a Direct Licence with the DofE, 5 centres have moved to alternative Operating Authorities and 3 centres are currently completing the licensing process to take out a Direct Licence with the DofE.
7 centres will be offered an alternative Operating Authority as soon as that new Operating Authority has established their registration process (one centre has recently indicated that they are likely to cease offering the Award, however the offer of the new Operating Authority will still be made for their consideration). One centre ceased delivering the Award some time ago and has no plans to restart.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022413%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=427869","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=427869"}},{"id":"427868","reference":"AQW 22412/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-12","answerBy":"2025-02-27","answered":"2025-03-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 21625/22-27, and in light of licensing changes to the Duke of Edinburgh Award Scheme, to detail the number of young people already engaged on a Duke of Edinburgh or President's Award Scheme in a setting other than a school previously covered by the Education Authority's license who are currently unable to continue their programme.","answerText":"All young people currently engaged with the programme will be able to continue. DofE have ensured that arrangements are in place to ensure that every young person currently enrolled can continue and complete their Duke of Edinburgh and President’s Award.\n\nTwenty centres, other than schools, were required to find alternative licensing arrangements rather than continue to operate under the EA's DofE Operating Authority Licence\n\nTwelve centres have completed their move to alternative licensing arrangements: 4 centres have taken out a Direct Licence with the DofE, 5 centres have moved to alternative Operating Authorities and 3 centres are currently completing the licensing process to take out a Direct Licence with the DofE.\n\n7 centres will be offered an alternative Operating Authority as soon as that new Operating Authority has established their registration process (one centre has recently indicated that they are likely to cease offering the Award, however the offer of the new Operating Authority will still be made for their consideration). One centre ceased delivering the Award some time ago and has no plans to restart.","answerHtml":"All young people currently engaged with the programme will be able to continue. DofE have ensured that arrangements are in place to ensure that every young person currently enrolled can continue and complete their Duke of Edinburgh and President’s Award.
Twenty centres, other than schools, were required to find alternative licensing arrangements rather than continue to operate under the EA's DofE Operating Authority Licence
Twelve centres have completed their move to alternative licensing arrangements: 4 centres have taken out a Direct Licence with the DofE, 5 centres have moved to alternative Operating Authorities and 3 centres are currently completing the licensing process to take out a Direct Licence with the DofE.
7 centres will be offered an alternative Operating Authority as soon as that new Operating Authority has established their registration process (one centre has recently indicated that they are likely to cease offering the Award, however the offer of the new Operating Authority will still be made for their consideration). One centre ceased delivering the Award some time ago and has no plans to restart.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022412%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=427868","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=427868"}},{"id":"427867","reference":"AQW 22411/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-12","answerBy":"2025-02-27","answered":"2025-02-27","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 21078/22-27, to detail the specific work he has undertaken in collaboration with the Minister of Education to benchmark how many allied health professionals of each discipline are required to support learners with special educational needs and disabilities in all school types.","answerText":"The Public Health Agency, in partnership with Education sector colleagues, is leading a comprehensive analysis of the therapeutic needs of children with Special Educational Needs in Special Schools. Three SEN project leads have been recruited to date to specifically consider the data to inform the needs of children with SEN. This work is planned to be completed on a phased basis by March 2026. The work is complex and will require considerable interagency working between health and education and the analysis of multiple datasets.\n\nThis comprehensive analysis will establish the level of need based on the current service model. This will inform a new integrated joint health and education workforce plan for AHPs supporting children with SEN.","answerHtml":"The Public Health Agency, in partnership with Education sector colleagues, is leading a comprehensive analysis of the therapeutic needs of children with Special Educational Needs in Special Schools. Three SEN project leads have been recruited to date to specifically consider the data to inform the needs of children with SEN. This work is planned to be completed on a phased basis by March 2026. The work is complex and will require considerable interagency working between health and education and the analysis of multiple datasets.
This comprehensive analysis will establish the level of need based on the current service model. This will inform a new integrated joint health and education workforce plan for AHPs supporting children with SEN.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022411%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=427867","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=427867"}},{"id":"427866","reference":"AQW 22410/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-12","answerBy":"2025-02-27","answered":"2025-02-27","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 21078/22-27, whether he plans to deliver a joint workforce strategy with the Minister of Education to deliver the appropriate number of allied health professionals required to support special educational needs learners.","answerText":"I am working closely with the Minister of Education in relation to AHP pre-registration training places and protected AHP posts, as outlined in the SEN Reform Agenda – Delivery Plan 2025-2030, with a view to growing the AHP workforce supply to support children and young people with special educational needs. In the SEN reform agenda delivery plan, an increase in AHP pre-registration training places and the establishment of protected posts for education is identified as a key enabler of improvement. This will only be deliverable if sufficient funding is made available.\n\nA review of therapeutic needs of children and young people with SEN led by the Public Health Agency has commenced and will be completed on a phased basis. This will inform an AHP workforce plan that will support children and young people with SEN, enabling us to proactively plan for their therapeutic support, with a focus on early intervention to stop problems before they escalate.\n\nMy officials have been fully engaged with education at strategic and operational levels to inform the SEN review and to collaboratively develop policy and commissioning responses to the challenges we face.","answerHtml":"I am working closely with the Minister of Education in relation to AHP pre-registration training places and protected AHP posts, as outlined in the SEN Reform Agenda – Delivery Plan 2025-2030, with a view to growing the AHP workforce supply to support children and young people with special educational needs. In the SEN reform agenda delivery plan, an increase in AHP pre-registration training places and the establishment of protected posts for education is identified as a key enabler of improvement. This will only be deliverable if sufficient funding is made available.
A review of therapeutic needs of children and young people with SEN led by the Public Health Agency has commenced and will be completed on a phased basis. This will inform an AHP workforce plan that will support children and young people with SEN, enabling us to proactively plan for their therapeutic support, with a focus on early intervention to stop problems before they escalate.
My officials have been fully engaged with education at strategic and operational levels to inform the SEN review and to collaboratively develop policy and commissioning responses to the challenges we face.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022410%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=427866","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=427866"}},{"id":"427271","reference":"AQW 22242/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-10","answerBy":"2025-02-13","answered":"2025-02-18","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 21519/22-27, to detail the longest period of time that a classroom assistant currently working in a school has spent without a valid Access NI check in place.","answerText":"When a school engages a temporary staff member, they are required to follow the guidance set out in DE Circular 2024/10, related to pre-employment and Access NI requirements and safer resourcing practices. Where a staff member has not submitted the required paperwork needed by Access NI, the Education Authority engages with the school Principal to remind them of the requirement to have this completed.\n\nDespite protracted communication between the EA and the employee/school, on occasions the documentation to undertake the check can remain outstanding for a prolonged period. As of 11 February 2025, the EA advise that the longest period that a classroom assistant has an outstanding Access NI check for is two years and five months. I am informed by the EA that in this particular case, the EA has contacted the school/employee nine times seeking the necessary information.\n\nI have written to the EA Chief Executive asking him to urgently review the Access NI process and he has advised that the EA will be taking robust action to address outstanding checks.","answerHtml":"When a school engages a temporary staff member, they are required to follow the guidance set out in DE Circular 2024/10, related to pre-employment and Access NI requirements and safer resourcing practices. Where a staff member has not submitted the required paperwork needed by Access NI, the Education Authority engages with the school Principal to remind them of the requirement to have this completed.
Despite protracted communication between the EA and the employee/school, on occasions the documentation to undertake the check can remain outstanding for a prolonged period. As of 11 February 2025, the EA advise that the longest period that a classroom assistant has an outstanding Access NI check for is two years and five months. I am informed by the EA that in this particular case, the EA has contacted the school/employee nine times seeking the necessary information.
I have written to the EA Chief Executive asking him to urgently review the Access NI process and he has advised that the EA will be taking robust action to address outstanding checks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022242%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=427271","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=427271"}},{"id":"426871","reference":"AQW 22054/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-06","answerBy":"2025-02-21","answered":"2025-03-05","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy for an update on the scoping work required to identify the needs of the childcare sector to support the development of a targeted business support scheme.","answerText":"The research to determine the financial health and needs of childcare providers is progressing at pace. Consultations have taken place with a cross-section of stakeholder organisations and representative organisations within the Childcare and wider sectors. More detailed consultations with individual childcare providers and parents are taking place at present. The research remains on schedule to complete by March 2025. The resultant evidence base will allow my Department to move quickly to make recommendations to the Minister of Education on the nature of assistance required by Childcare providers.","answerHtml":"The research to determine the financial health and needs of childcare providers is progressing at pace. Consultations have taken place with a cross-section of stakeholder organisations and representative organisations within the Childcare and wider sectors. More detailed consultations with individual childcare providers and parents are taking place at present. The research remains on schedule to complete by March 2025. The resultant evidence base will allow my Department to move quickly to make recommendations to the Minister of Education on the nature of assistance required by Childcare providers.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022054%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426871","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426871"}},{"id":"426870","reference":"AQW 22053/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-06","answerBy":"2025-02-21","answered":"2025-02-19","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure when works to make the Pound Street overpass, Comber, structurally safe will commence.","answerText":"My Department is aware of the condition of Pound Bridge. While the spalled concrete and exposed steelwork is unsightly, the Department’s structural engineers have examined the bridge and are content with its integrity and that it is safe for public use.\n\nMy Department is currently planning to take forward a detailed survey in the next two months that will inform a substantive repair of the bridge. A timeframe for taking forward the full repair works is not known at this stage.\n\nIn the meantime, my Department will continue to monitor the bridge to ensure it remains safe for public use.","answerHtml":"My Department is aware of the condition of Pound Bridge. While the spalled concrete and exposed steelwork is unsightly, the Department’s structural engineers have examined the bridge and are content with its integrity and that it is safe for public use.
My Department is currently planning to take forward a detailed survey in the next two months that will inform a substantive repair of the bridge. A timeframe for taking forward the full repair works is not known at this stage.
In the meantime, my Department will continue to monitor the bridge to ensure it remains safe for public use.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022053%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426870","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426870"}},{"id":"426869","reference":"AQW 22052/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-06","answerBy":"2025-02-21","answered":"2025-02-19","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure when surveys of the Pound Street overpass, Comber, will commence to assess the structural works required to make it safe.","answerText":"My Department is aware of the condition of Pound Bridge. While the spalled concrete and exposed steelwork is unsightly, the Department’s structural engineers have examined the bridge and are content with its integrity and that it is safe for public use.\n\nMy Department is currently planning to take forward a detailed survey in the next two months that will inform a substantive repair of the bridge.","answerHtml":"My Department is aware of the condition of Pound Bridge. While the spalled concrete and exposed steelwork is unsightly, the Department’s structural engineers have examined the bridge and are content with its integrity and that it is safe for public use.
My Department is currently planning to take forward a detailed survey in the next two months that will inform a substantive repair of the bridge.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2022052%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426869","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426869"}},{"id":"428881","reference":"AQO 1577/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-02-06","answerBy":"2025-02-18","answered":"2025-02-18","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the establishment of a facial palsy pathway.","answerText":"A Facial Palsy Regional Planning Group was established in September 2023. The group developed an action plan which included the establishment of a local and regional pathway to assist with assessment and treatment.\n\nA pathway has now been developed for local services for adults. This has been a complex process with multiple services involved in the pathway development, and multiple access points into the service across all Trusts in Northern Ireland. This standardised pathway will ensure appropriate treatment of patients in local services as far as possible and will also outline the appropriate referral pathway for those requiring more enhanced specialist intervention.\n\nCommunication will be issued to each Trust in the coming weeks to inform them of the agreed pathway and an information session will be delivered to GPs to aide with timely and appropriate referral.\n\nI understand a paediatric pathway for assessment and treatment is also being developed for local services. This will be shared with members of the Facial Palsy Regional Planning Group for feedback in the coming weeks.\n\nIn addition, to assist patients which are experiencing facial palsy symptoms a new NI Direct webpage has recently been established. This will signpost patients to helpful information whist waiting for assessment. A video has been produced by a service user advocate, which has been used on social media platforms to promote the new NI Direct webpage.\n\nIt is hoped that further recurrent investment can be secured to put in place an enhanced regional service for those requiring highly specialised services – however this is not possible at the present time given wider service pressures and priorities.","answerHtml":"A Facial Palsy Regional Planning Group was established in September 2023. The group developed an action plan which included the establishment of a local and regional pathway to assist with assessment and treatment.
A pathway has now been developed for local services for adults. This has been a complex process with multiple services involved in the pathway development, and multiple access points into the service across all Trusts in Northern Ireland. This standardised pathway will ensure appropriate treatment of patients in local services as far as possible and will also outline the appropriate referral pathway for those requiring more enhanced specialist intervention.
Communication will be issued to each Trust in the coming weeks to inform them of the agreed pathway and an information session will be delivered to GPs to aide with timely and appropriate referral.
I understand a paediatric pathway for assessment and treatment is also being developed for local services. This will be shared with members of the Facial Palsy Regional Planning Group for feedback in the coming weeks.
In addition, to assist patients which are experiencing facial palsy symptoms a new NI Direct webpage has recently been established. This will signpost patients to helpful information whist waiting for assessment. A video has been produced by a service user advocate, which has been used on social media platforms to promote the new NI Direct webpage.
It is hoped that further recurrent investment can be secured to put in place an enhanced regional service for those requiring highly specialised services – however this is not possible at the present time given wider service pressures and priorities.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201577%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=428881","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=428881"}},{"id":"426746","reference":"AQW 21957/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-05","answerBy":"2025-02-20","answered":"2025-02-19","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance, pursuant to AQW 10374/22-27, to detail the number of vacancies currently identified within the Occupational Health Service following the recruitment exercise in May 2024 for (i) medical officers; (ii) nursing staff; and (iii) Occupational Health Technicians.","answerText":"There are currently no Medical Officer vacancies. Over 2024, following a successful recruitment exercise, Occupational Health Service (OHS) recruited 3.4 full time equivalent (FTE) Medical Officers. Offers of employment have been extended to a further two Medical Officers who are expected to commence employment in the next 12 months.\n\nThere are currently five Nursing vacancies. The recruitment competition for Nurses in May 2024 failed to yield any successful candidates. Work on a new recruitment competition to launch in Spring 2025 is underway to recruit three Occupational Health Nurses and two Trainee Occupational Health Nurses.\n\nThere is currently one Occupational Health Technician vacancy, which OHS plans to fill in Autumn 2025.","answerHtml":"There are currently no Medical Officer vacancies. Over 2024, following a successful recruitment exercise, Occupational Health Service (OHS) recruited 3.4 full time equivalent (FTE) Medical Officers. Offers of employment have been extended to a further two Medical Officers who are expected to commence employment in the next 12 months.
There are currently five Nursing vacancies. The recruitment competition for Nurses in May 2024 failed to yield any successful candidates. Work on a new recruitment competition to launch in Spring 2025 is underway to recruit three Occupational Health Nurses and two Trainee Occupational Health Nurses.
There is currently one Occupational Health Technician vacancy, which OHS plans to fill in Autumn 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021957%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426746","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426746"}},{"id":"426745","reference":"AQW 21956/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-05","answerBy":"2025-02-20","answered":"2025-02-14","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance to detail the number of staff currently awaiting an Occupational Health Service medical assessment.","answerText":"There are different types of medical assessment carried out by the NICS’ Occupational Health Service. Data included in the table below is correct at 7 February 2025\n\nPre-employment\t32 members of staff are awaiting assessment. 14 of these have been allocated an appointment within the next 2 weeks.\nFitness for work\t122 members of staff are awaiting assessment. 57 of these have been allocated an appointment within the next 2 weeks. 2 members of staff cancelled a previous appointment that had been scheduled and are awaiting a new appointment to be allocated.\nInjury Awards & Pension referrals\t53 members of staff are awaiting assessment. An appointment is not required for this type of referral.\nHealth Surveillance\t582 members of staff are awaiting assessment. 121 of these have been allocated an appointment within the next 2 weeks. 42 members of staff cancelled a previous appointment that had been scheduled and are awaiting a new appointment to be allocated.","answerHtml":"There are different types of medical assessment carried out by the NICS’ Occupational Health Service. Data included in the table below is correct at 7 February 2025
| Pre-employment | 32 members of staff are awaiting assessment. 14 of these have been allocated an appointment within the next 2 weeks. |
| Fitness for work | 122 members of staff are awaiting assessment. 57 of these have been allocated an appointment within the next 2 weeks. 2 members of staff cancelled a previous appointment that had been scheduled and are awaiting a new appointment to be allocated. |
| Injury Awards & Pension referrals | 53 members of staff are awaiting assessment. An appointment is not required for this type of referral. |
| Health Surveillance | 582 members of staff are awaiting assessment. 121 of these have been allocated an appointment within the next 2 weeks. 42 members of staff cancelled a previous appointment that had been scheduled and are awaiting a new appointment to be allocated. |
There are several different forms of medical assessment conducted by OHS. Data included in the table below is correct as at 7 February 2025.
| Pre-employment | 26 members of staff are awaiting assessment for more than 6 weeks. 12 of these have been allocated an appointment within the next 2 weeks. |
| Fitness for work | 3 members of staff are awaiting assessment for more than 6 weeks. 2 of these cancelled a previous appointment that had been scheduled and are awaiting a new appointment to be allocated. |
| Injury Awards and Pension referrals | 29 members of staff are awaiting assessment for more than 6 weeks. An appointment is not required for this type of referral. |
| Health Surveillance | 522 members of staff are awaiting assessment for more than 6 weeks. |
Fitness for work referrals are requested by NICS Departments when they require medical advice in relation to staff who are absent due sickness, or those currently still attending work, or to obtain medical opinion to inform ill-health retirement decisions.
2 Health Surveillance is a series of repeated health checks which are used to identify ill health caused by work, or to mitigate occupational risk. With the introduction of OH Technicians, this number will significantly decrease in the coming months. These referrals often require input from multi-disciplinary occupational health clinical staff, they can be complex, and they often take more time than other referral types. Delays in carrying out these referrals do not prevent staff from attending work.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021955%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426744","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426744"}},{"id":"426743","reference":"AQW 21954/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-05","answerBy":"2025-02-20","answered":"2025-02-14","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance, pursuant to AQW 10374/22-27, for an update on the procurement of a new IT system to better manage the Occupational Health Service.","answerText":"Significant work has been ongoing within my Department’s Occupational Health Service (OHS) to procure a new cloud-based IT case management system. This is a key step that will support digital transformation and service delivery improvements in OHS.\n\nOHS has carried out pre-market engagement and a product has been identified. Engagement with a supplier is underway and it is anticipated that implementation of the new system will occur around September 2025.","answerHtml":"Significant work has been ongoing within my Department’s Occupational Health Service (OHS) to procure a new cloud-based IT case management system. This is a key step that will support digital transformation and service delivery improvements in OHS.
OHS has carried out pre-market engagement and a product has been identified. Engagement with a supplier is underway and it is anticipated that implementation of the new system will occur around September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021954%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426743","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426743"}},{"id":"426742","reference":"AQW 21953/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-05","answerBy":"2025-02-20","answered":"2025-02-19","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for an update on the provision of a park and ride facility for Comber.","answerText":"My Department has plans to develop a park and ride site at Comber. The preferred site is located along the A22 Belfast Road corridor immediately adjacent to the Comber Greenway with the potential to provide parking provision for 410 vehicles in its first phase of development with scope for further extension.\n\nFeasibility and appraisal works are ongoing to enable the submission of a planning application in the near future. Provision of this park and ride site will be dependent on the availability of funding.","answerHtml":"My Department has plans to develop a park and ride site at Comber. The preferred site is located along the A22 Belfast Road corridor immediately adjacent to the Comber Greenway with the potential to provide parking provision for 410 vehicles in its first phase of development with scope for further extension.
Feasibility and appraisal works are ongoing to enable the submission of a planning application in the near future. Provision of this park and ride site will be dependent on the availability of funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021953%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426742","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426742"}},{"id":"426298","reference":"AQW 21791/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-03","answerBy":"2025-02-06","answered":"2025-02-17","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the funding stream used to award £710,000 to Lisneal College, without application, for a new football pitch.","answerText":"The scheme to replace the 3G pitch surface at Lisneal College will be funded from the Education Authority’s Other Capital/Minor Works budget for 2024/25 and 2025/26 financial years, as the project will span both financial years.\n\nWhen an issue impacting on safety is uncovered in a school, irrespective of whether the school made an application, the Department and Education Authority will take action to deal with the problem following the appropriate assessments.","answerHtml":"The scheme to replace the 3G pitch surface at Lisneal College will be funded from the Education Authority’s Other Capital/Minor Works budget for 2024/25 and 2025/26 financial years, as the project will span both financial years.
When an issue impacting on safety is uncovered in a school, irrespective of whether the school made an application, the Department and Education Authority will take action to deal with the problem following the appropriate assessments.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021791%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426298","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426298"}},{"id":"426297","reference":"AQW 21790/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-03","answerBy":"2025-02-18","answered":"2025-02-18","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 20696/22-27, whether work is being undertaken to develop a model for Allied Health Professionals to be located in the Education Authority Local Impact Teams to meet the needs of children and young people with special educational needs.","answerText":"The Public Health Agency (PHA) and the Education Authority (EA) have hosted two regional workshops on 1 December 2024 and 4 February 2025 to support integrated planning and enhanced working between the five HSC Trust Regional Integrated Support for Education (RISE) Teams (which includes AHP staff) and the EA Special Educational Needs and Disabilities(SEND) Local IMPACT (Integrated Multi-Specialist Professionals Actively Collaborating Together) Teams (LITs) which are planned to be established and operational in schools in Sept 2025.\n\nWork is underway to map existing service structures, services and service models across these teams which operate in the mainstream school sector to identify areas for integration/commonality. This will include a review of supports delivered at a universal, targeted and specialist/intensive level to consider opportunities to embed innovative and collaborative interventions. In addition, joint training and knowledge-sharing sessions are being planned between health and education professionals across RISE and LITs and the development of robust complementary interface pathways to support seamless models of support.\n\nThe PHA are keen to continue to work closely with EA to further enhance collaborative working in line with the Children’s Services Co-operation Act 2015. The PHA are keen to develop more multi-disciplinary and multi-agency working across AHP services supporting children in Special Schools with EA as the LITs are further developed. The PHA are also keen to work closely with the Department of Education (DE) and EA to implement objectives set out in DE End to End Review, to consider the type and best model of support which is required to meet the holistic needs of children and young people that makes best use of health and education resources.","answerHtml":"The Public Health Agency (PHA) and the Education Authority (EA) have hosted two regional workshops on 1 December 2024 and 4 February 2025 to support integrated planning and enhanced working between the five HSC Trust Regional Integrated Support for Education (RISE) Teams (which includes AHP staff) and the EA Special Educational Needs and Disabilities(SEND) Local IMPACT (Integrated Multi-Specialist Professionals Actively Collaborating Together) Teams (LITs) which are planned to be established and operational in schools in Sept 2025.
Work is underway to map existing service structures, services and service models across these teams which operate in the mainstream school sector to identify areas for integration/commonality. This will include a review of supports delivered at a universal, targeted and specialist/intensive level to consider opportunities to embed innovative and collaborative interventions. In addition, joint training and knowledge-sharing sessions are being planned between health and education professionals across RISE and LITs and the development of robust complementary interface pathways to support seamless models of support.
The PHA are keen to continue to work closely with EA to further enhance collaborative working in line with the Children’s Services Co-operation Act 2015. The PHA are keen to develop more multi-disciplinary and multi-agency working across AHP services supporting children in Special Schools with EA as the LITs are further developed. The PHA are also keen to work closely with the Department of Education (DE) and EA to implement objectives set out in DE End to End Review, to consider the type and best model of support which is required to meet the holistic needs of children and young people that makes best use of health and education resources.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021790%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426297","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426297"}},{"id":"426296","reference":"AQW 21789/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-03","answerBy":"2025-02-18","answered":"2025-07-18","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities whether his Department provides any funding to local councils to ensure services are accessible to meet the needs of children with additional needs.","answerText":"My department does not provide funding to local councils to ensure services are accessible to meet the needs of children with additional needs.","answerHtml":"My department does not provide funding to local councils to ensure services are accessible to meet the needs of children with additional needs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021789%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426296","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426296"}},{"id":"426295","reference":"AQW 21788/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-03","answerBy":"2025-02-18","answered":"2025-03-03","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities whether his Department provides any funding to local councils for services or activities for children with additional needs outside of school term time.","answerText":"My Department does not provide funding to local councils for services or activities for children with additional needs outside of school term time.","answerHtml":"My Department does not provide funding to local councils for services or activities for children with additional needs outside of school term time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021788%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426295","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426295"}},{"id":"426294","reference":"AQW 21787/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-02-03","answerBy":"2025-02-18","answered":"2025-03-25","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities for an update on the outcome of the Housing Executive's most recent pay submission.","answerText":"I refer the Member to the answer to AQW 21575/22-27.","answerHtml":"I refer the Member to the answer to AQW 21575/22-27.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021787%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426294","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426294"}},{"id":"426111","reference":"AQW 21717/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-31","answerBy":"2025-02-05","answered":"2025-02-04","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of schools that remain closed due to (i) storm damage; (ii) loss of power; and (iii) loss of water supply.","answerText":"All schools which had to temporarily close due to the effects of the storm, have now reopened.","answerHtml":"All schools which had to temporarily close due to the effects of the storm, have now reopened.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021717%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426111","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426111"}},{"id":"426110","reference":"AQW 21716/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-31","answerBy":"2025-02-17","answered":"2025-03-19","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for his assessment of the capacity within (i) orthoptics; and (ii) ocular motility consultants to meet the demand for (a) paediatric squint surgery; and (b) adult squint surgery.","answerText":"The Belfast Trust Ophthalmology currently has two adult motility surgeons with two theatre lists per week. The paediatric service currently has 4 motility surgeons that have access to five theatre lists per week during which they would undertake motility surgery alongside other paediatric surgical procedures.\n\nMy Department recognises the historical and ongoing workforce challenges that have resulted in these unacceptably-long waiting times. In order to help address this orthoptics are currently operating a pilot initiative in which they are providing support to the adult and paediatric theatre lists alongside running additional clinics see patients currently on the waiting list and prepare them for surgery. The model is currently being audited with a Business Case for mainstreaming currently being progressed, subject to available funding.\n\nThe pilot has allowed for approximately 14 lists to proceed from October 2024 to date with approximately 20 patients operated on and a further 20 removed by orthoptic assessment (without ophthalmology visits) as surgery no longer required. The paediatric waiting list was approx. Four years at the beginning of the pilot but this has since reduced to 18 months. The DoH of Health has also provided funding for an additional theatre session for paediatric squint surgery in South Eastern Trust. This additional session commenced in February 2025.","answerHtml":"The Belfast Trust Ophthalmology currently has two adult motility surgeons with two theatre lists per week. The paediatric service currently has 4 motility surgeons that have access to five theatre lists per week during which they would undertake motility surgery alongside other paediatric surgical procedures.
My Department recognises the historical and ongoing workforce challenges that have resulted in these unacceptably-long waiting times. In order to help address this orthoptics are currently operating a pilot initiative in which they are providing support to the adult and paediatric theatre lists alongside running additional clinics see patients currently on the waiting list and prepare them for surgery. The model is currently being audited with a Business Case for mainstreaming currently being progressed, subject to available funding.
The pilot has allowed for approximately 14 lists to proceed from October 2024 to date with approximately 20 patients operated on and a further 20 removed by orthoptic assessment (without ophthalmology visits) as surgery no longer required. The paediatric waiting list was approx. Four years at the beginning of the pilot but this has since reduced to 18 months. The DoH of Health has also provided funding for an additional theatre session for paediatric squint surgery in South Eastern Trust. This additional session commenced in February 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021716%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426110","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426110"}},{"id":"426109","reference":"AQW 21715/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-31","answerBy":"2025-02-17","answered":"2025-03-19","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail how he will address waiting times for (i) paediatric squint surgery; and (ii) adult squint surgery.","answerText":"The Belfast Trust is currently focusing efforts on the reduction of the adult and paediatric motility waiting lists. The Trust is current running a pilot utilising Orthoptics colleagues in theatre which has helped reduce the amount of cancellations and improve the overall pathway for patients. The pilot has allowed for approximately 14 lists to proceed from October 2024 to date with approximately 20 patients operated on and a further 20 removed by orthoptic assessment (without ophthalmology visits) as surgery no longer required. The paediatric waiting list was approx. Four years at the beginning of the pilot but this has since reduced to 18 months. My Department has also provided funding for an additional theatre session for paediatric squint surgery in South Eastern Trust. This additional session commenced in February 2025.","answerHtml":"The Belfast Trust is currently focusing efforts on the reduction of the adult and paediatric motility waiting lists. The Trust is current running a pilot utilising Orthoptics colleagues in theatre which has helped reduce the amount of cancellations and improve the overall pathway for patients. The pilot has allowed for approximately 14 lists to proceed from October 2024 to date with approximately 20 patients operated on and a further 20 removed by orthoptic assessment (without ophthalmology visits) as surgery no longer required. The paediatric waiting list was approx. Four years at the beginning of the pilot but this has since reduced to 18 months. My Department has also provided funding for an additional theatre session for paediatric squint surgery in South Eastern Trust. This additional session commenced in February 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021715%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426109","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426109"}},{"id":"426108","reference":"AQW 21714/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-31","answerBy":"2025-02-17","answered":"2025-06-13","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail how waiting times for (i) paediatric squint surgery; and (ii) adult squint surgery compares to other elective surgery wait times.","answerText":"There are two provider Trusts for ophthalmology, Belfast and Western Trusts. Both Trusts undertake adult squint surgery. Only Belfast Trust undertake paediatric squint surgery.\n\nPaediatric Squint surgery referrals are held by Belfast Trust on a regional New Out-Patient Waiting List for pre-assessment and children are only added to the waiting list for squint surgery following a pre-assessment appointment. This ensures that those children allocated to a list for surgery have been assessed as appropriate.\n\nThere are currently 159 paediatric squint cases on the regional waiting list. Of these cases, 41 children have been pre-assessed and surgery is imminent.\n\nThe remaining 118 children are awaiting their pre-assessment appointment.\n\nFor adult surgery, there are 238 patients waiting for adult squint surgery, 549 patients waiting for cataract surgery and 1,143 patients waiting for other surgeries in ophthalmology. It should be noted that due to the switchover to the new encompass system, in both Trusts these figures are provisional.\n\nAlthough not sight-threatening, the presence of squint in both adults and children can be very distressing, and indeed can have a negative impact on both learning and employment opportunities. It is not acceptable that anyone should have to wait for the opportunity for surgical correction of squint for longer than is clinically necessary.\n\nRecognising this, my recent approval of a total £50m spend for elective backlog clearance will include funding to reduce paediatric squint waits. This funding is part of my Department’s £215m Waiting List Initiative package and officials are currently examining proposals for both paediatric squint backlog clearance, and also building capacity to treat more adult squints.\n\nWith respect to these sustained long waits, my Department recognises the historical and ongoing workforce challenges that have resulted in these unacceptably-long waiting times. In order to help address this, my Department’s Elective Care Framework made a commitment to examining an extended role for orthoptists (AHPs) as assistant in theatre, which would support Consultant Ophthalmologists and recognise the unique skills of hospital orthoptists.\n\nThis model has been successfully trialled in Belfast Trust for adult and paediatric cases. It includes a role for orthoptic-led pre-assessment and postoperative review clinics which frees consultant capacity and makes inroads into the long waiting times outlined above.\n\nThe model is currently being audited with a Business Case for mainstreaming currently being progressed, subject to available funding.","answerHtml":"There are two provider Trusts for ophthalmology, Belfast and Western Trusts. Both Trusts undertake adult squint surgery. Only Belfast Trust undertake paediatric squint surgery.
Paediatric Squint surgery referrals are held by Belfast Trust on a regional New Out-Patient Waiting List for pre-assessment and children are only added to the waiting list for squint surgery following a pre-assessment appointment. This ensures that those children allocated to a list for surgery have been assessed as appropriate.
There are currently 159 paediatric squint cases on the regional waiting list. Of these cases, 41 children have been pre-assessed and surgery is imminent.
The remaining 118 children are awaiting their pre-assessment appointment.
For adult surgery, there are 238 patients waiting for adult squint surgery, 549 patients waiting for cataract surgery and 1,143 patients waiting for other surgeries in ophthalmology. It should be noted that due to the switchover to the new encompass system, in both Trusts these figures are provisional.
Although not sight-threatening, the presence of squint in both adults and children can be very distressing, and indeed can have a negative impact on both learning and employment opportunities. It is not acceptable that anyone should have to wait for the opportunity for surgical correction of squint for longer than is clinically necessary.
Recognising this, my recent approval of a total £50m spend for elective backlog clearance will include funding to reduce paediatric squint waits. This funding is part of my Department’s £215m Waiting List Initiative package and officials are currently examining proposals for both paediatric squint backlog clearance, and also building capacity to treat more adult squints.
With respect to these sustained long waits, my Department recognises the historical and ongoing workforce challenges that have resulted in these unacceptably-long waiting times. In order to help address this, my Department’s Elective Care Framework made a commitment to examining an extended role for orthoptists (AHPs) as assistant in theatre, which would support Consultant Ophthalmologists and recognise the unique skills of hospital orthoptists.
This model has been successfully trialled in Belfast Trust for adult and paediatric cases. It includes a role for orthoptic-led pre-assessment and postoperative review clinics which frees consultant capacity and makes inroads into the long waiting times outlined above.
The model is currently being audited with a Business Case for mainstreaming currently being progressed, subject to available funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021714%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=426108","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=426108"}},{"id":"425944","reference":"AQW 21628/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-30","answerBy":"2025-02-04","answered":"2025-02-05","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any guidance provided to schools by either the Department or the Education Authority following Storm Éowyn in relation to how they can support pupils experiencing power cuts or loss of water supply at home.","answerText":"EA's strategic priority following Storm Eowyn has been supporting schools for re-opening to ensure continuity of learning and a safe environment for children in their schools. This in turn provides a warm and safe education setting for children and young people.\n\nDirection was provided on Saturday 25th and Sunday 26th January to all schools on a number of issues including EA's emergency response, maintenance, continuation of catering services and remote learning.\n\nDirection was also provided to school principals via a live Teams call on Sunday 26th January; if a child presents to school without lunch they are to be fed and where additional costs are incurred EA would reimburse them.\n\nEA have contacted all schools with guidance and continue to support schools where issues persist.\n\nEA maintained a range of helplines over Saturday 25th and Sunday 26th January and into the following week providing guidance on a number of issues including Maintenance, SEN, Safeguarding.\n\nEA's School Improvement Professionals provide a direct conduit between EA and their cohort schools providing ongoing information and guidance.\n\nEA and schools have existing wrap around services already in place to help and support children during difficult situations. These include Pastoral Care, Safeguarding and Remote Learning Policies.\n\nThese are delivered at a local level via highly trained professionals in Principals and teachers who experience similar occurrences on a business-as-usual basis and are managed at a school level. These will continue to be managed at that level.\n\nSchools are best placed to consider any necessary support to their pupils experiencing challenges due to a loss of power at home which may include additional flexibility, for example, around homework or uniform policies. Local councils continue to offer facilities for the community in respect of showers, recreational areas and access to electric supplies to charge devices.","answerHtml":"EA's strategic priority following Storm Eowyn has been supporting schools for re-opening to ensure continuity of learning and a safe environment for children in their schools. This in turn provides a warm and safe education setting for children and young people.
Direction was provided on Saturday 25th and Sunday 26th January to all schools on a number of issues including EA's emergency response, maintenance, continuation of catering services and remote learning.
Direction was also provided to school principals via a live Teams call on Sunday 26th January; if a child presents to school without lunch they are to be fed and where additional costs are incurred EA would reimburse them.
EA have contacted all schools with guidance and continue to support schools where issues persist.
EA maintained a range of helplines over Saturday 25th and Sunday 26th January and into the following week providing guidance on a number of issues including Maintenance, SEN, Safeguarding.
EA's School Improvement Professionals provide a direct conduit between EA and their cohort schools providing ongoing information and guidance.
EA and schools have existing wrap around services already in place to help and support children during difficult situations. These include Pastoral Care, Safeguarding and Remote Learning Policies.
These are delivered at a local level via highly trained professionals in Principals and teachers who experience similar occurrences on a business-as-usual basis and are managed at a school level. These will continue to be managed at that level.
Schools are best placed to consider any necessary support to their pupils experiencing challenges due to a loss of power at home which may include additional flexibility, for example, around homework or uniform policies. Local councils continue to offer facilities for the community in respect of showers, recreational areas and access to electric supplies to charge devices.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021628%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425944","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425944"}},{"id":"425943","reference":"AQW 21627/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-30","answerBy":"2025-02-14","answered":"2025-06-10","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the current waiting time for (i) paediatric squint surgery; and (ii) adult squint surgery.","answerText":"There are only two provider Trusts for ophthalmology, Belfast and Western, and only Belfast Health and Social Care Trust undertake paediatric squint surgery off a regional list.\n\nThe current regional waiting list time, reported by the BHSCT, for paediatric squint surgery is 1 year and 9 months.\n\nThe current waiting list time for adult squint surgery is:\n\nBHSCT – 7 years\n\nWHSCT – 6 years\n\nAlthough not sight-threatening, the presence of squint in both adults and children can be very distressing, and indeed can have a negative impact on both learning and employment opportunities. It is unacceptable that anyone should have to wait for the opportunity for surgical correction of squint for longer than is clinically necessary.\n\nMy Department recognises the historical and ongoing workforce challenges that have resulted in these unacceptably-long waiting times. In order to help address this, my Department’s Elective Care Framework made a commitment to examining an extended role for orthoptists (AHPs) as assistant in theatre, which would support Consultant Ophthalmologists and recognise the unique skills of hospital orthoptists.\n\nThis model has been successfully trialled in Belfast Trust for adult and paediatric cases. It includes a role for orthoptic-led pre-assessment and postoperative review clinics which frees consultant capacity and makes inroads into the long waiting times outlined above.\n\nIn terms of impact, the pilot has allowed for approximately 14 adult lists to proceed from October 2024 to date with approximately 20 patients operated on and a further 20 removed by orthoptic assessment (without ophthalmology visits) as no longer suitable for the adult lists. The overall number waiting is reducing but has not necessarily impacted as yet on the length as the wait. The principles outlined within Integrated Elective Access Protocols are being adhered to.\n\nThe paediatric the waiting list was 4 years pre-the pilot but this is now approximately 18 months. And has permitted the release of extra capacity within paediatric clinics.\n\nThe model is currently being audited with a Business Case for mainstreaming currently being progressed, subject to available funding.","answerHtml":"There are only two provider Trusts for ophthalmology, Belfast and Western, and only Belfast Health and Social Care Trust undertake paediatric squint surgery off a regional list.
The current regional waiting list time, reported by the BHSCT, for paediatric squint surgery is 1 year and 9 months.
The current waiting list time for adult squint surgery is:
BHSCT – 7 years
WHSCT – 6 years
Although not sight-threatening, the presence of squint in both adults and children can be very distressing, and indeed can have a negative impact on both learning and employment opportunities. It is unacceptable that anyone should have to wait for the opportunity for surgical correction of squint for longer than is clinically necessary.
My Department recognises the historical and ongoing workforce challenges that have resulted in these unacceptably-long waiting times. In order to help address this, my Department’s Elective Care Framework made a commitment to examining an extended role for orthoptists (AHPs) as assistant in theatre, which would support Consultant Ophthalmologists and recognise the unique skills of hospital orthoptists.
This model has been successfully trialled in Belfast Trust for adult and paediatric cases. It includes a role for orthoptic-led pre-assessment and postoperative review clinics which frees consultant capacity and makes inroads into the long waiting times outlined above.
In terms of impact, the pilot has allowed for approximately 14 adult lists to proceed from October 2024 to date with approximately 20 patients operated on and a further 20 removed by orthoptic assessment (without ophthalmology visits) as no longer suitable for the adult lists. The overall number waiting is reducing but has not necessarily impacted as yet on the length as the wait. The principles outlined within Integrated Elective Access Protocols are being adhered to.
The paediatric the waiting list was 4 years pre-the pilot but this is now approximately 18 months. And has permitted the release of extra capacity within paediatric clinics.
The model is currently being audited with a Business Case for mainstreaming currently being progressed, subject to available funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021627%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425943","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425943"}},{"id":"425942","reference":"AQW 21626/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-30","answerBy":"2025-02-14","answered":"2025-02-05","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 20409/22-27, to detail any engagement his Department has had with Home Office to prepare for the introduction of the Terrorism (Protection of Premises) Act.","answerText":"Tom Tugendhat MP, Security Minister wrote to the Head of the NICS and Permanent Secretaries in December 2022 to provide an update on developments for the Terrorism (Protection of Premises) Act, a UK wide piece of legislation also known as ‘Martyn’s Law’ which is expected later this year.\n\nIn preparation for the Act the Education Authority will be progressing appropriate work with schools.","answerHtml":"Tom Tugendhat MP, Security Minister wrote to the Head of the NICS and Permanent Secretaries in December 2022 to provide an update on developments for the Terrorism (Protection of Premises) Act, a UK wide piece of legislation also known as ‘Martyn’s Law’ which is expected later this year.
In preparation for the Act the Education Authority will be progressing appropriate work with schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021626%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425942","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425942"}},{"id":"425941","reference":"AQW 21625/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-30","answerBy":"2025-02-14","answered":"2025-02-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, in light of Duke of Edinburgh Award Scheme licensing changes, to detail the number of young people already engaged on a Duke of Edinburgh or President's Award Scheme in a school that are currently unable to continue their programme.","answerText":"A total of 29 schools were impacted due to the change made by the Duke of Edinburgh Award Scheme (DofE) in their licence arrangement with the Education Authority.\n\nOf the schools that are required to become Directly Licensed Centres:\n\n16 schools have acquired this status and\n\n13 schools have yet to acquire this status.\n\nAll young people currently engaged with the programme will be able to continue. DofE have ensured that arrangements are in place to ensure that every young person currently enrolled can continue and complete their Duke of Edinburgh and President’s Award.","answerHtml":"A total of 29 schools were impacted due to the change made by the Duke of Edinburgh Award Scheme (DofE) in their licence arrangement with the Education Authority.
Of the schools that are required to become Directly Licensed Centres:
16 schools have acquired this status and
13 schools have yet to acquire this status.
All young people currently engaged with the programme will be able to continue. DofE have ensured that arrangements are in place to ensure that every young person currently enrolled can continue and complete their Duke of Edinburgh and President’s Award.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021625%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425941","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425941"}},{"id":"425940","reference":"AQW 21624/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-30","answerBy":"2025-02-14","answered":"2025-02-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, in light of Duke of Edinburgh Award Scheme licensing changes, to detail the number of schools that are required to become Directly Licensed Centres, broken down by (i) schools that have acquired this status; and (ii) schools that have yet to acquire this status.","answerText":"A total of 29 schools were impacted due to the change made by the Duke of Edinburgh Award Scheme (DofE) in their licence arrangement with the Education Authority.\n\nOf the schools that are required to become Directly Licensed Centres:\n\n16 schools have acquired this status and\n\n13 schools have yet to acquire this status.\n\nAll young people currently engaged with the programme will be able to continue. DofE have ensured that arrangements are in place to ensure that every young person currently enrolled can continue and complete their Duke of Edinburgh and President’s Award.","answerHtml":"A total of 29 schools were impacted due to the change made by the Duke of Edinburgh Award Scheme (DofE) in their licence arrangement with the Education Authority.
Of the schools that are required to become Directly Licensed Centres:
16 schools have acquired this status and
13 schools have yet to acquire this status.
All young people currently engaged with the programme will be able to continue. DofE have ensured that arrangements are in place to ensure that every young person currently enrolled can continue and complete their Duke of Edinburgh and President’s Award.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021624%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425940","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425940"}},{"id":"427821","reference":"AQO 1537/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-01-30","answerBy":"2025-02-11","answered":"2025-02-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline how many classroom assistants are currently employed on a temporary contract.","answerText":"The Education Authority (EA) is the employing authority for the majority of classroom assistants working in schools in Northern Ireland. The EA has advised that 13,992 classroom assistants are currently employed using a temporary contract.\n\nThe high number of classroom assistants employed in this manor is undoubtedly a consequence of the current one-to-one classroom assistant support model. This is because schools are unsure over the length of contract to offer a classroom assistant if there is uncertainty as to how long the pupil they are supporting will remain at the school.\n\nIt is clear that we need to critically evaluate the current SEN support model with a view to developing a more responsive and flexible approach that provides the best possible support for our children. We need a model that also provides more stability for the workforce and ensures they have access to quality training and a clear pathway for career progression.","answerHtml":"The Education Authority (EA) is the employing authority for the majority of classroom assistants working in schools in Northern Ireland. The EA has advised that 13,992 classroom assistants are currently employed using a temporary contract.
The high number of classroom assistants employed in this manor is undoubtedly a consequence of the current one-to-one classroom assistant support model. This is because schools are unsure over the length of contract to offer a classroom assistant if there is uncertainty as to how long the pupil they are supporting will remain at the school.
It is clear that we need to critically evaluate the current SEN support model with a view to developing a more responsive and flexible approach that provides the best possible support for our children. We need a model that also provides more stability for the workforce and ensures they have access to quality training and a clear pathway for career progression.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201537%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=427821","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=427821"}},{"id":"427589","reference":"AQO 1503/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-01-30","answerBy":"2025-02-10","answered":"2025-02-10","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to outline the impact on community and voluntary groups, delivering services under the UK Shared Prosperity Fund, when no funding will be provided after 31 March 2025.","answerText":"As this Department does not have a role in the design and delivery of the UK Shared Prosperity Fund, it is not possible to detail the impact of any potential shortfall.\n\nI am aware of, and very much empathise, with the significant concerns of the Voluntary and Community Sector which is supported under SPF and previously ESF.","answerHtml":"As this Department does not have a role in the design and delivery of the UK Shared Prosperity Fund, it is not possible to detail the impact of any potential shortfall.
I am aware of, and very much empathise, with the significant concerns of the Voluntary and Community Sector which is supported under SPF and previously ESF.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201503%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=427589","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=427589"}},{"id":"425803","reference":"AQW 21519/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-29","answerBy":"2025-02-03","answered":"2025-02-03","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of classroom assistants currently working without an Access NI check.","answerText":"The Education Authority (EA) is the employing authority for the majority of classroom assistants working in schools in Northern Ireland. The EA has advised that as of 29 January 2025, 909 classroom assistants are still awaiting the outcome of Access Northern Ireland checks.\n\nWhile all classroom assistants are required to complete an Access Northern Ireland check, in the case of a short-term temporary hire or emergency cover appointment it is not always possible to finalise the Access Northern Ireland check prior to engagement. In such situations, the school principal is required to complete a risk assessment and take all necessary steps to ensure the safeguarding of children and young people. This includes arranging for staff awaiting the outcome of an Access Northern Ireland check to be supervised at all times by someone who is vetted to work in regulated activity.\n\nIn addition, the EA has processes in place to follow-up and confirm that checks that were not able to be completed prior to engagement have subsequently been completed.","answerHtml":"The Education Authority (EA) is the employing authority for the majority of classroom assistants working in schools in Northern Ireland. The EA has advised that as of 29 January 2025, 909 classroom assistants are still awaiting the outcome of Access Northern Ireland checks.
While all classroom assistants are required to complete an Access Northern Ireland check, in the case of a short-term temporary hire or emergency cover appointment it is not always possible to finalise the Access Northern Ireland check prior to engagement. In such situations, the school principal is required to complete a risk assessment and take all necessary steps to ensure the safeguarding of children and young people. This includes arranging for staff awaiting the outcome of an Access Northern Ireland check to be supervised at all times by someone who is vetted to work in regulated activity.
In addition, the EA has processes in place to follow-up and confirm that checks that were not able to be completed prior to engagement have subsequently been completed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021519%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425803","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425803"}},{"id":"425802","reference":"AQW 21518/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-29","answerBy":"2025-02-13","answered":"2025-02-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, due to Duke Of Edinburgh Award Scheme licensing changes, to detail the number of schools now required to become Directly Licensed Centres to deliver the Duke of Edinburgh Award or President's Award Scheme.","answerText":"A total of 29 schools were impacted due to the change made by the Duke of Edinburgh Award Scheme (DofE) in their licence arrangement with the Education Authority.\n\nOf the schools that are required to become Directly Licensed Centres:\n\n16 schools have acquired this status and\n\n13 schools have yet to acquire this status.\n\nAll young people currently engaged with the programme will be able to continue. DofE have ensured that arrangements are in place to ensure that every young person currently enrolled can continue and complete their Duke of Edinburgh and President’s Award.","answerHtml":"A total of 29 schools were impacted due to the change made by the Duke of Edinburgh Award Scheme (DofE) in their licence arrangement with the Education Authority.
Of the schools that are required to become Directly Licensed Centres:
16 schools have acquired this status and
13 schools have yet to acquire this status.
All young people currently engaged with the programme will be able to continue. DofE have ensured that arrangements are in place to ensure that every young person currently enrolled can continue and complete their Duke of Edinburgh and President’s Award.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021518%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425802","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425802"}},{"id":"425801","reference":"AQW 21517/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-29","answerBy":"2025-02-13","answered":"2025-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 20412/22-27, whether Bangor Academy and Sixth Form College would be reconsidered for transformation to integrated status if they responded to the Department's Call for Transformation as a means of meeting demand for integrated education.","answerText":"All schools that respond to a future call for transformation initiated by NICIE on behalf of the Department would be considered for transformation to Integrated status.\n\nBefore any such transformation proposal can be approved a Development Proposal is required under Article 14 of the Education and Libraries (Northern Ireland) Order 1986. All such proposals would have to demonstrate how the school met the definition of Integrated Education within Section 1 of the Integrated Education Act 2022","answerHtml":"All schools that respond to a future call for transformation initiated by NICIE on behalf of the Department would be considered for transformation to Integrated status.
Before any such transformation proposal can be approved a Development Proposal is required under Article 14 of the Education and Libraries (Northern Ireland) Order 1986. All such proposals would have to demonstrate how the school met the definition of Integrated Education within Section 1 of the Integrated Education Act 2022
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021517%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425801","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425801"}},{"id":"425800","reference":"AQW 21516/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-29","answerBy":"2025-02-13","answered":"2025-02-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 20412/22-27, to detail (i) the six localities in Ards and North Down where there is demand for post-primary integrated education in excess of supply; and (ii) whether Bangor Academy and Sixth Form College is situated in any of these localities.","answerText":"The Section 10 report published in April 2024 sets out the six localities identified as having evidence of demand for post-primary integrated education in excess of supply. These were six localities, not as suggested by the question in Ards and North Down, but six localities across Northern Ireland. They are Belfast, Lisburn and Castlereagh, Ards and North Down, Antrim and Newtownabbey, Mid and East Antrim, and Newry and Mourne.\n\nThe member will be aware of what constitutes integrated education as per Section 1(1) of the Integrated Education Act 2022.\n\nFor the absence of any doubt I can confirm that Bangor Academy and Sixth Form College is located in Ards and North Down.\n\nFurther information can be found at the following link;\n\nhttps://www.education-ni.gov.uk/sites/default/files/publications/education/IEA%202022%20Section%2010%20Report.PDF","answerHtml":"The Section 10 report published in April 2024 sets out the six localities identified as having evidence of demand for post-primary integrated education in excess of supply. These were six localities, not as suggested by the question in Ards and North Down, but six localities across Northern Ireland. They are Belfast, Lisburn and Castlereagh, Ards and North Down, Antrim and Newtownabbey, Mid and East Antrim, and Newry and Mourne.
The member will be aware of what constitutes integrated education as per Section 1(1) of the Integrated Education Act 2022.
For the absence of any doubt I can confirm that Bangor Academy and Sixth Form College is located in Ards and North Down.
Further information can be found at the following link;
https://www.education-ni.gov.uk/sites/default/files/publications/education/IEA%202022%20Section%2010%20Report.PDF
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021516%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425800","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425800"}},{"id":"425799","reference":"AQW 21515/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-29","answerBy":"2025-02-13","answered":"2025-02-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 19810/22-27, to detail the rationale, based on a child-centred approach to special educational needs provision, for not including non-statutory preschools in the Learning Support Coordinators and Personal Learning Plans of the Special Educational Needs and Disability Act (Northern Ireland) 2016.","answerText":"The Special Educational Needs and Disability (SEND) Act (Northern Ireland) 2016 applies only to grant-aided schools; however, non-statutory pre-schools are encouraged to have regard to the statutory code of practice which provides a clear and consistent approach to identifying and providing support for children and young people with SEN.","answerHtml":"The Special Educational Needs and Disability (SEND) Act (Northern Ireland) 2016 applies only to grant-aided schools; however, non-statutory pre-schools are encouraged to have regard to the statutory code of practice which provides a clear and consistent approach to identifying and providing support for children and young people with SEN.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021515%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425799","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425799"}},{"id":"425102","reference":"AQW 21290/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-24","answerBy":"2025-01-29","answered":"2025-01-29","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail whether the bespoke regional programme for two to three year olds will (i) incorporate the Belfast Wide Early Years (BWEY) special educational needs programme; and (ii) include budget to ensure the continuation of BWEY programme into the 2025-26 financial year.","answerText":"As per my previous answer to AQW 20500/22-27, subject to funding, the regional programme will be co-designed with Health officials, including the identification of appropriate eligibility criteria for the programme.\n\nTiming of roll-out of any regional programme will be subject to a decision on my department’s bid to the NICS Transformation Fund, which is awaited. My department’s 2025-26 budget strategy process is currently ongoing. Continuation of the Belfast Wide Early Years (BWEY) pilot will be subject to budget and to robust evaluation of the pilot to date.","answerHtml":"As per my previous answer to AQW 20500/22-27, subject to funding, the regional programme will be co-designed with Health officials, including the identification of appropriate eligibility criteria for the programme.
Timing of roll-out of any regional programme will be subject to a decision on my department’s bid to the NICS Transformation Fund, which is awaited. My department’s 2025-26 budget strategy process is currently ongoing. Continuation of the Belfast Wide Early Years (BWEY) pilot will be subject to budget and to robust evaluation of the pilot to date.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021290%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425102","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425102"}},{"id":"425101","reference":"AQW 21289/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-24","answerBy":"2025-02-10","answered":"2025-02-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 20410/22-27, (i) whether his programme of special educational needs (SEN) transformation and pending delivery plan will review the provisions in the Special Educational Needs and Disability Act (Northern Ireland) 2016, the supporting regulations and the code of practice; and (ii) for his assessment of whether the 2016 provisions, regulations and code of practice require updating to reflect his current SEN transformation agenda.","answerText":"The provisions laid out in the Special Educational Needs and Disability (SEND) Act (Northern Ireland) 2016, the supporting new draft Regulations and the Code of Practice are closely aligned with the changes which are fundamental to the delivery of my SEN Reform Agenda. These include strengthening the support available to children with SEN, encompassing the views of the child in all decisions which affect them, improving co-operation with Health and reducing bureaucracy for schools and the Education Authority (EA).\n\nAs the SEN Reform Agenda progresses, all relevant legislation will be considered to ensure that it continues to support the best outcomes for children and young people with SEN.","answerHtml":"The provisions laid out in the Special Educational Needs and Disability (SEND) Act (Northern Ireland) 2016, the supporting new draft Regulations and the Code of Practice are closely aligned with the changes which are fundamental to the delivery of my SEN Reform Agenda. These include strengthening the support available to children with SEN, encompassing the views of the child in all decisions which affect them, improving co-operation with Health and reducing bureaucracy for schools and the Education Authority (EA).
As the SEN Reform Agenda progresses, all relevant legislation will be considered to ensure that it continues to support the best outcomes for children and young people with SEN.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021289%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425101","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425101"}},{"id":"425100","reference":"AQW 21288/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-24","answerBy":"2025-02-10","answered":"2025-02-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 20503/22-27, (i) for his assessment of the current capacity at Clarawood School, Belfast, to meet demand for specialist Social, Behavioural, Emotional and Wellbeing (SBEW) Needs; and (ii) whether he plans to introduce new or additional SBEW specialist settings in Northern Ireland.","answerText":"There is pressure for places at Clarawood School for pupils with Social, Behavioural, Emotional and Wellbeing (SBEW) needs. The Education Authority (EA) is currently carrying out assessments to identify both short and long-term solutions to allow the school to meet this demand; this includes options to extend provision on the current Clarawood site as well as other off-site options.\n\nAs indicated in the EA’s Operational Plan 2 (OP2), a ‘Plan of Action’ is being developed for special school provision in each Local Government District (LGD) to meet projected need with recommendations to be published by September 2025.\n\nThe EA provides Behaviour Support and Provisions to schools and children and young people with identified SBEW needs through its regional service.","answerHtml":"There is pressure for places at Clarawood School for pupils with Social, Behavioural, Emotional and Wellbeing (SBEW) needs. The Education Authority (EA) is currently carrying out assessments to identify both short and long-term solutions to allow the school to meet this demand; this includes options to extend provision on the current Clarawood site as well as other off-site options.
As indicated in the EA’s Operational Plan 2 (OP2), a ‘Plan of Action’ is being developed for special school provision in each Local Government District (LGD) to meet projected need with recommendations to be published by September 2025.
The EA provides Behaviour Support and Provisions to schools and children and young people with identified SBEW needs through its regional service.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021288%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425100","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425100"}},{"id":"425099","reference":"AQW 21287/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-24","answerBy":"2025-02-10","answered":"2025-02-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any work carried out in collaboration with the Minister of Health (i) to benchmark how many allied health professionals (AHP) of each discipline are required to support the current needs of special educational needs learners in the education system; and (ii) to develop a joint workforce strategy to provide the appropriate number of AHPs required.","answerText":"The Department of Health (DoH) has advised that work is underway to further understand the Allied Health Professional (AHP) therapeutic needs of the children and young people currently enrolled in special schools. This information will inform the commissioning of services for current and future need.\n\nAs we progress the governance and accountability structures around the Special Educational Needs (SEN) Reform Agenda, officials will consider the work of the existing Joint Health and Education Oversight Group (JHEOG), which includes membership from across both departments, the Education Authority (EA) and the Public Health Agency (PHA), to ensure that the work plan is aligned to the relevant delivery actions and that this work is prioritised.\n\nI am committed to working in partnership with the Minister of Health to ensure that we can deliver for children and young people with SEN and complex medical and healthcare needs.","answerHtml":"The Department of Health (DoH) has advised that work is underway to further understand the Allied Health Professional (AHP) therapeutic needs of the children and young people currently enrolled in special schools. This information will inform the commissioning of services for current and future need.
As we progress the governance and accountability structures around the Special Educational Needs (SEN) Reform Agenda, officials will consider the work of the existing Joint Health and Education Oversight Group (JHEOG), which includes membership from across both departments, the Education Authority (EA) and the Public Health Agency (PHA), to ensure that the work plan is aligned to the relevant delivery actions and that this work is prioritised.
I am committed to working in partnership with the Minister of Health to ensure that we can deliver for children and young people with SEN and complex medical and healthcare needs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021287%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425099","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425099"}},{"id":"447108","reference":"AQO 1469/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-01-23","answerBy":"2025-02-03","answered":"2025-07-24","answeredOrally":false,"priority":false,"department":"Department of Justice","departmentId":"134","minister":"Minister of Justice","question":"To ask the Minister of Justice for her assessment of how adverse childhood experiences and trauma impact the criminal justice system.","answerText":"ORAL QUESTION No 4 - AQO 1469/22-27\n\nANSWER\n\nAs Justice Minister, I am acutely aware of the daily and cumulative impact of trauma, because the justice system is often the place of last resort for people and communities with trauma.\n\nJustice agencies like Youth Justice and Probation are leading the way in showing how to adopt trauma informed approaches in specialist services – that includes rethinking how we make every point of contact with service users an opportunity for support rather than potential re-traumatisation. This is essential if we want to stop the revolving door of hurt and futility that passes through generations affected by trauma.\n\nIt also matters because trauma, and particularly complex trauma, is costly. Adverse Childhood Experiences alone cost Northern Ireland an estimated £1.3 billion annually. This is most acutely felt across the justice, education, and health and social care sectors.\n\nThe Executive Programme for Paramilitarism & Organised Crime has led the way in championing a trauma informed Northern Ireland; and for trauma to feature in the Programme for Government. This is not just about providing specialist services. We all need some understanding of trauma and how it affects our decision-making and perspectives as well as our communities and public sector workforces.","answerHtml":"ORAL QUESTION No 4 - AQO 1469/22-27
ANSWER
As Justice Minister, I am acutely aware of the daily and cumulative impact of trauma, because the justice system is often the place of last resort for people and communities with trauma.
Justice agencies like Youth Justice and Probation are leading the way in showing how to adopt trauma informed approaches in specialist services – that includes rethinking how we make every point of contact with service users an opportunity for support rather than potential re-traumatisation. This is essential if we want to stop the revolving door of hurt and futility that passes through generations affected by trauma.
It also matters because trauma, and particularly complex trauma, is costly. Adverse Childhood Experiences alone cost Northern Ireland an estimated £1.3 billion annually. This is most acutely felt across the justice, education, and health and social care sectors.
The Executive Programme for Paramilitarism & Organised Crime has led the way in championing a trauma informed Northern Ireland; and for trauma to feature in the Programme for Government. This is not just about providing specialist services. We all need some understanding of trauma and how it affects our decision-making and perspectives as well as our communities and public sector workforces.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201469%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=447108","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=447108"}},{"id":"424714","reference":"AQW 21079/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-22","answerBy":"2025-01-27","answered":"2025-01-28","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any action he is taking to address supply shortages of epilepsy medication.","answerText":"Medicines are manufactured as part of a highly regulated, complex and global industry; therefore, medicine supply disruptions can occur for a variety of reasons and are not uncommon. Although, my Department is aware that there have been some supply disruptions affecting various strengths and preparations of epilepsy medications in recent times, most of these disruptions appear to have now been resolved.\n\nThe Department of Health and Social Care (DHSC) leads on the maintenance of medicine supply chains to the UK and works closely with the devolved administrations, including my Department and other operators within the supply chain to put in place tried and tested tools and processes should any disruptions arise. These existing tools and processes include communication to healthcare professionals such as National Patient Safety Alerts, Medicines Supply Notifications, NHS Specialist Pharmacy Services (SPS) resources including SPS medicines supply tool, and other mitigations such as Serious Shortage Protocols, additions to the export and hoarding ban list, additions to the NIMAR list, and the importation of medicines from other markets.\n\nWhen recent supply disruptions were identified, some of these tools and processes were implemented to ensure patients continued to have access to appropriate anti-epileptic treatments\n\nI also recently wrote to Wes Streeting MP, Secretary of State for Health and Social Care, and Karin Smyth MP, Minister of Health (Secondary Care), highlighting the impacts ongoing medicine shortages are having in NI and on the need for collaboration to improve the resilience of medicine supply chains across the UK. My Department remains committed to working with DHSC and the other devolved administrations to exploring options for improving the long term resilience of medicines supply to the UK.","answerHtml":"Medicines are manufactured as part of a highly regulated, complex and global industry; therefore, medicine supply disruptions can occur for a variety of reasons and are not uncommon. Although, my Department is aware that there have been some supply disruptions affecting various strengths and preparations of epilepsy medications in recent times, most of these disruptions appear to have now been resolved.
The Department of Health and Social Care (DHSC) leads on the maintenance of medicine supply chains to the UK and works closely with the devolved administrations, including my Department and other operators within the supply chain to put in place tried and tested tools and processes should any disruptions arise. These existing tools and processes include communication to healthcare professionals such as National Patient Safety Alerts, Medicines Supply Notifications, NHS Specialist Pharmacy Services (SPS) resources including SPS medicines supply tool, and other mitigations such as Serious Shortage Protocols, additions to the export and hoarding ban list, additions to the NIMAR list, and the importation of medicines from other markets.
When recent supply disruptions were identified, some of these tools and processes were implemented to ensure patients continued to have access to appropriate anti-epileptic treatments
I also recently wrote to Wes Streeting MP, Secretary of State for Health and Social Care, and Karin Smyth MP, Minister of Health (Secondary Care), highlighting the impacts ongoing medicine shortages are having in NI and on the need for collaboration to improve the resilience of medicine supply chains across the UK. My Department remains committed to working with DHSC and the other devolved administrations to exploring options for improving the long term resilience of medicines supply to the UK.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021079%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=424714","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=424714"}},{"id":"424713","reference":"AQW 21078/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-22","answerBy":"2025-02-06","answered":"2025-02-06","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any work carried out in collaboration with the Minister of Education (i) to benchmark how many allied health professionals (AHP) of each discipline are required to support the current needs of special educational needs learners in the education system; and (ii) to develop a joint workforce strategy to provide the appropriate number of AHPs required.","answerText":"Partnership working between Health and Education is essential to the delivery of a population health approach to support children and young people with SEN and a more seamless provision of multi-disciplinary, multi-service and multi-sectoral support. The close working relationship between my Department, the Department of Education (DE), the Education Authority (EA) and the Public Health Agency (PHA) is increasingly crucial as both sectors respond to the increasing demands within the Special Schools, helping to inform planning and service response.\n\nIn addition to this work is underway to further understand the AHP therapeutic needs of the children and young people currently enrolled in Special Schools. This information will inform the commissioning of services for current and future need.","answerHtml":"Partnership working between Health and Education is essential to the delivery of a population health approach to support children and young people with SEN and a more seamless provision of multi-disciplinary, multi-service and multi-sectoral support. The close working relationship between my Department, the Department of Education (DE), the Education Authority (EA) and the Public Health Agency (PHA) is increasingly crucial as both sectors respond to the increasing demands within the Special Schools, helping to inform planning and service response.
In addition to this work is underway to further understand the AHP therapeutic needs of the children and young people currently enrolled in Special Schools. This information will inform the commissioning of services for current and future need.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021078%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=424713","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=424713"}},{"id":"424712","reference":"AQW 21077/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-22","answerBy":"2025-02-06","answered":"2025-02-10","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the number of people in the South Eastern Health and Social Care Trust that (i) are currently assessed as requiring residential short breaks; and (ii) access regular sort break services.","answerText":"(i) There are currently 85 young people assessed as requiring Residential Short Breaks in the South Eastern Health and Social Care Trust.\n\n(ii) There are 13 young people receiving regular Residential Short Breaks in the South Eastern Health and Social Care Trust.","answerHtml":"(i) There are currently 85 young people assessed as requiring Residential Short Breaks in the South Eastern Health and Social Care Trust.
(ii) There are 13 young people receiving regular Residential Short Breaks in the South Eastern Health and Social Care Trust.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021077%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=424712","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=424712"}},{"id":"424711","reference":"AQW 21076/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-22","answerBy":"2025-02-06","answered":"2025-03-05","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 18330/22-27, when appropriate and consistent access to short break services for people with complex needs will be provided in the South Eastern Health and Social Care Trust, arising from the £13 million investment announced in October 2024.","answerText":"Following the Minister’s announcement of the additional £2million expenditure in 2024/25, the South Eastern Health and Social Care Trust has submitted a Business Case to the DoH’s Strategic Planning and Performance Group for consideration.\n\nA proposal to fund the staffing model for the Residential Short Breaks Home in Newcastle has been approved. Recruitment will commence within this financial year and consistently delivering this service will be contingent upon successful recruitment of the staff team.\n\nFurther developments are being explored to enable the resumption of residential short breaks in Lindsay House, however this may take in the region of six months to come to fruition.\n\nThe South Eastern Health and Social Care Trust also delivers community based Short Breaks through the voluntary sector, as well as through the Trust’s own established team. The Trust’s investment proposal aligned to the Trust’s share of the £13m allocation will significantly enhance the community based Short Break provision for children with disability within the South Eastern HSC Trust.","answerHtml":"Following the Minister’s announcement of the additional £2million expenditure in 2024/25, the South Eastern Health and Social Care Trust has submitted a Business Case to the DoH’s Strategic Planning and Performance Group for consideration.
A proposal to fund the staffing model for the Residential Short Breaks Home in Newcastle has been approved. Recruitment will commence within this financial year and consistently delivering this service will be contingent upon successful recruitment of the staff team.
Further developments are being explored to enable the resumption of residential short breaks in Lindsay House, however this may take in the region of six months to come to fruition.
The South Eastern Health and Social Care Trust also delivers community based Short Breaks through the voluntary sector, as well as through the Trust’s own established team. The Trust’s investment proposal aligned to the Trust’s share of the £13m allocation will significantly enhance the community based Short Break provision for children with disability within the South Eastern HSC Trust.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021076%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=424711","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=424711"}},{"id":"424710","reference":"AQW 21075/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-22","answerBy":"2025-02-06","answered":"2025-02-14","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 18330/22-27, for an update on the specific interventions to support families of children with complex needs that will be delivered from the £13 million investment announced in October 2024.","answerText":"On 23rd October 2024, I was pleased to be able to approve additional regional funding for the Children with Disability service across all HSC Trusts of up to £13m a year in multi-year funding, including up to £2m for the rest of the current financial year.\n\nIt is intended that this additional funding will assist with increasing the current short breaks capacity, and expanding family, therapeutic and behavioural supports in the community across all HSC Trusts.\n\nIn terms of the distribution of funding this has been agreed that it would be split per a capitation model based on population size.\n\nAt this time, the DoH’s Strategic Planning and Performance Group has reviewed Trusts Prioritisation Proposals related to the £13 million investment. The proposed action plans that have been submitted will assist in alleviating some of the current pressures experienced within the Children with Disability Service.\n\nEach Trust is currently in the process of working with the DoH to complete the Business Cases for the final prioritisation proposals, in order to allow the allocation of funding. My Department and Health & Social Care Trusts continue to work collaboratively and at pace in terms of progressing matters.\n\nIn relation to the short-term action plans – there are various initiatives across multiple trusts to improve family and community support services for Children with Disability ranging from enhancing short break provision to expanding targeted care programs. Collectively, the Trust plans aim to meet the short-term priorities, such as increasing short break provision and delivering tailored family support services.\n\nIn addition, the Trusts do have plans to increase contracts with a range of voluntary and community services to provide additional family support, or breaks from caring through youth club type provision, after school clubs and enhanced opportunities for socialisation and personal development.\n\nUntil the procurement process is completed and matters finalised – it would not be appropriate to provide all detail regarding the proposed organisations that the Trusts intend to use to provide support.","answerHtml":"On 23rd October 2024, I was pleased to be able to approve additional regional funding for the Children with Disability service across all HSC Trusts of up to £13m a year in multi-year funding, including up to £2m for the rest of the current financial year.
It is intended that this additional funding will assist with increasing the current short breaks capacity, and expanding family, therapeutic and behavioural supports in the community across all HSC Trusts.
In terms of the distribution of funding this has been agreed that it would be split per a capitation model based on population size.
At this time, the DoH’s Strategic Planning and Performance Group has reviewed Trusts Prioritisation Proposals related to the £13 million investment. The proposed action plans that have been submitted will assist in alleviating some of the current pressures experienced within the Children with Disability Service.
Each Trust is currently in the process of working with the DoH to complete the Business Cases for the final prioritisation proposals, in order to allow the allocation of funding. My Department and Health & Social Care Trusts continue to work collaboratively and at pace in terms of progressing matters.
In relation to the short-term action plans – there are various initiatives across multiple trusts to improve family and community support services for Children with Disability ranging from enhancing short break provision to expanding targeted care programs. Collectively, the Trust plans aim to meet the short-term priorities, such as increasing short break provision and delivering tailored family support services.
In addition, the Trusts do have plans to increase contracts with a range of voluntary and community services to provide additional family support, or breaks from caring through youth club type provision, after school clubs and enhanced opportunities for socialisation and personal development.
Until the procurement process is completed and matters finalised – it would not be appropriate to provide all detail regarding the proposed organisations that the Trusts intend to use to provide support.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2021075%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=424710","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=424710"}},{"id":"424555","reference":"AQW 20966/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-21","answerBy":"2025-02-05","answered":"2025-02-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education why £1.8 million in non-ringfenced resource for the Early Learning & Childcare Strategy has been returned.","answerText":"£2m was allocated within the 2024-25 Early Learning and Childcare Funding package for a Targeted Business Support Scheme for childcare providers. The Department for the Economy (DfE) is leading on a scoping exercise to develop a clearer picture of the business support requirements of the childcare sector to help inform an appropriate government response. To date, DfE has drawn down just over £150,000 of the £2m available. The scoping work is not due to be completed until the end of March 2025 and therefore the balance was returned to the Department of Finance as part of the January monitoring exercise, given that this funding is ringfenced by the Executive.","answerHtml":"£2m was allocated within the 2024-25 Early Learning and Childcare Funding package for a Targeted Business Support Scheme for childcare providers. The Department for the Economy (DfE) is leading on a scoping exercise to develop a clearer picture of the business support requirements of the childcare sector to help inform an appropriate government response. To date, DfE has drawn down just over £150,000 of the £2m available. The scoping work is not due to be completed until the end of March 2025 and therefore the balance was returned to the Department of Finance as part of the January monitoring exercise, given that this funding is ringfenced by the Executive.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020966%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=424555","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=424555"}},{"id":"424554","reference":"AQW 20965/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-21","answerBy":"2025-02-05","answered":"2025-01-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education why £3.6 million capital funding for Fresh Start projects has been returned.","answerText":"All remaining Fresh Start funding available to my Department relates to projects that are currently in construction. Unfortunately, as is the case in many construction projects, some minor delays have been encountered in several of the Fresh Start projects.\n\nAs a result, the anticipated Fresh Start expenditure required for the 2024-25 year has reduced by £3.4m to £58.1m. I expect any underspend will be carried forward and made available for Fresh Start projects in the 2025-26 financial year.","answerHtml":"All remaining Fresh Start funding available to my Department relates to projects that are currently in construction. Unfortunately, as is the case in many construction projects, some minor delays have been encountered in several of the Fresh Start projects.
As a result, the anticipated Fresh Start expenditure required for the 2024-25 year has reduced by £3.4m to £58.1m. I expect any underspend will be carried forward and made available for Fresh Start projects in the 2025-26 financial year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020965%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=424554","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=424554"}},{"id":"424553","reference":"AQW 20964/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-21","answerBy":"2025-02-05","answered":"2025-02-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education why there were no bids for Financial Transactions Capital funding in the January Monitoring Round.","answerText":"Financial Transaction Capital (FTC) funding can only be deployed by the public sector as a loan to, or equity investment in a private sector entity. The private sector entity will then use the funding to invest in related infrastructure. As schools funded via the Education Authority are classified to the central government sector, they are not eligible to receive FTC.\n\nIn short, FTC does not represent a viable alternative to the funding of my Department’s Schools Capital programmes as compared to conventional Capital DEL funding.","answerHtml":"Financial Transaction Capital (FTC) funding can only be deployed by the public sector as a loan to, or equity investment in a private sector entity. The private sector entity will then use the funding to invest in related infrastructure. As schools funded via the Education Authority are classified to the central government sector, they are not eligible to receive FTC.
In short, FTC does not represent a viable alternative to the funding of my Department’s Schools Capital programmes as compared to conventional Capital DEL funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020964%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=424553","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=424553"}},{"id":"424552","reference":"AQW 20963/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-21","answerBy":"2025-02-05","answered":"2025-01-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how the £0.042 million allocated for Private Schools VAT in the January Monitoring Round will be spent.","answerText":"Due to the introduction of VAT on private school fees by the UK Government, schools in Northern Ireland that meet the legal definition of a private school must charge VAT on fees that fall within the scope of this policy. Regrettably, this definition captures a number of grant aided schools funded under the Common Funding Scheme (CFS).\n\nAs outlined in the Government’s technical note, education and boarding provided by state schools across the UK are not affected by this policy change, meaning they will continue to be exempt from VAT. This reflects the fact that state schools and academies continue to be “eligible bodies”.\n\nI highlighted to HM Treasury that state boarding pupils (i.e. pupils funded under the CFS) at Royal School Armagh and Royal School Dungannon have inadvertently been captured by the Government’s amended legislation.\n\nHM Treasury has acknowledged the difference in treatment between state boarding pupils in Northern Ireland compared to other UK Jurisdictions and agreed to provide a funding solution to address this.\n\nThe £0.042 million ringfenced funding will reimburse the VAT liability of the boarding fees associated with these pupils for the period 1 January to 31 March 2025, to provide an equivalent treatment to state boarding pupils across the UK that remain exempt from VAT.","answerHtml":"Due to the introduction of VAT on private school fees by the UK Government, schools in Northern Ireland that meet the legal definition of a private school must charge VAT on fees that fall within the scope of this policy. Regrettably, this definition captures a number of grant aided schools funded under the Common Funding Scheme (CFS).
As outlined in the Government’s technical note, education and boarding provided by state schools across the UK are not affected by this policy change, meaning they will continue to be exempt from VAT. This reflects the fact that state schools and academies continue to be “eligible bodies”.
I highlighted to HM Treasury that state boarding pupils (i.e. pupils funded under the CFS) at Royal School Armagh and Royal School Dungannon have inadvertently been captured by the Government’s amended legislation.
HM Treasury has acknowledged the difference in treatment between state boarding pupils in Northern Ireland compared to other UK Jurisdictions and agreed to provide a funding solution to address this.
The £0.042 million ringfenced funding will reimburse the VAT liability of the boarding fees associated with these pupils for the period 1 January to 31 March 2025, to provide an equivalent treatment to state boarding pupils across the UK that remain exempt from VAT.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020963%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=424552","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=424552"}},{"id":"423871","reference":"AQW 20699/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-16","answerBy":"2025-01-21","answered":"2025-01-21","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will publish the Special Educational Needs Reform Agenda and Delivery Plan.","answerText":"The Special Educational Needs (SEN) Reform Agenda and associated Delivery Plan will be published in the coming weeks.","answerHtml":"The Special Educational Needs (SEN) Reform Agenda and associated Delivery Plan will be published in the coming weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020699%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423871","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423871"}},{"id":"423870","reference":"AQW 20698/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-16","answerBy":"2025-01-31","answered":"2025-01-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the formulation of information sharing with the Department of Health and the Department for the Economy in relation to supporting children's educational journeys will be complete.","answerText":"On 13 January 2025, I announced my programme for reforming the provision of support for children with Special Educational Needs (SEN) and intend to bring the SEN Reform Agenda and Delivery Plan to the Education Committee in the coming weeks.\n\nThe SEN Reform Agenda will introduce agreed data-sharing arrangements between my department, and the departments for Health, Economy and Communities as part of a number of actions within the five year Delivery Plan.\n\nIn the interim, officials from my department will continue to work with colleagues across the departments to identify improvements and synergies to create better ways of working and sharing of information.\n\nThe capturing of data to monitor improved outcomes for children and young people with SEN will be critical and I will be engaging with Executive colleagues to formalise a more comprehensive, coordinated approach to sharing information once this work has progressed.","answerHtml":"On 13 January 2025, I announced my programme for reforming the provision of support for children with Special Educational Needs (SEN) and intend to bring the SEN Reform Agenda and Delivery Plan to the Education Committee in the coming weeks.
The SEN Reform Agenda will introduce agreed data-sharing arrangements between my department, and the departments for Health, Economy and Communities as part of a number of actions within the five year Delivery Plan.
In the interim, officials from my department will continue to work with colleagues across the departments to identify improvements and synergies to create better ways of working and sharing of information.
The capturing of data to monitor improved outcomes for children and young people with SEN will be critical and I will be engaging with Executive colleagues to formalise a more comprehensive, coordinated approach to sharing information once this work has progressed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020698%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423870","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423870"}},{"id":"423869","reference":"AQW 20697/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-16","answerBy":"2025-01-31","answered":"2025-01-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any action he is taking to address workforce shortages of classroom assistants.","answerText":"In November 2024, the Pay & Grading Agreement was implemented for support staff across the education system. This was a significant project aimed at addressing recruitment and retention challenges across a range of support roles, including Classroom Assistants, by reviewing the pay on offer for these roles.\n\nIn addition to the Pay & Grading increase, the NJC annual pay award was implemented in December 2024, and this delivered a £1,920 uplift to all Classroom Assistants pay points. It is envisaged that the improved pay on offer for Classroom Assistants will help attract and retain staff in these roles.\n\nAdditionally, the Education Authority (EA) is currently seeking to progress several strategically important projects targeted at improving recruitment and retention of Classroom Assistants. They have established a working group to explore and develop solutions to several wider challenges related to the Classroom Assistant recruitment and employment model. They have also engaged with school principals to better understand the challenges faced when appointing Classroom Assistants; and are planning a range of actions in response to this feedback.\n\nThe EA has also submitted a bid for Public Sector Transformation funding to allow the development of an improved model and system for supplying temporary support staff, similar to the NISTR system for teachers.","answerHtml":"In November 2024, the Pay & Grading Agreement was implemented for support staff across the education system. This was a significant project aimed at addressing recruitment and retention challenges across a range of support roles, including Classroom Assistants, by reviewing the pay on offer for these roles.
In addition to the Pay & Grading increase, the NJC annual pay award was implemented in December 2024, and this delivered a £1,920 uplift to all Classroom Assistants pay points. It is envisaged that the improved pay on offer for Classroom Assistants will help attract and retain staff in these roles.
Additionally, the Education Authority (EA) is currently seeking to progress several strategically important projects targeted at improving recruitment and retention of Classroom Assistants. They have established a working group to explore and develop solutions to several wider challenges related to the Classroom Assistant recruitment and employment model. They have also engaged with school principals to better understand the challenges faced when appointing Classroom Assistants; and are planning a range of actions in response to this feedback.
The EA has also submitted a bid for Public Sector Transformation funding to allow the development of an improved model and system for supplying temporary support staff, similar to the NISTR system for teachers.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020697%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423869","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423869"}},{"id":"423868","reference":"AQW 20696/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-16","answerBy":"2025-01-31","answered":"2025-01-31","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any engagement he has had with the Minister of Education in relation to placing allied health professionals in multi disciplinary teams to support schools with special educational needs learners.","answerText":"I regularly engage with the Minister for Education and his Departmental officials in relation to relevant matters regarding children with special educational needs (SEN). My officials work collaboratively across numerous structures as part of the End-to-End Review of Special Educational Need (SEN).\n\nAHPs take a multidisciplinary and multiagency approach to address the therapeutic needs of the children and families with special educational needs.\n\nPartnership working between Health and Education is essential to the delivery of a population health approach to support children and young people with SEN and a more seamless provision of multi-disciplinary, multi-service and multi-sectoral support. The close working relationship between my Department, the Department of Education (DE), the Education Authority (EA) and the Public Health Agency (PHA) is increasingly crucial as both sectors respond to the increasing demands within the Special Schools, helping to inform planning and service response.\n\nPHA is currently working in partnership with EA on a comprehensive needs assessment around the health needs of children attending SEN schools. The review aims to identify the specific health challenges faced by this population group, evaluating the complexity of their needs to ascertain the support systems necessary to ensure timely, child-specific care within the school environment. In addition to this work is underway to further understand the AHP therapeutic needs of the children and young people currently enrolled in Special Schools. This information will inform the commissioning of services for current and future need.\n\nMy Department has also been working closely with the PHA and EA to proactively identify further opportunities to develop co-operative working, that will assist in delivering a more holistic approach to address the diverse needs of children and young people.\n\nThis has facilitated cross agency learning, enhanced engagement and interagency working, which is critical in developing a wrap-around approach to supporting this cohort of children and young people at the earliest stage.","answerHtml":"I regularly engage with the Minister for Education and his Departmental officials in relation to relevant matters regarding children with special educational needs (SEN). My officials work collaboratively across numerous structures as part of the End-to-End Review of Special Educational Need (SEN).
AHPs take a multidisciplinary and multiagency approach to address the therapeutic needs of the children and families with special educational needs.
Partnership working between Health and Education is essential to the delivery of a population health approach to support children and young people with SEN and a more seamless provision of multi-disciplinary, multi-service and multi-sectoral support. The close working relationship between my Department, the Department of Education (DE), the Education Authority (EA) and the Public Health Agency (PHA) is increasingly crucial as both sectors respond to the increasing demands within the Special Schools, helping to inform planning and service response.
PHA is currently working in partnership with EA on a comprehensive needs assessment around the health needs of children attending SEN schools. The review aims to identify the specific health challenges faced by this population group, evaluating the complexity of their needs to ascertain the support systems necessary to ensure timely, child-specific care within the school environment. In addition to this work is underway to further understand the AHP therapeutic needs of the children and young people currently enrolled in Special Schools. This information will inform the commissioning of services for current and future need.
My Department has also been working closely with the PHA and EA to proactively identify further opportunities to develop co-operative working, that will assist in delivering a more holistic approach to address the diverse needs of children and young people.
This has facilitated cross agency learning, enhanced engagement and interagency working, which is critical in developing a wrap-around approach to supporting this cohort of children and young people at the earliest stage.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020696%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423868","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423868"}},{"id":"425221","reference":"AQO 1409/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-01-16","answerBy":"2025-01-27","answered":"2025-01-27","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for an update on the proposed Park and Ride facility in Newtownards.","answerText":"Park and Ride is a key enabler to improving connections, increasing public transport use, promoting sustainability, and encouraging modal shift and active travel.\n\nIn line with climate change objectives, park & ride facilities provide citizens with improved accessibility to public transport network and therefore encourage its usage as an alternative to commuting by car, helping to drive down congestion and emissions, change travel patterns and protect our environment.\n\nMy Department has identified a list of priority Park and Ride sites, including a suitable site in Newtownards.\n\nThe preferred site at Newtownards is located at the former Ards Leisure Centre site with the potential for 450 vehicles. This site will also alleviate pressures on Dundonald Park & Ride which continues to operate over capacity.\n\nThe planning application for the Newtownards Park and Ride site was submitted in November 2023. Responses have been received from relevant statutory bodies and we are currently liaising, as appropriate, to any requests for clarifications.\n\nChange will not be possible without decarbonising private cars. But we also need to provide attractive sustainable transport alternatives. Such as public transport, walking, wheeling, and cycling. Without these, our people, our cities and our towns will choke. People deserve better; a cleaner greener urban environment in which they can thrive.","answerHtml":"Park and Ride is a key enabler to improving connections, increasing public transport use, promoting sustainability, and encouraging modal shift and active travel.
In line with climate change objectives, park & ride facilities provide citizens with improved accessibility to public transport network and therefore encourage its usage as an alternative to commuting by car, helping to drive down congestion and emissions, change travel patterns and protect our environment.
My Department has identified a list of priority Park and Ride sites, including a suitable site in Newtownards.
The preferred site at Newtownards is located at the former Ards Leisure Centre site with the potential for 450 vehicles. This site will also alleviate pressures on Dundonald Park & Ride which continues to operate over capacity.
The planning application for the Newtownards Park and Ride site was submitted in November 2023. Responses have been received from relevant statutory bodies and we are currently liaising, as appropriate, to any requests for clarifications.
Change will not be possible without decarbonising private cars. But we also need to provide attractive sustainable transport alternatives. Such as public transport, walking, wheeling, and cycling. Without these, our people, our cities and our towns will choke. People deserve better; a cleaner greener urban environment in which they can thrive.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201409%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=425221","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=425221"}},{"id":"423602","reference":"AQW 20504/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-14","answerBy":"2025-01-17","answered":"2025-01-16","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 19621/22-27, whether consultations with schools will commence before February for pupils with special educational needs who have already nominated their preferred school for transition to post-primary education.","answerText":"Following receipt of Annual Review documentation for Primary 7 children, the Statutory Assessment and Review (SAR) teams have been drafting the amendments to these children’s statements.\n\nDraft amended statements will be issued to parents of children in their Primary 7 year by 31 January 2025. This allows parents to consider the content of their child’s proposed amended statement and formally express their preference of placement for Year 8. Parents have 15 days to consider the proposed amended statement.\n\nWhilst parents may have indicated a school preference at their child’s Annual Review, which is helpful for planning types of places required, parents will also have been attending open nights at prospective post-primary schools and considering their options. Generally, these take place in January.\n\nConsultations to post-primary schools will follow receipt of parental returns.","answerHtml":"Following receipt of Annual Review documentation for Primary 7 children, the Statutory Assessment and Review (SAR) teams have been drafting the amendments to these children’s statements.
Draft amended statements will be issued to parents of children in their Primary 7 year by 31 January 2025. This allows parents to consider the content of their child’s proposed amended statement and formally express their preference of placement for Year 8. Parents have 15 days to consider the proposed amended statement.
Whilst parents may have indicated a school preference at their child’s Annual Review, which is helpful for planning types of places required, parents will also have been attending open nights at prospective post-primary schools and considering their options. Generally, these take place in January.
Consultations to post-primary schools will follow receipt of parental returns.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020504%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423602","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423602"}},{"id":"423601","reference":"AQW 20503/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-14","answerBy":"2025-01-29","answered":"2025-01-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he plans to increase the number of specialist placements to deal with children with a Statement for Social, Behavioural, Emotional and Wellbeing Needs.","answerText":"The Education Authority (EA) through its special educational needs (SEN) Capacity Team is building on progress made last year when it created over 1,450 additional special education provision places in both special and mainstream schools.\n\nThe Capacity Team has commenced work in identifying and creating anticipated additional places required in preparation for September 2025. The EA has also recently published its Operational Plan 2 (2024-26) (OP2) which has a ‘SEN first’ focus and details at Local Government District (LGD) level what provision will be required during its lifespan.\n\nThe type of placement for children with statements of SEN, irrespective of what is detailed as the overarching need in their statement, is based on recommendations of the EA’s Education Psychology Service (EPS).","answerHtml":"The Education Authority (EA) through its special educational needs (SEN) Capacity Team is building on progress made last year when it created over 1,450 additional special education provision places in both special and mainstream schools.
The Capacity Team has commenced work in identifying and creating anticipated additional places required in preparation for September 2025. The EA has also recently published its Operational Plan 2 (2024-26) (OP2) which has a ‘SEN first’ focus and details at Local Government District (LGD) level what provision will be required during its lifespan.
The type of placement for children with statements of SEN, irrespective of what is detailed as the overarching need in their statement, is based on recommendations of the EA’s Education Psychology Service (EPS).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020503%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423601","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423601"}},{"id":"423600","reference":"AQW 20502/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-14","answerBy":"2025-01-29","answered":"2025-01-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any engagement he has had with the Minister of Health in relation to establishing multi-disciplinary teams to support schools to meet the needs of special educational needs learners.","answerText":"The move to Local Impact Team (LITs) is phase one of the Education Authority’s (EA) proposed Transformation Programme. Further work to develop the model is ongoing to ensure alignment with health services.\n\nMy department, along with the EA, has established governance and oversight structures that will provide strategic direction, guidance and subject matter expertise. The Department of Health (DoH) are included within these structures. Officials have been working closely together and, as the model evolves, will seek ways to further strengthen collaboration, information sharing and joined up delivery of Special Educational Needs/Disability (SEND) supports.","answerHtml":"The move to Local Impact Team (LITs) is phase one of the Education Authority’s (EA) proposed Transformation Programme. Further work to develop the model is ongoing to ensure alignment with health services.
My department, along with the EA, has established governance and oversight structures that will provide strategic direction, guidance and subject matter expertise. The Department of Health (DoH) are included within these structures. Officials have been working closely together and, as the model evolves, will seek ways to further strengthen collaboration, information sharing and joined up delivery of Special Educational Needs/Disability (SEND) supports.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020502%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423600","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423600"}},{"id":"423599","reference":"AQW 20501/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-14","answerBy":"2025-01-29","answered":"2025-01-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the role of special educational needs classroom assistants in preschool settings will begin.","answerText":"As part of my commitment to early intervention, my intention is to commence a pilot to introduce special educational needs (SEN) Classroom Assistants in a sample of preschool education settings in the 2025/26 academic year, subject to success in my department’s bid to the NICS Transformation Fund.","answerHtml":"As part of my commitment to early intervention, my intention is to commence a pilot to introduce special educational needs (SEN) Classroom Assistants in a sample of preschool education settings in the 2025/26 academic year, subject to success in my department’s bid to the NICS Transformation Fund.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020501%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423599","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423599"}},{"id":"423598","reference":"AQW 20500/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-14","answerBy":"2025-01-29","answered":"2025-01-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) when he plans to roll-out the regional programme for 2-3 year olds; and (ii) the eligibility criteria to access the programme.","answerText":"As part of my commitment to early intervention, subject to receipt of funding, I will introduce a bespoke regional programme for children age 2 to 3 years olds who may have special educational needs (SEN) or emerging needs.\n\nThis programme will be co-designed with Health officials, including the identification of appropriate eligibility criteria for the programme. Early discussions have taken place through the newly established Health/Education Early Intervention Task and Finish Group which has been set up to develop detailed solutions particularly in the area of Early Years.\n\nTiming of roll-out will be subject to a decision on my department’s bid to the NICS Transformation Fund, which is awaited.","answerHtml":"As part of my commitment to early intervention, subject to receipt of funding, I will introduce a bespoke regional programme for children age 2 to 3 years olds who may have special educational needs (SEN) or emerging needs.
This programme will be co-designed with Health officials, including the identification of appropriate eligibility criteria for the programme. Early discussions have taken place through the newly established Health/Education Early Intervention Task and Finish Group which has been set up to develop detailed solutions particularly in the area of Early Years.
Timing of roll-out will be subject to a decision on my department’s bid to the NICS Transformation Fund, which is awaited.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020500%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423598","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423598"}},{"id":"423429","reference":"AQW 20412/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-13","answerBy":"2025-01-16","answered":"2025-01-26","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the steps he has taken to assess the level of demand for Integrated Education in the Ards and North Down area; and (ii) how he plans to meet that demand.","answerText":"According to statute, “Integrated education” means the education together, in an integrated school, of (a) those of different cultures and religious beliefs and of none, including reasonable numbers of both Protestant and Roman Catholic children or young persons; (b) those who are experiencing socio-economic deprivation and those who are not; and (c) those of different abilities.\n\nMy Department set out how it will aim to meet demand in the Section 10 report published in April 2024. Our analysis of existing admissions choices data suggests that while there is broadly sufficient provision of Integrated Education at the primary school level to meet parental preference, the same cannot be said for post-primary provision. In some areas, there is a higher demand for integrated education provision than that which is currently available. It was identified that there is demand for post-primary integrated education in excess of supply in six localities including North Down and Ards.\n\nOn conclusion of work to update guidance for schools considering transformation to Integrated status, my Department will commission the Northern Ireland Council for Integrated Education (NICIE) to engage with these oversubscribed integrated schools and the Education Authority (EA) in the six localities identified. The affected schools will be encouraged to review their enrolment numbers and school capacity and prepare and bring forward DPs to increase their enrolment numbers (if such changes are significant in nature).\n\nDE acknowledges that while this approach may partially address oversubscription issues, it is unlikely to resolve them in full. DE will therefore commission NICIE, working in partnership with EA and CSSC to issue a ‘Call for Transformation’ suggesting schools in the identified localities consider Transformation to Integrated status to meet demand.\n\nTo further monitor demand across Northern Ireland, Departmental officials have included societal level questions on demand and the factors parents consider when makings school admission decisions in the annual Northern Ireland Life and Times survey. Results will be available in late Spring with a report in the Summer.\n\nOfficials are also working closely with colleagues in the Education Authority to develop and conduct a survey of parents who have recently made school preference decisions through the admissions portal. This survey will be carried out in April 2025 and will ask parents and guardians, in line with the Integrated Education Act, whether they have a preference for Integrated Education and how various factors have influenced their school preferences.\n\nBoth surveys will allow my Department to consider existing and future demand and provide data on which existing Area Planning structures can take action to aim to meet that demand in the context the overall sustainability of the school estate.","answerHtml":"According to statute, “Integrated education” means the education together, in an integrated school, of (a) those of different cultures and religious beliefs and of none, including reasonable numbers of both Protestant and Roman Catholic children or young persons; (b) those who are experiencing socio-economic deprivation and those who are not; and (c) those of different abilities.
My Department set out how it will aim to meet demand in the Section 10 report published in April 2024. Our analysis of existing admissions choices data suggests that while there is broadly sufficient provision of Integrated Education at the primary school level to meet parental preference, the same cannot be said for post-primary provision. In some areas, there is a higher demand for integrated education provision than that which is currently available. It was identified that there is demand for post-primary integrated education in excess of supply in six localities including North Down and Ards.
On conclusion of work to update guidance for schools considering transformation to Integrated status, my Department will commission the Northern Ireland Council for Integrated Education (NICIE) to engage with these oversubscribed integrated schools and the Education Authority (EA) in the six localities identified. The affected schools will be encouraged to review their enrolment numbers and school capacity and prepare and bring forward DPs to increase their enrolment numbers (if such changes are significant in nature).
DE acknowledges that while this approach may partially address oversubscription issues, it is unlikely to resolve them in full. DE will therefore commission NICIE, working in partnership with EA and CSSC to issue a ‘Call for Transformation’ suggesting schools in the identified localities consider Transformation to Integrated status to meet demand.
To further monitor demand across Northern Ireland, Departmental officials have included societal level questions on demand and the factors parents consider when makings school admission decisions in the annual Northern Ireland Life and Times survey. Results will be available in late Spring with a report in the Summer.
Officials are also working closely with colleagues in the Education Authority to develop and conduct a survey of parents who have recently made school preference decisions through the admissions portal. This survey will be carried out in April 2025 and will ask parents and guardians, in line with the Integrated Education Act, whether they have a preference for Integrated Education and how various factors have influenced their school preferences.
Both surveys will allow my Department to consider existing and future demand and provide data on which existing Area Planning structures can take action to aim to meet that demand in the context the overall sustainability of the school estate.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020412%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423429","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423429"}},{"id":"423428","reference":"AQW 20411/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-13","answerBy":"2025-01-28","answered":"2025-01-16","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities, following his announcement on 2 December 2024, to detail (i) what the specific funding allocation for homelessness prevention will fund in the 2025-26 financial year; (ii) whether the funding allocation includes the restoration of the Homelessness Prevention Fund previously funded by the Housing Executive; and (ii) any consultation his Department proposes to carry out with representatives of the sector on funding for the homelessness sector in 2025-26.","answerText":"My Department does not directly fund homelessness, this is an operational matter for the Housing Executive.\n\nThe Finance Minister has issued an Executive Paper for consideration outlining Departments’ proposed Draft Budget Allocations for 2025-26. This budget is currently subject to consultation.\n\nMy Department has just commenced work on internal budget allocations. Therefore, at this stage I am unable to advise the Housing Executive of its Homelessness budget allocation for 2025-26.\n\nMy Department will continue to engage closely with the Housing Executive on their 2025-26 Budget requirements.","answerHtml":"My Department does not directly fund homelessness, this is an operational matter for the Housing Executive.
The Finance Minister has issued an Executive Paper for consideration outlining Departments’ proposed Draft Budget Allocations for 2025-26. This budget is currently subject to consultation.
My Department has just commenced work on internal budget allocations. Therefore, at this stage I am unable to advise the Housing Executive of its Homelessness budget allocation for 2025-26.
My Department will continue to engage closely with the Housing Executive on their 2025-26 Budget requirements.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020411%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423428","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423428"}},{"id":"423427","reference":"AQW 20410/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-13","answerBy":"2025-01-28","answered":"2025-01-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to introduce legislation related to special educational needs provision, including the purpose of such legislation and expected timescales.","answerText":"As part of the Special Educational Needs (SEN) Reform Agenda, the department will consider the need for a more streamlined single legislative Act on SEN provision, while also ensuring alignment with the direction of travel towards a more inclusive education system in Northern Ireland.","answerHtml":"As part of the Special Educational Needs (SEN) Reform Agenda, the department will consider the need for a more streamlined single legislative Act on SEN provision, while also ensuring alignment with the direction of travel towards a more inclusive education system in Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020410%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423427","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423427"}},{"id":"423426","reference":"AQW 20409/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2025-01-13","answerBy":"2025-01-28","answered":"2025-01-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the training that is required for teachers and support staff in schools to (i) carry out security risk assessments; and (ii) respond to a critical security incident in school.","answerText":"The Education Authority (EA) carry out training within schools and have provided the following response:\n\nCarry out Security Risk Assessments\n\nWhilst the EA offer no specific training for this type of risk assessment, schools are advised to complete the Security Risk Assessment to be found in the Department of Education publication Security and Personal Safety in Schools. This assessment is intuitive, to be completed after reading the guidance, with no training required for its completion. For more complex risk assessments involving specific situations, the EA provides generic Risk Assessments for Violence at Work, a Marauding Assailant and Site Security which can be found under Generic School Risk Assessments and Generic School Site Premises Risk Assessments respectively.\n\nRespond to a critical security incident in a school\n\nIn preparation for the impending Terrorism (Protection of Premises) Act, a UK wide piece of legislation also known as 'Martyn's Law' which is expected later this year, the EA will be uploading a security Lockdown Procedure for schools to its health and safety Manual for Principals and Governors. To support and enable planning for such emergency situations, a template for a school emergency plan will be released to all schools online in the Summer of 2025. Any requirement for security training required by the new legislation for 'standard tier' premises, of which most schools are, will be also addressed by the EA at that time.","answerHtml":"The Education Authority (EA) carry out training within schools and have provided the following response:
Carry out Security Risk Assessments
Whilst the EA offer no specific training for this type of risk assessment, schools are advised to complete the Security Risk Assessment to be found in the Department of Education publication Security and Personal Safety in Schools. This assessment is intuitive, to be completed after reading the guidance, with no training required for its completion. For more complex risk assessments involving specific situations, the EA provides generic Risk Assessments for Violence at Work, a Marauding Assailant and Site Security which can be found under Generic School Risk Assessments and Generic School Site Premises Risk Assessments respectively.
Respond to a critical security incident in a school
In preparation for the impending Terrorism (Protection of Premises) Act, a UK wide piece of legislation also known as 'Martyn's Law' which is expected later this year, the EA will be uploading a security Lockdown Procedure for schools to its health and safety Manual for Principals and Governors. To support and enable planning for such emergency situations, a template for a school emergency plan will be released to all schools online in the Summer of 2025. Any requirement for security training required by the new legislation for 'standard tier' premises, of which most schools are, will be also addressed by the EA at that time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2020409%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=423426","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=423426"}},{"id":"424436","reference":"AQO 1387/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2025-01-09","answerBy":"2025-01-20","answered":"2025-01-20","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy when he will bring forward a plan to deliver better post-19 provision for young people with special educational needs and disabilities.","answerText":"Question 11 – AQO 1387/22-27\n\nThe commitment to improve post-19 provision for young people with Special Educational Needs is shared across the Executive.\n\nMy officials are currently taking forward a process of review and engagement, examining evidence on both provision and legislation.\n\nThis includes meeting with schools, parents, young people, colleges, other providers and representative organisations. In addition, they are engaging with counterparts in other departments and jurisdictions and have commissioned some comparative research from Stranmillis University College.\n\nAll of this work is continuing at pace, however, it is important that this is done with due diligence and care.\n\nAs I indicated in a reply to your written question last month, I expect to receive advice for my consideration in the Spring.","answerHtml":"Question 11 – AQO 1387/22-27
The commitment to improve post-19 provision for young people with Special Educational Needs is shared across the Executive.
My officials are currently taking forward a process of review and engagement, examining evidence on both provision and legislation.
This includes meeting with schools, parents, young people, colleges, other providers and representative organisations. In addition, they are engaging with counterparts in other departments and jurisdictions and have commissioned some comparative research from Stranmillis University College.
All of this work is continuing at pace, however, it is important that this is done with due diligence and care.
As I indicated in a reply to your written question last month, I expect to receive advice for my consideration in the Spring.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201387%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=424436","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=424436"}},{"id":"421620","reference":"AQW 19893/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-13","answerBy":"2025-01-03","answered":"2024-12-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 19294/22-27, how schools receiving capital payments for new IT equipment will be identified.","answerText":"Every post-primary school has a number of end-of-life desktops. The funding will be used to replace these devices in every post-primary school to ensure that students have access to secure, modern technology.","answerHtml":"Every post-primary school has a number of end-of-life desktops. The funding will be used to replace these devices in every post-primary school to ensure that students have access to secure, modern technology.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019893%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421620","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421620"}},{"id":"421619","reference":"AQW 19892/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-13","answerBy":"2025-01-03","answered":"2024-12-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the process that was followed that led to the appointment of the new chairperson of the board of the Education Authority.","answerText":"The selection process was conducted in accordance with the Code of Practice issued by the Commissioner for Public Appointments for Northern Ireland (CPA Northern Ireland).\n\nThe competition launched on 12 September 2024, inviting those interested in applying to complete an application form.\n\nApplicants were expected to demonstrate evidence (in their application and at interview) that they had the necessary experience, skills and competencies, to meet six essential criteria, which were as follows:\n\nCustomer Focus / Service\n\nStrategic Leadership\n\nFinance and Transformational Change Management\n\nGovernance\n\nCo-operation and Collaboration\n\nCommunication\n\nWritten applications were then considered by an assessment panel, with only those candidates who provided evidence of sufficient quality to meet the eligibility criteria invited to interview.\n\nFollowing the interviews the assessment panel provided an unranked list of four candidates who were considered suitable for appointment. In doing so they provided a candidate summary based on the information provided by each applicant at interview.","answerHtml":"The selection process was conducted in accordance with the Code of Practice issued by the Commissioner for Public Appointments for Northern Ireland (CPA Northern Ireland).
The competition launched on 12 September 2024, inviting those interested in applying to complete an application form.
Applicants were expected to demonstrate evidence (in their application and at interview) that they had the necessary experience, skills and competencies, to meet six essential criteria, which were as follows:
Customer Focus / Service
Strategic Leadership
Finance and Transformational Change Management
Governance
Co-operation and Collaboration
Communication
Written applications were then considered by an assessment panel, with only those candidates who provided evidence of sufficient quality to meet the eligibility criteria invited to interview.
Following the interviews the assessment panel provided an unranked list of four candidates who were considered suitable for appointment. In doing so they provided a candidate summary based on the information provided by each applicant at interview.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019892%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421619","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421619"}},{"id":"421618","reference":"AQW 19891/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-13","answerBy":"2025-01-03","answered":"2024-12-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 19294/22-27, whether funding to schools for outdoor play will be earmarked for that purpose.","answerText":"All of the £4m will be allocated directly to the schools and pre-school settings for the purposes of purchasing outdoor learning equipment. The Department is in discussion with the Education Authority regarding the appropriate procurement frameworks from which schools will be able to select items most suitable to their requirements. Full guidance will be provided to schools in the coming weeks.","answerHtml":"All of the £4m will be allocated directly to the schools and pre-school settings for the purposes of purchasing outdoor learning equipment. The Department is in discussion with the Education Authority regarding the appropriate procurement frameworks from which schools will be able to select items most suitable to their requirements. Full guidance will be provided to schools in the coming weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019891%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421618","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421618"}},{"id":"421617","reference":"AQW 19890/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-13","answerBy":"2025-01-03","answered":"2024-12-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 19294/22-27, whether special schools will be eligible for outdoor play funding.","answerText":"I have stated that every grant-aided pre-school, nursery and primary school across Northern Ireland will receive funding for outdoor play equipment. The level of funding received will be dependent on pupil numbers and details of the scheme will be provided to schools and settings over coming weeks.\n\nAs our special schools provide education to children and young people of pre-school and primary age, they will also avail of an allocation within this project.\n\nIn addition, under the overall Curriculum-led Capital Programme, all special schools will receive an allocation of desktop computers to replace those which have reached their end of life to ensure that students have access to secure, modern technology.","answerHtml":"I have stated that every grant-aided pre-school, nursery and primary school across Northern Ireland will receive funding for outdoor play equipment. The level of funding received will be dependent on pupil numbers and details of the scheme will be provided to schools and settings over coming weeks.
As our special schools provide education to children and young people of pre-school and primary age, they will also avail of an allocation within this project.
In addition, under the overall Curriculum-led Capital Programme, all special schools will receive an allocation of desktop computers to replace those which have reached their end of life to ensure that students have access to secure, modern technology.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019890%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421617","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421617"}},{"id":"421525","reference":"AQW 19812/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-12","answerBy":"2025-01-02","answered":"2024-12-23","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy to detail (i) when the recommendations arising from the review of his Department's current provision for young people with special educational needs (SEN) will be published; (ii) when a time-bound action plan to improve provision will be published; and (iii) when options for legislation to better protect the rights of young people with SEN will be developed.","answerText":"I expect to receive advice from officials in the Spring and that will inform the next steps.","answerHtml":"I expect to receive advice from officials in the Spring and that will inform the next steps.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019812%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421525","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421525"}},{"id":"421524","reference":"AQW 19811/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-12","answerBy":"2025-01-02","answered":"2024-12-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 19109/22-27, to detail (i) the original planned completion date for the school management system; and (ii) the new anticipated completion date further to the end of the contract with Fujitsu.","answerText":"The 31 December 2024 was the original planned completion date for the school management system.\n\nThe new anticipated completion date, following the termination of the Fujitsu contract, is 31 December 2025.","answerHtml":"The 31 December 2024 was the original planned completion date for the school management system.
The new anticipated completion date, following the termination of the Fujitsu contract, is 31 December 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019811%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421524","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421524"}},{"id":"421523","reference":"AQW 19810/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-12","answerBy":"2025-01-02","answered":"2024-12-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any additional resource that will be provided to non-statutory preschool settings to employ learning support coordinators and prepare Personal Learning Support Plans as required by the draft SEN Code of Practice.","answerText":"The Special Educational Needs Co-ordinator (SENCo) funding provided to schools in anticipation of statutory effect [Learning Support Co-ordinators (LSCs) and Personal Learning Plans (PLPs)] of the SEN/Disability (SEND) Act 2016, is for grant-aided schools only. While non-statutory pre-schools should have regard to the draft SEN Code of Practice, there is no statutory obligation for these settings to employ LSCs or to prepare PLPs.\n\nThe Education Authority (EA) has advised that:\n\nThe EA’s SEND Implementation and Development team has provided non-statutory pre-school settings with all the resources provided to statutory nurseries to assist with SEN processes. Non-statutory pre-school settings have also been included in the readiness for the Graduated Response training to take place from January 2025. This training will focus on what makes a good PLP, provision mapping and setting specific expected outcomes.\n\nIn addition, the Pre-school Education Inclusion Support Fund (PSEISF) was launched in November 2024 and provides resource to all Department of Education (DE) funded pre-school education settings to help them to support children undergoing statutory assessment of their educational needs. The funding may be used flexibly, including to pay for non-contact time to support the development of PLPs or Individual Education Plans (IEPs).","answerHtml":"The Special Educational Needs Co-ordinator (SENCo) funding provided to schools in anticipation of statutory effect [Learning Support Co-ordinators (LSCs) and Personal Learning Plans (PLPs)] of the SEN/Disability (SEND) Act 2016, is for grant-aided schools only. While non-statutory pre-schools should have regard to the draft SEN Code of Practice, there is no statutory obligation for these settings to employ LSCs or to prepare PLPs.
The Education Authority (EA) has advised that:
The EA’s SEND Implementation and Development team has provided non-statutory pre-school settings with all the resources provided to statutory nurseries to assist with SEN processes. Non-statutory pre-school settings have also been included in the readiness for the Graduated Response training to take place from January 2025. This training will focus on what makes a good PLP, provision mapping and setting specific expected outcomes.
In addition, the Pre-school Education Inclusion Support Fund (PSEISF) was launched in November 2024 and provides resource to all Department of Education (DE) funded pre-school education settings to help them to support children undergoing statutory assessment of their educational needs. The funding may be used flexibly, including to pay for non-contact time to support the development of PLPs or Individual Education Plans (IEPs).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019810%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421523","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421523"}},{"id":"421522","reference":"AQW 19809/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-12","answerBy":"2025-01-02","answered":"2024-12-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education who is responsible for the line management of school principals.","answerText":"Principals are the lead professionals in their schools and they are responsible for leading and directing the work of all staff employed in the school.\n\nPrincipals report to their respective Board of Governors. The Education Authority (EA) is the employing authority for all controlled schools and the Council for Catholic Maintained School (CCMS) is the employing authority for all Catholic maintained schools.","answerHtml":"Principals are the lead professionals in their schools and they are responsible for leading and directing the work of all staff employed in the school.
Principals report to their respective Board of Governors. The Education Authority (EA) is the employing authority for all controlled schools and the Council for Catholic Maintained School (CCMS) is the employing authority for all Catholic maintained schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019809%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421522","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421522"}},{"id":"421359","reference":"AQW 19723/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-11","answerBy":"2024-12-16","answered":"2024-12-16","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when work will commence on the multi-purpose hall at St Francis' Primary School, Castlewellan.","answerText":"Departmental officials are currently completing a Business Case for the provision of a multi-purpose hall at St Francis’ Primary School.\n\nProgression of this scheme requires the vesting of additional land, and this process has been instigated by my department.\n\nDelivery of the scheme also depends on statutory approvals, including planning permission, as well as budget availability at tender stage.\n\nGiven the early stage of this project, I am currently unable to provide a definite commencement date for the work. However, officials will keep the school updated on progress.","answerHtml":"Departmental officials are currently completing a Business Case for the provision of a multi-purpose hall at St Francis’ Primary School.
Progression of this scheme requires the vesting of additional land, and this process has been instigated by my department.
Delivery of the scheme also depends on statutory approvals, including planning permission, as well as budget availability at tender stage.
Given the early stage of this project, I am currently unable to provide a definite commencement date for the work. However, officials will keep the school updated on progress.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019723%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421359","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421359"}},{"id":"421358","reference":"AQW 19722/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-11","answerBy":"2024-12-31","answered":"2024-12-20","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance when decisions will be made on funding to be awarded by the Interim Public Services Transformation Board.","answerText":"Significant progress has been made in this regard, but there are still a number of steps required before transformation funding can be awarded. This includes agreeing the interim Public Sector Transformation Board’s (the interim Board) terms of reference. I wrote to the Secretary of State on 12 November seeking a meeting to agree the terms of reference for the interim Board. This meeting, disappointingly, has not yet taken place. However, I expect to meet in January on this issue.\n\nThe Executive will also have to agree how funding is allocated, following advice from the interim Board and subsequent recommendations from me as Finance Minister. I received the interim Board’s advice on the transformation proposals received from departments on 21 November, and then met with the Chair of the interim Board, Jayne Brady, on 10 December to discuss that advice in added depth. I intend to seek Executive agreement in January on the transformations proposals received.\n\nA Digital Landscape Review is currently ongoing and is estimated to be finalised by April 2025. Following this further funding decisions will be made.\n\nIt is important to get ringfenced transformation funding to Departments as soon as possible. I am working to achieve this.","answerHtml":"Significant progress has been made in this regard, but there are still a number of steps required before transformation funding can be awarded. This includes agreeing the interim Public Sector Transformation Board’s (the interim Board) terms of reference. I wrote to the Secretary of State on 12 November seeking a meeting to agree the terms of reference for the interim Board. This meeting, disappointingly, has not yet taken place. However, I expect to meet in January on this issue.
The Executive will also have to agree how funding is allocated, following advice from the interim Board and subsequent recommendations from me as Finance Minister. I received the interim Board’s advice on the transformation proposals received from departments on 21 November, and then met with the Chair of the interim Board, Jayne Brady, on 10 December to discuss that advice in added depth. I intend to seek Executive agreement in January on the transformations proposals received.
A Digital Landscape Review is currently ongoing and is estimated to be finalised by April 2025. Following this further funding decisions will be made.
It is important to get ringfenced transformation funding to Departments as soon as possible. I am working to achieve this.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019722%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421358","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421358"}},{"id":"421357","reference":"AQW 19721/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-11","answerBy":"2024-12-31","answered":"2024-12-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) when the impact of the pilot Pre-School Education Inclusion Support Fund will be reviewed; and (ii) when a decision will be taken on whether or not to extend the provision of this fund.","answerText":"The Pre-school Education Inclusion Support Fund (PSEISF) launched on 26 November 2024. An evaluation of the impact of the pilot to date will be carried out in Term 3 of this year.\n\nThis Fund is one of the initiatives funded from the Early Learning & Childcare (ELC) package of measures in 2024/25. A decision on the extension of the Fund will be taken when my department receives confirmation of the funding position for the ELC Strategy for 2025/26.","answerHtml":"The Pre-school Education Inclusion Support Fund (PSEISF) launched on 26 November 2024. An evaluation of the impact of the pilot to date will be carried out in Term 3 of this year.
This Fund is one of the initiatives funded from the Early Learning & Childcare (ELC) package of measures in 2024/25. A decision on the extension of the Fund will be taken when my department receives confirmation of the funding position for the ELC Strategy for 2025/26.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019721%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421357","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421357"}},{"id":"421356","reference":"AQW 19720/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-11","answerBy":"2024-12-31","answered":"2024-12-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will publish the revised Integrated Education Strategy and Action Plan.","answerText":"I am considering the comments made by the Northern Ireland Council for Integrated Education, the Integrated Education Fund and the Controlled Secondary School Council on the draft revised Integrated Education Strategy and Action Plan and expect to publish this for public consultation in January 2025.","answerHtml":"I am considering the comments made by the Northern Ireland Council for Integrated Education, the Integrated Education Fund and the Controlled Secondary School Council on the draft revised Integrated Education Strategy and Action Plan and expect to publish this for public consultation in January 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019720%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421356","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421356"}},{"id":"421355","reference":"AQW 19719/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-11","answerBy":"2024-12-31","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when he will answer AQW 15280/22-27.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019719%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421355","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421355"}},{"id":"421195","reference":"AQW 19624/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-10","answerBy":"2024-12-13","answered":"2024-12-12","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will answer AQW 19294/22-27.","answerText":"AQW 19294/22-27 was answered on 11 December 2024.","answerHtml":"AQW 19294/22-27 was answered on 11 December 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019624%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421195","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421195"}},{"id":"421194","reference":"AQW 19623/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-10","answerBy":"2024-12-30","answered":"2024-12-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) when he will establish an area planning taskforce; (ii) the make up of this taskforce; and (iii) whether the taskforce will be independent of the Department.","answerText":"In the addendum paper deposited in the Assembly Library and accompanying my Statement to the Assembly of 21 October 2024, I set out my Department’s response to the recommendations made by the Panel for the Independent Review of Education. I referenced in that paper that the Department accepts, in principle, Recommendation 20 (the reconfiguration of the network of schools) and that an Area Planning Taskforce will be created.\n\nIn the context of the wider reform agenda that I set out in my statement, it will be important to determine what a Taskforce might meaningfully deliver to meet Area Planning work programmes and challenges prior to determining its membership. I would expect my officials to proceed on this basis, working initially through established area planning structures and fora and to bring a report to me in due course.\n\nAt this point I have not determined governance arrangements for the Taskforce or if it will act independent of, or within the Department.","answerHtml":"In the addendum paper deposited in the Assembly Library and accompanying my Statement to the Assembly of 21 October 2024, I set out my Department’s response to the recommendations made by the Panel for the Independent Review of Education. I referenced in that paper that the Department accepts, in principle, Recommendation 20 (the reconfiguration of the network of schools) and that an Area Planning Taskforce will be created.
In the context of the wider reform agenda that I set out in my statement, it will be important to determine what a Taskforce might meaningfully deliver to meet Area Planning work programmes and challenges prior to determining its membership. I would expect my officials to proceed on this basis, working initially through established area planning structures and fora and to bring a report to me in due course.
At this point I have not determined governance arrangements for the Taskforce or if it will act independent of, or within the Department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019623%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421194","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421194"}},{"id":"421193","reference":"AQW 19622/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-10","answerBy":"2024-12-30","answered":"2024-12-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the communication that has been sent to school leaders in relation to the operation of the new local impact teams.","answerText":"The Education Authority (EA) has advised that:\n\nOur school and pre-school community is a key Special Educational Needs and Disability (SEND) Transformation stakeholder and engagement and communications with this group has been crucial in the project’s efforts to improve Stage 2 SEND supports for our children and young people.\n\nThe SEND Transformation Team has engaged with school leaders throughout the life of the project from 2021 onwards, including providing written and video updates, invites to engagement sessions and requests to provide feedback on the Local IMPACT Team model.\n\nIn addition to this, the SEND Transformation governance structure includes the SEND Transformation Practitioners Forum which is comprised of principals, teachers, SENCos and classroom assistants. It has been consulted throughout the development of the Local IMPACT Teams model and is continually updated via its scheduled meetings.","answerHtml":"The Education Authority (EA) has advised that:
Our school and pre-school community is a key Special Educational Needs and Disability (SEND) Transformation stakeholder and engagement and communications with this group has been crucial in the project’s efforts to improve Stage 2 SEND supports for our children and young people.
The SEND Transformation Team has engaged with school leaders throughout the life of the project from 2021 onwards, including providing written and video updates, invites to engagement sessions and requests to provide feedback on the Local IMPACT Team model.
In addition to this, the SEND Transformation governance structure includes the SEND Transformation Practitioners Forum which is comprised of principals, teachers, SENCos and classroom assistants. It has been consulted throughout the development of the Local IMPACT Teams model and is continually updated via its scheduled meetings.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019622%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421193","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421193"}},{"id":"421192","reference":"AQW 19621/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-10","answerBy":"2024-12-30","answered":"2024-12-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the Education Authority aims to complete consultations with schools nominated by children currently with a statement of special educational need for the 2025-26 academic year.","answerText":"The Education Authority (EA) will be commencing consultations with schools from mid-February 2025 to secure placements for children at Primary 7 transfer age moving to Year 8 with statements for September 2025. This follows receipt of the annual review of the statements submitted by schools, drafting of the amendments to the statements and receipt of parental views and school preferences for placement.\n\nConsultations to secure Primary 1 placements for children currently in Nursery with statements will commence by the end of March 2025 following receipt of the Annual Reviews from schools.\n\nAll other children with statements requiring a change in placement as recommended by the annual review of their statements will receive amendments to those statements and following parental views and preferences will be consulted on with proposed schools from end of March 2025 also.\n\nOnce consulted, schools have 15 days to respond having had regard to the statutory criteria in relation to whether the child’s identified needs can be met in their school setting.\n\nChildren undergoing statutory assessments, which may or may not result in a statement of special educational needs (SEN) being made, must apply through the regular EA Admissions Service for placement in September.","answerHtml":"The Education Authority (EA) will be commencing consultations with schools from mid-February 2025 to secure placements for children at Primary 7 transfer age moving to Year 8 with statements for September 2025. This follows receipt of the annual review of the statements submitted by schools, drafting of the amendments to the statements and receipt of parental views and school preferences for placement.
Consultations to secure Primary 1 placements for children currently in Nursery with statements will commence by the end of March 2025 following receipt of the Annual Reviews from schools.
All other children with statements requiring a change in placement as recommended by the annual review of their statements will receive amendments to those statements and following parental views and preferences will be consulted on with proposed schools from end of March 2025 also.
Once consulted, schools have 15 days to respond having had regard to the statutory criteria in relation to whether the child’s identified needs can be met in their school setting.
Children undergoing statutory assessments, which may or may not result in a statement of special educational needs (SEN) being made, must apply through the regular EA Admissions Service for placement in September.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019621%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421192","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421192"}},{"id":"421191","reference":"AQW 19620/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-10","answerBy":"2024-12-30","answered":"2024-12-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the practice of treating children with special educational needs and disabilities as supernumerary will end.","answerText":"Children with a statement of special educational needs are considered as supernumerary for admissions purposes, meaning a child who holds a statement can access the school most suitable for their needs regardless of whether places remain available through the open enrolment procedure. While this remains the existing practice, I do wish to consider the issue carefully to ensure the best possible approach to admissions for all children.\n\nMy officials are in the process of bringing proposals to me for my consideration.","answerHtml":"Children with a statement of special educational needs are considered as supernumerary for admissions purposes, meaning a child who holds a statement can access the school most suitable for their needs regardless of whether places remain available through the open enrolment procedure. While this remains the existing practice, I do wish to consider the issue carefully to ensure the best possible approach to admissions for all children.
My officials are in the process of bringing proposals to me for my consideration.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019620%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=421191","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=421191"}},{"id":"420964","reference":"AQW 19559/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-09","answerBy":"2024-12-24","answered":"2024-12-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether all new school builds will be delivered to passive house standard.","answerText":"New school buildings are designed and built to exceed Building Regulations and are required to achieve a Building Research Establishment Environmental Assessment Method (BREEAM) rating of Excellent and an energy performance rating of at least 0.6.\n\nThere are currently no plans to deliver new school builds to passive house standards.","answerHtml":"New school buildings are designed and built to exceed Building Regulations and are required to achieve a Building Research Establishment Environmental Assessment Method (BREEAM) rating of Excellent and an energy performance rating of at least 0.6.
There are currently no plans to deliver new school builds to passive house standards.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019559%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=420964","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=420964"}},{"id":"420963","reference":"AQW 19558/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-09","answerBy":"2024-12-24","answered":"2024-12-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will establish an early year partnership board chaired by the Minister of Education and Minister of Health, as recommended by the Independent Review of Education.","answerText":"I would refer the member to the answer to AQW 17453/22-27. The answer is contained in the Written Answers Booklet for week ending 1 November 2024.","answerHtml":"I would refer the member to the answer to AQW 17453/22-27. The answer is contained in the Written Answers Booklet for week ending 1 November 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019558%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=420963","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=420963"}},{"id":"420962","reference":"AQW 19557/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-09","answerBy":"2024-12-24","answered":"2024-12-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to provide his response to the independent review of education recommendation that current arrangements relating to funding, staff ratios and qualifications in public sector preschool education provision should be applied to private sector provision as soon as possible.","answerText":"In 2022 my Department commissioned a scoping study to analyse the current state of the pre-school education sector and cost a range of options for standardisation of funded pre-school education provision, including options relating to these issues. The report was circulated to Executive colleagues and is available on the Department’s website at Final Scoping Study Report | Department of Education (education-ni.gov.uk).\n\nImplementation of the options contained within the report is dependent on the necessary resources being made available to my Department.","answerHtml":"In 2022 my Department commissioned a scoping study to analyse the current state of the pre-school education sector and cost a range of options for standardisation of funded pre-school education provision, including options relating to these issues. The report was circulated to Executive colleagues and is available on the Department’s website at Final Scoping Study Report | Department of Education (education-ni.gov.uk).
Implementation of the options contained within the report is dependent on the necessary resources being made available to my Department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019557%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=420962","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=420962"}},{"id":"420961","reference":"AQW 19556/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-09","answerBy":"2024-12-24","answered":"2024-12-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education why children approved for deferred entry to statutory education in primary one are not permitted to complete a second year in a non-statutory preschool education setting.","answerText":"Children approved for deferred entry to statutory education in primary one are permitted to complete a second year in a non-statutory preschool education setting.\n\nHowever, the law requires that children can only be prioritised as target age once within the pre-school admissions process. Therefore, any child who has attended or currently attends a funded pre-school education place as a final pre-school year child and applies for a second year of funded pre-school education would only be considered at Stage Two of the admissions process after target age applications have been considered and no guarantee can be given that they would obtain a place.","answerHtml":"Children approved for deferred entry to statutory education in primary one are permitted to complete a second year in a non-statutory preschool education setting.
However, the law requires that children can only be prioritised as target age once within the pre-school admissions process. Therefore, any child who has attended or currently attends a funded pre-school education place as a final pre-school year child and applies for a second year of funded pre-school education would only be considered at Stage Two of the admissions process after target age applications have been considered and no guarantee can be given that they would obtain a place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019556%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=420961","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=420961"}},{"id":"420960","reference":"AQW 19555/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-09","answerBy":"2024-12-24","answered":"2024-12-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, once the preschool standardisation process has completed, whether approved enrolment number will be allocated to both statutory and non-statutory preschool education setting.","answerText":"Approved enrolment numbers for statutory pre-school education are determined by the Department of Education under the Education (Northern Ireland) Order 1998. This legislation does not apply to non-statutory pre-school settings.\n\nHealth and Social Care (HSC) Trusts are responsible for registering and inspecting non-statutory pre-school settings services against the requirements laid down in the Children (Northern Ireland) Order 1995.\n\nNon-statutory settings participating in the Pre-School Education Programme receive a pupil allocation number from the Education Authority, which is set annually taking into account a range of factors including the registration number of the setting and the level of demand for pre-school education provision in the area.","answerHtml":"Approved enrolment numbers for statutory pre-school education are determined by the Department of Education under the Education (Northern Ireland) Order 1998. This legislation does not apply to non-statutory pre-school settings.
Health and Social Care (HSC) Trusts are responsible for registering and inspecting non-statutory pre-school settings services against the requirements laid down in the Children (Northern Ireland) Order 1995.
Non-statutory settings participating in the Pre-School Education Programme receive a pupil allocation number from the Education Authority, which is set annually taking into account a range of factors including the registration number of the setting and the level of demand for pre-school education provision in the area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019555%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=420960","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=420960"}},{"id":"420619","reference":"AQW 19367/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-05","answerBy":"2024-12-10","answered":"2024-12-09","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the criteria that will be used to assess a school's eligibility for funding for (i) outdoor covered sports spaces for primary schools; and (ii) synthetic pitches and sports halls for post-primary schools.","answerText":"The application process for both the pilot project to provide outdoor covered sports spaces for 20 primary schools and the programme for synthetic pitches and sports halls in the post-primary sector, will be launched by my department in the coming weeks.\n\nThe criteria for eligibility for funding for both projects will be included within the application process.","answerHtml":"The application process for both the pilot project to provide outdoor covered sports spaces for 20 primary schools and the programme for synthetic pitches and sports halls in the post-primary sector, will be launched by my department in the coming weeks.
The criteria for eligibility for funding for both projects will be included within the application process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019367%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=420619","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=420619"}},{"id":"420618","reference":"AQW 19366/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-05","answerBy":"2024-12-20","answered":"2024-12-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 17942/22-27, how he will assess the effectiveness of the investment in Specialist Provisions in Mainstream Schools when the money provided to establish them is not earmarked to be used specifically in the Specialist Provision.","answerText":"Schools are best placed to decide how the funding provided to them in establishing a specialist provision class is spent to meet the needs of their pupils.\n\nIn terms of effectiveness of Specialist Provision in Mainstream Schools (SPiMS), as detailed in AQW 18619/22-27, the Education and Training Inspectorate (ETI) has prioritised the inspection of SPiMS.\n\nThe ETI recently published Part 1 of its evaluation of the quality of education in SPiMS classes, which is available at: https://www.etini.gov.uk/sites/etini.gov.uk/files/publications/specialist-provisions-in-mainstream-schools-part-1.pdf.\n\nPart 2 of the evaluation of the quality of education in SPiMS classes commenced in September 2024 and the report is due to publish in Term 1 of the academic year 2025/26.","answerHtml":"Schools are best placed to decide how the funding provided to them in establishing a specialist provision class is spent to meet the needs of their pupils.
In terms of effectiveness of Specialist Provision in Mainstream Schools (SPiMS), as detailed in AQW 18619/22-27, the Education and Training Inspectorate (ETI) has prioritised the inspection of SPiMS.
The ETI recently published Part 1 of its evaluation of the quality of education in SPiMS classes, which is available at: https://www.etini.gov.uk/sites/etini.gov.uk/files/publications/specialist-provisions-in-mainstream-schools-part-1.pdf.
Part 2 of the evaluation of the quality of education in SPiMS classes commenced in September 2024 and the report is due to publish in Term 1 of the academic year 2025/26.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019366%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=420618","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=420618"}},{"id":"420441","reference":"AQW 19294/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-04","answerBy":"2024-12-09","answered":"2024-12-11","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the total investment being made in the 2024-25 year in the Curriculum-Led Capital Investment Programme, broken down by (i) primary school physical education pilot programme for covered outdoor sports spaces; (ii) post-primary synthetic pitch and sports hall provision; (iii) computer equipment; (iv) outdoor play; and (v) any other curriculum area.","answerText":"The following table outlines the proposed investment in the Curriculum-Led Capital Investment Programme in the 2024-25 financial year:\n\nProgramme Area\tFunding in 2024-25\nComputer Equipment\t£5.4m\nOutdoor learning project\t£4m\nProvision of defibrillators in all schools\tc£735k\nProvision of mobile phone inhibiting devices\tc£250k\nCall for pilot of covered outdoor play spaces\tLimited spend (planning)\nCall for synthetic pitches\tLimited spend (planning)\nCall for post-primary sports halls\tLimited spend (planning)\nTotal Spend in 2024-25\t£10.385m","answerHtml":"The following table outlines the proposed investment in the Curriculum-Led Capital Investment Programme in the 2024-25 financial year:
| Programme Area | Funding in 2024-25 |
| Computer Equipment | £5.4m |
| Outdoor learning project | £4m |
| Provision of defibrillators in all schools | c£735k |
| Provision of mobile phone inhibiting devices | c£250k |
| Call for pilot of covered outdoor play spaces | Limited spend (planning) |
| Call for synthetic pitches | Limited spend (planning) |
| Call for post-primary sports halls | Limited spend (planning) |
| Total Spend in 2024-25 | £10.385m |
Free school meals are only available during term time and the school holiday food grant was an entirely separate scheme introduced to support those children in most need outside of school term time.
The scheme used free school meal entitlement to determine who should receive a grant payment. The school holiday food grant scheme was operated by my Department, on behalf of the Executive, up to March 2023.
The reinstatement of such a scheme would not, in itself, result in any changes to the eligibility criteria for free school meals and uniform grants.
It was therefore not appropriate for this to be included in a consultation on the options considering the future eligibility criteria for free school meals and uniform grants.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019110%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=420024","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=420024"}},{"id":"420023","reference":"AQW 19109/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-02","answerBy":"2024-12-17","answered":"2024-12-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 18494/22-27, to detail (i) the work that was included in the Strategic Partner element of the Education Authority's contract with Fujitsu; and (ii) whether the new school management system is still being delivered by Fujitsu.","answerText":"The Strategic Partner element of the service was the provision of improved and transformed services to Schools, the Authority and Education Stakeholders that provides End Users within the scope of functionality of the current service with enhanced capabilities and improved learning experiences, all supported by a secure and scalable modern architecture and technical infrastructure that provides an end to end fully integrated, interoperable digital education service for Schools.\n\nThe new school management system will not be delivered by Fujitsu.","answerHtml":"The Strategic Partner element of the service was the provision of improved and transformed services to Schools, the Authority and Education Stakeholders that provides End Users within the scope of functionality of the current service with enhanced capabilities and improved learning experiences, all supported by a secure and scalable modern architecture and technical infrastructure that provides an end to end fully integrated, interoperable digital education service for Schools.
The new school management system will not be delivered by Fujitsu.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019109%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=420023","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=420023"}},{"id":"420022","reference":"AQW 19108/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-02","answerBy":"2024-12-17","answered":"2024-12-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, further to the review of the eligibility criteria for free school meals and uniform grants, whether he will also review the current quantum of uniform grant payments.","answerText":"The school uniform grant is available to offer financial support to low-income families as a contribution towards the costs of school uniforms. The EA raised its school uniform grant rates by 20% in 2022/23 following an additional allocation of funding by the previous Minister of Education and this has been maintained at this level.\n\nSevere budgetary pressures mean that it has not been possible to allocate any additional funding to the EA to implement a further rise in the rates of uniform grant for the 2024/25 academic year. I will keep this under consideration in terms of the budget for 2025/26.\n\nWhile I would wish to be in a position to allocate additional funding to the EA to enable a rise in the uniform grant, this can only be done when it is affordable to do so.","answerHtml":"The school uniform grant is available to offer financial support to low-income families as a contribution towards the costs of school uniforms. The EA raised its school uniform grant rates by 20% in 2022/23 following an additional allocation of funding by the previous Minister of Education and this has been maintained at this level.
Severe budgetary pressures mean that it has not been possible to allocate any additional funding to the EA to implement a further rise in the rates of uniform grant for the 2024/25 academic year. I will keep this under consideration in terms of the budget for 2025/26.
While I would wish to be in a position to allocate additional funding to the EA to enable a rise in the uniform grant, this can only be done when it is affordable to do so.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019108%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=420022","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=420022"}},{"id":"420021","reference":"AQW 19107/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-12-02","answerBy":"2024-12-17","answered":"2025-01-07","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities, further to the October Monitoring Round, to detail any remaining financial pressures related to homelessness as set out in Departmental Management Board Minutes of 4 September 2024.","answerText":"DoF provided an additional Non-Ring-Fenced Resource allocation of £11.3m as part of October Monitoring. £6.7m was allocated to prevent the risk of homelessness service closures, to ensure that statutory obligations can continue to be met and to meet inescapable salary and administrative costs related to NIHE service delivery.\n\nDoF has commissioned the January Monitoring Round exercise with final returns due on the 3 January 2025 and my Department is currently working through the process to determine the most up to date financial position.","answerHtml":"DoF provided an additional Non-Ring-Fenced Resource allocation of £11.3m as part of October Monitoring. £6.7m was allocated to prevent the risk of homelessness service closures, to ensure that statutory obligations can continue to be met and to meet inescapable salary and administrative costs related to NIHE service delivery.
DoF has commissioned the January Monitoring Round exercise with final returns due on the 3 January 2025 and my Department is currently working through the process to determine the most up to date financial position.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2019107%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=420021","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=420021"}},{"id":"419623","reference":"AQO 1304/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-11-28","answerBy":"2024-12-10","answered":"2024-12-10","answeredOrally":true,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for his assessment of the Ards and North Down Borough Council plan to construct a footbridge over the Newtownards to Bangor dual carriageway, to facilitate access to Whitespots Country Park and the planned greenway.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr O'Dowd","text":"The proposed pedestrian and cycle bridge forms part of the Newtownards to Bangor greenway. Planning approval for the project, including the bridge, was granted in September 2022. Ards and North Down Borough Council is leading on the delivery of the project, and I am pleased that my Department has been able to provide 50% of the capital funding required to bring it forward. We know that greenways contribute positively to local communities and can bring many health and economic benefits. I look forward to seeing that happening here. With respect to active travel more generally, Members may be aware that I recently launched a public consultation on a draft active travel delivery plan for the North. The plan sets out how my Department will prioritise and deliver high-quality active travel infrastructure, particularly for shorter, everyday journeys. I encourage everyone to engage with the consultation to help to shape our priorities for the delivery of pedestrian and cycling infrastructure improvements in our villages, towns and cities now and into the future."},{"speaker":"Mr Mathison","text":"I thank the Minister for his response and for the update on the wider investment in greenways. I welcome the investment in greenways in the Ards and North Down Borough Council area. The Minister may be aware that the residents who live directly on the site where the footbridge is due to be constructed have expressed serious concerns about that aspect of the project. They have also raised wider concerns around road safety in the laneway that they reside on, speed limits and proposed alternative crossing options for access to the greenway but have been disappointed by the lack of engagement with DFI officials on their request to meet. Given the range of concerns that they have raised and the constructive proposals that they would like to bring to your officials, would you be able to facilitate a meeting between your officials and that group of concerned residents?"},{"speaker":"Mr O'Dowd","text":"The Member will be aware that the project received planning permission in September 2022 and has gone through the local council. All the issues related to residents' concerns will have been dealt with through the planning process. My understanding is that Ards and North Down Borough Council is moving ahead with the project. It is regrettable that there are concerns. I do not know all the circumstances — there are often understandable concerns about changes in neighbourhoods and to the environment around citizens — but the planning process has to take all that into account and come to a decision. A decision has been made by Ards and North Down Borough Council to proceed with the project."},{"speaker":"Miss Brogan","text":"Will the Minister outline what his Department is doing to improve active travel?"},{"speaker":"Mr O'Dowd","text":"As I mentioned, I recently launched the active travel consultation document. I encourage Members and others to make themselves familiar with that document and respond to it in due course. It sets out the Department's vision of what active travel will look like in the future. We have given a number of examples and locations where we would like to see active travel projects go ahead. It is important that local communities and elected representatives feed into the consultation in order to make the document as inclusive as possible."},{"speaker":"Mr McNulty","text":"Will the Minister give an update on the new Newry to Carlingford greenway that is under construction? I know that a new boardwalk is being constructed adjacent to Victoria lock. That project, together with the Narrow Water bridge project, which has, of course, been paid for by the Irish Government, will be transformative for Omeath, Warrenpoint, the Mournes, Cooley and the whole region."},{"speaker":"Mr O'Dowd","text":"The supplementary question does not relate to the original question, but the Member has given us a comprehensive update on the project."},{"speaker":"Mr Allen","text":"I thank the Minister for his update on active travel. Minister, what are you doing to ensure that the voice of the disabled community is at the forefront of active travel, particularly on schemes such as bus stop boarders that have an impact on the disabled community? Will those, such as the example on the Dublin Road be addressed?"},{"speaker":"Mr O'Dowd","text":"The Member raises a relevant and important point about the inclusivity of active travel moving forward. We are working closely with the Inclusive Mobility and Transport Advisory Committee (IMTAC) on that. I believe that Dermot Devlin was present and gave an address at the recent launch of the document. We are engaging closely with the disabled community on the issue. They are important stakeholders in the discussion on active travel and how we plan for it. I encourage anyone with views on active travel to respond to the consultation."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201304%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=419623","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-12-10&docID=420418#AQO%201304/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=419623"}},{"id":"419235","reference":"AQW 18796/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-26","answerBy":"2024-12-11","answered":"2024-12-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he plans to make regulations as enabled by Article 23 of the Education and Libraries (Northern Ireland) Order 2003 to provide for the removal of members of a Board of Governors in specified circumstances.","answerText":"The Department has the power, under the Education and Libraries (Northern Ireland) Order 2003 (the 2003 Order), to make Regulations that provide for the removal and replacement of a Board of Governors (BoG) that is failing to provide effective leadership.\n\nI have asked officials to bring forward proposals for my consideration.","answerHtml":"The Department has the power, under the Education and Libraries (Northern Ireland) Order 2003 (the 2003 Order), to make Regulations that provide for the removal and replacement of a Board of Governors (BoG) that is failing to provide effective leadership.
I have asked officials to bring forward proposals for my consideration.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018796%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=419235","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=419235"}},{"id":"419234","reference":"AQW 18795/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-26","answerBy":"2024-12-11","answered":"2024-11-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any education on homelessness that is included in the Northern Ireland curriculum.","answerText":"While homelessness is not explicitly outlined in the Northern Ireland curriculum, it can be addressed through various subjects and areas of learning.\n\nFor example, through the Human Rights and Social Responsibility, Equality and Social Justice strands of Learning for Life and Work, students investigate how and why some people may experience inequality and social exclusion on the basis of their material circumstances in both local and global contexts. This provides opportunities to discuss homelessness as a societal issue.\n\nThe Council for the Curriculum, Examinations and Assessment have also produced useful online resources covering the topic of homelessness for Key Stages 1- 4.","answerHtml":"While homelessness is not explicitly outlined in the Northern Ireland curriculum, it can be addressed through various subjects and areas of learning.
For example, through the Human Rights and Social Responsibility, Equality and Social Justice strands of Learning for Life and Work, students investigate how and why some people may experience inequality and social exclusion on the basis of their material circumstances in both local and global contexts. This provides opportunities to discuss homelessness as a societal issue.
The Council for the Curriculum, Examinations and Assessment have also produced useful online resources covering the topic of homelessness for Key Stages 1- 4.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018795%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=419234","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=419234"}},{"id":"419233","reference":"AQW 18794/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-26","answerBy":"2024-12-11","answered":"2024-12-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 17770/22-27, to provide specific timelines for the completion of the in progress recommendations identified in the joint framework with the Northern Ireland Teachers' Council.","answerText":"Through negotiation with the Northern Ireland Teachers’ Council (NITC) a framework has been agreed grouping the recommendations from the workforce reviews into themed areas which has formed a programme of work.\n\nThe first phase of this work programme includes work on recommendations which is already in progress with completion dates from December 2024 until April 2025.","answerHtml":"Through negotiation with the Northern Ireland Teachers’ Council (NITC) a framework has been agreed grouping the recommendations from the workforce reviews into themed areas which has formed a programme of work.
The first phase of this work programme includes work on recommendations which is already in progress with completion dates from December 2024 until April 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018794%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=419233","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=419233"}},{"id":"419232","reference":"AQW 18793/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-26","answerBy":"2024-12-11","answered":"2024-12-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 17770/22-27, to detail the metrics being used to assess the impact of the initiatives on teacher workload and overall working conditions.","answerText":"The Teachers’ Pay and Workload Agreement, TNC 2020/1 committed the Department, Employing Authorities and other arm’s length bodies to the introduction of a formal requirement on the Department, Employing Authorities and other arm’s length bodies to consider and consult on new initiatives and proposals which have the potential to increase teacher workload.\n\nGuidance for policy makers has been jointly devised with teaching trade unions on the development of new initiatives, including programmes and policies, advising that they should be assessed to identify the workload impact for teachers and school leaders prior to implementation.\n\nPart of this consultation involves ensuring that the workload impacts are fully considered in conjunction with teacher representatives to help inform the delivery of the policy and allow for any issues to be addressed at an early stage in the development process.","answerHtml":"The Teachers’ Pay and Workload Agreement, TNC 2020/1 committed the Department, Employing Authorities and other arm’s length bodies to the introduction of a formal requirement on the Department, Employing Authorities and other arm’s length bodies to consider and consult on new initiatives and proposals which have the potential to increase teacher workload.
Guidance for policy makers has been jointly devised with teaching trade unions on the development of new initiatives, including programmes and policies, advising that they should be assessed to identify the workload impact for teachers and school leaders prior to implementation.
Part of this consultation involves ensuring that the workload impacts are fully considered in conjunction with teacher representatives to help inform the delivery of the policy and allow for any issues to be addressed at an early stage in the development process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018793%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=419232","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=419232"}},{"id":"418467","reference":"AQW 18494/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-20","answerBy":"2024-11-25","answered":"2024-11-25","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the reasons why the Education Authority ended its contract with Fujitsu for the development of a new school management system; and (ii) the anticipated impact this decision will have on the implementation and progress of the new school management system.","answerText":"The Education Authority and Fujitsu mutually agreed not to continue with the Strategic Partner element of the Strategic Partner / Schools Management System Contract.\n\nThe Authority will continue the development of the new School Management System with implementation to begin this academic year.","answerHtml":"The Education Authority and Fujitsu mutually agreed not to continue with the Strategic Partner element of the Strategic Partner / Schools Management System Contract.
The Authority will continue the development of the new School Management System with implementation to begin this academic year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018494%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=418467","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=418467"}},{"id":"418466","reference":"AQW 18493/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-20","answerBy":"2024-12-05","answered":"2024-12-05","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any investment being made in specialist learning disability social workers.","answerText":"The Northern Ireland Social Care Council (NISCC) is responsible for the regulation of Social Work education and training in Northern Ireland. NISCC are responsible for ensuring that there is sufficient, high quality qualifying and post-qualifying training in place to meet the range of needs of the Social Work workforce.\n\nThe Social Work degree in Northern Ireland equips the workforce to work in a range of settings, including Learning Disability Services. On completion of the degree, all Social Workers in Northern Ireland are required to complete an Assessed Year in Employment. They are then expected to further complete a Consolidation Award in Social Work, this means that those who work in Learning Disability Services will have extended knowledge and skills with regards to supporting people with Learning Disability and their families.\n\nSome Social Workers choose to progress into specialist practice areas within their programmes of care such as Adult Safeguarding or Palliative Care Social Work. Currently there is no specialist Learning Disability Social Work qualification.\n\nIn addition to regional Social Work training courses, Social Workers within Learning Disability Services have access to a range of in-house training within their own Trusts. This training enables them to robustly support people with Learning Disabilities and their families.\n\nMy Department has no current plans to make further additional investment in specialist Learning Disability Social Workers. The current training available to Social Workers is sufficient to equip them with the knowledge and skills to meet the needs of the Learning Disability population.","answerHtml":"The Northern Ireland Social Care Council (NISCC) is responsible for the regulation of Social Work education and training in Northern Ireland. NISCC are responsible for ensuring that there is sufficient, high quality qualifying and post-qualifying training in place to meet the range of needs of the Social Work workforce.
The Social Work degree in Northern Ireland equips the workforce to work in a range of settings, including Learning Disability Services. On completion of the degree, all Social Workers in Northern Ireland are required to complete an Assessed Year in Employment. They are then expected to further complete a Consolidation Award in Social Work, this means that those who work in Learning Disability Services will have extended knowledge and skills with regards to supporting people with Learning Disability and their families.
Some Social Workers choose to progress into specialist practice areas within their programmes of care such as Adult Safeguarding or Palliative Care Social Work. Currently there is no specialist Learning Disability Social Work qualification.
In addition to regional Social Work training courses, Social Workers within Learning Disability Services have access to a range of in-house training within their own Trusts. This training enables them to robustly support people with Learning Disabilities and their families.
My Department has no current plans to make further additional investment in specialist Learning Disability Social Workers. The current training available to Social Workers is sufficient to equip them with the knowledge and skills to meet the needs of the Learning Disability population.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018493%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=418466","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=418466"}},{"id":"418465","reference":"AQW 18492/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-20","answerBy":"2024-12-05","answered":"2024-12-05","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 16672/22-27, whether he will increase the level of funding available to the Fair Play Grant scheme, given that 65 settings out of 189 applicants received no funding to support the children in their care with additional needs.","answerText":"The Department of Health, through the Childcare Partnership, facilitates an annual grant scheme to ensure children with additional needs are included in early years services, known as Fair Play.\n\nThe funding provides support measures with a focus on the individual needs of children who are accessing quality play and learning experiences in registered community, voluntary and private provision throughout the academic year. These support measures can and do include additional staffing capacity.\n\nThe Childcare Partnership also provides free training for early years practitioners in a range of subjects to do with additional needs in tandem with this financial support.\n\nIn the 2024/25 tranche 154 registered early years settings applied.\n\nThe most recent figures indicate the number of applicant groups that benefitted from an award was 89 which included 343 children in their care.\n\nThe funding for Fair Play 24/25 was enhanced by a further £250k through the Early Learning and Childcare Strategy bringing the total value of the fund to £675k April 2024-March 2025.\n\nI would love to increase funding, but the budget, which you supported, does not allow.\n\nThe Childcare Partnership encourages engagement with the early years sector to maximise the reach of the fund.","answerHtml":"The Department of Health, through the Childcare Partnership, facilitates an annual grant scheme to ensure children with additional needs are included in early years services, known as Fair Play.
The funding provides support measures with a focus on the individual needs of children who are accessing quality play and learning experiences in registered community, voluntary and private provision throughout the academic year. These support measures can and do include additional staffing capacity.
The Childcare Partnership also provides free training for early years practitioners in a range of subjects to do with additional needs in tandem with this financial support.
In the 2024/25 tranche 154 registered early years settings applied.
The most recent figures indicate the number of applicant groups that benefitted from an award was 89 which included 343 children in their care.
The funding for Fair Play 24/25 was enhanced by a further £250k through the Early Learning and Childcare Strategy bringing the total value of the fund to £675k April 2024-March 2025.
I would love to increase funding, but the budget, which you supported, does not allow.
The Childcare Partnership encourages engagement with the early years sector to maximise the reach of the fund.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018492%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=418465","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=418465"}},{"id":"418098","reference":"AQW 18330/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-18","answerBy":"2024-12-03","answered":"2024-12-03","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health how he will ensure the £13 million funding on learning disability services is meaningfully co-designed with parents.","answerText":"My Department recognises the importance of co-design and the value it adds. The Framework for Children with Disabilities has been developed through meaningful engagement with families and providers to set the priorities for my Department and Trusts. It is recognised that further work is needed to better involve those that use our services and those that deliver our services.\n\nMeaningful co-design requires capacity and relationship building with families. My officials have committed to using existing engagement structures to identify and utilise opportunities to ensure experts by experience and providers can shape the services that will be expanded, however, as this process takes time, it will be challenging to ensure that co-design is meaningfully built into the recent allocation of additional funds, balanced against the need to produce urgent improvements to services.\n\nTo guide the wider implementation of the Framework for Children with Disabilities, my officials intend to hold a workshop with the sector and service users in Spring 2025.","answerHtml":"My Department recognises the importance of co-design and the value it adds. The Framework for Children with Disabilities has been developed through meaningful engagement with families and providers to set the priorities for my Department and Trusts. It is recognised that further work is needed to better involve those that use our services and those that deliver our services.
Meaningful co-design requires capacity and relationship building with families. My officials have committed to using existing engagement structures to identify and utilise opportunities to ensure experts by experience and providers can shape the services that will be expanded, however, as this process takes time, it will be challenging to ensure that co-design is meaningfully built into the recent allocation of additional funds, balanced against the need to produce urgent improvements to services.
To guide the wider implementation of the Framework for Children with Disabilities, my officials intend to hold a workshop with the sector and service users in Spring 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018330%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=418098","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=418098"}},{"id":"418097","reference":"AQW 18329/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-18","answerBy":"2024-12-03","answered":"2024-12-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will publish the review for eligibility for Free School Meals and school uniform grant.","answerText":"A public consultation on the review of the eligibility criteria for free school meals and uniform grants was launched on Friday 22 November 2024. The consultation will run for 12 weeks until Friday 14 February 2025.","answerHtml":"A public consultation on the review of the eligibility criteria for free school meals and uniform grants was launched on Friday 22 November 2024. The consultation will run for 12 weeks until Friday 14 February 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018329%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=418097","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=418097"}},{"id":"418096","reference":"AQW 18328/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-18","answerBy":"2024-12-03","answered":"2024-11-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his response to the recommendations in the joint Angel Eyes and Féach report entitled Education Access in Ireland for Students with Visual Impairment.","answerText":"The ‘Education Access in Ireland for Students with Vision Impairment’ report is being considered by my department.\n\nThe recommendations will be fully considered in the context of the support services currently provided to children and young people with vision impairment through the Education Authority’s (EA) Sensory Service.","answerHtml":"The ‘Education Access in Ireland for Students with Vision Impairment’ report is being considered by my department.
The recommendations will be fully considered in the context of the support services currently provided to children and young people with vision impairment through the Education Authority’s (EA) Sensory Service.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018328%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=418096","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=418096"}},{"id":"417924","reference":"AQW 18250/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-15","answerBy":"2024-12-02","answered":"2024-12-05","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on his Department's engagement with Ards and North Down Borough Council on how repairs to the floor of Portaferry Sports Centre, operating out of St Columba's College, will be progressed.","answerText":"A stakeholder meeting involving St Columba’s College, the school trustee, Ards and North Down Borough Council and the Department of Education was held on 8 November 2024. At that meeting, it was agreed that the school should submit an unavoidable minor works application to the Department, to enable the required works to the sports centre flooring to be scoped and costed for delivery.\n\nThe application was subsequently received from St Columba’s College on 11 November 2024 and has been issued to the Education Authority for scoping. Subject to the necessary business case approvals, the project will be considered for delivery alongside other competing priorities.","answerHtml":"A stakeholder meeting involving St Columba’s College, the school trustee, Ards and North Down Borough Council and the Department of Education was held on 8 November 2024. At that meeting, it was agreed that the school should submit an unavoidable minor works application to the Department, to enable the required works to the sports centre flooring to be scoped and costed for delivery.
The application was subsequently received from St Columba’s College on 11 November 2024 and has been issued to the Education Authority for scoping. Subject to the necessary business case approvals, the project will be considered for delivery alongside other competing priorities.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018250%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417924","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417924"}},{"id":"417923","reference":"AQW 18249/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-15","answerBy":"2024-12-02","answered":"2024-11-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will make a decision on the development proposal for Spires Integrated Primary School.","answerText":"Development Proposal (DP) 672 which proposes that a statutory nursery unit will be established at Spires Integrated Primary School to provide 26 part-time nursery places with effect from 1 September 2022, or as soon as possible thereafter, was published by the Education Authority on 20 January 2022.\n\nThe two-month statutory objection period in relation to this DP ended on 21 March 2022 and my officials have prepared a report which has been passed to me to inform my decision.\n\nThe assessment of any DP is a complex process and requires careful consideration of all evidence to ensure decisions are taken in the best interests of all children and to ensure they have access to high quality education that is viable and sustainable in the long term.\n\nI am aware of the need for clarity and certainty for the school and its community, therefore I will endeavour to provide that clarity and certainty as soon as practically possible.","answerHtml":"Development Proposal (DP) 672 which proposes that a statutory nursery unit will be established at Spires Integrated Primary School to provide 26 part-time nursery places with effect from 1 September 2022, or as soon as possible thereafter, was published by the Education Authority on 20 January 2022.
The two-month statutory objection period in relation to this DP ended on 21 March 2022 and my officials have prepared a report which has been passed to me to inform my decision.
The assessment of any DP is a complex process and requires careful consideration of all evidence to ensure decisions are taken in the best interests of all children and to ensure they have access to high quality education that is viable and sustainable in the long term.
I am aware of the need for clarity and certainty for the school and its community, therefore I will endeavour to provide that clarity and certainty as soon as practically possible.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018249%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417923","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417923"}},{"id":"417922","reference":"AQW 18248/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-15","answerBy":"2024-12-02","answered":"2024-11-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will make a decision on the development proposal for Magherafelt Nursery School.","answerText":"Development Proposal (DP) 704 which proposes that Magherafelt Nursery School will transform to Controlled Integrated status with effect from 1 September 2023, or as soon as possible thereafter, was published by the Education Authority on 7 September 2023.\n\nThe two-month statutory objection period in relation to this DP ended on 14 November 2023 and my officials have prepared a report which has been passed to me to inform my decision.\n\nThe assessment of any DP is a complex process and requires careful consideration of all evidence to ensure decisions are taken in the best interests of all children and to ensure they have access to high quality education that is viable and sustainable in the long term.\n\nI am aware of the need for clarity and certainty for the school and its community, therefore I will endeavour to provide that clarity and certainty as soon as practically possible.","answerHtml":"Development Proposal (DP) 704 which proposes that Magherafelt Nursery School will transform to Controlled Integrated status with effect from 1 September 2023, or as soon as possible thereafter, was published by the Education Authority on 7 September 2023.
The two-month statutory objection period in relation to this DP ended on 14 November 2023 and my officials have prepared a report which has been passed to me to inform my decision.
The assessment of any DP is a complex process and requires careful consideration of all evidence to ensure decisions are taken in the best interests of all children and to ensure they have access to high quality education that is viable and sustainable in the long term.
I am aware of the need for clarity and certainty for the school and its community, therefore I will endeavour to provide that clarity and certainty as soon as practically possible.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018248%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417922","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417922"}},{"id":"417849","reference":"AQO 1195/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-11-14","answerBy":"2024-11-25","answered":"2024-11-25","answeredOrally":true,"priority":false,"department":"Department of Agriculture, Environment and Rural Affairs","departmentId":"76","minister":"Minister of Agriculture, Environment and Rural Affairs","question":"To ask the Minister of Agriculture, Environment and Rural Affairs for his assessment of the need for the Executive to ring-fence funding for agriculture, agri-environment, fisheries and rural development.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr Muir","text":"With your permission, Mr Speaker, I would like to answer questions 6, 10 and 12 together. I recognise that the changes announced in the Budget regarding agricultural property relief and business property relief in relation to inheritance tax have generated real concern and anger in the local farming community and further afield. I expressed those concerns when I met the Secretary of State on 4 November and urged him to reconsider the policies. I have also raised the issue with the DEFRA Minister of State, Daniel Zeichner, and will continue to do so in meetings with other UK Government Ministers. I have encouraged the UK Government to engage further with the farming community so that they have a better understanding of the concerns being raised and to look again at the issue. I will meet the Ulster Farmers’ Union (UFU) tomorrow to consider next steps. Analysis carried out by my Department and placed in the Assembly Library shows that around one third of farms in Northern Ireland have a land value of more than £1 million. However, those farms account for 60% of owned land and the majority of agricultural production. A large proportion of farms of significant size will be affected, including 75% of those in the dairy sector. Looking solely at the number of farms does not measure the impact on the sector. Another issue arising from the Budget is the change to ring-fenced funding. Although existing funding for agriculture, the agrienvironment, fisheries and rural development will continue to be earmarked by Treasury until 31 March next year, it is important to provide certainty on the funding after that. While it is positive that funding levels have been maintained at £332·5 million, it is disappointing that they have not been increased in line with inflation. I have therefore formally asked the Finance Minister that the resource DEL that has been baselined in the block grant be treated as Executive-earmarked funding for agriculture, the agrienvironment, fisheries and rural development purposes and uplifted it in line with inflation, as part of the Executive’s Budget exercise for the next financial year."},{"speaker":"Mr Buckley","text":"The Chancellor says that Labour's tax raid on family farms will bring in £520 million a year. We are told that that is needed to overturn some of the deep, dark holes in our public finances, yet, not even a month later, the same Labour Government have committed £536 million to be spent overseas on 10 programmes to promote low-carbon agriculture projects, including in Rwanda and in the eleventh largest economy in the world, Brazil. Minister, do you agree with that wasteful spend of public money — yes or no — or do you believe that the money should be spent on family farms in the United Kingdom to ensure that they have a viable future?"},{"speaker":"Mr Muir","text":"I have clearly outlined my position on the issue and on the fact that I am fighting the corner of agriculture in Northern Ireland on the issue of the Budget and the budgetary settlement arising from that. It is key that we come together on inheritance tax and on funding for agriculture, the agrienvironment, fisheries and rural development. We need to be unified in our approach in order to get the funds ring-fenced in Northern Ireland. We must be clear in our message to the UK Government that they should overturn their decision on inheritance tax. That is absolutely key. When we were in the European Union, our funding under the common agricultural policy and the common fisheries policy was guaranteed to us in seven-year tranches. Then we left the EU. That funding is earmarked until the end of March next year."},{"speaker":"Mr Buckley","text":"Answer the question, Minister."},{"speaker":"Mr Muir","text":"I am answering —."},{"speaker":"Mr Speaker","text":"Order."},{"speaker":"Mr Muir","text":"The uncertainty about earmarked funding from the next financial year onwards is largely due to the departure from the European Union. People would do well to remember that."},{"speaker":"Mr McCrossan","text":"Given the widespread concerns about the introduction of the inheritance tax measure, what steps will the Minister take to mitigate its impact on family farms across Northern Ireland?"},{"speaker":"Mr Muir","text":"Inheritance tax is a reserved matter, because the UK Government take forward taxation policy. I received a letter back from Treasury today that says that they are clearly of the opinion that they are not for turning on the matter, but I will continue to engage with them and urge them to rethink it. I am mindful of the fact that, if the tax change proceeds, we will need to have a much bigger focus on succession planning for farming in Northern Ireland. The Department is bringing forward the Farming for the Generations scheme, which is a pilot initiative. More details about it are available on our website. Over the time ahead, we will need to scale that scheme up so that we can assist farmers with succession planning. It is absolutely key that we do so."},{"speaker":"Mr Mathison","text":"Bearing in mind the difficult context that you set out, Minister, will you provide more detail of the work that is being undertaken in conjunction with the Finance Minister to secure the earmarked funding for agriculture, agrienvironment, fisheries and rural development?"},{"speaker":"Mr Muir","text":"I have written to the Finance Minister. I have also discussed the issue with Executive colleagues. I had planned to meet the Finance Minister later this afternoon, but, due to Assembly business, the timing of the meeting has moved. It will not be possible to have that meeting today, but I will seek to reschedule it and make clear my continued call for the funds to be earmarked in Northern Ireland so that we can give certainty not just to the farming community but to our fishing communities across Northern Ireland and provide support for agrienvironment and rural development. I am keen to ensure that we get clarity on that as soon as possible. One of the key issues is that we in the Executive agree a draft Budget for the next financial year as soon as possible."},{"speaker":"Mr McAleer","text":"The Minister will be aware that, in England last year, over 50% of land sales were by private equity companies and that the super-wealthy have no interest in farming. Is the Minister aware of any steps being taken to prevent that and ensure that farmland remains in food production and accessible to farm families?"},{"speaker":"Mr Muir","text":"The Member highlights one of the reasons for the Treasury's decision to make the change. I believe that it will be in the Treasury's gift to tackle that issue without it having the disproportionate impact that it is having in Northern Ireland. Northern Ireland is a patchwork quilt of family farms. They are the bedrock of our rural community. The inheritance tax change is causing real concern to those family farms. I will engage with the Ulster Farmers' Union tomorrow about constructive suggestions that we can make to the UK Government on how to alleviate those concerns and avoid the damage that the change could cause in Northern Ireland."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201195%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417849","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-11-25&docID=418423#AQO%201195/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417849"}},{"id":"417835","reference":"AQO 1181/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-11-14","answerBy":"2024-11-25","answered":"2024-11-25","answeredOrally":true,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister to outline the changes they have identified for a future good relations strategy.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mrs Little-Pengelly","text":"With your permission, Mr Speaker, I will answer questions 6 and 13 together. As Members will be aware, the Together: Building a United Community strategy reflects the Executive's commitment to improving community relations here between people of different political, ethnic and religious backgrounds. Since its launch in 2013, we can all recognise that considerable progress has been made, with a number of headline action targets having been fully achieved. Progress continues to be made towards meeting other targets in often complex areas of work. We know that work remains to be done, however, and we want to ensure that our approach to good relations meets the needs of everyone in our society. We acknowledge that, since the first T:BUC strategy was launched, our society has become increasingly diverse. There is therefore a need to ensure that our approach to good relations effectively engages all those who live here and, in turn, creates a truly united society. The final draft of the Together: Building a United Community review's report is under development by officials. We expect recommendations to be submitted to us shortly. Those recommendations will help shape the starting point for designing a refreshed approach to good relations and inform the timeline for its development."},{"speaker":"Ms Ferguson","text":"I thank the deputy First Minister for her answer. What will be the impact of the inclusion of the cross-cutting commitment to \"Peace\" in the draft Programme for Government?"},{"speaker":"Mrs Little-Pengelly","text":"I thank the Member for her question. Sadly, we see instability globally. We see a lack of peace and how that has such a detrimental impact on any place. Indeed, it remains the case for here. We absolutely need there to be that underlying peace agenda in everything that we do. That is why we made the decision that, for Northern Ireland, there would be a cross-cutting, underlying mission to ensure the stability that allows us to deliver. Moreover, that is why, since I came into post, we have been working incredibly hard to create that stability to allow the Northern Ireland Executive to deliver. If we are to deliver against our Programme for Government commitments and meaningfully change people's lives for the better, we need that stability and a united approach to driving positive change."},{"speaker":"Mr Mathison","text":"Is there an acceptance in the Executive Office that sectarianism and racism are two sides of the same coin and that, on that basis, there is a need for a fundamental review of good relations policy?"},{"speaker":"Mrs Little-Pengelly","text":"I thank the Member for his question. There are similarities, no doubt. Very often, such sentiments are based on prejudice, bias and a lack of understanding. There are many similarities, but there are also a number of differences. It is important that any approach taken on the way forward be sufficiently nuanced to take into account and understand the impact on people and to provide support and help. We can tackle the underlying issues through prevention, education and the projects that I mentioned. What it is that we need to do is to make sure that we include everyone across society so that everyone feels that they can play a positive role as part of our united community moving forward."},{"speaker":"","text":"While I agree with him to some extent, there are aspects that require a distinct and particular approach while we gather all of that together under our overarching aim of building a united community."},{"speaker":"Mr Middleton","text":"I agree with the deputy First Minister: a lot of good work has been done through T:BUC . Does she agree that any review needs to ensure that programmes reach those who are often harder to reach, including Protestant/unionist/loyalist (PUL) communities in my constituency of Foyle?"},{"speaker":"Mrs Little-Pengelly","text":"I thank the Member for his question. It is incredibly important that people in every part of our society feel that they can play a positive role moving forward, no matter where they are from, what they believe, what their background is or what their identity is. That absolutely includes those from the loyalist community, who often have been and are vilified without good reason. Many in the loyalist community play an incredibly important role in communities and organisations, and they will play a positive role in the future of this place. The Member is absolutely right. One of the characteristics of the recent challenges that we had on the streets was that many of the people who were engaged in that activity were not involved in those projects and organisations. Therefore, it was difficult to speak with those young people in particular to encourage them to come off the streets and get involved in more positive projects. That is the coalface of that type of work, and we need to engage with those young people, no matter how difficult it is. We are determined to support the fantastic organisations and agencies that work at the coalface to really support and bring about peace."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201181%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417835","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-11-25&docID=418423#AQO%201181/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417835"}},{"id":"417467","reference":"AQW 18039/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-12","answerBy":"2024-11-27","answered":"2024-11-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the stakeholders from the health sector that will be invited to contribute to the Task and Finish Group on Reduction and Management of Restrictive Practices in Educational Settings.","answerText":"In finalising a list of organisations invited to join the Reduction and Management of Restrictive Practices in Educational Settings Task and Finish Group, consideration was given to those who expressed an interest in participating in the Group, alongside suggestions from a number of other stakeholders.\n\nThe following stakeholders have been invited to join the Task and Finish Group:\n\nPublic Health Agency\n\nRoyal College of Nursing\n\nNorthern Ireland Teaching Council\n\nNorthern Ireland Commissioner for Children and Young People\n\nChildren’s Law Centre\n\nEducation Authority\n\nRepresentatives of Post Primary Mainstream, Primary Mainstream, Special Schools and EOTAS","answerHtml":"In finalising a list of organisations invited to join the Reduction and Management of Restrictive Practices in Educational Settings Task and Finish Group, consideration was given to those who expressed an interest in participating in the Group, alongside suggestions from a number of other stakeholders.
The following stakeholders have been invited to join the Task and Finish Group:
Public Health Agency
Royal College of Nursing
Northern Ireland Teaching Council
Northern Ireland Commissioner for Children and Young People
Children’s Law Centre
Education Authority
Representatives of Post Primary Mainstream, Primary Mainstream, Special Schools and EOTAS
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018039%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417467","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417467"}},{"id":"417466","reference":"AQW 18038/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-12","answerBy":"2024-11-27","answered":"2024-11-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the updated Integrated Education Strategy and Action Plan will be published.","answerText":"It is anticipated that the updated Integrated Education Strategy and Action Plan will be published by the end of January 2025.","answerHtml":"It is anticipated that the updated Integrated Education Strategy and Action Plan will be published by the end of January 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018038%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417466","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417466"}},{"id":"417465","reference":"AQW 18037/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-12","answerBy":"2024-11-27","answered":"2024-11-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether his Department will create a register for non-teaching staff, similar to the Northern Ireland Supply Teacher Register.","answerText":"A bid for funding to enable the development of a register for non-teaching staff, equivalent to the Northern Ireland Supply Teacher Register (NISTR), is one of a number of proposals for digital transformation currently being considered by the interim Public Sector Transformation Board.\n\nThe proposal is to establish a digital system to enable schools and the Education Authority to search for support staff available in a particular area and engage them in work.\n\nTo allow for a strategic, system-wide approach to digital transformation, the interim Public Sector Transformation Board has recommended that a digital landscape review be undertaken to facilitate collective consideration of all such bids. This work is expected to be finalised by the end of this year and will enable further progress to be made on the digital proposals received.","answerHtml":"A bid for funding to enable the development of a register for non-teaching staff, equivalent to the Northern Ireland Supply Teacher Register (NISTR), is one of a number of proposals for digital transformation currently being considered by the interim Public Sector Transformation Board.
The proposal is to establish a digital system to enable schools and the Education Authority to search for support staff available in a particular area and engage them in work.
To allow for a strategic, system-wide approach to digital transformation, the interim Public Sector Transformation Board has recommended that a digital landscape review be undertaken to facilitate collective consideration of all such bids. This work is expected to be finalised by the end of this year and will enable further progress to be made on the digital proposals received.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018037%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417465","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417465"}},{"id":"417464","reference":"AQW 18036/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-12","answerBy":"2024-11-27","answered":"2024-11-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the actions taken in response to thematic review of physical education in primary schools, published in October 2022.","answerText":"My Department established a Task and Finish group to address the recommendations from the Education and Training Inspectorate's (ETI) review of physical education (PE) in primary schools. The group is made up of representatives from the Department, the Education and Training Inspectorate, The Council for the Curriculum, Examinations and Assessment and the Education Authority (EA).\n\nWork streams have been established, looking at Initial Teacher Education and professional development opportunities, the school estate, resources, and providing support to schools to help them plan and deliver the recommended two hours of curricular PE per week. A circular is being drafted currently which will provide practical guidance to schools on how to address the recommendations of the report.\n\nAdditionally, my Department is also working with the EA and teaching practitioners to create exemplars of good practice for schools and teachers seeking to enhance their curricular PE provision.","answerHtml":"My Department established a Task and Finish group to address the recommendations from the Education and Training Inspectorate's (ETI) review of physical education (PE) in primary schools. The group is made up of representatives from the Department, the Education and Training Inspectorate, The Council for the Curriculum, Examinations and Assessment and the Education Authority (EA).
Work streams have been established, looking at Initial Teacher Education and professional development opportunities, the school estate, resources, and providing support to schools to help them plan and deliver the recommended two hours of curricular PE per week. A circular is being drafted currently which will provide practical guidance to schools on how to address the recommendations of the report.
Additionally, my Department is also working with the EA and teaching practitioners to create exemplars of good practice for schools and teachers seeking to enhance their curricular PE provision.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2018036%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417464","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417464"}},{"id":"417219","reference":"AQW 17942/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-11","answerBy":"2024-11-26","answered":"2024-11-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether money allocated to schools who are establishing a Specialist Provision in a Mainstream School is specifically earmarked for that purpose or do schools have discretion on how to spend this funding.","answerText":"None of the funding allocated to schools for specialist provision classes is earmarked.\n\nTeaching and non-teaching staff costs are paid from the Education Authority’s (EA) central budget.","answerHtml":"None of the funding allocated to schools for specialist provision classes is earmarked.
Teaching and non-teaching staff costs are paid from the Education Authority’s (EA) central budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017942%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417219","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417219"}},{"id":"417218","reference":"AQW 17941/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-11","answerBy":"2024-11-26","answered":"2024-11-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any advice he has received from officials in relation to meeting the Loyalist Communities Council.","answerText":"My officials routinely provide advice to me in relation to invitations from a range of schools, organisations and individuals. As Minister of Education, I may choose to accept that advice or ignore it.\n\nOn this occasion, I felt it was important to hear the views of the Loyalist Communities Council on educational underachievement I am content that that was the right decision.","answerHtml":"My officials routinely provide advice to me in relation to invitations from a range of schools, organisations and individuals. As Minister of Education, I may choose to accept that advice or ignore it.
On this occasion, I felt it was important to hear the views of the Loyalist Communities Council on educational underachievement I am content that that was the right decision.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017941%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417218","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417218"}},{"id":"417217","reference":"AQW 17940/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-11","answerBy":"2024-11-26","answered":"2024-11-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the capital funding available to schools moving to full time pre-school offer as part of standardisation of Pre-School Education Programme.","answerText":"It is my intention that approximately 100 pre-school settings will transition to offer 22.5 hours pre-school education provision per week from September 2025. My Department has published for consultation three tranches consisting of a total of 107 pre-school settings that are being considered for a transition to the standardised session length from September 2025. None of these settings require capital investment to deliver this.\n\nCapital investment will be required in future years as the Standardisation Programme continues to roll out. The Scoping Study published on my Department’s website contains details of the resource and capital funding likely to be required for this.","answerHtml":"It is my intention that approximately 100 pre-school settings will transition to offer 22.5 hours pre-school education provision per week from September 2025. My Department has published for consultation three tranches consisting of a total of 107 pre-school settings that are being considered for a transition to the standardised session length from September 2025. None of these settings require capital investment to deliver this.
Capital investment will be required in future years as the Standardisation Programme continues to roll out. The Scoping Study published on my Department’s website contains details of the resource and capital funding likely to be required for this.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017940%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417217","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417217"}},{"id":"416831","reference":"AQW 17774/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-07","answerBy":"2024-11-12","answered":"2024-11-08","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when payments arising from the pay and grading review for non-teaching staff will be made.","answerText":"Due to affordability considerations, the Pay & Grading agreement will be implemented in two stages. Stage 1 will move eligible staff onto their new pay scales with effect from 1 April 2024. The Education Authority have advised these payments will be made in November 2024 as part of the normal pay process. Payments for Stage 2 of the agreement will be made in the next financial year, in line with the agreed settlement.","answerHtml":"Due to affordability considerations, the Pay & Grading agreement will be implemented in two stages. Stage 1 will move eligible staff onto their new pay scales with effect from 1 April 2024. The Education Authority have advised these payments will be made in November 2024 as part of the normal pay process. Payments for Stage 2 of the agreement will be made in the next financial year, in line with the agreed settlement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017774%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=416831","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=416831"}},{"id":"416830","reference":"AQW 17773/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-07","answerBy":"2024-11-22","answered":"2024-11-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he undertook an assessment of the extent to which the Loyalist Communities Council represents the views of proscribed organisations in advance of him accepting their invitation to meet.","answerText":"I accepted the invitation to meet the Loyalist Communities Council because they wished to discuss educational underachievement in loyalist communities. This is a subject of interest to any Minister of Education and was highlighted in \"New Decade New Approach\" and reflected in the report \"A Fair Start\". I will continue to work in the best interests of children and young people in everything I do.","answerHtml":"I accepted the invitation to meet the Loyalist Communities Council because they wished to discuss educational underachievement in loyalist communities. This is a subject of interest to any Minister of Education and was highlighted in "New Decade New Approach" and reflected in the report "A Fair Start". I will continue to work in the best interests of children and young people in everything I do.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017773%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=416830","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=416830"}},{"id":"416829","reference":"AQW 17772/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-07","answerBy":"2024-11-22","answered":"2024-11-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how he will ensure there are pathways available for all young people to facilitate education to age 18.","answerText":"In line with the Independent Review of Education recommendation, and subject to Executive agreement, I intend to legislate to ensure that all children remain in education or training until they are 18 years old.\n\nTo ensure appropriate pathways for all young people there will be engagement with a range of relevant stakeholders on the further development of proposals and given the links with Further and High Education, this will include the Minister for the Economy.","answerHtml":"In line with the Independent Review of Education recommendation, and subject to Executive agreement, I intend to legislate to ensure that all children remain in education or training until they are 18 years old.
To ensure appropriate pathways for all young people there will be engagement with a range of relevant stakeholders on the further development of proposals and given the links with Further and High Education, this will include the Minister for the Economy.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017772%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=416829","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=416829"}},{"id":"416828","reference":"AQW 17771/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-07","answerBy":"2024-11-22","answered":"2024-11-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the funding provided to special schools to facilitate extra-curricular activities.","answerText":"Under the Extended Schools programme, my department provided funding in 2024/25 of over £599k to 39 special schools to facilitate the provision of a range of services including (but not exclusive to) breakfast clubs, before and after school activities, literacy and numeracy support, parental engagement.\n\nThe Education Authority (EA) provides funding to support summer provision for special schools to 21 of the 39 schools via their block grant. An additional £655k was allocated in 2024/25 to enhance current provision and support additional provision across the remaining 18 special schools.\n\nProgrammes associated with special schools have been considered as part of the End to End (E2E) Review of Special Educational Needs (SEN) Special Schools workstream, the findings of which have been used to shape and inform a draft SEN Reform Agenda and associated delivery plan for transformation.","answerHtml":"Under the Extended Schools programme, my department provided funding in 2024/25 of over £599k to 39 special schools to facilitate the provision of a range of services including (but not exclusive to) breakfast clubs, before and after school activities, literacy and numeracy support, parental engagement.
The Education Authority (EA) provides funding to support summer provision for special schools to 21 of the 39 schools via their block grant. An additional £655k was allocated in 2024/25 to enhance current provision and support additional provision across the remaining 18 special schools.
Programmes associated with special schools have been considered as part of the End to End (E2E) Review of Special Educational Needs (SEN) Special Schools workstream, the findings of which have been used to shape and inform a draft SEN Reform Agenda and associated delivery plan for transformation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017771%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=416828","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=416828"}},{"id":"416827","reference":"AQW 17770/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-07","answerBy":"2024-11-22","answered":"2024-11-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any engagement that has taken place with the Northern Ireland Training Council in relation to teacher workload.","answerText":"In April 2024 the Workload Agreement, TNC 2024/2, was jointly approved and issued with the Northern Ireland Teachers Council (NITC).\n\nUpdated online training for school Principals, Boards of Governors and Teachers covering directed time budgets and the Workload Agreement was devised and issued by the Education Authority.\n\nA framework to address the recommendations contained in the 8 completed workforce reviews was jointly devised with NITC.\n\nThe recommendations from the 8 completed workforce reviews have been jointly assessed with NITC and categorised into a framework.\n\nThe joint framework identifies those recommendations which;\n\nhave been completed and are now in operation in the intervening period since the reviews were carried out and agreement was reached,\n\nare in progress with identified lead individuals and expected completion dates,\n\ncan now be progressed within existing resource in the immediate to short term,\n\nare being addressed through other programmes of work including the DE end to end reviews of school improvement and SEN but are outside of the remit of TNC.\n\nA timetable for the implementation of those areas which can be progressed, both immediately and over a short to medium term has now been agreed with NITC.\n\nThe focus by both Management Side and the NITC is to determine the areas of work which, once revised and implemented, will have the potential to impact positively on working practices within the education sector.\n\nA programme of work has been jointly agreed with NITC.","answerHtml":"In April 2024 the Workload Agreement, TNC 2024/2, was jointly approved and issued with the Northern Ireland Teachers Council (NITC).
Updated online training for school Principals, Boards of Governors and Teachers covering directed time budgets and the Workload Agreement was devised and issued by the Education Authority.
A framework to address the recommendations contained in the 8 completed workforce reviews was jointly devised with NITC.
The recommendations from the 8 completed workforce reviews have been jointly assessed with NITC and categorised into a framework.
The joint framework identifies those recommendations which;
have been completed and are now in operation in the intervening period since the reviews were carried out and agreement was reached,
are in progress with identified lead individuals and expected completion dates,
can now be progressed within existing resource in the immediate to short term,
are being addressed through other programmes of work including the DE end to end reviews of school improvement and SEN but are outside of the remit of TNC.
A timetable for the implementation of those areas which can be progressed, both immediately and over a short to medium term has now been agreed with NITC.
The focus by both Management Side and the NITC is to determine the areas of work which, once revised and implemented, will have the potential to impact positively on working practices within the education sector.
A programme of work has been jointly agreed with NITC.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017770%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=416827","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=416827"}},{"id":"416456","reference":"AQW 17599/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-05","answerBy":"2024-11-20","answered":"2024-11-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail what engagement has been undertaken regarding the 2024/2025 pay claim for teachers.","answerText":"Through the Teachers’ Negotiating Committee (TNC) a joint pay group is operational and meetings have taken place with employers, sectoral support bodies and the recognised teaching trade unions (NITC) to explain and update them on the current financial pressures in Education and the current pay claim from NITC.\n\nThe NITC pay claim is substantially higher than what has been recommended by the UK Government and accepted by teachers in England.\n\nIn line with the requirements of Public Sector Pay Policy, any proposals for a teachers’ pay award must be affordable and this is proving difficult to resolve given the pressures that already face the education budget.\n\nThe Chair of TNC Management Side has also written to NITC formally requesting for a de-escalation and for the formal ballots to be stood down.\n\nI will continue to do all I can to secure funding for an appropriate pay settlement for teachers.","answerHtml":"Through the Teachers’ Negotiating Committee (TNC) a joint pay group is operational and meetings have taken place with employers, sectoral support bodies and the recognised teaching trade unions (NITC) to explain and update them on the current financial pressures in Education and the current pay claim from NITC.
The NITC pay claim is substantially higher than what has been recommended by the UK Government and accepted by teachers in England.
In line with the requirements of Public Sector Pay Policy, any proposals for a teachers’ pay award must be affordable and this is proving difficult to resolve given the pressures that already face the education budget.
The Chair of TNC Management Side has also written to NITC formally requesting for a de-escalation and for the formal ballots to be stood down.
I will continue to do all I can to secure funding for an appropriate pay settlement for teachers.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017599%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=416456","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=416456"}},{"id":"416455","reference":"AQW 17598/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-05","answerBy":"2024-11-20","answered":"2024-11-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the (i) Belfast Wide Early Years will be funded to end of academic year; and (ii) pilot will be funded beyond the academic year, to ensure data collection is effective.","answerText":"I would refer the Member to the answer to question AQW 17240/22-27.\n\nThe answer is contained in the Written Answers Booklet for week ending 8 November 2024.","answerHtml":"I would refer the Member to the answer to question AQW 17240/22-27.
The answer is contained in the Written Answers Booklet for week ending 8 November 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017598%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=416455","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=416455"}},{"id":"416454","reference":"AQW 17597/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-05","answerBy":"2024-11-20","answered":"2024-11-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the scope of the Review of the Northern Ireland Curriculum.","answerText":"The review will make a series of policy recommendations regarding the purpose, design, specification and implementation of the Northern Ireland Curriculum. It is also expected to provide a strategic assessment of the current curriculum within the international context.\n\nThe review will:\n\nidentify emerging curricular themes and key issues of public/political/media interest;\n\nconsider the role of curriculum design in tackling educational disadvantage and reducing educational inequalities;\n\nproduce coherent proposals and recommendations to support the future development/reform of the curriculum; and\n\nmake recommendations on how the curriculum should be monitored, reviewed and developed with relevant experts in the field, key education organisations, schools and other key stakeholders.","answerHtml":"The review will make a series of policy recommendations regarding the purpose, design, specification and implementation of the Northern Ireland Curriculum. It is also expected to provide a strategic assessment of the current curriculum within the international context.
The review will:
identify emerging curricular themes and key issues of public/political/media interest;
consider the role of curriculum design in tackling educational disadvantage and reducing educational inequalities;
produce coherent proposals and recommendations to support the future development/reform of the curriculum; and
make recommendations on how the curriculum should be monitored, reviewed and developed with relevant experts in the field, key education organisations, schools and other key stakeholders.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017597%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=416454","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=416454"}},{"id":"416453","reference":"AQW 17596/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-05","answerBy":"2024-11-20","answered":"2024-11-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the need for intergenerational learning will be reflected in the Review of the Northern Ireland Curriculum.","answerText":"The review of the Northern Ireland curriculum, to be undertaken by Lucy Crehan, will make a series of policy recommendations regarding the purpose, design, specification and implementation of the Northern Ireland Curriculum. The review will commence shortly; therefore, it is too soon to comment on priority areas of inquiry. However, it is unlikely that the final report will include detailed proposals on individual course/subject content.","answerHtml":"The review of the Northern Ireland curriculum, to be undertaken by Lucy Crehan, will make a series of policy recommendations regarding the purpose, design, specification and implementation of the Northern Ireland Curriculum. The review will commence shortly; therefore, it is too soon to comment on priority areas of inquiry. However, it is unlikely that the final report will include detailed proposals on individual course/subject content.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017596%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=416453","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=416453"}},{"id":"416177","reference":"AQW 17475/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-11-04","answerBy":"2024-11-07","answered":null,"answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when he will answer (i) AQW 15354/22-27; AQW 15914/22-27; and AQW 15980/22-27.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017475%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=416177","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=416177"}},{"id":"415751","reference":"AQW 17416/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-25","answerBy":"2024-10-30","answered":"2024-10-30","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 16286/22-27, (i) whether any final approval is required from his Department to release the Entitlement Framework funding due to Strangford Integrated College, which was withheld in error by the Education Authority; and (ii) when the payment will be made to Strangford Integrated College.","answerText":"My Department has given the necessary approval to the Education Authority to make the payment to Strangford Integrated College. The EA has confirmed that the payment to Strangford Integrated College will be made on 14th November 2024.","answerHtml":"My Department has given the necessary approval to the Education Authority to make the payment to Strangford Integrated College. The EA has confirmed that the payment to Strangford Integrated College will be made on 14th November 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017416%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=415751","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=415751"}},{"id":"417346","reference":"AQO 1108/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-10-24","answerBy":"2024-11-11","answered":"2024-11-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline the support provided by his Department to pre-school and nursery school settings with Children Looked After on their enrolment.","answerText":"My department does not currently provide additional supports to pre-school and nursery school settings with Children Looked After.\n\nInterventions have been developed and piloted for children looked after as part of the Early Intervention Transformation Programme, however the initial focus has been on primary-age children. Any expansion into early years settings will be contingent upon the availability of financial resources.","answerHtml":"My department does not currently provide additional supports to pre-school and nursery school settings with Children Looked After.
Interventions have been developed and piloted for children looked after as part of the Early Intervention Transformation Programme, however the initial focus has been on primary-age children. Any expansion into early years settings will be contingent upon the availability of financial resources.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201108%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=417346","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=417346"}},{"id":"418584","reference":"AQO 1086/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-10-24","answerBy":"2024-11-11","answered":"2024-11-20","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister to outline what steps they have taken to define sectarianism.","answerText":"We can all agree that there is no room in our society for sectarianism, or intolerance, in any shape or form.\n\nOur ongoing commitment to eradicating sectarianism is reflected through the Together Building a United Community Strategy.\n\nThe T:BUC strategy includes a working definition of sectarianism where it is defined as: ‘threatening, abusive or insulting behaviour or attitudes towards a person by reason of that person’s religious belief or political opinion; or to an individual as a member of such a group.’\n\nGoing forward, the issue of sectarianism and how we can continue to tackle it in the context of today’s society is under consideration as part of the T:BUC Review, and it is expected that recommendations will shortly be submitted for Ministerial consideration.","answerHtml":"We can all agree that there is no room in our society for sectarianism, or intolerance, in any shape or form.
Our ongoing commitment to eradicating sectarianism is reflected through the Together Building a United Community Strategy.
The T:BUC strategy includes a working definition of sectarianism where it is defined as: ‘threatening, abusive or insulting behaviour or attitudes towards a person by reason of that person’s religious belief or political opinion; or to an individual as a member of such a group.’
Going forward, the issue of sectarianism and how we can continue to tackle it in the context of today’s society is under consideration as part of the T:BUC Review, and it is expected that recommendations will shortly be submitted for Ministerial consideration.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%201086%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=418584","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=418584"}},{"id":"415404","reference":"AQW 17245/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-23","answerBy":"2024-10-28","answered":"2024-11-12","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health (i) for an update on the future of the Belfast Inclusion Health Service following the closure of their site on Townsend Street; and (ii) to detail any impact this will have on healthcare provision for people experiencing homelessness.","answerText":"On the 30 July 2024, the Belfast Inclusion Health Service (BIHS) had to vacate their premises in Townsend Street due to an attack on the Welcome Organisation premises.\n\nThe service has been temporarily located within the Shankhill Wellbeing & Treatment Centre and have reconfigured their service delivery to ensure the limited downturn in services provided, where possible for this population.The GP sessions have also been relocated to Crumlin Road Health Centre.\n\nGiven this relocation, unfortunately the drop-in service is currently not operational. The impact on access to healthcare for this population continues to be met, where possible, across existing services.\n\nRelocation options continue to be explored, to support the re-introduction of the Drop-In service and the co-location of all key stakeholders in the provision of this service.","answerHtml":"On the 30 July 2024, the Belfast Inclusion Health Service (BIHS) had to vacate their premises in Townsend Street due to an attack on the Welcome Organisation premises.
The service has been temporarily located within the Shankhill Wellbeing & Treatment Centre and have reconfigured their service delivery to ensure the limited downturn in services provided, where possible for this population.The GP sessions have also been relocated to Crumlin Road Health Centre.
Given this relocation, unfortunately the drop-in service is currently not operational. The impact on access to healthcare for this population continues to be met, where possible, across existing services.
Relocation options continue to be explored, to support the re-introduction of the Drop-In service and the co-location of all key stakeholders in the provision of this service.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017245%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=415404","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=415404"}},{"id":"415192","reference":"AQW 17134/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-22","answerBy":"2024-10-25","answered":"2024-10-24","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the modular classroom required for Camphill Primary School's Nurture Room, originally approved from September 2022, will be provided on-site at the school.","answerText":"My Department has allocated additional funding to the Education Authority (EA) to enable Camphill Primary School’s Nurture Room provision to be progressed. I understand that the EA will move to award the contract as soon as possible and once the contractor is appointed the EA project officer will be in contact with the school to advise of the programme of the works and confirm when the provision will be in place.","answerHtml":"My Department has allocated additional funding to the Education Authority (EA) to enable Camphill Primary School’s Nurture Room provision to be progressed. I understand that the EA will move to award the contract as soon as possible and once the contractor is appointed the EA project officer will be in contact with the school to advise of the programme of the works and confirm when the provision will be in place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2017134%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=415192","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=415192"}},{"id":"414811","reference":"AQW 16987/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-18","answerBy":"2024-10-23","answered":"2024-10-24","answeredOrally":false,"priority":true,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure why Translink is not providing additional bus services from Strangford to Downpatrick during the suspension of the Strangford Lough ferry service.","answerText":"This issue is an operational matter for Translink. I have sought the requested information and can confirm that Translink engaged with stakeholders regarding the passenger-only operation on the Strangford Ferry service from 14th October 2024 to 18th November 2024. School pupils were advised to avail of the ferry service to connect with their bus in Strangford.\n\nIn addition, Translink are providing an extra vehicle for the provision of school transport, from Portaferry to Assumption Grammar School.\n\nFor any future queries relating to operational matters, you should contact Translink directly at aqw.request@translink.co.uk. Making direct contact with Translink will ensure that you receive the information in the shortest possible timeframe and make best use of limited public resources.","answerHtml":"This issue is an operational matter for Translink. I have sought the requested information and can confirm that Translink engaged with stakeholders regarding the passenger-only operation on the Strangford Ferry service from 14th October 2024 to 18th November 2024. School pupils were advised to avail of the ferry service to connect with their bus in Strangford.
In addition, Translink are providing an extra vehicle for the provision of school transport, from Portaferry to Assumption Grammar School.
For any future queries relating to operational matters, you should contact Translink directly at aqw.request@translink.co.uk. Making direct contact with Translink will ensure that you receive the information in the shortest possible timeframe and make best use of limited public resources.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016987%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=414811","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=414811"}},{"id":"414432","reference":"AQW 16809/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-16","answerBy":"2024-10-21","answered":"2024-10-25","answeredOrally":false,"priority":true,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure whether his Department will reinstate an evening service for the Strangford foot passenger ferry schedule.","answerText":"My Department was granted approval by MCA and HSENI to operate this reduced evening service during the suspension period. The normal sailing schedule will resume when the works have been completed.","answerHtml":"My Department was granted approval by MCA and HSENI to operate this reduced evening service during the suspension period. The normal sailing schedule will resume when the works have been completed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016809%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=414432","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=414432"}},{"id":"414249","reference":"AQW 16736/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-15","answerBy":"2024-10-18","answered":"2024-10-18","answeredOrally":false,"priority":true,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure why an evening ferry service has not been included in the foot passenger Strangford ferry schedule.","answerText":"My Department procured a passenger only vessel to maintain an essential link between Portaferry and Strangford during the essential slipway works. With a limited number of suitable boat operators available and complying with MCA and HSENI requirements the safest possible solution has been provided.","answerHtml":"My Department procured a passenger only vessel to maintain an essential link between Portaferry and Strangford during the essential slipway works. With a limited number of suitable boat operators available and complying with MCA and HSENI requirements the safest possible solution has been provided.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016736%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=414249","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=414249"}},{"id":"413937","reference":"AQW 16673/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-14","answerBy":"2024-10-17","answered":"2024-10-17","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any information that has been shared with impacted schools detailing the changes to ferry and bus services for pupils using the replacement Strangford passenger ferry.","answerText":"The Education Authority (EA) is responsible for the operation and delivery of home to school transport. I am advised that the EA has worked alongside colleagues from Translink and the Department for Infrastructure (DfI) Ferry Service to facilitate alternative arrangements for pupils who would normally avail of the ferry service to complete their home to school journey.\n\nI understand that it was agreed that as the majority of queries were relating to the ferry service itself, the DfI Ferry service would lead on sharing information with schools. Initial contact was made with schools in mid-September to brief them on the plans for the works to be carried out at the ferry terminal and the proposed mitigations being considered. A further updated issued in early October and information was made available on the DfI website on 7th October and on NI Direct to confirm that Assumption Grammar School pupils would be provided with a substitute bus service and a passenger-only ferry would be in operation for pupils from other schools.\n\nDue to the various safety steps required ahead of introducing the replacement passenger ferry which needed to be confirmed with the Health and Safety Executive Northern Ireland and the Maritime & Coastguard Agency, final arrangements with regards to the timings of the replacement ferry service were not confirmed for the EA to publish until Friday 11 October. These details were shared online by DfI on the Strangford Ferry information pages, confirmed with the schools and were also published on the EA website and through its social media channels. Further communication was issued via the DfI Strangford Ferry Service text messaging service.\n\nEA Transport ensured that a representative was on site on the first day of the alternative arrangements on Monday 14 October, ahead of the first pupils arriving at 7.30am. Representatives from Assumption Grammar School were also in attendance on Monday.","answerHtml":"The Education Authority (EA) is responsible for the operation and delivery of home to school transport. I am advised that the EA has worked alongside colleagues from Translink and the Department for Infrastructure (DfI) Ferry Service to facilitate alternative arrangements for pupils who would normally avail of the ferry service to complete their home to school journey.
I understand that it was agreed that as the majority of queries were relating to the ferry service itself, the DfI Ferry service would lead on sharing information with schools. Initial contact was made with schools in mid-September to brief them on the plans for the works to be carried out at the ferry terminal and the proposed mitigations being considered. A further updated issued in early October and information was made available on the DfI website on 7th October and on NI Direct to confirm that Assumption Grammar School pupils would be provided with a substitute bus service and a passenger-only ferry would be in operation for pupils from other schools.
Due to the various safety steps required ahead of introducing the replacement passenger ferry which needed to be confirmed with the Health and Safety Executive Northern Ireland and the Maritime & Coastguard Agency, final arrangements with regards to the timings of the replacement ferry service were not confirmed for the EA to publish until Friday 11 October. These details were shared online by DfI on the Strangford Ferry information pages, confirmed with the schools and were also published on the EA website and through its social media channels. Further communication was issued via the DfI Strangford Ferry Service text messaging service.
EA Transport ensured that a representative was on site on the first day of the alternative arrangements on Monday 14 October, ahead of the first pupils arriving at 7.30am. Representatives from Assumption Grammar School were also in attendance on Monday.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016673%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413937","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413937"}},{"id":"413936","reference":"AQW 16672/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-14","answerBy":"2024-10-29","answered":"2024-10-30","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 15278/22-27, to detail (i) the number of applications received for the most recent tranche of the Fair Play Grant; and (ii) the number that were awarded a grant.","answerText":"(i) the number of applications received for the most recent tranche of the Fair Play Grant;\n\nThe Department of Health, through the Childcare Partnership, facilitates an annual grant scheme to ensure children with additional needs are included in early years services, known as Fair Play.\n\nThe funding provides support measures with a focus on the individual needs of children who are accessing quality play and learning experiences in registered community, voluntary and private provision throughout the academic year. These support measures can and do include additional staffing capacity.\n\nThe Childcare Partnership also provides free training for early years practitioners in a range of subjects to do with additional needs in tandem with this financial support.\n\nIn the 2024/25 tranche 154 registered early years settings applied.\n\n(ii) the number that were awarded a grant.\n\nThe most recent figures indicate the number of applicant groups that benefitted from an award was 89 which included 343 children in their care.","answerHtml":"(i) the number of applications received for the most recent tranche of the Fair Play Grant;
The Department of Health, through the Childcare Partnership, facilitates an annual grant scheme to ensure children with additional needs are included in early years services, known as Fair Play.
The funding provides support measures with a focus on the individual needs of children who are accessing quality play and learning experiences in registered community, voluntary and private provision throughout the academic year. These support measures can and do include additional staffing capacity.
The Childcare Partnership also provides free training for early years practitioners in a range of subjects to do with additional needs in tandem with this financial support.
In the 2024/25 tranche 154 registered early years settings applied.
(ii) the number that were awarded a grant.
The most recent figures indicate the number of applicant groups that benefitted from an award was 89 which included 343 children in their care.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016672%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413936","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413936"}},{"id":"413935","reference":"AQW 16671/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-14","answerBy":"2024-10-29","answered":"2024-10-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when teachers who retired at the end of 2023-24 academic year will receive their pension and lump sum payment.","answerText":"The Department of Education received 558 pension applications relating to teachers retiring in August 2024. Pensions are in payment and lump sum payments have been made for 455 of these applicants.\n\nA further 87 applicants have been provided with details of their option choice for retirement. When these applicants return their choices, lump sum payments will normally credit to their bank account within six working days of receipt, and they will be added to the next monthly payroll due for payment.\n\nThe remaining 16 cases being processed mainly relate to applications received after the deadline for September payments. Option choices for applications received by end July 2024 will be issued to the applicants by 31 October 2024 in line with normal teachers’ pension timescales.","answerHtml":"The Department of Education received 558 pension applications relating to teachers retiring in August 2024. Pensions are in payment and lump sum payments have been made for 455 of these applicants.
A further 87 applicants have been provided with details of their option choice for retirement. When these applicants return their choices, lump sum payments will normally credit to their bank account within six working days of receipt, and they will be added to the next monthly payroll due for payment.
The remaining 16 cases being processed mainly relate to applications received after the deadline for September payments. Option choices for applications received by end July 2024 will be issued to the applicants by 31 October 2024 in line with normal teachers’ pension timescales.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016671%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413935","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413935"}},{"id":"413794","reference":"AQW 16592/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-11","answerBy":"2024-10-16","answered":"2024-10-16","answeredOrally":false,"priority":true,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail the plans in place to address the additional demand for parking in Portaferry and Strangford, given that passengers who would ordinarily have used their cars on the crossing will now be using the replacement foot passenger ferry.","answerText":"Anyone wishing to park and use the passenger ferry service from Portaferry will be directed to the free council car parks at Meetinghouse Street and The Rope Walk. Those travelling from Strangford can use the free car park adjacent to Stella Maris Street to the rear of the ferry terminal.\n\nIf there are any concerns regarding motorists parking vehicles in such a manner that causes an obstruction, or blocking access or egress, then this should be referred to the PSNI.","answerHtml":"Anyone wishing to park and use the passenger ferry service from Portaferry will be directed to the free council car parks at Meetinghouse Street and The Rope Walk. Those travelling from Strangford can use the free car park adjacent to Stella Maris Street to the rear of the ferry terminal.
If there are any concerns regarding motorists parking vehicles in such a manner that causes an obstruction, or blocking access or egress, then this should be referred to the PSNI.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016592%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413794","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413794"}},{"id":"413793","reference":"AQW 16591/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-11","answerBy":"2024-10-28","answered":"2024-10-31","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities when the Welcome Organisation will have new premises.","answerText":"This issue is an operational matter for the Northern Ireland Housing Executive. I have sought the requested information from the Chief Executive and been advised that:\n\n“The process to secure new premises for the Welcome Organisation is ongoing and we are continuing to explore options. However, there are several factors which are taken into account in any relocation process. This includes planning, leases, cost, readiness of the premises for occupation, location, proximity to businesses and communities, etc.\n\nTherefore, it is not possible to provide a timeline for securing alternative premises.”\n\nFor any future queries relating to operational matters, you may wish to contact the NIHE directly. Making direct contact with the ALB will ensure that you receive the information in the shortest possible timeframe and make best use of public resources.","answerHtml":"This issue is an operational matter for the Northern Ireland Housing Executive. I have sought the requested information from the Chief Executive and been advised that:
“The process to secure new premises for the Welcome Organisation is ongoing and we are continuing to explore options. However, there are several factors which are taken into account in any relocation process. This includes planning, leases, cost, readiness of the premises for occupation, location, proximity to businesses and communities, etc.
Therefore, it is not possible to provide a timeline for securing alternative premises.”
For any future queries relating to operational matters, you may wish to contact the NIHE directly. Making direct contact with the ALB will ensure that you receive the information in the shortest possible timeframe and make best use of public resources.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016591%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413793","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413793"}},{"id":"413792","reference":"AQW 16590/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-11","answerBy":"2024-10-28","answered":"2024-10-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the actions taken in response to the findings of the departmentally-commissioned assessors in relation to the governance of CCEA, appointed in October 2022 as referenced in FOI/2024-0087.","answerText":"The DE assessors made a number of recommendations related to the governance of the organisation, including the structure of CCEA Council, its committees and the need for a DE/CCEA Partnership Agreement.\n\nAn action plan has been developed, informed by these recommendations which includes actions for DE and CCEA.\n\nAs outlined in the response to FOI/2024-0087, implementation of this plan is ongoing and is largely exempt from disclosure under Section 35(1)(a) (the formulation or development of government policy) until all actions are complete.","answerHtml":"The DE assessors made a number of recommendations related to the governance of the organisation, including the structure of CCEA Council, its committees and the need for a DE/CCEA Partnership Agreement.
An action plan has been developed, informed by these recommendations which includes actions for DE and CCEA.
As outlined in the response to FOI/2024-0087, implementation of this plan is ongoing and is largely exempt from disclosure under Section 35(1)(a) (the formulation or development of government policy) until all actions are complete.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016590%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413792","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413792"}},{"id":"413791","reference":"AQW 16589/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-11","answerBy":"2024-10-28","answered":"2024-10-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he plans to establish a capital fund for Irish-medium schools.","answerText":"My department is mindful of its statutory duty to encourage and facilitate the development of Irish-medium education and works closely with the sector to identify emerging capital priorities.\n\nOver the last ten years, the Department has invested significantly across Irish-medium schools, with announced major works projects totalling over £60.4million. Over £25million has also been invested in minor capital works, ranging in size and scale across the sector.An Accommodation Fund was established in 2010 with a grant of £2million to address accommodation deficiencies in the Irish-medium sector. This fund has been replenished on a number of occasions and its scope has been expanded to include enabling works, health & safety works and land purchases.\n\nThe Department is currently working with the sector on options for a number of Irish-medium schools that have outgrown their existing sites.","answerHtml":"My department is mindful of its statutory duty to encourage and facilitate the development of Irish-medium education and works closely with the sector to identify emerging capital priorities.
Over the last ten years, the Department has invested significantly across Irish-medium schools, with announced major works projects totalling over £60.4million. Over £25million has also been invested in minor capital works, ranging in size and scale across the sector.An Accommodation Fund was established in 2010 with a grant of £2million to address accommodation deficiencies in the Irish-medium sector. This fund has been replenished on a number of occasions and its scope has been expanded to include enabling works, health & safety works and land purchases.
The Department is currently working with the sector on options for a number of Irish-medium schools that have outgrown their existing sites.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016589%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413791","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413791"}},{"id":"413790","reference":"AQW 16588/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-11","answerBy":"2024-10-28","answered":"2024-10-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will formally respond to the departmentally-funded Fair? Shared? Supported? research report.","answerText":"My department is committed to engaging further with Comhairle na Gaelscolaíochta (CnaG) to discuss the concerns regarding the shortage of Irish-medium teachers highlighted in the report published by Queens University Belfast (‘Fair? Shared? Supported? Examining expectations and realities for Irish-medium practitioners’). We are in the process of examining their recommendations and engaging with CnaG on this issue.","answerHtml":"My department is committed to engaging further with Comhairle na Gaelscolaíochta (CnaG) to discuss the concerns regarding the shortage of Irish-medium teachers highlighted in the report published by Queens University Belfast (‘Fair? Shared? Supported? Examining expectations and realities for Irish-medium practitioners’). We are in the process of examining their recommendations and engaging with CnaG on this issue.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016588%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413790","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413790"}},{"id":"413469","reference":"AQW 16442/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-09","answerBy":"2024-10-17","answered":"2024-10-15","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the schools in County Down currently without school meals provision due to staff shortages; (ii) any contingency measures in place to ensure all pupils in these schools continue to have access to school meals; and (iii) when full school meal provision will be reinstated in these schools.","answerText":"There are currently no schools in County Down without school meals provision. Due to staffing issues, the Education Authority (EA) is currently only able to offer a packed lunch service to all pupils at Downshire Primary School.\n\nThe EA has a number of contingencies in place when disruption to school meal provision occurs and these are considered in the following order:\n\nMeals can be transported from another school with a production kitchen if it has sufficient capacity;\n\nPrepared meals can brought into the school, providing there are sufficient staff and oven capacity available to heat/ serve the meals;\n\nPacked lunch service can be offered to all pupils, subject to the capacity of the external provider;\n\nPacked lunches can be provided for pupils entitled to free school meals only, subject to the capacity of the external provider.\n\nEA Catering will continue to prioritise the resumption of a normal meals service in Downshire Primary School as soon as staff are in position to ensure meals can be prepared and served in a safe environment, meeting food safety regulations. As this is dependent on staff returning to work and/or the completion of a recruitment process, it is not possible to provide a definitive date.","answerHtml":"There are currently no schools in County Down without school meals provision. Due to staffing issues, the Education Authority (EA) is currently only able to offer a packed lunch service to all pupils at Downshire Primary School.
The EA has a number of contingencies in place when disruption to school meal provision occurs and these are considered in the following order:
Meals can be transported from another school with a production kitchen if it has sufficient capacity;
Prepared meals can brought into the school, providing there are sufficient staff and oven capacity available to heat/ serve the meals;
Packed lunch service can be offered to all pupils, subject to the capacity of the external provider;
Packed lunches can be provided for pupils entitled to free school meals only, subject to the capacity of the external provider.
EA Catering will continue to prioritise the resumption of a normal meals service in Downshire Primary School as soon as staff are in position to ensure meals can be prepared and served in a safe environment, meeting food safety regulations. As this is dependent on staff returning to work and/or the completion of a recruitment process, it is not possible to provide a definitive date.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016442%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413469","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413469"}},{"id":"413468","reference":"AQW 16441/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-09","answerBy":"2024-10-24","answered":"2024-10-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the Educational Psychology Support that is provided in Irish to students in Irish-medium schools.","answerText":"The Education Authority’s (EA) Pupil Support Services (PSS) include the following special educational needs (SEN) support services which are available to all settings including those within the Irishmedium education (IME) sector:\n\nAutism Advisory and Intervention Service\n\nLiteracy Service\n\nSEN Inclusion Service\n\nLanguage & Communication Service\n\nSEN Early Years Inclusion Service\n\nSensory Service\n\nMy department is concluding its End to End (E2E) Review of SEN. The specific needs relating to SEN provision in IME schools have been considered through engagement with Comhairle na Gaelscolaíochta (CnaG) and the IME sector.\n\nThe emerging findings from the E2E Review of SEN regarding support services for the IME sector have been discussed with the EA and it has been agreed to carry out an audit of SEN provision in IME educational settings.\n\nEducational Psychology Services (EPS) are currently not delivered through the medium of Irish.","answerHtml":"The Education Authority’s (EA) Pupil Support Services (PSS) include the following special educational needs (SEN) support services which are available to all settings including those within the Irishmedium education (IME) sector:
Autism Advisory and Intervention Service
Literacy Service
SEN Inclusion Service
Language & Communication Service
SEN Early Years Inclusion Service
Sensory Service
My department is concluding its End to End (E2E) Review of SEN. The specific needs relating to SEN provision in IME schools have been considered through engagement with Comhairle na Gaelscolaíochta (CnaG) and the IME sector.
The emerging findings from the E2E Review of SEN regarding support services for the IME sector have been discussed with the EA and it has been agreed to carry out an audit of SEN provision in IME educational settings.
Educational Psychology Services (EPS) are currently not delivered through the medium of Irish.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016441%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413468","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413468"}},{"id":"413467","reference":"AQW 16440/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-09","answerBy":"2024-10-24","answered":"2024-10-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he has carried out an audit of the specific needs relating to special educational needs provision in Irish-medium schools.","answerText":"The Education Authority’s (EA) Pupil Support Services (PSS) include the following special educational needs (SEN) support services which are available to all settings including those within the Irishmedium education (IME) sector:\n\nAutism Advisory and Intervention Service\n\nLiteracy Service\n\nSEN Inclusion Service\n\nLanguage & Communication Service\n\nSEN Early Years Inclusion Service\n\nSensory Service\n\nMy department is concluding its End to End (E2E) Review of SEN. The specific needs relating to SEN provision in IME schools have been considered through engagement with Comhairle na Gaelscolaíochta (CnaG) and the IME sector.\n\nThe emerging findings from the E2E Review of SEN regarding support services for the IME sector have been discussed with the EA and it has been agreed to carry out an audit of SEN provision in IME educational settings.\n\nEducational Psychology Services (EPS) are currently not delivered through the medium of Irish.","answerHtml":"The Education Authority’s (EA) Pupil Support Services (PSS) include the following special educational needs (SEN) support services which are available to all settings including those within the Irishmedium education (IME) sector:
Autism Advisory and Intervention Service
Literacy Service
SEN Inclusion Service
Language & Communication Service
SEN Early Years Inclusion Service
Sensory Service
My department is concluding its End to End (E2E) Review of SEN. The specific needs relating to SEN provision in IME schools have been considered through engagement with Comhairle na Gaelscolaíochta (CnaG) and the IME sector.
The emerging findings from the E2E Review of SEN regarding support services for the IME sector have been discussed with the EA and it has been agreed to carry out an audit of SEN provision in IME educational settings.
Educational Psychology Services (EPS) are currently not delivered through the medium of Irish.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016440%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413467","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413467"}},{"id":"413466","reference":"AQW 16439/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-09","answerBy":"2024-10-24","answered":"2024-10-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether specific actions relating to Irish-medium settings will be included in the End to End Review of Special Educational Needs.","answerText":"The Education Authority’s (EA) Pupil Support Services (PSS) include the following special educational needs (SEN) support services which are available to all settings including those within the Irishmedium education (IME) sector:\n\nAutism Advisory and Intervention Service\n\nLiteracy Service\n\nSEN Inclusion Service\n\nLanguage & Communication Service\n\nSEN Early Years Inclusion Service\n\nSensory Service\n\nMy department is concluding its End to End (E2E) Review of SEN. The specific needs relating to SEN provision in IME schools have been considered through engagement with Comhairle na Gaelscolaíochta (CnaG) and the IME sector.\n\nThe emerging findings from the E2E Review of SEN regarding support services for the IME sector have been discussed with the EA and it has been agreed to carry out an audit of SEN provision in IME educational settings.\n\nEducational Psychology Services (EPS) are currently not delivered through the medium of Irish.","answerHtml":"The Education Authority’s (EA) Pupil Support Services (PSS) include the following special educational needs (SEN) support services which are available to all settings including those within the Irishmedium education (IME) sector:
Autism Advisory and Intervention Service
Literacy Service
SEN Inclusion Service
Language & Communication Service
SEN Early Years Inclusion Service
Sensory Service
My department is concluding its End to End (E2E) Review of SEN. The specific needs relating to SEN provision in IME schools have been considered through engagement with Comhairle na Gaelscolaíochta (CnaG) and the IME sector.
The emerging findings from the E2E Review of SEN regarding support services for the IME sector have been discussed with the EA and it has been agreed to carry out an audit of SEN provision in IME educational settings.
Educational Psychology Services (EPS) are currently not delivered through the medium of Irish.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016439%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413466","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413466"}},{"id":"413465","reference":"AQW 16438/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-09","answerBy":"2024-10-24","answered":"2024-10-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the specific services for special educational needs support provided by the Education Authority in Irish-medium settings.","answerText":"The Education Authority’s (EA) Pupil Support Services (PSS) include the following special educational needs (SEN) support services which are available to all settings including those within the Irishmedium education (IME) sector:\n\nAutism Advisory and Intervention Service\n\nLiteracy Service\n\nSEN Inclusion Service\n\nLanguage & Communication Service\n\nSEN Early Years Inclusion Service\n\nSensory Service\n\nMy department is concluding its End to End (E2E) Review of SEN. The specific needs relating to SEN provision in IME schools have been considered through engagement with Comhairle na Gaelscolaíochta (CnaG) and the IME sector.\n\nThe emerging findings from the E2E Review of SEN regarding support services for the IME sector have been discussed with the EA and it has been agreed to carry out an audit of SEN provision in IME educational settings.\n\nEducational Psychology Services (EPS) are currently not delivered through the medium of Irish.","answerHtml":"The Education Authority’s (EA) Pupil Support Services (PSS) include the following special educational needs (SEN) support services which are available to all settings including those within the Irishmedium education (IME) sector:
Autism Advisory and Intervention Service
Literacy Service
SEN Inclusion Service
Language & Communication Service
SEN Early Years Inclusion Service
Sensory Service
My department is concluding its End to End (E2E) Review of SEN. The specific needs relating to SEN provision in IME schools have been considered through engagement with Comhairle na Gaelscolaíochta (CnaG) and the IME sector.
The emerging findings from the E2E Review of SEN regarding support services for the IME sector have been discussed with the EA and it has been agreed to carry out an audit of SEN provision in IME educational settings.
Educational Psychology Services (EPS) are currently not delivered through the medium of Irish.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016438%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413465","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413465"}},{"id":"413270","reference":"AQW 16363/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-08","answerBy":"2024-10-23","answered":"2024-10-22","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether speech and language therapy can be provided in Irish in Irish-medium schools.","answerText":"Speech and Language Therapy (SLT) is not currently provided in Irish in Irish medium schools.\n\nSpeech and Language Therapy can be provided, in collaboration with interpreting services, Irish medium school staff and parents, where required.","answerHtml":"Speech and Language Therapy (SLT) is not currently provided in Irish in Irish medium schools.
Speech and Language Therapy can be provided, in collaboration with interpreting services, Irish medium school staff and parents, where required.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016363%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413270","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413270"}},{"id":"413269","reference":"AQW 16362/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-08","answerBy":"2024-10-23","answered":"2024-10-17","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy to detail the training provided to further education college staff to meet the needs of students with special educational needs and disabilities.","answerText":"Each Further Education college provides a range of training and support for lecturing and support staff so that they can meet the needs of students with special educational needs and disabilities. Recent examples of training undertaken by college staff include examination access arrangements training, behavior management training and supporting learner resilience and wellbeing training.\n\nWhere students have specific conditions that require tailored support, Further Education colleges provide bespoke training to staff to assist them in meeting this need, for example, supporting neurodiversity in education training is provided to staff who are delivering targeted support for neurodiverse learners.\n\nThis training ensures that Further Education college staff are appropriately equipped to provide the best possible educational provision to students with special educational needs and disabilities.","answerHtml":"Each Further Education college provides a range of training and support for lecturing and support staff so that they can meet the needs of students with special educational needs and disabilities. Recent examples of training undertaken by college staff include examination access arrangements training, behavior management training and supporting learner resilience and wellbeing training.
Where students have specific conditions that require tailored support, Further Education colleges provide bespoke training to staff to assist them in meeting this need, for example, supporting neurodiversity in education training is provided to staff who are delivering targeted support for neurodiverse learners.
This training ensures that Further Education college staff are appropriately equipped to provide the best possible educational provision to students with special educational needs and disabilities.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016362%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413269","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413269"}},{"id":"413268","reference":"AQW 16361/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-08","answerBy":"2024-10-23","answered":"2024-10-16","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy who is responsible for providing personal care to students with special educational needs and disabilities who require this in further education colleges.","answerText":"The Health and Social Care Trusts under the leadership of the Department for Health, are responsible for providing arrangements to address personal care needs for people with disabilities, learning difficulties or significant health issues.\n\nShould a person in receipt of a personal care allowance, be it through Direct Payments or otherwise wish to attend a college course, the Further Education colleges will facilitate them in bringing their care service with them while they study.","answerHtml":"The Health and Social Care Trusts under the leadership of the Department for Health, are responsible for providing arrangements to address personal care needs for people with disabilities, learning difficulties or significant health issues.
Should a person in receipt of a personal care allowance, be it through Direct Payments or otherwise wish to attend a college course, the Further Education colleges will facilitate them in bringing their care service with them while they study.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016361%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413268","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413268"}},{"id":"413267","reference":"AQW 16360/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-08","answerBy":"2024-10-23","answered":"2024-10-17","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy to detail the resources provided to further education colleges to purchase additional equipment to meet the medical needs of students with special educational needs and disabilities.","answerText":"My Department provides £4.5 million per annum, ring-fenced funding through the Additional Support Fund to Further Education colleges to help provide the necessary additional technical and/or personal support required to allow students with special educational needs or disabilities to participate in mainstream Further Education courses, or in discrete programmes.\n\nExamples of technical support include specialised enabling equipment, such as braillers, specialist software and hearing loops. Personal support includes specialist tutors/advisers, such as hearing or visual impairment tutors, interpreters, classroom assistants and note-takers. The level of support provided depends on both the nature of the need or disability and the course of study.","answerHtml":"My Department provides £4.5 million per annum, ring-fenced funding through the Additional Support Fund to Further Education colleges to help provide the necessary additional technical and/or personal support required to allow students with special educational needs or disabilities to participate in mainstream Further Education courses, or in discrete programmes.
Examples of technical support include specialised enabling equipment, such as braillers, specialist software and hearing loops. Personal support includes specialist tutors/advisers, such as hearing or visual impairment tutors, interpreters, classroom assistants and note-takers. The level of support provided depends on both the nature of the need or disability and the course of study.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016360%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413267","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413267"}},{"id":"413266","reference":"AQW 16359/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-08","answerBy":"2024-10-23","answered":"2024-10-15","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy whether his Department is carrying out any analysis to ensure that there is consistency of provision for students with special educational needs and disabilities in all further education colleges.","answerText":"My Department currently provides £4.5 million per annum to the Further Education colleges to help provide the necessary additional technical and/or personal support required to allow students with special educational needs or disabilities to participate in mainstream further education courses, or in discrete programmes. Provision of this support is determined by Colleges. It is based on the individual needs of the learner and is demand-led.\n\nMy Department is currently undertaking a review of student support within further education, including provisions for those with special educational need and disabilities, to ensure that funding is being targeted equitably and at those most in need.\n\nIn addition, as you are aware, I have commissioned a review from officials on the existing skills and training provision for young people with special educational needs, including the legislative protections. I want every young person to have the opportunity to access opportunities and fulfil their potential.\n\nThe work is complex and involves many different stakeholders and issues so it will take time. My officials are currently working through the planning and scoping activity and liaising with a range of interested parties to get their insights and thoughts to help with shaping the work.","answerHtml":"My Department currently provides £4.5 million per annum to the Further Education colleges to help provide the necessary additional technical and/or personal support required to allow students with special educational needs or disabilities to participate in mainstream further education courses, or in discrete programmes. Provision of this support is determined by Colleges. It is based on the individual needs of the learner and is demand-led.
My Department is currently undertaking a review of student support within further education, including provisions for those with special educational need and disabilities, to ensure that funding is being targeted equitably and at those most in need.
In addition, as you are aware, I have commissioned a review from officials on the existing skills and training provision for young people with special educational needs, including the legislative protections. I want every young person to have the opportunity to access opportunities and fulfil their potential.
The work is complex and involves many different stakeholders and issues so it will take time. My officials are currently working through the planning and scoping activity and liaising with a range of interested parties to get their insights and thoughts to help with shaping the work.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016359%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413266","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413266"}},{"id":"413032","reference":"AQW 16286/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-07","answerBy":"2024-10-22","answered":"2024-10-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when Entitlement Framework Funding due to Strangford Integrated College, which was withheld in error by the Education Authority, will be paid to the school.","answerText":"The EA has confirmed that the payment to Strangford Integrated College is currently being progressed.","answerHtml":"The EA has confirmed that the payment to Strangford Integrated College is currently being progressed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016286%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=413032","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=413032"}},{"id":"412871","reference":"AQW 16221/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-04","answerBy":"2024-10-09","answered":"2024-10-09","answeredOrally":false,"priority":true,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure, pursuant to AQW 15426/22-27, to detail the engagement undertaken with (i) schools; (ii) Translink; and (iii) the local community to develop local contingency plans prior to announcing the temporary suspension of the Strangford ferry service.","answerText":"My Officials have been engaged with the Education Authority and Translink to consider mitigation options which minimise impact on school pupils since August. Direct contact with Schools about suspension and mitigation measures continues.\n\nOfficials regularly engage with elected representatives and community groups, the most recent meetings took place on 11 March and 30 September 2024.","answerHtml":"My Officials have been engaged with the Education Authority and Translink to consider mitigation options which minimise impact on school pupils since August. Direct contact with Schools about suspension and mitigation measures continues.
Officials regularly engage with elected representatives and community groups, the most recent meetings took place on 11 March and 30 September 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016221%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=412871","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=412871"}},{"id":"412673","reference":"AQW 16140/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-03","answerBy":"2024-10-08","answered":"2024-10-08","answeredOrally":false,"priority":true,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure, pursuant to AQW 15510/22-27, (i) whether the foot passenger ferry will be operational by 14 October 2024; and (ii) whether appropriate bus services for pedestrians and schoolchildren will be provided for their onward journeys.","answerText":"My Department has procured a passenger only service which subject to the necessary MCA certification and insurances being provided will be in operation from 14 October. A bus substitution will be provided by My Department via Translink from and to Portaferry for Assumption Grammar School pupils, other bus services will not be affected.","answerHtml":"My Department has procured a passenger only service which subject to the necessary MCA certification and insurances being provided will be in operation from 14 October. A bus substitution will be provided by My Department via Translink from and to Portaferry for Assumption Grammar School pupils, other bus services will not be affected.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2016140%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=412673","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=412673"}},{"id":"412742","reference":"AQO 959/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-10-03","answerBy":"2024-10-14","answered":"2024-10-14","answeredOrally":true,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance for an update on the Interim Public Service Transformation Board.","answerText":"","answerHtml":"","oralExchange":[],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20959%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=412742","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-10-14&docID=413431#AQO%20959/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=412742"}},{"id":"412284","reference":"AQW 15981/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-01","answerBy":"2024-10-16","answered":"2024-10-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the need for a play strategy.","answerText":"Given the significant resource pressures we are facing, the development of a play strategy is not currently a priority for my department.","answerHtml":"Given the significant resource pressures we are facing, the development of a play strategy is not currently a priority for my department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015981%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=412284","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=412284"}},{"id":"412283","reference":"AQW 15980/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-10-01","answerBy":"2024-10-16","answered":"2024-11-12","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the current budget allocated to meet the needs of children looked after in preschool settings.","answerText":"The Health and Social Care Trusts do not have a dedicated budget for looked after children in preschool settings. The cost of addressing the needs of looked after children in pre-school settings is met from the Looked After Children budget allocated to HSC Trusts to enable them to fulfil their duties under The Children (NI) Order 1995 (the Order). This includes the duties under Part IV of the Order as they relate to support for children and families.","answerHtml":"The Health and Social Care Trusts do not have a dedicated budget for looked after children in preschool settings. The cost of addressing the needs of looked after children in pre-school settings is met from the Looked After Children budget allocated to HSC Trusts to enable them to fulfil their duties under The Children (NI) Order 1995 (the Order). This includes the duties under Part IV of the Order as they relate to support for children and families.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015980%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=412283","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=412283"}},{"id":"412075","reference":"AQW 15915/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-30","answerBy":"2024-10-15","answered":"2024-10-04","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether an analysis has been carried out of the budgetary savings for the Child and Adolescent Mental Health Service that could be realised by investing in primary school counselling.","answerText":"The case for investing in therapeutic interventions in schools is well made with recent studies on a UK basis showing the positive impact that they can have on both pupil wellbeing and prevention of long-term mental illness. I am unaware of any such specific studies which have taken place relating to provision of these services in Northern Ireland. However, early intervention and prevention remains a priority under the Mental Health Strategy.","answerHtml":"The case for investing in therapeutic interventions in schools is well made with recent studies on a UK basis showing the positive impact that they can have on both pupil wellbeing and prevention of long-term mental illness. I am unaware of any such specific studies which have taken place relating to provision of these services in Northern Ireland. However, early intervention and prevention remains a priority under the Mental Health Strategy.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015915%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=412075","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=412075"}},{"id":"412074","reference":"AQW 15914/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-30","answerBy":"2024-10-15","answered":"2024-11-07","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the work being undertaken between his Department, the Education Authority and the Department of Education to ensure the needs of children looked after are being met in preschool settings.","answerText":"My Department and the Department of Education and our respective arms-length bodies jointly own the Strategy for Looked After Children, A Life Deserved, which seeks to improve the wellbeing of looked after children, regardless of their age or where they receive services. Looked after children reviews, which include representation from education, consider the needs of all looked after children holistically and how these should be met. This includes a consideration of the child’s emotional and educational development and general wellbeing needs. Depending on the age of the child, this could include supporting access to pre-school or providing greater support at pre-school.\n\nHealth and Social Care Trusts, in their role of early years services regulators, meet regularly with the Education Authority to consider pre-school placement provision for all children.","answerHtml":"My Department and the Department of Education and our respective arms-length bodies jointly own the Strategy for Looked After Children, A Life Deserved, which seeks to improve the wellbeing of looked after children, regardless of their age or where they receive services. Looked after children reviews, which include representation from education, consider the needs of all looked after children holistically and how these should be met. This includes a consideration of the child’s emotional and educational development and general wellbeing needs. Depending on the age of the child, this could include supporting access to pre-school or providing greater support at pre-school.
Health and Social Care Trusts, in their role of early years services regulators, meet regularly with the Education Authority to consider pre-school placement provision for all children.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015914%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=412074","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=412074"}},{"id":"412073","reference":"AQW 15913/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-30","answerBy":"2024-10-15","answered":"2024-10-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the budget currently allocated to meet the needs of children looked after in preschool settings.","answerText":"My department does not presently allocate funding or have a budget for children looked after in pre-school settings.","answerHtml":"My department does not presently allocate funding or have a budget for children looked after in pre-school settings.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015913%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=412073","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=412073"}},{"id":"412072","reference":"AQW 15912/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-30","answerBy":"2024-10-15","answered":"2024-10-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 15424/22-27 and AQW 15425/22-27, to detail the work being undertaken between his Department, the Education Authority and the Department of Health to ensure the needs of children looked after are being met in preschool settings.","answerText":"My officials work with their counterparts in the Department of Health (DoH) and the Education Authority (EA) to deliver the actions within the joint DE and DoH A Life Deserved: \"Caring\" for Children and Young People in Northern Ireland Strategy. The Strategy acknowledges that joint working is key, particularly between schools, the EA and Health and Social Care Trusts if we are to help Children Looked After (CLA) reach their full potential.\n\nMost of the current work is focussed on the rollout of interventions developed and piloted for CLA under the Early Intervention and Transformation Programme. This has taken place for primary-aged CLA only so far. There is ongoing scoping work to identify issues to be considered in advance of the service being extended beyond primary schools, however a phased approach to implementation is required.","answerHtml":"My officials work with their counterparts in the Department of Health (DoH) and the Education Authority (EA) to deliver the actions within the joint DE and DoH A Life Deserved: "Caring" for Children and Young People in Northern Ireland Strategy. The Strategy acknowledges that joint working is key, particularly between schools, the EA and Health and Social Care Trusts if we are to help Children Looked After (CLA) reach their full potential.
Most of the current work is focussed on the rollout of interventions developed and piloted for CLA under the Early Intervention and Transformation Programme. This has taken place for primary-aged CLA only so far. There is ongoing scoping work to identify issues to be considered in advance of the service being extended beyond primary schools, however a phased approach to implementation is required.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015912%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=412072","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=412072"}},{"id":"412071","reference":"AQW 15911/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-30","answerBy":"2024-10-15","answered":"2024-10-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 14900/22-27, whether the Inclusive Education Policy will consider aspects of inclusion in education in addition to special educational needs, including (i) ethnicity; (ii) socio-economic background; (iii) gender; (iv) sexuality; and (v) community background.","answerText":"The work undertaken by my officials, as part of early policy development, has highlighted that a central tenet to any inclusive education policy is that ‘all learners vulnerable to exclusion’ are considered.\n\nThis includes those learners with characteristics protected under Section 75 of the Northern Ireland Act 1998 and enables a broader scope to be taken, recognising that children and young people can develop vulnerabilities, which require additional support, at any time.","answerHtml":"The work undertaken by my officials, as part of early policy development, has highlighted that a central tenet to any inclusive education policy is that ‘all learners vulnerable to exclusion’ are considered.
This includes those learners with characteristics protected under Section 75 of the Northern Ireland Act 1998 and enables a broader scope to be taken, recognising that children and young people can develop vulnerabilities, which require additional support, at any time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015911%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=412071","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=412071"}},{"id":"411873","reference":"AQW 15837/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-27","answerBy":"2024-10-14","answered":"2024-10-08","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance when she will act on the 2010 Law Commission recommendation to require formal notice to be served on all joint tenants when one or more of the tenants intend to sever the tenancy.","answerText":"The Law Commission recommendation was one of many considered in the context of a review of land law in this jurisdiction and the report came down in balance in favour of modest reform to require notice to be given in such circumstances. The arguments are balanced, between the desirability of joint tenants being notified of severance, and individuals being able to freely dispose of their property in any manner they chose, which is a fundamental and enshrined human right.\n\nThere has been only one concern raised with the Department about this issue since the 2010 report, and in the context of existing resources and competing legislative work, implementation of this recommendation is not an immediate priority for my Department.","answerHtml":"The Law Commission recommendation was one of many considered in the context of a review of land law in this jurisdiction and the report came down in balance in favour of modest reform to require notice to be given in such circumstances. The arguments are balanced, between the desirability of joint tenants being notified of severance, and individuals being able to freely dispose of their property in any manner they chose, which is a fundamental and enshrined human right.
There has been only one concern raised with the Department about this issue since the 2010 report, and in the context of existing resources and competing legislative work, implementation of this recommendation is not an immediate priority for my Department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015837%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=411873","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=411873"}},{"id":"411693","reference":"AQW 15765/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-26","answerBy":"2024-10-01","answered":"2024-10-03","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the number of children with special educational needs currently without a school place for the 2024-25 academic year; and (ii) the number of children with special educational needs given a placement for September 2024 still awaiting full access to that place while capital works are ongoing.","answerText":"The Education Authority (EA) has reported that as of 2 October, there are no children with a statement of special educational needs (SEN) who are currently without a confirmed school place.\n\nThe EA has reported that the number of children with a statement of SEN who are still awaiting full on-site access to their school placement while capital works are ongoing is 139.\n\nContingency arrangements are in place for all children impacted.","answerHtml":"The Education Authority (EA) has reported that as of 2 October, there are no children with a statement of special educational needs (SEN) who are currently without a confirmed school place.
The EA has reported that the number of children with a statement of SEN who are still awaiting full on-site access to their school placement while capital works are ongoing is 139.
Contingency arrangements are in place for all children impacted.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015765%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=411693","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=411693"}},{"id":"411334","reference":"AQW 15609/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-24","answerBy":"2024-09-27","answered":"2024-10-01","answeredOrally":false,"priority":true,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to provide details of the proposed schedule for the Strangford Lough foot passenger ferry.","answerText":"My Department has a procurement competition for the provision of a suitable passenger only service during the works, subject to public expenditure processes. If the procurement is successful a reduced timetable will be published.","answerHtml":"My Department has a procurement competition for the provision of a suitable passenger only service during the works, subject to public expenditure processes. If the procurement is successful a reduced timetable will be published.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015609%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=411334","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=411334"}},{"id":"411120","reference":"AQW 15510/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-23","answerBy":"2024-09-26","answered":"2024-10-01","answeredOrally":false,"priority":true,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure why a foot passenger ferry has not been provided for schoolchildren during the maintenance of the slipways of the Strangford Lough ferry service.","answerText":"My Department currently has a procurement competition for the provision of a suitable passenger only service during the works, subject to public expenditure processes.","answerHtml":"My Department currently has a procurement competition for the provision of a suitable passenger only service during the works, subject to public expenditure processes.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015510%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=411120","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=411120"}},{"id":"411119","reference":"AQW 15509/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-23","answerBy":"2024-10-08","answered":"2024-09-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he plans to provide an uplift in Pathway Funding to reflect rising costs and staff wage pressures.","answerText":"The Pathway Fund provides a contribution to a setting towards the overall cost of delivering an Early Years project.\n\n2024-25 represents year two of a two-year funding cycle. Funding made available through the Early Learning and Childcare Strategy package, aimed at stabilising the Early Years sector, has enabled additional settings to receive Pathway funding in 2024-25.\n\nI have also asked my officials to explore the potential of providing an uplift to current Pathway awards in 2024-25 to further assist with stabilisation, in light of ongoing project cost increases.","answerHtml":"The Pathway Fund provides a contribution to a setting towards the overall cost of delivering an Early Years project.
2024-25 represents year two of a two-year funding cycle. Funding made available through the Early Learning and Childcare Strategy package, aimed at stabilising the Early Years sector, has enabled additional settings to receive Pathway funding in 2024-25.
I have also asked my officials to explore the potential of providing an uplift to current Pathway awards in 2024-25 to further assist with stabilisation, in light of ongoing project cost increases.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015509%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=411119","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=411119"}},{"id":"410935","reference":"AQW 15426/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-20","answerBy":"2024-09-25","answered":"2024-10-01","answeredOrally":false,"priority":true,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail any consultation his Department undertook with (i) schools; (ii) Translink; and (iii) the local community to develop contingency plans during the disruption of the Strangford ferry service.","answerText":"My Department issued a press release on 16 October out lining the intended arrangements for passengers during these essential works. Officials have direct contact with Schools, Translink the Education Authority and Local Residents Groups.","answerHtml":"My Department issued a press release on 16 October out lining the intended arrangements for passengers during these essential works. Officials have direct contact with Schools, Translink the Education Authority and Local Residents Groups.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015426%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410935","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410935"}},{"id":"410934","reference":"AQW 15425/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-20","answerBy":"2024-10-07","answered":"2024-09-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 14806/22-27, to detail the rationale for excluding nursery and preschool settings from support from the Education Authority Children Looked After Team.","answerText":"My department is aware of the need to extend the support currently available to children looked after (CLA) in primary schools to those attending preschool and nursery settings, as well as those in post-primary school.\n\nThe current model of support for CLA delivered by the EA’s Primary Children Looked After Advisory Service (PCLAAS) was developed under the Early Intervention Transformation Programme. This model has been piloted for primary-aged children only at this stage. However, research indicates that CLA in nursery and preschool settings would also benefit from similar interventions and support.\n\nThere are, however, operational factors that inhibit the potential extension of current provision. These factors include the challenging funding context, as well as significant pressures within the health workforce. My department continues to work closely with colleagues in DoH and the EA’s PCLAAS to improve outcomes for children looked after.","answerHtml":"My department is aware of the need to extend the support currently available to children looked after (CLA) in primary schools to those attending preschool and nursery settings, as well as those in post-primary school.
The current model of support for CLA delivered by the EA’s Primary Children Looked After Advisory Service (PCLAAS) was developed under the Early Intervention Transformation Programme. This model has been piloted for primary-aged children only at this stage. However, research indicates that CLA in nursery and preschool settings would also benefit from similar interventions and support.
There are, however, operational factors that inhibit the potential extension of current provision. These factors include the challenging funding context, as well as significant pressures within the health workforce. My department continues to work closely with colleagues in DoH and the EA’s PCLAAS to improve outcomes for children looked after.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015425%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410934","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410934"}},{"id":"410933","reference":"AQW 15424/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-20","answerBy":"2024-10-07","answered":"2024-09-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 14805/22-27, for his assessment of the need to provide additional financial support to preschool and nursery settings with children looked after on their enrolment as is currently given to primary settings.","answerText":"My department is aware of the need to extend the support currently available to children looked after (CLA) in primary schools to those attending preschool and nursery settings, as well as those in post-primary school.\n\nThe current model of support for CLA delivered by the EA’s Primary Children Looked After Advisory Service (PCLAAS) was developed under the Early Intervention Transformation Programme. This model has been piloted for primary-aged children only at this stage. However, research indicates that CLA in nursery and preschool settings would also benefit from similar interventions and support.\n\nThere are, however, operational factors that inhibit the potential extension of current provision. These factors include the challenging funding context, as well as significant pressures within the health workforce. My department continues to work closely with colleagues in DoH and the EA’s PCLAAS to improve outcomes for children looked after.","answerHtml":"My department is aware of the need to extend the support currently available to children looked after (CLA) in primary schools to those attending preschool and nursery settings, as well as those in post-primary school.
The current model of support for CLA delivered by the EA’s Primary Children Looked After Advisory Service (PCLAAS) was developed under the Early Intervention Transformation Programme. This model has been piloted for primary-aged children only at this stage. However, research indicates that CLA in nursery and preschool settings would also benefit from similar interventions and support.
There are, however, operational factors that inhibit the potential extension of current provision. These factors include the challenging funding context, as well as significant pressures within the health workforce. My department continues to work closely with colleagues in DoH and the EA’s PCLAAS to improve outcomes for children looked after.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015424%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410933","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410933"}},{"id":"410745","reference":"AQW 15358/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-19","answerBy":"2024-09-24","answered":"2024-09-23","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when backdated payments, arising from the pay and grading resolution, will be made to non-teaching staff.","answerText":"I am pleased to confirm that the Education Authority (EA) are currently working on the system changes required to implement Stage 1 of the Pay & Grading agreement. They are aiming to make these payments before the Christmas break.","answerHtml":"I am pleased to confirm that the Education Authority (EA) are currently working on the system changes required to implement Stage 1 of the Pay & Grading agreement. They are aiming to make these payments before the Christmas break.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015358%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410745","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410745"}},{"id":"410744","reference":"AQW 15357/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-19","answerBy":"2024-10-04","answered":"2024-11-07","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities, pursuant to AQW 4168/22-27, to detail the specific engagement he has had with the Minister of Health in relation to appropriate mental health support for staff working in the homelessness sector.","answerText":"Engagement has taken place at Official, not Ministerial level.","answerHtml":"Engagement has taken place at Official, not Ministerial level.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015357%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410744","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410744"}},{"id":"410743","reference":"AQW 15356/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-19","answerBy":"2024-10-04","answered":"2024-10-03","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the actions his Department is taking to improve working conditions for staff in radiology.","answerText":"The Department regularly engages and supports collaboration across HSC Trusts on a wide range of workforce and people issues to ensure the delivery of safe, high quality services and to support Trusts in making HSC a rewarding and fulfilling place to work.\n\nHSC Trusts and other Arms Length Bodies are the employers of our HSC workforce and are responsible for maintaining and improving the working conditions of all staff working within HSC.","answerHtml":"The Department regularly engages and supports collaboration across HSC Trusts on a wide range of workforce and people issues to ensure the delivery of safe, high quality services and to support Trusts in making HSC a rewarding and fulfilling place to work.
HSC Trusts and other Arms Length Bodies are the employers of our HSC workforce and are responsible for maintaining and improving the working conditions of all staff working within HSC.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015356%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410743","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410743"}},{"id":"410742","reference":"AQW 15355/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-19","answerBy":"2024-10-04","answered":"2024-10-02","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether his Department will conduct a workforce review into diagnostic and interventional radiology.","answerText":"My Department is aware that the imaging workforce in Northern Ireland continues to be constrained by insufficient numbers. A costed workforce plan for imaging services, including diagnostic and interventional radiology, has been developed and outlines requirements to bring training within imaging teams up to date of approximately £6m per annum, over the next 3-5 years. Currently this remains unfunded.\n\nHowever, a business case is being developed for a multi-professional imaging training academy for Northern Ireland which will address radiology and advanced practice radiographer workforce deficit. The Imaging Academy intends to deliver an overall increase in imaging capacity within Health and Social Care for the benefit of all clinical specialties and support the reduction of excess waiting lists for diagnosis and treatment, as well as meeting the demands from unscheduled care.\n\nProgress remains subject to business case approval and availability of funding.","answerHtml":"My Department is aware that the imaging workforce in Northern Ireland continues to be constrained by insufficient numbers. A costed workforce plan for imaging services, including diagnostic and interventional radiology, has been developed and outlines requirements to bring training within imaging teams up to date of approximately £6m per annum, over the next 3-5 years. Currently this remains unfunded.
However, a business case is being developed for a multi-professional imaging training academy for Northern Ireland which will address radiology and advanced practice radiographer workforce deficit. The Imaging Academy intends to deliver an overall increase in imaging capacity within Health and Social Care for the benefit of all clinical specialties and support the reduction of excess waiting lists for diagnosis and treatment, as well as meeting the demands from unscheduled care.
Progress remains subject to business case approval and availability of funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015355%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410742","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410742"}},{"id":"410741","reference":"AQW 15354/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-19","answerBy":"2024-10-04","answered":"2024-11-12","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether his Department provides additional financial support to nursery and preschool settings with children looked after on their enrolment.","answerText":"Health and Social Care Trusts have confirmed that they do not directly provide additional financial support to nursery and pre-school settings. However, HSC Trusts provide a range of additional supports to looked after children of pre-school age.\n\nExamples include a Sponsored Day Care Scheme in the Belfast Trust area, which enables Trust Children’s Community Services staff to secure day care provision to support families they are working with, including kinship carers. This service is purchased at the rate set by providers and operates through a range of existing childcare providers across the Trust area. The Southern Health and Social Care Trust funds day care placements for looked after children and the Northern Health and Social Care Trust also enables looked after children to access daycare/nursery support in its area.","answerHtml":"Health and Social Care Trusts have confirmed that they do not directly provide additional financial support to nursery and pre-school settings. However, HSC Trusts provide a range of additional supports to looked after children of pre-school age.
Examples include a Sponsored Day Care Scheme in the Belfast Trust area, which enables Trust Children’s Community Services staff to secure day care provision to support families they are working with, including kinship carers. This service is purchased at the rate set by providers and operates through a range of existing childcare providers across the Trust area. The Southern Health and Social Care Trust funds day care placements for looked after children and the Northern Health and Social Care Trust also enables looked after children to access daycare/nursery support in its area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015354%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410741","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410741"}},{"id":"410828","reference":"AQO 889/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-09-19","answerBy":"2024-10-01","answered":"2024-10-01","answeredOrally":true,"priority":false,"department":"Department of Agriculture, Environment and Rural Affairs","departmentId":"76","minister":"Minister of Agriculture, Environment and Rural Affairs","question":"To ask the Minister of Agriculture, Environment and Rural Affairs for an update on his proposed Dilapidation Bill.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr Muir","text":"It is my intention to introduce a dilapidation Bill to the Assembly in the autumn term of the current session, subject, of course, to the agreement of my Executive colleagues. The proposed Bill would provide councils with a modern, fit-for-purpose regime and clear toolkit of powers to tackle dilapidated buildings and neglected sites, including a series of notices, offences, penalties and appeals. Powers would be similar to those that are available to local authorities in other parts of the UK, where low-level dilapidation can be dealt with at a much earlier stage. I am very keen to see that happen. The Bill is nearly ready to go. It is something that I called for before I took up ministerial office. You can be assured that I want to see it happen."},{"speaker":"Mr Mathison","text":"I thank the Minister for his answer. It is a welcome update. The issue is causing many difficulties for constituents whom I am dealing with in Strangford. One such scenario is when the owner of a dilapidated property cannot be identified. Will the proposed legislation do anything to tackle that scenario?"},{"speaker":"Mr Muir","text":"The intended powers will enable councils to act in the absence of an identified owner by extending the range of persons on whom notice could be served to include any person with an interest in any neglected site, such as an owner-occupier, a person with a charge over or other financial interest in the land, or a person who has had responsibility for the management or maintenance of the land. In such a scenario where an owner cannot be established, a council would still be able to take action by serving a notice on an interested person. That is what is key about the legislation, because, often, it is difficult to get hold of whoever is responsible for a building. Even one dilapidated building can have a significant impact on a neighbourhood. It is key that we get that legislation through. It is nearly ready to go."},{"speaker":"Mr O'Toole","text":"A number of gradually dilapidating buildings in the middle of Belfast have historic and significant economic impact. One of them is Crumlin Road courthouse. There is a particular issue in the Cathedral Quarter with Tribeca Belfast. Some of the Bill's provisions —"},{"speaker":"Mr Speaker","text":"Question, please."},{"speaker":"Mr O'Toole","text":"— would relate directly to that, but will the Minister work with his colleagues, particularly the Communities Minister, to see what can be done to tackle the scourge of dereliction, including that which is right in the heart of the city of Belfast?"},{"speaker":"Mr Muir","text":"I will work with anyone to deal with any issues in society around that. Later this week, I will meet Belfast City Council. Obviously, the issue is on its agenda. The strength of the Executive is in how we work together on those issues. The Bill relates particularly to dilapidation powers. Councils have significant responsibilities on that. It is important that they step up. I am prepared to work with them. If the Member wants to meet to discuss those issues, I am happy to do so."},{"speaker":"Mr Clarke","text":"I think that we can all agree that some of those buildings are a scourge on our communities. Given the issues with identifying owners, is any consideration being given to the financial difficulties that those who own the buildings may face in trying to bring them back into use? Will you make any finance available to those individuals for bringing those buildings back into use?"},{"speaker":"Mr Muir","text":"I understand the issue, but it probably extends a bit beyond the Bill. That issue sits largely with the Department for Communities and with your colleague Gordon Lyons. I am happy to work with Gordon on that, as well as with the councils, to see how we can help. Smaller amounts of money can often help towards the regeneration of local communities. We work together on regeneration, and there are opportunities to go forward with that. I am happy to speak to the Member if there are any particular areas in his constituency where we, together with Communities and the council, can help with regeneration and dealing with dilapidation."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20889%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410828","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-10-01&docID=411418#AQO%20889/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410828"}},{"id":"410560","reference":"AQW 15281/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-18","answerBy":"2024-10-03","answered":"2024-10-03","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the action his Department is taking to address the workforce shortfalls in (i) clinical radiologists; and (ii) clinical oncologists.","answerText":"Much has been achieved over recent years to grow the clinical radiologist workforce to meet increasing service demand. Places on the local clinical radiology programme commissioned by my Department have been increased by 46%, from 37 (2015/16) to 54 (2022/23). However, the 2024/25 Budget outcome was extremely disappointing for this Department meaning that a further three training places, which have been identified across the HSC Trusts, could not be recruited. We will proceed to do so when the necessary funding is identified. In addition, as identified in my Department’s Strategic Framework for Imaging Services in Health and Social Care (2018), a more innovative approach is required to enable further progress to be made in creating a local radiologist workforce of the size required to meet future demand.\n\nAccordingly, a business case is being developed for a multi-professional Imaging Academy for Northern Ireland to address radiology and advanced practice radiographer workforce deficits. Progress remains subject to business case approval and the availability of funding.\n\nPending the establishment of the Imaging Academy, a costed workforce plan (approximately £6m per annum over the next 3-5 years) for imaging services has also been developed, to bring training within imaging teams, including clinical radiologists, up to date. Currently this remains unfunded.\n\nThe overall approach with respect to the clinical oncologist workforce is set out in A Cancer Strategy for Northern Ireland 2022 – 2032. By 2024/25, £10.88m will have a been invested to stabilise HSC Trusts’ oncology and haematology services. An additional 167.6 WTE posts have been provided across the full range of healthcare disciplines delivering oncology and haematology services as set out in the following table.\n\nStabilisation of HSC Trusts’ Oncology and Haematology Services\nIncrease in WTE funded posts\nStaff type\tOncology\tHaematology\nConsultant\t9.75 WTE\t7.58 WTE\nSpecialty Doctor\t8.0 WTE\t8.0 WTE\nConsultant Radiographer/Specialist Radiographer\t6.5 WTE\nRadiographer\t3.0 WTE\nTOTAL\t27.25 WTE\t15.58 WTE\nGRAND TOTAL\t42.83 WTE","answerHtml":"Much has been achieved over recent years to grow the clinical radiologist workforce to meet increasing service demand. Places on the local clinical radiology programme commissioned by my Department have been increased by 46%, from 37 (2015/16) to 54 (2022/23). However, the 2024/25 Budget outcome was extremely disappointing for this Department meaning that a further three training places, which have been identified across the HSC Trusts, could not be recruited. We will proceed to do so when the necessary funding is identified. In addition, as identified in my Department’s Strategic Framework for Imaging Services in Health and Social Care (2018), a more innovative approach is required to enable further progress to be made in creating a local radiologist workforce of the size required to meet future demand.
Accordingly, a business case is being developed for a multi-professional Imaging Academy for Northern Ireland to address radiology and advanced practice radiographer workforce deficits. Progress remains subject to business case approval and the availability of funding.
Pending the establishment of the Imaging Academy, a costed workforce plan (approximately £6m per annum over the next 3-5 years) for imaging services has also been developed, to bring training within imaging teams, including clinical radiologists, up to date. Currently this remains unfunded.
The overall approach with respect to the clinical oncologist workforce is set out in A Cancer Strategy for Northern Ireland 2022 – 2032. By 2024/25, £10.88m will have a been invested to stabilise HSC Trusts’ oncology and haematology services. An additional 167.6 WTE posts have been provided across the full range of healthcare disciplines delivering oncology and haematology services as set out in the following table.
| Stabilisation of HSC Trusts’ Oncology and Haematology Services Increase in WTE funded posts | ||
| Staff type | Oncology | Haematology |
| Consultant | 9.75 WTE | 7.58 WTE |
| Specialty Doctor | 8.0 WTE | 8.0 WTE |
| Consultant Radiographer/Specialist Radiographer | 6.5 WTE | |
| Radiographer | 3.0 WTE | |
| TOTAL | 27.25 WTE | 15.58 WTE |
| GRAND TOTAL | 42.83 WTE |
NI waiting time targets state that at least 98% of patients diagnosed with cancer should receive their first definitive treatment within 31 days of a decision to treat. In the quarter ending March 2024, 2,949 patients started their first definitive treatment, 86.5% (2,551) of those patients started treatment within 31 days of a decision to treat, compared with 88.6% (2,463) in the previous quarter and 87.8% (2,445) in the same quarter last year. Increasing demand and workforce challenges are impacting on the 31-day standard.
The Department continues to work with all Trusts to reduce the current waiting time for cancer treatments. In the first two quarters of 2024/25 non-recurrent funding has been allocated to Trusts to support additional waiting list initiative work, using both inhouse and independent sector capacity. In addition, the Department continues to facilitate the equalisation and reduction of waiting times through the inter-Trust transfer of patients.
The Strategic Planning and Performance Group of DOH meet quarterly with trust colleagues to review performance. Trusts also provide Cancer Performance Optimisation Plans that are intended to reduce variation in practice, reduce variation in waiting times, maximising workforce capacity and skill mix, thereby optimising capacity and productivity within the Trust’s core service provision.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015280%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410559","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410559"}},{"id":"410558","reference":"AQW 15279/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-18","answerBy":"2024-10-03","answered":"2024-10-07","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the steps he is taking to reduce waiting times for cancer diagnostic tests.","answerText":"My Department has funded two Rapid Diagnosis Centres, delivering a pathway for patients with vague symptoms which could indicate cancer. Work is underway to develop new, site specific Rapid Diagnosis Pathways for patients with suspected cancer.\n\nOn 25 September 2024, I announced that a regional breast cancer service would be established, with a regional waiting list for patients. This will enable women waiting for assessment to access the earliest appointment available across the region.\n\nShort term measures to address increasing wait times continue. This includes allocating additional funding to secure additional diagnostic capacity.\n\nIn 2023/24, £70.3m non-recurrent funding was allocated for patients requiring red flag and other time critical assessments and treatments. By March 2024, approximately 263,000 Outpatient/Advanced Healthcare Professional assessments, diagnostic tests and Inpatient/Day case procedures were delivered with an associated spend of approximately £70.3m\n\n£76m investment has been approved non-recurrently for 2024/25 for patients requiring red flag and other time critical assessments and treatments. As at the end of July 2024, approximately 75,000 Outpatient/Advanced Healthcare Professional assessments, diagnostic tests and Inpatient/Day case procedures have been delivered.","answerHtml":"My Department has funded two Rapid Diagnosis Centres, delivering a pathway for patients with vague symptoms which could indicate cancer. Work is underway to develop new, site specific Rapid Diagnosis Pathways for patients with suspected cancer.
On 25 September 2024, I announced that a regional breast cancer service would be established, with a regional waiting list for patients. This will enable women waiting for assessment to access the earliest appointment available across the region.
Short term measures to address increasing wait times continue. This includes allocating additional funding to secure additional diagnostic capacity.
In 2023/24, £70.3m non-recurrent funding was allocated for patients requiring red flag and other time critical assessments and treatments. By March 2024, approximately 263,000 Outpatient/Advanced Healthcare Professional assessments, diagnostic tests and Inpatient/Day case procedures were delivered with an associated spend of approximately £70.3m
£76m investment has been approved non-recurrently for 2024/25 for patients requiring red flag and other time critical assessments and treatments. As at the end of July 2024, approximately 75,000 Outpatient/Advanced Healthcare Professional assessments, diagnostic tests and Inpatient/Day case procedures have been delivered.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015279%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410558","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410558"}},{"id":"410557","reference":"AQW 15278/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-18","answerBy":"2024-10-03","answered":"2024-10-02","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health (i) for his assessment of the effectiveness of the Fair Play Grant Scheme as a reliable mechanism to support childcare providers meeting the needs of children with special educational needs and disabilities; and (ii) whether any alternative funding mechanisms are under consideration.","answerText":"(i) for his assessment of the effectiveness of the Fair Play Grant Scheme as a reliable mechanism to support childcare providers meeting the needs of children with special educational needs and disabilities;\n\nThe Department of Health, through the Childcare Partnership, facilitates an annual grant scheme to ensure children with additional needs are included in early years services, known as Fair Play.\n\nThe funding provides support measures with a focus on the individual needs of children who are accessing quality play and learning experiences in registered community, voluntary and private provision throughout the academic year. These support measure can and do include additional staff capacity.\n\nThe Childcare Partnership also provides free training for early years practitioners in a range of subjects to do with additional needs in tandem with this financial support.\n\nIn the 2024/25 financial year, the support to non-statutory early years providers by the Department of Health through the Fair Play Grant Scheme has been £425k.\n\nWe believe the Fair Play Grant Scheme is reliable in that it is available recurrently each year.\n\n(ii) the forthcoming inter-departmental Early Learning and Childcare Strategy added additional resources to extend the reach of the Fair Play Grant Scheme in 2024/25 bringing the fund to a total of £675k in this financial year.\n\nThis combined fund has been released to 83 early years and childcare providers benefitting 338 children.","answerHtml":"(i) for his assessment of the effectiveness of the Fair Play Grant Scheme as a reliable mechanism to support childcare providers meeting the needs of children with special educational needs and disabilities;
The Department of Health, through the Childcare Partnership, facilitates an annual grant scheme to ensure children with additional needs are included in early years services, known as Fair Play.
The funding provides support measures with a focus on the individual needs of children who are accessing quality play and learning experiences in registered community, voluntary and private provision throughout the academic year. These support measure can and do include additional staff capacity.
The Childcare Partnership also provides free training for early years practitioners in a range of subjects to do with additional needs in tandem with this financial support.
In the 2024/25 financial year, the support to non-statutory early years providers by the Department of Health through the Fair Play Grant Scheme has been £425k.
We believe the Fair Play Grant Scheme is reliable in that it is available recurrently each year.
(ii) the forthcoming inter-departmental Early Learning and Childcare Strategy added additional resources to extend the reach of the Fair Play Grant Scheme in 2024/25 bringing the fund to a total of £675k in this financial year.
This combined fund has been released to 83 early years and childcare providers benefitting 338 children.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015278%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410557","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410557"}},{"id":"410335","reference":"AQW 15176/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-17","answerBy":"2024-09-20","answered":"2024-09-20","answeredOrally":false,"priority":true,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance whether the UK government's recent announcement on pausing City Deal Funding will impact the redevelopment of Whitespots Country Park, Newtownards.","answerText":"In December 2021, the allocation of some £52 million of the £100 million Complementary Fund was agreed by the Executive for five projects. This included £7.4 million for the Whitespots Country Park.\n\nThe Complementary Fund is an Executive initiative which sits alongside City and Growth Deals, rather than being part of it. Funding for these five projects has been agreed and therefore these projects should continue as planned.","answerHtml":"In December 2021, the allocation of some £52 million of the £100 million Complementary Fund was agreed by the Executive for five projects. This included £7.4 million for the Whitespots Country Park.
The Complementary Fund is an Executive initiative which sits alongside City and Growth Deals, rather than being part of it. Funding for these five projects has been agreed and therefore these projects should continue as planned.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015176%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410335","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410335"}},{"id":"410334","reference":"AQW 15175/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-17","answerBy":"2024-10-02","answered":"2024-09-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the internal consultation process which was taking place in his Department on the findings of the Independent Review of Education.","answerText":"Departmental officials have completed this process. I have recently received advice from officials, and I will announce a response to the recommendations in the coming weeks.","answerHtml":"Departmental officials have completed this process. I have recently received advice from officials, and I will announce a response to the recommendations in the coming weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015175%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410334","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410334"}},{"id":"410333","reference":"AQW 15174/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-17","answerBy":"2024-10-02","answered":"2024-09-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on initiatives to streamline and simplify the application process for free school meals.","answerText":"The EA continues to improve the free school meals (FSM) application process and additional measures implemented this year have further streamlined and simplified this process. These measures have seen a higher number of applications being submitted ahead of the start of the school year in 2024/25 than in 2023/24 and significantly improved EA processing times. This has enabled more pupils to access free school meals from the start of the academic year.\n\nThe current processing time for FSM applications made to the EA is two working days, a significant improvement on the twelve day time at the same point in 2023. The number of telephone calls and e-mails received by the EA’s FSM helpdesk during this application period has also decreased since last year and response times to both have improved.\n\nThe measures implemented by the EA include FSM applications now being made through the EA Connect online portal. EA Connect offers a more user-friendly and integrated platform for parents.\n\nFor those applying for FSM due to a special diet designation, an online form is now able to be used replacing the paper form used in previous years. Special diet applications are also no longer required to include supporting medical evidence, thus simplifying the process for parents and enabling a faster processing time.\n\nThe EA has also intensified its promotional efforts to increase awareness of FSM and how parents may apply. This includes a number of tailored communications to families who were entitled to FSM in the previous school year but had yet to apply. The EA has also issued letters to schools and other key stakeholders that included a social media toolkit to encourage families to apply.\n\nThe EA has also continued to increase awareness of FSM through a press release and social media as well as communications to other organisations such as public libraries and Sure Start settings. Improved materials on the EA website have also provided more easily accessed, clearer information and support materials for parents such as a sample Universal Credit statement and proof of benefits letter.\n\nArrangements are also in place with the Department for Communities (DfC) whereby if a FSM application is submitted to the EA for the second time with incorrect Universal Credit documentation, DfC is asked to confirm entitlement rather than it being returned to the applicant. There has been a 63% reduction in the number of such cases since last year indicating that families are having fewer issues with the submission of the relevant documentation.\n\nMy officials also continue to engage with EA and DfC colleagues as well as counterparts across the UK in exploring how the FSM application process can be further streamlined to ensure families are able to access FSM as easily and early as possible. This includes exploring options that could reduce the instances where benefits-based evidence needs to be provided by applicants and which could potentially enable the EA to implement a form of auto-enrolment for FSM.","answerHtml":"The EA continues to improve the free school meals (FSM) application process and additional measures implemented this year have further streamlined and simplified this process. These measures have seen a higher number of applications being submitted ahead of the start of the school year in 2024/25 than in 2023/24 and significantly improved EA processing times. This has enabled more pupils to access free school meals from the start of the academic year.
The current processing time for FSM applications made to the EA is two working days, a significant improvement on the twelve day time at the same point in 2023. The number of telephone calls and e-mails received by the EA’s FSM helpdesk during this application period has also decreased since last year and response times to both have improved.
The measures implemented by the EA include FSM applications now being made through the EA Connect online portal. EA Connect offers a more user-friendly and integrated platform for parents.
For those applying for FSM due to a special diet designation, an online form is now able to be used replacing the paper form used in previous years. Special diet applications are also no longer required to include supporting medical evidence, thus simplifying the process for parents and enabling a faster processing time.
The EA has also intensified its promotional efforts to increase awareness of FSM and how parents may apply. This includes a number of tailored communications to families who were entitled to FSM in the previous school year but had yet to apply. The EA has also issued letters to schools and other key stakeholders that included a social media toolkit to encourage families to apply.
The EA has also continued to increase awareness of FSM through a press release and social media as well as communications to other organisations such as public libraries and Sure Start settings. Improved materials on the EA website have also provided more easily accessed, clearer information and support materials for parents such as a sample Universal Credit statement and proof of benefits letter.
Arrangements are also in place with the Department for Communities (DfC) whereby if a FSM application is submitted to the EA for the second time with incorrect Universal Credit documentation, DfC is asked to confirm entitlement rather than it being returned to the applicant. There has been a 63% reduction in the number of such cases since last year indicating that families are having fewer issues with the submission of the relevant documentation.
My officials also continue to engage with EA and DfC colleagues as well as counterparts across the UK in exploring how the FSM application process can be further streamlined to ensure families are able to access FSM as easily and early as possible. This includes exploring options that could reduce the instances where benefits-based evidence needs to be provided by applicants and which could potentially enable the EA to implement a form of auto-enrolment for FSM.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015174%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410333","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410333"}},{"id":"410332","reference":"AQW 15173/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-17","answerBy":"2024-10-02","answered":"2024-09-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on repeal to Article 4 (1) (c) of the Education (Northern Ireland) Order 1998.","answerText":"I have considered analysis from the responses to the consultation on the reduction and management of restrictive practices in educational settings and asked officials to work with stakeholders to revise and refine the draft guidance, reflecting on the issues raised.\n\nThe issue regarding repeal of Article 4 (1) (c) of the Education (NI) Order 1998, will be considered in the context of the revised guidance.","answerHtml":"I have considered analysis from the responses to the consultation on the reduction and management of restrictive practices in educational settings and asked officials to work with stakeholders to revise and refine the draft guidance, reflecting on the issues raised.
The issue regarding repeal of Article 4 (1) (c) of the Education (NI) Order 1998, will be considered in the context of the revised guidance.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015173%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410332","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410332"}},{"id":"410331","reference":"AQW 15172/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-17","answerBy":"2024-10-02","answered":"2024-09-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 14264/22-27, whether he is engaging with the Minister of Health to assess the scope for jointly funding counselling services in primary schools.","answerText":"There is no specific engagement currently ongoing in relation to a jointly funded primary school counselling service between the Departments of Education and Health. You will be aware of the challenging financial context across departments which means that budgets and investments are severely constrained. As with all services that are not statutory, investment is limited to budget availability.\n\nHowever, both departments continue to collaborate to provide wider emotional health and wellbeing support in primary schools through the joint DE / DoH Children and Young People’s Emotional Health and Wellbeing in Education Framework. The main emphasis of the Framework is to support schools to promote emotional health and wellbeing at a universal level and providing early and enhanced support for those children and young people who may be at risk or showing signs of needing further help.","answerHtml":"There is no specific engagement currently ongoing in relation to a jointly funded primary school counselling service between the Departments of Education and Health. You will be aware of the challenging financial context across departments which means that budgets and investments are severely constrained. As with all services that are not statutory, investment is limited to budget availability.
However, both departments continue to collaborate to provide wider emotional health and wellbeing support in primary schools through the joint DE / DoH Children and Young People’s Emotional Health and Wellbeing in Education Framework. The main emphasis of the Framework is to support schools to promote emotional health and wellbeing at a universal level and providing early and enhanced support for those children and young people who may be at risk or showing signs of needing further help.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015172%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410331","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410331"}},{"id":"410121","reference":"AQW 15079/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-16","answerBy":"2024-10-01","answered":"2024-09-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 11333/22-27, AQW 11334/22-27 and AQW 11336/22-27, whether he will publish his assessment of the Concluding Observations.","answerText":"The UN Committee’s Concluding Observations were published in June 2023 and circulated to all NICS departments. There is no follow-up procedure on behalf of the Committee, which requires reporting on these in advance of the next State Party examination, likely to be 2030 at the earliest. I have decided that, due to the significant resource pressures currently facing my department, DE will not be carrying out a coordinated assessment across departments at this stage. I will keep this under review.","answerHtml":"The UN Committee’s Concluding Observations were published in June 2023 and circulated to all NICS departments. There is no follow-up procedure on behalf of the Committee, which requires reporting on these in advance of the next State Party examination, likely to be 2030 at the earliest. I have decided that, due to the significant resource pressures currently facing my department, DE will not be carrying out a coordinated assessment across departments at this stage. I will keep this under review.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015079%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410121","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410121"}},{"id":"410120","reference":"AQW 15078/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-16","answerBy":"2024-10-01","answered":"2024-09-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 12370/22-27, for an update on the review of suspensions and expulsions.","answerText":"I will be considering the draft report on the review of suspension and expulsion arrangements in the coming weeks.\n\nOnce I have considered the draft report, I will determine the next steps to be taken.","answerHtml":"I will be considering the draft report on the review of suspension and expulsion arrangements in the coming weeks.
Once I have considered the draft report, I will determine the next steps to be taken.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015078%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410120","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410120"}},{"id":"410119","reference":"AQW 15077/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-16","answerBy":"2024-10-01","answered":"2024-09-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 13268/22-27, for an update on the creation of a more sustainable model of school transport.","answerText":"My Department continues to work with the Education Authority (EA) on developing the SMART transport project which aims to digitise certain transport management functions such as route planning and which will involve installing vehicle telematics and other digital solutions that will enable the EA to have visibility of all services travelling to a school.\n\nThis should enable a more strategic approach to be taken with regards to route planning and the optimisation of the school transport network, thereby delivering efficiencies. The ability to monitor pupils boarding and the tracking of vehicles’ progress in real time will also offer benefits in terms of increased safeguarding of pupils on school transport and will enable schools and parents to be better informed about their children’s journey.\n\nThe EA has also been piloting the use of a smaller seven-seater vehicle within its fleet since May 2024. Whilst it is too early to make a full assessment, the EA informs me that this pilot and the use of a smaller vehicle is proving to be promising, affording some flexibility within its fleet and has delivered financial savings.\n\nIt has enabled the EA to deliver stable provision for several pupils with additional transport requirements for whom there had been difficulty in securing suitable taxi transport which had resulted in disruption to their transport to school. EA transport has advised that it has been utilising this vehicle since the start of term to provide regular transport for pupils which has directly replaced the need for two taxis and has freed up further capacity on other larger EA vehicles.","answerHtml":"My Department continues to work with the Education Authority (EA) on developing the SMART transport project which aims to digitise certain transport management functions such as route planning and which will involve installing vehicle telematics and other digital solutions that will enable the EA to have visibility of all services travelling to a school.
This should enable a more strategic approach to be taken with regards to route planning and the optimisation of the school transport network, thereby delivering efficiencies. The ability to monitor pupils boarding and the tracking of vehicles’ progress in real time will also offer benefits in terms of increased safeguarding of pupils on school transport and will enable schools and parents to be better informed about their children’s journey.
The EA has also been piloting the use of a smaller seven-seater vehicle within its fleet since May 2024. Whilst it is too early to make a full assessment, the EA informs me that this pilot and the use of a smaller vehicle is proving to be promising, affording some flexibility within its fleet and has delivered financial savings.
It has enabled the EA to deliver stable provision for several pupils with additional transport requirements for whom there had been difficulty in securing suitable taxi transport which had resulted in disruption to their transport to school. EA transport has advised that it has been utilising this vehicle since the start of term to provide regular transport for pupils which has directly replaced the need for two taxis and has freed up further capacity on other larger EA vehicles.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015077%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410119","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410119"}},{"id":"410118","reference":"AQW 15076/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-16","answerBy":"2024-10-01","answered":"2024-10-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 13936/22-27, when the review of the new funding scheme for youth work will be published.","answerText":"Officials are checking with the Education Authority on any recent actions which have been taken to ensure that the final summary report is as up-to-date as possible. I expect to be able to publish the report in the coming days.","answerHtml":"Officials are checking with the Education Authority on any recent actions which have been taken to ensure that the final summary report is as up-to-date as possible. I expect to be able to publish the report in the coming days.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015076%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410118","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410118"}},{"id":"410117","reference":"AQW 15075/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-16","answerBy":"2024-10-01","answered":"2024-10-01","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure when he will provide an update on the A24 Ballynahinch bypass.","answerText":"Major Road schemes are an important part of the work that is delivered by my Department as we seek to reduce journey times, increase reliability and improve road safety.\n\nThe A24 Ballynahinch Bypass will deliver a 3.1km bypass to the east which will improve traffic conditions in the town centre.\n\nDetails of the current status of the A24 Ballynahinch Bypass project will continue to be available on the project webpage which can be viewed at: A24 Ballynahinch Bypass - overview | Department for Infrastructure (infrastructure-ni.gov.uk)","answerHtml":"Major Road schemes are an important part of the work that is delivered by my Department as we seek to reduce journey times, increase reliability and improve road safety.
The A24 Ballynahinch Bypass will deliver a 3.1km bypass to the east which will improve traffic conditions in the town centre.
Details of the current status of the A24 Ballynahinch Bypass project will continue to be available on the project webpage which can be viewed at: A24 Ballynahinch Bypass - overview | Department for Infrastructure (infrastructure-ni.gov.uk)
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2015075%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=410117","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=410117"}},{"id":"409973","reference":"AQW 14991/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-13","answerBy":"2024-09-30","answered":"2024-09-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Bangor Academy and Sixth Form College development proposal.","answerText":"On 8 February 2024, the Education Authority (EA) published Development Proposal 727 at the request of the Board of Governors (BoGs) of Bangor Academy and Sixth Form College proposing that:\n\nBangor Academy and Sixth Form College will transform to Controlled Integrated Status with effect from 1 September 2025, or as soon as possible thereafter.\n\nThe statutory two-month objection period in relation to this Development Proposal ended on 22 April 2024 and I am informed that a draft report is currently undergoing final review and will shortly be passed to me to inform my decision.","answerHtml":"On 8 February 2024, the Education Authority (EA) published Development Proposal 727 at the request of the Board of Governors (BoGs) of Bangor Academy and Sixth Form College proposing that:
Bangor Academy and Sixth Form College will transform to Controlled Integrated Status with effect from 1 September 2025, or as soon as possible thereafter.
The statutory two-month objection period in relation to this Development Proposal ended on 22 April 2024 and I am informed that a draft report is currently undergoing final review and will shortly be passed to me to inform my decision.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014991%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409973","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409973"}},{"id":"409972","reference":"AQW 14990/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-13","answerBy":"2024-09-30","answered":"2024-09-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the development of Mid Down Integrated College.","answerText":"Land and Property Services have conducted a site search and have identified two sites.\n\nMy department has been working with stakeholders to determine the scope of works for the appointment of an Integrated Consultant Team (ICT) for the project. On completion of this work, the procurement process will be initiated.","answerHtml":"Land and Property Services have conducted a site search and have identified two sites.
My department has been working with stakeholders to determine the scope of works for the appointment of an Integrated Consultant Team (ICT) for the project. On completion of this work, the procurement process will be initiated.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014990%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409972","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409972"}},{"id":"409971","reference":"AQW 14989/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-13","answerBy":"2024-09-30","answered":"2024-09-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the development of Causeway Academy.","answerText":"As Causeway Academy is a controlled school, the Education Authority (EA) is progressing a project to locate the three former schools onto a single site by September 2026, subject to available funding.\n\nThe EA is currently reviewing the feasibility of a number of sites for ‘Day One’ operation and will update the project board on options. However, the preferred option will ultimately be identified through the business case process.","answerHtml":"As Causeway Academy is a controlled school, the Education Authority (EA) is progressing a project to locate the three former schools onto a single site by September 2026, subject to available funding.
The EA is currently reviewing the feasibility of a number of sites for ‘Day One’ operation and will update the project board on options. However, the preferred option will ultimately be identified through the business case process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014989%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409971","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409971"}},{"id":"409970","reference":"AQW 14988/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-13","answerBy":"2024-09-30","answered":"2024-09-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the implementation of the Integrated Education Act (Northern Ireland) 2022.","answerText":"As required by the legislation, the Department published the statutory report (the Section 10 Report) on Integrated Education on 26 April 2024. Officials are continuing to work closely with the Northern Ireland Council for Integrated Education (NICIE) and the Education Authority (EA) to implement relevant actions within the S10 report.\n\nIn addition, my officials are currently drafting an updated Integrated Education Strategy and Action Plan as required under Section 10 (6) of the Act. This revised Strategy and Action Plan will be published and open to public consultation as soon as practically possible following consultation and engagement with NICIE, Integrated Education Fund (IEF) and Controlled Schools Support Council (CSSC) as required under Section 3 of the Act.","answerHtml":"As required by the legislation, the Department published the statutory report (the Section 10 Report) on Integrated Education on 26 April 2024. Officials are continuing to work closely with the Northern Ireland Council for Integrated Education (NICIE) and the Education Authority (EA) to implement relevant actions within the S10 report.
In addition, my officials are currently drafting an updated Integrated Education Strategy and Action Plan as required under Section 10 (6) of the Act. This revised Strategy and Action Plan will be published and open to public consultation as soon as practically possible following consultation and engagement with NICIE, Integrated Education Fund (IEF) and Controlled Schools Support Council (CSSC) as required under Section 3 of the Act.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014988%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409970","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409970"}},{"id":"409969","reference":"AQW 14987/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-13","answerBy":"2024-09-30","answered":"2024-09-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to publish the full business case for the Strule Shared Education Campus.","answerText":"The Full Business Case (FBC) for Strule and all accompanying Departmental advice are commercially sensitive documentation and there are no plans to publish the FBC at this time.","answerHtml":"The Full Business Case (FBC) for Strule and all accompanying Departmental advice are commercially sensitive documentation and there are no plans to publish the FBC at this time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014987%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409969","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409969"}},{"id":"409799","reference":"AQW 14904/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-12","answerBy":"2024-09-27","answered":"2024-12-11","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for his assessment of the recommendation contained in the Review of Department of Education Targeted Early Years Interventions December 2023 report, that, given the significant health outcomes from SureStart and in line with the Children’s Service Co-operation Act (Northern Ireland) 2015, his Department should consider how they could make further contributions to SureStart.","answerText":"While I am unable to commit to making further contributions to SureStart at this time due to the scale of the financial challenge facing my department, we will continue to fund the programme’s management team and ensure that all Health and Social Care Trusts continue to prioritise active engagement in the 38 Sure Start programmes through the release of around 250 staff posts and participation in or leadership of individual projects.\n\nMy Department also invests in a number of other important family support interventions such as the Family Support Hubs and the Early Intervention Services across Trusts.","answerHtml":"While I am unable to commit to making further contributions to SureStart at this time due to the scale of the financial challenge facing my department, we will continue to fund the programme’s management team and ensure that all Health and Social Care Trusts continue to prioritise active engagement in the 38 Sure Start programmes through the release of around 250 staff posts and participation in or leadership of individual projects.
My Department also invests in a number of other important family support interventions such as the Family Support Hubs and the Early Intervention Services across Trusts.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014904%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409799","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409799"}},{"id":"409798","reference":"AQW 14903/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-12","answerBy":"2024-09-27","answered":"2024-09-26","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health (i) for his assessment of the preventative value of providing counselling services in primary schools; and (ii) whether he is working with the Minister of Education to consider jointly funding these services.","answerText":"The case for investing in therapeutic interventions in schools is well made with recent studies on a UK basis showing the positive impact that they can have on both pupil wellbeing and prevention of long-term mental illness. I am unaware of any specific studies which have taken place relating to provision of these services in Northern Ireland.\n\nThere is no specific work currently ongoing in relation to funding counselling services in primary schools. The challenging financial context across both Departments of Health and Education mean that budgets and investments are severely constrained. Schools do have the flexibility to use their individual budgets to meet pupil needs, which can include employing a counsellor or therapist.\n\nHowever, both Departments do collaborate to provide wider mental health support in primary schools through engagement and joint funding. In February 2021, the Department of Health and the Department of Education jointly launched the Children and Young People’s Emotional Health and Wellbeing in Education Framework. The main emphasis of the Framework is to support educational settings to promote emotional health and wellbeing at a universal level, through a holistic, multi-disciplinary approach. This will enable our children and young people to build resilience in coping with challenges they may face in life and providing early and enhanced support for those who may be at risk or showing signs of needing further help. Services and projects that have been established under the Framework are available across primary and post-primary schools.\n\nThe following initiatives have been piloted or rolled out to primary schools since the publication of the Framework.\n\nSchool Nursing Pilot (commenced 2021/22)\n\nResilience in Education, Assisting Change to Happen (commenced 2021/22)\n\nRegional Integrated Support for Education - Expansion of the existing RISE service (expanded from up to primary 4 to up to primary 7) - (commenced 2021/22)\n\nBeing Well Doing Well – (recently commenced in the 2023/24 academic year.)\n\nThe Attach Project (TAP) (commenced 2021/22)\n\nFurther information on each of the above projects can be found at: Emotional Health and Wellbeing | Department of Education (education-ni.gov.uk)","answerHtml":"The case for investing in therapeutic interventions in schools is well made with recent studies on a UK basis showing the positive impact that they can have on both pupil wellbeing and prevention of long-term mental illness. I am unaware of any specific studies which have taken place relating to provision of these services in Northern Ireland.
There is no specific work currently ongoing in relation to funding counselling services in primary schools. The challenging financial context across both Departments of Health and Education mean that budgets and investments are severely constrained. Schools do have the flexibility to use their individual budgets to meet pupil needs, which can include employing a counsellor or therapist.
However, both Departments do collaborate to provide wider mental health support in primary schools through engagement and joint funding. In February 2021, the Department of Health and the Department of Education jointly launched the Children and Young People’s Emotional Health and Wellbeing in Education Framework. The main emphasis of the Framework is to support educational settings to promote emotional health and wellbeing at a universal level, through a holistic, multi-disciplinary approach. This will enable our children and young people to build resilience in coping with challenges they may face in life and providing early and enhanced support for those who may be at risk or showing signs of needing further help. Services and projects that have been established under the Framework are available across primary and post-primary schools.
The following initiatives have been piloted or rolled out to primary schools since the publication of the Framework.
School Nursing Pilot (commenced 2021/22)
Resilience in Education, Assisting Change to Happen (commenced 2021/22)
Regional Integrated Support for Education - Expansion of the existing RISE service (expanded from up to primary 4 to up to primary 7) - (commenced 2021/22)
Being Well Doing Well – (recently commenced in the 2023/24 academic year.)
The Attach Project (TAP) (commenced 2021/22)
Further information on each of the above projects can be found at: Emotional Health and Wellbeing | Department of Education (education-ni.gov.uk)
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014903%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409798","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409798"}},{"id":"409797","reference":"AQW 14902/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-12","answerBy":"2024-09-27","answered":"2024-09-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on any discussions with Education Training Inspectorate in relation to the implementation of the Addressing Bullying in Schools Act (Northern Ireland) 2016 forming part of school inspection.","answerText":"Officials work closely with colleagues in the Education and Training Inspectorate (ETI) to consider ways to support the implementation of the Addressing Bullying in Schools Act (Northern Ireland) 2016 (the Act). In particular, there is ongoing work to ensure that the new Inspection Framework, the ‘Empowering Improvement Framework’, supports the key requirements of the Act, including school level compliance.\n\nAs part of the new Inspection Framework, questionnaires are being piloted that include a focus on positive behaviour, child protection, safeguarding and bullying type behaviour. These will be provided to pupils, parents / carers and education setting staff. Discussions will also take place with key staff, governors and pupils relating to the implementation of the school’s policy on addressing bullying type behaviour. In addition, the Safeguarding proforma, available to all schools, includes prompts relevant to addressing bullying policy and procedures.","answerHtml":"Officials work closely with colleagues in the Education and Training Inspectorate (ETI) to consider ways to support the implementation of the Addressing Bullying in Schools Act (Northern Ireland) 2016 (the Act). In particular, there is ongoing work to ensure that the new Inspection Framework, the ‘Empowering Improvement Framework’, supports the key requirements of the Act, including school level compliance.
As part of the new Inspection Framework, questionnaires are being piloted that include a focus on positive behaviour, child protection, safeguarding and bullying type behaviour. These will be provided to pupils, parents / carers and education setting staff. Discussions will also take place with key staff, governors and pupils relating to the implementation of the school’s policy on addressing bullying type behaviour. In addition, the Safeguarding proforma, available to all schools, includes prompts relevant to addressing bullying policy and procedures.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014902%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409797","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409797"}},{"id":"409796","reference":"AQW 14901/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-12","answerBy":"2024-09-27","answered":"2024-09-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will publish a Special Educational Needs Transformation Plan as part of the End to End Review of Special Educational Needs.","answerText":"My department is concluding the End to End (E2E) Review of Special Educational Needs (SEN) and intend to publish a summary report on its findings in autumn 2024.","answerHtml":"My department is concluding the End to End (E2E) Review of Special Educational Needs (SEN) and intend to publish a summary report on its findings in autumn 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014901%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409796","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409796"}},{"id":"409795","reference":"AQW 14900/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-12","answerBy":"2024-09-27","answered":"2024-09-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the creation of an Inclusive Education policy.","answerText":"Officials are concluding some initial work with the European Agency for Special Educational Needs (SEN) and Inclusion which has considered current Northern Ireland education policy in the context of global developments in relation to inclusive education systems. This work will subsequently be brought forward as proposals for my consideration.","answerHtml":"Officials are concluding some initial work with the European Agency for Special Educational Needs (SEN) and Inclusion which has considered current Northern Ireland education policy in the context of global developments in relation to inclusive education systems. This work will subsequently be brought forward as proposals for my consideration.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014900%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409795","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409795"}},{"id":"409885","reference":"AQO 829/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-09-12","answerBy":"2024-09-23","answered":"2024-09-23","answeredOrally":true,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy for an update on his Department's work to support students with special educational needs who are transitioning from school to further education.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr C Murphy","text":"My Department provides a range of support for students with learning difficulties or disabilities to transition to and participate in further education. However, I am aware that the current provision is not meeting the needs of all our young people. Therefore, I have commissioned from officials a review of the existing skills and training provision for young people with special educational needs, including legislative protections, with a view to providing advice and recommendations. The team has participated in DE-led parent/carer stakeholder sessions, has met representative organisations, has met Alma White — who, as many of you will know, I met in June, as part of her campaign for her son Caleb — and is due to brief the all-party group on learning disability. This work will contribute to the Executive’s commitment to supporting young people with special educational needs, as set out in the draft Programme for Government, and it will, hopefully, be underpinned by our transformation bid."},{"speaker":"Mr Speaker","text":"Danny Baker. Sorry, Nick Mathison."},{"speaker":"Mr Mathison","text":"Thank you, Mr Speaker. I thank the Minister for his answer. There is much to welcome there. Will the Minister give a view on whether he feels that there is a gap in the legislative protection for young people with special educational needs who are moving out of the school system? We seem to be lagging behind neighbouring jurisdictions in that regard."},{"speaker":"Mr C Murphy","text":"Yes, I accept that, and it is why I have tasked officials with a piece of work on the issue. It is something that, as a constituency representative, I have lobbied for over the years. It is not acceptable that, although we have a responsibility to young people going through further and higher education and to provide support, people with special educational needs are effectively abandoned at the age of 19. Through that piece of work, my officials will make recommendations on whether legislative processes are required or whether we can make improvements through other processes. We have also bid for transformation funding to support it. This mandate is short, but I am hopeful that we can make some progress in this area before the end of it. Certainly, we want to get very quickly to a situation where we can provide practical support for young people in those circumstances and make sure that that injustice is addressed."},{"speaker":"Mr Baker","text":"Will the Minister elaborate on the bid to the transformation fund for improved special educational needs support?"},{"speaker":"Mr C Murphy","text":"There is a process going on at the moment around the transformation fund that the Department of Finance is running."},{"speaker":"","text":"We have bid for support. We presented a bid to the interim transformation board panel last week and answered its detailed questions. I understand that it will have a final feedback call with the Department of Finance tomorrow. That will include an indication of next steps. We are reassured that the panel recognises the significance of the issues on which we are committed to doing what we can to improve the lives and opportunities of young people with special educational needs and their families."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20829%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409885","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-09-23&docID=410650#AQO%20829/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409885"}},{"id":"409654","reference":"AQW 14809/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-11","answerBy":"2024-09-16","answered":"2024-09-17","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether an Equality Impact Assessment has taken place for his 2024-25 budget allocations.","answerText":"An Equality Impact Assessment has not yet been undertaken in respect of the 2024-25 budget allocation. Similar to other departments, the need for an Equality Impact Assessment can only be determined after the final budget allocation has been confirmed. As I have recently finalised decisions in relation to the 2024-25 Education Budget, my Department is now in the process of determining whether an Equality Impact Assessment is required.","answerHtml":"An Equality Impact Assessment has not yet been undertaken in respect of the 2024-25 budget allocation. Similar to other departments, the need for an Equality Impact Assessment can only be determined after the final budget allocation has been confirmed. As I have recently finalised decisions in relation to the 2024-25 Education Budget, my Department is now in the process of determining whether an Equality Impact Assessment is required.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014809%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409654","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409654"}},{"id":"409653","reference":"AQW 14808/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-11","answerBy":"2024-09-26","answered":"2024-09-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) for his assessment of the effectiveness of the new Family Support Link Officer role in the Education Authority; and (ii) whether families who were assigned a Family Support Link Officer will be given the opportunity to provide feedback on this engagement.","answerText":"The Education Authority (EA) appointed a number of Family Support Link Officers (FSLOs) in June this year to support the families of children with a statement of special educational needs (SEN) who did not yet have a confirmed school place. These officers provided a regular, family-led single point of contact with parents and carers as they awaited confirmation of their child’s placement.\n\nThe EA intends to complete an evaluation of the use of FSLOs by capturing the views of parents and carers in the coming weeks.","answerHtml":"The Education Authority (EA) appointed a number of Family Support Link Officers (FSLOs) in June this year to support the families of children with a statement of special educational needs (SEN) who did not yet have a confirmed school place. These officers provided a regular, family-led single point of contact with parents and carers as they awaited confirmation of their child’s placement.
The EA intends to complete an evaluation of the use of FSLOs by capturing the views of parents and carers in the coming weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014808%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409653","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409653"}},{"id":"409652","reference":"AQW 14807/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-11","answerBy":"2024-09-26","answered":"2024-09-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of children with special educational needs and disabilities who have a special transport need that are currently awaiting confirmation of their transport assistance.","answerText":"The transport requirements for a child with special educational needs (SEN) or disabilities are determined by the Education Authority (EA) during the statutory assessment and review process and a referral is only made to the EA transport service after a school place has been allocated. It takes time to put transport arrangements in place, particularly for those children who require more bespoke arrangements and where further input is needed from parents or health professionals. Where a new taxi run is required, EA must follow a procurement process and carry out driver and vehicle compliance checks. Access NI checks must be carried out on drivers and escorts and any specialist training delivered.\n\nThe EA informs me that as of 24 September 2024, 230 pupils of compulsory school age who have a special transport need identified on their statement of SEN were awaiting confirmation of their transport arrangements, 192 of whom were referred in September. It is important to note that this is a continuous process with 2,728 new SEN transport referrals having been received so far for the 2024/25 school year of which 373 were made in September.\n\nWork is in progress to secure appropriate transport for 200 of the 230 school aged children who have not yet received their confirmation and the EA is awaiting further information to establish the exact requirements of the remaining 30 open referrals.\n\nIn addition to those of compulsory school age, the EA transport service is currently progressing 79 referrals for transport assistance for children who have a nursery placement, many of whom have not yet started school, had their session times confirmed or whose parents have not yet decided if they wish to avail of school transport.\n\nI am advised that the EA transport service is working at pace to progress outstanding referrals and where it is unable to have a transport solution in place within 20 days, a parental payment will be offered.","answerHtml":"The transport requirements for a child with special educational needs (SEN) or disabilities are determined by the Education Authority (EA) during the statutory assessment and review process and a referral is only made to the EA transport service after a school place has been allocated. It takes time to put transport arrangements in place, particularly for those children who require more bespoke arrangements and where further input is needed from parents or health professionals. Where a new taxi run is required, EA must follow a procurement process and carry out driver and vehicle compliance checks. Access NI checks must be carried out on drivers and escorts and any specialist training delivered.
The EA informs me that as of 24 September 2024, 230 pupils of compulsory school age who have a special transport need identified on their statement of SEN were awaiting confirmation of their transport arrangements, 192 of whom were referred in September. It is important to note that this is a continuous process with 2,728 new SEN transport referrals having been received so far for the 2024/25 school year of which 373 were made in September.
Work is in progress to secure appropriate transport for 200 of the 230 school aged children who have not yet received their confirmation and the EA is awaiting further information to establish the exact requirements of the remaining 30 open referrals.
In addition to those of compulsory school age, the EA transport service is currently progressing 79 referrals for transport assistance for children who have a nursery placement, many of whom have not yet started school, had their session times confirmed or whose parents have not yet decided if they wish to avail of school transport.
I am advised that the EA transport service is working at pace to progress outstanding referrals and where it is unable to have a transport solution in place within 20 days, a parental payment will be offered.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014807%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409652","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409652"}},{"id":"409651","reference":"AQW 14806/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-11","answerBy":"2024-09-26","answered":"2024-09-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether nursery schools and preschool settings have access to support from the Education Authority Children Looked After team.","answerText":"The Department of Education provides funding to the Education Authority (EA) Primary Children Looked After Advisory Service (PCLAAS), which provides a range of support to primary schools. This service does not extend to nursery schools and preschool settings.","answerHtml":"The Department of Education provides funding to the Education Authority (EA) Primary Children Looked After Advisory Service (PCLAAS), which provides a range of support to primary schools. This service does not extend to nursery schools and preschool settings.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014806%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409651","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409651"}},{"id":"409650","reference":"AQW 14805/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-11","answerBy":"2024-09-26","answered":"2024-09-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail any additional financial support available to preschool and nursery settings which have children looked after on their enrolment.","answerText":"My department is not, at present, providing additional financial support to preschool and nursery settings which have children looked after on their enrolment.","answerHtml":"My department is not, at present, providing additional financial support to preschool and nursery settings which have children looked after on their enrolment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014805%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409650","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409650"}},{"id":"409480","reference":"AQW 14714/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-10","answerBy":"2024-09-25","answered":"2024-09-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on when he will commence Section 4 of the Special Educational Needs and Disability (Northern Ireland) Act 2016 in order to undertake a review into how the Education Authority and the Health and Social Care authorities have co-operated in their duties in relation to the act.","answerText":"The Department of Education (DE) is working closely with the Education Authority (EA) and the Department of Health (DoH) on finalising the draft plan on co-operation. Once developed, this will be discussed with the Education and Training Inspectorate (ETI) and the Regulation and Quality Improvement Authority (RQIA) as they are required to inspect the plan every three years after it is published.\n\nSection 4 of the Special Educational Needs and Disability (SEND) (Northern Ireland) Act 2016 is not reliant on supporting new SEN regulations being made through the Northern Ireland Assembly so can be commenced as soon as the EA and DoH are ready.","answerHtml":"The Department of Education (DE) is working closely with the Education Authority (EA) and the Department of Health (DoH) on finalising the draft plan on co-operation. Once developed, this will be discussed with the Education and Training Inspectorate (ETI) and the Regulation and Quality Improvement Authority (RQIA) as they are required to inspect the plan every three years after it is published.
Section 4 of the Special Educational Needs and Disability (SEND) (Northern Ireland) Act 2016 is not reliant on supporting new SEN regulations being made through the Northern Ireland Assembly so can be commenced as soon as the EA and DoH are ready.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014714%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409480","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409480"}},{"id":"409479","reference":"AQW 14713/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-10","answerBy":"2024-09-25","answered":"2024-09-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the work of the Transitions Inter-departmental Working Group.","answerText":"The Transitions Inter-departmental Working Group published its closing report in February 2006 and actions have been taken forward by respective owners.\n\nA new Transitions Working Group was established in 2022 as part of the End to End (E2E) Review of Special Educational Needs (SEN) and is co-chaired by the Departments of Health (DoH) and Education (DE). The group has re-engaged with parents, carers and young people who have gone or are going through the transitions planning process. This work is almost complete and proposals for moving forward are emerging and will be included in the summary report of the E2E Review of SEN.","answerHtml":"The Transitions Inter-departmental Working Group published its closing report in February 2006 and actions have been taken forward by respective owners.
A new Transitions Working Group was established in 2022 as part of the End to End (E2E) Review of Special Educational Needs (SEN) and is co-chaired by the Departments of Health (DoH) and Education (DE). The group has re-engaged with parents, carers and young people who have gone or are going through the transitions planning process. This work is almost complete and proposals for moving forward are emerging and will be included in the summary report of the E2E Review of SEN.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014713%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409479","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409479"}},{"id":"409478","reference":"AQW 14712/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-10","answerBy":"2024-09-25","answered":"2024-09-17","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy for an update on the development of a successor programme to the Skills for Life and Work Programme.","answerText":"My officials are currently developing the successor programme to Skills for Life and Work to be in place from August 2025.\n\nThe focus is currently on the development of the best programme for this cohort of young people, including those young people with disabilities or other barriers to participation and achievement, to ensure that the programme presents a person-centred approach to learning.\n\nA Public Consultation on proposals for disability support in the new provision was launched on 19 July 2024 and will run until 18 October 2024. Responses will provide valuable insights into how we best support learners within the new programme.\n\nA procurement competition for the new programme is scheduled to launch early in the New Year.","answerHtml":"My officials are currently developing the successor programme to Skills for Life and Work to be in place from August 2025.
The focus is currently on the development of the best programme for this cohort of young people, including those young people with disabilities or other barriers to participation and achievement, to ensure that the programme presents a person-centred approach to learning.
A Public Consultation on proposals for disability support in the new provision was launched on 19 July 2024 and will run until 18 October 2024. Responses will provide valuable insights into how we best support learners within the new programme.
A procurement competition for the new programme is scheduled to launch early in the New Year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014712%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409478","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409478"}},{"id":"409477","reference":"AQW 14711/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-10","answerBy":"2024-09-25","answered":"2024-09-27","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy for an update on the review of all further education student support measures.","answerText":"My Department is currently undertaking a review of Further Education student support. The review was commissioned from the Strategic Investment Board and a report with recommendations was received in January 2024. Officials are currently considering the feasibility of taking forward the recommendations contained within the report.","answerHtml":"My Department is currently undertaking a review of Further Education student support. The review was commissioned from the Strategic Investment Board and a report with recommendations was received in January 2024. Officials are currently considering the feasibility of taking forward the recommendations contained within the report.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014711%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409477","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409477"}},{"id":"409476","reference":"AQW 14710/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-10","answerBy":"2024-09-25","answered":"2024-09-24","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the creation of a costed implementation plan for the Adult Learning Disability Service Model.","answerText":"The Department established a Task & Finish Group to finalise a Learning Disability Service Model (LDSM) as part of a wider exercise to improve outcomes for children and adults. Throughout 2023/24, there has been a significant review of evidence, data, and stakeholder feedback to inform the development of a service model for adults with a diagnosed learning disability who have been assessed as needing additional health and social care support.\n\nA draft service model has been developed in collaboration with Trusts, independent sector providers and people that use HSC services. The draft model sets out a regionally consistent framework to improve outcomes across several HSC areas, including: (i) Transitions; (ii) Health & Wellbeing; (iii) Day Services and Meaningful Activity; (iv) Support for Families and Carers; (v) Home and Independent Living; and (vi) Mental Health and Behaviours of Concern.\n\nWork is currently underway to produce an implementation plan in collaboration with key partners across the sector. In August 2024, a regional workshop was held to finalise the delivery plan and take decisions on inpatient services ahead of the closure of Muckamore Abbey Hospital.\n\nIn parallel to this work, officials are undertaking a financial review of learning disability services, which will form the basis for costings to implement the Learning Disability Service Model.\n\nIn terms of next steps, my officials are preparing advice for my consideration.","answerHtml":"The Department established a Task & Finish Group to finalise a Learning Disability Service Model (LDSM) as part of a wider exercise to improve outcomes for children and adults. Throughout 2023/24, there has been a significant review of evidence, data, and stakeholder feedback to inform the development of a service model for adults with a diagnosed learning disability who have been assessed as needing additional health and social care support.
A draft service model has been developed in collaboration with Trusts, independent sector providers and people that use HSC services. The draft model sets out a regionally consistent framework to improve outcomes across several HSC areas, including: (i) Transitions; (ii) Health & Wellbeing; (iii) Day Services and Meaningful Activity; (iv) Support for Families and Carers; (v) Home and Independent Living; and (vi) Mental Health and Behaviours of Concern.
Work is currently underway to produce an implementation plan in collaboration with key partners across the sector. In August 2024, a regional workshop was held to finalise the delivery plan and take decisions on inpatient services ahead of the closure of Muckamore Abbey Hospital.
In parallel to this work, officials are undertaking a financial review of learning disability services, which will form the basis for costings to implement the Learning Disability Service Model.
In terms of next steps, my officials are preparing advice for my consideration.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014710%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409476","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409476"}},{"id":"409370","reference":"AQW 14639/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-09","answerBy":"2024-09-24","answered":"2024-09-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will implement the recommendation in the departmentally commissioned report from Ulster University, Free School Meal Entitlement as an Indicator of Socioeconomic Deprivation in NI: Advantages, Disadvantages and Alternatives, to use Free School Entitlement over a three to six year period as the measure of Socio-Economic Deprivation.","answerText":"The Ulster University research report recommended that further investigation should be carried out into replacing the current/past year FSME measure with an expanded free school meal entitlement (FSME) measure such as FSME ever6, which measures if a pupil has been entitled to free school meals at any time over the last six years.\n\nThe Department collects information on FSME ever6 through the annual school census and is investigating how to collect FSME ever3. FSME ever6 will be available as a measure of socio-economic deprivation for policy officials who currently use FSME as an alternative indicator or to supplement other measures of deprivation to better target policies and programs.\n\nPreliminary analysis indicated that changing to the FSME ever6 measure would increase the number of pupils considered in the allocation of funding for tackling educational disadvantage. Without an increase in funding available, such a change would expand the number of eligible children, thereby reducing the amount allocated per pupil.\n\nAnother limitation of FSME ever6 is that it is not available for most primary school children as they have not been in school for six years. In some cases, the use of ever6 could skew support towards older pupils and away from others such as newcomers.\n\nFor these reasons, it has been decided that the current/past year FSME measure is the most appropriate for the purposes of those policies/programmes. The Department will continue the practice of supplementing this measure, where feasible, with additional indicators of socioeconomic disadvantage.","answerHtml":"The Ulster University research report recommended that further investigation should be carried out into replacing the current/past year FSME measure with an expanded free school meal entitlement (FSME) measure such as FSME ever6, which measures if a pupil has been entitled to free school meals at any time over the last six years.
The Department collects information on FSME ever6 through the annual school census and is investigating how to collect FSME ever3. FSME ever6 will be available as a measure of socio-economic deprivation for policy officials who currently use FSME as an alternative indicator or to supplement other measures of deprivation to better target policies and programs.
Preliminary analysis indicated that changing to the FSME ever6 measure would increase the number of pupils considered in the allocation of funding for tackling educational disadvantage. Without an increase in funding available, such a change would expand the number of eligible children, thereby reducing the amount allocated per pupil.
Another limitation of FSME ever6 is that it is not available for most primary school children as they have not been in school for six years. In some cases, the use of ever6 could skew support towards older pupils and away from others such as newcomers.
For these reasons, it has been decided that the current/past year FSME measure is the most appropriate for the purposes of those policies/programmes. The Department will continue the practice of supplementing this measure, where feasible, with additional indicators of socioeconomic disadvantage.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014639%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409370","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409370"}},{"id":"409369","reference":"AQW 14638/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-09","answerBy":"2024-09-24","answered":"2024-09-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the current estimated spend required to deliver the pre-school standardisation programme; and (ii) the budget that has been provided to the programme for the 2024-25 financial year.","answerText":"A Scoping Study was commissioned by my Department in late 2022 to assess options and costs for a pre-school standardisation programme. The final report for the study is available on the DE website at Final Scoping Study Report | Department of Education (education-ni.gov.uk).\n\nIn addition to the core objective of providing all children with 22.5 hours per week of funded pre-school education, the report identifies and costs a range of potential additional actions including changes to pre-school staffing ratios.\n\nThe report estimates the additional cost of transitioning to a standardised session length to be within the range £242.8m to £337.8m, uplifted for wage and price inflation over a 10-year implementation period. Other options set out in the report such as increasing the staff-to-child ratio and improving access to SEN support would add a further £156m over the same 10-year implementation period and providing a funded school meal for all pupils would add a further £7.8m per annum.\n\nThe scale of what I can do in implementing options contained in the report and the pace at which we can progress will be determined by the budget allocated by the Executive.\n\n£25m has been earmarked for an ELC Strategy in the current financial year, with £5m of that assigned for PSEP standardisation. This will allow me to begin the process of transitioning pre-school sessions to 22.5 hours and I hope to transition approximately 2,200 pre-school places for September 2025.","answerHtml":"A Scoping Study was commissioned by my Department in late 2022 to assess options and costs for a pre-school standardisation programme. The final report for the study is available on the DE website at Final Scoping Study Report | Department of Education (education-ni.gov.uk).
In addition to the core objective of providing all children with 22.5 hours per week of funded pre-school education, the report identifies and costs a range of potential additional actions including changes to pre-school staffing ratios.
The report estimates the additional cost of transitioning to a standardised session length to be within the range £242.8m to £337.8m, uplifted for wage and price inflation over a 10-year implementation period. Other options set out in the report such as increasing the staff-to-child ratio and improving access to SEN support would add a further £156m over the same 10-year implementation period and providing a funded school meal for all pupils would add a further £7.8m per annum.
The scale of what I can do in implementing options contained in the report and the pace at which we can progress will be determined by the budget allocated by the Executive.
£25m has been earmarked for an ELC Strategy in the current financial year, with £5m of that assigned for PSEP standardisation. This will allow me to begin the process of transitioning pre-school sessions to 22.5 hours and I hope to transition approximately 2,200 pre-school places for September 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014638%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409369","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409369"}},{"id":"409368","reference":"AQW 14637/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-09","answerBy":"2024-09-24","answered":"2024-09-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will create a process that allows for re-profiling of available funding across all 38 Sure Start projects, as opposed to within each individual project, as recommended in the Review of Department of Education Targeted Early Years Interventions.","answerText":"Additional funding provided by the Executive for early learning and childcare has enabled me to approve continuation of Sure Start provision in the 153 legacy Super Output Areas (SOAs) as recommended in the Review of Targeted Early Interventions report. I have also approved the permanent expansion of Sure Start to an additional 22 SOAs which had been included on a temporary basis since May 2021.\n\nThe Department of Health (DoH) is responsible for the administration of Sure Start on behalf of my Department. My officials have been engaging with DoH colleagues to refine current processes and enable reprofiling of available budget across all Sure Start projects.\n\nThe recommendation to provide flexible funding for Sure Start projects of five per cent on top of the existing budget to meet need outside of catchment areas will require consideration in the longer term and be subject to available budget.","answerHtml":"Additional funding provided by the Executive for early learning and childcare has enabled me to approve continuation of Sure Start provision in the 153 legacy Super Output Areas (SOAs) as recommended in the Review of Targeted Early Interventions report. I have also approved the permanent expansion of Sure Start to an additional 22 SOAs which had been included on a temporary basis since May 2021.
The Department of Health (DoH) is responsible for the administration of Sure Start on behalf of my Department. My officials have been engaging with DoH colleagues to refine current processes and enable reprofiling of available budget across all Sure Start projects.
The recommendation to provide flexible funding for Sure Start projects of five per cent on top of the existing budget to meet need outside of catchment areas will require consideration in the longer term and be subject to available budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014637%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409368","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409368"}},{"id":"409367","reference":"AQW 14636/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-09","answerBy":"2024-09-24","answered":"2024-09-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will provide flexible funding for each Sure Start of 5 per cent on top of the existing budget on a case-by-case basis, as recommended in the Review of Department of Education Targeted Early Years Interventions.","answerText":"Additional funding provided by the Executive for early learning and childcare has enabled me to approve continuation of Sure Start provision in the 153 legacy Super Output Areas (SOAs) as recommended in the Review of Targeted Early Interventions report. I have also approved the permanent expansion of Sure Start to an additional 22 SOAs which had been included on a temporary basis since May 2021.\n\nThe Department of Health (DoH) is responsible for the administration of Sure Start on behalf of my Department. My officials have been engaging with DoH colleagues to refine current processes and enable reprofiling of available budget across all Sure Start projects.\n\nThe recommendation to provide flexible funding for Sure Start projects of five per cent on top of the existing budget to meet need outside of catchment areas will require consideration in the longer term and be subject to available budget.","answerHtml":"Additional funding provided by the Executive for early learning and childcare has enabled me to approve continuation of Sure Start provision in the 153 legacy Super Output Areas (SOAs) as recommended in the Review of Targeted Early Interventions report. I have also approved the permanent expansion of Sure Start to an additional 22 SOAs which had been included on a temporary basis since May 2021.
The Department of Health (DoH) is responsible for the administration of Sure Start on behalf of my Department. My officials have been engaging with DoH colleagues to refine current processes and enable reprofiling of available budget across all Sure Start projects.
The recommendation to provide flexible funding for Sure Start projects of five per cent on top of the existing budget to meet need outside of catchment areas will require consideration in the longer term and be subject to available budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014636%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409367","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409367"}},{"id":"409366","reference":"AQW 14635/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-09","answerBy":"2024-09-24","answered":"2024-09-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will commit to retaining the expanded 153 Sure Start areas, in line with recommendations in the Review of Department of Education Targeted Early Years Interventions.","answerText":"Additional funding provided by the Executive for early learning and childcare has enabled me to approve continuation of Sure Start provision in the 153 legacy Super Output Areas (SOAs) as recommended in the Review of Targeted Early Interventions report. I have also approved the permanent expansion of Sure Start to an additional 22 SOAs which had been included on a temporary basis since May 2021.\n\nThe Department of Health (DoH) is responsible for the administration of Sure Start on behalf of my Department. My officials have been engaging with DoH colleagues to refine current processes and enable reprofiling of available budget across all Sure Start projects.\n\nThe recommendation to provide flexible funding for Sure Start projects of five per cent on top of the existing budget to meet need outside of catchment areas will require consideration in the longer term and be subject to available budget.","answerHtml":"Additional funding provided by the Executive for early learning and childcare has enabled me to approve continuation of Sure Start provision in the 153 legacy Super Output Areas (SOAs) as recommended in the Review of Targeted Early Interventions report. I have also approved the permanent expansion of Sure Start to an additional 22 SOAs which had been included on a temporary basis since May 2021.
The Department of Health (DoH) is responsible for the administration of Sure Start on behalf of my Department. My officials have been engaging with DoH colleagues to refine current processes and enable reprofiling of available budget across all Sure Start projects.
The recommendation to provide flexible funding for Sure Start projects of five per cent on top of the existing budget to meet need outside of catchment areas will require consideration in the longer term and be subject to available budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014635%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409366","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409366"}},{"id":"409241","reference":"AQW 14556/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-06","answerBy":"2024-09-23","answered":"2024-09-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the publication of the final report from the Transitions Planning workstream as part of the End to End Review of Special Educational Needs.","answerText":"My department is concluding the End to End (E2E) Review of Special Educational Needs (SEN) and intend to publish a summary report on its findings in Autumn 2024, which will include the outworkings of the Transitions Workstream.","answerHtml":"My department is concluding the End to End (E2E) Review of Special Educational Needs (SEN) and intend to publish a summary report on its findings in Autumn 2024, which will include the outworkings of the Transitions Workstream.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014556%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409241","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409241"}},{"id":"409240","reference":"AQW 14555/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-06","answerBy":"2024-09-23","answered":"2024-09-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the Education Authority maintains a record of how many statements are shared with future education providers when a child leaves school.","answerText":"This information is not held or recorded by my department or the Education Authority (EA).","answerHtml":"This information is not held or recorded by my department or the Education Authority (EA).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014555%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409240","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409240"}},{"id":"409239","reference":"AQW 14554/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-06","answerBy":"2024-09-23","answered":"2024-09-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the engagement his Department has undertaken with school leaders in relation to schools assuming responsibility for the preparation of a child’s first transition plan under the new Special Educational Needs Framework.","answerText":"The responsibility for schools to prepare a child’s first transition plan is contained within the new draft Special Education Needs (SEN) regulations and the associated SEN Code of Practice. The documents were publicly consulted on between 30 September 2020 until 2 March 2021 and a number of schools submitted responses to both.","answerHtml":"The responsibility for schools to prepare a child’s first transition plan is contained within the new draft Special Education Needs (SEN) regulations and the associated SEN Code of Practice. The documents were publicly consulted on between 30 September 2020 until 2 March 2021 and a number of schools submitted responses to both.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014554%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409239","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409239"}},{"id":"409238","reference":"AQW 14553/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-06","answerBy":"2024-09-23","answered":"2024-09-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will confirm his response to the consultation on the Reduction and Management of Restrictive Practices in Educational Settings.","answerText":"My department’s response to the consultation will be published alongside revised guidance when it is finalised.\n\nI have considered available analysis from the consultation responses and asked officials to work with stakeholders to revise and refine the draft guidance, reflecting on the issues raised. The ongoing process is intended to ensure that forthcoming guidance will meet the needs of children and young people and be deliverable within our educational settings.","answerHtml":"My department’s response to the consultation will be published alongside revised guidance when it is finalised.
I have considered available analysis from the consultation responses and asked officials to work with stakeholders to revise and refine the draft guidance, reflecting on the issues raised. The ongoing process is intended to ensure that forthcoming guidance will meet the needs of children and young people and be deliverable within our educational settings.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014553%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409238","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409238"}},{"id":"409237","reference":"AQW 14552/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-06","answerBy":"2024-09-23","answered":"2024-10-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the review of the Common Funding Scheme will commence.","answerText":"I would refer the Member to my answers to his questions AQW 7706/22-27 and AQW 11870/22-27. At this stage, there is no update from the previous answers provided.","answerHtml":"I would refer the Member to my answers to his questions AQW 7706/22-27 and AQW 11870/22-27. At this stage, there is no update from the previous answers provided.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014552%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=409237","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=409237"}},{"id":"408971","reference":"AQW 14406/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-04","answerBy":"2024-09-09","answered":"2024-09-09","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) how his Department identified the need for a pilot project to support schools with restricting access to mobile phones; and (ii) whether a Business Case demonstrating value for money was submitted and approved for the pilot project.","answerText":"There are growing concerns about the impact of mobile phones on children and young people’s development and their unauthorised use in class or during the school day. Many countries across the world are increasingly taking steps to restrict phone use at school. There is evidence to indicate that by limiting the use of mobile phones during the school, there can be benefits for academic engagement and achievement.\n\nRegarding the pilot project, the recently published guidance to schools outlines a range of different approaches that schools could potentially utilise to restrict mobile phone use. These approaches will have different strengths and weaknesses and schools are encouraged to develop policies, through consultation with their own school community, that are deliverable and effective in their own circumstance. One possible approach that has been used internationally but not, thus far, in Northern Ireland is the use of mobile inhibiting devices. To test and evaluate this specific approach further, I have asked departmental officials to develop a small pilot project.\n\nIt is anticipated that the delivery of the small-scale pilot will cost a maximum of £250,000. Officials are preparing a business case for the pilot and an associated specification for the procurement process. There is scope within this process to consider options to scale the pilot as needed.","answerHtml":"There are growing concerns about the impact of mobile phones on children and young people’s development and their unauthorised use in class or during the school day. Many countries across the world are increasingly taking steps to restrict phone use at school. There is evidence to indicate that by limiting the use of mobile phones during the school, there can be benefits for academic engagement and achievement.
Regarding the pilot project, the recently published guidance to schools outlines a range of different approaches that schools could potentially utilise to restrict mobile phone use. These approaches will have different strengths and weaknesses and schools are encouraged to develop policies, through consultation with their own school community, that are deliverable and effective in their own circumstance. One possible approach that has been used internationally but not, thus far, in Northern Ireland is the use of mobile inhibiting devices. To test and evaluate this specific approach further, I have asked departmental officials to develop a small pilot project.
It is anticipated that the delivery of the small-scale pilot will cost a maximum of £250,000. Officials are preparing a business case for the pilot and an associated specification for the procurement process. There is scope within this process to consider options to scale the pilot as needed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014406%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=408971","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=408971"}},{"id":"408685","reference":"AQW 14268/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-02","answerBy":"2024-09-05","answered":"2024-09-09","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the approved business case for Strule Shared Education Campus demonstrated value for money for the project.","answerText":"The procurement of the main work contract for the Strule Shared Education Campus was taken forward under a Ministerial Direction endorsed by the Northern Ireland Executive in 2021. The Direction gave authority to proceed with the programme to completion, with review at key points.\n\nValue for Money could not be determined definitively in regard to the main works procurement due to the lack of competitive tension in the Competitive Procedure by Negotiation process and the lack of a directly comparable benchmark project in the schools’ estate\n\nAs Strule proceeded to procurement under a 2021 Ministerial Direction which was endorsed by the then Executive, on 18 July 2024, the Northern Ireland Executive reviewed the completed Full Business Case and up-to-date programme position and costs and in light of the position re VFM as set out above, agreed it should immediately proceed to contract award.","answerHtml":"The procurement of the main work contract for the Strule Shared Education Campus was taken forward under a Ministerial Direction endorsed by the Northern Ireland Executive in 2021. The Direction gave authority to proceed with the programme to completion, with review at key points.
Value for Money could not be determined definitively in regard to the main works procurement due to the lack of competitive tension in the Competitive Procedure by Negotiation process and the lack of a directly comparable benchmark project in the schools’ estate
As Strule proceeded to procurement under a 2021 Ministerial Direction which was endorsed by the then Executive, on 18 July 2024, the Northern Ireland Executive reviewed the completed Full Business Case and up-to-date programme position and costs and in light of the position re VFM as set out above, agreed it should immediately proceed to contract award.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014268%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=408685","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=408685"}},{"id":"408684","reference":"AQW 14267/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-02","answerBy":"2024-09-17","answered":"2024-09-27","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy to detail any available data on the impact of Brexit on (i) student; and (ii) staff mobility in further education colleges, including any changes in participation in (a) exchange programs; (b) cross-border collaboration; and (c) international recruitment.","answerText":"My officials are advised by Further Education Colleges that while data is held in respect of student and staff mobility, analysis has not been conducted on the impact of EU Exit on such activity, advising that a range of factors will have an effect on student and staff mobility. Other than reporting that the Colleges have received less funding for the activities identified under the Turing Scheme post EU Exit in comparison to its predecessor Erasmus+ pre EU Exit, I am unable to provide further information.","answerHtml":"My officials are advised by Further Education Colleges that while data is held in respect of student and staff mobility, analysis has not been conducted on the impact of EU Exit on such activity, advising that a range of factors will have an effect on student and staff mobility. Other than reporting that the Colleges have received less funding for the activities identified under the Turing Scheme post EU Exit in comparison to its predecessor Erasmus+ pre EU Exit, I am unable to provide further information.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014267%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=408684","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=408684"}},{"id":"408683","reference":"AQW 14266/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-02","answerBy":"2024-09-17","answered":"2024-09-16","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the support available for community-based childcare providers to help meet the needs of children with special educational needs and disabilities.","answerText":"The Department of Health, through the Childcare Partnership, facilitates an annual grant scheme to ensure children with additional needs are included in early years services, known as Fair Play.\n\nThe funding provides support measures with a focus on the individual needs of children who are accessing quality play and learning experiences in registered community, voluntary and private provision throughout the academic year. These support measures can and do include additional staff capacity.\n\nThe Childcare Partnership also provides free training for early years practitioners in a range of subjects to do with additional needs in tandem with this financial support.\n\nThroughout the 2023/24 period, 59 early years groups received financial support which included 248 children with additional needs including SEN and disability.\n\nIn the 2024/25 financial year, this support to non-statutory early years providers has been £425k. Due to finite resources not all applicant groups can be supported. This is an unintended consequence of the fund due to its current size and the level of support needed in the early years sector.\n\nThe forthcoming inter-departmental Early Learning and Childcare Strategy has added additional resources to extend the reach of the Fair Play Grant Scheme in 2024/25 bringing the fund to a total of £675k in this financial year.","answerHtml":"The Department of Health, through the Childcare Partnership, facilitates an annual grant scheme to ensure children with additional needs are included in early years services, known as Fair Play.
The funding provides support measures with a focus on the individual needs of children who are accessing quality play and learning experiences in registered community, voluntary and private provision throughout the academic year. These support measures can and do include additional staff capacity.
The Childcare Partnership also provides free training for early years practitioners in a range of subjects to do with additional needs in tandem with this financial support.
Throughout the 2023/24 period, 59 early years groups received financial support which included 248 children with additional needs including SEN and disability.
In the 2024/25 financial year, this support to non-statutory early years providers has been £425k. Due to finite resources not all applicant groups can be supported. This is an unintended consequence of the fund due to its current size and the level of support needed in the early years sector.
The forthcoming inter-departmental Early Learning and Childcare Strategy has added additional resources to extend the reach of the Fair Play Grant Scheme in 2024/25 bringing the fund to a total of £675k in this financial year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014266%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=408683","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=408683"}},{"id":"408682","reference":"AQW 14265/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-02","answerBy":"2024-09-17","answered":"2024-09-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the support provided to schools to resource the cost of school trips.","answerText":"All grant-aided schools are funded under the Common Funding Scheme (CFS). The Common Funding Formula (CFF) is the Department’s mechanism for allocating budgets to schools funded through Local Management of Schools arrangements. A school’s CFF allocation is expected to meet a range of items of expenditure, as detailed in Annex A1 of the CFS, including education visits and journeys.","answerHtml":"All grant-aided schools are funded under the Common Funding Scheme (CFS). The Common Funding Formula (CFF) is the Department’s mechanism for allocating budgets to schools funded through Local Management of Schools arrangements. A school’s CFF allocation is expected to meet a range of items of expenditure, as detailed in Annex A1 of the CFS, including education visits and journeys.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014265%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=408682","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=408682"}},{"id":"408681","reference":"AQW 14264/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-09-02","answerBy":"2024-09-17","answered":"2024-09-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the development of a new programme to provide counselling services in primary schools.","answerText":"My department is not, at present, developing a programme for counselling services in primary schools. The challenging financial context across the education system means that budgets and investments are severely constrained. As with all services that are not statutory, investment is limited to budget availability.\n\nSchools continue to have flexibility to use their individual budgets to best meet the needs of their pupils. In some circumstances this can include employing the services of a counsellor or therapist from existing funds. Any immediate and appropriately assessed need for counselling or therapy support for primary age children continues to be available through health services, including CAMHS and associated pathways and support services.","answerHtml":"My department is not, at present, developing a programme for counselling services in primary schools. The challenging financial context across the education system means that budgets and investments are severely constrained. As with all services that are not statutory, investment is limited to budget availability.
Schools continue to have flexibility to use their individual budgets to best meet the needs of their pupils. In some circumstances this can include employing the services of a counsellor or therapist from existing funds. Any immediate and appropriately assessed need for counselling or therapy support for primary age children continues to be available through health services, including CAMHS and associated pathways and support services.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014264%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=408681","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=408681"}},{"id":"407421","reference":"AQW 14111/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-07-03","answerBy":"2024-07-08","answered":"2024-07-19","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will answer AQW 13613/22-27.","answerText":"AQW 13613/22-27 was answered on 8 July 2024.","answerHtml":"AQW 13613/22-27 was answered on 8 July 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014111%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407421","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407421"}},{"id":"407420","reference":"AQW 14110/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-07-03","answerBy":"2024-07-22","answered":"2024-07-11","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities for his assessment of the impact of vagrancy laws on levels of chronic homelessness in Belfast.","answerText":"Vagrancy legislation is a matter for the Minister of Justice.\n\nThe Complex Lives model takes a whole system approach to address chronic homelessness across Belfast. This includes supporting people who are caught in the cycle of rough sleeping.","answerHtml":"Vagrancy legislation is a matter for the Minister of Justice.
The Complex Lives model takes a whole system approach to address chronic homelessness across Belfast. This includes supporting people who are caught in the cycle of rough sleeping.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014110%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407420","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407420"}},{"id":"407419","reference":"AQW 14109/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-07-03","answerBy":"2024-07-22","answered":"2024-07-22","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for an update on plans to develop a park and ride facility in Comber.","answerText":"My Department has identified a list of priority Park and Ride sites, including a suitable site in Comber. The preferred site is located along the A22 Belfast Road corridor immediately adjacent to the Comber Greenway with the potential to provide parking provision for 626 vehicles.\n\nWhilst I am supportive of expanding our Park and Ride schemes where needed, the member will be aware that my Department has been operating in a difficult financial environment for a number of years due to under funding and austerity by the British Government. As the capital budget for my Department in 2024/25 is less than required, available funding must be prioritised accordingly.","answerHtml":"My Department has identified a list of priority Park and Ride sites, including a suitable site in Comber. The preferred site is located along the A22 Belfast Road corridor immediately adjacent to the Comber Greenway with the potential to provide parking provision for 626 vehicles.
Whilst I am supportive of expanding our Park and Ride schemes where needed, the member will be aware that my Department has been operating in a difficult financial environment for a number of years due to under funding and austerity by the British Government. As the capital budget for my Department in 2024/25 is less than required, available funding must be prioritised accordingly.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014109%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407419","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407419"}},{"id":"407244","reference":"AQW 14002/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-07-01","answerBy":"2024-07-05","answered":"2024-07-03","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, AQW 11791/22-27, whether he has updated the aggregated schools budget for 2024-25 to ensure schools are resourced to live within their means.","answerText":"As I advised in AQW 11791/22-27, the Executive agreed departments’ opening 2024-25 budgets at the end of April. I am still in the process of finalising my Department’s 2024-25 budget strategy. Schools will be notified of their 2024-25 final opening allocations in due course.","answerHtml":"As I advised in AQW 11791/22-27, the Executive agreed departments’ opening 2024-25 budgets at the end of April. I am still in the process of finalising my Department’s 2024-25 budget strategy. Schools will be notified of their 2024-25 final opening allocations in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014002%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407244","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407244"}},{"id":"407243","reference":"AQW 14001/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-07-01","answerBy":"2024-07-18","answered":"2024-07-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the specific work undertaken to date by each of the seven project workstreams that have been established to take forward the recommendations contained within the Landscape Review of Education Authority.","answerText":"The Landscape Review of the Education Authority (EA) is a key priority for my Department and officials are working with the EA to address the recommendations and deliver the Action Plan. The specific work undertaken within the seven project workstreams is set out below:\n\nClarity on Role and Function of EA\n\nDE officials undertook a desktop review outlining relevant EA statutory functions and high-level policy requirements. This was completed in September 2023.\n\nService Delivery Model for all EA functions and services (including alternative models)\n\nDE and EA are currently considering the current service delivery models for each of EA’s business areas. This will help inform which additional service areas should be prioritised for review (in addition to those already under review within Project 4).\n\nEA Performance, Data and Governance\n\nThe EA has reviewed its Data Strategy, which includes investigating data sharing/integration and departmental/sectoral needs. The EA has also streamlined performance metrics within its Performance Improvement Framework, with a view to improving measurement of outcomes for children and young people. In addition, the EA is progressing the EdIS data platform, which will support further development of the EA Insights Centre of Excellence, as well as a holistic governance approach to data management for schools.\n\nEnd-to-End Reviews\n\nAs a result of two external reviews of EA Human Resources (HR) a People Focused HR Programme Board was established to deliver recommendations made in the two reviews. To date, this has delivered, stabilisation of pressures in order to manage peak recruitment demand for schools returning in the new academic year; a revised service delivery model for Resourcing and a new customer contact model for HR; the latter will launch in October 2024 and will include an ‘HR Helpdesk’.\n\nFurthermore, End-to-End Reviews have commenced on School Improvement and Special Educational Needs (SEN). These reviews are running concurrently and working closely with a dual focus of delivering high quality services for schools, pupils and parents, as well as ensuring value for money.\n\nThe school improvement policy, Every School a Good School’, was published in 2009. The End-to-End Review will develop a revised policy framework to take account of the changing education landscape and to focus on providing excellent education for every child. A key focus of the Review is to assess the effectiveness of the current school improvement services and develop options for an improved delivery model. To date, phase one (mapping of the delivery model) has been completed, phase two (shaping the future approach by examining school improvement levers) is progressing and phase three (to develop a draft policy and options for implementation) has just commenced. The revised policy framework will be subject to public consultation, expected to commence in Spring 2025.\n\nThe SEN End-to-End Review brings together existing work being taken forward under the EA SEND Transformation Programme, as well as 12 DE-led workstreams including clarity on current policy and legislation, setting an outcomes framework in place, examining SEN finance, the statementing process, workforce development, transitions and pupil support. The review aims to address gaps and explore alternative delivery models in order to deliver transformational change. The overarching vision for the review is to ensure that children with SEN get the right support, from the right people, at the right time and in the right place to enable them to be happy, learning and succeeding. Engagement with stakeholders is nearing completion and this will inform the development of a transformation delivery plan\n\nEA People\n\nEA initially developed and implemented an Interim People Plan for 2023-2024 which bridged the period until the full five-year plan was developed. Between November 2022 and December 2023 EA engaged directly with its staff with the purpose of giving EA staff a voice in shaping what it is like to work in EA in order to improve morale and ensure a child centred EA wide culture.\n\nThis staff feedback has formed the basis of EA’s ‘We are EA’ People Plan 2024-2029 which launched in June 2024. The Plan sets out what EA’s people can expect from their leaders and each other over the next 5 years, focusing on practical actions that EA can take to improve the experience of our people in order to improve the experience of our children and young people.\n\nEA Culture, Communication and Engagement\n\nEA has developed a customer service charter and a customer excellence programme to incrementally build on practices, strategies, technologies and culture to enable EA to deliver a joined-up customer experience for all its service users. This has included work to improve the standardisation of helplines, transitioning to a cloud-based telephony system and piloting a Schools Feedback mechanism. A School Leadership Forum has also been established to provide school leaders with the opportunity to co-design and feed prioritisation of initiatives. A three-year overarching Communications Strategy 2025/6 to 2027/8 and action plan is being developed to improve communications and engagement with schools, parents, children and young people and wider stakeholders; develop stronger partnerships; and build greater trust and confidence in the organisation.\n\nEA Partnership Agreement\n\nA joint DE and EA project team has taken forward development of a new Partnership Agreement to replace the existing EA Management Statement and Financial Memorandum (MSFM). A jointly agreed assessment of proportionate autonomy and a first draft of the new Partnership Agreement has been completed.","answerHtml":"The Landscape Review of the Education Authority (EA) is a key priority for my Department and officials are working with the EA to address the recommendations and deliver the Action Plan. The specific work undertaken within the seven project workstreams is set out below:
Clarity on Role and Function of EA
DE officials undertook a desktop review outlining relevant EA statutory functions and high-level policy requirements. This was completed in September 2023.
Service Delivery Model for all EA functions and services (including alternative models)
DE and EA are currently considering the current service delivery models for each of EA’s business areas. This will help inform which additional service areas should be prioritised for review (in addition to those already under review within Project 4).
EA Performance, Data and Governance
The EA has reviewed its Data Strategy, which includes investigating data sharing/integration and departmental/sectoral needs. The EA has also streamlined performance metrics within its Performance Improvement Framework, with a view to improving measurement of outcomes for children and young people. In addition, the EA is progressing the EdIS data platform, which will support further development of the EA Insights Centre of Excellence, as well as a holistic governance approach to data management for schools.
End-to-End Reviews
As a result of two external reviews of EA Human Resources (HR) a People Focused HR Programme Board was established to deliver recommendations made in the two reviews. To date, this has delivered, stabilisation of pressures in order to manage peak recruitment demand for schools returning in the new academic year; a revised service delivery model for Resourcing and a new customer contact model for HR; the latter will launch in October 2024 and will include an ‘HR Helpdesk’.
Furthermore, End-to-End Reviews have commenced on School Improvement and Special Educational Needs (SEN). These reviews are running concurrently and working closely with a dual focus of delivering high quality services for schools, pupils and parents, as well as ensuring value for money.
The school improvement policy, Every School a Good School’, was published in 2009. The End-to-End Review will develop a revised policy framework to take account of the changing education landscape and to focus on providing excellent education for every child. A key focus of the Review is to assess the effectiveness of the current school improvement services and develop options for an improved delivery model. To date, phase one (mapping of the delivery model) has been completed, phase two (shaping the future approach by examining school improvement levers) is progressing and phase three (to develop a draft policy and options for implementation) has just commenced. The revised policy framework will be subject to public consultation, expected to commence in Spring 2025.
The SEN End-to-End Review brings together existing work being taken forward under the EA SEND Transformation Programme, as well as 12 DE-led workstreams including clarity on current policy and legislation, setting an outcomes framework in place, examining SEN finance, the statementing process, workforce development, transitions and pupil support. The review aims to address gaps and explore alternative delivery models in order to deliver transformational change. The overarching vision for the review is to ensure that children with SEN get the right support, from the right people, at the right time and in the right place to enable them to be happy, learning and succeeding. Engagement with stakeholders is nearing completion and this will inform the development of a transformation delivery plan
EA People
EA initially developed and implemented an Interim People Plan for 2023-2024 which bridged the period until the full five-year plan was developed. Between November 2022 and December 2023 EA engaged directly with its staff with the purpose of giving EA staff a voice in shaping what it is like to work in EA in order to improve morale and ensure a child centred EA wide culture.
This staff feedback has formed the basis of EA’s ‘We are EA’ People Plan 2024-2029 which launched in June 2024. The Plan sets out what EA’s people can expect from their leaders and each other over the next 5 years, focusing on practical actions that EA can take to improve the experience of our people in order to improve the experience of our children and young people.
EA Culture, Communication and Engagement
EA has developed a customer service charter and a customer excellence programme to incrementally build on practices, strategies, technologies and culture to enable EA to deliver a joined-up customer experience for all its service users. This has included work to improve the standardisation of helplines, transitioning to a cloud-based telephony system and piloting a Schools Feedback mechanism. A School Leadership Forum has also been established to provide school leaders with the opportunity to co-design and feed prioritisation of initiatives. A three-year overarching Communications Strategy 2025/6 to 2027/8 and action plan is being developed to improve communications and engagement with schools, parents, children and young people and wider stakeholders; develop stronger partnerships; and build greater trust and confidence in the organisation.
EA Partnership Agreement
A joint DE and EA project team has taken forward development of a new Partnership Agreement to replace the existing EA Management Statement and Financial Memorandum (MSFM). A jointly agreed assessment of proportionate autonomy and a first draft of the new Partnership Agreement has been completed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014001%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407243","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407243"}},{"id":"407242","reference":"AQW 14000/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-07-01","answerBy":"2024-07-18","answered":"2024-07-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 12368/22-27, to detail the rationale for not fully implementing the action plan to address the Education Training Inspectorate evaluation of education otherwise than at school.","answerText":"Resource pressures within the Education Authority (EA) have meant that full implementation of the action plan has not been possible.\n\nDepartmental and EA officials are currently considering the actions necessary to resolve outstanding issues identified within the evaluation by the Education and Training Inspectorate (ETI). This work is informed by an ETI progress report, provided to the Department in September 2023, which identified a number of improvements in the quality of provision for children and young people being educated in EOTAS centres.","answerHtml":"Resource pressures within the Education Authority (EA) have meant that full implementation of the action plan has not been possible.
Departmental and EA officials are currently considering the actions necessary to resolve outstanding issues identified within the evaluation by the Education and Training Inspectorate (ETI). This work is informed by an ETI progress report, provided to the Department in September 2023, which identified a number of improvements in the quality of provision for children and young people being educated in EOTAS centres.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2014000%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407242","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407242"}},{"id":"407241","reference":"AQW 13999/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-07-01","answerBy":"2024-07-18","answered":"2024-07-17","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 9772/22-27 , for an update on the Public Health Agency's development of a regional protocol in relation to the notification and management of Sudden Unexpected Death in Childhood.","answerText":"Since the update in April 2024, the Public Health Agency (PHA), which leads on the development of the Regional Protocol on Sudden and Unexpected Death in Infancy and Childhood (SUDIC), has continued to work at pace.\n\nThe robustness of the draft protocol was tested at a multi-agency workshop, organised by the PHA and in response to feedback further consultation is planned with key stakeholders, including Northern Ireland Ambulance Service, the Coroner Service, State Pathology and Adult Emergency Medicine.\n\nThe PHA continues to optimise collaborative working by attending events such as a PSNI led Child Death and Injury CPD event, which also provided an opportunity to update on progress in Northern Ireland and learn from high profile cases in England. The current protocol has supported the development of a Trust-led SUDIC simulation day; which will form the basis of regional training for paediatricians.\n\nOnce the protocol is approved in principle by all relevant key stakeholders, input will be sought from families with lived experiences of bereavement. Consideration will also be given on how to address service gaps that have been identified as a result of this work, including the need for bereavement support services for children up to 18 years of age.","answerHtml":"Since the update in April 2024, the Public Health Agency (PHA), which leads on the development of the Regional Protocol on Sudden and Unexpected Death in Infancy and Childhood (SUDIC), has continued to work at pace.
The robustness of the draft protocol was tested at a multi-agency workshop, organised by the PHA and in response to feedback further consultation is planned with key stakeholders, including Northern Ireland Ambulance Service, the Coroner Service, State Pathology and Adult Emergency Medicine.
The PHA continues to optimise collaborative working by attending events such as a PSNI led Child Death and Injury CPD event, which also provided an opportunity to update on progress in Northern Ireland and learn from high profile cases in England. The current protocol has supported the development of a Trust-led SUDIC simulation day; which will form the basis of regional training for paediatricians.
Once the protocol is approved in principle by all relevant key stakeholders, input will be sought from families with lived experiences of bereavement. Consideration will also be given on how to address service gaps that have been identified as a result of this work, including the need for bereavement support services for children up to 18 years of age.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013999%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407241","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407241"}},{"id":"407036","reference":"AQW 13937/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-28","answerBy":"2024-07-03","answered":"2024-07-03","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will ensure that schools are provided with the necessary resource to pay teachers based on the new teacher pay deal in the 2024-25 financial year without incurring a deficit.","answerText":"As I advised in AQW 11791/22-27, the Executive agreed departments’ opening 2024-25 budgets at the end of April. I am still in the process of finalising my Department’s 2024-25 budget strategy. Schools will be notified of their 2024-25 final opening allocations in due course.","answerHtml":"As I advised in AQW 11791/22-27, the Executive agreed departments’ opening 2024-25 budgets at the end of April. I am still in the process of finalising my Department’s 2024-25 budget strategy. Schools will be notified of their 2024-25 final opening allocations in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013937%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407036","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407036"}},{"id":"407035","reference":"AQW 13936/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-28","answerBy":"2024-07-17","answered":"2024-07-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 11514/22-27, when the review of the new funding scheme for youth work will be published.","answerText":"My Department has been considering the findings of the ETI review with a view to publishing a summary report setting out both the findings and next steps to address the findings. Given the wide scope of the ETI policy advice, this process has taken longer than expected. However, the headline findings were verbally shared with the Regional Advisory Group at the most recent meeting on 12 June. My officials are working to complete this work with a view to publishing as soon as possible.","answerHtml":"My Department has been considering the findings of the ETI review with a view to publishing a summary report setting out both the findings and next steps to address the findings. Given the wide scope of the ETI policy advice, this process has taken longer than expected. However, the headline findings were verbally shared with the Regional Advisory Group at the most recent meeting on 12 June. My officials are working to complete this work with a view to publishing as soon as possible.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013936%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407035","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407035"}},{"id":"407034","reference":"AQW 13935/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-28","answerBy":"2024-07-17","answered":"2024-07-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of new Specialist Provision in Mainstream Schools places that (i) have been established for September 2024; and (ii) are still required for September 2024.","answerText":"New specialist provision places established for September 2024:\n\nSpecialist Provision Type\tNo of Classes established\tTotal Capacity created\nLearning (SPL) –\n10 Primary SPL classes with a capacity of 12; and\n11 Post Primary SPL classes with a capacity of 14\t21\t274\nSocial Communication (SPSC) – capacity 8\t54\t432\nLearning Special (SPEYF) – capacity 8\t32\t256\nTOTAL\t107\t962\n\nCapacity noted above is an estimate based on all classes operating at full capacity. In reality, class sizes are based on the specific assessed needs of the cohort of pupils and the size of the accommodation.\n\nAs of 9 July 2024, 36 children were identified as requiring a place in a specialist provision in a mainstream class who do not yet have a confirmed placement for the new academic year. The Education Authority (EA) is working to resolve this as soon as possible and is engaging with schools and settings to increase capacity and identify solutions across all areas. This work will continue over the summer months and for as long as necessary.","answerHtml":"New specialist provision places established for September 2024:
| Specialist Provision Type | No of Classes established | Total Capacity created |
| Learning (SPL) – 10 Primary SPL classes with a capacity of 12; and 11 Post Primary SPL classes with a capacity of 14 | 21 | 274 |
| Social Communication (SPSC) – capacity 8 | 54 | 432 |
| Learning Special (SPEYF) – capacity 8 | 32 | 256 |
| TOTAL | 107 | 962 |
Capacity noted above is an estimate based on all classes operating at full capacity. In reality, class sizes are based on the specific assessed needs of the cohort of pupils and the size of the accommodation.
As of 9 July 2024, 36 children were identified as requiring a place in a specialist provision in a mainstream class who do not yet have a confirmed placement for the new academic year. The Education Authority (EA) is working to resolve this as soon as possible and is engaging with schools and settings to increase capacity and identify solutions across all areas. This work will continue over the summer months and for as long as necessary.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013935%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407034","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407034"}},{"id":"407033","reference":"AQW 13934/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-28","answerBy":"2024-07-17","answered":"2024-07-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 9567/22-27, for an update on the Miss School. Miss Out strategy review.","answerText":"Work is ongoing to review the strategy. To support this further, my officials plan to engage with children and young people to take their views on priorities to support improved attendance. This will inform a formal consultation, expected later in 2024.","answerHtml":"Work is ongoing to review the strategy. To support this further, my officials plan to engage with children and young people to take their views on priorities to support improved attendance. This will inform a formal consultation, expected later in 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013934%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407033","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407033"}},{"id":"407032","reference":"AQW 13933/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-28","answerBy":"2024-07-17","answered":"2024-07-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 8024/22-27, for an update on the review of Schemes of Management.","answerText":"The review of Schemes of Management is progressing. Officials are taking forward a review of the Model Scheme for Voluntary Grammar and Granted Maintained Integrated schools. Officials are also working with the Education Authority which is taking forward a review of the Scheme for Controlled schools. CCMS is taking forward a review of the Scheme for Catholic Maintained schools. It is expected all elements of the review will progress throughout 2024 and into 2025.","answerHtml":"The review of Schemes of Management is progressing. Officials are taking forward a review of the Model Scheme for Voluntary Grammar and Granted Maintained Integrated schools. Officials are also working with the Education Authority which is taking forward a review of the Scheme for Controlled schools. CCMS is taking forward a review of the Scheme for Catholic Maintained schools. It is expected all elements of the review will progress throughout 2024 and into 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013933%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407032","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407032"}},{"id":"406777","reference":"AQW 13790/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-25","answerBy":"2024-06-28","answered":"2024-06-28","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) how much the proposed £2,500 lump sum payment to school support staff will cost the Executive; (ii) how he plans to fund this payment; and (iii) in which financial year he intends to make this payment.","answerText":"To allow staff to receive a gross non-consolidated payment (NCP) of £2,550 (pro-rata according to actual hours worked during the 2023-24 financial year), it is estimated that the cost will not exceed £80 million.\n\nI will be asking the Executive to set aside the necessary funding in the 2025-26 financial year.\n\nIt is my intention that the NCP will be made to staff in April 2025.","answerHtml":"To allow staff to receive a gross non-consolidated payment (NCP) of £2,550 (pro-rata according to actual hours worked during the 2023-24 financial year), it is estimated that the cost will not exceed £80 million.
I will be asking the Executive to set aside the necessary funding in the 2025-26 financial year.
It is my intention that the NCP will be made to staff in April 2025.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013790%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=406777","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=406777"}},{"id":"406776","reference":"AQW 13789/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-25","answerBy":"2024-07-10","answered":"2024-07-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) for his assessment of the 2023 Education and Training Inspectorate Report on the Preventative Curriculum; and (ii) whether he intends to implement protocols to prevent further rises in Problematic Sexual Behaviour or Harmful Sexual Behaviour.","answerText":"The Department commissioned the Education and Training Inspectorate (ETI) to undertake a thematic evaluation of The Preventative Curriculum in Schools and EOTAS Centres. The 2023 ETI report contained a series of recommended next steps, and highlighted that the focus should be on the development of pupils’ knowledge, attitudes and behaviours set within a culture of respect and responsibility, with guidance required for school leaders and governors in relation to how this can be led and managed.\n\nThrough a Task and Finish Group, my Department is currently considering its response to the ETI thematic evaluation, including the actions which key delivery partners will be required to take to address the report’s findings. My officials will continue to engage with key stakeholders, schools and young people as part of this process. Guidance for schools will then be considered. It is anticipated that any additional or updated guidance will be published later in the year.\n\nFrom a safeguarding perspective, where there is concern in relation to harmful sexual behaviour in schools, the applicable protocols are outlined in the following DE Circular: https://www.education-ni.gov.uk/publications/circular-202202-children-who-display-harmful-sexual-behaviour. My officials continue to work with colleagues in the Department of Health and Department of Justice on relevant strategies, including the Domestic and Sexual Abuse Strategy and the Gillen Review, to take forward any appropriate actions for education settings and to assist in the overall approach to addressing the issue of harmful or problematic sexual behaviour.","answerHtml":"The Department commissioned the Education and Training Inspectorate (ETI) to undertake a thematic evaluation of The Preventative Curriculum in Schools and EOTAS Centres. The 2023 ETI report contained a series of recommended next steps, and highlighted that the focus should be on the development of pupils’ knowledge, attitudes and behaviours set within a culture of respect and responsibility, with guidance required for school leaders and governors in relation to how this can be led and managed.
Through a Task and Finish Group, my Department is currently considering its response to the ETI thematic evaluation, including the actions which key delivery partners will be required to take to address the report’s findings. My officials will continue to engage with key stakeholders, schools and young people as part of this process. Guidance for schools will then be considered. It is anticipated that any additional or updated guidance will be published later in the year.
From a safeguarding perspective, where there is concern in relation to harmful sexual behaviour in schools, the applicable protocols are outlined in the following DE Circular: https://www.education-ni.gov.uk/publications/circular-202202-children-who-display-harmful-sexual-behaviour. My officials continue to work with colleagues in the Department of Health and Department of Justice on relevant strategies, including the Domestic and Sexual Abuse Strategy and the Gillen Review, to take forward any appropriate actions for education settings and to assist in the overall approach to addressing the issue of harmful or problematic sexual behaviour.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013789%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=406776","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=406776"}},{"id":"406775","reference":"AQW 13788/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-25","answerBy":"2024-07-10","answered":"2024-07-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 12272/22-27, how his Department is using this data to identify actions needed.","answerText":"The data provided to you in AQW 12272/22-27 is indicative of the number of additional interventions that have been put in place in educational settings where an incident of harmful sexual behaviour has occurred following the introduction of Circular 2022/02. These figures are demonstrative of the number of children receiving additional supports, as a preventative measure, rather than of the number of incidents of harmful sexual behaviour.\n\nI can confirm that my Department is working closely with the Departments of Health and Justice on the draft Domestic and Sexual Abuse Strategy and has included the number of Risk Assessment Management Plans as a performance indicator. My officials are also contributing to ongoing work on the implementation of the Gillen Review and the development of the Ending Violence Against Women and Girls Strategy, where this data can be provided as the Departments work together to ensure that issues surrounding the rise of harmful sexual behaviour are addressed as widely as possible.","answerHtml":"The data provided to you in AQW 12272/22-27 is indicative of the number of additional interventions that have been put in place in educational settings where an incident of harmful sexual behaviour has occurred following the introduction of Circular 2022/02. These figures are demonstrative of the number of children receiving additional supports, as a preventative measure, rather than of the number of incidents of harmful sexual behaviour.
I can confirm that my Department is working closely with the Departments of Health and Justice on the draft Domestic and Sexual Abuse Strategy and has included the number of Risk Assessment Management Plans as a performance indicator. My officials are also contributing to ongoing work on the implementation of the Gillen Review and the development of the Ending Violence Against Women and Girls Strategy, where this data can be provided as the Departments work together to ensure that issues surrounding the rise of harmful sexual behaviour are addressed as widely as possible.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013788%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=406775","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=406775"}},{"id":"406604","reference":"AQW 13730/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-24","answerBy":"2024-07-09","answered":"2024-07-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the findings from the Northern Ireland Affairs Committee Integrated Education inquiry.","answerText":"I acknowledge the findings of the Inquiry and recognise the potential of integrated education in promoting mutual respect, cultural diversity and reconciliation.\n\nMy Department is committed to addressing the issues identified by the Committee and work is ongoing to ensure compliance with the Integrated Education Act (Northern Ireland) 2022.\n\nOfficials are currently working with sectoral partners to update the current Integrated Education Strategy.\n\nMy Department is addressing the complex issue of assessing and monitoring demand for integrated education by making use of available data and considering new ways to obtain more detailed information on localised demand. We will report back once this evidence has been gathered and analysed.","answerHtml":"I acknowledge the findings of the Inquiry and recognise the potential of integrated education in promoting mutual respect, cultural diversity and reconciliation.
My Department is committed to addressing the issues identified by the Committee and work is ongoing to ensure compliance with the Integrated Education Act (Northern Ireland) 2022.
Officials are currently working with sectoral partners to update the current Integrated Education Strategy.
My Department is addressing the complex issue of assessing and monitoring demand for integrated education by making use of available data and considering new ways to obtain more detailed information on localised demand. We will report back once this evidence has been gathered and analysed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013730%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=406604","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=406604"}},{"id":"406307","reference":"AQW 13613/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-20","answerBy":"2024-06-25","answered":"2024-07-08","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when Ballynahinch High School will be provided with the additional classroom space required to accommodate their additional social and communication provision in September 2024.","answerText":"The Education Authority has confirmed that the Interim Assistant Director of Special Educational Need (SEN) Statutory Services has been in contact with The High School Ballynahinch and provided assurance that the accommodation needs for the specialist provision classes at the school, including a review of resourcing requirements, is being prioritised.\n\nThey will maintain contact with the principal and the SEN Co-ordinator over the summer months.","answerHtml":"The Education Authority has confirmed that the Interim Assistant Director of Special Educational Need (SEN) Statutory Services has been in contact with The High School Ballynahinch and provided assurance that the accommodation needs for the specialist provision classes at the school, including a review of resourcing requirements, is being prioritised.
They will maintain contact with the principal and the SEN Co-ordinator over the summer months.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013613%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=406307","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=406307"}},{"id":"407307","reference":"AQO 693/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-06-20","answerBy":"2024-07-01","answered":"2024-07-01","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for an update on the proposed Park and Ride facility at Newtownards.","answerText":"Translink is taking the lead in delivering the Newtownards Park and Ride site that will create 430 parking spaces. It will improve public transport links and become a central hub for connecting people and encourage modal shift from the private car to public transport that in turn will help reduce transport emissions and support the wider Climate Change Act (NI) 2022 commitments.\n\nI am pleased that my Department has already facilitated the land transfer from Ards and North Down Council for the site.\n\nTranslink is currently taking forward the statutory processes including the planning application, the detailed design and the business case.\n\nThe timescale for delivery will be dependent on conclusion to these pieces of work and future funding availability.\n\nTranslink is working closely with the Council and my Department to take cognisance of proposals for active travel linkages.","answerHtml":"Translink is taking the lead in delivering the Newtownards Park and Ride site that will create 430 parking spaces. It will improve public transport links and become a central hub for connecting people and encourage modal shift from the private car to public transport that in turn will help reduce transport emissions and support the wider Climate Change Act (NI) 2022 commitments.
I am pleased that my Department has already facilitated the land transfer from Ards and North Down Council for the site.
Translink is currently taking forward the statutory processes including the planning application, the detailed design and the business case.
The timescale for delivery will be dependent on conclusion to these pieces of work and future funding availability.
Translink is working closely with the Council and my Department to take cognisance of proposals for active travel linkages.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20693%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=407307","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=407307"}},{"id":"406174","reference":"AQW 13565/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-19","answerBy":"2024-06-25","answered":"2024-07-01","answeredOrally":false,"priority":true,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities, in relation to his Department’s work to address homelessness, for his assessment of the value of repealing current vagrancy laws.","answerText":"Vagrancy legislation is a matter for the Minister of Justice.","answerHtml":"Vagrancy legislation is a matter for the Minister of Justice.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013565%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=406174","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=406174"}},{"id":"406015","reference":"AQW 13513/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-18","answerBy":"2024-06-21","answered":"2024-06-21","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether a right of appeal is available to parents when a Board of Governors does not progress with a requested Temporary Variation to accommodate a place for their child.","answerText":"There is no legal requirement on a Board of Governors to seek a Temporary Variation and no right of appeal when one is not progressed.","answerHtml":"There is no legal requirement on a Board of Governors to seek a Temporary Variation and no right of appeal when one is not progressed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013513%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=406015","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=406015"}},{"id":"405348","reference":"AQW 13268/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-12","answerBy":"2024-06-27","answered":"2024-06-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the spend on taxi provision for pupils with a statement of special educational need in the last three academic years; and (ii) his plans to deliver more cost-effective provision which meets the needs of children using the service.","answerText":"(i) My Department is responsible for the home to school transport policy and the Education Authority (EA) for its operation and delivery. The EA has provided the figures below in relation to the spend on taxi provision (including escort costs) for pupils with a statement of special educational needs (SEN) in the last three academic years.\n\nSept 2020-June2021Sept 2021-June 2022 Sept 2022-June 2023\n\n£20,007,526£21,889,804£29,160,067\n\n(ii) Transport assistance is provided to over 90k pupils travelling to and from school each day, of which around 10k have an additional transport requirement detailed in their statement of SEN. The number of children with a statement of SEN has increased significantly in recent years, as has the number of pupils requiring bespoke transport arrangements to enable them to attend school.\n\nThe EA is currently considering the inclusion of smaller vehicles within its fleet to determine if this may afford some flexibility in the delivery of SEN transport and help to move away from the heavy dependence on taxis. It is also developing proposals to improve its transport management and route planning systems to optimise the school transport network which will deliver efficiencies. My Department is committed to working with the EA to develop a more sustainable model of transport which meets the needs of all pupils, including those with special educational needs.","answerHtml":"(i) My Department is responsible for the home to school transport policy and the Education Authority (EA) for its operation and delivery. The EA has provided the figures below in relation to the spend on taxi provision (including escort costs) for pupils with a statement of special educational needs (SEN) in the last three academic years.
Sept 2020-June2021Sept 2021-June 2022 Sept 2022-June 2023
£20,007,526£21,889,804£29,160,067
(ii) Transport assistance is provided to over 90k pupils travelling to and from school each day, of which around 10k have an additional transport requirement detailed in their statement of SEN. The number of children with a statement of SEN has increased significantly in recent years, as has the number of pupils requiring bespoke transport arrangements to enable them to attend school.
The EA is currently considering the inclusion of smaller vehicles within its fleet to determine if this may afford some flexibility in the delivery of SEN transport and help to move away from the heavy dependence on taxis. It is also developing proposals to improve its transport management and route planning systems to optimise the school transport network which will deliver efficiencies. My Department is committed to working with the EA to develop a more sustainable model of transport which meets the needs of all pupils, including those with special educational needs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013268%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=405348","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=405348"}},{"id":"405186","reference":"AQW 13204/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-11","answerBy":"2024-06-26","answered":"2024-06-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the replacement for the Professional Qualification for Headship.","answerText":"My Department has been working in collaboration with key stakeholders including practitioners and representatives of the various Arm’s-Length Bodies and Higher Educational Institutions to inform the development of a new leadership programme for aspiring Principals, which will replace the former “Professional Qualification for Headship” (PQH) programme. This has been informed by extensive engagement with other jurisdictions and their experience with similar programmes.\n\nSubject to securing the necessary resources in 2024-25 and beyond, this programme will be further developed, in collaboration with key stakeholders, in order to ensure aspiring Principals are equipped with the skills and knowledge necessary to handle the diverse and demanding responsibilities of school leadership.","answerHtml":"My Department has been working in collaboration with key stakeholders including practitioners and representatives of the various Arm’s-Length Bodies and Higher Educational Institutions to inform the development of a new leadership programme for aspiring Principals, which will replace the former “Professional Qualification for Headship” (PQH) programme. This has been informed by extensive engagement with other jurisdictions and their experience with similar programmes.
Subject to securing the necessary resources in 2024-25 and beyond, this programme will be further developed, in collaboration with key stakeholders, in order to ensure aspiring Principals are equipped with the skills and knowledge necessary to handle the diverse and demanding responsibilities of school leadership.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013204%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=405186","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=405186"}},{"id":"404989","reference":"AQW 13154/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-10","answerBy":"2024-06-25","answered":"2024-06-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the rationale for his decision on Development Proposal 720, Queen Elizabeth II Primary School, Kilskeery, following the recommendation from his officials to approve closure; and (ii) where the rationale for this decision is available to the public.","answerText":"My rationale for my decision which is now published on the Department’s website is that: -\n\n“Having carefully considered all of the evidence and analysis with regard to this proposal against the sustainable schools’ policy and also carefully considered the comments received during the statutory objection period, I have decided not to approve the proposal for closure. I would of course expect the board of governors to monitor the school closely against SSP criteria and ongoing support to be provided by the EA as the managing authority”.","answerHtml":"My rationale for my decision which is now published on the Department’s website is that: -
“Having carefully considered all of the evidence and analysis with regard to this proposal against the sustainable schools’ policy and also carefully considered the comments received during the statutory objection period, I have decided not to approve the proposal for closure. I would of course expect the board of governors to monitor the school closely against SSP criteria and ongoing support to be provided by the EA as the managing authority”.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013154%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404989","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404989"}},{"id":"404988","reference":"AQW 13153/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-10","answerBy":"2024-06-25","answered":"2024-06-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on his Department’s work on a draft vision statement and guiding principles for Sixth Form provision.","answerText":"There are a range of individual policies and strategies impacting upon Sixth Form provision in schools, including the Entitlement Framework, qualifications, funding, transport, admissions and area planning.\n\nAn internal review of the 6th Form baseline position has been completed. This has involved a review of the evidence base, carrying out additional analysis and looking at strategic approaches in other jurisdictions.\n\nA document that will form the basis of further engagement with stakeholders is currently being drafted. It will articulate the issues that have been raised and propose a draft strategic vision statement and guiding principles for sixth form provision.\n\nDuring the consultation phase the department will ensure it engages fully with all key stakeholders.\n\nI recently met with the Minister for the Economy where we discussed our approach to the work and our shared priorities within the 14-19 Framework. We have prioritised careers and have tasked officials from our departments to produce a joint programme of work. On the wider framework and its actions, the Minister for the Economy and I will be considering how best to prioritise the other elements of the framework.","answerHtml":"There are a range of individual policies and strategies impacting upon Sixth Form provision in schools, including the Entitlement Framework, qualifications, funding, transport, admissions and area planning.
An internal review of the 6th Form baseline position has been completed. This has involved a review of the evidence base, carrying out additional analysis and looking at strategic approaches in other jurisdictions.
A document that will form the basis of further engagement with stakeholders is currently being drafted. It will articulate the issues that have been raised and propose a draft strategic vision statement and guiding principles for sixth form provision.
During the consultation phase the department will ensure it engages fully with all key stakeholders.
I recently met with the Minister for the Economy where we discussed our approach to the work and our shared priorities within the 14-19 Framework. We have prioritised careers and have tasked officials from our departments to produce a joint programme of work. On the wider framework and its actions, the Minister for the Economy and I will be considering how best to prioritise the other elements of the framework.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013153%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404988","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404988"}},{"id":"404987","reference":"AQW 13152/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-10","answerBy":"2024-06-25","answered":"2024-06-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of whether a reduction in industrial action in schools by teachers has influenced Targeting Social Need planner completion rates.","answerText":"There has been a small but encouraging increase in the completion of Targeting Social Need planners since industrial action by teachers ended on 9 April 2024.\n\nThe agreement reached between the Department and the Northern Ireland Teaching Council was that no retrospective work would be asked of schools. This has had an impact on completion rates this year.\n\nA completion rate of 17.5% as at 12 June 2024, means we are able to report on how 100,000 pupils have been supported with more than £15 million of investment.","answerHtml":"There has been a small but encouraging increase in the completion of Targeting Social Need planners since industrial action by teachers ended on 9 April 2024.
The agreement reached between the Department and the Northern Ireland Teaching Council was that no retrospective work would be asked of schools. This has had an impact on completion rates this year.
A completion rate of 17.5% as at 12 June 2024, means we are able to report on how 100,000 pupils have been supported with more than £15 million of investment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013152%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404987","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404987"}},{"id":"404986","reference":"AQW 13151/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-10","answerBy":"2024-06-25","answered":"2024-06-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to progress Key Area 4 of A Fair Start Final Report and Action Plan.","answerText":"“A Fair Start” Key Area 4 action (i) is complete and Key Area 4 actions (iii) and (iv) are being progressed following my announcement of £20 million over the next two years, with potential for further funding to support the delivery of the RAISE programme.\n\nKey Area 4 actions (v), (vi) and (vii) are not being progressed in 2024/25 due to budget pressures.\n\nKey Area 4 action (ii) suggested that completion of Targeting Social Need Planner should be mandatory. Schools are being encouraged to complete the planner rather than mandating them.","answerHtml":"“A Fair Start” Key Area 4 action (i) is complete and Key Area 4 actions (iii) and (iv) are being progressed following my announcement of £20 million over the next two years, with potential for further funding to support the delivery of the RAISE programme.
Key Area 4 actions (v), (vi) and (vii) are not being progressed in 2024/25 due to budget pressures.
Key Area 4 action (ii) suggested that completion of Targeting Social Need Planner should be mandatory. Schools are being encouraged to complete the planner rather than mandating them.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013151%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404986","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404986"}},{"id":"404985","reference":"AQW 13150/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-10","answerBy":"2024-06-25","answered":"2024-06-18","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on discussions between his Department, the Greater Shankill Project and Queen's University Belfast in relation to Key Area 5 of A Fair Start Final Report and Action Plan.","answerText":"Since the report “A Fair Start” report was published in June 2021, there has been on-going engagement with the Chief Executive of the Greater Shankill Project (GSP) on a ‘Greater Shankill Children & Young People Zone’ for the area and on \"A Fair Start\" more generally.\n\nMy department has also been engaging with the QUB School of Social Sciences, Education and Social Work to support the development of the RAISE programme.","answerHtml":"Since the report “A Fair Start” report was published in June 2021, there has been on-going engagement with the Chief Executive of the Greater Shankill Project (GSP) on a ‘Greater Shankill Children & Young People Zone’ for the area and on "A Fair Start" more generally.
My department has also been engaging with the QUB School of Social Sciences, Education and Social Work to support the development of the RAISE programme.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013150%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404985","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404985"}},{"id":"404810","reference":"AQW 13097/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-07","answerBy":"2024-06-12","answered":"2024-06-14","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the percentage of short notice bookings placed on the Northern Ireland Supply Teacher Register that are successful.","answerText":"The Department of Education is not the employer of school-based staff. The Northern Ireland Supply Teacher Register is administered by the Education Authority (EA). EA has advised that from the period from August 2023 to 10 June 2024 93% of short notice bookings have been successfully filled through the NISTR Short Notice Supply function:\n\n• Number of short notice supply bookings: 4013\n\n• Number of short notice supply notices that have been a successful booking: 3724.","answerHtml":"The Department of Education is not the employer of school-based staff. The Northern Ireland Supply Teacher Register is administered by the Education Authority (EA). EA has advised that from the period from August 2023 to 10 June 2024 93% of short notice bookings have been successfully filled through the NISTR Short Notice Supply function:
• Number of short notice supply bookings: 4013
• Number of short notice supply notices that have been a successful booking: 3724.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013097%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404810","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404810"}},{"id":"404809","reference":"AQW 13096/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-07","answerBy":"2024-06-24","answered":"2024-06-21","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 10168/22-27, and given his assessment of the contribution Find Help NI makes towards the delivery of the Mental Health Strategy, whether he will consider (i) providing funding to deliver and expand their site; (ii) inviting them to participate in the relevant sub-group of the Mental Health Strategy Steering Group; and (iii) tasking the Public Health Agency to promote their site.","answerText":"Find Help NI received £259,022 of funding through the Department’s Mental Health Support Fund (MHSF). The MHSF was established using unspent Covid-19 monies and was a one-off, non-recurring fund for a period of three years, from April 2021 to March 2024. All monies allocated to the fund have now been exhausted and, unfortunately, due to the financial situation which the Department continues to face, there is no budget to extend such funding.\n\nCurrently, there are no plans to invite Find Help NI to participate in the Mental Health Strategy Strategic Reform Board. However, in delivering on Action 17 of the Mental Health Strategy (MHS) in 2024/25, the Department intends to engage with many organisations, such as Find Help NI, to assess the capacity and scope within the Community & Voluntary sector in order to inform the required steps for integration of the sector within the delivery of mental health services, including the attendant structures of the Regional Mental Health Service.\n\nThe Public Health Agency (PHA) has no ability to ensure that the services being offered by Find Help NI meet relevant quality standards, therefore the PHA are unable to promote the site.","answerHtml":"Find Help NI received £259,022 of funding through the Department’s Mental Health Support Fund (MHSF). The MHSF was established using unspent Covid-19 monies and was a one-off, non-recurring fund for a period of three years, from April 2021 to March 2024. All monies allocated to the fund have now been exhausted and, unfortunately, due to the financial situation which the Department continues to face, there is no budget to extend such funding.
Currently, there are no plans to invite Find Help NI to participate in the Mental Health Strategy Strategic Reform Board. However, in delivering on Action 17 of the Mental Health Strategy (MHS) in 2024/25, the Department intends to engage with many organisations, such as Find Help NI, to assess the capacity and scope within the Community & Voluntary sector in order to inform the required steps for integration of the sector within the delivery of mental health services, including the attendant structures of the Regional Mental Health Service.
The Public Health Agency (PHA) has no ability to ensure that the services being offered by Find Help NI meet relevant quality standards, therefore the PHA are unable to promote the site.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2013096%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404809","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404809"}},{"id":"406076","reference":"AQO 620/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-06-06","answerBy":"2024-06-18","answered":"2024-06-18","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities for an update on the actions taken by his Department to reduce the number of recipients of Carer's Allowance referred to the debt repayment branch due to a breach in weekly earnings.","answerText":"I recognise the important role that unpaid carers play within Northern Ireland for our communities and for the people they care for.\n\nMy Department continues to use a number of methods to assist with the early identification of recoverable Carers Allowance overpayments, including those caused by excess earnings.\n\nThese include checks using His Majesty’s Revenue and Customs information on income on new claims and when any change of circumstances is reported to quickly identify a potential overpayment.\n\nMy officials also conduct a monthly check where earnings regularly fluctuate, and an annual review on all self-employed cases.\n\nIn addition, officials are engaging with the Department for Work and Pensions to secure access to the Verification of Earnings and Pensions system which provides an alert when a person’s earnings breach the Carer’s Allowance earnings threshold.\n\nFinally, officials are planning a programme of stakeholder engagement and a refresh of customer messaging to ensure that Carer’s Allowance customers understand the importance of reporting changes promptly, the type of changes that can impact a person’s entitlement to Carer’s Allowance; and are aware of the methods in place for quickly and efficiently reporting changes.","answerHtml":"I recognise the important role that unpaid carers play within Northern Ireland for our communities and for the people they care for.
My Department continues to use a number of methods to assist with the early identification of recoverable Carers Allowance overpayments, including those caused by excess earnings.
These include checks using His Majesty’s Revenue and Customs information on income on new claims and when any change of circumstances is reported to quickly identify a potential overpayment.
My officials also conduct a monthly check where earnings regularly fluctuate, and an annual review on all self-employed cases.
In addition, officials are engaging with the Department for Work and Pensions to secure access to the Verification of Earnings and Pensions system which provides an alert when a person’s earnings breach the Carer’s Allowance earnings threshold.
Finally, officials are planning a programme of stakeholder engagement and a refresh of customer messaging to ensure that Carer’s Allowance customers understand the importance of reporting changes promptly, the type of changes that can impact a person’s entitlement to Carer’s Allowance; and are aware of the methods in place for quickly and efficiently reporting changes.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20620%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=406076","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=406076"}},{"id":"404494","reference":"AQW 12978/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-05","answerBy":"2024-06-20","answered":"2024-06-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on any work he has undertaken with the Minister of Health on developing a standard template to capture information from parents as children transition between early years services into preschool and primary school in order to ensure that practitioners can support children’s learning and development, as recommended in A Fair Start report.","answerText":"My department works collaboratively with the Department of Health to support the transition of children between Sure Start and pre-school and between pre-school and primary school.\n\nProvision of support for children and their families in transitioning to pre-school, is a key area of focus for the Sure Start Developmental Programme. Sure Start shares a transition report with pre-school providers which includes information on the child’s speech and language, physical, social, personal and emotional development.\n\nAs part of the Getting Ready for Toddler programme, a joint Health/Education review is undertaken when children are aged 3 plus, aimed at ensuring the best possible outcomes as they transition from pre-school to primary school. The Health Visitor in partnership with the child, parent/carer and pre-school practitioner completes the 3+ review in the pre-school setting. The 3+ review is based on the completion of the Ages and Stages, Social-Emotional Questionnaire (ASQ:SE) and a follow-up discussion between the Health Visitor and parent/carer. The data collected is uploaded to the NI Child Health System. The review aligns with the pre-school curricular guidance and provides parents and practitioners with valuable information that can be used to support a child’s development, enable early identification of needs, and where necessary, appropriate referral to support / specialist services.","answerHtml":"My department works collaboratively with the Department of Health to support the transition of children between Sure Start and pre-school and between pre-school and primary school.
Provision of support for children and their families in transitioning to pre-school, is a key area of focus for the Sure Start Developmental Programme. Sure Start shares a transition report with pre-school providers which includes information on the child’s speech and language, physical, social, personal and emotional development.
As part of the Getting Ready for Toddler programme, a joint Health/Education review is undertaken when children are aged 3 plus, aimed at ensuring the best possible outcomes as they transition from pre-school to primary school. The Health Visitor in partnership with the child, parent/carer and pre-school practitioner completes the 3+ review in the pre-school setting. The 3+ review is based on the completion of the Ages and Stages, Social-Emotional Questionnaire (ASQ:SE) and a follow-up discussion between the Health Visitor and parent/carer. The data collected is uploaded to the NI Child Health System. The review aligns with the pre-school curricular guidance and provides parents and practitioners with valuable information that can be used to support a child’s development, enable early identification of needs, and where necessary, appropriate referral to support / specialist services.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012978%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404494","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404494"}},{"id":"404493","reference":"AQW 12977/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-05","answerBy":"2024-06-20","answered":"2024-06-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 8584/22-27, whether he intends to publish the Education and Training Inspectorate’s commissioned work into Learning through Play.","answerText":"My officials requested internal policy advice from the Education and Training Inspectorate on the current levels of professional learning and support and future levels required for foundation stage teachers and classroom assistants in play-based pedagogy. This report was provided for internal use only.","answerHtml":"My officials requested internal policy advice from the Education and Training Inspectorate on the current levels of professional learning and support and future levels required for foundation stage teachers and classroom assistants in play-based pedagogy. This report was provided for internal use only.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012977%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404493","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404493"}},{"id":"404492","reference":"AQW 12976/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-05","answerBy":"2024-06-20","answered":"2024-06-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will enhance the Getting Ready suite of programmes, as recommended in A Fair Start report, as part of his recent announcement on early years and childcare investment.","answerText":"£7.1m has been allocated by the Executive to stabilise and expand existing early years provision as part of the £25m package announced on 23 May 2024. Work to confirm the components of this and the operational detail is ongoing and will be communicated in due course.","answerHtml":"£7.1m has been allocated by the Executive to stabilise and expand existing early years provision as part of the £25m package announced on 23 May 2024. Work to confirm the components of this and the operational detail is ongoing and will be communicated in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012976%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404492","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404492"}},{"id":"404491","reference":"AQW 12975/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-05","answerBy":"2024-06-20","answered":"2024-06-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether a targeted developmental programme for all two year olds at risk of poor educational outcomes, as recommended in A Fair Start report, will be included as part of his recent announcement on early years and childcare investment.","answerText":"As I said in my recent statement, limited budget and sector capacity mean that it is not possible to address everything in the first year. A targeted developmental programme for all two-year-olds at risk of poor educational outcomes remains a priority but is not included within the package I recently announced. However, the additional funding which will be made available for Sure Start in the current year will enable us to learn from its successful Developmental Programme for 2-3 Year Olds and inform future plans.","answerHtml":"As I said in my recent statement, limited budget and sector capacity mean that it is not possible to address everything in the first year. A targeted developmental programme for all two-year-olds at risk of poor educational outcomes remains a priority but is not included within the package I recently announced. However, the additional funding which will be made available for Sure Start in the current year will enable us to learn from its successful Developmental Programme for 2-3 Year Olds and inform future plans.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012975%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404491","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404491"}},{"id":"404490","reference":"AQW 12974/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-05","answerBy":"2024-06-20","answered":"2024-06-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how the RAISE Programme will contribute to improving attendance rates.","answerText":"The RAISE Programme will adopt a place-based approach to supporting children and young people at risk of exclusion, marginalisation and underachievement.\n\nThe unique range of needs in each locality and the selection of measures best suited to addressing those needs will be explored in tandem with local stakeholders as the programme is developed in each area.\n\nIt is likely that this community-informed approach will recognise the value of regular school attendance given its importance in supporting emotional health and wellbeing and educational achievement.","answerHtml":"The RAISE Programme will adopt a place-based approach to supporting children and young people at risk of exclusion, marginalisation and underachievement.
The unique range of needs in each locality and the selection of measures best suited to addressing those needs will be explored in tandem with local stakeholders as the programme is developed in each area.
It is likely that this community-informed approach will recognise the value of regular school attendance given its importance in supporting emotional health and wellbeing and educational achievement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012974%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404490","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404490"}},{"id":"404299","reference":"AQW 12904/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-04","answerBy":"2024-06-19","answered":"2024-06-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether RAISE funding will be used to contribute to reducing the negative impact of paramilitarism.","answerText":"A significant element of the RAISE Programme is the delivery of community informed interventions to raise aspirations and reduce educational disadvantage. As part of this, there is scope for a wide range of issues to be considered in the identified localities. Reducing the impact of paramilitarism and organised crime could be amongst those issues.","answerHtml":"A significant element of the RAISE Programme is the delivery of community informed interventions to raise aspirations and reduce educational disadvantage. As part of this, there is scope for a wide range of issues to be considered in the identified localities. Reducing the impact of paramilitarism and organised crime could be amongst those issues.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012904%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404299","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404299"}},{"id":"404298","reference":"AQW 12903/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-04","answerBy":"2024-06-19","answered":"2024-06-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) how much funding each RAISE Programme area will receive; and (ii) how funding will be distributed in the selected RAISE Programme areas.","answerText":"Budget details are being finalised.\n\nThe RAISE Programme will include both community informed interventions and the delivery of cross-cutting themes. Funding for localities will be based on the number of eligible pupils in the RAISE area.\n\nOfficials will be working with stakeholders on the details of the Programme and funding allocations over the coming months.","answerHtml":"Budget details are being finalised.
The RAISE Programme will include both community informed interventions and the delivery of cross-cutting themes. Funding for localities will be based on the number of eligible pupils in the RAISE area.
Officials will be working with stakeholders on the details of the Programme and funding allocations over the coming months.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012903%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404298","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404298"}},{"id":"404297","reference":"AQW 12902/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-04","answerBy":"2024-06-19","answered":"2024-06-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how he will ensure that the RAISE Programme will work in partnership with other funders to maximise outcomes.","answerText":"During the design process for RAISE, DE officials worked with a range of stakeholders to consider the potential for the programme to complement and support, where appropriate, other programmes to maximise impact and improve outcomes for children and young people.\n\nThose considerations have included opportunities for joint working across Departments on locality-based interventions. These opportunities will be further explored in coming months.","answerHtml":"During the design process for RAISE, DE officials worked with a range of stakeholders to consider the potential for the programme to complement and support, where appropriate, other programmes to maximise impact and improve outcomes for children and young people.
Those considerations have included opportunities for joint working across Departments on locality-based interventions. These opportunities will be further explored in coming months.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012902%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404297","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404297"}},{"id":"404296","reference":"AQW 12901/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-04","answerBy":"2024-06-19","answered":"2024-06-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether education otherwise than at school settings will be able to benefit from RAISE funding.","answerText":"There is scope for education otherwise than at school settings to be included in conversations in specific RAISE localities. These settings are important stakeholders in the programme.\n\nConversations with all stakeholders in each locality will take place in the coming months.","answerHtml":"There is scope for education otherwise than at school settings to be included in conversations in specific RAISE localities. These settings are important stakeholders in the programme.
Conversations with all stakeholders in each locality will take place in the coming months.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012901%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404296","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404296"}},{"id":"404295","reference":"AQW 12900/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-06-04","answerBy":"2024-06-19","answered":"2024-06-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the criteria that has been used to select the areas the RAISE Programme will operate in.","answerText":"A wide range of data was considered from which seven child-centered indicators were chosen. These were:\n\nGCSEs – The percentage of leavers who did not achieve 5+ GCSEs (A*-C) including equivalents including English & maths.\n\nPupil Absence from Years 1 to 12.\n\nSpecial Educational Needs - SEN Stages 2-3.\n\nFree School Meals Entitlement (FSME).\n\nIncome Deprivation Affecting Children – a Northern Ireland Multiple Deprivation Measure.\n\nHealth Deprivation & Disability – a Northern Ireland Multiple Deprivation Measure.\n\nCrime/Anti-Social Behaviour Incidents.\n\nThe indicators were then used for two separate purposes:\n\nShortlisting – the seven listed indicators were used to identify and shortlist Super Output Areas (SOAs); and\n\nRanking – GCSE achievement was used as a ranking methodology to prioritise areas of investment, i.e. lowest achievement ranks first.","answerHtml":"A wide range of data was considered from which seven child-centered indicators were chosen. These were:
GCSEs – The percentage of leavers who did not achieve 5+ GCSEs (A*-C) including equivalents including English & maths.
Pupil Absence from Years 1 to 12.
Special Educational Needs - SEN Stages 2-3.
Free School Meals Entitlement (FSME).
Income Deprivation Affecting Children – a Northern Ireland Multiple Deprivation Measure.
Health Deprivation & Disability – a Northern Ireland Multiple Deprivation Measure.
Crime/Anti-Social Behaviour Incidents.
The indicators were then used for two separate purposes:
Shortlisting – the seven listed indicators were used to identify and shortlist Super Output Areas (SOAs); and
Ranking – GCSE achievement was used as a ranking methodology to prioritise areas of investment, i.e. lowest achievement ranks first.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012900%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=404295","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=404295"}},{"id":"403628","reference":"AQW 12707/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-30","answerBy":"2024-06-04","answered":"2024-06-05","answeredOrally":false,"priority":true,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance (i) for an update on her engagement with HM Treasury on the Non-Teaching Pay and Grading Review; and (ii) what impact the pre-election period of sensitivity will have on this engagement.","answerText":"I wrote to the Chief Secretary of the Treasury on 17 May 2024, seeking her agreement to re-profile £180m of future years’ funding into 2024-25 to enable implementation of the Non-Teaching Pay and Grading Review. I have not yet received a response.\n\nSince the Westminster General Election has now been called for 04 July 2024, it is now less likely that I will receive a response to this request before the Executive’s consideration of June Monitoring.\n\nGiven the importance of resolving this issue, I wrote to the Education Minister on 30 May 2024 to advise that he may wish to consider submitting a bid to June Monitoring to enable the Executive to consider it in the round and in the context of the competing pressures across departments.\n\nI understand that the Education Minister is engaging with unions to ensure that the pay and grading review is implemented from 1 April this year, and I will continue to work with him to reach an early resolution on this matter, given the importance of these staff in delivering vital services to our children and young people.","answerHtml":"I wrote to the Chief Secretary of the Treasury on 17 May 2024, seeking her agreement to re-profile £180m of future years’ funding into 2024-25 to enable implementation of the Non-Teaching Pay and Grading Review. I have not yet received a response.
Since the Westminster General Election has now been called for 04 July 2024, it is now less likely that I will receive a response to this request before the Executive’s consideration of June Monitoring.
Given the importance of resolving this issue, I wrote to the Education Minister on 30 May 2024 to advise that he may wish to consider submitting a bid to June Monitoring to enable the Executive to consider it in the round and in the context of the competing pressures across departments.
I understand that the Education Minister is engaging with unions to ensure that the pay and grading review is implemented from 1 April this year, and I will continue to work with him to reach an early resolution on this matter, given the importance of these staff in delivering vital services to our children and young people.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012707%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=403628","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=403628"}},{"id":"403483","reference":"AQW 12651/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-29","answerBy":"2024-06-03","answered":"2024-05-31","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 12455/22-27, to detail all inescapable pressure bids he made to the Minister of Finance ahead of the Budget 2024-25.","answerText":"My Department included the following inescapable pressures in its bids to the Minister of Finance ahead of Budget 2024-25 considerations.\n\nInescapable Bids\t£m\nBlock Grant – SEN\t132.02\nASB\t324.52\nBlock Grant - Non SEN\t110.98\nEA Pay and Grading review\t171.00\nMaintenance (including Special Schools, RaAC Surveys & Wall Ties issues)\t31.13\nEA Youth\t2.54\nDepartmental\t3.62\nPre-School Education Programme – Non-statutory providers\t1.03\nShared Education – Mainstreaming Shared Education Pupil Engagement\t0.40\n\nThe Minister of Finance was subsequently advised that the estimate for the EA Pay and Grading had increased to c£180m.","answerHtml":"My Department included the following inescapable pressures in its bids to the Minister of Finance ahead of Budget 2024-25 considerations.
| Inescapable Bids | £m |
| Block Grant – SEN | 132.02 |
| ASB | 324.52 |
| Block Grant - Non SEN | 110.98 |
| EA Pay and Grading review | 171.00 |
| Maintenance (including Special Schools, RaAC Surveys & Wall Ties issues) | 31.13 |
| EA Youth | 2.54 |
| Departmental | 3.62 |
| Pre-School Education Programme – Non-statutory providers | 1.03 |
| Shared Education – Mainstreaming Shared Education Pupil Engagement | 0.40 |
The Minister of Finance was subsequently advised that the estimate for the EA Pay and Grading had increased to c£180m.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012651%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=403483","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=403483"}},{"id":"403355","reference":"AQW 12582/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-28","answerBy":"2024-05-31","answered":"2024-05-31","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education why no legislative plans for his Department were included in the First Minister and Deputy First Minister statement on the Executive Legislation Programme 2024.","answerText":"I have a number of bills under development which are not at an advanced enough stage to introduce to the Assembly in the calendar year 2024.\n\nMy officials are currently developing three bills planned for introduction in 2024/25, on School Uniforms, Nutritional Standards in Schools, and Clothing Allowance Awards, and further bills for introduction in 2025/26.\n\nI have instructed officials to progress the School Uniforms bill as a priority and if this or any other bill is ready for introduction sooner than anticipated I will endeavour to bring it to the Assembly as soon as I can.","answerHtml":"I have a number of bills under development which are not at an advanced enough stage to introduce to the Assembly in the calendar year 2024.
My officials are currently developing three bills planned for introduction in 2024/25, on School Uniforms, Nutritional Standards in Schools, and Clothing Allowance Awards, and further bills for introduction in 2025/26.
I have instructed officials to progress the School Uniforms bill as a priority and if this or any other bill is ready for introduction sooner than anticipated I will endeavour to bring it to the Assembly as soon as I can.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012582%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=403355","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=403355"}},{"id":"403354","reference":"AQW 12581/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-28","answerBy":"2024-06-12","answered":"2024-06-12","answeredOrally":false,"priority":false,"department":"Department of Justice","departmentId":"134","minister":"Minister of Justice","question":"To ask the Minister of Justice (i) for his assessment of the current vagrancy laws; and (ii) whether he will repeal of any of these laws to deliver a holistic approach to addressing homelessness.","answerText":"My intention is to repeal the provisions of the Vagrancy Act 1824 and the Vagrancy (Ireland) Act 1847 as they apply to Northern Ireland in the current mandate.\n\nHomelessness, which is often linked to underlying issues such as drug addiction, alcohol addiction and poor mental health, should never be criminalised. It is a wider societal, and cross cutting, issue which ultimately requires an Executive response.","answerHtml":"My intention is to repeal the provisions of the Vagrancy Act 1824 and the Vagrancy (Ireland) Act 1847 as they apply to Northern Ireland in the current mandate.
Homelessness, which is often linked to underlying issues such as drug addiction, alcohol addiction and poor mental health, should never be criminalised. It is a wider societal, and cross cutting, issue which ultimately requires an Executive response.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012581%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=403354","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=403354"}},{"id":"403353","reference":"AQW 12580/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-28","answerBy":"2024-06-12","answered":"2024-06-11","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to detail any engagement he has had with the Minister of Justice in relation to the repealing of vagrancy laws.","answerText":"There has been no engagement with the Minister of Justice in relation to the repealing of vagrancy laws.","answerHtml":"There has been no engagement with the Minister of Justice in relation to the repealing of vagrancy laws.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012580%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=403353","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=403353"}},{"id":"403094","reference":"AQW 12514/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-24","answerBy":"2024-06-11","answered":"2024-06-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) to detail the current average caseload for a Special Educational Needs Link Officer; and (ii) for his assessment of whether this represents a sustainable workload to support effective service delivery.","answerText":"The Education Authority (EA) has confirmed that the current average caseload of a Special Educational Needs (SEN) Link Officer is 899.\n\nWhile all children with a statement will have a SEN link officer, the level of direct support provided will vary widely depending on the child’s needs.\n\nIn recognition of the significant caseloads, the EA has recently approved the recruitment of additional SEN Link Officers to support effective delivery of this service.","answerHtml":"The Education Authority (EA) has confirmed that the current average caseload of a Special Educational Needs (SEN) Link Officer is 899.
While all children with a statement will have a SEN link officer, the level of direct support provided will vary widely depending on the child’s needs.
In recognition of the significant caseloads, the EA has recently approved the recruitment of additional SEN Link Officers to support effective delivery of this service.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012514%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=403094","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=403094"}},{"id":"403093","reference":"AQW 12513/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-24","answerBy":"2024-06-11","answered":"2024-06-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the Think 1265 Charter as an approach to addressing workload pressures facing teachers.","answerText":"Teachers’ terms and conditions of service are negotiated through the forum known as the Teachers’ Negotiating Committee (TNC) which comprises representatives of teachers’ employers, sectoral bodies, Department of Education and the five recognised teachers’ unions. The National Association of Schoolmasters Union of Women Teachers (NASUWT) is a member of TNC.\n\nThink 1265 is a website supported by the NASUWT but is not an NASUWT official website. I am aware that Think 1265 is recommending that teachers request their school to recognise the charter it is promoting.\n\nThrough TNC an agreed workload agreement (TNC 2011/8) was produced which explains the requirements of the 1265 directed hours of a full-time teacher. To support principals in the design and implementation of directed time budgets explanatory documentation including frequently asked questions and training has been jointly agreed with trade unions. The workload agreement has recently been reviewed through a joint working group which included a senior representative from NASUWT and a revised workload agreement was agreed and issued TNC 2024/2.\n\nThe workload pressures on teachers is being considered through the recognised and accepted negotiating machinery of TNC.","answerHtml":"Teachers’ terms and conditions of service are negotiated through the forum known as the Teachers’ Negotiating Committee (TNC) which comprises representatives of teachers’ employers, sectoral bodies, Department of Education and the five recognised teachers’ unions. The National Association of Schoolmasters Union of Women Teachers (NASUWT) is a member of TNC.
Think 1265 is a website supported by the NASUWT but is not an NASUWT official website. I am aware that Think 1265 is recommending that teachers request their school to recognise the charter it is promoting.
Through TNC an agreed workload agreement (TNC 2011/8) was produced which explains the requirements of the 1265 directed hours of a full-time teacher. To support principals in the design and implementation of directed time budgets explanatory documentation including frequently asked questions and training has been jointly agreed with trade unions. The workload agreement has recently been reviewed through a joint working group which included a senior representative from NASUWT and a revised workload agreement was agreed and issued TNC 2024/2.
The workload pressures on teachers is being considered through the recognised and accepted negotiating machinery of TNC.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012513%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=403093","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=403093"}},{"id":"402945","reference":"AQW 12455/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-23","answerBy":"2024-05-29","answered":"2024-05-29","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he included the Non-Teaching Pay and Grading Review as an inescapable pressure in his bids to the Minister of Finance ahead of the Budget 2024-25.","answerText":"I can confirm that my Department included the estimated cost of the Education Authority’s Non-teaching Pay and Grading Review as an inescapable pressure in my Department’s bids to the Minister of Finance ahead of the Budget 2024-25.","answerHtml":"I can confirm that my Department included the estimated cost of the Education Authority’s Non-teaching Pay and Grading Review as an inescapable pressure in my Department’s bids to the Minister of Finance ahead of the Budget 2024-25.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012455%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=402945","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=402945"}},{"id":"403001","reference":"AQO 500/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-05-23","answerBy":"2024-06-03","answered":"2024-06-03","answeredOrally":true,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy, further to the framework Developing a More Strategic Approach to 14-19 Education and Training, when will the agreed measures of success for the 14-19 landscape be published.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr C Murphy","text":"The 14-19 framework is a joint endeavour between my Department and the Department of Education. The Minister of Education and I have met to discuss our approach to the work and our shared priorities, taking account of the current education and skills environment. As a first step, we have prioritised careers as a priority area for delivery and have tasked officials from our Departments to produce a joint programme of work. That indicates our commitment to collaboration in the interests of young people. On the wider framework, the Minister of Education and I will be considering how best to prioritise the other elements of the framework, building on that collaborative approach and using insights from stakeholders on the ground."},{"speaker":"Mr Mathison","text":"I thank the Minister for his answer. He will be aware that a joint Economy and Education Committee met last week, at which officials from both Departments were clear that no action plan would be published in relation to the strand of work on careers advice that the Minister referred to. How can the Assembly hold your Department to account if there are no targets, benchmarks or outcomes against which to measure your work?"},{"speaker":"Mr C Murphy","text":"A report was published, I believe, when the Assembly was down, from which flowed an implementation plan. I think that that is what the Member is referring to. That was used for internal guidance for officials on how they brought that work forward. I understand that there were no plans to publish that, but I am sure, given that the officials came before both Committees, that they are keen to engage and to ensure that the Committees and, indeed, the Ministers who have tasked them with that area of joint responsibility are kept up to date on the progress that they are making. We have been clear that we want to begin with careers. We want to ensure that careers advice is available to all young people in a consistent manner. We want that to be, if you like, a pathfinder to get that joint area of work up and running between the two Departments, which will be essential for young people. We are keen to develop that early and to push on with the rest of that agenda. We will be happy to keep you and the Committees updated on any progress."},{"speaker":"Madam Principal Deputy Speaker","text":"I call Colin McGrath. No? OK. I call Diane Dodds."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20500%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=403001","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-06-03&docID=403412#AQO%20500/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=403001"}},{"id":"402733","reference":"AQW 12370/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-22","answerBy":"2024-06-07","answered":"2024-05-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) for an update on the review of suspensions and expulsions; and (ii) whether he will introduce a single scheme for suspensions and expulsions across all sectors.","answerText":"I will be considering the draft report on the review of suspension and expulsion arrangements which includes recommendations for change in the coming weeks.\n\nA number of proposals for change have been identified in the report. Once I have considered the draft report, I will determine the next steps to be taken thereafter.","answerHtml":"I will be considering the draft report on the review of suspension and expulsion arrangements which includes recommendations for change in the coming weeks.
A number of proposals for change have been identified in the report. Once I have considered the draft report, I will determine the next steps to be taken thereafter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012370%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=402733","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=402733"}},{"id":"402732","reference":"AQW 12369/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-22","answerBy":"2024-06-07","answered":"2024-05-31","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) for an update on the progress of the last tranche of nurture units; and (ii) when he will roll out a comprehensive whole school nurture approach, including for post-primary schools.","answerText":"All 16 of the Nurture Groups established in 2022 under the Fair Start Action Plan are delivering Nurture with the support of funding from the Department of Education. The building works have been completed for the Nurture rooms in ten of these schools. In terms of the six remaining Nurture rooms: one has a number of minor building works to be resolved; one has planning permission granted with tender documents being finalised by the Education Authority (EA); and four are awaiting planning permission.\n\nThe Department also funds the Nurture Advisory and Support Service (NASS) within the EA. All 16 of the schools concerned have received advice, support and training from NASS.\n\nAs well as providing direct support to Nurture Groups, NASS also and delivers the Nurture in Education Programme (NEP). The NEP is an early intervention and preventative framework that embeds a whole school nurturing approach and ethos within schools. Since 2018, 578 schools and EOTAS provisions engaged in the NEP, including 62 post primary schools.\n\nThe Department is currently taking forward work to inform the development of options for its future long term approach to supporting Nurture provision. This work will include consideration of Nurture provision in post primary.","answerHtml":"All 16 of the Nurture Groups established in 2022 under the Fair Start Action Plan are delivering Nurture with the support of funding from the Department of Education. The building works have been completed for the Nurture rooms in ten of these schools. In terms of the six remaining Nurture rooms: one has a number of minor building works to be resolved; one has planning permission granted with tender documents being finalised by the Education Authority (EA); and four are awaiting planning permission.
The Department also funds the Nurture Advisory and Support Service (NASS) within the EA. All 16 of the schools concerned have received advice, support and training from NASS.
As well as providing direct support to Nurture Groups, NASS also and delivers the Nurture in Education Programme (NEP). The NEP is an early intervention and preventative framework that embeds a whole school nurturing approach and ethos within schools. Since 2018, 578 schools and EOTAS provisions engaged in the NEP, including 62 post primary schools.
The Department is currently taking forward work to inform the development of options for its future long term approach to supporting Nurture provision. This work will include consideration of Nurture provision in post primary.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012369%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=402732","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=402732"}},{"id":"402731","reference":"AQW 12368/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-22","answerBy":"2024-06-07","answered":"2024-06-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the action plan to address the Education Training Inspectorate evaluation of education other than at school settings.","answerText":"The Education Authority (EA) has established a cross-directorate EOTAS (education otherwise than at school) Governance Group which has oversight of the implementation plan to address the recommendations of the Education and Training Inspectorate report on its review of EOTAS provision. Departmental officials attend this Governance Group as observers.\n\nThe EA has taken action to address four of the five recommendations, alongside business-as-usual service developments and improvements.\n\nGiven that the review commenced five years ago, and in light of the work ongoing within the End-to-End Review of SEN and the End-to-End Review of School Improvement, Departmental and EA officials have agreed to review the action taken to date, its impact, and identify what work remains to be done in order to ensure that the service is able to best meet the needs of the children and young people in our EOTAS settings.","answerHtml":"The Education Authority (EA) has established a cross-directorate EOTAS (education otherwise than at school) Governance Group which has oversight of the implementation plan to address the recommendations of the Education and Training Inspectorate report on its review of EOTAS provision. Departmental officials attend this Governance Group as observers.
The EA has taken action to address four of the five recommendations, alongside business-as-usual service developments and improvements.
Given that the review commenced five years ago, and in light of the work ongoing within the End-to-End Review of SEN and the End-to-End Review of School Improvement, Departmental and EA officials have agreed to review the action taken to date, its impact, and identify what work remains to be done in order to ensure that the service is able to best meet the needs of the children and young people in our EOTAS settings.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012368%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=402731","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=402731"}},{"id":"402730","reference":"AQW 12367/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-22","answerBy":"2024-06-07","answered":"2024-05-31","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the provisions in the Special Educational Needs and Disability Act (Northern Ireland) 2016 and the supporting regulations and code of practice will be brought forward.","answerText":"I would refer the Member to the answer to questions AQW 8157/22-27, AQW 8698/22-27, AQW 8701/22-27 and AQW 8699/22-27.\n\nThe answer for AQW 8157/22-27 is contained in the Written Answers Booklet for week ending 22 March 2024 and the others can be found in Written Answers Booklet week ending 29 March 2024.","answerHtml":"I would refer the Member to the answer to questions AQW 8157/22-27, AQW 8698/22-27, AQW 8701/22-27 and AQW 8699/22-27.
The answer for AQW 8157/22-27 is contained in the Written Answers Booklet for week ending 22 March 2024 and the others can be found in Written Answers Booklet week ending 29 March 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012367%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=402730","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=402730"}},{"id":"402532","reference":"AQW 12272/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-21","answerBy":"2024-06-06","answered":"2024-06-05","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of incidents of harmful sexual behaviour, including problematic sexual behaviour, recorded by schools and education otherwise than at school settings in (i) 2021-22; (ii) 2022-23; and (iii) 2023-24.","answerText":"Harmful sexual behaviour sits within the overall context of safeguarding and child protection. Procedures for recording all safeguarding and child protection concerns are outlined in Circular 2020/07 - Child Protection: Record Keeping in Schools. This Circular provides a framework for the management of the recording, storage, retention and destruction of both manual and electronic records where they relate to child welfare concerns.\n\nSafeguarding and Child Protection in Schools - A Guide for Schools | Department of Education (education-ni.gov.uk) also provides statutory guidance to educational settings on all aspects of child protection and safeguarding, including sexual abuse, harmful sexual behaviour and record keeping in relation to child protection concerns.\n\nThe systems and protocols in place for educational settings impacted by an incident of harmful sexual abuse or an incident of problematic sexual behaviour are outlined in Circular 2022/02 - Children Who Display Harmful Sexual Behaviour. The guidance relates to children alleged to display harmful sexual behaviour and any children it is directed towards.\n\nWhere the guidance above has identified a need to develop a Risk Assessment Management Plan (RAMP) in relation to harmful sexual behaviour, the Education Authority have confirmed the following number of RAMPs have been developed in conjunction with EA’s Child Protection Support Service and other third parties as appropriate:\n\nYear\t2021/22\t2022/23\t2023/24*\nNo. of RAMPS developed across Schools/EOTAS and ETA\t122\t156\t148\n\n*2023/24 academic year is incomplete","answerHtml":"Harmful sexual behaviour sits within the overall context of safeguarding and child protection. Procedures for recording all safeguarding and child protection concerns are outlined in Circular 2020/07 - Child Protection: Record Keeping in Schools. This Circular provides a framework for the management of the recording, storage, retention and destruction of both manual and electronic records where they relate to child welfare concerns.
Safeguarding and Child Protection in Schools - A Guide for Schools | Department of Education (education-ni.gov.uk) also provides statutory guidance to educational settings on all aspects of child protection and safeguarding, including sexual abuse, harmful sexual behaviour and record keeping in relation to child protection concerns.
The systems and protocols in place for educational settings impacted by an incident of harmful sexual abuse or an incident of problematic sexual behaviour are outlined in Circular 2022/02 - Children Who Display Harmful Sexual Behaviour. The guidance relates to children alleged to display harmful sexual behaviour and any children it is directed towards.
Where the guidance above has identified a need to develop a Risk Assessment Management Plan (RAMP) in relation to harmful sexual behaviour, the Education Authority have confirmed the following number of RAMPs have been developed in conjunction with EA’s Child Protection Support Service and other third parties as appropriate:
| Year | 2021/22 | 2022/23 | 2023/24* |
| No. of RAMPS developed across Schools/EOTAS and ETA | 122 | 156 | 148 |
*2023/24 academic year is incomplete
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012272%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=402532","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=402532"}},{"id":"402531","reference":"AQW 12271/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-21","answerBy":"2024-06-06","answered":"2024-06-05","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the systems and protocols in place for schools and education otherwise than at school settings where a child may have been impacted by an incident of harmful sexual abuse or an incident of problematic sexual behaviour, with reference to the (i) children alleged to display the behaviour; and (ii) children it is directed towards.","answerText":"Harmful sexual behaviour sits within the overall context of safeguarding and child protection. Procedures for recording all safeguarding and child protection concerns are outlined in Circular 2020/07 - Child Protection: Record Keeping in Schools. This Circular provides a framework for the management of the recording, storage, retention and destruction of both manual and electronic records where they relate to child welfare concerns.\n\nSafeguarding and Child Protection in Schools - A Guide for Schools | Department of Education (education-ni.gov.uk) also provides statutory guidance to educational settings on all aspects of child protection and safeguarding, including sexual abuse, harmful sexual behaviour and record keeping in relation to child protection concerns.\n\nThe systems and protocols in place for educational settings impacted by an incident of harmful sexual abuse or an incident of problematic sexual behaviour are outlined in Circular 2022/02 - Children Who Display Harmful Sexual Behaviour. The guidance relates to children alleged to display harmful sexual behaviour and any children it is directed towards.\n\nWhere the guidance above has identified a need to develop a Risk Assessment Management Plan (RAMP) in relation to harmful sexual behaviour, the Education Authority have confirmed the following number of RAMPs have been developed in conjunction with EA’s Child Protection Support Service and other third parties as appropriate:\n\nYear\t2021/22\t2022/23\t2023/24*\nNo. of RAMPS developed across Schools/EOTAS and ETA\t122\t156\t148\n\n*2023/24 academic year is incomplete","answerHtml":"Harmful sexual behaviour sits within the overall context of safeguarding and child protection. Procedures for recording all safeguarding and child protection concerns are outlined in Circular 2020/07 - Child Protection: Record Keeping in Schools. This Circular provides a framework for the management of the recording, storage, retention and destruction of both manual and electronic records where they relate to child welfare concerns.
Safeguarding and Child Protection in Schools - A Guide for Schools | Department of Education (education-ni.gov.uk) also provides statutory guidance to educational settings on all aspects of child protection and safeguarding, including sexual abuse, harmful sexual behaviour and record keeping in relation to child protection concerns.
The systems and protocols in place for educational settings impacted by an incident of harmful sexual abuse or an incident of problematic sexual behaviour are outlined in Circular 2022/02 - Children Who Display Harmful Sexual Behaviour. The guidance relates to children alleged to display harmful sexual behaviour and any children it is directed towards.
Where the guidance above has identified a need to develop a Risk Assessment Management Plan (RAMP) in relation to harmful sexual behaviour, the Education Authority have confirmed the following number of RAMPs have been developed in conjunction with EA’s Child Protection Support Service and other third parties as appropriate:
| Year | 2021/22 | 2022/23 | 2023/24* |
| No. of RAMPS developed across Schools/EOTAS and ETA | 122 | 156 | 148 |
*2023/24 academic year is incomplete
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012271%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=402531","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=402531"}},{"id":"402530","reference":"AQW 12270/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-21","answerBy":"2024-06-06","answered":"2024-06-05","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the systems and protocols in place to record incidences of harmful sexual behaviour, including problematic sexual behaviour, in schools and education otherwise than at school settings.","answerText":"Harmful sexual behaviour sits within the overall context of safeguarding and child protection. Procedures for recording all safeguarding and child protection concerns are outlined in Circular 2020/07 - Child Protection: Record Keeping in Schools. This Circular provides a framework for the management of the recording, storage, retention and destruction of both manual and electronic records where they relate to child welfare concerns.\n\nSafeguarding and Child Protection in Schools - A Guide for Schools | Department of Education (education-ni.gov.uk) also provides statutory guidance to educational settings on all aspects of child protection and safeguarding, including sexual abuse, harmful sexual behaviour and record keeping in relation to child protection concerns.\n\nThe systems and protocols in place for educational settings impacted by an incident of harmful sexual abuse or an incident of problematic sexual behaviour are outlined in Circular 2022/02 - Children Who Display Harmful Sexual Behaviour. The guidance relates to children alleged to display harmful sexual behaviour and any children it is directed towards.\n\nWhere the guidance above has identified a need to develop a Risk Assessment Management Plan (RAMP) in relation to harmful sexual behaviour, the Education Authority have confirmed the following number of RAMPs have been developed in conjunction with EA’s Child Protection Support Service and other third parties as appropriate:\n\nYear\t2021/22\t2022/23\t2023/24*\nNo. of RAMPS developed across Schools/EOTAS and ETA\t122\t156\t148\n\n*2023/24 academic year is incomplete","answerHtml":"Harmful sexual behaviour sits within the overall context of safeguarding and child protection. Procedures for recording all safeguarding and child protection concerns are outlined in Circular 2020/07 - Child Protection: Record Keeping in Schools. This Circular provides a framework for the management of the recording, storage, retention and destruction of both manual and electronic records where they relate to child welfare concerns.
Safeguarding and Child Protection in Schools - A Guide for Schools | Department of Education (education-ni.gov.uk) also provides statutory guidance to educational settings on all aspects of child protection and safeguarding, including sexual abuse, harmful sexual behaviour and record keeping in relation to child protection concerns.
The systems and protocols in place for educational settings impacted by an incident of harmful sexual abuse or an incident of problematic sexual behaviour are outlined in Circular 2022/02 - Children Who Display Harmful Sexual Behaviour. The guidance relates to children alleged to display harmful sexual behaviour and any children it is directed towards.
Where the guidance above has identified a need to develop a Risk Assessment Management Plan (RAMP) in relation to harmful sexual behaviour, the Education Authority have confirmed the following number of RAMPs have been developed in conjunction with EA’s Child Protection Support Service and other third parties as appropriate:
| Year | 2021/22 | 2022/23 | 2023/24* |
| No. of RAMPS developed across Schools/EOTAS and ETA | 122 | 156 | 148 |
*2023/24 academic year is incomplete
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012270%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=402530","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=402530"}},{"id":"401854","reference":"AQW 12042/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-16","answerBy":"2024-05-21","answered":"2024-05-21","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the date on which he requested that the Minister of Finance contact HM Treasury in relation to the re-profiling of funds to support the Non-Teaching Staff Pay and Grading Review.","answerText":"I wrote to the Minister of Finance on 10 May 2024 asking that she urgently write to the Chief Secretary to the HM Treasury to ask for a reprofiling of funding to support the Non-Teaching Staff Pay and Grading Review.","answerHtml":"I wrote to the Minister of Finance on 10 May 2024 asking that she urgently write to the Chief Secretary to the HM Treasury to ask for a reprofiling of funding to support the Non-Teaching Staff Pay and Grading Review.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012042%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401854","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401854"}},{"id":"401853","reference":"AQW 12041/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-16","answerBy":"2024-06-03","answered":"2024-05-30","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for his assessment of the E grade given to the Ulster Hospital by the Sentinel Stroke National Audit Programme between July 2023 and September 2023 in relation to timely access to admission to stroke units.","answerText":"The Stroke Sentinel National Audit Programme (SSNAP) data provides the basis for ongoing performance management of stroke services regionally and within HSC Trusts.\n\n1) SSNAP provides 10 acute key performance indicators to benchmark, monitor and manage performance all of which are evidence-based interventions. Departmental Officials have reviewed the Ulster Hospital’s SSNAP team-centred data for October to December ’23 which have informed the overall C rating. A number of issues have been identified which impacted on performance during this period. These include the opening of the new Emergency Department (ED) which impacted time to initial scanning, wider system bed pressures delaying access to the stroke unit and teething difficulties importing performance data from Encompass to SSNAP. Work is ongoing in the Ulster Hospital to improve patient flow through ED to the stroke unit and resolve importing issues to SSNAP.\n\n2) The thrombolysis score on SSNAP is based on four metrics. The Ulster hospital performed above the national median rate in three of the four in the period July – September ‘23. However, ongoing system wide bed pressures impacted on the fourth metric regarding direct admission to the stroke unit with 4 hours which affected the overall thrombolysis grade. Whilst the SSNAP score was a C, the South Eastern Trust has provided assurance that all patients who were eligible for thrombolysis did receive it.\n\n3) System-wide bed pressures in the period July – September 2023 impacted on the number of patients admitted to a stroke unit within 4 hours. However, the South Eastern Trust has provided reassurance that access to specialist stroke treatment was not impacted by time of admission to the stroke unit during this period.","answerHtml":"The Stroke Sentinel National Audit Programme (SSNAP) data provides the basis for ongoing performance management of stroke services regionally and within HSC Trusts.
1) SSNAP provides 10 acute key performance indicators to benchmark, monitor and manage performance all of which are evidence-based interventions. Departmental Officials have reviewed the Ulster Hospital’s SSNAP team-centred data for October to December ’23 which have informed the overall C rating. A number of issues have been identified which impacted on performance during this period. These include the opening of the new Emergency Department (ED) which impacted time to initial scanning, wider system bed pressures delaying access to the stroke unit and teething difficulties importing performance data from Encompass to SSNAP. Work is ongoing in the Ulster Hospital to improve patient flow through ED to the stroke unit and resolve importing issues to SSNAP.
2) The thrombolysis score on SSNAP is based on four metrics. The Ulster hospital performed above the national median rate in three of the four in the period July – September ‘23. However, ongoing system wide bed pressures impacted on the fourth metric regarding direct admission to the stroke unit with 4 hours which affected the overall thrombolysis grade. Whilst the SSNAP score was a C, the South Eastern Trust has provided assurance that all patients who were eligible for thrombolysis did receive it.
3) System-wide bed pressures in the period July – September 2023 impacted on the number of patients admitted to a stroke unit within 4 hours. However, the South Eastern Trust has provided reassurance that access to specialist stroke treatment was not impacted by time of admission to the stroke unit during this period.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012041%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401853","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401853"}},{"id":"401852","reference":"AQW 12040/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-16","answerBy":"2024-06-03","answered":"2024-05-30","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for his assessment of the C grade given to the Ulster Hospital by the Sentinel Stroke National Audit Programme between July2023 and September 2023 in relation to thrombolysis.","answerText":"The Stroke Sentinel National Audit Programme (SSNAP) data provides the basis for ongoing performance management of stroke services regionally and within HSC Trusts.\n\n1) SSNAP provides 10 acute key performance indicators to benchmark, monitor and manage performance all of which are evidence-based interventions. Departmental Officials have reviewed the Ulster Hospital’s SSNAP team-centred data for October to December ’23 which have informed the overall C rating. A number of issues have been identified which impacted on performance during this period. These include the opening of the new Emergency Department (ED) which impacted time to initial scanning, wider system bed pressures delaying access to the stroke unit and teething difficulties importing performance data from Encompass to SSNAP. Work is ongoing in the Ulster Hospital to improve patient flow through ED to the stroke unit and resolve importing issues to SSNAP.\n\n2) The thrombolysis score on SSNAP is based on four metrics. The Ulster hospital performed above the national median rate in three of the four in the period July – September ‘23. However, ongoing system wide bed pressures impacted on the fourth metric regarding direct admission to the stroke unit with 4 hours which affected the overall thrombolysis grade. Whilst the SSNAP score was a C, the South Eastern Trust has provided assurance that all patients who were eligible for thrombolysis did receive it.\n\n3) System-wide bed pressures in the period July – September 2023 impacted on the number of patients admitted to a stroke unit within 4 hours. However, the South Eastern Trust has provided reassurance that access to specialist stroke treatment was not impacted by time of admission to the stroke unit during this period.","answerHtml":"The Stroke Sentinel National Audit Programme (SSNAP) data provides the basis for ongoing performance management of stroke services regionally and within HSC Trusts.
1) SSNAP provides 10 acute key performance indicators to benchmark, monitor and manage performance all of which are evidence-based interventions. Departmental Officials have reviewed the Ulster Hospital’s SSNAP team-centred data for October to December ’23 which have informed the overall C rating. A number of issues have been identified which impacted on performance during this period. These include the opening of the new Emergency Department (ED) which impacted time to initial scanning, wider system bed pressures delaying access to the stroke unit and teething difficulties importing performance data from Encompass to SSNAP. Work is ongoing in the Ulster Hospital to improve patient flow through ED to the stroke unit and resolve importing issues to SSNAP.
2) The thrombolysis score on SSNAP is based on four metrics. The Ulster hospital performed above the national median rate in three of the four in the period July – September ‘23. However, ongoing system wide bed pressures impacted on the fourth metric regarding direct admission to the stroke unit with 4 hours which affected the overall thrombolysis grade. Whilst the SSNAP score was a C, the South Eastern Trust has provided assurance that all patients who were eligible for thrombolysis did receive it.
3) System-wide bed pressures in the period July – September 2023 impacted on the number of patients admitted to a stroke unit within 4 hours. However, the South Eastern Trust has provided reassurance that access to specialist stroke treatment was not impacted by time of admission to the stroke unit during this period.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012040%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401852","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401852"}},{"id":"401851","reference":"AQW 12039/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-16","answerBy":"2024-06-03","answered":"2024-06-14","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister, pursuant to AQW 6546/22-27, how they will ensure Child Rights Impact Assessments are carried out when developing any new policy likely to impact children and young people.","answerText":"The Department is committed to effective consultation and engagement when developing and implementing policies. Policy makers are supported in a number of ways to best consider the equality implications of their policies.\n\nThere are a number of support teams that provide advice to policy makers in respect of equality assessments, including the appropriate statistical information to guide and inform policy making. There is guidance from the Equality Commission and training for all staff in respect of equality assessments, including Child Rights Impact Assessments (CRIAs).\n\nIn addition, TEO chairs an interdepartmental group of Equality Officers for the purposes of sharing best practice in respect of screening and assessing equality impacts. In April 2023, the Chief Executive of the Northern Ireland Commissioner for Children and Young people (NICCY) attended a meeting of this group to promote and further embed the importance of CRIAs in policy making across departments.\n\nNICCY has worked with the Department of Finance to develop two online training modules on the relevance and completion of CRIAs. In 2022, the Head of the Civil Service wrote to all Permanent Secretaries to make them aware of the new training resources and to invite them to help promote and embed the packages within departments.\n\nThe Department will continue to consider the use of CRIAs where policies are likely to have a particular impact on children and young people, alongside our commitment to deliver and embed our section 75 duties.","answerHtml":"The Department is committed to effective consultation and engagement when developing and implementing policies. Policy makers are supported in a number of ways to best consider the equality implications of their policies.
There are a number of support teams that provide advice to policy makers in respect of equality assessments, including the appropriate statistical information to guide and inform policy making. There is guidance from the Equality Commission and training for all staff in respect of equality assessments, including Child Rights Impact Assessments (CRIAs).
In addition, TEO chairs an interdepartmental group of Equality Officers for the purposes of sharing best practice in respect of screening and assessing equality impacts. In April 2023, the Chief Executive of the Northern Ireland Commissioner for Children and Young people (NICCY) attended a meeting of this group to promote and further embed the importance of CRIAs in policy making across departments.
NICCY has worked with the Department of Finance to develop two online training modules on the relevance and completion of CRIAs. In 2022, the Head of the Civil Service wrote to all Permanent Secretaries to make them aware of the new training resources and to invite them to help promote and embed the packages within departments.
The Department will continue to consider the use of CRIAs where policies are likely to have a particular impact on children and young people, alongside our commitment to deliver and embed our section 75 duties.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2012039%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401851","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401851"}},{"id":"401657","reference":"AQW 11961/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-15","answerBy":"2024-05-20","answered":"2024-05-20","answeredOrally":false,"priority":true,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance to detail the date she contacted HM Treasury in relation to the re-profiling of funds to support the Non-Teaching Staff Pay and Grading Review.","answerText":"Following the Education Minister’s confirmation of the amount to be re-profiled, I and my officials have been engaging with Treasury over the past week, and I have written to the Chief Secretary on 17 May 2024 to formally request this.","answerHtml":"Following the Education Minister’s confirmation of the amount to be re-profiled, I and my officials have been engaging with Treasury over the past week, and I have written to the Chief Secretary on 17 May 2024 to formally request this.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011961%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401657","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401657"}},{"id":"401656","reference":"AQW 11960/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-15","answerBy":"2024-05-31","answered":"2024-05-24","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will provide additional funding to the Education Authority to increase staffing levels in the Special Educational Needs Link Officer role.","answerText":"As stated in the response to AQW 11957/22-27, the Education Authority have already increased the number of Special Educational Needs Link Officers since 2021 and are currently in the process of recruiting additional Link Officers.\n\nThe Executive agreed departments’ opening 2024-25 budgets at the end of April and I am currently finalising my Department’s 2024-25 budget strategy. The Department’s Arms’ Length Bodies, including the EA, will be notified of their 2024-25 final opening allocations in due course.","answerHtml":"As stated in the response to AQW 11957/22-27, the Education Authority have already increased the number of Special Educational Needs Link Officers since 2021 and are currently in the process of recruiting additional Link Officers.
The Executive agreed departments’ opening 2024-25 budgets at the end of April and I am currently finalising my Department’s 2024-25 budget strategy. The Department’s Arms’ Length Bodies, including the EA, will be notified of their 2024-25 final opening allocations in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011960%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401656","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401656"}},{"id":"401655","reference":"AQW 11959/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-15","answerBy":"2024-05-31","answered":"2024-05-30","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for his assessment of the grades provided to the Ulster Hospital by the Sentinel Stroke National Audit Programme between October 2023 and December 2023.","answerText":"The Southern Health and Social Care Trust has advised it does not comment on individuals or their specific circumstances. However, the Trust has confirmed that none of the screeners involved are currently working within the Northern Ireland Cervical Screening Programme in any Trust.","answerHtml":"The Southern Health and Social Care Trust has advised it does not comment on individuals or their specific circumstances. However, the Trust has confirmed that none of the screeners involved are currently working within the Northern Ireland Cervical Screening Programme in any Trust.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011959%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401655","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401655"}},{"id":"401654","reference":"AQW 11958/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-15","answerBy":"2024-05-31","answered":"2024-05-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 10559/22-27, whether the 89 children receiving contingency educational support in September 2023 were recorded by the Department as having been allocated a school place.","answerText":"The department does not hold information on the allocation of school places as this is an operational function for the Education Authority. The department undertakes the annual school census which records pupils who are on the school register and attending each school on the Friday of the first full week in October.","answerHtml":"The department does not hold information on the allocation of school places as this is an operational function for the Education Authority. The department undertakes the annual school census which records pupils who are on the school register and attending each school on the Friday of the first full week in October.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011958%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401654","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401654"}},{"id":"401653","reference":"AQW 11957/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-15","answerBy":"2024-05-31","answered":"2024-05-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of staffing levels of Special Educational Needs Link Officers in the Education Authority.","answerText":"The Education Authority has increased the number of Special Educational Needs Link Officers from 21 to 36 since April 2021. In addition, they are currently in the process of recruiting an additional 14 Link Officers, bringing the total to 50 across the service.\n\nIt is anticipated that this additional recruitment will be completed in the autumn term.","answerHtml":"The Education Authority has increased the number of Special Educational Needs Link Officers from 21 to 36 since April 2021. In addition, they are currently in the process of recruiting an additional 14 Link Officers, bringing the total to 50 across the service.
It is anticipated that this additional recruitment will be completed in the autumn term.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011957%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401653","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401653"}},{"id":"401483","reference":"AQW 11873/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-14","answerBy":"2024-05-17","answered":"2024-05-23","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how much of his 2024-25 budget allocation will be required to fulfil teachers’ pay awards.","answerText":"The anticipated recurrent cost in 2024-25 of the recent settlement for the three years (2021-2023) of outstanding non-contractual teaching pay awards uplift is estimated at c£166.2m and the September 2024 teachers’ incremental (i.e. contractual) uplift is estimated at c£10.0m.\n\nAny negotiated agreement for a September 2024 teachers’ pay award would also require funding, but the quantum is currently unknown as these negotiations will not commence prior to receipt of a pay claim from the Northern Ireland Teachers’ Council and publication of the School Teachers’ Review Body recommendations for 2024-25.\n\nIn addition to this the employers’ contribution rate for teachers’ pensions has increased in 2024-25 from 25.1% to 29.1%, requiring an estimated £42.4m.","answerHtml":"The anticipated recurrent cost in 2024-25 of the recent settlement for the three years (2021-2023) of outstanding non-contractual teaching pay awards uplift is estimated at c£166.2m and the September 2024 teachers’ incremental (i.e. contractual) uplift is estimated at c£10.0m.
Any negotiated agreement for a September 2024 teachers’ pay award would also require funding, but the quantum is currently unknown as these negotiations will not commence prior to receipt of a pay claim from the Northern Ireland Teachers’ Council and publication of the School Teachers’ Review Body recommendations for 2024-25.
In addition to this the employers’ contribution rate for teachers’ pensions has increased in 2024-25 from 25.1% to 29.1%, requiring an estimated £42.4m.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011873%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401483","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401483"}},{"id":"401482","reference":"AQW 11872/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-14","answerBy":"2024-05-30","answered":"2024-05-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to allocate capital funding to the Education Authority Library Service.","answerText":"No capital funding has been requested by the Education Authority Library Service as they have no planned capital expenditure in 2024/25.","answerHtml":"No capital funding has been requested by the Education Authority Library Service as they have no planned capital expenditure in 2024/25.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011872%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401482","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401482"}},{"id":"401481","reference":"AQW 11871/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-14","answerBy":"2024-05-30","answered":"2024-05-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 7475/22-27, to detail (i) the impact industrial action is having on the education welfare officer service; and (ii) what action he is taking to resolve industrial action.","answerText":"NIPSA members employed as Education Welfare Officers have been engaged in action short of strike measures since May 2021 and this action has escalated over time.\n\nThe Education Authority (EA) has advised that the major impact of this industrial action has been in regard to the waiting list for education welfare services, which has shown an incremental increase when combined with additional needs being observed in the period following the COVID pandemic.\n\nResolution of the industrial action will require approval and funding to enable the implementation of the Education Welfare Service Transformation business case, as well as implementation of the Pay & Grading review for EA support staff.","answerHtml":"NIPSA members employed as Education Welfare Officers have been engaged in action short of strike measures since May 2021 and this action has escalated over time.
The Education Authority (EA) has advised that the major impact of this industrial action has been in regard to the waiting list for education welfare services, which has shown an incremental increase when combined with additional needs being observed in the period following the COVID pandemic.
Resolution of the industrial action will require approval and funding to enable the implementation of the Education Welfare Service Transformation business case, as well as implementation of the Pay & Grading review for EA support staff.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011871%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401481","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401481"}},{"id":"401480","reference":"AQW 11870/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-14","answerBy":"2024-05-30","answered":"2024-07-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 7706/22-27, for his assessment of whether the common funding scheme provides an equitable funding settlement to all schools.","answerText":"Education in Northern Ireland faces huge funding pressures. The current education budget is not sufficient to provide a reasonable budget settlement for all schools.\n\nIn this difficult context, it is my intention to review the Common Funding Scheme, including the Common Funding Formula which calculates individual school budgets, to ensure it distributes the available funding as effectively as possible for the benefit of all pupils.","answerHtml":"Education in Northern Ireland faces huge funding pressures. The current education budget is not sufficient to provide a reasonable budget settlement for all schools.
In this difficult context, it is my intention to review the Common Funding Scheme, including the Common Funding Formula which calculates individual school budgets, to ensure it distributes the available funding as effectively as possible for the benefit of all pupils.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011870%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401480","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401480"}},{"id":"401479","reference":"AQW 11869/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-14","answerBy":"2024-05-30","answered":"2024-05-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 7703/22-27, to detail the assistance provided to (i) schools; and (ii) parents to support children not attending school due to emotionally-based school avoidance.","answerText":"My Department, the Education Authority and schools have a range of measures in place to support pupils. These include DE’s “Miss School. Miss Out Strategy”, “The Challenge of Improving Pupil Attendance at School - Case Studies paper” and the Absence Tiers Guidance. The Education and Training Inspectorate also published a series of case studies in 2016 which schools can continue to draw upon.\n\nI am conscious of the increasing challenges that are adversely affecting pupil attendance and my officials are currently reviewing and refreshing the existing attendance strategy in order to take account of these circumstances.\n\nMy officials are also working with the Education Authority to ensure that the new school administration system, “Education Information Solutions” (EdiS), is able to facilitate the recording of absences at a more granular level. That work is continuing.","answerHtml":"My Department, the Education Authority and schools have a range of measures in place to support pupils. These include DE’s “Miss School. Miss Out Strategy”, “The Challenge of Improving Pupil Attendance at School - Case Studies paper” and the Absence Tiers Guidance. The Education and Training Inspectorate also published a series of case studies in 2016 which schools can continue to draw upon.
I am conscious of the increasing challenges that are adversely affecting pupil attendance and my officials are currently reviewing and refreshing the existing attendance strategy in order to take account of these circumstances.
My officials are also working with the Education Authority to ensure that the new school administration system, “Education Information Solutions” (EdiS), is able to facilitate the recording of absences at a more granular level. That work is continuing.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011869%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401479","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401479"}},{"id":"401305","reference":"AQW 11791/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-13","answerBy":"2024-05-16","answered":"2024-05-20","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will provide an uplift in the aggregated schools budget for 2024-25 to ensure schools are resourced to live within their means.","answerText":"The Executive agreed departments’ opening 2024-25 budgets at the end of April. I am currently finalising my Department’s 2024-25 budget strategy. Schools will be notified of their 2024-25 final opening allocations in due course.","answerHtml":"The Executive agreed departments’ opening 2024-25 budgets at the end of April. I am currently finalising my Department’s 2024-25 budget strategy. Schools will be notified of their 2024-25 final opening allocations in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011791%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401305","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401305"}},{"id":"401304","reference":"AQW 11790/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-13","answerBy":"2024-05-29","answered":"2024-05-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 7703/22-27, how he will ensure that the numbers of children not attending school due to emotionally-based school avoidance are recorded and monitored.","answerText":"My officials are working with the Education Authority to ensure that the new school administration system,“Education Information Solutions” (EdiS), is able to facilitate the recording of absences at a more granular level. That work is continuing.","answerHtml":"My officials are working with the Education Authority to ensure that the new school administration system,“Education Information Solutions” (EdiS), is able to facilitate the recording of absences at a more granular level. That work is continuing.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011790%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401304","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401304"}},{"id":"401303","reference":"AQW 11789/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-13","answerBy":"2024-05-29","answered":"2024-05-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 7707/22-27, for his assessment of the statement contained in the final Fair Start Report, in relation to academic selection, that, as a panel, we feel that addressing this systemic inequality should be a priority going forward.","answerText":"As is apparent for the actual demand for places at schools which use academic selection, there are a range of views on academic selection in Northern Ireland.","answerHtml":"As is apparent for the actual demand for places at schools which use academic selection, there are a range of views on academic selection in Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011789%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401303","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401303"}},{"id":"401302","reference":"AQW 11788/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-13","answerBy":"2024-05-29","answered":"2024-05-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 7476/22-27, what action his Department is taking to address school attendance rates.","answerText":"I would refer the member to the answer to question AQW 8908/22-27.\n\nThis answer will be contained in the Written Answers Booklet for week ending 22 March 2024.\n\nAdditionally my Department continues to publish A bulletin for information purposes each month, on the DE website highlighting pupil absence data by Free School Meal Bands.\n\nThe Education Welfare Service (EWS) has been subject to industrial action since May 2021 and action short of strike has had an impact on the service’s waiting list and consequently upon attendance rates.\n\nI will be consulting on an \"Attendance Matters\" strategy in the coming months.","answerHtml":"I would refer the member to the answer to question AQW 8908/22-27.
This answer will be contained in the Written Answers Booklet for week ending 22 March 2024.
Additionally my Department continues to publish A bulletin for information purposes each month, on the DE website highlighting pupil absence data by Free School Meal Bands.
The Education Welfare Service (EWS) has been subject to industrial action since May 2021 and action short of strike has had an impact on the service’s waiting list and consequently upon attendance rates.
I will be consulting on an "Attendance Matters" strategy in the coming months.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011788%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401302","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401302"}},{"id":"401301","reference":"AQW 11787/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-13","answerBy":"2024-05-29","answered":"2024-05-31","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 6270/22-27, for an update on the creation of a roadmap for an inclusive education system.","answerText":"Pursuant to AQW 6270/22-27, officials continue to develop early policy considerations to define inclusive education within the context of the Northern Ireland education system.","answerHtml":"Pursuant to AQW 6270/22-27, officials continue to develop early policy considerations to define inclusive education within the context of the Northern Ireland education system.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011787%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401301","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401301"}},{"id":"401067","reference":"AQW 11698/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-10","answerBy":"2024-05-16","answered":"2024-05-16","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will confirm the Education Authority's budget allocation for 2024-25.","answerText":"The Executive agreed departments’ opening 2024-25 budgets at the end of April.\n\nThe budget outcome for Education falls far short of what the sector requires. Given the size of the funding shortfall faced, I am working with my Department’s officials to determine the options available and what difficult decisions are required to offer the education sector the best chance to operate within budget. Once complete, my Department’s ALBs, including the Education Authority, will be notified of their 2024-25 final opening allocations shortly thereafter.","answerHtml":"The Executive agreed departments’ opening 2024-25 budgets at the end of April.
The budget outcome for Education falls far short of what the sector requires. Given the size of the funding shortfall faced, I am working with my Department’s officials to determine the options available and what difficult decisions are required to offer the education sector the best chance to operate within budget. Once complete, my Department’s ALBs, including the Education Authority, will be notified of their 2024-25 final opening allocations shortly thereafter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011698%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401067","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401067"}},{"id":"401066","reference":"AQW 11697/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-10","answerBy":"2024-05-28","answered":"2024-05-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 6545/22-27, for an update on the review of the Healthy Child, Healthy Future Scheme.","answerText":"Further to AQW 6545/22-27, the review of the Healthy Child, Healthy Future policy remains ongoing, with the intention of completion before the summer recess.\n\nTo facilitate this, Writing Groups have been convened and have met to finalise qualitative input to the review. The outcomes of this work, a completed draft document, will be presented to the Programme Board before the summer recess, with the anticipation of a consultation exercise commencing soon thereafter.","answerHtml":"Further to AQW 6545/22-27, the review of the Healthy Child, Healthy Future policy remains ongoing, with the intention of completion before the summer recess.
To facilitate this, Writing Groups have been convened and have met to finalise qualitative input to the review. The outcomes of this work, a completed draft document, will be presented to the Programme Board before the summer recess, with the anticipation of a consultation exercise commencing soon thereafter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011697%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401066","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401066"}},{"id":"401065","reference":"AQW 11696/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-10","answerBy":"2024-05-28","answered":"2024-05-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 6946/22-27, (i) for his assessment of the value of Continuing Professional Development; and (ii) how he will ensure that it is resourced.","answerText":"Access to coherent, career-long Teacher Professional Learning (TPL) is essential for maintaining our high standards of teaching and learning in schools in Northern Ireland. My Department’s Strategy for TPL, Learning Leaders, provides the vision for doing so. Teachers are expected to undertake TPL throughout their careers to ensure their pedagogy, knowledge and skills remain up to date and their pupils’ learning outcomes are consistently maximised for the attainment of their full potential.\n\nIn progressing the Strategy’s implementation, we have developed a draft TPL Framework upon which we plan to shortly consult.\n\nTo facilitate TPL in schools, five ‘Baker Days’ are designated each academic year for staff professional learning and development and they can also utilise other directed time. Additionally, in the current academic year, schools can avail of up to an additional five ‘School Development Days’ for this purpose.\n\nThe Education Authority (EA) has a statutory duty to ensure the provision of professional learning opportunities for all teachers. In delivering this duty, TPL is made available to all schools through the EA’s School Development Service (SDS) and its Supporting Learning website.\n\nTPL is one of my Department’s key priorities and, I am seeking the expansion of TPL provision for all schools. However, this will be dependent on securing increased funding specifically for TPL, and without significant additional funding in-year, my Department will not even be able to deliver its basic statutory services without overspending.","answerHtml":"Access to coherent, career-long Teacher Professional Learning (TPL) is essential for maintaining our high standards of teaching and learning in schools in Northern Ireland. My Department’s Strategy for TPL, Learning Leaders, provides the vision for doing so. Teachers are expected to undertake TPL throughout their careers to ensure their pedagogy, knowledge and skills remain up to date and their pupils’ learning outcomes are consistently maximised for the attainment of their full potential.
In progressing the Strategy’s implementation, we have developed a draft TPL Framework upon which we plan to shortly consult.
To facilitate TPL in schools, five ‘Baker Days’ are designated each academic year for staff professional learning and development and they can also utilise other directed time. Additionally, in the current academic year, schools can avail of up to an additional five ‘School Development Days’ for this purpose.
The Education Authority (EA) has a statutory duty to ensure the provision of professional learning opportunities for all teachers. In delivering this duty, TPL is made available to all schools through the EA’s School Development Service (SDS) and its Supporting Learning website.
TPL is one of my Department’s key priorities and, I am seeking the expansion of TPL provision for all schools. However, this will be dependent on securing increased funding specifically for TPL, and without significant additional funding in-year, my Department will not even be able to deliver its basic statutory services without overspending.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011696%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401065","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401065"}},{"id":"401064","reference":"AQW 11695/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-10","answerBy":"2024-05-28","answered":"2024-05-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on his engagement with the Minister for the Economy on the implementation of the 14-19 Education and Training Framework.","answerText":"I recently met with the Minister for the Economy to discuss the 14-19 Framework and other shared priorities. During this meeting we reaffirmed our commitment to our departments working collaboratively to support the educational opportunities for all our young people.\n\nGiven the importance of this work, Minister Murphy and I jointly tasked officials with preparing proposals for our consideration to further enhance delivery of the Framework and joint working across the system.","answerHtml":"I recently met with the Minister for the Economy to discuss the 14-19 Framework and other shared priorities. During this meeting we reaffirmed our commitment to our departments working collaboratively to support the educational opportunities for all our young people.
Given the importance of this work, Minister Murphy and I jointly tasked officials with preparing proposals for our consideration to further enhance delivery of the Framework and joint working across the system.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011695%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401064","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401064"}},{"id":"401063","reference":"AQW 11694/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-10","answerBy":"2024-05-28","answered":"2024-05-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 6695/22-27, to detail the workstreams that have been established to take forward the recommendations outlined in the Landscape Review of Education Authority.","answerText":"Seven project workstreams have been established to take forward the recommendations. They are:\n\nClarity on Role and Function of EA\n\nService Delivery Model for all EA functions and services (including alternative models)\n\nEA Performance, Data and Governance\n\nEnd-to-End Reviews (including Special Educational Needs, School Improvement Services and Human Resources support services)\n\nEA People\n\nEA Culture, Communication and Engagement\n\nEA Partnership Agreement","answerHtml":"Seven project workstreams have been established to take forward the recommendations. They are:
Clarity on Role and Function of EA
Service Delivery Model for all EA functions and services (including alternative models)
EA Performance, Data and Governance
End-to-End Reviews (including Special Educational Needs, School Improvement Services and Human Resources support services)
EA People
EA Culture, Communication and Engagement
EA Partnership Agreement
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011694%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=401063","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=401063"}},{"id":"400807","reference":"AQW 11596/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-09","answerBy":"2024-05-14","answered":"2024-05-29","answeredOrally":false,"priority":true,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance for an update on engagement she has had with HM Treasury in relation to the re-profiling of funds to support the Non-Teaching Staff Pay and Grading Review.","answerText":"My department has been awaiting confirmation of costs from the Department of Education to inform my engagement with the Treasury. The Education Minister has now written to me on 10 May 2024, to confirm the funding requirement in 2024-25 to implement the pay and grading review. Following the Education Minister’s request and confirmation of the amount to be re-profiled, I and my officials have engaged with Treasury including with the Chief Secretary on a call and formally in writing.","answerHtml":"My department has been awaiting confirmation of costs from the Department of Education to inform my engagement with the Treasury. The Education Minister has now written to me on 10 May 2024, to confirm the funding requirement in 2024-25 to implement the pay and grading review. Following the Education Minister’s request and confirmation of the amount to be re-profiled, I and my officials have engaged with Treasury including with the Chief Secretary on a call and formally in writing.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011596%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400807","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400807"}},{"id":"400886","reference":"AQO 442/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-05-09","answerBy":"2024-05-20","answered":"2024-05-20","answeredOrally":true,"priority":false,"department":"Department of Justice","departmentId":"134","minister":"Minister of Justice","question":"To ask the Minister of Justice for an updated assessment of the budgetary situation facing her Department in 2024-25.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mrs Long","text":"The Minister of Finance made a written ministerial statement to the Assembly on 25 April 2024, after which the Budget allocations were issued to Departments. My Department's allocation was £95 million or around 9·9% of the total funding available. That compared with our pressures of £446 million, which represented 14% of the total pressures reported by Departments. Had we been funded on a pro rata basis, our expected allocation would have been £134 million or £39 million higher than it was. The additional allocation of £95 million is only £9 million more than the funding of £86 million that was required in 2023-24 to meet the Department's pressures. Against that marginal increase in funding, my Department is facing increasing demand for services and inflationary cost rises, as well as the impact of pay awards. I am very conscious of the limited funding that the Executive had available to allocate. However, whilst the additional £95 million of funding is welcome, it still leaves my Department facing pressures of £351 million in 2024-25. To put some perspective on the scale of the pressures involved, I will say that £351 million equates to the combined annual spend of prisons, courts and tribunals, legal aid, forensic science and the core Department. The severity of the financial position for Justice is exacerbated by the combined effects of historical underfunding compared with need for Northern Ireland and the demand-led structure of the majority of services delivered by justice organisations."},{"speaker":"Mr Mathison","text":"Can the Minister advise how those significant pressures can be managed and what the impact of that is likely to be?"},{"speaker":"Mrs Long","text":"There is a major question about not only how they can be managed but whether they can be managed. However, it is my job as Minister to seek a way to do that. There is no recognition in the 2024-25 Budget settlement of the increased demand facing the Department. We have already heard mention in the Chamber of the 35% increase in prison numbers in the last three years, the fact that police officer numbers are at an all-time low of 6,394 against the New Decade, New Approach recommended level of 7,500, the 30% increase in legal aid costs and the significant backlogs in our courts. Difficult decisions on prioritisation in service provision will be required, as the Department will have to manage those pressures in order to live within its Budget allocation. Given the challenging budgetary position, there will inevitably be a detrimental impact on the ability to continue to fund all the services that we currently deliver. That will inevitably result in the justice system slowing down, and, whilst that is regrettable and damaging to our citizens, it is unavoidable, given the scale of the financial pressures. However, more concerning is the fact that it will, without doubt, increase the risk of a catastrophic failure of the system, compromising our ability to preserve life, protect the public and keep people safe. It is around that that I am making my priorities."},{"speaker":"Mr O'Toole","text":"Minister, I acknowledge that there is real constraint on your and every other Department's budget. That is obvious. It is true to say that, in this round, your Department has done slightly better than some other Departments, but it is worth acknowledging that that comes after years of constrained budget settlements. You mentioned that that will constrain and curtail services. Can you be more specific about which services you are looking at for prioritisation and, by extension, for de-prioritisation?"},{"speaker":"Mrs Long","text":"I cannot be more specific, because, first, the budget allocations to the various arm's-length bodies (ALBs) and partner organisations have not been issued. Those will go out in the first half of this week. Secondly, I am working my way through a list of operational areas that are within the gift of the core Department and that I may wish to scale back or take forward more quickly in order to manage the budget. As I said in response to the original question, my priority is to do all that I can within budget without compromising our ability to preserve life, protect the public and keep people safe, which are our first and primary duties."},{"speaker":"Mr Beattie","text":"Minister, if — I repeat the word \"if\" — there is a major increase in funding through the June monitoring round and if you take that into account, do you believe that the Budget process that was run at the Executive should be delayed and rerun?"},{"speaker":"Mrs Long","text":"There are two separate issues. First, we need to give certainty to the organisations that need a budget in order to be able to spend money this year. Secondly, we need to give my Department a definitive answer on the resource that it will have. We have to proceed with this year's Budget. It is essential that we do so. As the June monitoring round comes hot on the heels of the Budget-setting process, it will be a supplementary process, to be honest. It is likely to be done shortly after the main allocations if not alongside them. I do not see that holding back one to do the other would be helpful. It is much better to give people clarity so that they have the maximum time to adjust to the new spending environment in which they will find themselves. If we get significant extra resource, it will be a matter for the Executive to decide where that is reallocated on the basis of the bids that we put in, any new bids that emerge and, indeed, any money that is surrendered by Departments, which, I expect, will be rather small at this stage in the year. We should do that process through the normal route."},{"speaker":"Madam Principal Deputy Speaker","text":"Question 6 has been withdrawn."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20442%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400886","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-05-20&docID=401598#AQO%20442/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400886"}},{"id":"400642","reference":"AQW 11517/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-08","answerBy":"2024-05-23","answered":"2024-05-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to increase the School Uniform Grant for 2024-25.","answerText":"The Education Authority (EA) was able to uplift its school uniform grant rates by 20% in 2022/23 following an additional allocation of funding by the previous Minister of Education. Severe budgetary pressures mean that it has not been possible to allocate any additional funding to the EA to implement a further rise in the rates of uniform grant for the 2024/25 academic year.","answerHtml":"The Education Authority (EA) was able to uplift its school uniform grant rates by 20% in 2022/23 following an additional allocation of funding by the previous Minister of Education. Severe budgetary pressures mean that it has not been possible to allocate any additional funding to the EA to implement a further rise in the rates of uniform grant for the 2024/25 academic year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011517%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400642","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400642"}},{"id":"400641","reference":"AQW 11516/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-08","answerBy":"2024-05-23","answered":"2024-05-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he has been engaging with children and young people in relation to changes to school uniform grants.","answerText":"I plan to launch a public consultation exercise on the review of school uniform policy in June and this will include aspects of the uniform grant policy. This consultation will involve targeted engagement with children and young people and their parents in order to seek their input on this important area of policy work.","answerHtml":"I plan to launch a public consultation exercise on the review of school uniform policy in June and this will include aspects of the uniform grant policy. This consultation will involve targeted engagement with children and young people and their parents in order to seek their input on this important area of policy work.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011516%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400641","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400641"}},{"id":"400640","reference":"AQW 11515/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-08","answerBy":"2024-05-23","answered":"2024-05-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how much funding from the 2024-25 budget will be allocated specifically to youth work.","answerText":"My Department wrote to the Education Authority on 19 March to outline the Opening Interim Resource allocation for 2024/25, subject to the final agreed executive budget.\n\nThe Basic EA Youth interim budget totalled £35,903k, the final budget will be issued to EA in due course.","answerHtml":"My Department wrote to the Education Authority on 19 March to outline the Opening Interim Resource allocation for 2024/25, subject to the final agreed executive budget.
The Basic EA Youth interim budget totalled £35,903k, the final budget will be issued to EA in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011515%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400640","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400640"}},{"id":"400639","reference":"AQW 11514/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-08","answerBy":"2024-05-23","answered":"2024-05-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the review of the new funding scheme for youth work will be published.","answerText":"The Education and Training Inspectorate (ETI) were commissioned to provide advice to the Department on the impact of the Education Authority’s (EA) funding scheme on addressing children and young people’s assessed needs.\n\nAs this advice was commissioned to inform policy development it was not designed to be released as a full report. That said it has been agreed that a summary of the findings and key messages will be provided to the youth sector. The final draft report has now been presented to the department and it is anticipated that the summary will issue in early June.\n\nMy officials will work with the EA and voluntary youth sector to address the findings and recommendations.","answerHtml":"The Education and Training Inspectorate (ETI) were commissioned to provide advice to the Department on the impact of the Education Authority’s (EA) funding scheme on addressing children and young people’s assessed needs.
As this advice was commissioned to inform policy development it was not designed to be released as a full report. That said it has been agreed that a summary of the findings and key messages will be provided to the youth sector. The final draft report has now been presented to the department and it is anticipated that the summary will issue in early June.
My officials will work with the EA and voluntary youth sector to address the findings and recommendations.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011514%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400639","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400639"}},{"id":"400638","reference":"AQW 11513/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-08","answerBy":"2024-05-23","answered":"2024-05-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the steps he is taking to ensure that the Education Authority provide clarity in the decision-making process for funding arrangements and allocations for the community and voluntary youth work sector.","answerText":"The department’s youth work policy (Priorities for Youth) establishes the framework within which the EA delivers its operational remit, including funding decisions. Funding opportunities, open to voluntary youth centres, have been developed based on the Local and Regional Assessment of Need process and are advertised on a dedicated EA Youth Service (EAYS) Funding Website.\n\nThe policy established a Regional Advisory Group to provide advice to EA on the RYDP through stakeholder engagement.\n\nA similar process operates at a local area level where Local Advisory Groups (LAGs) provide advice to support the development and implementation of local youth service provisions via Area Youth Development Plans. These forums provide an opportunity for the EA to provide clarity on their decision-making process.\n\nThe Director of Qualifications, 14-19 Strategy and Youth Work Policy is a member of the EA Funding Project Board which has confirmed that a model of stakeholder engagement is in place to identify the issues, develop solutions and communicate the outcomes of engagement, which importantly includes an explanation of the rationale for decisions.\n\nOfficials are working with the EA and the community and voluntary sector to ensure that the structures are working as intended and to enhance communications about funding arrangements and allocations to ensure transparency.","answerHtml":"The department’s youth work policy (Priorities for Youth) establishes the framework within which the EA delivers its operational remit, including funding decisions. Funding opportunities, open to voluntary youth centres, have been developed based on the Local and Regional Assessment of Need process and are advertised on a dedicated EA Youth Service (EAYS) Funding Website.
The policy established a Regional Advisory Group to provide advice to EA on the RYDP through stakeholder engagement.
A similar process operates at a local area level where Local Advisory Groups (LAGs) provide advice to support the development and implementation of local youth service provisions via Area Youth Development Plans. These forums provide an opportunity for the EA to provide clarity on their decision-making process.
The Director of Qualifications, 14-19 Strategy and Youth Work Policy is a member of the EA Funding Project Board which has confirmed that a model of stakeholder engagement is in place to identify the issues, develop solutions and communicate the outcomes of engagement, which importantly includes an explanation of the rationale for decisions.
Officials are working with the EA and the community and voluntary sector to ensure that the structures are working as intended and to enhance communications about funding arrangements and allocations to ensure transparency.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011513%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400638","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400638"}},{"id":"400445","reference":"AQW 11433/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-07","answerBy":"2024-05-10","answered":"2024-05-10","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the amount of capital funding allocated to the nine capital bids his Department made as part of the Department of Finance information gathering exercise to inform the Executive’s consideration of Budget 2024-25.","answerText":"The recently agreed Executive Budget provides my Department with a Capital Budget of £254m in 2024-25.\n\nWhilst I very much welcome this opening allocation, which reflects an increase of over ££80m on the 2023/24 opening position, my Department faces significant capital pressures particularly in regard to SEN placements.\n\nMy officials are currently finalising the capital budget strategy for 2024-25 and I hope to be in a position to make a detailed announcement in coming weeks.","answerHtml":"The recently agreed Executive Budget provides my Department with a Capital Budget of £254m in 2024-25.
Whilst I very much welcome this opening allocation, which reflects an increase of over ££80m on the 2023/24 opening position, my Department faces significant capital pressures particularly in regard to SEN placements.
My officials are currently finalising the capital budget strategy for 2024-25 and I hope to be in a position to make a detailed announcement in coming weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011433%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400445","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400445"}},{"id":"400444","reference":"AQW 11432/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-07","answerBy":"2024-05-22","answered":"2024-05-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what consideration he has given to undertaking work to better understand the value of youth work, similar to the Economic Value of Youth Work report by UK Youth and Frontier Economics.","answerText":"The Department is aware of the UK Youth and Frontier Economics, Untapped report about the economic value of youth work in England. My officials attended an event run by the Ulster University, where UK Youth staff presented the report, and subsequently engaged with UK Youth staff to establish an estimate of the cost for a Northern Ireland specific version of the economic model. Given budget pressures and current youth work priorities the Department has been unable to secure the funding to procure a local assessment of the economic value of youth work.\n\nWhile a local assessment would undoubtably be of value, given the similarities of local youth work to that in England, there is nothing to suggest that a similar scale of return on investment would not be achieved.","answerHtml":"The Department is aware of the UK Youth and Frontier Economics, Untapped report about the economic value of youth work in England. My officials attended an event run by the Ulster University, where UK Youth staff presented the report, and subsequently engaged with UK Youth staff to establish an estimate of the cost for a Northern Ireland specific version of the economic model. Given budget pressures and current youth work priorities the Department has been unable to secure the funding to procure a local assessment of the economic value of youth work.
While a local assessment would undoubtably be of value, given the similarities of local youth work to that in England, there is nothing to suggest that a similar scale of return on investment would not be achieved.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011432%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400444","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400444"}},{"id":"400443","reference":"AQW 11431/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-07","answerBy":"2024-05-22","answered":"2024-05-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the internal consultation process which was taking place in his Department on the findings of the Independent Review of Education.","answerText":"Departmental officials have now completed an internal consultation with DE officials, officials in other departments potentially impacted by the recommendations and with NDPB’s and other stakeholders.\n\nA paper is now being produced for my consideration outlining the findings of the internal consultation process. I hope to receive and consider this paper shortly.","answerHtml":"Departmental officials have now completed an internal consultation with DE officials, officials in other departments potentially impacted by the recommendations and with NDPB’s and other stakeholders.
A paper is now being produced for my consideration outlining the findings of the internal consultation process. I hope to receive and consider this paper shortly.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011431%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400443","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400443"}},{"id":"400442","reference":"AQW 11430/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-07","answerBy":"2024-05-22","answered":"2024-05-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the scoping exercise which has commenced on issues for the controlled sector.","answerText":"The Department is currently considering the report produced by the Independent Review of Education Panel and carrying out internal consultation to inform a way forward. This process includes discussion with key education stakeholders including other relevant Departments and Arm’s-Length Bodies.\n\nFollowing this consultation, officials are now producing a paper for my consideration setting out advice on the various recommendations in the report.\n\nI have also requested advice specifically on support for the controlled sector.","answerHtml":"The Department is currently considering the report produced by the Independent Review of Education Panel and carrying out internal consultation to inform a way forward. This process includes discussion with key education stakeholders including other relevant Departments and Arm’s-Length Bodies.
Following this consultation, officials are now producing a paper for my consideration setting out advice on the various recommendations in the report.
I have also requested advice specifically on support for the controlled sector.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011430%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400442","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400442"}},{"id":"400441","reference":"AQW 11429/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-07","answerBy":"2024-05-22","answered":"2024-05-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on his plans to create a specific support function for the controlled sector.","answerText":"The Department is currently considering the report produced by the Independent Review of Education Panel and carrying out internal consultation to inform a way forward. This process includes discussion with key education stakeholders including other relevant Departments and Arm’s-Length Bodies.\n\nFollowing this consultation, officials are now producing a paper for my consideration setting out advice on the various recommendations in the report.\n\nI have also requested advice specifically on support for the controlled sector.","answerHtml":"The Department is currently considering the report produced by the Independent Review of Education Panel and carrying out internal consultation to inform a way forward. This process includes discussion with key education stakeholders including other relevant Departments and Arm’s-Length Bodies.
Following this consultation, officials are now producing a paper for my consideration setting out advice on the various recommendations in the report.
I have also requested advice specifically on support for the controlled sector.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011429%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400441","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400441"}},{"id":"400210","reference":"AQW 11337/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-03","answerBy":"2024-05-09","answered":"2024-05-08","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail how much resource funding was allocated to the nine resource bids his Department made as part of the Department of Finance information gathering exercise to inform the Executive’s consideration of Budget 2024-25.","answerText":"The recently agreed Executive Budget provides the Department with an additional resource allocation of £296.3m, over and above the anticipated, flat-cash budget. This general resource allocation is not specifically linked to any of the nine resource bids, which my Department had previously submitted to the Department of Finance.\n\nIn the Minister of Finance’s Written Ministerial Statement of 25 April 2024, the EA Pay and Grading Review is specifically mentioned. Specifically, the Minister of Finance advises that while no funding has been allocated for this pressure, the Executive has agreed to seek approval from HM Treasury to reprofile some of the repurposed funds provided in the Executive restoration financial package for this purpose.","answerHtml":"The recently agreed Executive Budget provides the Department with an additional resource allocation of £296.3m, over and above the anticipated, flat-cash budget. This general resource allocation is not specifically linked to any of the nine resource bids, which my Department had previously submitted to the Department of Finance.
In the Minister of Finance’s Written Ministerial Statement of 25 April 2024, the EA Pay and Grading Review is specifically mentioned. Specifically, the Minister of Finance advises that while no funding has been allocated for this pressure, the Executive has agreed to seek approval from HM Treasury to reprofile some of the repurposed funds provided in the Executive restoration financial package for this purpose.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011337%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400210","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400210"}},{"id":"400209","reference":"AQW 11336/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-03","answerBy":"2024-05-21","answered":"2024-05-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 8804/22-27, (i) when he intends to commission this cross-departmental assessment; and (ii) how long it will take to complete.","answerText":"My officials will be commissioning an assessment of the Concluding Observations in the coming weeks and aim to complete it over the summer. The initial stage will involve inputs from departments. Decisions regarding publication will be for the Executive to consider in due course.","answerHtml":"My officials will be commissioning an assessment of the Concluding Observations in the coming weeks and aim to complete it over the summer. The initial stage will involve inputs from departments. Decisions regarding publication will be for the Executive to consider in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011336%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400209","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400209"}},{"id":"400208","reference":"AQW 11335/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-03","answerBy":"2024-05-21","answered":"2024-05-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the level of funding received by his Department in the Budget 2024-25.","answerText":"The recently agreed Executive Budget provides the Department with an additional resource allocation of £296.3m, over and above the anticipated, flat-cash budget.\n\nThis is significantly less than what is required and leaves a considerable shortfall across the Education sector. I therefore have serious concerns that without significant additional funding in-year, the Department will not be able to deliver basic statutory services without overspending.\n\nGiven that my Department is leading on the Childcare Strategy, I welcome the £25m that the Minister of Finance has set aside for this key area of work.\n\nWhilst I very much welcome the Capital Budget of £254m, which reflects an increase of over £80m on the 2023-24 opening position, my Department faces significant capital pressures particularly in regard to placements for children with statements of special educational need.\n\nI will very shortly make final budget decisions.","answerHtml":"The recently agreed Executive Budget provides the Department with an additional resource allocation of £296.3m, over and above the anticipated, flat-cash budget.
This is significantly less than what is required and leaves a considerable shortfall across the Education sector. I therefore have serious concerns that without significant additional funding in-year, the Department will not be able to deliver basic statutory services without overspending.
Given that my Department is leading on the Childcare Strategy, I welcome the £25m that the Minister of Finance has set aside for this key area of work.
Whilst I very much welcome the Capital Budget of £254m, which reflects an increase of over £80m on the 2023-24 opening position, my Department faces significant capital pressures particularly in regard to placements for children with statements of special educational need.
I will very shortly make final budget decisions.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011335%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400208","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400208"}},{"id":"400207","reference":"AQW 11334/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-03","answerBy":"2024-05-21","answered":"2024-05-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 8804/22-27, (i) whether he intends to publish the completed cross-departmental assessment; and (ii) whether any other relevant stakeholders will inform this piece of work.","answerText":"My officials will be commissioning an assessment of the Concluding Observations in the coming weeks and aim to complete it over the summer. The initial stage will involve inputs from departments. Decisions regarding publication will be for the Executive to consider in due course.","answerHtml":"My officials will be commissioning an assessment of the Concluding Observations in the coming weeks and aim to complete it over the summer. The initial stage will involve inputs from departments. Decisions regarding publication will be for the Executive to consider in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011334%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400207","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400207"}},{"id":"400206","reference":"AQW 11333/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-05-03","answerBy":"2024-05-21","answered":"2024-05-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 8804/22-27, whether he intends to recommend that the Executive publishes a response to the Concluding Observations, as done by the Scottish government.","answerText":"My officials will be commissioning an assessment of the Concluding Observations in the coming weeks and aim to complete it over the summer. The initial stage will involve inputs from departments. Decisions regarding publication will be for the Executive to consider in due course.","answerHtml":"My officials will be commissioning an assessment of the Concluding Observations in the coming weeks and aim to complete it over the summer. The initial stage will involve inputs from departments. Decisions regarding publication will be for the Executive to consider in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011333%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400206","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400206"}},{"id":"400085","reference":"AQO 430/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-05-02","answerBy":"2024-05-14","answered":"2024-05-14","answeredOrally":true,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to provide an update on the actions he has taken since the Adjournment Debate on 12 March 2024 on the A20 Portaferry Road, Newtownards.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr O'Dowd","text":"Following the Adjournment debate on 12 March, I asked my officials to take forward a review of the A20 Portaferry Road from Newtownards to Teal Rocks to establish what engineering measures could be taken forward that may help with road safety. My officials are making good progress on that review. Regarding the speed limit, a traffic speed assessment is under way to assess the potential of extending the 40 mph speed limit from Newtownards to just beyond Teal Rocks. A plan is also in place to take forward nearly 1 kilometre of resurfacing from Newtownards to just beyond Teal Rocks. That will include a new bus lay-by, subject to the availability of funding. That resurfacing will be part of a 10-year plan for resurfacing along the A20 Portaferry Road. As part of the resurfacing work, consideration will be given to the installation of road-edge white lining, verge hazard marker posts and road studs that will help driver visibility."},{"speaker":"Mr Mathison","text":"I thank the Minister for his answer. Much of that seems to be positive. The speed limit is an issue that constituents regularly raise with reps across the constituency. When will the review of the speed limit on the stretch of road in question be completed? Will he engage directly with elected reps for the area, as he undertook to do in the Adjournment debate, to explain the rationale for any decisions that are taken?"},{"speaker":"Mr O'Dowd","text":"I am more than happy for my officials to engage with elected representatives on the rationale for decisions; that would be helpful for both sides. As for when the speed limit will, potentially, be reduced, officials are working their way through the process, collecting information and confirming the viability of a speed change. If such a change is deemed suitable, legislation will be needed. That will require a consultation process and could take up to nine months to complete. Nine months is a significant period to make a speed limit change. The process that has to be followed is set out in legislation, and that is one of the matters that I will examine further with my officials. I do not think, in fairness, that that will help in this case, but we have to look at whether there is a more effective and efficient way of responding to such matters."},{"speaker":"Miss McIlveen","text":"The Minister will be aware that the route is subject to coastal erosion. I am keen to know what discussions he has had with his counterpart at Agriculture, Environment and Rural Affairs in relation to the coastal forum and any work specifically on coastal erosion that may be carried out along that route."},{"speaker":"Mr O'Dowd","text":"My officials sit on the coastal forum, and Minister Muir and I have agreed to meet on the matter of coastal erosion. I hastily add that DAERA has lead responsibility, but, again, I am more than happy to work with other Ministers and Departments to ensure that we make the most effective use of our limited resources."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20430%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400085","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-05-14&docID=400577#AQO%20430/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400085"}},{"id":"400052","reference":"AQO 397/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-05-02","answerBy":"2024-05-13","answered":"2024-05-13","answeredOrally":true,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister for an update on their Department’s engagement with the THRiVE project in Newtownabbey.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mrs Little-Pengelly","text":"Building on the success of Urban Villages, our officials have had regular engagement with THRiVE, as we recognise its positive impact on good relations and how it could be used as a model for taking a more collaborative approach to improving outcomes. Representatives from THRiVE have spoken to a number of cross-departmental groups to highlight their experience in order to help to inform our approach to place-based working. TEO has joined other Departments in contributing funding to THRiVE and becoming a member of its programme board. Good relations officials are reviewing that return on investment, which, I have to say, looks positive, with a view to considering further funding in the 2024-25 financial year."},{"speaker":"Mr Mathison","text":"I thank the deputy First Minister for her answer. Having visited the THRiVE project recently, I am highlighting it as an exemplar of good practice in place-based collaboration. With that in mind, will the deputy First Minister detail how her office will learn from the THRiVE project to ensure that there is genuine collaboration between Departments in this mandate, including the pooling of resources to deliver on key projects?"},{"speaker":"Mrs Little-Pengelly","text":"I thank the Member for his question. I was an early convert to and enthusiast for place-based interventions, particularly through the Urban Villages initiative. Good and positive work has been done through Urban Villages and projects like THRiVE. We absolutely must learn the lessons from that and take a joined-up and collaborative approach, working hand in hand. The incredible Monkstown Boxing Club, which I had the privilege of visiting a few years ago, is another example. They are great community organisations rolling out fantastic projects. We must learn from and build on that."},{"speaker":"Mr Delargy","text":"I appreciate that the Minister has already touched on this, but will she give more detail on any consideration of future delivery of the Urban Villages project?"},{"speaker":"Mrs Little-Pengelly","text":"I thank the Member for his question. The Executive Office budget has been incredibly difficult. We requested £7 million of additional revenue, particularly to support our good relations and ending violence against women and girls strategies. Unfortunately, we were able to secure only £1 million of additional funds. When you take into account inflationary increase and other pressures, that does not leave a significant amount of headroom. Of course, our good relations strategy and interventions are vital. Urban Villages is one where we have had very good learning. We are actively considering the way forward, particularly around the place-based intervention model. We hope to come forward with proposals. We will consult the Committee on those to forge the new programme."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20397%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=400052","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-05-13&docID=400576#AQO%20397/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=400052"}},{"id":"399566","reference":"AQW 11055/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-30","answerBy":"2024-05-16","answered":"2024-05-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of staff in his Department that have completed the two child rights based training packages which were made available via the NICS training portal in December 2022.","answerText":"The Department of Finance, Digital Learning Unit has advised that at 10th April 2024, the number of DE staff who had completed these training modules was as follows:\n\nIntroduction to Children’s Rights (e-Learning) - 69\n\nConducting Child Rights Impact Assessment (e-Learning) – 54","answerHtml":"The Department of Finance, Digital Learning Unit has advised that at 10th April 2024, the number of DE staff who had completed these training modules was as follows:
Introduction to Children’s Rights (e-Learning) - 69
Conducting Child Rights Impact Assessment (e-Learning) – 54
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011055%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=399566","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=399566"}},{"id":"399564","reference":"AQW 11053/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-30","answerBy":"2024-05-16","answered":"2024-05-03","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 9871/22-27, how many of the 203 schools that have expressed an interest in facilitating specialist provision classes are (i) primary schools; and (ii) post-primary schools.","answerText":"Pursuant to AQW 9871/22-27, of the 203 schools that had expressed an interest in facilitating specialist provision classes, 15 were nursery, 140 primary and 48 post-primary schools. Please note that this response refers to the data at that time. The survey issued to schools on 23 April 2024 is not due to close until noon on Friday 3 May 2024.","answerHtml":"Pursuant to AQW 9871/22-27, of the 203 schools that had expressed an interest in facilitating specialist provision classes, 15 were nursery, 140 primary and 48 post-primary schools. Please note that this response refers to the data at that time. The survey issued to schools on 23 April 2024 is not due to close until noon on Friday 3 May 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011053%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=399564","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=399564"}},{"id":"399563","reference":"AQW 11052/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-30","answerBy":"2024-05-16","answered":"2024-05-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 9871/22-27, how many Specialist Provision in a Mainstream School are needed to deliver the required special educational needs places for September 2024 in (i) primary schools; and (ii) post-primary schools.","answerText":"As of 15 May 2024, the Education Authority (EA) has identified the need for 104 specialist provision in mainstream schools (SPiMS) classes, 66 of which are required for Primary and 38 for Post-Primary.","answerHtml":"As of 15 May 2024, the Education Authority (EA) has identified the need for 104 specialist provision in mainstream schools (SPiMS) classes, 66 of which are required for Primary and 38 for Post-Primary.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2011052%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=399563","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=399563"}},{"id":"399144","reference":"AQW 10902/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-26","answerBy":"2024-05-14","answered":"2024-05-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the Careers Advisory Forum will be reinstated.","answerText":"The Economy Minister and I met recently to discuss careers provision, including how we can enhance our strategic and operational partnerships. In taking forward this work, officials will maintain a focus on identifying and meeting the needs of a wide range of stakeholders and they are currently considering the potential role of the Careers Advisory Forum to enable system level engagement.","answerHtml":"The Economy Minister and I met recently to discuss careers provision, including how we can enhance our strategic and operational partnerships. In taking forward this work, officials will maintain a focus on identifying and meeting the needs of a wide range of stakeholders and they are currently considering the potential role of the Careers Advisory Forum to enable system level engagement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010902%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=399144","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=399144"}},{"id":"399143","reference":"AQW 10901/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-26","answerBy":"2024-05-14","answered":"2024-05-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) for his assessment of the value of the work of Young Enterprise NI; and (ii) whether he will reinstate funding to this organisation.","answerText":"Young Enterprise Northern Ireland (YENI) provided a valuable contribution to schools in Northern Ireland, through the delivery of funded curriculum support programmes covering enterprise and entrepreneurial education. Due to significant budgetary pressures, my Department took the difficult decision to cease funding in May 2023.\n\nWith regards to future funding, all Department’s opening budgets for 2024-25 were agreed last week by the Northern Ireland Executive. The funding envelope that the Department has been allocated faces significant, unavoidable cost pressures and rising service demands associated with delivering statutory and policy obligations. To address these, my Department will again need to take difficult decisions to enable it to operate to a balanced budget in 2024-25. For this reason, I am unable to give you a response regarding future funding to YENI at this time.","answerHtml":"Young Enterprise Northern Ireland (YENI) provided a valuable contribution to schools in Northern Ireland, through the delivery of funded curriculum support programmes covering enterprise and entrepreneurial education. Due to significant budgetary pressures, my Department took the difficult decision to cease funding in May 2023.
With regards to future funding, all Department’s opening budgets for 2024-25 were agreed last week by the Northern Ireland Executive. The funding envelope that the Department has been allocated faces significant, unavoidable cost pressures and rising service demands associated with delivering statutory and policy obligations. To address these, my Department will again need to take difficult decisions to enable it to operate to a balanced budget in 2024-25. For this reason, I am unable to give you a response regarding future funding to YENI at this time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010901%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=399143","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=399143"}},{"id":"399142","reference":"AQW 10900/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-26","answerBy":"2024-05-14","answered":"2024-05-03","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy (i) for his assessment of the value of the work of Young Enterprise NI; and (ii) whether his Department will consider providing funding to this organisation.","answerText":"Developing and encouraging our future entrepreneurs is a vital aspect of a vibrant and modern economy. Organisations such as Young Enterprise NI (YENI), Further Education Colleges, Higher Education Institutions, Catalyst and others play an important role in equipping our young people with the skills, knowledge, and ambition to start their own businesses.\n\nMy Department, through Invest NI, has recently allocated £12,000 to YENI under an Environmental, Social, and Governance (ESG) Business Backer partnership to support the next generation of entrepreneurial talent in the North of Ireland. This will support 1,200 future entrepreneurs annually.\n\nI am supportive of the work that Young Enterprise NI (YENI) does with our young people, and I have instructed my officials to continue to engage with the YENI team to see how we can work together to deliver my policy objectives.","answerHtml":"Developing and encouraging our future entrepreneurs is a vital aspect of a vibrant and modern economy. Organisations such as Young Enterprise NI (YENI), Further Education Colleges, Higher Education Institutions, Catalyst and others play an important role in equipping our young people with the skills, knowledge, and ambition to start their own businesses.
My Department, through Invest NI, has recently allocated £12,000 to YENI under an Environmental, Social, and Governance (ESG) Business Backer partnership to support the next generation of entrepreneurial talent in the North of Ireland. This will support 1,200 future entrepreneurs annually.
I am supportive of the work that Young Enterprise NI (YENI) does with our young people, and I have instructed my officials to continue to engage with the YENI team to see how we can work together to deliver my policy objectives.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010900%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=399142","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=399142"}},{"id":"399141","reference":"AQW 10899/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-26","answerBy":"2024-05-14","answered":"2024-05-01","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance for an update on the progress of the outline business case for redevelopment of Whitespots Country Park, Newtownards.","answerText":"My Department received the outline business case from DAERA on 11 December 2023 and responded with comments and queries to be addressed on 15 January 2024.\n\nMy Department awaits a response from DAERA.","answerHtml":"My Department received the outline business case from DAERA on 11 December 2023 and responded with comments and queries to be addressed on 15 January 2024.
My Department awaits a response from DAERA.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010899%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=399141","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=399141"}},{"id":"398985","reference":"AQW 10843/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-25","answerBy":"2024-04-30","answered":"2024-05-01","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the impact of the withdrawal of the Barnardo’s NI Time 4 Me Primary School Counselling service.","answerText":"I understand Barnardo’s decision to end their Time 4 Me primary counselling service was due to financial pressures within their organisation.\n\nWhile schools have the autonomy to procure counselling or other therapeutic supports from within their existing budgets, there is no central funded service for primary school counselling services. I am fully aware that the challenging financial context across the education system means that budgets and investments are severely constrained.","answerHtml":"I understand Barnardo’s decision to end their Time 4 Me primary counselling service was due to financial pressures within their organisation.
While schools have the autonomy to procure counselling or other therapeutic supports from within their existing budgets, there is no central funded service for primary school counselling services. I am fully aware that the challenging financial context across the education system means that budgets and investments are severely constrained.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010843%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398985","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398985"}},{"id":"398571","reference":"AQW 10658/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-23","answerBy":"2024-05-09","answered":"2024-05-08","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail his engagement with the Minister of Education to co-design and co-fund primary school counselling and mental health support.","answerText":"The Department of Health and the Department of Education currently collaborate to provide mental health support in primary schools through engagement and joint funding.\n\nIn February 2021, the Department of Health and the Department of Education jointly launched the Children and Young People’s Emotional Health and Wellbeing in Education Framework. The main emphasis of the Framework is to support educational settings to promote emotional health and wellbeing at a universal level, through a holistic, multi-disciplinary approach. This will enable our children and young people to build resilience in coping with challenges they may face in life and providing early and enhanced support for those who may be at risk or showing signs of needing further help. Services and projects that have been established under the Framework are available across primary and post-primary schools.\n\nThe following initiatives have been piloted or rollout out to primary schools since the publication of the Framework.\n\nSchool Nursing Pilot (commenced 2021/22)\n\nResilience in Education, Assisting Change to Happen (commenced 2021/22)\n\nRegional Integrated Support for Education - Expansion of the existing RISE service (from up to primary 4 to up to primary 7) - (commenced 2021/22)\n\nBeing Well Doing Well – (recently commenced in the 2023/24 academic year.)\n\nThe Attach Project (TAP) (commenced 2021/22)\n\nFurther information on each of the above projects can be found at: Emotional Health and Wellbeing | Department of Education (education-ni.gov.uk)","answerHtml":"The Department of Health and the Department of Education currently collaborate to provide mental health support in primary schools through engagement and joint funding.
In February 2021, the Department of Health and the Department of Education jointly launched the Children and Young People’s Emotional Health and Wellbeing in Education Framework. The main emphasis of the Framework is to support educational settings to promote emotional health and wellbeing at a universal level, through a holistic, multi-disciplinary approach. This will enable our children and young people to build resilience in coping with challenges they may face in life and providing early and enhanced support for those who may be at risk or showing signs of needing further help. Services and projects that have been established under the Framework are available across primary and post-primary schools.
The following initiatives have been piloted or rollout out to primary schools since the publication of the Framework.
School Nursing Pilot (commenced 2021/22)
Resilience in Education, Assisting Change to Happen (commenced 2021/22)
Regional Integrated Support for Education - Expansion of the existing RISE service (from up to primary 4 to up to primary 7) - (commenced 2021/22)
Being Well Doing Well – (recently commenced in the 2023/24 academic year.)
The Attach Project (TAP) (commenced 2021/22)
Further information on each of the above projects can be found at: Emotional Health and Wellbeing | Department of Education (education-ni.gov.uk)
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010658%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398571","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398571"}},{"id":"398570","reference":"AQW 10657/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-23","answerBy":"2024-05-09","answered":"2024-05-08","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what work has been undertaken alongside the Minister of Education to embed mental health support systems in educational institutions.","answerText":"The Department of Health and the Department of Education continue to collaborate in providing mental health support systems in educational institutions.\n\nThe main driver for this is the Children and Young People’s Emotional Health and Wellbeing in Education Framework which was jointly launched by both Departments in 2021. A copy of the Framework is available at: https://www.education-ni.gov.uk/publications/children-young-peoples-emotional-health-and-wellbeing-education-framework-final-version\n\nThe main emphasis of the Framework is to support educational settings to promote emotional health and wellbeing at a universal level. A number of important projects and pilots have been taken forward through this Framework aimed at various elements of providing help and support to children and young people and their emotional and mental health. These include: the HSCT Text-a-Nurse service, School Nursing Pilot, REACH Regional Integrated Support for Education NI (RISE NI) and Being Well Doing Well (BWDW)\n\nOne of the key projects from a health perspective is Emotional Wellbeing Teams in Schools (EWTS). The EWTS is a multi-disciplinary health led team which launched in academic year 2023/2024.\n\nThe aim is to provide intervention at the earliest opportunity by ensuring schools are aware of appropriate pathways for support in their local area and within CAMHS. This work involves working collaboratively with teaching staff and other providers to coordinate and deliver wellbeing programmes and interventions. These teams are currently in 48 schools across the region with a further roll-out planned this financial year.","answerHtml":"The Department of Health and the Department of Education continue to collaborate in providing mental health support systems in educational institutions.
The main driver for this is the Children and Young People’s Emotional Health and Wellbeing in Education Framework which was jointly launched by both Departments in 2021. A copy of the Framework is available at: https://www.education-ni.gov.uk/publications/children-young-peoples-emotional-health-and-wellbeing-education-framework-final-version
The main emphasis of the Framework is to support educational settings to promote emotional health and wellbeing at a universal level. A number of important projects and pilots have been taken forward through this Framework aimed at various elements of providing help and support to children and young people and their emotional and mental health. These include: the HSCT Text-a-Nurse service, School Nursing Pilot, REACH Regional Integrated Support for Education NI (RISE NI) and Being Well Doing Well (BWDW)
One of the key projects from a health perspective is Emotional Wellbeing Teams in Schools (EWTS). The EWTS is a multi-disciplinary health led team which launched in academic year 2023/2024.
The aim is to provide intervention at the earliest opportunity by ensuring schools are aware of appropriate pathways for support in their local area and within CAMHS. This work involves working collaboratively with teaching staff and other providers to coordinate and deliver wellbeing programmes and interventions. These teams are currently in 48 schools across the region with a further roll-out planned this financial year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010657%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398570","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398570"}},{"id":"398569","reference":"AQW 10656/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-23","answerBy":"2024-05-09","answered":"2024-04-30","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what consideration has been given to developing a workforce strategy for the education sector, with an emphasis on attracting specialist STEM teachers into the post-primary sector.","answerText":"The Department recognises the need to develop a sector-wide approach to strategic workforce planning and is working closely with the Education Authority to address this need. A survey for all schools in Northern Ireland is being planned, with the aim of gathering precise information on the challenges that schools are facing in recruiting and retaining teachers in specific subject areas.\n\nAs part of the workforce planning strategy, consideration will be given to possible strategies to address specific teacher shortages, including STEM subjects. This will include consideration of alternative employment models such as shared posts across schools and the possibility of carefully managed bursary schemes for Initial Teacher Education programmes to encourage more individuals to pursue teaching careers in identified subject areas including STEM. However, such schemes would have to be tightly targeted and would remain subject to available funding.","answerHtml":"The Department recognises the need to develop a sector-wide approach to strategic workforce planning and is working closely with the Education Authority to address this need. A survey for all schools in Northern Ireland is being planned, with the aim of gathering precise information on the challenges that schools are facing in recruiting and retaining teachers in specific subject areas.
As part of the workforce planning strategy, consideration will be given to possible strategies to address specific teacher shortages, including STEM subjects. This will include consideration of alternative employment models such as shared posts across schools and the possibility of carefully managed bursary schemes for Initial Teacher Education programmes to encourage more individuals to pursue teaching careers in identified subject areas including STEM. However, such schemes would have to be tightly targeted and would remain subject to available funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010656%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398569","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398569"}},{"id":"398363","reference":"AQW 10561/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-22","answerBy":"2024-05-08","answered":"2024-05-07","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what steps he is taking to improve the accessibility of mental health services for young people.","answerText":"My Department recognises that the number of children and young people awaiting Child and Adolescent Mental Health Services (CAMHS) has increased since 30th June 2019. Official statistics published by my Department on the 14th February 2024 highlighted that as of 31st December 2023 the total number of young people awaiting assessment across Northern Ireland was 2,095.\n\nAll Trusts are reporting recruitment and retention issues along with more complex presentations and both of these factors are having an impact on capacity. Action 32 of The Mental Health Strategy (MHS) recognises the staffing challenges across CAMHS and a comprehensive workforce review was completed in March 2022. This review considered; existing workforce, the need to adopt new models of working and the importance of increasing the focus on training, recruitment and retention issues. My Department is committed in creating a workforce that will meet the needs of the population and which is fit for the future.\n\nThe Mental Health Strategy acknowledged that CAMHS requires additional investment and Action 10 of MHS gives a commitment to increase funding to 10% of the Adult Mental Health Budget. My Department will continue to work closely and collaboratively with Health and Social Care Trusts and other key stakeholders to develop services that meet not only current but emerging needs of this population and work with executive colleagues to secure the necessary resources required to meet demands.\n\nMy Department oversees a Service Delivery Plan process which monitors activity and performance across all Health & Social Care Trusts (HSCT). Officials have set targets for new and review contacts within CAMHS and these are reviewed on a monthly basis. If a HSCT is underperforming against its target, my officials require explanations from them on why this is the case. When necessary HSCT’s are required to submit a service, improvement plan that details what steps they will take to improve performance against set targets.","answerHtml":"My Department recognises that the number of children and young people awaiting Child and Adolescent Mental Health Services (CAMHS) has increased since 30th June 2019. Official statistics published by my Department on the 14th February 2024 highlighted that as of 31st December 2023 the total number of young people awaiting assessment across Northern Ireland was 2,095.
All Trusts are reporting recruitment and retention issues along with more complex presentations and both of these factors are having an impact on capacity. Action 32 of The Mental Health Strategy (MHS) recognises the staffing challenges across CAMHS and a comprehensive workforce review was completed in March 2022. This review considered; existing workforce, the need to adopt new models of working and the importance of increasing the focus on training, recruitment and retention issues. My Department is committed in creating a workforce that will meet the needs of the population and which is fit for the future.
The Mental Health Strategy acknowledged that CAMHS requires additional investment and Action 10 of MHS gives a commitment to increase funding to 10% of the Adult Mental Health Budget. My Department will continue to work closely and collaboratively with Health and Social Care Trusts and other key stakeholders to develop services that meet not only current but emerging needs of this population and work with executive colleagues to secure the necessary resources required to meet demands.
My Department oversees a Service Delivery Plan process which monitors activity and performance across all Health & Social Care Trusts (HSCT). Officials have set targets for new and review contacts within CAMHS and these are reviewed on a monthly basis. If a HSCT is underperforming against its target, my officials require explanations from them on why this is the case. When necessary HSCT’s are required to submit a service, improvement plan that details what steps they will take to improve performance against set targets.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010561%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398363","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398363"}},{"id":"398362","reference":"AQW 10560/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-22","answerBy":"2024-05-08","answered":"2024-05-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) how many schools have confirmed that they will introduce a new Specialist Provision in Mainstream School for September 2024; and (ii) how he will ensure that these are ready by September 2024 in relation to (a) the funding required; and (b) the recruitment of staff.","answerText":"The process of securing additional specialist education provision for September 2024 is ongoing and the position changes on a frequent basis. As of 28 April 2024, over 200 schools had expressed an interest in facilitating specialist provision classes. The Education Authority (EA) have secured agreement or are in the process of discussions with schools for 48 additional Specialist Provision in Mainstream Schools (SPiMS) classes for September 2024. Funding required varies from school to school depending on the level of adaptations required. Schools are responsible for their own staff recruitment.\n\nOn 23 April 2024, the Permanent Secretary issued a letter to all schools encouraging them to consider establishing specialist provision or expanding existing provision. This letter was followed by a short survey to determine existing or new capacity which issued on 24 April 2024 and closes on 3 May 2024. The results of the survey will be considered and followed up by the department and the EA and will inform planning and decisions about further specialist education provision to be created and funding required to facilitate these.","answerHtml":"The process of securing additional specialist education provision for September 2024 is ongoing and the position changes on a frequent basis. As of 28 April 2024, over 200 schools had expressed an interest in facilitating specialist provision classes. The Education Authority (EA) have secured agreement or are in the process of discussions with schools for 48 additional Specialist Provision in Mainstream Schools (SPiMS) classes for September 2024. Funding required varies from school to school depending on the level of adaptations required. Schools are responsible for their own staff recruitment.
On 23 April 2024, the Permanent Secretary issued a letter to all schools encouraging them to consider establishing specialist provision or expanding existing provision. This letter was followed by a short survey to determine existing or new capacity which issued on 24 April 2024 and closes on 3 May 2024. The results of the survey will be considered and followed up by the department and the EA and will inform planning and decisions about further specialist education provision to be created and funding required to facilitate these.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010560%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398362","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398362"}},{"id":"398361","reference":"AQW 10559/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-22","answerBy":"2024-05-08","answered":"2024-05-09","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether figures in relation to Special Educational Needs children who have been allocated a school or nursery placement reflect children who are fully accessing their placement on a full time basis.","answerText":"Information sourced from the Education Authority states that for September 2023 89 pupils across 6 specialised settings in Northern Ireland were provided with contingency educational support in advance of starting in their new school place because of capital works not being completed.","answerHtml":"Information sourced from the Education Authority states that for September 2023 89 pupils across 6 specialised settings in Northern Ireland were provided with contingency educational support in advance of starting in their new school place because of capital works not being completed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010559%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398361","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398361"}},{"id":"398360","reference":"AQW 10558/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-22","answerBy":"2024-05-08","answered":"2024-05-13","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities whether he will provide support to Foras na Gaeilge as a matter of urgency in order to guarantee the continuation of the Scoil Spreagtha project for the 2024-25 academic year.","answerText":"It is for Foras na Gaeilge, and their Board, to make decisions around programme and funding priorities.","answerHtml":"It is for Foras na Gaeilge, and their Board, to make decisions around programme and funding priorities.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010558%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398360","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398360"}},{"id":"398137","reference":"AQW 10472/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-19","answerBy":"2024-05-07","answered":"2024-05-14","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities for his assessment of the success of the Scoil Spreagtha project.","answerText":"The Scoil Spreagtha scheme is an operational matter for Foras na Gaeilge.\n\nThe Chief Executive has provided the following assessment of the success of Scoil Spreagtha:\n\n“While the scheme has not yet completed for this funding cycle and therefore no final post-project evaluation is available, we are confident that the scheme is successfully delivering upon its objectives. Research carried out by Ulster University suggests that teachers feel empowered by the various support structures and are confident with the materials provided.\n\nTeachers have reported that pupils have embraced the opportunity to learn the language and are engaging fully in the activities. Parents have also relayed their satisfaction that the opportunity has been provided for their children to learn Irish.”\n\nFor any future queries relating to operational matters, you may wish to contact the Foras na Gaeilge directly at ceisteanna@forasnagaeilge.ie. Making direct contact with the ALB will ensure that you receive the information in the shortest possible timeframe and make best use of public resources.","answerHtml":"The Scoil Spreagtha scheme is an operational matter for Foras na Gaeilge.
The Chief Executive has provided the following assessment of the success of Scoil Spreagtha:
“While the scheme has not yet completed for this funding cycle and therefore no final post-project evaluation is available, we are confident that the scheme is successfully delivering upon its objectives. Research carried out by Ulster University suggests that teachers feel empowered by the various support structures and are confident with the materials provided.
Teachers have reported that pupils have embraced the opportunity to learn the language and are engaging fully in the activities. Parents have also relayed their satisfaction that the opportunity has been provided for their children to learn Irish.”
For any future queries relating to operational matters, you may wish to contact the Foras na Gaeilge directly at ceisteanna@forasnagaeilge.ie. Making direct contact with the ALB will ensure that you receive the information in the shortest possible timeframe and make best use of public resources.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010472%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398137","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398137"}},{"id":"398136","reference":"AQW 10471/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-19","answerBy":"2024-05-07","answered":"2024-04-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the ending of the Scoil Spreagtha project in June 2024 due to a lack of funding.","answerText":"My Department did not have any involvement in the Scoil Spreagtha project nor did it provide any funding. Therefore, I cannot offer any assessment on the success of the project.","answerHtml":"My Department did not have any involvement in the Scoil Spreagtha project nor did it provide any funding. Therefore, I cannot offer any assessment on the success of the project.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010471%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398136","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398136"}},{"id":"398135","reference":"AQW 10470/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-19","answerBy":"2024-05-07","answered":"2024-04-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the success of the Scoil Spreagtha project in promoting primary level language learning.","answerText":"My Department did not have any involvement in the Scoil Spreagtha project nor did it provide any funding. Therefore, I cannot offer any assessment on the success of the project.","answerHtml":"My Department did not have any involvement in the Scoil Spreagtha project nor did it provide any funding. Therefore, I cannot offer any assessment on the success of the project.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010470%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398135","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398135"}},{"id":"398134","reference":"AQW 10469/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-19","answerBy":"2024-05-07","answered":"2024-04-30","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance to detail (i) when she will recruit for the new role of Occupational Health Technician in the Occupational Health Service; (ii) the functions of this new role; and (iii) how many full time equivalent roles will be put out for recruitment.","answerText":"(i)It is anticipated that an Occupational Health Technician competition for the Occupational Health Service will be advertised on 6 May 2024.\n\n(ii)The function of the role is to promote and support the activities of the Occupational Health Service. Fulfilling the functions of the role introduces opportunities to utilise the medical and nursing staff resource more efficiently.\n\n(iii)It is anticipated that 2 full-time Occupational Health Technicians roles will be put out for recruitment.","answerHtml":"(i)It is anticipated that an Occupational Health Technician competition for the Occupational Health Service will be advertised on 6 May 2024.
(ii)The function of the role is to promote and support the activities of the Occupational Health Service. Fulfilling the functions of the role introduces opportunities to utilise the medical and nursing staff resource more efficiently.
(iii)It is anticipated that 2 full-time Occupational Health Technicians roles will be put out for recruitment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010469%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398134","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398134"}},{"id":"398133","reference":"AQW 10468/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-19","answerBy":"2024-05-07","answered":"2024-07-30","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance to detail (i) the number of full time equivalent nursing staff vacancies there are in the Occupational Health Service; (ii) when she will launch a recruitment exercise for Occupational Health Service nursing staff; and (iii) the number of full time equivalent roles that will be put out for recruitment.","answerText":"There are currently 2 full-time Senior Occupational Health Nurse vacancies in the Occupational Health Service.\n\nA Senior Occupational Health Nurse competition was advertised in May 2024, however, unfortunately the competition failed to appoint a suitable candidate. The Occupational Health Service is intending to launch a new Senior Occupational Health Nurse recruitment exercise in Autumn 2024.\n\nThe number of staff aiming to be recruited through this exercise will be dependent on the staff levels of Senior Occupational Health Nurses at that time. There will be a minimum of 2 full-time vacancies.","answerHtml":"There are currently 2 full-time Senior Occupational Health Nurse vacancies in the Occupational Health Service.
A Senior Occupational Health Nurse competition was advertised in May 2024, however, unfortunately the competition failed to appoint a suitable candidate. The Occupational Health Service is intending to launch a new Senior Occupational Health Nurse recruitment exercise in Autumn 2024.
The number of staff aiming to be recruited through this exercise will be dependent on the staff levels of Senior Occupational Health Nurses at that time. There will be a minimum of 2 full-time vacancies.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010468%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=398133","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=398133"}},{"id":"397941","reference":"AQW 10375/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-18","answerBy":"2024-05-03","answered":"2024-04-30","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance to detail (i) the number of full time equivalent medical officer vacancies there are in the Occupational Health Service; (ii) when she will launch a recruitment exercise for Occupational Health Service medical officers; and (iii) the number of full time equivalent roles that will be put out for recruitment.","answerText":"(i)There are currently 2 full-time equivalent Medical Officer vacancies within the Occupational Health Service.\n\n(ii)It is anticipated that a Medical Officer competition for the Occupational Health Service will be advertised on 6 May 2024.\n\n(iii)It is anticipated that 2 full-time Medical Officer roles will be put out for recruitment.","answerHtml":"(i)There are currently 2 full-time equivalent Medical Officer vacancies within the Occupational Health Service.
(ii)It is anticipated that a Medical Officer competition for the Occupational Health Service will be advertised on 6 May 2024.
(iii)It is anticipated that 2 full-time Medical Officer roles will be put out for recruitment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010375%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397941","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397941"}},{"id":"397940","reference":"AQW 10374/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-18","answerBy":"2024-05-03","answered":"2024-04-29","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance, pursuant to AQO 247/22-27, to detail the average waiting time for an Occupational Health Service medical assessment for the last three years.","answerText":"Significant work has been ongoing within my Department’s OHS to reduce the waiting times for assessments. An Occupational Health Consultant has taken up the Lead Medical Officer position within the Occupational Health Service in March 2024 and the launch of a recruitment competition for additional medical officers will be launched at the start of May 2024. As part of this recruitment competition, we are also seeking to appoint additional nursing staff, and are introducing a new role within the OHS of Occupational Health technicians. When additional medical officers, nursing staff and occupational health technicians are in post, we are confident that this will have a positive impact on waiting times to access occupational health services.\n\nThe Occupational Health Service (OHS) broad range of activities often requires input from several internal medical staff, and from external sources such as GP’s and others who have provided specialist medical services to OHS service users. It is often the case that obtaining all the information required from the various sources contributes to delays in the occupational health assessment process. Given the complexity involved and the current resourcing pressures, this can result in some assessments with a waiting time of up to four months. Assessment can be arranged more promptly depending on the range of factors involved and the complexity of the assessment.\n\nThe current Occupational Health Service (OHS) case management system does not provide an average waiting time for medical assessments, or the ability to provide this over a period of time, for example over the last 3 years. As part of the OHS transformation, a new cloud based IT system is being procured that will enable us to provide more detailed business intelligence and trend data, for analysis, comparison and improvement purposes.","answerHtml":"Significant work has been ongoing within my Department’s OHS to reduce the waiting times for assessments. An Occupational Health Consultant has taken up the Lead Medical Officer position within the Occupational Health Service in March 2024 and the launch of a recruitment competition for additional medical officers will be launched at the start of May 2024. As part of this recruitment competition, we are also seeking to appoint additional nursing staff, and are introducing a new role within the OHS of Occupational Health technicians. When additional medical officers, nursing staff and occupational health technicians are in post, we are confident that this will have a positive impact on waiting times to access occupational health services.
The Occupational Health Service (OHS) broad range of activities often requires input from several internal medical staff, and from external sources such as GP’s and others who have provided specialist medical services to OHS service users. It is often the case that obtaining all the information required from the various sources contributes to delays in the occupational health assessment process. Given the complexity involved and the current resourcing pressures, this can result in some assessments with a waiting time of up to four months. Assessment can be arranged more promptly depending on the range of factors involved and the complexity of the assessment.
The current Occupational Health Service (OHS) case management system does not provide an average waiting time for medical assessments, or the ability to provide this over a period of time, for example over the last 3 years. As part of the OHS transformation, a new cloud based IT system is being procured that will enable us to provide more detailed business intelligence and trend data, for analysis, comparison and improvement purposes.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010374%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397940","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397940"}},{"id":"397939","reference":"AQW 10373/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-18","answerBy":"2024-05-03","answered":"2024-05-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what steps he is taking to overcome the legislative and technical barriers preventing the delivery of auto-enrollment for Free School Meals.","answerText":"My officials are working with colleagues from the Department for Communities (DfC) and the Education Authority (EA) in taking forward initiatives to streamline and simplify the application process for free school meals (FSM) in order to minimise the application requirements for families.\n\nAgreement was reached between the EA and DfC that under a Data Sharing Agreement, FSM applications made on the basis of entitlement to Universal Credit that had been incorrectly resubmitted to EA by claimants could be sent to DfC for verification. This reduced the number of multiple resubmissions from UC claimants and has resulted in improved processing times for such UC claimants during the 2023 year.\n\nDE officials are exploring with DfC and the EA the potential for the Digital Economy Act 2017 to enable the necessary data sharing that may further simplify the application process.\n\nMy officials are aware of a small number of local authorities in England who are currently piloting a wide variety of registration methods that seek to increase FSM uptake including an ‘opt out / right to object’ model. My officials continue to engage with the Department for Education in England, to better understand the barriers that prevent uptake of FSM, whilst also ensuring adherence to legal and data protection constraints, which still remain an important consideration. These include constraints around data-sharing, as well as the need for families to make a claim for free school meals to be eligible under the current process.","answerHtml":"My officials are working with colleagues from the Department for Communities (DfC) and the Education Authority (EA) in taking forward initiatives to streamline and simplify the application process for free school meals (FSM) in order to minimise the application requirements for families.
Agreement was reached between the EA and DfC that under a Data Sharing Agreement, FSM applications made on the basis of entitlement to Universal Credit that had been incorrectly resubmitted to EA by claimants could be sent to DfC for verification. This reduced the number of multiple resubmissions from UC claimants and has resulted in improved processing times for such UC claimants during the 2023 year.
DE officials are exploring with DfC and the EA the potential for the Digital Economy Act 2017 to enable the necessary data sharing that may further simplify the application process.
My officials are aware of a small number of local authorities in England who are currently piloting a wide variety of registration methods that seek to increase FSM uptake including an ‘opt out / right to object’ model. My officials continue to engage with the Department for Education in England, to better understand the barriers that prevent uptake of FSM, whilst also ensuring adherence to legal and data protection constraints, which still remain an important consideration. These include constraints around data-sharing, as well as the need for families to make a claim for free school meals to be eligible under the current process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010373%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397939","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397939"}},{"id":"397938","reference":"AQW 10372/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-18","answerBy":"2024-05-03","answered":"2024-04-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of children in 2023-24 that (i) were entitled to Free School Meals; and (ii) applied for Free School Meals.","answerText":"Figures below have been sourced from the Education Authority and relate to the 19 April 2024.\n\nTotal number of children entitled to Free School Meals - 97,374\n\nTotal number of applications for Free School Meals – 109,406\n\nEducation Authority Free School Meal entitlement and application figures include nursery, primary and post primary aged pupils, and FE students.","answerHtml":"Figures below have been sourced from the Education Authority and relate to the 19 April 2024.
Total number of children entitled to Free School Meals - 97,374
Total number of applications for Free School Meals – 109,406
Education Authority Free School Meal entitlement and application figures include nursery, primary and post primary aged pupils, and FE students.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010372%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397938","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397938"}},{"id":"397937","reference":"AQW 10371/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-18","answerBy":"2024-05-03","answered":"2024-04-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 5573/22-27, for an update on whether he intends to repeal Article 4 (1)(c) of the Education (Northern Ireland) Order 1998.","answerText":"I will shortly be considering the outcome of the recent public consultation on the draft statutory guidance on the use of restrictive practices in educational settings. As part of my consideration, officials will provide briefing in relation to Article 4 (1)(c) of the Education (Northern Ireland) Order 1998.\n\nOnce I have considered the outcome of the consultation, I will then determine the appropriate next steps in relation to Article 4 (1)(c).","answerHtml":"I will shortly be considering the outcome of the recent public consultation on the draft statutory guidance on the use of restrictive practices in educational settings. As part of my consideration, officials will provide briefing in relation to Article 4 (1)(c) of the Education (Northern Ireland) Order 1998.
Once I have considered the outcome of the consultation, I will then determine the appropriate next steps in relation to Article 4 (1)(c).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010371%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397937","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397937"}},{"id":"397783","reference":"AQW 10261/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-17","answerBy":"2024-05-02","answered":"2024-04-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 9565/22-27, whether he will (i) formally request a report from Education Training Inspectorate detailing its assessment of the educational and reconciliation benefits of the Strule Shared Campus Project; (ii) publish this report; and (iii) use this report to form part of the business case evaluation process.","answerText":"The Education and Training Inspectorate (ETI) provides advice, on an ongoing basis, to officials developing the Strule Programme, including formal advice on the Full Business Case (FBC) which details the educational, reconciliation and societal benefits of the Programme and plans for a longitudinal evaluation of the campus post go-live.\n\nThe FBC for Strule and all accompanying Departmental advice are commercially sensitive documentation at this time.","answerHtml":"The Education and Training Inspectorate (ETI) provides advice, on an ongoing basis, to officials developing the Strule Programme, including formal advice on the Full Business Case (FBC) which details the educational, reconciliation and societal benefits of the Programme and plans for a longitudinal evaluation of the campus post go-live.
The FBC for Strule and all accompanying Departmental advice are commercially sensitive documentation at this time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010261%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397783","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397783"}},{"id":"397782","reference":"AQW 10260/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-17","answerBy":"2024-05-02","answered":"2024-05-02","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 6544/22-27, whether he plans to publish the 14 to 19 Strategy action plan.","answerText":"As advised in my response to AQW 6544/22-27, the 14-19 Education and Training Framework, including 34 strategic actions, was published in 2022 and the underpinning draft action plan was held as an internal document for officials to aid planning. My Department has currently no plans to publish this action plan.","answerHtml":"As advised in my response to AQW 6544/22-27, the 14-19 Education and Training Framework, including 34 strategic actions, was published in 2022 and the underpinning draft action plan was held as an internal document for officials to aid planning. My Department has currently no plans to publish this action plan.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010260%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397782","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397782"}},{"id":"397781","reference":"AQW 10259/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-17","answerBy":"2024-05-02","answered":"2024-04-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 6547/22-27, how his Department will engage with relevant stakeholders to ensure that the voices of children and young people are being heard in the development of policy.","answerText":"The Department uses a range of approaches to access the views of children and young people. This includes in-house surveys, focus groups, workshops, school visits, Education Authority Youth Service facilitated events and engagement with representative bodies such as the Secondary Schools Student Union of Northern Ireland and the Youth Assembly Education Committee.\n\nThere is also regular contact with children and young people’s advocacy organisations including the Northern Ireland Commissioner for Children and Young People, the Childrens Law Centre, and the Northern Ireland Human Rights Commission.\n\nThe Department will continue to adopt a range of approaches to engage with children and young people.","answerHtml":"The Department uses a range of approaches to access the views of children and young people. This includes in-house surveys, focus groups, workshops, school visits, Education Authority Youth Service facilitated events and engagement with representative bodies such as the Secondary Schools Student Union of Northern Ireland and the Youth Assembly Education Committee.
There is also regular contact with children and young people’s advocacy organisations including the Northern Ireland Commissioner for Children and Young People, the Childrens Law Centre, and the Northern Ireland Human Rights Commission.
The Department will continue to adopt a range of approaches to engage with children and young people.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010259%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397781","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397781"}},{"id":"397780","reference":"AQW 10258/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-17","answerBy":"2024-05-02","answered":"2024-04-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 6547/22-27, how his Department routinely engages with children and young people.","answerText":"The Department uses a range of approaches to access the views of children and young people. This includes in-house surveys, focus groups, workshops, school visits, Education Authority Youth Service facilitated events and engagement with representative bodies such as the Secondary Schools Student Union of Northern Ireland and the Youth Assembly Education Committee.\n\nThere is also regular contact with children and young people’s advocacy organisations including the Northern Ireland Commissioner for Children and Young People, the Childrens Law Centre, and the Northern Ireland Human Rights Commission.\n\nThe Department will continue to adopt a range of approaches to engage with children and young people.","answerHtml":"The Department uses a range of approaches to access the views of children and young people. This includes in-house surveys, focus groups, workshops, school visits, Education Authority Youth Service facilitated events and engagement with representative bodies such as the Secondary Schools Student Union of Northern Ireland and the Youth Assembly Education Committee.
There is also regular contact with children and young people’s advocacy organisations including the Northern Ireland Commissioner for Children and Young People, the Childrens Law Centre, and the Northern Ireland Human Rights Commission.
The Department will continue to adopt a range of approaches to engage with children and young people.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010258%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397780","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397780"}},{"id":"397595","reference":"AQW 10170/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-16","answerBy":"2024-05-01","answered":"2024-04-30","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health how much funding has been provided to Minding Your Head since its launch.","answerText":"The Minding Your Head website was developed in-house and is promoted as part of the wider PHA programme of work on mental health. The PHA undertakes a rolling programme of proactive messaging on mental health-related issues which features and signposts to the Minding Your Head website as a key source of information and advice.\n\nGeneral maintenance costs associated with the Minding your Head website are covered within the wider PHA Communications budget and it is not feasible to disaggregate these specifically for the Minding your Head website.\n\nDevelopment work is currently underway to revise and update the format and content of the Minding your Head website in line with the recommendations of the Mental Health Early Intervention and Prevention Action plan. A budget of approximately £10k has been identified for this work.","answerHtml":"The Minding Your Head website was developed in-house and is promoted as part of the wider PHA programme of work on mental health. The PHA undertakes a rolling programme of proactive messaging on mental health-related issues which features and signposts to the Minding Your Head website as a key source of information and advice.
General maintenance costs associated with the Minding your Head website are covered within the wider PHA Communications budget and it is not feasible to disaggregate these specifically for the Minding your Head website.
Development work is currently underway to revise and update the format and content of the Minding your Head website in line with the recommendations of the Mental Health Early Intervention and Prevention Action plan. A budget of approximately £10k has been identified for this work.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010170%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397595","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397595"}},{"id":"397594","reference":"AQW 10169/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-16","answerBy":"2024-05-01","answered":"2024-04-30","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for a comparative assessment of the services provided by (i) Find Help NI; and (ii) Minding Your Head.","answerText":"The Department has not undertaken a formal comparative assessment of the services provided by Find Help NI and Minding your Head, initiatives which provide a directory of service for mental health support. I understand that Find Help NI has conducted a comparative assessment of both services.\n\nFind Help NI is a community resource that places emphasis on personal stories, blogs and videos and provides a directory of support organisations that charge for services and those that provide free or subsidised services. Find Help NI was previously funded through the Mental Health Support Fund. Community Foundation Northern Ireland, as administrators of the Mental Health Support Fund provided the Department with regular updates of the services delivered, ensuring they adhered to the fund terms and conditions.\n\nMinding Your Head is supported by the Public Health Agency, through the Protect Life 2 Strategy. The Minding Your Head website provides information only on services that are free of charge. Separate booklets for each Trust area are also provided on Minding Your Head listing local services.","answerHtml":"The Department has not undertaken a formal comparative assessment of the services provided by Find Help NI and Minding your Head, initiatives which provide a directory of service for mental health support. I understand that Find Help NI has conducted a comparative assessment of both services.
Find Help NI is a community resource that places emphasis on personal stories, blogs and videos and provides a directory of support organisations that charge for services and those that provide free or subsidised services. Find Help NI was previously funded through the Mental Health Support Fund. Community Foundation Northern Ireland, as administrators of the Mental Health Support Fund provided the Department with regular updates of the services delivered, ensuring they adhered to the fund terms and conditions.
Minding Your Head is supported by the Public Health Agency, through the Protect Life 2 Strategy. The Minding Your Head website provides information only on services that are free of charge. Separate booklets for each Trust area are also provided on Minding Your Head listing local services.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010169%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397594","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397594"}},{"id":"397593","reference":"AQW 10168/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-16","answerBy":"2024-05-01","answered":"2024-04-30","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for his assessment of the potential role of the Find Help NI website in delivering Action 4 of the Mental Health Strategy 2021-2031.","answerText":"Initiatives such as the Find Help NI organisation play an important role in the delivery of the Mental Health Strategy 2021-31.\n\nFind Help NI provides a range of services to the local community which will help meet one of the overarching themes of the Strategy which is to provide the right support, at the right time, to those who need it. It is likely to contribute to the delivery of several actions as outlined within the Strategy, including:\n\nActions 1 & 2: Promotion & Prevention\n\nActions 3 & 4: Social Determinants and Mental Health\n\nAction 30: Digital Mental Health","answerHtml":"Initiatives such as the Find Help NI organisation play an important role in the delivery of the Mental Health Strategy 2021-31.
Find Help NI provides a range of services to the local community which will help meet one of the overarching themes of the Strategy which is to provide the right support, at the right time, to those who need it. It is likely to contribute to the delivery of several actions as outlined within the Strategy, including:
Actions 1 & 2: Promotion & Prevention
Actions 3 & 4: Social Determinants and Mental Health
Action 30: Digital Mental Health
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010168%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397593","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397593"}},{"id":"397592","reference":"AQW 10167/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-16","answerBy":"2024-05-01","answered":"2024-04-30","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail how his Department currently promotes (i) the Find Help NI website; and (ii) Minding Your Head.","answerText":"The Department does not promote the Find Help NI and Minding Your Head websites.\n\nThe Public Health Agency, however, undertakes a rolling programme of proactive messaging on mental health-related issues which features and signposts to the Minding Your Head website as a key source of information and advice.\n\nThe most recent media advertising campaign promoting Minding Your Head ran from 2 December 2022 through to 15 January 2023 - News | HSC Public Health Agency (hscni.net) .","answerHtml":"The Department does not promote the Find Help NI and Minding Your Head websites.
The Public Health Agency, however, undertakes a rolling programme of proactive messaging on mental health-related issues which features and signposts to the Minding Your Head website as a key source of information and advice.
The most recent media advertising campaign promoting Minding Your Head ran from 2 December 2022 through to 15 January 2023 - News | HSC Public Health Agency (hscni.net) .
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010167%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397592","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397592"}},{"id":"397591","reference":"AQW 10166/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-16","answerBy":"2024-05-01","answered":"2024-04-30","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health how much funding his Department provided to establish the Find Help NI website.","answerText":"Find Help NI received a total of £264,962 through the Mental Health Support Fund. This was a one-off, non-recurring fund for a period of three years, from April 2021 to March 2024 that was established using Covid-19 monies. All monies allocated to the fund have now been exhausted.","answerHtml":"Find Help NI received a total of £264,962 through the Mental Health Support Fund. This was a one-off, non-recurring fund for a period of three years, from April 2021 to March 2024 that was established using Covid-19 monies. All monies allocated to the fund have now been exhausted.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%2010166%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397591","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397591"}},{"id":"397210","reference":"AQW 9989/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-12","answerBy":"2024-04-29","answered":"2024-04-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, further to the publication of the Healthy Happy Minds evaluation, when he will deliver a new primary school counselling service.","answerText":"I will take the time to assess the findings of the evaluation and the recommendations contained therein. It will also be important to consider other relevant research and feedback from stakeholders as my department develops a longer-term approach to supporting children and young people’s emotional health and wellbeing in education. You will also be aware the pilot ceased as the education budget does not have this budget requirement included in its baseline. Whatever is delivered must be within the budgetary resources available.","answerHtml":"I will take the time to assess the findings of the evaluation and the recommendations contained therein. It will also be important to consider other relevant research and feedback from stakeholders as my department develops a longer-term approach to supporting children and young people’s emotional health and wellbeing in education. You will also be aware the pilot ceased as the education budget does not have this budget requirement included in its baseline. Whatever is delivered must be within the budgetary resources available.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209989%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397210","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397210"}},{"id":"397209","reference":"AQW 9988/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-12","answerBy":"2024-04-29","answered":"2024-04-26","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on General Dental Service contractual reform.","answerText":"The need for dental reform has been acknowledged for a number of years, however the pandemic, followed by the absence of an Executive has hampered progress in this area.\n\nMost recently, efforts have been focused on addressing the immediate access issues patients are experiencing and establishing options to support the sustainability of dental practices while reform is progressed. This has resulted in the £9.2 million additional investment for 2024/25, which I announced on 27 March 2024.\n\nI am conscious of the developments in the rest of the UK in recent months, with Scotland, England and Wales adopting diverging models of remuneration. Officials are liaising with their counterparts in each region to monitor the impact of these models and assess the suitability of adopting a similar approach in Northern Ireland.\n\nIn addition, officials have held a number of engagement events with practitioners from across NI, the results of which will help inform decision making on the future of General Dental Services.","answerHtml":"The need for dental reform has been acknowledged for a number of years, however the pandemic, followed by the absence of an Executive has hampered progress in this area.
Most recently, efforts have been focused on addressing the immediate access issues patients are experiencing and establishing options to support the sustainability of dental practices while reform is progressed. This has resulted in the £9.2 million additional investment for 2024/25, which I announced on 27 March 2024.
I am conscious of the developments in the rest of the UK in recent months, with Scotland, England and Wales adopting diverging models of remuneration. Officials are liaising with their counterparts in each region to monitor the impact of these models and assess the suitability of adopting a similar approach in Northern Ireland.
In addition, officials have held a number of engagement events with practitioners from across NI, the results of which will help inform decision making on the future of General Dental Services.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209988%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397209","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397209"}},{"id":"397208","reference":"AQW 9987/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-12","answerBy":"2024-04-29","answered":"2024-04-26","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what steps he is taking to address the 47 funded but unfilled Specialist, Associate Specialist, and Specialty doctor posts, as outlined in the Northern Ireland Emergency Medicine Workforce Census 2024.","answerText":"My Department has engaged with the employing HSC Trusts who are unable to verify the status of the 47 vacancies referred to in the College’s Northern Ireland Emergency Medicine Workforce Census 2024.\n\nThe issue of ensuring a sufficient supply of medical professionals trained in the emergency medicine will be addressed in a forthcoming strategic workforce review for the Emergency Medicine specialty to be led by the Department.","answerHtml":"My Department has engaged with the employing HSC Trusts who are unable to verify the status of the 47 vacancies referred to in the College’s Northern Ireland Emergency Medicine Workforce Census 2024.
The issue of ensuring a sufficient supply of medical professionals trained in the emergency medicine will be addressed in a forthcoming strategic workforce review for the Emergency Medicine specialty to be led by the Department.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209987%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397208","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397208"}},{"id":"397207","reference":"AQW 9986/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-12","answerBy":"2024-04-29","answered":"2024-04-26","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health how he will address the levels of burnout and stress prevalent in the emergency medicine workforce.","answerText":"The health and wellbeing of all health and social care staff is recognised as a key theme in the Health and Social Care Workforce Strategy 2026: Delivering for our People.\n\nAll HSC Trusts currently have in place a variety of measures to support staff health and wellbeing. These include psychological support helplines, reading resources, videos, and mindfulness relaxation exercises. In situations where specific individual help is needed, this is available through the Occupational Health arrangements in each Trust.\n\nTo further support this provision, my Department recently commissioned work to develop a staff health and wellbeing framework. This will focus on key elements of health and wellbeing and provide a series of steps to assist HSC employers in their ongoing planning and implementation of effective processes and resources for improving staff health, wellbeing and safety at work. Development of this framework is due to conclude shortly and will be available for utilisation by HSC employers in the coming months.\n\nIn addition, a review of HSC Occupational Health Services, commissioned by my Department and HSC Human Resource Directors, was completed in 2023.\n\nWork is currently ongoing on the implementation of recommendations arising from this review with the aim of further strengthening the provision of HSC Occupational Health Services.\n\nRegarding the particular pressures faced by Emergency Departments, it is my priority to reduce pressures on these Departments and the staff working in them by ensuring that patients are diverted to the most appropriate care pathway first time. Through the implementation of the Review of Urgent and Emergency Care, this includes the use of Phone First services, increasing the number of rapid access ambulatory clinics and increasing the focus on community provision, through services such as Hospital at Home.","answerHtml":"The health and wellbeing of all health and social care staff is recognised as a key theme in the Health and Social Care Workforce Strategy 2026: Delivering for our People.
All HSC Trusts currently have in place a variety of measures to support staff health and wellbeing. These include psychological support helplines, reading resources, videos, and mindfulness relaxation exercises. In situations where specific individual help is needed, this is available through the Occupational Health arrangements in each Trust.
To further support this provision, my Department recently commissioned work to develop a staff health and wellbeing framework. This will focus on key elements of health and wellbeing and provide a series of steps to assist HSC employers in their ongoing planning and implementation of effective processes and resources for improving staff health, wellbeing and safety at work. Development of this framework is due to conclude shortly and will be available for utilisation by HSC employers in the coming months.
In addition, a review of HSC Occupational Health Services, commissioned by my Department and HSC Human Resource Directors, was completed in 2023.
Work is currently ongoing on the implementation of recommendations arising from this review with the aim of further strengthening the provision of HSC Occupational Health Services.
Regarding the particular pressures faced by Emergency Departments, it is my priority to reduce pressures on these Departments and the staff working in them by ensuring that patients are diverted to the most appropriate care pathway first time. Through the implementation of the Review of Urgent and Emergency Care, this includes the use of Phone First services, increasing the number of rapid access ambulatory clinics and increasing the focus on community provision, through services such as Hospital at Home.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209986%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397207","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397207"}},{"id":"397206","reference":"AQW 9985/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-12","answerBy":"2024-04-29","answered":"2024-04-26","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when an in-reach service from Great Britain will be provided in Northern Ireland for facial palsy patients.","answerText":"The Facial Palsy Planning Group was set up to develop a facial palsy pathway for patients from presentation to treatment which include the ongoing management of the condition life long, if required.\n\nThe Ulster Hospital, with agreement from the SPPG, arranged for a medical trainee’s fellowship in the Regional Specialist Facial Palsy Service in Newcastle, GB. On completion of this fellowship, the trainee then successfully secured a Plastic Surgery consultant’s post in Northern Ireland with an interest in facial palsy. However, due to the small numbers of patients (less than 5 per year) requiring surgical intervention it has always been recognised that to ensure the service was safe and sustainable in Northern Ireland and to enable the maintenance and transference of skills a network arrangement would be required for facial palsy services with a GB Centre. This approach is used in a number of tertiary services in Northern Ireland. The Regional Plastics Surgery Service in South Eastern and Belfast Trusts have already established links into specialist services in GB which aids relationships when developing in-reach services and fellowship training.\n\nI understand that a draft pathway is currently being developed for local facial palsy services and this pathway is currently with members of the Facial Palsy Regional Planning Group for feedback.\n\nIt is the plan that the Facial Palsy Regional Multidisciplinary Team (MDT) will be further developed. However, it is important to note that this will be subject to securing the relevant funding within wider service pressures and priorities.\n\nIn the meantime my officials will continue to work with our Trust colleagues in ENT, ophthalmology, neurology and plastic surgery to move the pathway development forward without available funding for the service model.","answerHtml":"The Facial Palsy Planning Group was set up to develop a facial palsy pathway for patients from presentation to treatment which include the ongoing management of the condition life long, if required.
The Ulster Hospital, with agreement from the SPPG, arranged for a medical trainee’s fellowship in the Regional Specialist Facial Palsy Service in Newcastle, GB. On completion of this fellowship, the trainee then successfully secured a Plastic Surgery consultant’s post in Northern Ireland with an interest in facial palsy. However, due to the small numbers of patients (less than 5 per year) requiring surgical intervention it has always been recognised that to ensure the service was safe and sustainable in Northern Ireland and to enable the maintenance and transference of skills a network arrangement would be required for facial palsy services with a GB Centre. This approach is used in a number of tertiary services in Northern Ireland. The Regional Plastics Surgery Service in South Eastern and Belfast Trusts have already established links into specialist services in GB which aids relationships when developing in-reach services and fellowship training.
I understand that a draft pathway is currently being developed for local facial palsy services and this pathway is currently with members of the Facial Palsy Regional Planning Group for feedback.
It is the plan that the Facial Palsy Regional Multidisciplinary Team (MDT) will be further developed. However, it is important to note that this will be subject to securing the relevant funding within wider service pressures and priorities.
In the meantime my officials will continue to work with our Trust colleagues in ENT, ophthalmology, neurology and plastic surgery to move the pathway development forward without available funding for the service model.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209985%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397206","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397206"}},{"id":"396978","reference":"AQW 9872/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-11","answerBy":"2024-04-26","answered":"2024-04-26","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure, pursuant to AQW 9237/22-27, of the 69 reports relating to flags attached to street lighting in 2022 and 107 in 2023, how many of these were brought to the attention of the PSNI for an assessment of the impact of removal.","answerText":"I can confirm that PSNI were contacted for an assessment of the impact of the removal of flags at all of the locations referred to in the complaints received.","answerHtml":"I can confirm that PSNI were contacted for an assessment of the impact of the removal of flags at all of the locations referred to in the complaints received.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209872%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396978","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396978"}},{"id":"396977","reference":"AQW 9871/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-11","answerBy":"2024-04-26","answered":"2024-04-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, broken down by school type, (i) how many Specialist Provision in a Mainstream School are in place in schools; and (ii) how many schools have expressed an interest in facilitating a Specialist Provision in a Mainstream School from September 2024.","answerText":"There are currently 474 Specialist Provisions in Mainstream Schools (SPiMS): 1 nursery, 309 primary and 164 post-primary classes.\n\nAs at 22 April 2024, 203 schools had expressed an interest in facilitating specialist provision classes.\n\nOn 23 April 2024, the Permanent Secretary issued a letter to all schools encouraging them to consider establishing specialist provision or expanding existing provision. This letter was followed by a short survey to determine existing or new capacity which issued on 24 April 2024 and closes on 3 May 2024. The results of the survey will be considered and followed up by the department and the Education Authority (EA).","answerHtml":"There are currently 474 Specialist Provisions in Mainstream Schools (SPiMS): 1 nursery, 309 primary and 164 post-primary classes.
As at 22 April 2024, 203 schools had expressed an interest in facilitating specialist provision classes.
On 23 April 2024, the Permanent Secretary issued a letter to all schools encouraging them to consider establishing specialist provision or expanding existing provision. This letter was followed by a short survey to determine existing or new capacity which issued on 24 April 2024 and closes on 3 May 2024. The results of the survey will be considered and followed up by the department and the Education Authority (EA).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209871%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396977","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396977"}},{"id":"396976","reference":"AQW 9870/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-11","answerBy":"2024-04-26","answered":"2024-04-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the level of experience required to apply for a teaching post in a Specialist Provision in a Mainstream School.","answerText":"Specialist Provision in Mainstream Schools (SPiMS) aims to provide high quality educational experiences for the children attending them and ensuring they have confident and competent staff who are equipped to support children with special educational needs (SEN) is key to this.\n\nSchools have responsibility for recruiting their own teachers. As a minimum, an applicant for a teaching post in a SPIM must hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland.\n\nEach school then sets its own experience selection criteria using a template provided by Education Authority (EA), which includes ‘person specifications’ for teachers working with children and young people with SEN.\n\nGovernors select from a list of experience, knowledge and skill requirements relevant to the post and may add any criteria that are specific to the needs of the pupils or school.","answerHtml":"Specialist Provision in Mainstream Schools (SPiMS) aims to provide high quality educational experiences for the children attending them and ensuring they have confident and competent staff who are equipped to support children with special educational needs (SEN) is key to this.
Schools have responsibility for recruiting their own teachers. As a minimum, an applicant for a teaching post in a SPIM must hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland.
Each school then sets its own experience selection criteria using a template provided by Education Authority (EA), which includes ‘person specifications’ for teachers working with children and young people with SEN.
Governors select from a list of experience, knowledge and skill requirements relevant to the post and may add any criteria that are specific to the needs of the pupils or school.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209870%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396976","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396976"}},{"id":"396975","reference":"AQW 9869/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-11","answerBy":"2024-04-26","answered":"2024-04-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what criteria will be used to place children in Specialist Provision in a Mainstream school.","answerText":"Statutory responsibility for the special educational needs (SEN) assessment and statementing process and the placement of children in special education provision rests with the Education Authority (EA).\n\nThe EA has the statutory duty to arrange the special educational provision indicated in a statement of SEN. The recommended appropriate placement for a child with a statement of SEN is based on their individually assessed needs.","answerHtml":"Statutory responsibility for the special educational needs (SEN) assessment and statementing process and the placement of children in special education provision rests with the Education Authority (EA).
The EA has the statutory duty to arrange the special educational provision indicated in a statement of SEN. The recommended appropriate placement for a child with a statement of SEN is based on their individually assessed needs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209869%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396975","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396975"}},{"id":"396974","reference":"AQW 9868/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-11","answerBy":"2024-04-26","answered":"2024-04-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) how many pupils have had a statement of special educational needs; and (ii) what percentage of the total pupil population this reflects, in each of the last five years.","answerText":"The table below provides the number and percentage of pupils who had a statement of special educational needs in each of the last five years.\n\nAcademic Year\t2019/20\t2020/21\t2021/22\t2022/23\t2023/24\n(i) Number of pupils with a statement\t19,208\t20,505\t22,198\t24,291\t26,964\n(ii) % Pupils with a statement\t5.5%\t5.8%\t6.3%\t6.8%\t7.6%\n\nSource: Annual School Census","answerHtml":"The table below provides the number and percentage of pupils who had a statement of special educational needs in each of the last five years.
| Academic Year | 2019/20 | 2020/21 | 2021/22 | 2022/23 | 2023/24 |
| (i) Number of pupils with a statement | 19,208 | 20,505 | 22,198 | 24,291 | 26,964 |
| (ii) % Pupils with a statement | 5.5% | 5.8% | 6.3% | 6.8% | 7.6% |
Source: Annual School Census
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209868%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396974","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396974"}},{"id":"397077","reference":"AQO 301/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-04-11","answerBy":"2024-04-22","answered":"2024-04-22","answeredOrally":true,"priority":false,"department":"Department of Justice","departmentId":"134","minister":"Minister of Justice","question":"To ask the Minister of Justice for her assessment of the prison population and the current prison capacity.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mrs Long","text":"With your permission, Mr Speaker, I will answer questions 2 and 8 together. I seek your indulgence to give a slightly longer answer than usual. Despite the pressures of an increasing prisoner population, prison officers continue to perform their duties with dedication, professionalism and skill. On 1 April 2021, the total prison population in Northern Ireland was 1,374. On 1 April this year, the population had increased by 37%, to 1,886. At Maghaberry prison, as a result of the rise in population, the Prison Service has reopened two of the three square houses, Foyle House and Erne House. That accommodation closed when Davis House, NIPS's most modern accommodation, was built. They are much less suitable environments for prisoners and are more staff-intensive to operate. Each square house can accommodate approximately 130 prisoners. On 1 April, there were 54 prisoners in Erne House. Once Erne House reaches capacity, the only remaining accommodation will be in Lagan House, which is also a square house. Although it is ready for use, any decision to open Lagan House is finely balanced, because the Northern Ireland Prison Service would then be using its only contingency accommodation, which is intended for use if, for example, there were an incident or an infrastructure issue that put another residential area out of use. The population of Magilligan prison is being carefully managed to sustain it as close as possible to its capacity of 500 prisoners in order to alleviate ongoing pressure in Maghaberry. There are no immediate concerns about the capacity of Hydebank prison, but if the female population continues to increase, it may be necessary to reconfigure the use of accommodation on that site also. The Prison Service has continued to recruit staff across all operational business areas in response to the pressures being experienced. Prior to the suspension of the Assembly in October 2022, I gave approval for the operational staffing level to be increased by 56 officers to meet the demands on the service. In the past year, the Prison Service, in partnership with Northern Ireland Civil Service (NICS) HR, has undertaken four operational grade recruitment competitions, which were for custody prison officer, night custody officer, prisoner custody officer driver/escort and prisoner custody officer escort. Since January 2022, 315 officers have joined the service, the majority of whom have been deployed to Maghaberry prison, given the particular pressures experienced there. Further recruitment will take place."},{"speaker":"Dr Aiken","text":"I thank the Minister for her remarks. One of the significant things that we on the Finance Committee recently heard from NICS HR was about the reform of the occupational health service (OHS), particularly for prison officers. The Minister will be aware that a considerable number of prison officers have had their career terminated as a result of problems with the occupational health service. Will the Minister undertake a review of those issues, bearing in mind the fact that the occupational health service has been shown to have failed and that we should do something about reinstating those prison officers, if they wish to return?"},{"speaker":"Mrs Long","text":"The management of occupational health at all grades in the Northern Ireland Civil Service is a matter for the Department of Finance. It is therefore not in my gift to undertake a review such as that which the Member suggests. There is not one simple reason for sickness levels in NIPS. A number of factors combine to produce that effect. We have invested in prison officers and have offered them the support that they need to return to work after injury or after having been under stress. Undoubtedly, when prisons become more crowded, more difficult to manage and more stressful environments, that will have an impact on retention and attendance at work."},{"speaker":"Mr Mathison","text":"I thank the Minister for her answers so far. Will she give a bit more detail on the impact that the rising prison population has on the ability to deliver rehabilitation work in prisons?"},{"speaker":"Mrs Long","text":"Evidence demonstrates that a high prison population generally results in an increase in tension on the prison estate. It becomes more challenging to manage prisoners, in particular to encourage positive behaviour. It leads to increases in assaults and incidents in the prison, for example. Such behaviour also leads to an increase in the use of force, the number of adjudications and the use of segregation. All of that can contribute to prisoners, particularly more vulnerable ones, feeling unsafe, and levels of self-harm tend to increase when there are very high levels of prison population. Of equal significance, is the fact that staff may feel unsafe, and, as a result, sick absence levels tend to increase. Prisoners tend to be cooperative when they are treated with humanity and respect — we saw that very clearly during COVID — and, in essence, when relationships between them and prison staff are positive and courteous. It is important that NIPS seeks to maintain living conditions, with out-of-cell time and the delivery of a predictable and stable regime. However, if NIPS does not have sufficient staff available each day, it is not possible to offer a predictable regime. The restrictions will increase, out-of-cell time will be reduced, relationships with staff will deteriorate and, ultimately, the opportunity to engage in purposeful activity and rehabilitation will be curtailed, and that, in turn, may lead to increasing levels of reoffending."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20301%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=397077","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-04-22&docID=397732#AQO%20301/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=397077"}},{"id":"396774","reference":"AQW 9773/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-10","answerBy":"2024-04-25","answered":"2024-04-22","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities what cross-departmental working he has undertaken with the Department of Education in relation to a new child poverty strategy.","answerText":"The Executive previously approved the extension of the 2016/19 Child Poverty Strategy to May 2022. Subject to Executive agreement, future action to tackle child poverty will be included as part of the broader Anti-Poverty Strategy.\n\nTo date, my officials have engaged with officials from all departments, including the Department of Education, on the development of a future Anti-poverty Strategy and they will continue to do so as this work moves forward.\n\nWhile my Department is leading on the Anti-Poverty Strategy, it remains an Executive Strategy. I will engage with all my Executive colleagues, including the Minister of Education, to establish priorities and commitments their departments can make in respect of an Anti-Poverty Strategy. My focus will continue to be on working with my Executive colleagues to develop a sustainable, deliverable Anti-Poverty Strategy which prioritises the issues that make a tangible difference to people’s lives, including those of our children and young people.\n\nFinal decisions on the content and implementation of the Anti-Poverty Strategy will be subject to Executive agreement.","answerHtml":"The Executive previously approved the extension of the 2016/19 Child Poverty Strategy to May 2022. Subject to Executive agreement, future action to tackle child poverty will be included as part of the broader Anti-Poverty Strategy.
To date, my officials have engaged with officials from all departments, including the Department of Education, on the development of a future Anti-poverty Strategy and they will continue to do so as this work moves forward.
While my Department is leading on the Anti-Poverty Strategy, it remains an Executive Strategy. I will engage with all my Executive colleagues, including the Minister of Education, to establish priorities and commitments their departments can make in respect of an Anti-Poverty Strategy. My focus will continue to be on working with my Executive colleagues to develop a sustainable, deliverable Anti-Poverty Strategy which prioritises the issues that make a tangible difference to people’s lives, including those of our children and young people.
Final decisions on the content and implementation of the Anti-Poverty Strategy will be subject to Executive agreement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209773%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396774","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396774"}},{"id":"396773","reference":"AQW 9772/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-10","answerBy":"2024-04-25","answered":"2024-04-24","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 9453/22-27, for an update on the Public Health Agency's development of a regional protocol in relation to the notification and management of Sudden Unexpected Death in Childhood.","answerText":"The ongoing work into the development of the Regional Protocol on Sudden and Unexpected Death in Infancy and Childhood (SUDIC), led by the Public Health Agency (PHA), is being informed by extant guidance, policy and experience to date across the UK relating to the surveillance and investigation of child deaths.\n\nWhilst the focus of the work primarily relates to the HSC, the PHA is working closely with key stakeholders from other agencies including the PSNI and Coroner’s Office to optimise collaborative working to better understand the circumstances surrounding the death of any child up to 18 years of age who dies suddenly and unexpectedly. The new SUDIC Protocol is currently in final draft and is being tested by stakeholder organisations.","answerHtml":"The ongoing work into the development of the Regional Protocol on Sudden and Unexpected Death in Infancy and Childhood (SUDIC), led by the Public Health Agency (PHA), is being informed by extant guidance, policy and experience to date across the UK relating to the surveillance and investigation of child deaths.
Whilst the focus of the work primarily relates to the HSC, the PHA is working closely with key stakeholders from other agencies including the PSNI and Coroner’s Office to optimise collaborative working to better understand the circumstances surrounding the death of any child up to 18 years of age who dies suddenly and unexpectedly. The new SUDIC Protocol is currently in final draft and is being tested by stakeholder organisations.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209772%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396773","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396773"}},{"id":"396772","reference":"AQW 9771/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-10","answerBy":"2024-04-25","answered":"2024-04-17","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance whether Sudden Unexpected Death in Childhood is used as a cause of death by NISRA.","answerText":"NISRA collates data on death registrations as collected by the General Register Office. Deaths are coded and reported according to the World Health Organisation (WHO) International Classification of Diseases (ICD tenth revision).\n\nThere is no one specific code that covers ‘Sudden and Unexpected Deaths in Childhood’. The ICD-10 codes NISRA routinely uses to identify Sudden and Unexpected Deaths in Childhood are;\n\nR95 (Sudden infant death syndrome); and\n\nR96 (Other sudden death, cause unknown, (under age 18)).\n\nR99 (Other ill-defined and unspecified causes of mortality (under age 18))\n\nA text search of the cause of death as written on the death certificate by the certifying medical practitioner would also be carried out for mentions of either ‘sudden unexplained death’ or ‘sudden unexpected death’.\n\nThe table overleaf details the number of childhood deaths described as sudden unexpected/unexplained death between 2020 and 2022, the latest year for which finalised figures are available.\n\nNumber of Sudden Unexplained/Unexpected Deaths in Childhood1,2,3, Registered by Year (2020-2022)\n\nRegistration Year\tNumber of Deaths\n2020\t3\n2021\t1\n2022\t5\n\n1 Deaths in childhood have been classed as those of persons aged under 18.\n\n2 Sudden unexplained/unexpected Deaths defined as ICD-10 codes R95, R96 & R99, where age at death was under 18\n\n3 Cause of death text fields have been searched for mentions of either ‘sudden unexplained death’ or ‘sudden unexpected death’.","answerHtml":"NISRA collates data on death registrations as collected by the General Register Office. Deaths are coded and reported according to the World Health Organisation (WHO) International Classification of Diseases (ICD tenth revision).
There is no one specific code that covers ‘Sudden and Unexpected Deaths in Childhood’. The ICD-10 codes NISRA routinely uses to identify Sudden and Unexpected Deaths in Childhood are;
R95 (Sudden infant death syndrome); and
R96 (Other sudden death, cause unknown, (under age 18)).
R99 (Other ill-defined and unspecified causes of mortality (under age 18))
A text search of the cause of death as written on the death certificate by the certifying medical practitioner would also be carried out for mentions of either ‘sudden unexplained death’ or ‘sudden unexpected death’.
The table overleaf details the number of childhood deaths described as sudden unexpected/unexplained death between 2020 and 2022, the latest year for which finalised figures are available.
Number of Sudden Unexplained/Unexpected Deaths in Childhood1,2,3, Registered by Year (2020-2022)
| Registration Year | Number of Deaths |
| 2020 | 3 |
| 2021 | 1 |
| 2022 | 5 |
1 Deaths in childhood have been classed as those of persons aged under 18.
2 Sudden unexplained/unexpected Deaths defined as ICD-10 codes R95, R96 & R99, where age at death was under 18
3 Cause of death text fields have been searched for mentions of either ‘sudden unexplained death’ or ‘sudden unexpected death’.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209771%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396772","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396772"}},{"id":"396771","reference":"AQW 9770/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-10","answerBy":"2024-04-25","answered":"2024-04-22","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities (i) whether he has been engaging with the Department for Work and Pensions in relation to their work on developing a new poverty metric; and (ii) whether consideration has been given to developing and implementing a new poverty measure in Northern Ireland.","answerText":"(i) The Department for Work and Pensions (DWP) is developing a new Below Average Resources (BAR) poverty metric in collaboration with stakeholders, including DfC. My officials are engaging with DWP on the potential new measure as part of an Experimental Statistics Senior Steering Group and an Expert Advisory Group.\n\n(ii) The UK Below Average Resources (BAR) publication will contain comparisons between England, Scotland, Wales, and Northern Ireland. As the project concludes, DfC Analytics Division will engage with key stakeholders to consider whether it is appropriate to produce a Northern Ireland version of the Below Average Resources report alongside the UK publication.","answerHtml":"(i) The Department for Work and Pensions (DWP) is developing a new Below Average Resources (BAR) poverty metric in collaboration with stakeholders, including DfC. My officials are engaging with DWP on the potential new measure as part of an Experimental Statistics Senior Steering Group and an Expert Advisory Group.
(ii) The UK Below Average Resources (BAR) publication will contain comparisons between England, Scotland, Wales, and Northern Ireland. As the project concludes, DfC Analytics Division will engage with key stakeholders to consider whether it is appropriate to produce a Northern Ireland version of the Below Average Resources report alongside the UK publication.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209770%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396771","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396771"}},{"id":"396770","reference":"AQW 9769/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-10","answerBy":"2024-04-25","answered":"2024-04-25","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail his Department’s progress in implementing actions outlined in A Life Deserved - A Strategy for Looked After Children.","answerText":"My Department has made significant progress on actions within the A Life Deserved strategy to improve outcomes for Children Looked After (CLA).\n\nThis includes:\n\nFacilitation of multi-agency working between schools and Health and Social Care Trusts through the Primary Children Looked After Advisory Service (PCLAAS) and CLA Champion.\n\nDevelopment of the Revised Personal Education Plan Guidance for Primary Age Children Looked After to provide tailored support to ensure positive learning experiences as well as improved social wellbeing.\n\nLaunch of the joint DE/DoH Emotional Health and Wellbeing in Education Framework.\n\nDelivery of the Attach Programme, by the PCLAAS, which builds capacity within the existing education workforce on trauma informed practice and the importance of relationships.\n\nWork to re-establish an Education and Economy forum to focus on pathways for CLA.\n\nThe funding of 62 Nurture Groups in primary schools and establishment of work to develop a long-term approach to Nurture.\n\nOf course, the current financial climate presents challenges. For instance, the implementation of the revised guidance for Personal Education Plans for primary-aged children has been delayed by ongoing industrial action within the education sector as well as wider workforce issues in relation to social work support.\n\nMy Department remains committed to the A Life Deserved Strategy and improving outcomes for these vulnerable children.","answerHtml":"My Department has made significant progress on actions within the A Life Deserved strategy to improve outcomes for Children Looked After (CLA).
This includes:
Facilitation of multi-agency working between schools and Health and Social Care Trusts through the Primary Children Looked After Advisory Service (PCLAAS) and CLA Champion.
Development of the Revised Personal Education Plan Guidance for Primary Age Children Looked After to provide tailored support to ensure positive learning experiences as well as improved social wellbeing.
Launch of the joint DE/DoH Emotional Health and Wellbeing in Education Framework.
Delivery of the Attach Programme, by the PCLAAS, which builds capacity within the existing education workforce on trauma informed practice and the importance of relationships.
Work to re-establish an Education and Economy forum to focus on pathways for CLA.
The funding of 62 Nurture Groups in primary schools and establishment of work to develop a long-term approach to Nurture.
Of course, the current financial climate presents challenges. For instance, the implementation of the revised guidance for Personal Education Plans for primary-aged children has been delayed by ongoing industrial action within the education sector as well as wider workforce issues in relation to social work support.
My Department remains committed to the A Life Deserved Strategy and improving outcomes for these vulnerable children.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209769%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396770","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396770"}},{"id":"396628","reference":"AQW 9698/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-09","answerBy":"2024-04-24","answered":"2024-04-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the report on the Education Training Inspectorate’s evaluation of the approaches and challenges in delivering effective preventative safeguarding practices in schools will be published.","answerText":"The Education and Training Inspectorate (ETI) was commissioned to undertake a thematic evaluation of the preventative curriculum in schools and EOTAS centres. During the period November 2021 to June 2022, the ETI engaged with primary, post-primary and special schools and EOTAS centres to collate their views and experiences of delivering the preventative curriculum. Over 14,000 pupils provided views about how well they are learning to make informed choices and keep themselves safe.\n\nThe findings were published in April 2023 in the report entitled 'The Preventative Curriculum in Schools and Education Other Than at School (EOTAS) Centres’ please see link to the published report: https://www.etini.gov.uk/sites/etini.gov.uk/files/publications/the-preventative-curriculum-in-schools-and-education-other-than-at-school-eotas-centres_0.pdf. ETI hosted a series of dissemination events to share key findings from the evaluation and provide an opportunity for practitioners to discuss the delivery of the preventative curriculum within their school.","answerHtml":"The Education and Training Inspectorate (ETI) was commissioned to undertake a thematic evaluation of the preventative curriculum in schools and EOTAS centres. During the period November 2021 to June 2022, the ETI engaged with primary, post-primary and special schools and EOTAS centres to collate their views and experiences of delivering the preventative curriculum. Over 14,000 pupils provided views about how well they are learning to make informed choices and keep themselves safe.
The findings were published in April 2023 in the report entitled 'The Preventative Curriculum in Schools and Education Other Than at School (EOTAS) Centres’ please see link to the published report: https://www.etini.gov.uk/sites/etini.gov.uk/files/publications/the-preventative-curriculum-in-schools-and-education-other-than-at-school-eotas-centres_0.pdf. ETI hosted a series of dissemination events to share key findings from the evaluation and provide an opportunity for practitioners to discuss the delivery of the preventative curriculum within their school.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209698%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396628","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396628"}},{"id":"396627","reference":"AQW 9697/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-09","answerBy":"2024-04-24","answered":"2024-04-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what measures he will take to address evidence that there is a link between poverty and cognitive outcomes in early years.","answerText":"Research indicates that there is a clear link between poverty and cognitive outcomes in children's early years. In addition to the universal Pre-school Education Programme, my Department funds a range of targeted early years interventions for children aged 0-4 years. These interventions include Sure Start, the Pathway Fund and the Toybox project which provide developmental support to children from socially disadvantaged backgrounds who are at risk of educational underachievement, including cognitive delay.","answerHtml":"Research indicates that there is a clear link between poverty and cognitive outcomes in children's early years. In addition to the universal Pre-school Education Programme, my Department funds a range of targeted early years interventions for children aged 0-4 years. These interventions include Sure Start, the Pathway Fund and the Toybox project which provide developmental support to children from socially disadvantaged backgrounds who are at risk of educational underachievement, including cognitive delay.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209697%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396627","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396627"}},{"id":"396626","reference":"AQW 9696/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-09","answerBy":"2024-04-24","answered":"2024-04-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will update teacher training in order to support delivery of the Emotional Health and Wellbeing Framework.","answerText":"It is important to clarify that I do not expect teachers to be health professionals or to deliver health services. However, all teaching staff should be mindful of pupil wellbeing and that all pupils are supported in school, to ensure they are learning and to prepare them for future life experiences and challenges.\n\nThere are a number of projects / services delivered under the joint Department of Education / Department of Health (DoH) Children and Young People’s Emotional Health and Wellbeing in Education Framework, including the DoH-led Emotional Wellbeing Teams in Schools project and the Education Authority-led Being Well Doing Well programme. Both of these provide advice, information and resources to schools to help promote pupil emotional health and wellbeing, and the latter focuses on helping schools develop a whole school approach to emotional health and wellbeing.\n\nAdditionally, Initial Teacher Education (ITE) providers in Northern Ireland review their ITE programmes each year, to take into account any significant changes to the educational landscape and ensure that student teachers continue to receive appropriate development in important areas, such as the health and wellbeing of pupils. Departmental officials have previously shared the Framework with ITE providers for dissemination to student teachers and met with each of them to discuss the incorporation of the Framework into their ITE programmes.\n\nThe Council for the Curriculum, Examinations and Assessment’s Wellbeing Hub also provides a range of curriculum-linked resources for teachers and shows how the Northern Ireland Curriculum promotes learning and developing skills that support pupil wellbeing and mental health.","answerHtml":"It is important to clarify that I do not expect teachers to be health professionals or to deliver health services. However, all teaching staff should be mindful of pupil wellbeing and that all pupils are supported in school, to ensure they are learning and to prepare them for future life experiences and challenges.
There are a number of projects / services delivered under the joint Department of Education / Department of Health (DoH) Children and Young People’s Emotional Health and Wellbeing in Education Framework, including the DoH-led Emotional Wellbeing Teams in Schools project and the Education Authority-led Being Well Doing Well programme. Both of these provide advice, information and resources to schools to help promote pupil emotional health and wellbeing, and the latter focuses on helping schools develop a whole school approach to emotional health and wellbeing.
Additionally, Initial Teacher Education (ITE) providers in Northern Ireland review their ITE programmes each year, to take into account any significant changes to the educational landscape and ensure that student teachers continue to receive appropriate development in important areas, such as the health and wellbeing of pupils. Departmental officials have previously shared the Framework with ITE providers for dissemination to student teachers and met with each of them to discuss the incorporation of the Framework into their ITE programmes.
The Council for the Curriculum, Examinations and Assessment’s Wellbeing Hub also provides a range of curriculum-linked resources for teachers and shows how the Northern Ireland Curriculum promotes learning and developing skills that support pupil wellbeing and mental health.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209696%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396626","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396626"}},{"id":"396625","reference":"AQW 9695/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-09","answerBy":"2024-04-24","answered":"2024-04-23","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 6407/22-28, for an update on the development of the business case for a regional pathway.","answerText":"I understand that a draft pathway has been developed for local services and is currently with members of the Facial Palsy Regional Planning Group for feedback. This has been a complex process with multiple services involved in the pathway development, and multiple access points into the service across all Trusts in Northern Ireland. It is my hope that a facial palsy pathway for local, regional and tertiary services will be developed and agreed in the coming months.\n\nOnce a model of care is agreed, a business case will be developed for the service, funding permitting. I understand SPPG is working background to collate data that will be required to demonstrate the need for further investment in this area. However, it is important to note that this will be subject to securing the relevant funding within wider service pressures and priorities.","answerHtml":"I understand that a draft pathway has been developed for local services and is currently with members of the Facial Palsy Regional Planning Group for feedback. This has been a complex process with multiple services involved in the pathway development, and multiple access points into the service across all Trusts in Northern Ireland. It is my hope that a facial palsy pathway for local, regional and tertiary services will be developed and agreed in the coming months.
Once a model of care is agreed, a business case will be developed for the service, funding permitting. I understand SPPG is working background to collate data that will be required to demonstrate the need for further investment in this area. However, it is important to note that this will be subject to securing the relevant funding within wider service pressures and priorities.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209695%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396625","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396625"}},{"id":"396624","reference":"AQW 9694/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-09","answerBy":"2024-04-24","answered":"2024-04-23","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, pursuant to AQW 6407/22-27, (i) whether feedback from group members on the draft local pathway has been received and collated; and (ii) when the local pathway will be finalised.","answerText":"I understand that a draft pathway has been developed for local services and is currently with members of the Facial Palsy Regional Planning Group for feedback. This has been a complex process with multiple services involved in the pathway development, and multiple access points into the service across all Trusts in Northern Ireland.\n\nThe development of regional pathways and protocols for the management of patients with facial palsy will need to consider referrals of patients with multiple conditions and treatment pathways. Streamlining pathways into local, regional and tertiary level services is not without challenges. This is further complicated by the current funding constraints, as it is not always possible to reconfigure existing services without additional funding, particularly if this change is across multiple Trusts.\n\nIt is my hope that a facial palsy pathway for local, regional and tertiary services will be developed and agreed in the coming months, funding permitting.","answerHtml":"I understand that a draft pathway has been developed for local services and is currently with members of the Facial Palsy Regional Planning Group for feedback. This has been a complex process with multiple services involved in the pathway development, and multiple access points into the service across all Trusts in Northern Ireland.
The development of regional pathways and protocols for the management of patients with facial palsy will need to consider referrals of patients with multiple conditions and treatment pathways. Streamlining pathways into local, regional and tertiary level services is not without challenges. This is further complicated by the current funding constraints, as it is not always possible to reconfigure existing services without additional funding, particularly if this change is across multiple Trusts.
It is my hope that a facial palsy pathway for local, regional and tertiary services will be developed and agreed in the coming months, funding permitting.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209694%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396624","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396624"}},{"id":"396373","reference":"AQW 9567/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-08","answerBy":"2024-04-23","answered":"2024-04-10","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the success of the (i) Monitoring and Reporting Pupil Attendance Using Absence Tiers guidance document; and (ii) Miss School Miss Out strategy in addressing the number of children entitled to free school meals missing out on school.","answerText":"There has been no formal assessment of the Absence Tiers guidance but feedback to date has been positive as the data enables schools to better focus interventions where they will be most effective. Schools are also able to compare their own Absence Tiers report with benchmarking data which is published monthly on the DE website.\n\nThe “Miss School. Miss Out” strategy is currently being reviewed. The strategy provides an overview of the ways in which schools can support all children to attend school regularly. Particular attention should be paid by schools to pupils from disadvantaged backgrounds including those in receipt of free school meals.","answerHtml":"There has been no formal assessment of the Absence Tiers guidance but feedback to date has been positive as the data enables schools to better focus interventions where they will be most effective. Schools are also able to compare their own Absence Tiers report with benchmarking data which is published monthly on the DE website.
The “Miss School. Miss Out” strategy is currently being reviewed. The strategy provides an overview of the ways in which schools can support all children to attend school regularly. Particular attention should be paid by schools to pupils from disadvantaged backgrounds including those in receipt of free school meals.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209567%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396373","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396373"}},{"id":"396372","reference":"AQW 9566/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-08","answerBy":"2024-04-23","answered":"2024-04-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the estimated timeline for (i) completion of the construction of the Strule Shared Campus site; and (ii) the opening of all the schools on the site to receive pupils.","answerText":"My officials are finalising work on the Full Business Case for the Programme and a potential contractor is in place. On the current programme timeline, subject to all necessary approvals being in place, contract award is planned for Summer 2024.\n\nAssuming successful appointment of a main works contractor and following the pre-construction design period, construction would then begin on site late 2024 with completion currently estimated as late 2027.\n\nCustom and practice is that schools do not normally move to a new site mid-academic year which may mean that full campus opening could be September 2028.","answerHtml":"My officials are finalising work on the Full Business Case for the Programme and a potential contractor is in place. On the current programme timeline, subject to all necessary approvals being in place, contract award is planned for Summer 2024.
Assuming successful appointment of a main works contractor and following the pre-construction design period, construction would then begin on site late 2024 with completion currently estimated as late 2027.
Custom and practice is that schools do not normally move to a new site mid-academic year which may mean that full campus opening could be September 2028.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209566%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396372","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396372"}},{"id":"396371","reference":"AQW 9565/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-08","answerBy":"2024-04-23","answered":"2024-04-16","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the Education Training Inspectorate has provided an evaluation of the (i) educational; and (ii) reconciliation benefits of the Strule Shared Campus project.","answerText":"The Education and Training Inspectorate provides advice on an ongoing basis to officials developing the Strule Programme; ETI will have a role in evaluating the educational and reconciliation benefits of the project as this work progresses.","answerHtml":"The Education and Training Inspectorate provides advice on an ongoing basis to officials developing the Strule Programme; ETI will have a role in evaluating the educational and reconciliation benefits of the project as this work progresses.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209565%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396371","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396371"}},{"id":"396370","reference":"AQW 9564/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-08","answerBy":"2024-04-23","answered":"2024-06-17","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will review the procurement system for schools to ensure they can access best value for money.","answerText":"The Education Authority (EA) is designated as Education’s Centre of Procurement Expertise (CoPE). This means the EA is directly responsible for the procurement of goods and services on behalf of schools.\n\nBoth the EA and schools are bound by the Public Contract Regulations (PCR) 2015 and Northern Ireland Public Procurement Policy (NIPPP). As the managing authority for controlled schools, the funding authority for all grant-aided schools and the education CoPE, the EA is responsible for ensuring that effective procurement practice is embedded across the education sector to provide best value for money across the entirety of the schools estate as a whole, rather than in isolation.\n\nWhere an EA contract does not already exist, schools can conduct their own lower value transactional purchases up to the value of £5,000, as outlined in Procurement Policy Note (PPN) 04/21, which sets out the Procurement Control Limits (PCLs) for all public bodies, including schools.\n\nNotwithstanding, during my school visits, school leaders frequently highlight procurement as a cause for concern.\n\nThe EA recognises these concerns and intends to address this in its new maintenance and minor works contracts, which will be based on defined geographical areas and will allow schools the greater freedom to engage locally approved suppliers. In the first instance, schools should engage with the EA Estates Team in this respect.\n\nFurthermore, I also understand that the Minister of Finance has commissioned a review of Public Procurement, including the Procurement Board, in line with recommendations made by the Northern Ireland Audit Office in the April 2023 Review of Public Procurement, in which my Department and the EA will participate.","answerHtml":"The Education Authority (EA) is designated as Education’s Centre of Procurement Expertise (CoPE). This means the EA is directly responsible for the procurement of goods and services on behalf of schools.
Both the EA and schools are bound by the Public Contract Regulations (PCR) 2015 and Northern Ireland Public Procurement Policy (NIPPP). As the managing authority for controlled schools, the funding authority for all grant-aided schools and the education CoPE, the EA is responsible for ensuring that effective procurement practice is embedded across the education sector to provide best value for money across the entirety of the schools estate as a whole, rather than in isolation.
Where an EA contract does not already exist, schools can conduct their own lower value transactional purchases up to the value of £5,000, as outlined in Procurement Policy Note (PPN) 04/21, which sets out the Procurement Control Limits (PCLs) for all public bodies, including schools.
Notwithstanding, during my school visits, school leaders frequently highlight procurement as a cause for concern.
The EA recognises these concerns and intends to address this in its new maintenance and minor works contracts, which will be based on defined geographical areas and will allow schools the greater freedom to engage locally approved suppliers. In the first instance, schools should engage with the EA Estates Team in this respect.
Furthermore, I also understand that the Minister of Finance has commissioned a review of Public Procurement, including the Procurement Board, in line with recommendations made by the Northern Ireland Audit Office in the April 2023 Review of Public Procurement, in which my Department and the EA will participate.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209564%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396370","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396370"}},{"id":"396369","reference":"AQW 9563/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-04-08","answerBy":"2024-04-23","answered":"2024-04-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education why there is lower public spending per pupil on education in Northern Ireland than the rest of the UK and Ireland.","answerText":"There are inherent difficulties in trying to make comparisons on per pupil funding across jurisdictions, examples of which include, but are not limited to, regional differences in school starting ages, data sources, how different types of schools are funded and how funds, including support services to pupils, are accounted for (e.g. home to school transport, school meals, etc.).\n\nNumerous research studies have sought to provide relative budget/expenditure comparisons across jurisdictions, but for the most part these have necessarily been limited to high-level approximations, which contain numerous qualifications and/or annotations as to the comparability of data.\n\nThat said, per pupil funding for Northern Ireland in 2022-23 was £7,200, as reported in the most recent report by the Institute for Fiscal Studies, How does school spending per pupil differ across the UK?. Based on the Secretary of State’s opening budget for 2023-24, Northern Ireland’s 2023-24 per pupil funding started the year at £6,995. By comparison per-pupil funding in England and Wales in 2023-24 is estimated at £7,460 and £7,327 respectively.\n\nI have continually emphasised these issues to my Executive colleagues. I will continue to take every opportunity to make the case for additional investment in our children and young people’s education.","answerHtml":"There are inherent difficulties in trying to make comparisons on per pupil funding across jurisdictions, examples of which include, but are not limited to, regional differences in school starting ages, data sources, how different types of schools are funded and how funds, including support services to pupils, are accounted for (e.g. home to school transport, school meals, etc.).
Numerous research studies have sought to provide relative budget/expenditure comparisons across jurisdictions, but for the most part these have necessarily been limited to high-level approximations, which contain numerous qualifications and/or annotations as to the comparability of data.
That said, per pupil funding for Northern Ireland in 2022-23 was £7,200, as reported in the most recent report by the Institute for Fiscal Studies, How does school spending per pupil differ across the UK?. Based on the Secretary of State’s opening budget for 2023-24, Northern Ireland’s 2023-24 per pupil funding started the year at £6,995. By comparison per-pupil funding in England and Wales in 2023-24 is estimated at £7,460 and £7,327 respectively.
I have continually emphasised these issues to my Executive colleagues. I will continue to take every opportunity to make the case for additional investment in our children and young people’s education.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209563%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396369","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396369"}},{"id":"395351","reference":"AQW 9453/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-22","answerBy":"2024-04-10","answered":"2024-04-09","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether his Department maintains a register of children who have died as a result of Sudden Unexpected Death in Childhood.","answerText":"The Department of Health does not maintain a register of sudden unexpected in infancy/childhood deaths (SUDIC). The Northern Ireland Statistics and Research Agency (NISRA) is responsible for holding and analysing statistics on causes of death within the jurisdiction.\n\nHowever, the Public Health Agency (PHA) is in the process of developing a regional protocol in relation to the notification and management of SUDIC. The PHA maintains a register of any child death notified to it; this includes those that are sudden and unexpected.\n\nIn addition to the above, if a child dies due to SUDIC, as per standard procedure, his/her death will be reported to and investigated by the coroner. If the death occurs in hospital, it will be subject to a multi-disciplinary review to determine if there are opportunities for learning to be identified.","answerHtml":"The Department of Health does not maintain a register of sudden unexpected in infancy/childhood deaths (SUDIC). The Northern Ireland Statistics and Research Agency (NISRA) is responsible for holding and analysing statistics on causes of death within the jurisdiction.
However, the Public Health Agency (PHA) is in the process of developing a regional protocol in relation to the notification and management of SUDIC. The PHA maintains a register of any child death notified to it; this includes those that are sudden and unexpected.
In addition to the above, if a child dies due to SUDIC, as per standard procedure, his/her death will be reported to and investigated by the coroner. If the death occurs in hospital, it will be subject to a multi-disciplinary review to determine if there are opportunities for learning to be identified.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209453%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=395351","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=395351"}},{"id":"395350","reference":"AQW 9452/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-22","answerBy":"2024-04-10","answered":"2024-04-09","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether Sudden Unexpected Death in Childhood is currently used as a cause of death in Northern Ireland.","answerText":"The Department of Health does not hold the information requested.\n\nThe Northern Ireland Statistics and Research Agency (NISRA) is the principal source of official statistics on the causes of death in Northern Ireland.","answerHtml":"The Department of Health does not hold the information requested.
The Northern Ireland Statistics and Research Agency (NISRA) is the principal source of official statistics on the causes of death in Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209452%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=395350","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=395350"}},{"id":"395349","reference":"AQW 9451/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-22","answerBy":"2024-04-10","answered":"2024-04-18","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what support is provided to families bereaved by Sudden Unexpected Death in Childhood.","answerText":"The Public Health Agency (PHA) is currently leading work to develop a Regional HSC protocol for the response to and review of Sudden Unexpected Deaths in Infancy and Childhood (SUDIC). This work is being informed by extant guidance, policy and experience to date across the UK relating to the surveillance and investigation of child death.\n\nWhilst the focus of the work primarily relates to the Health and Social Care the PHA is working closely with key stakeholders from other agencies including the PSNI and Coroner’s office to optimise collaborative working to better understand the circumstances surrounding the death of any child up to 18 years of age who dies suddenly and unexpectedly. One of the aims of this new protocol is to improve the experience of and support for bereaved families, as well as professionals, after the death of an infant or child. With this in mind, the SUDIC development team are continuing to work closely with the NI Bereavement Network which includes important voluntary organisations, such as SANDS and CRUSE.","answerHtml":"The Public Health Agency (PHA) is currently leading work to develop a Regional HSC protocol for the response to and review of Sudden Unexpected Deaths in Infancy and Childhood (SUDIC). This work is being informed by extant guidance, policy and experience to date across the UK relating to the surveillance and investigation of child death.
Whilst the focus of the work primarily relates to the Health and Social Care the PHA is working closely with key stakeholders from other agencies including the PSNI and Coroner’s office to optimise collaborative working to better understand the circumstances surrounding the death of any child up to 18 years of age who dies suddenly and unexpectedly. One of the aims of this new protocol is to improve the experience of and support for bereaved families, as well as professionals, after the death of an infant or child. With this in mind, the SUDIC development team are continuing to work closely with the NI Bereavement Network which includes important voluntary organisations, such as SANDS and CRUSE.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209451%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=395349","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=395349"}},{"id":"395348","reference":"AQW 9450/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-22","answerBy":"2024-04-10","answered":"2024-04-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 8028/22-27, when he will undertake a public consultation on options for changing eligibility criteria for Free School Meals and School Uniform Grants.","answerText":"Further to AQW 8028/22-27, I anticipate that a public consultation on changes to the eligibility criteria for free school meals and uniform grant will be undertaken later in 2024.","answerHtml":"Further to AQW 8028/22-27, I anticipate that a public consultation on changes to the eligibility criteria for free school meals and uniform grant will be undertaken later in 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209450%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=395348","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=395348"}},{"id":"395115","reference":"AQW 9344/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-21","answerBy":"2024-04-09","answered":"2024-03-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how he will ensure that Special Educational Needs places for September 2024 (i) meet the needs of each pupil; and (ii) will be accessible to the pupil from the beginning of the 2024-25 academic year.","answerText":"Children with a statement of Special Educational Needs (SEN) are individually placed, based on their needs as set out in their statement and through a process of consultation between the Education Authority (EA), schools and parents. Their placement is reviewed annually to ensure it continues to meet their needs.\n\nThe EA is working in collaboration with managing authorities and schools, to create additional capacity across the education system to ensure sufficient specialist education provision is available to meet the needs of children who require it for the 2024/25 academic year.","answerHtml":"Children with a statement of Special Educational Needs (SEN) are individually placed, based on their needs as set out in their statement and through a process of consultation between the Education Authority (EA), schools and parents. Their placement is reviewed annually to ensure it continues to meet their needs.
The EA is working in collaboration with managing authorities and schools, to create additional capacity across the education system to ensure sufficient specialist education provision is available to meet the needs of children who require it for the 2024/25 academic year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209344%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=395115","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=395115"}},{"id":"395114","reference":"AQW 9343/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-21","answerBy":"2024-04-09","answered":"2024-03-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what action his Department has taken to provide Special Educational Needs placements for the 1000 additional pupils places that have been identified.","answerText":"The significant increase in the number of children with special educational needs (SEN) has resulted in an increased demand for specialist education provision, both in special schools and in specialist provisions in mainstreams schools (SPiMS).\n\nThe Education Authority (EA) has statutory responsibility for ensuring appropriate education provision for all children and it is working at pace, in collaboration with managing authorities and schools, to create additional capacity across the education system to ensure sufficient specialist education provision is available to meet the needs of children who require it for the 2024/25 academic year.\n\nMy department engages regularly with the EA through a strategic placements group which aims to put in place a more planned, data-informed approach that will facilitate the growing number of learners with statements of SEN and provide the appropriate number of specialist education places needed to create sufficient capacity in the system. Given the immediate pressures for September 2024, weekly meetings between my department and the EA are now being held to seek solutions to address the shortfall in places.","answerHtml":"The significant increase in the number of children with special educational needs (SEN) has resulted in an increased demand for specialist education provision, both in special schools and in specialist provisions in mainstreams schools (SPiMS).
The Education Authority (EA) has statutory responsibility for ensuring appropriate education provision for all children and it is working at pace, in collaboration with managing authorities and schools, to create additional capacity across the education system to ensure sufficient specialist education provision is available to meet the needs of children who require it for the 2024/25 academic year.
My department engages regularly with the EA through a strategic placements group which aims to put in place a more planned, data-informed approach that will facilitate the growing number of learners with statements of SEN and provide the appropriate number of specialist education places needed to create sufficient capacity in the system. Given the immediate pressures for September 2024, weekly meetings between my department and the EA are now being held to seek solutions to address the shortfall in places.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209343%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=395114","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=395114"}},{"id":"394868","reference":"AQW 9239/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-20","answerBy":"2024-03-25","answered":"2024-03-22","answeredOrally":false,"priority":true,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance when she will make a decision on the Non-teaching Staff Pay and Grading Review Business Case.","answerText":"A revised business case for this has been submitted by the Department for Education, and my Department is currently carrying out its scrutiny of this.\n\nGiven the implications that the proposals will have for recurrent costs going forward, it is right and proper that DoF carries out the scrutiny required to allow it to make an informed decision.\n\nMy officials are working at pace with their colleagues in the Department of Education to progress this scrutiny and reach a decision point.","answerHtml":"A revised business case for this has been submitted by the Department for Education, and my Department is currently carrying out its scrutiny of this.
Given the implications that the proposals will have for recurrent costs going forward, it is right and proper that DoF carries out the scrutiny required to allow it to make an informed decision.
My officials are working at pace with their colleagues in the Department of Education to progress this scrutiny and reach a decision point.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209239%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394868","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394868"}},{"id":"394867","reference":"AQW 9238/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-20","answerBy":"2024-04-08","answered":"2024-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 7703/22-27, what is on the agreed list of codes that are used to record pupil absence.","answerText":"The absence codes available for schools to use can be found at:\n\nwww.education-ni.gov.uk/publications/attendance-guidance-absence-recording-by-schools-circular-202311","answerHtml":"The absence codes available for schools to use can be found at:
www.education-ni.gov.uk/publications/attendance-guidance-absence-recording-by-schools-circular-202311
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209238%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394867","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394867"}},{"id":"394866","reference":"AQW 9237/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-20","answerBy":"2024-04-08","answered":"2024-04-08","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail (i) how many requests his Department received for the removal of unauthorised flags or emblems attached to street lighting columns in (a) 2022; and (b) 2023; and (ii) how many of these requests were fulfilled.","answerText":"The number of reports about flags attached to its street lighting columns received by my Department was 69 in 2022 and 107 in 2023.\n\nWith the exception of a few banners which presented danger to road users, my Department did not remove any flags from its street lighting columns during this time.\n\nFinding a sustainable solution to the ongoing problem of illegally erected flags and emblems requires leadership and a united approach. I can assure you that I am committed to working with Executive colleagues and all stakeholders to deal with this issue comprehensively.","answerHtml":"The number of reports about flags attached to its street lighting columns received by my Department was 69 in 2022 and 107 in 2023.
With the exception of a few banners which presented danger to road users, my Department did not remove any flags from its street lighting columns during this time.
Finding a sustainable solution to the ongoing problem of illegally erected flags and emblems requires leadership and a united approach. I can assure you that I am committed to working with Executive colleagues and all stakeholders to deal with this issue comprehensively.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209237%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394866","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394866"}},{"id":"394679","reference":"AQW 9131/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-19","answerBy":"2024-04-05","answered":"2024-03-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how many cases are waiting beyond the 26-week statutory timescale for the issue of a statement of special education needs.","answerText":"I would refer the Member to the answer to question AQW 7477/22-27.\n\nThe answer is contained in the Written Answers Booklet for week ending 22 March 2024.","answerHtml":"I would refer the Member to the answer to question AQW 7477/22-27.
The answer is contained in the Written Answers Booklet for week ending 22 March 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209131%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394679","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394679"}},{"id":"394678","reference":"AQW 9130/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-19","answerBy":"2024-04-05","answered":"2024-03-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 7704/22-27, to detail the average waiting time for the issue of a statement of special educational needs.","answerText":"The Education Authority (EA) has advised that the average time taken to issue a final statement between 1 March 2023 and 25 March 2024 was 28 weeks.","answerHtml":"The Education Authority (EA) has advised that the average time taken to issue a final statement between 1 March 2023 and 25 March 2024 was 28 weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209130%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394678","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394678"}},{"id":"394677","reference":"AQW 9129/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-19","answerBy":"2024-04-05","answered":"2024-03-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what percentage of pupils are accessing the recommended two hours per week of statutory curriculum physical education, broken down by (i) primary level; and (ii) post-primary level.","answerText":"My Department monitors the percentage of time schools allocate to Physical Education (PE) via the School Omnibus Survey. The last survey was conducted in 2022 and primary schools and post-primary schools were asked about the time spent per week on the delivery of curricular PE. The primary results are set out in the table below.\n\nTime spent per week\tFoundation Stage\tKey Stage 1\tKey Stage 2\n0-59 mins\t25.0%\t17.5%\t13.2%\n60-119 mins\t60.7%\t66.7%\t63.2%\n120 mins +\t14.3%\t15.8%\t23.7%\nNo of responding school\t112\t114\t114\n\nSource: School Omnibus Survey 2022 | Department of Education (education-ni.gov.uk)\n\nThe 2022 Omnibus Survey was affected by the industrial action short of strike taken by the Northern Ireland teachers' unions. As part of this action, union members were advised not to comply with some data collections undertaken by my Department.\n\nAs a result, the response rate for the 2022 Omnibus Survey (21.5%) was significantly below the rate in 2018 (39%). The lower response rate should be borne in mind when making inferences about the primary results in the table above.\n\nUnfortunately, the response rate for post-primaries to the question about the time spent on PE did not meet the response threshold and subsequently it was not possible to categorise the results for the relevant key stages.\n\nThe 2023-24 School Omnibus Survey will be issued to schools in September 2024 and will again include questions on the provision of PE in schools. This will help to provide an up-to-date picture of PE provision in our schools.","answerHtml":"My Department monitors the percentage of time schools allocate to Physical Education (PE) via the School Omnibus Survey. The last survey was conducted in 2022 and primary schools and post-primary schools were asked about the time spent per week on the delivery of curricular PE. The primary results are set out in the table below.
| Time spent per week | Foundation Stage | Key Stage 1 | Key Stage 2 |
| 0-59 mins | 25.0% | 17.5% | 13.2% |
| 60-119 mins | 60.7% | 66.7% | 63.2% |
| 120 mins + | 14.3% | 15.8% | 23.7% |
| No of responding school | 112 | 114 | 114 |
Source: School Omnibus Survey 2022 | Department of Education (education-ni.gov.uk)
The 2022 Omnibus Survey was affected by the industrial action short of strike taken by the Northern Ireland teachers' unions. As part of this action, union members were advised not to comply with some data collections undertaken by my Department.
As a result, the response rate for the 2022 Omnibus Survey (21.5%) was significantly below the rate in 2018 (39%). The lower response rate should be borne in mind when making inferences about the primary results in the table above.
Unfortunately, the response rate for post-primaries to the question about the time spent on PE did not meet the response threshold and subsequently it was not possible to categorise the results for the relevant key stages.
The 2023-24 School Omnibus Survey will be issued to schools in September 2024 and will again include questions on the provision of PE in schools. This will help to provide an up-to-date picture of PE provision in our schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209129%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394677","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394677"}},{"id":"394676","reference":"AQW 9128/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-19","answerBy":"2024-04-05","answered":"2024-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 8271/22-27, how his Department monitors the extent to which schools adhere to the Department's recommended post-primary admissions criteria.","answerText":"The content of any school’s admissions criteria is a matter for that school’s Board of Governors by virtue of The Education (Northern Ireland) Order 1997, although it must ‘have regard to’ my Department’s guidance when setting criteria.\n\nMy Department and the Education Authority (EA) will provide advice to individual schools as requested and the EA will proactively contact schools prior to the publication of admissions criteria if a school’s draft criteria appear to be unworkable. Furthermore, my Department would intervene if a school proposed to use criteria for which it had no approval, for example if a co-educational school proposed to use its admissions criteria as a route to become a single-sex school.\n\nHowever, given it is for Boards of Governors to determine the admissions criteria they wish to use, my Department does not routinely monitor the extent to which every school adheres to the recommendations in respect of criteria.","answerHtml":"The content of any school’s admissions criteria is a matter for that school’s Board of Governors by virtue of The Education (Northern Ireland) Order 1997, although it must ‘have regard to’ my Department’s guidance when setting criteria.
My Department and the Education Authority (EA) will provide advice to individual schools as requested and the EA will proactively contact schools prior to the publication of admissions criteria if a school’s draft criteria appear to be unworkable. Furthermore, my Department would intervene if a school proposed to use criteria for which it had no approval, for example if a co-educational school proposed to use its admissions criteria as a route to become a single-sex school.
However, given it is for Boards of Governors to determine the admissions criteria they wish to use, my Department does not routinely monitor the extent to which every school adheres to the recommendations in respect of criteria.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209128%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394676","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394676"}},{"id":"394675","reference":"AQW 9127/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-19","answerBy":"2024-04-05","answered":"2024-03-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will deliver a programme to reduce educational disadvantage.","answerText":"Work is ongoing within the Department on the design of a programme to reduce educational disadvantage. My officials are finalising the details of the programme and I have asked for an update as soon as possible.","answerHtml":"Work is ongoing within the Department on the design of a programme to reduce educational disadvantage. My officials are finalising the details of the programme and I have asked for an update as soon as possible.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209127%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394675","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394675"}},{"id":"394417","reference":"AQW 9028/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-15","answerBy":"2024-04-04","answered":"2024-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will make provision through regulations for procedures to be followed when pooling resources, as part of The Children's Services Co Operation Act (Northern Ireland) 2015.","answerText":"Section 4 (2) of the Children’s Services Co-operation Act (Northern Ireland) 2015 (CSCA) provides for the sharing of resources and pooling of funds, while section 8 of the CSCA states that “The Department of Finance and Personnel may by regulations make provision for procedures to be followed by children's authorities when exercising the powers conferred by section 4(2)”\n\nThe Department of Education, in consultation with the Department of Finance produced guidance on the operation of the CSCA in November 2018 (updated in March 2022). The guidance includes advice on the sharing of resources and pooling of funds. It can be accessed at https://www.education-ni.gov.uk/publications/guidance-childrens-services-co-operation-act-northern-ireland-2015","answerHtml":"Section 4 (2) of the Children’s Services Co-operation Act (Northern Ireland) 2015 (CSCA) provides for the sharing of resources and pooling of funds, while section 8 of the CSCA states that “The Department of Finance and Personnel may by regulations make provision for procedures to be followed by children's authorities when exercising the powers conferred by section 4(2)”
The Department of Education, in consultation with the Department of Finance produced guidance on the operation of the CSCA in November 2018 (updated in March 2022). The guidance includes advice on the sharing of resources and pooling of funds. It can be accessed at https://www.education-ni.gov.uk/publications/guidance-childrens-services-co-operation-act-northern-ireland-2015
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209028%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394417","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394417"}},{"id":"394416","reference":"AQW 9027/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-15","answerBy":"2024-04-04","answered":"2024-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how his Department can best promote contextual safeguarding amongst those working with children and young people.","answerText":"My Department publishes statutory guidance, Safeguarding and Child Protection in Schools – A Guide for Schools, to promote the best practices in safeguarding and child protection for those who work with children and young people in educational settings. Contextual safeguarding is compatible with the guidance, which highlights the many potential extra-familial harms that some our children and young people may experience, including exploitation, grooming and online harms. The guidance requires that Boards of Governors develop their school’s safeguarding and child protection policies to meet the specific needs of their pupils.\n\nThe safeguarding guidance is reviewed and updated annually working with key partners to reflect emerging issues and best practice in addressing these in the guidance.","answerHtml":"My Department publishes statutory guidance, Safeguarding and Child Protection in Schools – A Guide for Schools, to promote the best practices in safeguarding and child protection for those who work with children and young people in educational settings. Contextual safeguarding is compatible with the guidance, which highlights the many potential extra-familial harms that some our children and young people may experience, including exploitation, grooming and online harms. The guidance requires that Boards of Governors develop their school’s safeguarding and child protection policies to meet the specific needs of their pupils.
The safeguarding guidance is reviewed and updated annually working with key partners to reflect emerging issues and best practice in addressing these in the guidance.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209027%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394416","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394416"}},{"id":"394415","reference":"AQW 9026/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-15","answerBy":"2024-04-04","answered":"2024-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education why funding for detached youth work has been removed for the new financial year.","answerText":"Funding for detached work has not been removed for the new financial year.\n\nFeedback from organisations within the voluntary youth sector indicated that the funding process was too prescriptive. As a result, funding opportunity titles no longer state ‘Detached Work’ or ‘Street Based Youth Work’ as a required methodology. Instead, the funding opportunity outlines the assessed need and invites applicants to set out how they will address an identified assessed need when making their application, which may or may not include detached youth work.","answerHtml":"Funding for detached work has not been removed for the new financial year.
Feedback from organisations within the voluntary youth sector indicated that the funding process was too prescriptive. As a result, funding opportunity titles no longer state ‘Detached Work’ or ‘Street Based Youth Work’ as a required methodology. Instead, the funding opportunity outlines the assessed need and invites applicants to set out how they will address an identified assessed need when making their application, which may or may not include detached youth work.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209026%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394415","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394415"}},{"id":"394414","reference":"AQW 9025/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-15","answerBy":"2024-04-04","answered":"2024-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) what actions his Department has contributed to the first four interdepartmental homelessness action plans; and (ii) what actions his Department plans to include in the fifth Interdepartmental Homelessness Action Plan.","answerText":"My Department has contributed to the Interdepartmental Homelessness Action Plans by providing support to schools, children and young people, through resources provided to the Council for Curriculum, Examinations and Assessment (CCEA).\n\nCCEA’s resources are designed to align to key areas of the curriculum to enable them to be easily covered in the classroom. These include Thinking Skills and Personal Capabilities, Wellbeing, Financial Education Guidance and Citizenship. CCEA also supports schools through resources that cover issues related to, or known to contribute to, homelessness.\n\nDE’s support for this work via CCEA will continue despite the absence of a budget for Departments in respect of the Interdepartmental Homelessness Action Plans.","answerHtml":"My Department has contributed to the Interdepartmental Homelessness Action Plans by providing support to schools, children and young people, through resources provided to the Council for Curriculum, Examinations and Assessment (CCEA).
CCEA’s resources are designed to align to key areas of the curriculum to enable them to be easily covered in the classroom. These include Thinking Skills and Personal Capabilities, Wellbeing, Financial Education Guidance and Citizenship. CCEA also supports schools through resources that cover issues related to, or known to contribute to, homelessness.
DE’s support for this work via CCEA will continue despite the absence of a budget for Departments in respect of the Interdepartmental Homelessness Action Plans.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209025%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394414","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394414"}},{"id":"394413","reference":"AQW 9024/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-15","answerBy":"2024-04-04","answered":"2024-04-22","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister what consideration they have given to the UN Committee on the Rights of the Child’s Concluding observations on the combined sixth and seventh periodic reports of the United Kingdom of Great Britain and Northern Ireland, published in June 2023.","answerText":"The report makes a number of recommendations that fall within the remit of our Department and these are being considered.","answerHtml":"The report makes a number of recommendations that fall within the remit of our Department and these are being considered.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%209024%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394413","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394413"}},{"id":"394143","reference":"AQW 8910/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-14","answerBy":"2024-04-03","answered":"2024-03-29","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities what role people with lived experience of homelessness will have in the development of the fifth Interdepartmental Homelessness Action Plan.","answerText":"The Homelessness Strategy Steering Group recently discussed 'lived experience' at their quarterly meeting. The role of those with lived experience and their possible involvement in the Inter Departmental Homelessness Action Plan is currently under consideration.","answerHtml":"The Homelessness Strategy Steering Group recently discussed 'lived experience' at their quarterly meeting. The role of those with lived experience and their possible involvement in the Inter Departmental Homelessness Action Plan is currently under consideration.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208910%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394143","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394143"}},{"id":"394142","reference":"AQW 8909/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-14","answerBy":"2024-04-03","answered":"2024-04-09","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities whether he will bring forward legislative proposals in this mandate to reform homelessness legislation to prioritise homelessness prevention.","answerText":"I am currently considering my legislative priorities for inclusion in a Legislative Programme to be agreed by the Executive and notified to the Assembly in due course.","answerHtml":"I am currently considering my legislative priorities for inclusion in a Legislative Programme to be agreed by the Executive and notified to the Assembly in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208909%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394142","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394142"}},{"id":"394141","reference":"AQW 8908/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-14","answerBy":"2024-04-03","answered":"2024-03-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what actions his Department is taking to reduce the level of school absence amongst children who are entitled to free school meals.","answerText":"It is clear from recent statistics that pupil absence is a significant challenge for all pupils. For pupils in receipt of free school meals, attending school regularly can be even more challenging and the Department, the Education Authority and schools have a range of measures in place to support pupils.\n\nIn addition to DE’s “Miss School. Miss Out Strategy” published in 2016, the Department published “The Challenge of Improving Pupil Attendance at School - Case Studies paper” in November 2018 followed by Absence Tiers Guidance in September 2022 to encourage schools to monitor and report on pupil attendance using Absence Tiers.\n\nThe latter helps schools to look at the level of absence within a school in a more nuanced way than simply reporting a percentage present figure or percentage absent figure. This enables schools to work with pupils by encouraging them to progress through the various tiers and setting realistic goals to cope with individual circumstances. Boards of Governors have also been encouraged to use this approach in addition to their current practice.","answerHtml":"It is clear from recent statistics that pupil absence is a significant challenge for all pupils. For pupils in receipt of free school meals, attending school regularly can be even more challenging and the Department, the Education Authority and schools have a range of measures in place to support pupils.
In addition to DE’s “Miss School. Miss Out Strategy” published in 2016, the Department published “The Challenge of Improving Pupil Attendance at School - Case Studies paper” in November 2018 followed by Absence Tiers Guidance in September 2022 to encourage schools to monitor and report on pupil attendance using Absence Tiers.
The latter helps schools to look at the level of absence within a school in a more nuanced way than simply reporting a percentage present figure or percentage absent figure. This enables schools to work with pupils by encouraging them to progress through the various tiers and setting realistic goals to cope with individual circumstances. Boards of Governors have also been encouraged to use this approach in addition to their current practice.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208908%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394141","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394141"}},{"id":"394140","reference":"AQW 8907/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-14","answerBy":"2024-04-03","answered":"2024-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what steps are being taken to ensure that (i) deaf children; and (ii) their families receive the support necessary from Teachers of the Deaf in (a) education settings; and (b) early years development.","answerText":"The Education Authority’s (EA) Sensory Service provides support to deaf children and their families from the point of identification, in the home in the early years and later in the classroom in both mainstream and specialist settings. The Newborn Hearing Screening Programme (NHSP) sends referrals to the Sensory Service which aims to respond within two days of receipt as per Quality Standards for Sensory Services.The needs of young deaf children are assessed via the National Sensory Impairment Partnership Early Years Eligibility Framework in line with information from audiology and Ear Nose and Throat services and considering the views and needs of parents/carers. The Service works in partnership with parents to help them support their child’s development of language and communication through play-based activities and advice and guidance is provided in both the home to families and early years settings.\n\nQualified Teachers of Deaf (ToD) within the sensory service support children and families, focussing on the child’s development in communication, literacy and mathematics as well as social and emotional development and fostering independence. ToDs also provide information and advice to education settings on the implications of deafness and strategies to promote access to the curriculum and inclusion, including bespoke training for staff.","answerHtml":"The Education Authority’s (EA) Sensory Service provides support to deaf children and their families from the point of identification, in the home in the early years and later in the classroom in both mainstream and specialist settings. The Newborn Hearing Screening Programme (NHSP) sends referrals to the Sensory Service which aims to respond within two days of receipt as per Quality Standards for Sensory Services.The needs of young deaf children are assessed via the National Sensory Impairment Partnership Early Years Eligibility Framework in line with information from audiology and Ear Nose and Throat services and considering the views and needs of parents/carers. The Service works in partnership with parents to help them support their child’s development of language and communication through play-based activities and advice and guidance is provided in both the home to families and early years settings.
Qualified Teachers of Deaf (ToD) within the sensory service support children and families, focussing on the child’s development in communication, literacy and mathematics as well as social and emotional development and fostering independence. ToDs also provide information and advice to education settings on the implications of deafness and strategies to promote access to the curriculum and inclusion, including bespoke training for staff.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208907%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394140","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394140"}},{"id":"394139","reference":"AQW 8906/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-14","answerBy":"2024-04-03","answered":"2024-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) how many teachers have completed the mandatory qualification in sensory impairment; (ii) how many of these have completed this in the last five years; and (iii) whether an estimate has been made of how many teachers will complete this qualification in the next five years.","answerText":"ANSWER\n\nMy Department has been provided with the following information by the Education Authority (EA).\n\n29 teachers have completed the mandatory qualification in sensory impairment, of whom three have completed it in the last five years.\n\nEight teachers are currently completing the mandatory qualification in sensory impairment.\n\nThe number of teachers that will complete this qualification in the next five years is dependent on vacancies which arise.\n\nThe EA is committed to ensuring that all teachers in its Sensory Service (which provides support to children and young people with sensory impairment) complete the relevant mandatory qualification.","answerHtml":"ANSWER
My Department has been provided with the following information by the Education Authority (EA).
29 teachers have completed the mandatory qualification in sensory impairment, of whom three have completed it in the last five years.
Eight teachers are currently completing the mandatory qualification in sensory impairment.
The number of teachers that will complete this qualification in the next five years is dependent on vacancies which arise.
The EA is committed to ensuring that all teachers in its Sensory Service (which provides support to children and young people with sensory impairment) complete the relevant mandatory qualification.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208906%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394139","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394139"}},{"id":"396924","reference":"AQO 247/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-03-14","answerBy":"2024-04-09","answered":"2024-04-09","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance to outline the average waiting time for an Occupational Health Service medical assessment.","answerText":"Significant work has been ongoing within my Department’s Occupational Health Service to reduce the waiting times for assessments.\n\nAn Occupational Health Consultant has taken up the Lead Medical Officer position within the Occupational Health Service in March 2024 and the launch of a recruitment campaign for additional medical officers is imminent.\n\nAs part of this recruitment exercise, we are also seeking to appoint additional nursing staff, and are introducing a new role within the Occupational Health Service of Occupational Health technicians.\n\nOccupational Health Service assessments often requires input from external sources such as GP’s and others who provide specialist medical services to Occupational Health Service users. It is often the case that obtaining all of the information required contributes to the time required to undertake the occupational health assessment process.\n\nUnfortunately, given the complexity involved and the limited numbers of medical staff, this can result in some assessments with a waiting time of up to four months. Assessment can be arranged more promptly depending on the range of factors involved and the complexity of the assessment.\n\nWhen additional medical officers, nursing staff and occupational health technicians are in post, this will have a positive impact on waiting times to access occupational health services.","answerHtml":"Significant work has been ongoing within my Department’s Occupational Health Service to reduce the waiting times for assessments.
An Occupational Health Consultant has taken up the Lead Medical Officer position within the Occupational Health Service in March 2024 and the launch of a recruitment campaign for additional medical officers is imminent.
As part of this recruitment exercise, we are also seeking to appoint additional nursing staff, and are introducing a new role within the Occupational Health Service of Occupational Health technicians.
Occupational Health Service assessments often requires input from external sources such as GP’s and others who provide specialist medical services to Occupational Health Service users. It is often the case that obtaining all of the information required contributes to the time required to undertake the occupational health assessment process.
Unfortunately, given the complexity involved and the limited numbers of medical staff, this can result in some assessments with a waiting time of up to four months. Assessment can be arranged more promptly depending on the range of factors involved and the complexity of the assessment.
When additional medical officers, nursing staff and occupational health technicians are in post, this will have a positive impact on waiting times to access occupational health services.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20247%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=396924","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=396924"}},{"id":"393841","reference":"AQW 8806/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-13","answerBy":"2024-03-29","answered":"2024-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what work his Department is undertaking to ensure that children and young people are aware of the signs of (i) child sexual exploitation; and (ii) child criminal exploitation.","answerText":"ANSWER\n\nMy department has issued up to date guidance ‘Safeguarding and Child Protection in Schools – A Guide for Schools’ which covers both child sexual exploitation and exploitation of children and young people more widely. The Departments of Justice and Health are currently carrying out work on child criminal exploitation, once this is complete we will seek to incorporate specific guidance on the matter.\n\nIn order to support implementation of the safeguarding guidance, Child Protection Support Service in the Education Authority (EA) provides training, information and resources for school Governors, Principals, Designated Teachers/Deputy Designated Teachers and for all EA staff including those with designated safeguarding responsibilities to assist them in safeguarding children and young people.","answerHtml":"ANSWER
My department has issued up to date guidance ‘Safeguarding and Child Protection in Schools – A Guide for Schools’ which covers both child sexual exploitation and exploitation of children and young people more widely. The Departments of Justice and Health are currently carrying out work on child criminal exploitation, once this is complete we will seek to incorporate specific guidance on the matter.
In order to support implementation of the safeguarding guidance, Child Protection Support Service in the Education Authority (EA) provides training, information and resources for school Governors, Principals, Designated Teachers/Deputy Designated Teachers and for all EA staff including those with designated safeguarding responsibilities to assist them in safeguarding children and young people.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208806%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393841","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393841"}},{"id":"393840","reference":"AQW 8805/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-13","answerBy":"2024-03-29","answered":"2024-03-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether his Department will consider collecting Section 75 disaggregated data from affected children, young people and relevant service providers on (i) the number of children not attending school; and (ii) the reasons for non-attendance.","answerText":"Pupil attendance is reported each year through the annual school census and is published in a statistical bulletin. This bulletin already provides disaggregated data with pupil attendance analysis by ethnicity, religion, gender, school phase and for pupils with Special Educational Needs. The school census does not collect information on sexual orientation, marital status, political opinion or whether a pupil has dependants.","answerHtml":"Pupil attendance is reported each year through the annual school census and is published in a statistical bulletin. This bulletin already provides disaggregated data with pupil attendance analysis by ethnicity, religion, gender, school phase and for pupils with Special Educational Needs. The school census does not collect information on sexual orientation, marital status, political opinion or whether a pupil has dependants.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208805%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393840","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393840"}},{"id":"393839","reference":"AQW 8804/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-13","answerBy":"2024-03-29","answered":"2024-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what consideration he has given to the UN Committee on the Rights of the Child’s concluding observations on the combined sixth and seventh periodic reports of the United Kingdom of Great Britain and Northern Ireland, published in June 2023.","answerText":"My department co-ordinates the United Nations Committee on the Rights of the Child (UNCRC) reporting process on behalf of the Executive. The UNCRC Concluding Observations were circulated to all departments for information following their publication in June 2023.\n\nMy officials will be commissioning a cross-departmental assessment of the Concluding Observations in the coming weeks, and I intend to consider those that relate to DE as part of that process.","answerHtml":"My department co-ordinates the United Nations Committee on the Rights of the Child (UNCRC) reporting process on behalf of the Executive. The UNCRC Concluding Observations were circulated to all departments for information following their publication in June 2023.
My officials will be commissioning a cross-departmental assessment of the Concluding Observations in the coming weeks, and I intend to consider those that relate to DE as part of that process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208804%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393839","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393839"}},{"id":"393838","reference":"AQW 8803/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-13","answerBy":"2024-03-29","answered":"2024-03-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the implementation of the Children and Young People Strategy.","answerText":"Implementation of the Executive Children and Young People’s Strategy (CYPS) is the responsibility of all departments.\n\nMy department coordinates monitoring and reporting on the strategy and has recently establishment a Monitoring and Reporting Board, comprising senior officials from across all departments. The Board will promote greater collaboration and provide strategic direction on key policy issues affecting children and young people which require significant coordinated effort.","answerHtml":"Implementation of the Executive Children and Young People’s Strategy (CYPS) is the responsibility of all departments.
My department coordinates monitoring and reporting on the strategy and has recently establishment a Monitoring and Reporting Board, comprising senior officials from across all departments. The Board will promote greater collaboration and provide strategic direction on key policy issues affecting children and young people which require significant coordinated effort.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208803%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393838","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393838"}},{"id":"393837","reference":"AQW 8802/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-13","answerBy":"2024-03-29","answered":"2024-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) whether local integrated teams are to be funded to meet the significant backlog of unmet need within the Special Educational Needs population; and (ii) whether they are to be cost neutral for 2024-25.","answerText":"ANSWER\n\nThe Education Authority (EA) has not at this point confirmed any additional funding requirement to implement the proposed new Local Integrated Teams (LITs) model.\n\nIf received, this will be considered by the Department of Education (DE)/EA Special Educational Needs (SEN) Programme Board and any additional funding required will be considered in the context of the 2024/25 budget position.","answerHtml":"ANSWER
The Education Authority (EA) has not at this point confirmed any additional funding requirement to implement the proposed new Local Integrated Teams (LITs) model.
If received, this will be considered by the Department of Education (DE)/EA Special Educational Needs (SEN) Programme Board and any additional funding required will be considered in the context of the 2024/25 budget position.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208802%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393837","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393837"}},{"id":"393618","reference":"AQW 8701/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-12","answerBy":"2024-03-28","answered":"2024-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will commence Section 4 of the Special Educational Needs and Disability (NI) Act 2016, which provides for co-operation between the Education Authority and Health and Social Care Trusts to identify, assess and provide services to children with special educational needs and to co-operate relation to transition planning.","answerText":"ANSWER\n\nThe Department of Education (DE) is working closely with the Education Authority (EA) and Department of Health (DoH) on preparing an outline of the draft plan on co-operation. Once developed this will be discussed with the Education and Training Inspectorate (ETI) and the Regulation and Quality Improvement Authority (RQIA) as they are required to inspect the plan every three years after it is published.\n\nDE and DoH jointly chair the Transitions Working Group which specifically aims to (i) understand the experiences and perceptions of the transition planning process; (ii) focus on current processes and practices and on the information available to those going through the transition planning process, including parents and carers; and (iii) identify improvements and synergies to create better ways of working and sharing of information. This will inform development of the joint plan.\n\nSection 4 of the Special Educational Needs and Disability (Northern Ireland) Act 2016 is not reliant on supporting new SEN Regulations being made through the Northern Ireland Assembly so can be commenced as soon as the EA and DoH are ready.","answerHtml":"ANSWER
The Department of Education (DE) is working closely with the Education Authority (EA) and Department of Health (DoH) on preparing an outline of the draft plan on co-operation. Once developed this will be discussed with the Education and Training Inspectorate (ETI) and the Regulation and Quality Improvement Authority (RQIA) as they are required to inspect the plan every three years after it is published.
DE and DoH jointly chair the Transitions Working Group which specifically aims to (i) understand the experiences and perceptions of the transition planning process; (ii) focus on current processes and practices and on the information available to those going through the transition planning process, including parents and carers; and (iii) identify improvements and synergies to create better ways of working and sharing of information. This will inform development of the joint plan.
Section 4 of the Special Educational Needs and Disability (Northern Ireland) Act 2016 is not reliant on supporting new SEN Regulations being made through the Northern Ireland Assembly so can be commenced as soon as the EA and DoH are ready.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208701%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393618","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393618"}},{"id":"393617","reference":"AQW 8700/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-12","answerBy":"2024-03-28","answered":"2024-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what work he is undertaking alongside the Minister of Health to identify relevant interfaces between health, social care and education service provision, to ensure that children requiring early intervention can access effective multi-disciplinary teams which can cater for a range of complex needs.","answerText":"In line with the duty to co-operate set out in the Children’s Service Co-operation (Northern Ireland) Act 2015, my officials have been working closely with their counterparts in the Department of Health (DoH), the Education Authority (EA), the Public Health Agency (PHA) and the local Health Trusts to create the conditions for enhanced integration across both systems to improve opportunities for early intervention and the development of integrated supports for children and young people with special educational needs/disability (SEN/D).\n\nThe experience of joint working across both the health and education systems during Covid-19 highlighted the added value of working in a more collaborative way. My officials having been engaging with colleagues from across health as part of the End-to-End (E2E) Review of SEN and the associated workstreams.\n\nIt is my intention to write to the Minister of Health, outlining emergent opportunities, as they are identified via the workstreams, that will enable both departments to work together to progress transformation across two very distinct but interdependent systems to provide the efficient and effective outcomes to services for children and young people with SEN/D and their families.","answerHtml":"In line with the duty to co-operate set out in the Children’s Service Co-operation (Northern Ireland) Act 2015, my officials have been working closely with their counterparts in the Department of Health (DoH), the Education Authority (EA), the Public Health Agency (PHA) and the local Health Trusts to create the conditions for enhanced integration across both systems to improve opportunities for early intervention and the development of integrated supports for children and young people with special educational needs/disability (SEN/D).
The experience of joint working across both the health and education systems during Covid-19 highlighted the added value of working in a more collaborative way. My officials having been engaging with colleagues from across health as part of the End-to-End (E2E) Review of SEN and the associated workstreams.
It is my intention to write to the Minister of Health, outlining emergent opportunities, as they are identified via the workstreams, that will enable both departments to work together to progress transformation across two very distinct but interdependent systems to provide the efficient and effective outcomes to services for children and young people with SEN/D and their families.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208700%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393617","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393617"}},{"id":"393616","reference":"AQW 8699/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-12","answerBy":"2024-03-28","answered":"2024-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will publish updated Revised Regulations and Codes of Practice in relation to the Special Educational Needs and Disability Act (Northern Ireland) 2016.","answerText":"ANSWER\n\nWork continues on finalising the new Special Educational Needs (SEN) Framework, including the new SEN Regulations and the associated statutory Code of Practice. Once all the necessary approvals are in place they will be presented to the Education Committee for scrutiny and will then commence their legislative journey through the Northern Ireland Assembly.\n\nOnce the SEN Regulations have been approved by the Northern Ireland Assembly, the Department will publish as soon as possible thereafter.","answerHtml":"ANSWER
Work continues on finalising the new Special Educational Needs (SEN) Framework, including the new SEN Regulations and the associated statutory Code of Practice. Once all the necessary approvals are in place they will be presented to the Education Committee for scrutiny and will then commence their legislative journey through the Northern Ireland Assembly.
Once the SEN Regulations have been approved by the Northern Ireland Assembly, the Department will publish as soon as possible thereafter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208699%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393616","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393616"}},{"id":"393615","reference":"AQW 8698/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-12","answerBy":"2024-03-28","answered":"2024-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what action he is taking to ensure that all elements of the Special Educational Needs and Disability Act (Northern Ireland) 2016 are commenced as soon as possible.","answerText":"ANSWER\n\nWork continues on finalising the new Special Educational Needs (SEN) Framework, which includes the SEN and Disability (SEND) Act (Northern Ireland) 2016, new SEN Regulations and supporting Code of Practice.\n\nThe SEND Act cannot be fully implemented without the supporting SEN Regulations being passed by the Northern Ireland Assembly. The Regulations are in the final stages of drafting and once all the necessary approvals are in place they will be presented to the Education Committee for scrutiny and then commence their legislative journey through the Northern Ireland Assembly.\n\nIn the interim, my officials are working closely with the Education Authority (EA) to agree a timetable for commencing each provision within the SEND Act.","answerHtml":"ANSWER
Work continues on finalising the new Special Educational Needs (SEN) Framework, which includes the SEN and Disability (SEND) Act (Northern Ireland) 2016, new SEN Regulations and supporting Code of Practice.
The SEND Act cannot be fully implemented without the supporting SEN Regulations being passed by the Northern Ireland Assembly. The Regulations are in the final stages of drafting and once all the necessary approvals are in place they will be presented to the Education Committee for scrutiny and then commence their legislative journey through the Northern Ireland Assembly.
In the interim, my officials are working closely with the Education Authority (EA) to agree a timetable for commencing each provision within the SEND Act.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208698%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393615","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393615"}},{"id":"393614","reference":"AQW 8697/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-12","answerBy":"2024-03-28","answered":"2024-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 7926/22-27, whether he will commission an up to date audit of the cost of division in the education system.","answerText":"As I indicated in response to AQW 7926/22-27, since publication of the Ulster Economic Policy Centre audit in 2016, the Executive commissioned the Independent Review of Education.\n\nThe Panel’s recommendations are extensive and embrace all aspects of the education system and as previously advised, it is my intention to consider them when my officials have completed their review.\n\nConsequently, I do not intend to commission such an audit at this time.","answerHtml":"As I indicated in response to AQW 7926/22-27, since publication of the Ulster Economic Policy Centre audit in 2016, the Executive commissioned the Independent Review of Education.
The Panel’s recommendations are extensive and embrace all aspects of the education system and as previously advised, it is my intention to consider them when my officials have completed their review.
Consequently, I do not intend to commission such an audit at this time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208697%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393614","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393614"}},{"id":"393343","reference":"AQW 8585/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-11","answerBy":"2024-03-14","answered":"2024-03-22","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, further to Bangor Central Integrated Primary School being granted planning permission for their new school site on 5 March 2024, how he will ensure the required capital investment is released to deliver the new school building.","answerText":"I have placed the 10 remaining former Fresh Start projects that are not yet in contract into my Department’s conventional major works programme to continue to advance in design and planning. The projects will proceed to construction when the design and planning stage is complete and affordable within the wider education budget context.\n\nAll of the projects have been submitted as capital bids for 2024-25 to the Department of Finance and I trust all Executive parties will support these bids for capital funding.","answerHtml":"I have placed the 10 remaining former Fresh Start projects that are not yet in contract into my Department’s conventional major works programme to continue to advance in design and planning. The projects will proceed to construction when the design and planning stage is complete and affordable within the wider education budget context.
All of the projects have been submitted as capital bids for 2024-25 to the Department of Finance and I trust all Executive parties will support these bids for capital funding.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208585%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393343","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393343"}},{"id":"393342","reference":"AQW 8584/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-11","answerBy":"2024-03-27","answered":"2024-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Education Training Inspectorate’s commissioned work in to Learning through Play to inform policy advice, as recommended in A Fair Start.","answerText":"ANSWER\n\nThe Education and Training Inspectorate (ETI) was commissioned to provide advice on the current and future levels of professional learning and support required for foundation stage teachers and classroom assistants in play-based pedagogy. ETI has concluded its review and the findings have been shared with the relevant policy officials.","answerHtml":"ANSWER
The Education and Training Inspectorate (ETI) was commissioned to provide advice on the current and future levels of professional learning and support required for foundation stage teachers and classroom assistants in play-based pedagogy. ETI has concluded its review and the findings have been shared with the relevant policy officials.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208584%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393342","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393342"}},{"id":"393341","reference":"AQW 8583/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-11","answerBy":"2024-03-27","answered":"2024-03-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the creation of a draft strategic vision statement and guiding principles for sixth form.","answerText":"There are a range of individual policies and strategies impacting upon Sixth Form provision in schools, including The Entitlement Framework, Qualifications, Funding, Transport, Admissions and Area Planning.\n\nThis was acknowledged in the 14-19 Framework, ‘Developing a more strategic approach to 14-19 education and training: A Framework to transform 14-19 education and training provision’ and in ‘A Fair Start’ which recommended a dedicated Sixth Form policy that sets out a clear, strategic vision for sixth form that has the potential to help move towards a more equitable and consistent approach to 14-19 education and training with young people at the centre.\n\nOfficials are currently drafting a document for engagement with stakeholders, to propose a draft vision statement and guiding principles for Sixth Form provision and will bring forward a paper for my consideration.","answerHtml":"There are a range of individual policies and strategies impacting upon Sixth Form provision in schools, including The Entitlement Framework, Qualifications, Funding, Transport, Admissions and Area Planning.
This was acknowledged in the 14-19 Framework, ‘Developing a more strategic approach to 14-19 education and training: A Framework to transform 14-19 education and training provision’ and in ‘A Fair Start’ which recommended a dedicated Sixth Form policy that sets out a clear, strategic vision for sixth form that has the potential to help move towards a more equitable and consistent approach to 14-19 education and training with young people at the centre.
Officials are currently drafting a document for engagement with stakeholders, to propose a draft vision statement and guiding principles for Sixth Form provision and will bring forward a paper for my consideration.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208583%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393341","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393341"}},{"id":"393340","reference":"AQW 8582/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-11","answerBy":"2024-03-27","answered":"2024-03-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on his Department’s engagement with the Education Training Inspectorate to commission an evaluation of the Foundation Stage of the Curriculum, as recommended in A Fair Start.","answerText":"My Department commissioned the Education and Training Inspectorate to conduct a review and provide policy advice on the current situation regarding play in foundation stage (FS) classes.\n\nThe policy advice was received recently and is currently being considered by departmental officials. This advice will help to determine the most appropriate support required for FS teachers and classroom assistants whilst enabling a greater focus on play-based pedagogy. It will also inform the work being taken forward associated with the refresh of the Northern Ireland Curriculum design principles.","answerHtml":"My Department commissioned the Education and Training Inspectorate to conduct a review and provide policy advice on the current situation regarding play in foundation stage (FS) classes.
The policy advice was received recently and is currently being considered by departmental officials. This advice will help to determine the most appropriate support required for FS teachers and classroom assistants whilst enabling a greater focus on play-based pedagogy. It will also inform the work being taken forward associated with the refresh of the Northern Ireland Curriculum design principles.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208582%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393340","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393340"}},{"id":"393339","reference":"AQW 8581/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-11","answerBy":"2024-03-27","answered":"2024-03-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on refresher training for teachers in the design principles behind the curriculum, as recommended in A Fair Start.","answerText":"The Department commissioned the Education and Training Inspectorate (ETI) to conduct a review and provide policy advice on the current state of play in Foundation Stage (FS) classes to determine the most appropriate support required for FS teachers and classroom assistants (CAs).\n\nThe report has been received and is currently being considered by departmental officials.","answerHtml":"The Department commissioned the Education and Training Inspectorate (ETI) to conduct a review and provide policy advice on the current state of play in Foundation Stage (FS) classes to determine the most appropriate support required for FS teachers and classroom assistants (CAs).
The report has been received and is currently being considered by departmental officials.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208581%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393339","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393339"}},{"id":"392803","reference":"AQW 8391/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-07","answerBy":"2024-03-25","answered":"2024-03-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what measures his Department is taking to ensure that pupils, parents and governors have sufficient opportunities to contribute to the preventative curriculum.","answerText":"My Department requires all grant-aided schools to have a Relationships and Sexuality Education (RSE) policy and taught programme that has been developed based on the ethos of their school and in consultation with staff, governors, parents and pupils. This policy should be kept under review through consultation with parents and pupils whose views should be sought and reflected in it. The RSE policy and content to be taught should also be made available to parents and pupils.\n\nSchools are required to deliver the statutory minimum content of the Northern Ireland Curriculum; however, they have flexibility in how they develop and deliver the curriculum including their taught RSE programme. It is important that a school satisfies itself, through its self-evaluation and review process, that its RSE programme meets effectively the needs its pupils through consultation with them. This includes the teaching of sensitive topics, such as consent, as well as building healthy and respectful relationships.\n\nIn April 2023, the Education and Training Inspectorate (ETI) published an evaluation of the Preventative Curriculum in Schools and Education Other Than at School (EOTAS) Centres. The report found that there has not been sufficient and consistent consideration across the education system to tackle in a meaningful and timely way more sensitive and, for some, controversial issues. My Department has therefore established a task and finish group that is considering currently how best to respond to the ETI findings. Further guidance on RSE in schools will be considered by my Department in due course.\n\nFurther to this, RSE is included in the statutory safeguarding guidance that applies in all schools.","answerHtml":"My Department requires all grant-aided schools to have a Relationships and Sexuality Education (RSE) policy and taught programme that has been developed based on the ethos of their school and in consultation with staff, governors, parents and pupils. This policy should be kept under review through consultation with parents and pupils whose views should be sought and reflected in it. The RSE policy and content to be taught should also be made available to parents and pupils.
Schools are required to deliver the statutory minimum content of the Northern Ireland Curriculum; however, they have flexibility in how they develop and deliver the curriculum including their taught RSE programme. It is important that a school satisfies itself, through its self-evaluation and review process, that its RSE programme meets effectively the needs its pupils through consultation with them. This includes the teaching of sensitive topics, such as consent, as well as building healthy and respectful relationships.
In April 2023, the Education and Training Inspectorate (ETI) published an evaluation of the Preventative Curriculum in Schools and Education Other Than at School (EOTAS) Centres. The report found that there has not been sufficient and consistent consideration across the education system to tackle in a meaningful and timely way more sensitive and, for some, controversial issues. My Department has therefore established a task and finish group that is considering currently how best to respond to the ETI findings. Further guidance on RSE in schools will be considered by my Department in due course.
Further to this, RSE is included in the statutory safeguarding guidance that applies in all schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208391%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392803","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392803"}},{"id":"392802","reference":"AQW 8390/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-07","answerBy":"2024-03-25","answered":"2024-03-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what measures his Department is taking to ensure that all educational settings include consent as a key aspect of the preventative curriculum.","answerText":"My Department requires all grant-aided schools to have a Relationships and Sexuality Education (RSE) policy and taught programme that has been developed based on the ethos of their school and in consultation with staff, governors, parents and pupils. This policy should be kept under review through consultation with parents and pupils whose views should be sought and reflected in it. The RSE policy and content to be taught should also be made available to parents and pupils.\n\nSchools are required to deliver the statutory minimum content of the Northern Ireland Curriculum; however, they have flexibility in how they develop and deliver the curriculum including their taught RSE programme. It is important that a school satisfies itself, through its self-evaluation and review process, that its RSE programme meets effectively the needs its pupils through consultation with them. This includes the teaching of sensitive topics, such as consent, as well as building healthy and respectful relationships.\n\nIn April 2023, the Education and Training Inspectorate (ETI) published an evaluation of the Preventative Curriculum in Schools and Education Other Than at School (EOTAS) Centres. The report found that there has not been sufficient and consistent consideration across the education system to tackle in a meaningful and timely way more sensitive and, for some, controversial issues. My Department has therefore established a task and finish group that is considering currently how best to respond to the ETI findings. Further guidance on RSE in schools will be considered by my Department in due course.\n\nFurther to this, RSE is included in the statutory safeguarding guidance that applies in all schools.","answerHtml":"My Department requires all grant-aided schools to have a Relationships and Sexuality Education (RSE) policy and taught programme that has been developed based on the ethos of their school and in consultation with staff, governors, parents and pupils. This policy should be kept under review through consultation with parents and pupils whose views should be sought and reflected in it. The RSE policy and content to be taught should also be made available to parents and pupils.
Schools are required to deliver the statutory minimum content of the Northern Ireland Curriculum; however, they have flexibility in how they develop and deliver the curriculum including their taught RSE programme. It is important that a school satisfies itself, through its self-evaluation and review process, that its RSE programme meets effectively the needs its pupils through consultation with them. This includes the teaching of sensitive topics, such as consent, as well as building healthy and respectful relationships.
In April 2023, the Education and Training Inspectorate (ETI) published an evaluation of the Preventative Curriculum in Schools and Education Other Than at School (EOTAS) Centres. The report found that there has not been sufficient and consistent consideration across the education system to tackle in a meaningful and timely way more sensitive and, for some, controversial issues. My Department has therefore established a task and finish group that is considering currently how best to respond to the ETI findings. Further guidance on RSE in schools will be considered by my Department in due course.
Further to this, RSE is included in the statutory safeguarding guidance that applies in all schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208390%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392802","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392802"}},{"id":"392801","reference":"AQW 8389/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-07","answerBy":"2024-03-25","answered":"2024-03-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education why health professionals are currently not included in the establishment of local integrated teams as part of the End to End Review of Special Educational Needs and Disability.","answerText":"The first phase of the Education Authority’s (EA) Special Educational Needs and/or Disability (SEND) Transformation Programme seeks to introduce a new delivery model for its Pupil Support Services (PSS) by September 2024, moving from a range of separate services to Local Integrated Teams (LITs) and removing the gatekeeping role of educational psychologists, with the aim of improving access to support services for children with SEN.\n\nThe potential for integrating Allied Health Professional (AHP) support will be considered at a later phase of the EA’s SEN Transformation Programme, in collaboration with the Department of Health (DoH) and its delivery bodies.\n\nThe wider End to End (E2E) Review of SEN is looking more broadly at improving collaboration between Health and Education to support children with SEN.","answerHtml":"The first phase of the Education Authority’s (EA) Special Educational Needs and/or Disability (SEND) Transformation Programme seeks to introduce a new delivery model for its Pupil Support Services (PSS) by September 2024, moving from a range of separate services to Local Integrated Teams (LITs) and removing the gatekeeping role of educational psychologists, with the aim of improving access to support services for children with SEN.
The potential for integrating Allied Health Professional (AHP) support will be considered at a later phase of the EA’s SEN Transformation Programme, in collaboration with the Department of Health (DoH) and its delivery bodies.
The wider End to End (E2E) Review of SEN is looking more broadly at improving collaboration between Health and Education to support children with SEN.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208389%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392801","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392801"}},{"id":"392800","reference":"AQW 8388/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-07","answerBy":"2024-03-25","answered":"2024-03-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Education Training Inspectorate’s review of their scheme of inspection.","answerText":"The Education and Training Inspectorate (ETI) has engaged in an extensive process of consultation and co-design work with schools, organisations and a wide range of stakeholders, to inform the development of a new inspection process. An analysis of the responses to the consultation on the development of inspection was published by ETI in August 2023, please see link : https://www.etini.gov.uk/news/eti-publishes-findings-consultation-development-inspection\n\nThe analysis of feedback has informed the revised inspection process, including the function and purpose of inspection and the associated development of the new inspection framework, which is now at an advanced stage of readiness. To deliver on ETI’s vision of being ‘the voice for equity and excellence for all learners’, there is a renewed focus on the centrality of the learner in the inspection process, using five questions for consideration as the core of all inspections. The core questions include a renewed emphasis on the ethos and culture of the school/organisation, its context, vision and values, and how it creates a community of learning. School/organisation self-evaluation and development priorities are central to the new inspection process.\n\nA number of pilot inspections commenced in the autumn term of 2023 across the early years, work-based learning and youth phases. Due to ongoing industrial action, no pilot inspections have been undertaken in primary or post-primary schools. Examples of the reports from the organisations involved in the pilot inspections can be found on the ETI website: https://www.etini.gov.uk/publications/type/inspectionreports\n\nETI is continuing to engage with schools on the new model of inspection and undertaking a series of ‘Empowering Improvement’ events with a range of school leaders. The development of inspection has been broadly welcomed by stakeholders. ETI will continue to review the feedback from the schools/organisations participating in the pilot inspections, in addition to its ongoing engagement with the wider education system to communicate the changes to the inspection process.","answerHtml":"The Education and Training Inspectorate (ETI) has engaged in an extensive process of consultation and co-design work with schools, organisations and a wide range of stakeholders, to inform the development of a new inspection process. An analysis of the responses to the consultation on the development of inspection was published by ETI in August 2023, please see link : https://www.etini.gov.uk/news/eti-publishes-findings-consultation-development-inspection
The analysis of feedback has informed the revised inspection process, including the function and purpose of inspection and the associated development of the new inspection framework, which is now at an advanced stage of readiness. To deliver on ETI’s vision of being ‘the voice for equity and excellence for all learners’, there is a renewed focus on the centrality of the learner in the inspection process, using five questions for consideration as the core of all inspections. The core questions include a renewed emphasis on the ethos and culture of the school/organisation, its context, vision and values, and how it creates a community of learning. School/organisation self-evaluation and development priorities are central to the new inspection process.
A number of pilot inspections commenced in the autumn term of 2023 across the early years, work-based learning and youth phases. Due to ongoing industrial action, no pilot inspections have been undertaken in primary or post-primary schools. Examples of the reports from the organisations involved in the pilot inspections can be found on the ETI website: https://www.etini.gov.uk/publications/type/inspectionreports
ETI is continuing to engage with schools on the new model of inspection and undertaking a series of ‘Empowering Improvement’ events with a range of school leaders. The development of inspection has been broadly welcomed by stakeholders. ETI will continue to review the feedback from the schools/organisations participating in the pilot inspections, in addition to its ongoing engagement with the wider education system to communicate the changes to the inspection process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208388%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392800","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392800"}},{"id":"392799","reference":"AQW 8387/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-07","answerBy":"2024-03-25","answered":"2024-03-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will ensure that contracts for counselling services in post-primary schools are renewed before they expire later this year.","answerText":"The current contract ends on 31 August 2024 and the Education Authority has plans in place to advertise a tender opportunity for the new contract in the coming weeks. It is intended that the new contract will be in place on 1 September 2024 to ensure continuity of service.","answerHtml":"The current contract ends on 31 August 2024 and the Education Authority has plans in place to advertise a tender opportunity for the new contract in the coming weeks. It is intended that the new contract will be in place on 1 September 2024 to ensure continuity of service.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208387%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392799","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392799"}},{"id":"392908","reference":"AQO 204/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-03-07","answerBy":"2024-03-19","answered":"2024-03-19","answeredOrally":true,"priority":false,"department":"Northern Ireland Assembly Commission","departmentId":"2","minister":"Assembly Commission","question":"To ask the Assembly Commission to provide an update on maternity provision for MLAs.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mr Clarke","text":"I thank the Members for their questions. The Assembly Commission has had a number of discussions on the matter. It is important to make Members aware that the Assembly Commission's remit relates solely to the provision of allowances to enable Members to exercise their functions as Members. The Assembly Commission has the ability to provide additional support to a Member who is absent due to parental leave to carry out the constituency work that a Member would otherwise have undertaken. Additional support could be made available to assist with constituency work through an increase to the staffing costs that are made available to a Member under the provisions of the Assembly Members (Salaries and Expenses) Determination (Northern Ireland) 2016. Any such change to facilitate paid support for Members on parental leave could be made by the Assembly Commission through the publication of a revised determination. The former Assembly Commission considered the matter in detail at its meeting on 9 February 2022 and agreed a set of principles for additional financial support. However, it was also agreed that a revised determination to provide the additional financial support should only be published once progress is made at the start of this Assembly mandate on a Bill to reform the functions of the independent financial review panel. The Assembly Commission therefore intends to return to the matter once progress on the Bill has been made. The Bill is on the agenda for this afternoon's Commission meeting. The Assembly Commission is also aware that there are likely to be issues related to a Member's work here in Parliament Buildings arising from periods of maternity or paternity leave, adoption leave or shared parental leave. There is very limited provision for Members' absences in Standing Orders as regards, for example, participating in debates or voting. Procedural matters would, in the first instance, be for the Committee on Procedures. Such issues are not within the responsibility of the Assembly Commission. For instance, any proposal to allow a replacement Member to be put in place to cover for a period of parental leave would require a change to the 1998 Act, which is outside the remit of the Assembly Commission. The Assembly Commission has no role in determining the salaries or pensions payable to Members. However, it should be noted that the salary of a Member is not reduced as a result of them deciding to take parental leave."},{"speaker":"Ms Hunter","text":"I thank the member of the Commission for his answer. Does he agree that the lack of maternity leave for Members can put young women off getting into politics? Will the Commission consider looking at other strategies such as those used in Westminster and provide additional moneys for women who need maternity leave?"},{"speaker":"Mr Clarke","text":"As you will have gathered from my previous response, Commission members previously considered all those points, and they see merit in what has been put forward today. All those things will be considered going forward."},{"speaker":"Mrs Erskine","text":"I thank the Commission member for the answer. Last week, we had International Women's Day, and we debated women in politics and increasing the number of them. Has the Commission ever reached out to women MLAs who have had children — quite a few are having children — to see what facilities they may need and what may be needed in the future?"},{"speaker":"Mr Clarke","text":"I thank the Member for the question. I am not aware of any specific time that the Commission has written to Members who have had children, but I am sure that Commission members are listening today, taking that on board and will follow up on it."},{"speaker":"Mr Mathison","text":"I thank the Commission member for the answer. In the interests of trying to create as family-friendly a working environment as possible in the Assembly, would the Commission consider undertaking a review of the adequacy of baby-changing facilities in the Building?"},{"speaker":"Mr Clarke","text":"I am happy to take the Member's view on board and ask the Assembly Commission to consider it for a response."},{"speaker":"Madam Principal Deputy Speaker","text":"Question 8 has already been answered, so we will move on to question 9."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20204%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392908","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-03-19&docID=393940#AQO%20204/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392908"}},{"id":"392513","reference":"AQW 8274/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-06","answerBy":"2024-03-22","answered":"2024-03-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on his Department’s plans to design, develop and implement new arrangements for Key Stage 1-3 assessment.","answerText":"The Department remains committed to commencing a review and making policy recommendations regarding the purpose, nature and design of Key Stage Assessment in Northern Ireland.\n\nOnce the necessary resources have been secured, the review will consider international practice and the views of key stakeholders and practitioners to undertake a strategic assessment of the current arrangements and produce proposals and recommendations to support the development of ‘fit for purpose’ arrangements for Key Stage Assessment.","answerHtml":"The Department remains committed to commencing a review and making policy recommendations regarding the purpose, nature and design of Key Stage Assessment in Northern Ireland.
Once the necessary resources have been secured, the review will consider international practice and the views of key stakeholders and practitioners to undertake a strategic assessment of the current arrangements and produce proposals and recommendations to support the development of ‘fit for purpose’ arrangements for Key Stage Assessment.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208274%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392513","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392513"}},{"id":"392512","reference":"AQW 8273/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-06","answerBy":"2024-03-22","answered":"2024-03-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the June 2023 UN Convention on the Rights of the Child Committee recommendation that the NI Executive explicitly prohibit the use of restraint and seclusion in educational settings and adopt a child rights-based approach to addressing violence or other disturbances in schools.","answerText":"I have noted the concluding observations of the UN Convention on the Rights of the Child Committee on the combined sixth and seventh reports of the United Kingdom of Great Britain and Northern Ireland in relation to the issues of restraint and seclusion in educational settings. The UNCRC committee recommended the development of statutory guidance “on the use of restraint on children to ensure that it is used only as a measure of last resort and exclusively to prevent harm to the child or others and monitor its implementation.”\n\nMy officials previously took forward a review of the use of restraint and seclusion in educational settings. Following publication of the report of this review in 2022, officials worked with a wide range of stakeholders to co-design draft “Statutory Guidance on the Reduction and Management of Restrictive Practices in Educational Settings in Northern Ireland”.\n\nThe draft statutory guidance was developed using a child-rights based approach, and is underpinned by Article 3 (1) of the United Nations Convention on the Rights of the Child and Article 7 (2) of the United Nations Convention on the Rights of Persons with Disabilities which state that in all actions concerning children, the best interests of the child shall be a primary consideration.\n\nThe draft statutory guidance recognises there may be occasions when pupils display behaviour that due to its intensity and impact on themselves and/or others may require emergency intervention in the form of the use of restrictive practices (including restraint and seclusion) for their care and wellbeing and that of those whom they interact with. However, the draft statutory guidance also makes clear that restrictive practices should never be used as a punitive measure and should only ever be used to prevent children, young people and others from harm.\n\nThe draft statutory guidance was consulted on at the end of last year, and the views of those who responded to the public consultation are the subject of a consultation report which I will consider in the coming weeks.\n\nFollowing this, I will determine the next steps to be taken in relation to the draft statutory guidance.","answerHtml":"I have noted the concluding observations of the UN Convention on the Rights of the Child Committee on the combined sixth and seventh reports of the United Kingdom of Great Britain and Northern Ireland in relation to the issues of restraint and seclusion in educational settings. The UNCRC committee recommended the development of statutory guidance “on the use of restraint on children to ensure that it is used only as a measure of last resort and exclusively to prevent harm to the child or others and monitor its implementation.”
My officials previously took forward a review of the use of restraint and seclusion in educational settings. Following publication of the report of this review in 2022, officials worked with a wide range of stakeholders to co-design draft “Statutory Guidance on the Reduction and Management of Restrictive Practices in Educational Settings in Northern Ireland”.
The draft statutory guidance was developed using a child-rights based approach, and is underpinned by Article 3 (1) of the United Nations Convention on the Rights of the Child and Article 7 (2) of the United Nations Convention on the Rights of Persons with Disabilities which state that in all actions concerning children, the best interests of the child shall be a primary consideration.
The draft statutory guidance recognises there may be occasions when pupils display behaviour that due to its intensity and impact on themselves and/or others may require emergency intervention in the form of the use of restrictive practices (including restraint and seclusion) for their care and wellbeing and that of those whom they interact with. However, the draft statutory guidance also makes clear that restrictive practices should never be used as a punitive measure and should only ever be used to prevent children, young people and others from harm.
The draft statutory guidance was consulted on at the end of last year, and the views of those who responded to the public consultation are the subject of a consultation report which I will consider in the coming weeks.
Following this, I will determine the next steps to be taken in relation to the draft statutory guidance.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208273%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392512","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392512"}},{"id":"392511","reference":"AQW 8272/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-06","answerBy":"2024-03-22","answered":"2024-03-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) for an update on the Education Authority Special Educational Needs Early Years Framework; and (ii) to detail the amount of hours per day special pre-schools will facilitate.","answerText":"The Education Authority’s (EA) Proposed Framework of Future Provision for Children in the Early Years with Special Educational Needs (SEN) was published for consultation in 2018. It was not finalised and has subsequently been subsumed into the End to End (E2E) Review of SEN.\n\nSpecialist education provision for pre-school children is provided in both special schools and in early years and foundation stage specialist provisions in mainstream schools (SPEYFs). The hours per day in both types of provision ranges from 2.5 hours (part-time) to 4.5 hours (full-time).","answerHtml":"The Education Authority’s (EA) Proposed Framework of Future Provision for Children in the Early Years with Special Educational Needs (SEN) was published for consultation in 2018. It was not finalised and has subsequently been subsumed into the End to End (E2E) Review of SEN.
Specialist education provision for pre-school children is provided in both special schools and in early years and foundation stage specialist provisions in mainstream schools (SPEYFs). The hours per day in both types of provision ranges from 2.5 hours (part-time) to 4.5 hours (full-time).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208272%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392511","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392511"}},{"id":"392510","reference":"AQW 8271/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-06","answerBy":"2024-03-22","answered":"2024-03-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the appropriateness of his Department's recommended post-primary admissions criteria.","answerText":"My Department’s guidance on the post-primary admissions process, which includes recommendations in respect of admissions criteria, issued most recently in October 2023. The guidance sets out criteria it is recommended post-primary schools should and should not use in their admissions criteria. While it is the sole responsibility of Boards of Governors to draw up and apply admissions criteria, they do have a legal duty to ‘have regard to’ the guidance when setting criteria.\n\nThe recommended criteria are intended to assist schools in drawing up criteria that are robust, are capable of selecting children down to the last available place and help schools consider the children they wish to prioritise for admission.\n\nThe guidance also aims to ensure schools do not inadvertently discriminate against certain groups of children, for example rural dwellers or children who have elder siblings who do not attend a mainstream school. It provides detailed explanatory notes on each of the recommended criteria, recommends how tie-breaker criteria can be structured and provides a worked example of how criteria are applied.\n\nThe guidance is reviewed annually and updated as required to ensure it remains appropriate and reflects wider developments such as legislative change or case law.","answerHtml":"My Department’s guidance on the post-primary admissions process, which includes recommendations in respect of admissions criteria, issued most recently in October 2023. The guidance sets out criteria it is recommended post-primary schools should and should not use in their admissions criteria. While it is the sole responsibility of Boards of Governors to draw up and apply admissions criteria, they do have a legal duty to ‘have regard to’ the guidance when setting criteria.
The recommended criteria are intended to assist schools in drawing up criteria that are robust, are capable of selecting children down to the last available place and help schools consider the children they wish to prioritise for admission.
The guidance also aims to ensure schools do not inadvertently discriminate against certain groups of children, for example rural dwellers or children who have elder siblings who do not attend a mainstream school. It provides detailed explanatory notes on each of the recommended criteria, recommends how tie-breaker criteria can be structured and provides a worked example of how criteria are applied.
The guidance is reviewed annually and updated as required to ensure it remains appropriate and reflects wider developments such as legislative change or case law.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208271%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392510","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392510"}},{"id":"392509","reference":"AQW 8270/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-06","answerBy":"2024-03-22","answered":"2024-03-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the Education Training Inspectorate report on Specialist Provision in Mainstream Schools has been completed.","answerText":"The Education and Training Inspectorate has undertaken an evaluation of Specialist Provision in Mainstream Schools; the report will be published by the end of June 2024.","answerHtml":"The Education and Training Inspectorate has undertaken an evaluation of Specialist Provision in Mainstream Schools; the report will be published by the end of June 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208270%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392509","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392509"}},{"id":"392257","reference":"AQW 8161/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-05","answerBy":"2024-03-21","answered":"2024-03-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how they will provide inclusive policies and practices for children and young people with disabilities in mainstream educational settings, as recommended in the Children’s Law Centre Report to the UN Committee on the Rights of the Child.","answerText":"My department’s vision is that EVERY CHILD is happy, learning and succeeding and this is no different for those children and young people with Special Educational Needs (SEN).\n\nIn taking forward the End-to-End (E2E) Review of SEN, officials are considering the system from the legislative and policy intent, through to the statutory assessment process and beyond to workforce development and pupil support. This is to inform early actions for reform that can deliver a more effective, efficient and sustainable model of SEN support services that will improve outcomes for children and young people.\n\nAs advised in response to AQW 6270/22-27, the development of a roadmap for inclusion is now underway and a programme of engagement, with key educational stakeholders including political representatives, will take place over the coming months.\n\nWith this at the forefront of my ambition for children and young people with SEN and their families, I am committed to securing support from my Executive colleagues for any additional investment that is required to ensure that children with SEN get the right support, delivered by the right people, at the right time and in the right place.\n\nI welcome the advocacy on behalf of children and young people with SEN provided by the Children’s Law Centre (CLC) on these issues. As key stakeholders, I am pleased that CLC representatives are actively engaged with my department’s E2E Review of SEN to inform and shape early opportunities for action that will support reform of the system.","answerHtml":"My department’s vision is that EVERY CHILD is happy, learning and succeeding and this is no different for those children and young people with Special Educational Needs (SEN).
In taking forward the End-to-End (E2E) Review of SEN, officials are considering the system from the legislative and policy intent, through to the statutory assessment process and beyond to workforce development and pupil support. This is to inform early actions for reform that can deliver a more effective, efficient and sustainable model of SEN support services that will improve outcomes for children and young people.
As advised in response to AQW 6270/22-27, the development of a roadmap for inclusion is now underway and a programme of engagement, with key educational stakeholders including political representatives, will take place over the coming months.
With this at the forefront of my ambition for children and young people with SEN and their families, I am committed to securing support from my Executive colleagues for any additional investment that is required to ensure that children with SEN get the right support, delivered by the right people, at the right time and in the right place.
I welcome the advocacy on behalf of children and young people with SEN provided by the Children’s Law Centre (CLC) on these issues. As key stakeholders, I am pleased that CLC representatives are actively engaged with my department’s E2E Review of SEN to inform and shape early opportunities for action that will support reform of the system.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208161%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392257","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392257"}},{"id":"392256","reference":"AQW 8160/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-05","answerBy":"2024-03-21","answered":"2024-03-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how he will ensure additional support will be provided in schools for those for whom English is a second language, as recommended in the Children’s Law Centre Report to the UN Committee on the Rights of the Child.","answerText":"Children in schools who have English as an Additional Language (EAL) are supported via the Department’s Supporting Newcomer Pupils policy. Through this, schools are provided with c£1,200 of additional funding per newcomer pupil under the Common Funding Formula. In 2023/24, a total of c£22m was provided to around 770 schools.\n\nIn addition to this, pupils from the Asylum Seeker and Refugee (ASR) community are supported via The Executive Office’s (TEO) ASR Dispersal Fund. In 2023/24, £795k was provided to schools from this fund with a further £40k available from the UK Department for Levelling Up, Housing and Communities.\n\nSchools provide both English as a core curriculum subject as well as EAL support for newcomer pupils until their level of English reaches the level of their peers. All schools signpost newcomer families to sources of additional English language learning in the community, including formal and informal English for speakers of other languages (ESOL) classes. The Education Authority provides support for staff working with newcomer children through the co-delivering of an intercultural education course in partnership with Queens University Belfast. Over 350 school-based staff have completed this course since 2017 and the course will run again in September 2024.\n\nThe Department is currently reviewing its Supporting Newcomer Pupils policy with a view to presenting proposals for my consideration.","answerHtml":"Children in schools who have English as an Additional Language (EAL) are supported via the Department’s Supporting Newcomer Pupils policy. Through this, schools are provided with c£1,200 of additional funding per newcomer pupil under the Common Funding Formula. In 2023/24, a total of c£22m was provided to around 770 schools.
In addition to this, pupils from the Asylum Seeker and Refugee (ASR) community are supported via The Executive Office’s (TEO) ASR Dispersal Fund. In 2023/24, £795k was provided to schools from this fund with a further £40k available from the UK Department for Levelling Up, Housing and Communities.
Schools provide both English as a core curriculum subject as well as EAL support for newcomer pupils until their level of English reaches the level of their peers. All schools signpost newcomer families to sources of additional English language learning in the community, including formal and informal English for speakers of other languages (ESOL) classes. The Education Authority provides support for staff working with newcomer children through the co-delivering of an intercultural education course in partnership with Queens University Belfast. Over 350 school-based staff have completed this course since 2017 and the course will run again in September 2024.
The Department is currently reviewing its Supporting Newcomer Pupils policy with a view to presenting proposals for my consideration.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208160%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392256","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392256"}},{"id":"392255","reference":"AQW 8159/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-05","answerBy":"2024-03-21","answered":"2024-03-21","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what consideration his Department has given to the creation of a grant that can be provided to families with children requiring overnight hospital care to assist with costs.","answerText":"The Help with Health Costs (HwHC) scheme provides individuals, primarily on low incomes, with financial help towards the cost of dental treatment, eyesight tests, glasses or contact lens, and travel costs for HSC treatment on referral by a doctor or dentist. The eligibility criteria are set out in legislation and certain benefit recipients automatically passport on to the scheme.\n\nPreparatory work has recently commenced in advance of updating the Travelling Expenses and Remission of Charges Regulations (Northern Ireland) 2004. The focus of the update is to reinstate automatic passporting for those eligible to receive free sight tests and free Health Service dental treatment through the Help with Health Care (HwHC) scheme following the migration of their benefits to Universal Credit by the Department for Communities (DfC).\n\nThe commencement of a wider review of the provisions within these Regulations and associated HwHC scheme will be considered once this urgent work is completed and in line with available resources.","answerHtml":"The Help with Health Costs (HwHC) scheme provides individuals, primarily on low incomes, with financial help towards the cost of dental treatment, eyesight tests, glasses or contact lens, and travel costs for HSC treatment on referral by a doctor or dentist. The eligibility criteria are set out in legislation and certain benefit recipients automatically passport on to the scheme.
Preparatory work has recently commenced in advance of updating the Travelling Expenses and Remission of Charges Regulations (Northern Ireland) 2004. The focus of the update is to reinstate automatic passporting for those eligible to receive free sight tests and free Health Service dental treatment through the Help with Health Care (HwHC) scheme following the migration of their benefits to Universal Credit by the Department for Communities (DfC).
The commencement of a wider review of the provisions within these Regulations and associated HwHC scheme will be considered once this urgent work is completed and in line with available resources.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208159%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392255","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392255"}},{"id":"392254","reference":"AQW 8158/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-05","answerBy":"2024-03-21","answered":"2024-03-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) all requests for temporary variation in enrolment by post-primary schools, in the last 5 years; and (ii) the number of additional places granted, by school, for the 2023-24 academic year.","answerText":"The information you have requested is extensive and therefore my officials have deposited a paper in the Assembly library on 21 March 2024 titled ‘Post-primary Places Requested from 2019/20 to 2023/24 and Approved in 2023/24’.","answerHtml":"The information you have requested is extensive and therefore my officials have deposited a paper in the Assembly library on 21 March 2024 titled ‘Post-primary Places Requested from 2019/20 to 2023/24 and Approved in 2023/24’.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208158%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392254","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392254"}},{"id":"392253","reference":"AQW 8157/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-05","answerBy":"2024-03-21","answered":"2024-03-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the implementation of the new Special Educational Needs Framework.","answerText":"Work continues on finalising the new Special Educational Needs (SEN) Framework which includes new SEN Regulations and supporting statutory Code of Practice. The Regulations are in the final stages of drafting and once all the necessary approvals are in place, they will be presented to the Education Committee. They will then commence their legislative journey through the Northern Ireland Assembly.","answerHtml":"Work continues on finalising the new Special Educational Needs (SEN) Framework which includes new SEN Regulations and supporting statutory Code of Practice. The Regulations are in the final stages of drafting and once all the necessary approvals are in place, they will be presented to the Education Committee. They will then commence their legislative journey through the Northern Ireland Assembly.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208157%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=392253","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=392253"}},{"id":"391987","reference":"AQW 8028/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-04","answerBy":"2024-03-20","answered":"2024-03-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will change the eligibility criteria for (i) Free School Meals; and (ii) the Uniform Grant to reflect child poverty measures.","answerText":"My Department is continuing to progress a review of the eligibility criteria for free school meals and uniform grants. The options being considered as part of this review include those that raise the income thresholds that applies to some of the benefits-based eligibility criteria. Any such a rise would enable more families on lower incomes to access free school meals and uniform grants.\n\nAhead of any decisions being taken on changes to the eligibility criteria, a full public consultation on the options and associated impact assessments will need to be undertaken and I would plan to do this as soon as possible.\n\nHowever, a key issue in this review that we cannot simply ignore is affordability. The Department of Education is facing significant funding pressures and struggling to support existing key services. There are potentially significant budgetary implications of increasing the number of children eligible for free school meals and I will need to take these implications into account before taking any final decision.","answerHtml":"My Department is continuing to progress a review of the eligibility criteria for free school meals and uniform grants. The options being considered as part of this review include those that raise the income thresholds that applies to some of the benefits-based eligibility criteria. Any such a rise would enable more families on lower incomes to access free school meals and uniform grants.
Ahead of any decisions being taken on changes to the eligibility criteria, a full public consultation on the options and associated impact assessments will need to be undertaken and I would plan to do this as soon as possible.
However, a key issue in this review that we cannot simply ignore is affordability. The Department of Education is facing significant funding pressures and struggling to support existing key services. There are potentially significant budgetary implications of increasing the number of children eligible for free school meals and I will need to take these implications into account before taking any final decision.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208028%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391987","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391987"}},{"id":"391986","reference":"AQW 8027/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-04","answerBy":"2024-03-20","answered":"2024-03-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when the advertising campaign specifically aimed at promoting education for those most at risk of underachievement will be able to resume.","answerText":"The resumption of the advertising campaign “Try and Stop Me”, aimed at promoting education for those most at risk of underachievement is budget dependent and as such must be considered in the context of other departmental priorities.","answerHtml":"The resumption of the advertising campaign “Try and Stop Me”, aimed at promoting education for those most at risk of underachievement is budget dependent and as such must be considered in the context of other departmental priorities.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208027%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391986","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391986"}},{"id":"391985","reference":"AQW 8026/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-04","answerBy":"2024-03-20","answered":"2024-03-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on his Department’s work on commissioning an independent research project regarding alternative deprivation measures to Free School Meal Entitlement, as per the recommendation contained within A Fair Start report.","answerText":"University of Ulster (UU) took forward the research project and the key findings were presented to the Fair Start Programme Board on 27th February 2024. The research will be published on the DE website on 21 March 2024.","answerHtml":"University of Ulster (UU) took forward the research project and the key findings were presented to the Fair Start Programme Board on 27th February 2024. The research will be published on the DE website on 21 March 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208026%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391985","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391985"}},{"id":"391984","reference":"AQW 8025/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-04","answerBy":"2024-03-20","answered":"2024-03-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) how much of his Department’s budget is spent on Shared Education; and (ii) how much of the budget spent on Shared Education is funded through external sources.","answerText":"Funding allocated to Shared Education programmes in the 2023/24 financial year, including the source of the funding, is set out below.\n\nMainstreaming Shared Education - the Department of Education has provided £2m of resource funding from its core budget to support pupil engagement as part of the delivery of the Mainstreaming Shared Education Strategy.\n\nPeace IV - a total budget of £7.262m was allocated to fund two Shared Education projects (now concluded). This comprised European Regional Development Fund (ERDF) funding of £6.173m (85%) alongside match funding of £1.089m (15%) from the Department of Education (Northern Ireland), funded through the Northern Ireland Executive.\n\nPeace Plus - a total budget of £196k was allocated for two education related programmes including Shared Learning Together and Youth Mental Health and Wellbeing. This comprised ERDF funding of £157k (80%) and match funding of £39k (20%) funded through the Northern Ireland Executive. As relevant projects are not yet operational, no spend has been incurred in 2023/24.\n\nStrule Shared Education Campus - £1.8m of capital funding, funded from Fresh Start Agreement capital funding provided by HM Treasury, and £75k of resource funding, funded from DE core budget, has been allocated to the Strule Shared Education Campus.\n\nShared Education Campus (SEC) Programme – As of 31 January 2024, the Department has spent £3.61m of capital funding on the SEC programme, funded from Fresh Start Agreement capital funding provided by HM Treasury. The Department has also allocated £435k of resource funding to the SEC programme, provided by The Executive Office to ensure that SEC projects are fully funded and supported from the onset of planning.","answerHtml":"Funding allocated to Shared Education programmes in the 2023/24 financial year, including the source of the funding, is set out below.
Mainstreaming Shared Education - the Department of Education has provided £2m of resource funding from its core budget to support pupil engagement as part of the delivery of the Mainstreaming Shared Education Strategy.
Peace IV - a total budget of £7.262m was allocated to fund two Shared Education projects (now concluded). This comprised European Regional Development Fund (ERDF) funding of £6.173m (85%) alongside match funding of £1.089m (15%) from the Department of Education (Northern Ireland), funded through the Northern Ireland Executive.
Peace Plus - a total budget of £196k was allocated for two education related programmes including Shared Learning Together and Youth Mental Health and Wellbeing. This comprised ERDF funding of £157k (80%) and match funding of £39k (20%) funded through the Northern Ireland Executive. As relevant projects are not yet operational, no spend has been incurred in 2023/24.
Strule Shared Education Campus - £1.8m of capital funding, funded from Fresh Start Agreement capital funding provided by HM Treasury, and £75k of resource funding, funded from DE core budget, has been allocated to the Strule Shared Education Campus.
Shared Education Campus (SEC) Programme – As of 31 January 2024, the Department has spent £3.61m of capital funding on the SEC programme, funded from Fresh Start Agreement capital funding provided by HM Treasury. The Department has also allocated £435k of resource funding to the SEC programme, provided by The Executive Office to ensure that SEC projects are fully funded and supported from the onset of planning.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208025%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391984","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391984"}},{"id":"391983","reference":"AQW 8024/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-04","answerBy":"2024-03-20","answered":"2024-03-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to undertake a review of Schemes of Management.","answerText":"I can confirm a review of Schemes of Management is ongoing.","answerHtml":"I can confirm a review of Schemes of Management is ongoing.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%208024%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391983","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391983"}},{"id":"391670","reference":"AQW 7930/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-01","answerBy":"2024-03-06","answered":"2024-03-05","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what steps he is taking to ensure that the £150 million which has been removed from Fresh Start funding will be brought back into the Department of Education and invested in the ten building projects for shared and integrated schools which have had their funding withdrawn.","answerText":"I have written to the Secretary of State for Northern Ireland to ask the Government to honour its funding commitments to these ten projects.","answerHtml":"I have written to the Secretary of State for Northern Ireland to ask the Government to honour its funding commitments to these ten projects.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207930%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391670","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391670"}},{"id":"391669","reference":"AQW 7929/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-01","answerBy":"2024-03-19","answered":"2024-03-15","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the June 2023 UN Committee on the Rights of the Child recommendation that the NI Executive repeal provisions for compulsory attendance in collective worship and establish statutory guidance to ensure the right of all children to withdraw from religious classes without parental consent.","answerText":"I have no plans to repeal provisions for compulsory attendance in collective worship. Parents continue to have the right to have their child withdrawn from religious education or collective worship. Collective worship is governed by Article 21 of The Education and Libraries (NI) Order 1986. This article states:\n\n“21(1) Subject to the provisions of this Article, religious education shall be given in every grant‐aided school other than a nursery school and the school day in every such school shall also include collective worship whether in one or more than one assembly on the part of the registered pupils at the school”.\n\nSince all pupils including those above compulsory school age are registered at school, the need for parental consent to be excused from religious education or collective worship would still be required as defined by article 21(5):\n\n“If the parent of any pupil requests that the pupil should be wholly or partly excused from attendance at religious education or collective worship or from both, then, until the request is withdrawn, the pupil shall be excused from such attendance in accordance with the request”.","answerHtml":"I have no plans to repeal provisions for compulsory attendance in collective worship. Parents continue to have the right to have their child withdrawn from religious education or collective worship. Collective worship is governed by Article 21 of The Education and Libraries (NI) Order 1986. This article states:
“21(1) Subject to the provisions of this Article, religious education shall be given in every grant‐aided school other than a nursery school and the school day in every such school shall also include collective worship whether in one or more than one assembly on the part of the registered pupils at the school”.
Since all pupils including those above compulsory school age are registered at school, the need for parental consent to be excused from religious education or collective worship would still be required as defined by article 21(5):
“If the parent of any pupil requests that the pupil should be wholly or partly excused from attendance at religious education or collective worship or from both, then, until the request is withdrawn, the pupil shall be excused from such attendance in accordance with the request”.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207929%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391669","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391669"}},{"id":"391668","reference":"AQW 7928/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-01","answerBy":"2024-03-19","answered":"2024-03-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the 2023 Council of Europe Advisory Committee on the Framework Convention for the Protection of National Minorities recommendation that the NI Executive take measures to tackle racist bullying in schools, including through adding ethnic identifiers on recording of racist bullying incidents","answerText":"The Department has taken a number of measures in recent years to address bullying and the factors that contribute to it.\n\nThe Addressing Bullying in Schools Act (Northern Ireland) 2016 (the Act), came into effect in 2021. The Act introduced statutory duties which require schools to record incidents or alleged incidents of bullying type behaviour, their motivation and their outcome. Each school’s Board of Governors has responsibility to oversee the implementation of the Act in their school. While the motivation recorded for incidents can include race, there is not currently any requirement record under legislation to record ethnic identifiers. The legislation does not include the requirement for schools to share the data that they record with the Department.\n\nThe Department established the Addressing Bullying in Schools Implementation Team (ABSIT) in the Education Authority (EA) in 2022. ABSIT provides support for schools, educational settings and young people to help them understand the requirements of the Act and embed cultures that help eradicate bullying. The work of the team also includes providing programmes of direct support for those who experience all types of bullying.\n\nABSIT assist with complex cases and, where appropriate, will engage with the EA’s Intercultural Education Service (IES). IES helps schools and EA services to meet the additional educational needs of asylum-seeking, refugee, Traveller, Roma and other newcomer pupils, many of whom are from ethnic minority communities. IES has also contributed to the to the intercultural content for Initial Teacher Education courses delivered by the Higher Education Institutions in Northern Ireland and co-delivers an intercultural education course in partnership with Queen’s University Belfast.\n\nThe curriculum in both primary and post-primary school contributes to promoting good relations and is closely aligned with my Department’s Community Relations, Equality and Diversity in Education Policy. Schools and teachers can choose to deliver sensitive and important aspects of the curriculum at a time when they are the subject of national debate and when young people can make explicit connections between what they are learning in school and what is happening in the wider world. This includes issues around racism and other forms of discrimination.","answerHtml":"The Department has taken a number of measures in recent years to address bullying and the factors that contribute to it.
The Addressing Bullying in Schools Act (Northern Ireland) 2016 (the Act), came into effect in 2021. The Act introduced statutory duties which require schools to record incidents or alleged incidents of bullying type behaviour, their motivation and their outcome. Each school’s Board of Governors has responsibility to oversee the implementation of the Act in their school. While the motivation recorded for incidents can include race, there is not currently any requirement record under legislation to record ethnic identifiers. The legislation does not include the requirement for schools to share the data that they record with the Department.
The Department established the Addressing Bullying in Schools Implementation Team (ABSIT) in the Education Authority (EA) in 2022. ABSIT provides support for schools, educational settings and young people to help them understand the requirements of the Act and embed cultures that help eradicate bullying. The work of the team also includes providing programmes of direct support for those who experience all types of bullying.
ABSIT assist with complex cases and, where appropriate, will engage with the EA’s Intercultural Education Service (IES). IES helps schools and EA services to meet the additional educational needs of asylum-seeking, refugee, Traveller, Roma and other newcomer pupils, many of whom are from ethnic minority communities. IES has also contributed to the to the intercultural content for Initial Teacher Education courses delivered by the Higher Education Institutions in Northern Ireland and co-delivers an intercultural education course in partnership with Queen’s University Belfast.
The curriculum in both primary and post-primary school contributes to promoting good relations and is closely aligned with my Department’s Community Relations, Equality and Diversity in Education Policy. Schools and teachers can choose to deliver sensitive and important aspects of the curriculum at a time when they are the subject of national debate and when young people can make explicit connections between what they are learning in school and what is happening in the wider world. This includes issues around racism and other forms of discrimination.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207928%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391668","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391668"}},{"id":"391667","reference":"AQW 7927/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-01","answerBy":"2024-03-19","answered":"2024-03-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the June 2023 UN Committee on the Rights of the Child recommendation that the NI Executive end academic selection.","answerText":"I note the committee’s recommendation and believe decisions on this matter should be for people in Northern Ireland.","answerHtml":"I note the committee’s recommendation and believe decisions on this matter should be for people in Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207927%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391667","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391667"}},{"id":"391666","reference":"AQW 7926/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-03-01","answerBy":"2024-03-19","answered":"2024-03-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what work has been undertaken to address the cost of division in education, as identified by the Department of Finance commissioned Ulster Economic Policy Centre independent audit, to be up to £95 million per year.","answerText":"This audit was published in 2016 and used “surplus” places as a proxy for an estimate of the cost of division.\n\nMy Department does not recognise the term “surplus places” – the term used to consider the level of flexibility in the system is “available places”.\n\nThe Department does not fund available places. Schools are funded on the basis of their actual enrolment number, not their approved enrolment number.\n\nIn the intervening period since the publication of the audit, the Executive commissioned the Independent Review of Education. I will consider the Panel’s recommendations when my officials have completed their review.","answerHtml":"This audit was published in 2016 and used “surplus” places as a proxy for an estimate of the cost of division.
My Department does not recognise the term “surplus places” – the term used to consider the level of flexibility in the system is “available places”.
The Department does not fund available places. Schools are funded on the basis of their actual enrolment number, not their approved enrolment number.
In the intervening period since the publication of the audit, the Executive commissioned the Independent Review of Education. I will consider the Panel’s recommendations when my officials have completed their review.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207926%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391666","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391666"}},{"id":"391359","reference":"AQW 7827/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-29","answerBy":"2024-03-05","answered":"2024-03-07","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) why the figures contained in the Non-Teaching Staff Pay and Grading review were inaccurate; and (ii) what action he will be taking to ensure that the Business Case is returned to the Department of Finance as soon as possible.","answerText":"The Education Authority (EA) have provided the following information:\n\nThe Pay & Grading Review was negotiated in 2022 following which a business case was submitted in February 2023. That business case contained estimates based on staffing figures from November 2021. These figures were taken at a point in time from the payroll system and therefore did not fully capture the recent significant growth in demand for SEN assistants that has resulted in increased staffing numbers.\n\nEA officials subsequently raised this issue with the Department in February 2024 and are currently updating the figures to reflect the actual pay outturn for 2022/23 and the associated full-time equivalent staffing. This work is being carried out as a priority to ensure that the staffing numbers will reflect the increases due to SEN and that the business case can be re-submitted to the Department as soon as possible.","answerHtml":"The Education Authority (EA) have provided the following information:
The Pay & Grading Review was negotiated in 2022 following which a business case was submitted in February 2023. That business case contained estimates based on staffing figures from November 2021. These figures were taken at a point in time from the payroll system and therefore did not fully capture the recent significant growth in demand for SEN assistants that has resulted in increased staffing numbers.
EA officials subsequently raised this issue with the Department in February 2024 and are currently updating the figures to reflect the actual pay outturn for 2022/23 and the associated full-time equivalent staffing. This work is being carried out as a priority to ensure that the staffing numbers will reflect the increases due to SEN and that the business case can be re-submitted to the Department as soon as possible.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207827%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391359","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391359"}},{"id":"391358","reference":"AQW 7826/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-29","answerBy":"2024-03-15","answered":"2024-03-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will introduce a program similar to the £320 million Physical Education and Sport Premium announced by the UK Education Minister, which guarantees children 60 minutes of sport and physical education each day.","answerText":"With regards to the future funding of any project, you will be aware that departments have not yet been advised of budget allocations for 2024-25. While the Department of Education has been advised of an indicative baseline for planning purposes, detailed budgetary planning and prioritisation has yet to be undertaken.","answerHtml":"With regards to the future funding of any project, you will be aware that departments have not yet been advised of budget allocations for 2024-25. While the Department of Education has been advised of an indicative baseline for planning purposes, detailed budgetary planning and prioritisation has yet to be undertaken.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207826%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391358","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391358"}},{"id":"391357","reference":"AQW 7825/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-29","answerBy":"2024-03-15","answered":"2024-03-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how much of the School Ventilation Fund was used on remedial works to improve ventilation in schools.","answerText":"ANSWER\n\nThe Department of Education provided earmarked capital funding in the 2021/22 financial year for CO2 monitors and ventilation needs across the schools’ estate, in response to the Covid-19 pandemic. £1,008,386.82 was spent on remedial ventilation works in schools.","answerHtml":"ANSWER
The Department of Education provided earmarked capital funding in the 2021/22 financial year for CO2 monitors and ventilation needs across the schools’ estate, in response to the Covid-19 pandemic. £1,008,386.82 was spent on remedial ventilation works in schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207825%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391357","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391357"}},{"id":"391356","reference":"AQW 7824/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-29","answerBy":"2024-03-15","answered":"2024-03-05","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for his assessment of the Education and Training Inspectorate's review of physical education in primary schools.","answerText":"The Department has established a Task and Finish group to address the recommendations from the Education and Training Inspectorate's (ETI) review of physical education (PE) in primary schools. The group is made up of representatives from the Department, the Education and Training Inspectorate, The Council for the Curriculum, Examinations & Assessment and the Education Authority.\n\nWork streams have been established, looking at Initial Teacher Education and professional development opportunities, the school estate, resources and providing support to schools to ensure that they can deliver the Department’s recommended two hours of PE per week.","answerHtml":"The Department has established a Task and Finish group to address the recommendations from the Education and Training Inspectorate's (ETI) review of physical education (PE) in primary schools. The group is made up of representatives from the Department, the Education and Training Inspectorate, The Council for the Curriculum, Examinations & Assessment and the Education Authority.
Work streams have been established, looking at Initial Teacher Education and professional development opportunities, the school estate, resources and providing support to schools to ensure that they can deliver the Department’s recommended two hours of PE per week.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207824%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391356","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391356"}},{"id":"391355","reference":"AQW 7823/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-29","answerBy":"2024-03-15","answered":"2024-03-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will publish the findings from the evaluation of the Healthy Happy Minds pilot.","answerText":"An appropriately redacted version of the post project evaluation for the Healthy Happy Minds pilot will be made available on my Department’s website in the next few weeks. Redactions are required to ensure compliance with GDPR and the terms of the surveys undertaken as well as to remove commercially sensitive information.","answerHtml":"An appropriately redacted version of the post project evaluation for the Healthy Happy Minds pilot will be made available on my Department’s website in the next few weeks. Redactions are required to ensure compliance with GDPR and the terms of the surveys undertaken as well as to remove commercially sensitive information.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207823%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391355","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391355"}},{"id":"393927","reference":"AQO 168/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-02-29","answerBy":"2024-03-12","answered":"2024-03-12","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities for an update on the delivery of the Interdepartmental Homelessness Action Plan.","answerText":"Homelessness is more than a housing issue. Issues such as addictions, poor mental health or discharge from an institution can underlie a lot of homelessness.\n\nThe Interdepartmental Homelessness Action Plan focuses on addressing gaps in non-accommodation services which have the potential to improve the lives and life chances of people who are experiencing homelessness and those who are most at risk of homelessness.\n\nThe Fourth Plan was published on 21 September 2023.\n\nA total of 13 actions have been identified for the Departments for Communities, Health, Justice (DoJ) and Education (DE) with my Department having lead responsibility for four actions.\n\nMy Department and the Homelessness Strategy Steering Group monitor the implementation of the actions.\n\nMy Department will again liaise with the Responsible Owners and produce and publish a Report in the Summer. This Report will reflect whether each Action ultimately met its milestone or expected outcome.\n\nI would like to thank the other Departments for their commitment to this inter-departmental work.","answerHtml":"Homelessness is more than a housing issue. Issues such as addictions, poor mental health or discharge from an institution can underlie a lot of homelessness.
The Interdepartmental Homelessness Action Plan focuses on addressing gaps in non-accommodation services which have the potential to improve the lives and life chances of people who are experiencing homelessness and those who are most at risk of homelessness.
The Fourth Plan was published on 21 September 2023.
A total of 13 actions have been identified for the Departments for Communities, Health, Justice (DoJ) and Education (DE) with my Department having lead responsibility for four actions.
My Department and the Homelessness Strategy Steering Group monitor the implementation of the actions.
My Department will again liaise with the Responsible Owners and produce and publish a Report in the Summer. This Report will reflect whether each Action ultimately met its milestone or expected outcome.
I would like to thank the other Departments for their commitment to this inter-departmental work.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20168%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393927","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393927"}},{"id":"393756","reference":"AQO 157/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-02-29","answerBy":"2024-03-11","answered":"2024-03-12","answeredOrally":false,"priority":false,"department":"Department of Agriculture, Environment and Rural Affairs","departmentId":"76","minister":"Minister of Agriculture, Environment and Rural Affairs","question":"To ask the Minister of Agriculture, Environment and Rural Affairs whether he plans to progress legislation to address derelict and dilapidated buildings.","answerText":"I am considering introducing a Dilapidation bill to the Assembly, and will receive briefing from my officials in due course. Introduction would, of course, be subject to the agreement of my Executive colleagues. The proposed Bill would provide councils with a modern and fit-for-purpose regime, including clear powers to tackle dilapidated buildings and neglected sites.","answerHtml":"I am considering introducing a Dilapidation bill to the Assembly, and will receive briefing from my officials in due course. Introduction would, of course, be subject to the agreement of my Executive colleagues. The proposed Bill would provide councils with a modern and fit-for-purpose regime, including clear powers to tackle dilapidated buildings and neglected sites.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20157%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=393756","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=393756"}},{"id":"391436","reference":"AQO 136/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-02-29","answerBy":"2024-03-11","answered":"2024-03-11","answeredOrally":true,"priority":false,"department":"Department of Justice","departmentId":"134","minister":"Minister of Justice","question":"To ask the Minister of Justice for her assessment of the impact the Northern Ireland Troubles (Legacy and Reconciliation) Act 2023 will have on her Department.","answerText":"","answerHtml":"","oralExchange":[{"speaker":"Mrs Long","text":"The Northern Ireland Troubles (Legacy and Reconciliation) Act 2023 will end investigations by the PSNI or the Police Ombudsman as well as inquests that are not yet at the final determination stage in respect of Troubles-related incidents. The Act also prevents new civil claims from being brought forward from 17 May 2023. Instead, the Independent Commission for Reconciliation and Information Recovery (ICRIR) will review deaths and/or other harmful conduct during the Troubles period. There continues to be considerable legal uncertainty around the new arrangements following the judgement handed down by the High Court on 28 February, which is being appealed by the UK Government. The judgement included declarations that a number of the Act's provisions, including those relating to immunity from prosecution, are incompatible with the European Convention on Human Rights and should be disapplied. It also concluded that the ICRIR is capable of carrying out investigations that are compliant with articles 2 and 3 convention rights. The Secretary of State for Northern Ireland has said that he remains committed to implementing the new commission. However, there remains a lack of clarity on what the operating model for the new commission will be; how it will interface with justice organisations; what the costs associated with that work will be; and how those costs will be funded. Therefore, I have written to the Secretary of State for Northern Ireland seeking confirmation, as a matter of urgency, of the costs that may arise, especially for the 2024-25 financial year and the funding arrangements for them. I have also made him aware that, while the Act will shut down a number of investigations and future civil claims, there will be a continuing resource burden on justice organisations in relation to remaining legacy cases not caught by the Act's provisions, including inquests and other investigations that fall outside of the time frame of the Act, as well as several hundred civil cases that predate the legislation. There are therefore likely to be additional costs for justice originations for as long as they are expected to service the commission and continue to deal with outstanding legacy cases. It remains a matter of real regret to me —"},{"speaker":"Madam Principal Deputy Speaker","text":"Minister."},{"speaker":"Mrs Long","text":"— that the legislation passed in Westminster. It has caused huge problems for the justice system."},{"speaker":"Mr Mathison","text":"I thank the Minister for her answer. Given the extensive financial and resource pressures on your Department, which you have outlined, do you have any clarity on the precise cost implications of the legacy Act for the criminal justice system?"},{"speaker":"Mrs Long","text":"Currently, there is limited information available on how the ICRIR will deliver its role, so it is difficult to know what the costs associated with DOJ matters will be. There may be additional costs for justice organisations in servicing the ICRIR and dealing with matters that are not caught by the Act's provisions, but there is also the wider issue of being able to handle the data and other sensitive issues that would need to be passed across to the ICRIR so that it can take forward its investigations. The legacy Act was not supported by Executive parties. It remains a UK Government policy change, so the costs associated with the outworking of that policy should, I believe, fall to other than the Executive."},{"speaker":"Mr McGlone","text":"Gabhaim buíochas leis an Aire."},{"speaker":"","text":"In regard to the recent use or, I should say, abuse of public interest immunity (PII) certificates to frustrate the inquest process, particularly the inquest into the murder of Sean Brown, will the Minister endorse the comments by Mr Justice Kinney on the establishment of a public inquiry into his murder?"},{"speaker":"Mrs Long","text":"The issue of PII certificates is not a matter for the Department of Justice; they lie within the reserved domain of security. However, I believe that there will be many families, as a result of the legacy Act or other issues that have arisen in recent weeks, who will not be able to get the inquest that they wished and expected. Those families deserve to be treated with more respect and dignity than is currently the case. They should be able to access truth and justice in their cases."},{"speaker":"Mr Beattie","text":"I thank the Minister. Minister, in dealing with wider legacy issues, have you written to your counterpart in the Irish Government expressing your disappointment that they will not hold an independent inquiry into the Omagh bombing?"},{"speaker":"Mrs Long","text":"I have not written to my Irish counterpart on that matter. I was due to meet her a number of weeks ago, but, unfortunately, that meeting could not take place. I hope to be able to raise it with her when I next meet her."}],"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%20136%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391436","officialReport":"https://aims.niassembly.gov.uk/officialreport/report.aspx?&eveDate=2024-03-11&docID=392360#AQO%20136/22-27","api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391436"}},{"id":"391096","reference":"AQW 7707/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-28","answerBy":"2024-03-14","answered":"2024-03-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what action his Department has taken to implement the Fair Start Expert Panel report recommendation that the systemic inequality of academic selection be addressed as a priority.","answerText":"The “A Fair Start” Expert panel did not make a formal recommendation regarding academic selection. Its Terms of Reference required the panel to focus on “the wide range of issues on which consensus can be found”.\n\nDelivery of the actions within the report are progressing well and updates on progress can be found at: Progress reports on A Fair Start Report and action plans | Department of Education (education-ni.gov.uk)","answerHtml":"The “A Fair Start” Expert panel did not make a formal recommendation regarding academic selection. Its Terms of Reference required the panel to focus on “the wide range of issues on which consensus can be found”.
Delivery of the actions within the report are progressing well and updates on progress can be found at: Progress reports on A Fair Start Report and action plans | Department of Education (education-ni.gov.uk)
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207707%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391096","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391096"}},{"id":"391095","reference":"AQW 7706/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-28","answerBy":"2024-03-14","answered":"2024-03-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update of the review of the common funding scheme.","answerText":"The Review of the Common Funding Scheme (CFS) Project was closed by the then Education Minister in March 2021. This was following advice from the Education Transformation Programme Board in light of funding uncertainty, the impact of Covid-19 and linkages to the Independent Review of Education.\n\nMy department is currently considering the Independent Review of Education's recent report, Investing in a Better Future (the Report), as well as carrying out internal consultation to inform a way forward. This process includes discussion with key education stakeholders including other relevant departments and Arms-Length Bodies.\n\nThe Report highlights the need to increase per pupil funding in Northern Ireland. Closely related to the level of investment in our schools is the funding method (i.e. the CFS and the Common Funding Formula). As such, re-starting the review of the CFS will be considered in conjunction with the various recommendations and the Report in my subsequent response.","answerHtml":"The Review of the Common Funding Scheme (CFS) Project was closed by the then Education Minister in March 2021. This was following advice from the Education Transformation Programme Board in light of funding uncertainty, the impact of Covid-19 and linkages to the Independent Review of Education.
My department is currently considering the Independent Review of Education's recent report, Investing in a Better Future (the Report), as well as carrying out internal consultation to inform a way forward. This process includes discussion with key education stakeholders including other relevant departments and Arms-Length Bodies.
The Report highlights the need to increase per pupil funding in Northern Ireland. Closely related to the level of investment in our schools is the funding method (i.e. the CFS and the Common Funding Formula). As such, re-starting the review of the CFS will be considered in conjunction with the various recommendations and the Report in my subsequent response.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207706%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391095","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391095"}},{"id":"391094","reference":"AQW 7705/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-28","answerBy":"2024-03-14","answered":"2024-03-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how many schools are below the minimum thresholds set out in the Sustainable Schools Policy.","answerText":"The table below details the number of schools that are currently falling below the minimum threshold of sustainable enrolment numbers (105 for rural and 140 for urban primary schools, and 500 for years 8-12 and 100 for post-16 post-primary schools) using verified census data for the 2022/23 academic year.\n\nNo of rural primary below 105\tNo of urban primary below 140\tNo of post- primary below 500 Y8 - 12\tNo of post- primary below 100 post-16\nTotal\t191\t41\t44\t39","answerHtml":"The table below details the number of schools that are currently falling below the minimum threshold of sustainable enrolment numbers (105 for rural and 140 for urban primary schools, and 500 for years 8-12 and 100 for post-16 post-primary schools) using verified census data for the 2022/23 academic year.
| No of rural primary below 105 | No of urban primary below 140 | No of post- primary below 500 Y8 - 12 | No of post- primary below 100 post-16 | |
| Total | 191 | 41 | 44 | 39 |
The Education Authority (EA) has advised that the current longest waiting time for the issue of a statement of special educational needs (SEN) is 72 weeks.
While it is wholly unacceptable that any child is waiting this long for an assessment of their needs, my understanding is that the circumstances around the case are significantly complex and that the process itself can, in these type of cases, sometimes be the barrier.
It is for this reason that the assessment and statementing process is a key workstream under the End to End (E2E) Review of SEN as this is a critical component to ensuring that children and young people receive the right support, from the right people, at the right time and in the right place.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207704%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391093","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391093"}},{"id":"391092","reference":"AQW 7703/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-28","answerBy":"2024-03-14","answered":"2024-03-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether his Department collects data on the number of children not attending school due to emotionally-based school avoidance.","answerText":"Pupil absence is recorded by schools through the selection of a code from an agreed list published by my Department. There is not a specific code for emotionally based school avoidance and there are limitations to the existing codes available. It is therefore not possible to produce data on the number of children affected by this condition.\n\nThe new school administration system EdiS, is under development. Consequently, we will be reviewing all existing attendance codes and this may result in new codes being created for use in our schools.","answerHtml":"Pupil absence is recorded by schools through the selection of a code from an agreed list published by my Department. There is not a specific code for emotionally based school avoidance and there are limitations to the existing codes available. It is therefore not possible to produce data on the number of children affected by this condition.
The new school administration system EdiS, is under development. Consequently, we will be reviewing all existing attendance codes and this may result in new codes being created for use in our schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207703%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=391092","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=391092"}},{"id":"390887","reference":"AQW 7607/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-27","answerBy":"2024-03-13","answered":"2024-03-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) how many education welfare officer posts are currently vacant; (ii) where these vacant posts are located; and (iii) how long these posts have been vacant.","answerText":"There are currently nine Education Welfare Officer posts vacant in the Education Authority. Further details on these posts are contained in the table below.\n\n(i) No of vacancies\t(ii) Locations\t(iii) Vacant from\tComments\n1\tNewry\t01/02/2024\tInterview dates set for competition to refill post.\n1\tBallymena\t01/09/2022\n2\tAntrim Board Centre\t06/10/2023\n17/11/2023\n3\tDundonald\t01/12/2023\tInterviews carried out and 3 successful candidates completing pre-employment checks. One post is being readvertised.\n15/09/2023\n01/05/2023\n2\tDownpatrick\t01/12/2023\n31/08/2023","answerHtml":"There are currently nine Education Welfare Officer posts vacant in the Education Authority. Further details on these posts are contained in the table below.
| (i) No of vacancies | (ii) Locations | (iii) Vacant from | Comments |
| 1 | Newry | 01/02/2024 | Interview dates set for competition to refill post. |
| 1 | Ballymena | 01/09/2022 | |
| 2 | Antrim Board Centre | 06/10/2023 | |
| 17/11/2023 | |||
| 3 | Dundonald | 01/12/2023 | Interviews carried out and 3 successful candidates completing pre-employment checks. One post is being readvertised. |
| 15/09/2023 | |||
| 01/05/2023 | |||
| 2 | Downpatrick | 01/12/2023 | |
| 31/08/2023 |
Transformation of the Education Welfare Service has been impacted by industrial action however support to schools is continuing to be provided within that context. The associated Business Case is nearing completion and is subject to funding availability through the Department of Finance.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207606%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390886","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390886"}},{"id":"390885","reference":"AQW 7605/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-27","answerBy":"2024-03-13","answered":"2024-07-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how he will work with the Department of Health to address shortages in the speech and language therapist workforce which are impacting on speech and language provision in schools.","answerText":"Speech and language provision has been identified as a key priority area for the department as part of the emergent implementation plans flowing from the End to End (E2E) Review of Special Educational Needs (SEN).\n\nThe department is working closely with the Department of Health (DoH) as part of the joint Health/Education oversight group to develop work in this area, part of which is focussed on workforce planning and provision.","answerHtml":"Speech and language provision has been identified as a key priority area for the department as part of the emergent implementation plans flowing from the End to End (E2E) Review of Special Educational Needs (SEN).
The department is working closely with the Department of Health (DoH) as part of the joint Health/Education oversight group to develop work in this area, part of which is focussed on workforce planning and provision.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207605%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390885","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390885"}},{"id":"390884","reference":"AQW 7604/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-27","answerBy":"2024-03-13","answered":"2024-03-11","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health how he will address shortages in the speech and language therapist workforce.","answerText":"I remain committed to implementing the recommendations of the Speech and Language Therapy Workforce Review 2019 – 2029. This will require increasing the number of undergraduate training places commissioned by my department each year by 12 to reach the recommendation of 40. Other recommendations include developing alternative routes to qualification; expanding the commissioning of postgraduate training; and developing a regional approach to AHP workforce issues such as recruitment, employment and skills.\n\nI will continue to make the case for the essential investment required for our future workforce. However, I expect that the 2024/25 budget will be extremely challenging.","answerHtml":"I remain committed to implementing the recommendations of the Speech and Language Therapy Workforce Review 2019 – 2029. This will require increasing the number of undergraduate training places commissioned by my department each year by 12 to reach the recommendation of 40. Other recommendations include developing alternative routes to qualification; expanding the commissioning of postgraduate training; and developing a regional approach to AHP workforce issues such as recruitment, employment and skills.
I will continue to make the case for the essential investment required for our future workforce. However, I expect that the 2024/25 budget will be extremely challenging.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207604%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390884","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390884"}},{"id":"390883","reference":"AQW 7603/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-27","answerBy":"2024-03-13","answered":"2024-03-15","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health how many full-time equivalent vacancies for speech and language therapists there are in each of Health and Social Care Trust.","answerText":"Information on the full-time equivalent of vacancies is not collected centrally. However, information on the position count of HSC vacancies actively being recruited by staff group, is published by my Department on a quarterly basis, at the link below.\n\nhttps://www.health-ni.gov.uk/articles/staff-vacancies\n\nInformation on the number of speech and language therapist positions actively being recruited to in each Health and Social Care (HSC) Trust as at 31 December 2023, most recent information available, is detailed in the following table.\n\nHSC Speech & Language Therapist Vacancies Actively Being Recruited, as at 31 December 2023\n\nHSC Trust\tHSC Speech & Language Therapist Vacancies\nBelfast\t19\nNorthern\t3\nSouth Eastern\t13\nSouthern\t9\nWestern\t12\n\nSource: NI HSC Active Recruitment Statistics, DoH","answerHtml":"Information on the full-time equivalent of vacancies is not collected centrally. However, information on the position count of HSC vacancies actively being recruited by staff group, is published by my Department on a quarterly basis, at the link below.
https://www.health-ni.gov.uk/articles/staff-vacancies
Information on the number of speech and language therapist positions actively being recruited to in each Health and Social Care (HSC) Trust as at 31 December 2023, most recent information available, is detailed in the following table.
HSC Speech & Language Therapist Vacancies Actively Being Recruited, as at 31 December 2023
| HSC Trust | HSC Speech & Language Therapist Vacancies |
| Belfast | 19 |
| Northern | 3 |
| South Eastern | 13 |
| Southern | 9 |
| Western | 12 |
Source: NI HSC Active Recruitment Statistics, DoH
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207603%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390883","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390883"}},{"id":"390563","reference":"AQW 7478/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-26","answerBy":"2024-02-29","answered":"2024-02-29","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on how he intends to prioritise investment in the integrated schools that have been advised that Fresh Start funding is no longer available to them.","answerText":"Once the projects reach pre-tender stage, a decision to release to tender will be taken on a case-by-case basis, dependent on the respective needs and the budget available at that time.","answerHtml":"Once the projects reach pre-tender stage, a decision to release to tender will be taken on a case-by-case basis, dependent on the respective needs and the budget available at that time.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207478%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390563","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390563"}},{"id":"390562","reference":"AQW 7477/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-26","answerBy":"2024-03-12","answered":"2024-03-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) how many applications for a statement of special educational needs exceeded the 26 week statutory time limit; (ii) how long these assessments took; and (iii) the reasons for delay, for each year since 2020.","answerText":"In answer to part (i) and part (ii) of your question, the Education Authority (EA) has advised that as of 29 February 2024:\n\nYear Ending\tNumber of Statements Over 26 Weeks for Completion\tNumber of Statements Between 27-40 Weeks for Completion\tNumber of Statements Over 40 weeks for Completion\n31 March 2020\t583\t294\t314\n31 March 2021\t0\t0\t0\n31 March 2022\t39\t39\t1\n31 March 2023\t130\t114\t22\nYear to Date 29 February 2024\t121\t77\t43\n\nThe EA has advised that any reasons for delay that would sit outside of noted ‘statutory exceptions’ are not available and would require manual checking of each file.\n\nAny delays within the statutory process are wholly unacceptable. It is for this reason that there is a dedicated workstream on statementing under the End to End (E2E) Review of Special Educational Needs (SEN) to ensure that the department understands any reason for delay and to seek out early actions for improvement of this process for children, young people and their families.","answerHtml":"In answer to part (i) and part (ii) of your question, the Education Authority (EA) has advised that as of 29 February 2024:
| Year Ending | Number of Statements Over 26 Weeks for Completion | Number of Statements Between 27-40 Weeks for Completion | Number of Statements Over 40 weeks for Completion |
| 31 March 2020 | 583 | 294 | 314 |
| 31 March 2021 | 0 | 0 | 0 |
| 31 March 2022 | 39 | 39 | 1 |
| 31 March 2023 | 130 | 114 | 22 |
| Year to Date 29 February 2024 | 121 | 77 | 43 |
The EA has advised that any reasons for delay that would sit outside of noted ‘statutory exceptions’ are not available and would require manual checking of each file.
Any delays within the statutory process are wholly unacceptable. It is for this reason that there is a dedicated workstream on statementing under the End to End (E2E) Review of Special Educational Needs (SEN) to ensure that the department understands any reason for delay and to seek out early actions for improvement of this process for children, young people and their families.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207477%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390562","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390562"}},{"id":"390561","reference":"AQW 7476/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-26","answerBy":"2024-03-12","answered":"2024-03-01","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the number of children currently falling below the 85 per cent school attendance threshold.","answerText":"The most recent management information, drawn from the unvalidated data recorded by schools, covers the September 2023 to January 2024 period of the 2023/24 academic year and shows 42,967 (13%) of pupils with less than 85 per cent school attendance.","answerHtml":"The most recent management information, drawn from the unvalidated data recorded by schools, covers the September 2023 to January 2024 period of the 2023/24 academic year and shows 42,967 (13%) of pupils with less than 85 per cent school attendance.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207476%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390561","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390561"}},{"id":"390560","reference":"AQW 7475/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-26","answerBy":"2024-03-12","answered":"2024-03-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) how many cases are currently waiting to be allocated to an education welfare officer; and (ii) how long each case has been waiting.","answerText":"The Education Authority have confirmed that as at 27 February 2024, there are 1,586 unallocated cases.\n\nUnallocated Open Cases – Waiting Time\tNumber of Cases\nBand A: 0 – 2 weeks\t275\nBand B: 3 – 12 weeks\t458\nBand C: 13 – 36 weeks\t214\nBand D: 37 – 60 weeks\t458\nBand E: 60+ weeks\t181\nTotal\t1,586\n\nThe service has been subject to industrial action since May 2021 and this, together with increased levels of need, have impacted on the service’s waiting list. Cases on the waiting list are subject to active ongoing triage and reprioritisation by Senior Education Welfare Officers.","answerHtml":"The Education Authority have confirmed that as at 27 February 2024, there are 1,586 unallocated cases.
| Unallocated Open Cases – Waiting Time | Number of Cases |
| Band A: 0 – 2 weeks | 275 |
| Band B: 3 – 12 weeks | 458 |
| Band C: 13 – 36 weeks | 214 |
| Band D: 37 – 60 weeks | 458 |
| Band E: 60+ weeks | 181 |
| Total | 1,586 |
The service has been subject to industrial action since May 2021 and this, together with increased levels of need, have impacted on the service’s waiting list. Cases on the waiting list are subject to active ongoing triage and reprioritisation by Senior Education Welfare Officers.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207475%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390560","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390560"}},{"id":"390559","reference":"AQW 7474/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-26","answerBy":"2024-03-12","answered":"2024-02-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the voluntary financial contribution recommended to parents by each post-primary school.","answerText":"Under current legislation, voluntary contributions are a matter for Boards of Governors. For this reason, neither my department nor the Education Authority collect data on the requested voluntary contributions recommended to parents by schools.\n\nWhile current legislation permits Boards of Governors to seek voluntary contributions from parents /guardians, any request must make it clear that: there is no obligation to contribute; and registered pupils at the school will not be treated differently according to whether or not their parents/guardians have made a contribution.\n\nFurther information on the fees and charges that can and cannot be levied by boards of governors in respect of registered pupils at grant-aided schools and requests for voluntary contributions, is detailed in Chapter 19 of my department’s Governor Guide.","answerHtml":"Under current legislation, voluntary contributions are a matter for Boards of Governors. For this reason, neither my department nor the Education Authority collect data on the requested voluntary contributions recommended to parents by schools.
While current legislation permits Boards of Governors to seek voluntary contributions from parents /guardians, any request must make it clear that: there is no obligation to contribute; and registered pupils at the school will not be treated differently according to whether or not their parents/guardians have made a contribution.
Further information on the fees and charges that can and cannot be levied by boards of governors in respect of registered pupils at grant-aided schools and requests for voluntary contributions, is detailed in Chapter 19 of my department’s Governor Guide.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207474%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390559","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390559"}},{"id":"390351","reference":"AQW 7385/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-23","answerBy":"2024-03-11","answered":"2024-03-11","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure what consideration has been given to road safety measures during the completion of the widening scheme of the Comber Greenway, given that the closure of the greenway will result in additional cyclists using roads.","answerText":"The Department considered road closures, diversion routes and other road safety measures during the completion of the widening scheme on the Comber Greenway. However, as the Comber Greenway is a traffic free active travel route with limited interaction with motorised vehicles, it was not possible to provide an alternative route of similar nature and no viable road safety measures could be introduced on the parallel main roads that would replicate the Comber Greenway.\n\nIn preparation for the construction phase of these works, and conscious of the impact on those who normally use the Greenway, consultation was undertaken with key stakeholders. Works were subsequently programmed during the winter months to minimise disruption to the public, however the department would recommend the use of public transport for essential journeys until the works are completed.","answerHtml":"The Department considered road closures, diversion routes and other road safety measures during the completion of the widening scheme on the Comber Greenway. However, as the Comber Greenway is a traffic free active travel route with limited interaction with motorised vehicles, it was not possible to provide an alternative route of similar nature and no viable road safety measures could be introduced on the parallel main roads that would replicate the Comber Greenway.
In preparation for the construction phase of these works, and conscious of the impact on those who normally use the Greenway, consultation was undertaken with key stakeholders. Works were subsequently programmed during the winter months to minimise disruption to the public, however the department would recommend the use of public transport for essential journeys until the works are completed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207385%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390351","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390351"}},{"id":"390350","reference":"AQW 7384/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-23","answerBy":"2024-03-11","answered":"2024-03-05","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will provide nursery principals with funding to cover principal release time, in line with principals in primary schools.","answerText":"While nursery schools do not currently receive a specific principal release time allocation, these schools do receive additional funding which can be used to facilitate release time. Nursery schools currently receive a higher 'per pupil' funding rate as a result of the higher Age Weighted Pupil Unit (AWPU) weighting factor of 1.452 as compared to 1.08 for a primary school pupil. The additional funding provides flexibility for nursery principals to use as required, including engaging substitute teaching cover to release time for the principal to carry out administrative duties.\n\nThe issue of nursery principal release time has been raised through the Review of Workload Impact on School Leaders and DE officials are engaging with the teachers’ unions regarding this matter.","answerHtml":"While nursery schools do not currently receive a specific principal release time allocation, these schools do receive additional funding which can be used to facilitate release time. Nursery schools currently receive a higher 'per pupil' funding rate as a result of the higher Age Weighted Pupil Unit (AWPU) weighting factor of 1.452 as compared to 1.08 for a primary school pupil. The additional funding provides flexibility for nursery principals to use as required, including engaging substitute teaching cover to release time for the principal to carry out administrative duties.
The issue of nursery principal release time has been raised through the Review of Workload Impact on School Leaders and DE officials are engaging with the teachers’ unions regarding this matter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207384%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390350","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390350"}},{"id":"390349","reference":"AQW 7383/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-23","answerBy":"2024-03-11","answered":"2024-02-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will work with the Minister for Communities to fund ongoing delivery of the Scoil Spreagtha project.","answerText":"With regards to the future funding of any project, you will be aware that departments have not yet been advised of budget allocations for 2024-25. While the Department of Education has been advised of an indicative baseline for planning purposes, detailed budgetary planning and prioritisation has yet to be undertaken.","answerHtml":"With regards to the future funding of any project, you will be aware that departments have not yet been advised of budget allocations for 2024-25. While the Department of Education has been advised of an indicative baseline for planning purposes, detailed budgetary planning and prioritisation has yet to be undertaken.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207383%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390349","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390349"}},{"id":"390348","reference":"AQW 7382/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-23","answerBy":"2024-03-11","answered":"2024-03-05","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities whether he will work with the Minister of Education to fund ongoing delivery of the Scoil Spreagtha project.","answerText":"Funding for Scoil Spreagtha is an operational matter for Foras na Gaeilge, who have legislative responsibility for the promotion of the Irish language in this jurisdiction.\n\nYou should, therefore, direct your question to Foras na Gaeilge at ceisteanna@forasnagaeilge.ie .","answerHtml":"Funding for Scoil Spreagtha is an operational matter for Foras na Gaeilge, who have legislative responsibility for the promotion of the Irish language in this jurisdiction.
You should, therefore, direct your question to Foras na Gaeilge at ceisteanna@forasnagaeilge.ie .
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207382%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390348","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390348"}},{"id":"390069","reference":"AQW 7251/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-22","answerBy":"2024-03-08","answered":"2024-02-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, further to his Department's Corporate Plan 2023-28, for an update on the review of his Department's organisational structure.","answerText":"The internal review of my Department’s organisational structure is currently ongoing. My officials are considering Departmental requirements in the context of key priorities and the Department of Education Every CHILD Corporate Plan and hope to conclude the review in the next number of months.","answerHtml":"The internal review of my Department’s organisational structure is currently ongoing. My officials are considering Departmental requirements in the context of key priorities and the Department of Education Every CHILD Corporate Plan and hope to conclude the review in the next number of months.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207251%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390069","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390069"}},{"id":"390068","reference":"AQW 7250/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-22","answerBy":"2024-03-08","answered":"2024-03-07","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the development of a cancer research strategy.","answerText":"Work is progressing on the development of the cancer research strategy. My officials are liaising with key stakeholders in its development, and I hope to publish by the Summer of 2024.","answerHtml":"Work is progressing on the development of the cancer research strategy. My officials are liaising with key stakeholders in its development, and I hope to publish by the Summer of 2024.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207250%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390068","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390068"}},{"id":"390067","reference":"AQW 7249/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-22","answerBy":"2024-03-08","answered":null,"answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what action he is taking to ensure a full return to pre-pandemic levels of day care and respite services for service users in the South Eastern Health and Social Care Trust.","answerText":"","answerHtml":"","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207249%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390067","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390067"}},{"id":"390066","reference":"AQW 7248/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-22","answerBy":"2024-03-08","answered":"2024-03-07","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what action his Department is taking to improve access to NHS dental appointments for (i) adults; and (ii) children.","answerText":"A key part of the access issues facing patients – both adults and children – are the rates being paid to our dentists for treatment. The absence of Executive Ministers has meant that it has not been possible to progress the recommended pay uplifts for staffing groups for 2023/24. This is now my immediate priority. Officials have already been making arrangements in anticipation of funding being made available to ensure that uplifts can be implemented as quickly as possible.\n\nAn additional £95m has been invested in General Dental Services via the Financial Support Scheme and Rebuilding Support Scheme since April 2020. This came to an end in July 2023 due to the severe financial pressures arising from the Department’s 2023/24 budget settlement.\n\nIn addition, a pilot scheme is currently running to provide appointments to unregistered patients who require emergency dental treatment during the working week. If a patient is not registered with a dentist, requires emergency dental treatment, and has been unable to access an appointment, they can contact their local Strategic Planning and Performance Group (SPPG) office for advice.\n\nI am also conscious of the progress that has been made in the rest of the UK on dental reform and I will be discussing these issues with officials as soon as possible, to ensure that the sector here in NI is supported in delivering important care to patients. More immediately, officials have been developing investment proposals to further support General Dental Services and I will consider them in early course.","answerHtml":"A key part of the access issues facing patients – both adults and children – are the rates being paid to our dentists for treatment. The absence of Executive Ministers has meant that it has not been possible to progress the recommended pay uplifts for staffing groups for 2023/24. This is now my immediate priority. Officials have already been making arrangements in anticipation of funding being made available to ensure that uplifts can be implemented as quickly as possible.
An additional £95m has been invested in General Dental Services via the Financial Support Scheme and Rebuilding Support Scheme since April 2020. This came to an end in July 2023 due to the severe financial pressures arising from the Department’s 2023/24 budget settlement.
In addition, a pilot scheme is currently running to provide appointments to unregistered patients who require emergency dental treatment during the working week. If a patient is not registered with a dentist, requires emergency dental treatment, and has been unable to access an appointment, they can contact their local Strategic Planning and Performance Group (SPPG) office for advice.
I am also conscious of the progress that has been made in the rest of the UK on dental reform and I will be discussing these issues with officials as soon as possible, to ensure that the sector here in NI is supported in delivering important care to patients. More immediately, officials have been developing investment proposals to further support General Dental Services and I will consider them in early course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207248%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390066","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390066"}},{"id":"390065","reference":"AQW 7247/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-22","answerBy":"2024-03-08","answered":"2024-02-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will reinstate funding for the school Sports Programme.","answerText":"My Department funded the Curriculum Schools Sports Programme from 2007 to 2023, investing over £13m over that period. As a result of the challenging budget position in 2023-24, funding for the Sports Programme ceased on 31 May 2023.\n\nWith regards to future funding, you will be aware that departments have not yet been advised of budget allocations for 2024-25. While the Department of Education has been advised of an indicative baseline for planning purposes, detailed budgetary planning and prioritisation has yet to be undertaken.","answerHtml":"My Department funded the Curriculum Schools Sports Programme from 2007 to 2023, investing over £13m over that period. As a result of the challenging budget position in 2023-24, funding for the Sports Programme ceased on 31 May 2023.
With regards to future funding, you will be aware that departments have not yet been advised of budget allocations for 2024-25. While the Department of Education has been advised of an indicative baseline for planning purposes, detailed budgetary planning and prioritisation has yet to be undertaken.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207247%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=390065","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=390065"}},{"id":"389733","reference":"AQW 7109/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-21","answerBy":"2024-03-07","answered":"2024-03-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether his Department will fund and proceed with the Portadown Integrated Primary School capital build project, pending a successful outcome of the planning application.","answerText":"The project for Portadown Integrated Primary School is in the latter stages of design with the planning application being submitted in late 2023. The project will proceed to construction when affordable within the wider education budget context.","answerHtml":"The project for Portadown Integrated Primary School is in the latter stages of design with the planning application being submitted in late 2023. The project will proceed to construction when affordable within the wider education budget context.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207109%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389733","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389733"}},{"id":"389732","reference":"AQW 7108/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-21","answerBy":"2024-03-07","answered":"2024-02-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how he is ensuring that policies to address (i) lockdown learning; and (ii) the emotional impact of the pandemic on children and young people are implemented.","answerText":"(i) In an effort to address the impact of the Covid-19 pandemic, the Engage Programme was launched in September 2020 using Covid-19 funding provided by the Department of Finance. The programme continued in 2021/22 and 2022/23 and over £57m in funding was allocated to educational settings across the three years of the programme. The Engage programme aimed to limit any long-term adverse impact of the COVID-19 pandemic and lockdown learning by supporting pupils’ learning and engagement through provision of high quality one-to-one, small group or team teaching support in every school/setting in Northern Ireland. Due to budget pressures, the Engage programme came to an end on 31 March 2023.\n\nThe Programme provided flexibility and autonomy to allow settings to assess the diverse needs of their individual pupils in light of the pandemic and provide bespoke interventions to best meet those needs in their unique setting environment. One of the key strengths of the programme was that it was shaped by those delivering it on the ground, which allowed for the delivery of a range of approaches, for example, to increase the confidence and motivation of pupils.\n\n(ii) There is no specific DE policy on the emotional impact of the pandemic on children and young people. In relation to the wider policy to support the emotional health and wellbeing of children and young people in school, the Department of Education and Department of Health jointly published the Children and Young People’s Emotional Health and Wellbeing in Education Framework in February 2021. The Framework recognised that the pandemic brought an added dimension to the challenges in supporting emotional health and wellbeing of children and young people. Previous DE and DoH Ministers agreed to annual investment of £5m and £1.5m respectively.\n\nThe main emphasis of the Framework is to support schools to promote emotional health and wellbeing at a universal level, through a holistic, multi-disciplinary approach, and providing early and enhanced support. There are a number of projects currently in operation under the Framework, both education and health led, which aim to support children and young people’s emotional health and wellbeing including the impact of the pandemic.","answerHtml":"(i) In an effort to address the impact of the Covid-19 pandemic, the Engage Programme was launched in September 2020 using Covid-19 funding provided by the Department of Finance. The programme continued in 2021/22 and 2022/23 and over £57m in funding was allocated to educational settings across the three years of the programme. The Engage programme aimed to limit any long-term adverse impact of the COVID-19 pandemic and lockdown learning by supporting pupils’ learning and engagement through provision of high quality one-to-one, small group or team teaching support in every school/setting in Northern Ireland. Due to budget pressures, the Engage programme came to an end on 31 March 2023.
The Programme provided flexibility and autonomy to allow settings to assess the diverse needs of their individual pupils in light of the pandemic and provide bespoke interventions to best meet those needs in their unique setting environment. One of the key strengths of the programme was that it was shaped by those delivering it on the ground, which allowed for the delivery of a range of approaches, for example, to increase the confidence and motivation of pupils.
(ii) There is no specific DE policy on the emotional impact of the pandemic on children and young people. In relation to the wider policy to support the emotional health and wellbeing of children and young people in school, the Department of Education and Department of Health jointly published the Children and Young People’s Emotional Health and Wellbeing in Education Framework in February 2021. The Framework recognised that the pandemic brought an added dimension to the challenges in supporting emotional health and wellbeing of children and young people. Previous DE and DoH Ministers agreed to annual investment of £5m and £1.5m respectively.
The main emphasis of the Framework is to support schools to promote emotional health and wellbeing at a universal level, through a holistic, multi-disciplinary approach, and providing early and enhanced support. There are a number of projects currently in operation under the Framework, both education and health led, which aim to support children and young people’s emotional health and wellbeing including the impact of the pandemic.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207108%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389732","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389732"}},{"id":"389731","reference":"AQW 7107/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-21","answerBy":"2024-03-07","answered":"2024-02-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how he will ensure that all (i) schools; and (ii) youth services deliver anti-discriminatory practices, such as opportunities to celebrate cultural and linguistic diversity, different genders, sexualities and abilities, as recommended in the Children’s Law Centre Report to the UN Committee on the Rights of the Child.","answerText":"In schools, the curriculum plays a role in shaping children’s and young people’s dispositions and provides the opportunity to explore diversity and inclusion. The Addressing Bullying in Schools Northern Ireland Act 2016, which came into effect in 2021, requires schools to record incidents or alleged incidents of bullying type behaviour, their motivation and their outcome.\n\nThe Youth Service has a long history of actively promoting anti-discriminatory practices within youth centres and through a range of focused programmes.","answerHtml":"In schools, the curriculum plays a role in shaping children’s and young people’s dispositions and provides the opportunity to explore diversity and inclusion. The Addressing Bullying in Schools Northern Ireland Act 2016, which came into effect in 2021, requires schools to record incidents or alleged incidents of bullying type behaviour, their motivation and their outcome.
The Youth Service has a long history of actively promoting anti-discriminatory practices within youth centres and through a range of focused programmes.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207107%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389731","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389731"}},{"id":"389730","reference":"AQW 7106/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-21","answerBy":"2024-03-07","answered":"2024-03-06","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for his assessment of the creation of a region-wide children and families arm's-length body, as per recommendations within the Independent Review of Children’s Social Care Services.","answerText":"This is one of 53 recommendations made by the Independent Review of Children’s Social Care Services. Public consultation on 49 of 53 recommendations, including recommendations relating to a Children and Families Arms-length Body (ALB), closed on 1 December 2023. Work to analyse the responses to consultation is underway. It is hoped that work will be complete by mid-late March 2024. The analysis will inform my assessment of this and other Review recommendations. Decision-making relating to the creation of a new ALB would be a matter for the Northern Ireland Executive.","answerHtml":"This is one of 53 recommendations made by the Independent Review of Children’s Social Care Services. Public consultation on 49 of 53 recommendations, including recommendations relating to a Children and Families Arms-length Body (ALB), closed on 1 December 2023. Work to analyse the responses to consultation is underway. It is hoped that work will be complete by mid-late March 2024. The analysis will inform my assessment of this and other Review recommendations. Decision-making relating to the creation of a new ALB would be a matter for the Northern Ireland Executive.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207106%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389730","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389730"}},{"id":"389729","reference":"AQW 7105/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-21","answerBy":"2024-03-07","answered":"2024-03-06","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what action he is taking to address the workforce crisis in social care.","answerText":"The Department of Health has established the Adult Social Care Collaborative Forum and the Children’s Strategic Reform Board both of which seek to deliver reform and transformation in Health and Social Care. Within both of these Forums, there are workstreams focused on supporting, developing and improving the social care workforce.\n\nThese workstreams are implementing a range of measures that include:\n\nPublishing a Social Care Workforce Strategy. This will set out a vision to develop a sustainable social care workforce over the next 10 years. It will support the development of the social care workforce and build pride and professionalism across the social care system in all sectors. The strategy will include actions to develop career pathways, support the training and education of the workforce, and to raise the profile and recognition of the social care workforce as a skilled and competent workforce. It is anticipated that the Strategy will be published in late 2024.\n\nIn partnership with the Northern Ireland Social Care Council, work is ongoing to develop the training, career and qualification pathways for the social care workforce.\n\nIn partnership with all stakeholders’ social care campaigns are ongoing to raise the profile and recognise the significant contribution that the social care workforce provides.\n\nIn addition to the above, the Social Care Fair Work Forum has also been established which will seek to embed Fair Work initiatives and improve the terms and conditions for everyone employed across all parts of the social care sector.","answerHtml":"The Department of Health has established the Adult Social Care Collaborative Forum and the Children’s Strategic Reform Board both of which seek to deliver reform and transformation in Health and Social Care. Within both of these Forums, there are workstreams focused on supporting, developing and improving the social care workforce.
These workstreams are implementing a range of measures that include:
Publishing a Social Care Workforce Strategy. This will set out a vision to develop a sustainable social care workforce over the next 10 years. It will support the development of the social care workforce and build pride and professionalism across the social care system in all sectors. The strategy will include actions to develop career pathways, support the training and education of the workforce, and to raise the profile and recognition of the social care workforce as a skilled and competent workforce. It is anticipated that the Strategy will be published in late 2024.
In partnership with the Northern Ireland Social Care Council, work is ongoing to develop the training, career and qualification pathways for the social care workforce.
In partnership with all stakeholders’ social care campaigns are ongoing to raise the profile and recognise the significant contribution that the social care workforce provides.
In addition to the above, the Social Care Fair Work Forum has also been established which will seek to embed Fair Work initiatives and improve the terms and conditions for everyone employed across all parts of the social care sector.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%207105%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389729","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389729"}},{"id":"389460","reference":"AQW 6949/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-20","answerBy":"2024-02-23","answered":"2024-02-23","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail (i) the schools that are in contract for capital works funded by Fresh Start; (ii) the schools that are in procurement for capital works funded by Fresh Start; and (iii) whether any of these projects will not proceed as a result of Fresh Start monies being reprofiled for the UK government's financial package.","answerText":"The Fresh Start projects in contract for capital works are:\n\nUlidia Integrated College;\n\nNew-Bridge Integrated College;\n\nShimna Integrated College;\n\nPhoenix Integrated Primary School;\n\nMill Strand Integrated Primary School;\n\nParkhall Integrated College;\n\nRowandale Integrated Primary School;\n\nBallycastle Shared Education Campus; and\n\nStrangford Integrated College.\n\nFresh Start funding remaining available from HM Treasury is now only sufficient for those schemes already in construction contract.\n\nFunding is in place for all Fresh Start projects in construction contract to be completed.\n\nI have submitted proposals to ask the Executive to recommit £150 million of funding to support the construction of the flagship Strule Shared Education Campus, which is currently in procurement. Without this additional funding, the project cannot proceed.\n\nIn light of my statutory duties to integrated and shared education, I have also placed the 10 remaining former Fresh Start projects that are not yet in contract into my Department’s conventional major works programme to continue to advance in planning. I have also written to the Secretary of State to set out the strategic importance of these projects and to seek the additional capital funding necessary to progress their construction given previous commitments made by the Government. I have particularly highlighted the position of Millennium Integrated Primary School, which is in procurement.","answerHtml":"The Fresh Start projects in contract for capital works are:
Ulidia Integrated College;
New-Bridge Integrated College;
Shimna Integrated College;
Phoenix Integrated Primary School;
Mill Strand Integrated Primary School;
Parkhall Integrated College;
Rowandale Integrated Primary School;
Ballycastle Shared Education Campus; and
Strangford Integrated College.
Fresh Start funding remaining available from HM Treasury is now only sufficient for those schemes already in construction contract.
Funding is in place for all Fresh Start projects in construction contract to be completed.
I have submitted proposals to ask the Executive to recommit £150 million of funding to support the construction of the flagship Strule Shared Education Campus, which is currently in procurement. Without this additional funding, the project cannot proceed.
In light of my statutory duties to integrated and shared education, I have also placed the 10 remaining former Fresh Start projects that are not yet in contract into my Department’s conventional major works programme to continue to advance in planning. I have also written to the Secretary of State to set out the strategic importance of these projects and to seek the additional capital funding necessary to progress their construction given previous commitments made by the Government. I have particularly highlighted the position of Millennium Integrated Primary School, which is in procurement.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206949%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389460","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389460"}},{"id":"389459","reference":"AQW 6948/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-20","answerBy":"2024-03-06","answered":"2024-02-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what consideration has been given to making compulsory modules on mental health and emotional support part of the Bachelor of Education programme and the Postgraduate Certificate in Education programme.","answerText":"Initial Teacher Education (ITE) providers in Northern Ireland already include mental health and emotional support in a number of their ITE modules.\n\nThe ITE providers review their programmes every year to take into account any significant changes to the educational landscape, including the Children and Young People’s Emotional Health and Wellbeing in Education Framework. This ensures student teachers continue to receive appropriate development in this important area.","answerHtml":"Initial Teacher Education (ITE) providers in Northern Ireland already include mental health and emotional support in a number of their ITE modules.
The ITE providers review their programmes every year to take into account any significant changes to the educational landscape, including the Children and Young People’s Emotional Health and Wellbeing in Education Framework. This ensures student teachers continue to receive appropriate development in this important area.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206948%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389459","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389459"}},{"id":"389458","reference":"AQW 6947/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-20","answerBy":"2024-03-06","answered":"2024-02-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how he will ensure that primary school teachers have access to curriculum support in the teaching of science, as part of The World Around Us.","answerText":"The Education (Curriculum Minimum Content) Order (Northern Ireland) 2007 sets out the curriculum as high-level areas of learning. In primary schools, at foundation stage and key stages 1 and 2, ‘science and technology’ is already a compulsory contributory element within the World Around Us area of learning.\n\nPupils must be provided with opportunities to develop an understanding of interdependence, place, movement and energy, and change over time.\n\nThe Council for the Curriculum, Examinations and Assessment (CCEA) provides curriculum support and teaching materials for use in schools on all areas of the statutory curriculum, including science and technology. CCEA’s website hosts a range of useful and relevant resources around science and technology across all primary key stages. It is, however, a matter for individual schools to determine which resources they wish to use to support their delivery of the curriculum.","answerHtml":"The Education (Curriculum Minimum Content) Order (Northern Ireland) 2007 sets out the curriculum as high-level areas of learning. In primary schools, at foundation stage and key stages 1 and 2, ‘science and technology’ is already a compulsory contributory element within the World Around Us area of learning.
Pupils must be provided with opportunities to develop an understanding of interdependence, place, movement and energy, and change over time.
The Council for the Curriculum, Examinations and Assessment (CCEA) provides curriculum support and teaching materials for use in schools on all areas of the statutory curriculum, including science and technology. CCEA’s website hosts a range of useful and relevant resources around science and technology across all primary key stages. It is, however, a matter for individual schools to determine which resources they wish to use to support their delivery of the curriculum.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206947%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389458","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389458"}},{"id":"389457","reference":"AQW 6946/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-20","answerBy":"2024-03-06","answered":"2024-02-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will consider introducing subject-specific Continuing Professional Development for primary school teachers.","answerText":"Professional development for the whole teaching workforce in Northern Ireland is progressed through my Department’s strategy for Teacher Professional Learning (TPL), “Learning Leaders”.\n\nOur TPL delivery partner, the Education Authority (EA), provides a range of Professional Learning Programmes (aligned to the Learning Leaders Strategy). The EA works with partnerships of primary schools to identify common areas of need and supports primary schools availing of professional learning opportunities within the existing resource constraints.","answerHtml":"Professional development for the whole teaching workforce in Northern Ireland is progressed through my Department’s strategy for Teacher Professional Learning (TPL), “Learning Leaders”.
Our TPL delivery partner, the Education Authority (EA), provides a range of Professional Learning Programmes (aligned to the Learning Leaders Strategy). The EA works with partnerships of primary schools to identify common areas of need and supports primary schools availing of professional learning opportunities within the existing resource constraints.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206946%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389457","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389457"}},{"id":"389456","reference":"AQW 6945/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-20","answerBy":"2024-03-06","answered":"2024-02-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will consider reinstating science as a statutory core subject in the primary curriculum.","answerText":"The Education (Curriculum Minimum Content) Order (Northern Ireland) 2007 sets out the curriculum as high-level areas of learning. In primary schools, at foundation stage and key stages 1 and 2, ‘science and technology’ is already a compulsory contributory element within the World Around Us area of learning.\n\nPupils must be provided with opportunities to develop an understanding of interdependence, place, movement and energy, and change over time.\n\nThe Council for the Curriculum, Examinations and Assessment (CCEA) provides curriculum support and teaching materials for use in schools on all areas of the statutory curriculum, including science and technology. CCEA’s website hosts a range of useful and relevant resources around science and technology across all primary key stages. It is, however, a matter for individual schools to determine which resources they wish to use to support their delivery of the curriculum.","answerHtml":"The Education (Curriculum Minimum Content) Order (Northern Ireland) 2007 sets out the curriculum as high-level areas of learning. In primary schools, at foundation stage and key stages 1 and 2, ‘science and technology’ is already a compulsory contributory element within the World Around Us area of learning.
Pupils must be provided with opportunities to develop an understanding of interdependence, place, movement and energy, and change over time.
The Council for the Curriculum, Examinations and Assessment (CCEA) provides curriculum support and teaching materials for use in schools on all areas of the statutory curriculum, including science and technology. CCEA’s website hosts a range of useful and relevant resources around science and technology across all primary key stages. It is, however, a matter for individual schools to determine which resources they wish to use to support their delivery of the curriculum.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206945%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389456","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389456"}},{"id":"389219","reference":"AQW 6833/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-19","answerBy":"2024-03-05","answered":"2024-03-04","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the publication of a 10-year Capital Investment Strategy.","answerText":"I have asked my officials to take forward work on a Capital Investment Strategy for education as a matter of priority.","answerHtml":"I have asked my officials to take forward work on a Capital Investment Strategy for education as a matter of priority.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206833%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389219","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389219"}},{"id":"389218","reference":"AQW 6832/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-19","answerBy":"2024-03-05","answered":"2024-02-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on his Department’s plans to develop a participation network that will allow children and young people to engage with and co-design Department of Education policy.","answerText":"My officials are working in partnership with other departments and a range of key stakeholders, to develop proposals which can better support and facilitate the participation of children and young people in government decisions which affect them. The work to date, which has involved input from children and young people has focused on developing participation principles to inform the engagement process. The development of a cross-departmental participation network will be considered in the next phase. DE teams already routinely seek input from children and young people on policy development.","answerHtml":"My officials are working in partnership with other departments and a range of key stakeholders, to develop proposals which can better support and facilitate the participation of children and young people in government decisions which affect them. The work to date, which has involved input from children and young people has focused on developing participation principles to inform the engagement process. The development of a cross-departmental participation network will be considered in the next phase. DE teams already routinely seek input from children and young people on policy development.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206832%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389218","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389218"}},{"id":"389217","reference":"AQW 6831/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-19","answerBy":"2024-03-05","answered":"2024-02-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the implementation of the Children and Young People’s Emotional Health and Wellbeing in Education Framework.","answerText":"Following guidance under the Gigabit Infrastructure Subsidy Scheme, my Department, in conjunction with Building Digital UK (BDUK), an executive agency of the Department for Science, Innovation and Technology, carried out an Open Market Review to establish existing and planned coverage of broadband services locally, seeking responses from existing and prospective broadband infrastructure providers. My Department and BDUK also carried out a Public Review to validate the results of the Open Market Review. An outcome report of the Public Review was published in February 2024. My Department has also been engaging with BDUK on the development of documentation for an anticipated procurement under Project Gigabit, and has begun Pre-Procurement Market Engagement.\n\nMy officials continue to develop a business case and BDUK has confirmed that it will make available any necessary capital funding for Project Gigabit here, subject to the approval of a final business case, State aid / subsidy control assurance and value for money considerations.","answerHtml":"Following guidance under the Gigabit Infrastructure Subsidy Scheme, my Department, in conjunction with Building Digital UK (BDUK), an executive agency of the Department for Science, Innovation and Technology, carried out an Open Market Review to establish existing and planned coverage of broadband services locally, seeking responses from existing and prospective broadband infrastructure providers. My Department and BDUK also carried out a Public Review to validate the results of the Open Market Review. An outcome report of the Public Review was published in February 2024. My Department has also been engaging with BDUK on the development of documentation for an anticipated procurement under Project Gigabit, and has begun Pre-Procurement Market Engagement.
My officials continue to develop a business case and BDUK has confirmed that it will make available any necessary capital funding for Project Gigabit here, subject to the approval of a final business case, State aid / subsidy control assurance and value for money considerations.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206831%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389217","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389217"}},{"id":"389216","reference":"AQW 6830/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-19","answerBy":"2024-03-05","answered":"2024-02-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the use of restorative practice in schools, as set out in the A Fair Start report.","answerText":"The Education Authority (EA) uses Restorative Practice officers to support schools to access whole school training, enabling them to introduce restorative practice and create a cohesive and supportive school environment for all. More than 600 young people over the last two academic years have engaged with “restorative circles” to address wider classroom relationships.\n\nIn the current academic year, more than 150 young people have completed a restorative practice peer mentoring program and the EA is currently seeking to have this program accredited with the Open College Network Northern Ireland. EA has been awarded Registered Training Provider status with the Restorative Justice Council (RJC).","answerHtml":"The Education Authority (EA) uses Restorative Practice officers to support schools to access whole school training, enabling them to introduce restorative practice and create a cohesive and supportive school environment for all. More than 600 young people over the last two academic years have engaged with “restorative circles” to address wider classroom relationships.
In the current academic year, more than 150 young people have completed a restorative practice peer mentoring program and the EA is currently seeking to have this program accredited with the Open College Network Northern Ireland. EA has been awarded Registered Training Provider status with the Restorative Justice Council (RJC).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206830%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389216","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389216"}},{"id":"389215","reference":"AQW 6829/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-19","answerBy":"2024-03-05","answered":"2024-02-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the toolkit for educating and engaging boys.","answerText":"In delivering against “A Fair Start” Key Area 5(i), the framework for a “Maximising Potential Hub” has been developed. This will be an interactive framework that will be continuously populated. The Hub features regional and international research around identifying and removing those factors which impact upon pupil engagement and success in school; it holds a range of associated self-evaluative tools and professional learning.","answerHtml":"In delivering against “A Fair Start” Key Area 5(i), the framework for a “Maximising Potential Hub” has been developed. This will be an interactive framework that will be continuously populated. The Hub features regional and international research around identifying and removing those factors which impact upon pupil engagement and success in school; it holds a range of associated self-evaluative tools and professional learning.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206829%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389215","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389215"}},{"id":"389009","reference":"AQW 6698/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-16","answerBy":"2024-03-04","answered":"2024-03-01","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what steps he is taking alongside other Departments to improve the provision of mental health services.","answerText":"A Cross-Departmental Working Group is in place to contribute to the implementation of the Mental Health Strategy 2021-31 to improve the mental health of people across Northern Ireland. Its purpose is to identify opportunities for greater cross-government and cross-sectoral working to inform Mental Health Strategy implementation.\n\nPart of the remit of the Working Group is to identify existing areas of joined up working and encourage greater collaboration so that services are joined up at local level and to ensure that individuals and communities receive the seamless integrated support they need.\n\nThe Working Group last met in November 2023 where a number of areas were examined relating to work ongoing in other Departments which could support delivery of the Mental Health Strategy, particularly around Early Intervention and Prevention.","answerHtml":"A Cross-Departmental Working Group is in place to contribute to the implementation of the Mental Health Strategy 2021-31 to improve the mental health of people across Northern Ireland. Its purpose is to identify opportunities for greater cross-government and cross-sectoral working to inform Mental Health Strategy implementation.
Part of the remit of the Working Group is to identify existing areas of joined up working and encourage greater collaboration so that services are joined up at local level and to ensure that individuals and communities receive the seamless integrated support they need.
The Working Group last met in November 2023 where a number of areas were examined relating to work ongoing in other Departments which could support delivery of the Mental Health Strategy, particularly around Early Intervention and Prevention.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206698%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389009","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389009"}},{"id":"389008","reference":"AQW 6697/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-16","answerBy":"2024-03-04","answered":"2024-02-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the further review of the longer-term aspects of recommendations contained within the fundamental review of GCSEs and A levels, which was presented to the Minister of Education in June 2013.","answerText":"Further work on developing a longer-term vision for qualifications in Northern Ireland had reached an advanced stage with a further report by the expert group chaired by Sir Norman Apsley, and additional detailed work carried out by CCEA. However, this work had to be paused in early 2020, before being presented to the then Minister, due to the need to respond to the COVID pandemic.\n\nOfficials, in conjunction with CCEA, are currently revisiting this work and updating it to take account of developments in the intervening years before making recommendations about how best to proceed.","answerHtml":"Further work on developing a longer-term vision for qualifications in Northern Ireland had reached an advanced stage with a further report by the expert group chaired by Sir Norman Apsley, and additional detailed work carried out by CCEA. However, this work had to be paused in early 2020, before being presented to the then Minister, due to the need to respond to the COVID pandemic.
Officials, in conjunction with CCEA, are currently revisiting this work and updating it to take account of developments in the intervening years before making recommendations about how best to proceed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206697%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389008","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389008"}},{"id":"389007","reference":"AQW 6696/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-16","answerBy":"2024-03-04","answered":"2024-03-01","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health how his Department will ensure that the relationship between the statutory funders of services and the voluntary and community sector becomes more of a partnership rather than a purchasing relationship, as per recommendations within the Independent Review of Children’s Social Care Services.","answerText":"While my Department is currently in the process of analysing all of the recommendations within the Independent Review, I recognise the vital contribution made by the voluntary and community sector (VCS) and the need for us to work in partnership together to address the health and social care needs of the population of Northern Ireland.\n\nMy officials have held initial discussions with the Re-imagine Children’s Collective with a view to agreeing how the relationship between the HSC and the VCS can be improved. A further meeting is planned on 11 March, where the focus of the discussion will be on working in partnership with the sector as recommended by Professor Ray Jones.\n\nThe Integrated Care System (ICS) Programme model has also been co-produced with a range of stakeholders including significant input from the Voluntary and Community sector. The programme continues to be supported by a Voluntary and Community Sector Workstream representing the views of the sector in the programme’s ongoing work.\n\nThe sector forms an integral part of the ICS, being represented at both regional level and through local Area Integrated Partnership Boards.","answerHtml":"While my Department is currently in the process of analysing all of the recommendations within the Independent Review, I recognise the vital contribution made by the voluntary and community sector (VCS) and the need for us to work in partnership together to address the health and social care needs of the population of Northern Ireland.
My officials have held initial discussions with the Re-imagine Children’s Collective with a view to agreeing how the relationship between the HSC and the VCS can be improved. A further meeting is planned on 11 March, where the focus of the discussion will be on working in partnership with the sector as recommended by Professor Ray Jones.
The Integrated Care System (ICS) Programme model has also been co-produced with a range of stakeholders including significant input from the Voluntary and Community sector. The programme continues to be supported by a Voluntary and Community Sector Workstream representing the views of the sector in the programme’s ongoing work.
The sector forms an integral part of the ICS, being represented at both regional level and through local Area Integrated Partnership Boards.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206696%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389007","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389007"}},{"id":"389006","reference":"AQW 6695/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-16","answerBy":"2024-03-04","answered":"2024-02-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the implementation of recommendations outlined in the Landscape Review of Education Authority.","answerText":"The Landscape Review highlighted the need for the EA to become more child and pupil centric in its approach and to review, test and refresh all its front-line services to ensure they are appropriately resourced and skilled and that the processes and systems they use allow them to interact with stakeholders in real time and provide an improved quality of service and information.\n\nMy Department has been working with the Education Authority on the issues raised and have jointly developed an Action Plan to address the recommendations highlighted within the Report. Workstreams have been established to take forward the recommendations and I am keen to see progress at pace.\n\nWork includes end-to-end reviews of Special Education Needs (SEN), school improvement and HR support services; revision of service delivery models; improvements to customer engagement; progression of people and culture work; and improvements to governance, data and partnerships.","answerHtml":"The Landscape Review highlighted the need for the EA to become more child and pupil centric in its approach and to review, test and refresh all its front-line services to ensure they are appropriately resourced and skilled and that the processes and systems they use allow them to interact with stakeholders in real time and provide an improved quality of service and information.
My Department has been working with the Education Authority on the issues raised and have jointly developed an Action Plan to address the recommendations highlighted within the Report. Workstreams have been established to take forward the recommendations and I am keen to see progress at pace.
Work includes end-to-end reviews of Special Education Needs (SEN), school improvement and HR support services; revision of service delivery models; improvements to customer engagement; progression of people and culture work; and improvements to governance, data and partnerships.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206695%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389006","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389006"}},{"id":"389005","reference":"AQW 6694/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-16","answerBy":"2024-03-04","answered":"2024-02-28","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the work of the Religious Education Advisory Committee.","answerText":"The Religious Education Advisory Committee was established in 2006 to develop guidance and materials for schools to support the introduction of the Religious Education Core Syllabus. By 2019 it was considered that the work of the Committee had been completed and it was stood down.\n\nIn 2022, the Committee was reconvened. Between October 2022 and March 2023, the reconvened Committee, chaired by the Council for the Curriculum, Examinations and Assessment (CCEA), met on four occasions to develop a draft Terms of Reference and discuss the membership, remit and scope of the group. This includes discussion around to what extent CCEA has the authority to extend the membership or present proposals to do so.\n\nAt present the Committee is not meeting pending the outcome of the Appeal in Judicial Review Case 87 (A minor) which was heard on 25 and 26 October 2023.\n\nI am, however, advised that individual members or groups within the Committee are taking forward some work around the role of Religious Education in the curriculum. Specifically, they are considering an agreed definition of what Religious Education is and assessing its contribution to the curriculum including to cross-curricular skills and thinking skills and personal capabilities.\n\nThe work of the Committee will recommence once the outcome of the Appeal is known.","answerHtml":"The Religious Education Advisory Committee was established in 2006 to develop guidance and materials for schools to support the introduction of the Religious Education Core Syllabus. By 2019 it was considered that the work of the Committee had been completed and it was stood down.
In 2022, the Committee was reconvened. Between October 2022 and March 2023, the reconvened Committee, chaired by the Council for the Curriculum, Examinations and Assessment (CCEA), met on four occasions to develop a draft Terms of Reference and discuss the membership, remit and scope of the group. This includes discussion around to what extent CCEA has the authority to extend the membership or present proposals to do so.
At present the Committee is not meeting pending the outcome of the Appeal in Judicial Review Case 87 (A minor) which was heard on 25 and 26 October 2023.
I am, however, advised that individual members or groups within the Committee are taking forward some work around the role of Religious Education in the curriculum. Specifically, they are considering an agreed definition of what Religious Education is and assessing its contribution to the curriculum including to cross-curricular skills and thinking skills and personal capabilities.
The work of the Committee will recommence once the outcome of the Appeal is known.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206694%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=389005","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=389005"}},{"id":"388625","reference":"AQW 6547/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-15","answerBy":"2024-03-01","answered":"2024-02-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how he will ensure that decisions which impact young people are communicated to young people in an appropriate manner.","answerText":"DE teams routinely engage with children and young people to assess the impact their policies may have and communicate decisions. Work is ongoing to consider how the participation of children and young people in the decision making of all Departments can be improved.","answerHtml":"DE teams routinely engage with children and young people to assess the impact their policies may have and communicate decisions. Work is ongoing to consider how the participation of children and young people in the decision making of all Departments can be improved.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206547%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388625","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388625"}},{"id":"388624","reference":"AQW 6546/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-15","answerBy":"2024-03-01","answered":"2024-02-23","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister what measures the Executive Office has put in place to ensure that young people are actively consulted on the creation of policy which will impact them.","answerText":"Our officials follow the relevant advice from the Equality Commission and that contained within the Department’s Equality Scheme when preparing to undertake any policy consultation.\n\nWhere policies are likely to have a particular impact on children and young people, policy makers are also asked to consider whether a Child Rights Impact Assessment (CRIA) is appropriate. The CRIA aims to embed children’s rights considerations at the outset of developing legislation, strategies and policies. TEO conducted a CRIA on the proposals for the allocation of its 2023/24 budget and included this in the public consultation.\n\nA recent example of the Department’s direct engagement with children and young people would be the Race Relations Order Review consultation which was launched on 27 March 2023. A number of events were held and social media was used to raise awareness. The consultation ran for 12 weeks and formally ended on 18 June 2023. To obtain views from children and young people the Department engaged the Education Authority to conduct eight separate consultation events on our behalf. These events were divided into two groups and included four schools and four youth groups from a disparate geography. Officials are in receipt of the report covering the events, comments from which will be incorporated into the final consultation report. The formal public consultation also included an easy read version and a specific children and young people’s questionnaire for responses.\n\nSimilarly, TEO officials are seeking the participation of children and young people in the development of the Ending Violence Against Women and Girls draft Strategic Framework. A series of youth panels have been established and includes a mix of genders, ages and Section 75 representation. Developed in partnership with the Education Authority, the youth panels input has informed the development of the draft Framework. The youth panels also contributed to an easy read version of our public consultation and advised on terminology used to increase accessibility.","answerHtml":"Our officials follow the relevant advice from the Equality Commission and that contained within the Department’s Equality Scheme when preparing to undertake any policy consultation.
Where policies are likely to have a particular impact on children and young people, policy makers are also asked to consider whether a Child Rights Impact Assessment (CRIA) is appropriate. The CRIA aims to embed children’s rights considerations at the outset of developing legislation, strategies and policies. TEO conducted a CRIA on the proposals for the allocation of its 2023/24 budget and included this in the public consultation.
A recent example of the Department’s direct engagement with children and young people would be the Race Relations Order Review consultation which was launched on 27 March 2023. A number of events were held and social media was used to raise awareness. The consultation ran for 12 weeks and formally ended on 18 June 2023. To obtain views from children and young people the Department engaged the Education Authority to conduct eight separate consultation events on our behalf. These events were divided into two groups and included four schools and four youth groups from a disparate geography. Officials are in receipt of the report covering the events, comments from which will be incorporated into the final consultation report. The formal public consultation also included an easy read version and a specific children and young people’s questionnaire for responses.
Similarly, TEO officials are seeking the participation of children and young people in the development of the Ending Violence Against Women and Girls draft Strategic Framework. A series of youth panels have been established and includes a mix of genders, ages and Section 75 representation. Developed in partnership with the Education Authority, the youth panels input has informed the development of the draft Framework. The youth panels also contributed to an easy read version of our public consultation and advised on terminology used to increase accessibility.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206546%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388624","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388624"}},{"id":"388623","reference":"AQW 6545/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-15","answerBy":"2024-03-01","answered":"2024-03-01","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the review of the Healthy Child, Healthy Future Scheme.","answerText":"A review of the Healthy Child, Healthy Future Policy is ongoing. Completion of this review is expected before the summer.","answerHtml":"A review of the Healthy Child, Healthy Future Policy is ongoing. Completion of this review is expected before the summer.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206545%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388623","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388623"}},{"id":"388622","reference":"AQW 6544/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-15","answerBy":"2024-03-01","answered":"2024-02-26","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when he will publish the 14-19 Framework Action Plan.","answerText":"My Department is jointly responsible for delivery of the 14-19 Education and Training Framework along with the Department for the Economy.\n\nThe Framework, including 34 strategic actions was published in 2022, however, the underpinning draft action plan was held as an internal document for officials to aid implementation.\n\nI will discuss next steps on implementation of the Framework with Conor Murphy, Minister for the Department of the Economy in due course.","answerHtml":"My Department is jointly responsible for delivery of the 14-19 Education and Training Framework along with the Department for the Economy.
The Framework, including 34 strategic actions was published in 2022, however, the underpinning draft action plan was held as an internal document for officials to aid implementation.
I will discuss next steps on implementation of the Framework with Conor Murphy, Minister for the Department of the Economy in due course.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206544%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388622","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388622"}},{"id":"388621","reference":"AQW 6543/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-15","answerBy":"2024-03-01","answered":"2024-02-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what action he is taking to ensure as many schools as possible are taking part in The Daily Mile initiative.","answerText":"Physical Education is an Area of Learning in the curriculum. It focuses on children’s physical development, health and wellbeing. The Department of Education recommends that schools should provide pupils with at least two hours of curricular Physical Education each week.\n\nIn respect of the curriculum content that is taught in schools in Northern Ireland and the resources available to support teaching and learning, the Department of Education delegates as much funding and decision-making as possible to schools. Subsequently, it does not normally endorse or recommend any particular resource or programme for use by schools. It is entirely a matter for individual schools to determine which resources or programmes they wish to use to support their delivery of the curriculum.\n\nThe Education Authority is a member of the Daily Mile Network Northern Ireland and has supported the development of the Daily Mile using a number of mechanisms. This has included the facilitation of a webinar entitled the “Daily Mile Makes You Smile” which gave School Principals an opportunity to better understand the benefits of the Daily Mile based on the experience of participating schools. In addition, EA continues to support and share publicity in relation to local Daily Mile Network activities, for example the Santa Run.","answerHtml":"Physical Education is an Area of Learning in the curriculum. It focuses on children’s physical development, health and wellbeing. The Department of Education recommends that schools should provide pupils with at least two hours of curricular Physical Education each week.
In respect of the curriculum content that is taught in schools in Northern Ireland and the resources available to support teaching and learning, the Department of Education delegates as much funding and decision-making as possible to schools. Subsequently, it does not normally endorse or recommend any particular resource or programme for use by schools. It is entirely a matter for individual schools to determine which resources or programmes they wish to use to support their delivery of the curriculum.
The Education Authority is a member of the Daily Mile Network Northern Ireland and has supported the development of the Daily Mile using a number of mechanisms. This has included the facilitation of a webinar entitled the “Daily Mile Makes You Smile” which gave School Principals an opportunity to better understand the benefits of the Daily Mile based on the experience of participating schools. In addition, EA continues to support and share publicity in relation to local Daily Mile Network activities, for example the Santa Run.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206543%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388621","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388621"}},{"id":"388416","reference":"AQW 6411/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-14","answerBy":"2024-02-29","answered":"2024-02-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on his Department’s plans to progress programmes in partnership with the voluntary, community and youth sector in support of the Tackling Paramilitarism and Organised Crime Programme.","answerText":"The Executive Programme on Paramilitarism and Organised Crime (EPOCC) delivers over one hundred projects that help keep people safe, reduce the risk of exploitation and over time build community resilience to criminality and paramilitarism.\n\nThe programme includes investment in youth interventions, led by the Department of Education (DE) and Education Authority (EA), that support vulnerable young people who are at risk of paramilitary influence, coercion and violence in targeted geographical locations across Northern Ireland. The interventions are delivered in collaboration with other government departments, statutory agencies and voluntary and community sector partners.\n\nThe WRAP Programme is a wrap-around educational support programme for children and young people facing significant challenges. WRAP is a programme of flexible interventions to deliver against both DE and EPOCC objectives and was designed and implemented in partnership with delivery agents in four areas. These are Greater Shantallow Area Partnership, Derry / Londonderry; Eastside Learning, East Belfast; Forward South Partnership, South Belfast; and THRiVE, Rathcoole/Newtownabbey.\n\nThe EPOCC is evidence-based, data-driven and outcomes focused that draws on best international and local practice. It is also a long-term endeavour that requires action across the Executive.\n\nA proposal to continue youth interventions in 2024/25, including continued delivery in collaboration with community and voluntary youth sector providers, has been submitted and is pending confirmation of budgets. A Phase 3 rollout of the EPOCC from 2025/26 is not yet confirmed.","answerHtml":"The Executive Programme on Paramilitarism and Organised Crime (EPOCC) delivers over one hundred projects that help keep people safe, reduce the risk of exploitation and over time build community resilience to criminality and paramilitarism.
The programme includes investment in youth interventions, led by the Department of Education (DE) and Education Authority (EA), that support vulnerable young people who are at risk of paramilitary influence, coercion and violence in targeted geographical locations across Northern Ireland. The interventions are delivered in collaboration with other government departments, statutory agencies and voluntary and community sector partners.
The WRAP Programme is a wrap-around educational support programme for children and young people facing significant challenges. WRAP is a programme of flexible interventions to deliver against both DE and EPOCC objectives and was designed and implemented in partnership with delivery agents in four areas. These are Greater Shantallow Area Partnership, Derry / Londonderry; Eastside Learning, East Belfast; Forward South Partnership, South Belfast; and THRiVE, Rathcoole/Newtownabbey.
The EPOCC is evidence-based, data-driven and outcomes focused that draws on best international and local practice. It is also a long-term endeavour that requires action across the Executive.
A proposal to continue youth interventions in 2024/25, including continued delivery in collaboration with community and voluntary youth sector providers, has been submitted and is pending confirmation of budgets. A Phase 3 rollout of the EPOCC from 2025/26 is not yet confirmed.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206411%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388416","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388416"}},{"id":"388415","reference":"AQW 6410/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-14","answerBy":"2024-02-29","answered":"2024-02-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the roll-out of the Tackling Educational Disadvantage programme.","answerText":"Work is ongoing within the Department on the design of a new programme focussed on a whole community approach to education. This has been supported by input from a Stakeholder Reference Group consisting of representatives from schools and the voluntary and community sector.\n\nThe programme will deliver a key recommendation of the A Fair Start Report with place-based partnerships focusing on communities and families in the most disadvantaged areas.","answerHtml":"Work is ongoing within the Department on the design of a new programme focussed on a whole community approach to education. This has been supported by input from a Stakeholder Reference Group consisting of representatives from schools and the voluntary and community sector.
The programme will deliver a key recommendation of the A Fair Start Report with place-based partnerships focusing on communities and families in the most disadvantaged areas.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206410%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388415","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388415"}},{"id":"388414","reference":"AQW 6409/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-14","answerBy":"2024-02-29","answered":"2024-02-19","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on funding plans for Nurture Groups in schools.","answerText":"The Department’s budget allocation for 2024/25 is still to be confirmed and I am therefore not in a position to provide an update on the Department’s funding allocation for Nurture provision as a whole, or for Nurture Groups specifically, in the upcoming financial year.\n\nOfficials have commenced work to develop options for the Department’s future, longer-term approach to supporting Nurture provision, with a view to establishing a sustainable model that will ensure we are effectively targeting and supporting those children who are most in need of this type of intervention.","answerHtml":"The Department’s budget allocation for 2024/25 is still to be confirmed and I am therefore not in a position to provide an update on the Department’s funding allocation for Nurture provision as a whole, or for Nurture Groups specifically, in the upcoming financial year.
Officials have commenced work to develop options for the Department’s future, longer-term approach to supporting Nurture provision, with a view to establishing a sustainable model that will ensure we are effectively targeting and supporting those children who are most in need of this type of intervention.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206409%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388414","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388414"}},{"id":"388413","reference":"AQW 6408/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-14","answerBy":"2024-02-29","answered":"2024-02-26","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the creation of a care pathway for those living with long Covid.","answerText":"The following services to support and assist people who are living with this condition have been established in all 5 HSC Trusts.\n\nStrand 1 - Post-COVID-19 syndrome (PCS) patients referred by primary or secondary care to a one-stop-shop MDT assessment service\n\nPatients can be referred to the MDT assessment clinic from primary and secondary care. Patients receive an holistic assessment to include:\n\nidentifying patients with breathlessness who may benefit from pulmonary rehabilitation; and,\n\nthose who may need onward referral to secondary or community services and/or signposting to self-management resources.\n\nStrand 2: - Bespoke pulmonary rehabilitation / dysfunctional breathing service for patients with significant respiratory symptoms post-COVID-19\n\nThe purpose of this strand is to put in place timely, effective arrangements for outpatient rehabilitation following COVID-19 resulting in significant respiratory symptoms.\n\nStrand 3 - Patients discharged from critical care (both COVID-19 and non-COVID-19)\n\nThe purpose of this strand is to put in place timely, effective arrangements for the follow-up and assessment of people discharged from critical care (both COVID-19 and non-COVID-19), reflecting the known risk of long-term sequelae following a long stay in critical care.\n\nStrand 4 - Strengthening psychology support to all Trusts\n\nThe psychological impact of COVID-19 (depression, anxiety disorders, PTSD, traumatic bereavement, psychosis, risk to self and/or others) is recognised in extant national guidance. Each Trust has been supported to recruit an additional senior psychologist, with their main role supporting strand 3, but also providing advice to staff working in strands 1 and 2.\n\nStrand 5 - Regional MDT clinical physiology, SLT and dietetic support\n\nSelected patients may need diagnostic tests by respiratory clinical physiologists, onward referral for dietetic and speech and language therapy (SLT) from the one-stop-shop MDT assessment service, the critical care follow-up and pulmonary rehabilitation strands.\n\nStrand 6 - Signposting and access to self-management resources\n\nPatients in NI can access self-management resources which include the NHS App Your Covid Recovery (Managing The Effects | Your COVID Recovery)","answerHtml":"The following services to support and assist people who are living with this condition have been established in all 5 HSC Trusts.
Strand 1 - Post-COVID-19 syndrome (PCS) patients referred by primary or secondary care to a one-stop-shop MDT assessment service
Patients can be referred to the MDT assessment clinic from primary and secondary care. Patients receive an holistic assessment to include:
identifying patients with breathlessness who may benefit from pulmonary rehabilitation; and,
those who may need onward referral to secondary or community services and/or signposting to self-management resources.
Strand 2: - Bespoke pulmonary rehabilitation / dysfunctional breathing service for patients with significant respiratory symptoms post-COVID-19
The purpose of this strand is to put in place timely, effective arrangements for outpatient rehabilitation following COVID-19 resulting in significant respiratory symptoms.
Strand 3 - Patients discharged from critical care (both COVID-19 and non-COVID-19)
The purpose of this strand is to put in place timely, effective arrangements for the follow-up and assessment of people discharged from critical care (both COVID-19 and non-COVID-19), reflecting the known risk of long-term sequelae following a long stay in critical care.
Strand 4 - Strengthening psychology support to all Trusts
The psychological impact of COVID-19 (depression, anxiety disorders, PTSD, traumatic bereavement, psychosis, risk to self and/or others) is recognised in extant national guidance. Each Trust has been supported to recruit an additional senior psychologist, with their main role supporting strand 3, but also providing advice to staff working in strands 1 and 2.
Strand 5 - Regional MDT clinical physiology, SLT and dietetic support
Selected patients may need diagnostic tests by respiratory clinical physiologists, onward referral for dietetic and speech and language therapy (SLT) from the one-stop-shop MDT assessment service, the critical care follow-up and pulmonary rehabilitation strands.
Strand 6 - Signposting and access to self-management resources
Patients in NI can access self-management resources which include the NHS App Your Covid Recovery (Managing The Effects | Your COVID Recovery)
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206408%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388413","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388413"}},{"id":"388412","reference":"AQW 6407/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-14","answerBy":"2024-02-29","answered":"2024-02-26","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the creation of a care pathway for those living with facial palsy.","answerText":"A Facial Palsy Regional Planning Group was established in September 2023. The group has agreed an action plan which will lead to putting in place local and regional pathways. A draft pathway has been developed for local services and is currently with group members for feedback. A business case will then be developed to secure funds to commission a regional pathway for those requiring highly specialised services. This will be subject to securing the relevant funding within wider service pressures and priorities.","answerHtml":"A Facial Palsy Regional Planning Group was established in September 2023. The group has agreed an action plan which will lead to putting in place local and regional pathways. A draft pathway has been developed for local services and is currently with group members for feedback. A business case will then be developed to secure funds to commission a regional pathway for those requiring highly specialised services. This will be subject to securing the relevant funding within wider service pressures and priorities.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206407%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388412","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388412"}},{"id":"388231","reference":"AQW 6272/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-13","answerBy":"2024-02-21","answered":"2024-02-20","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health, in relation to the Speech and Language Therapy Workforce Review 2019 – 2029, whether he will increase the number of commissioned undergraduate places for Speech and Language Therapy for 2024 to forty.","answerText":"The commissioning of pre-registration education and training by my Department is reviewed annually, taking into account a range of factors including staffing and vacancy levels, recommendations from workforce reviews, priorities, and affordability. I remain committed to implementing the recommendations of the Speech and Language Therapy Workforce Review 2019 – 2029, which will require the increasing the number of undergraduate training places commissioned each year by 12 to reach the recommendation of 40.\n\nA budget for Northern Ireland Departments has not yet been set for 2024/25 and accordingly I am unable to make any commitment to expand commissioned places at this time. I will continue to make the case for this essential investment in our future workforce. However, I expect that the 2024/25 budget will be extremely challenging.","answerHtml":"The commissioning of pre-registration education and training by my Department is reviewed annually, taking into account a range of factors including staffing and vacancy levels, recommendations from workforce reviews, priorities, and affordability. I remain committed to implementing the recommendations of the Speech and Language Therapy Workforce Review 2019 – 2029, which will require the increasing the number of undergraduate training places commissioned each year by 12 to reach the recommendation of 40.
A budget for Northern Ireland Departments has not yet been set for 2024/25 and accordingly I am unable to make any commitment to expand commissioned places at this time. I will continue to make the case for this essential investment in our future workforce. However, I expect that the 2024/25 budget will be extremely challenging.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206272%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388231","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388231"}},{"id":"388230","reference":"AQW 6271/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-13","answerBy":"2024-02-28","answered":"2024-02-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on his Department’s plan to introduce a more agile and responsive Area Planning process.","answerText":"Area Planning is not a static process. My Department continually works to make Area Planning agile and responsive to the needs of children and young people in education for example\n\n‘Resetting’ is a process to allow those schools with consistent admission and enrolment numbers below their approved numbers to be reset to a more realistic level. During exercises in 2020 and 2021, 5242 unneeded available places were removed from the system. My Department will consider running this exercise again in 2026/27 in advance of the next Strategic Area Plan.\n\n‘Normalisation’ is a process for primary and post primary schools who have consistently exceeded their approved admission and enrolment numbers to have their approved numbers normalised without the need for a Development Proposal (DP). My Department is operating a pilot exercise to test this process and is currently finalising this to determine how it can be taken forward in area planning.\n\nThe collective impact of these initiatives will give an effective assessment of the supply of and demand for school places in an area.\n\nGiven the urgent need to address the increasing demand for Special Educational Needs provision, my Department has worked with the Education Authority, to develop a new process which facilitates the establishment, closure or change of Specialist Provision at (sustainable) mainstream schools in an agile, efficient and expedient manner without the requirement for a DP. Work is also ongoing to consider if this arrangement can be extended to special school provision.\n\nThe ‘Additional Places’ exercise has aided the Schools Admission Process for the post primary transfer for Year 8s where there is not always sufficient number of places in some areas. An exercise for 2023-25 has provided 267 additional Year 8 places allocated to a number of schools to ensure the admissions processes could be concluded on time and the number of children still to be placed at the conclusion of the admission processes.","answerHtml":"Area Planning is not a static process. My Department continually works to make Area Planning agile and responsive to the needs of children and young people in education for example
‘Resetting’ is a process to allow those schools with consistent admission and enrolment numbers below their approved numbers to be reset to a more realistic level. During exercises in 2020 and 2021, 5242 unneeded available places were removed from the system. My Department will consider running this exercise again in 2026/27 in advance of the next Strategic Area Plan.
‘Normalisation’ is a process for primary and post primary schools who have consistently exceeded their approved admission and enrolment numbers to have their approved numbers normalised without the need for a Development Proposal (DP). My Department is operating a pilot exercise to test this process and is currently finalising this to determine how it can be taken forward in area planning.
The collective impact of these initiatives will give an effective assessment of the supply of and demand for school places in an area.
Given the urgent need to address the increasing demand for Special Educational Needs provision, my Department has worked with the Education Authority, to develop a new process which facilitates the establishment, closure or change of Specialist Provision at (sustainable) mainstream schools in an agile, efficient and expedient manner without the requirement for a DP. Work is also ongoing to consider if this arrangement can be extended to special school provision.
The ‘Additional Places’ exercise has aided the Schools Admission Process for the post primary transfer for Year 8s where there is not always sufficient number of places in some areas. An exercise for 2023-25 has provided 267 additional Year 8 places allocated to a number of schools to ensure the admissions processes could be concluded on time and the number of children still to be placed at the conclusion of the admission processes.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206271%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388230","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388230"}},{"id":"388229","reference":"AQW 6270/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-13","answerBy":"2024-02-28","answered":"2024-02-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the creation of a roadmap for an inclusive education system.","answerText":"Meeting the changing needs of our children and young people is a key priority for my department and one that requires us to refine a definition of inclusive education within the context of our education system.\n\nThe development of a roadmap for inclusion is now underway and a programme of engagement, with key educational stakeholders including political representatives, will take place over the coming months.\n\nThis will inform the development of an Inclusive Education policy and an implementation plan.","answerHtml":"Meeting the changing needs of our children and young people is a key priority for my department and one that requires us to refine a definition of inclusive education within the context of our education system.
The development of a roadmap for inclusion is now underway and a programme of engagement, with key educational stakeholders including political representatives, will take place over the coming months.
This will inform the development of an Inclusive Education policy and an implementation plan.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206270%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388229","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388229"}},{"id":"388228","reference":"AQW 6269/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-13","answerBy":"2024-02-28","answered":"2024-02-22","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the creation of a revised newcomer policy.","answerText":"The Department commenced a review of its Supporting Newcomer Pupils policy in October 2017 in response to the growing number and increasing diversity of newcomer pupils arriving in Northern Ireland. In 2019, the Department held a public consultation on its review of the policy however, work was temporarily suspended in March 2020 due to the outbreak of the COVID-19 pandemic. In 2022, work recommenced with policy proposals prepared for consideration of an incoming Minister.\n\nOfficials will now build on the previous consultation and revisit policy proposals to account for the current context, with a view to presenting proposals for my consideration.","answerHtml":"The Department commenced a review of its Supporting Newcomer Pupils policy in October 2017 in response to the growing number and increasing diversity of newcomer pupils arriving in Northern Ireland. In 2019, the Department held a public consultation on its review of the policy however, work was temporarily suspended in March 2020 due to the outbreak of the COVID-19 pandemic. In 2022, work recommenced with policy proposals prepared for consideration of an incoming Minister.
Officials will now build on the previous consultation and revisit policy proposals to account for the current context, with a view to presenting proposals for my consideration.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206269%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388228","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388228"}},{"id":"388227","reference":"AQW 6268/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-13","answerBy":"2024-02-28","answered":"2024-02-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what measures he is taking to promote CCEA’s Relationships and Sexuality Education Hubs to schools.","answerText":"The Council for Curriculum, Examinations and Assessment (CCEA) published a Relationships and Sexuality Framework for years 1 to 14 in April 2023; the Framework signposts to resources in the CCEA RSE Hub. The CCEA Hub will be relaunched in early 2024 and teachers will be able to download guidance documents and resources that CCEA has developed. The new resources will provide minimum content guidance and the additional RSE resources will support teachers and offer schools flexibility in their approach to the wider delivery of RSE. This approach is intended to enable all schools to tailor and deliver effective programmes in line with the ethos and RSE policy of the school and to ensure that the wide-ranging needs of our young people are met.\n\nThe Department has advised schools of the RSE Hub recently through guidance that was issued on 1 January 2024. The associated Education Authority’s Governor Training Module on amendments to RSE in minimum content for Learning for Life and Work at key stages 3 and 4 also references to the Hub as a source of further information.","answerHtml":"The Council for Curriculum, Examinations and Assessment (CCEA) published a Relationships and Sexuality Framework for years 1 to 14 in April 2023; the Framework signposts to resources in the CCEA RSE Hub. The CCEA Hub will be relaunched in early 2024 and teachers will be able to download guidance documents and resources that CCEA has developed. The new resources will provide minimum content guidance and the additional RSE resources will support teachers and offer schools flexibility in their approach to the wider delivery of RSE. This approach is intended to enable all schools to tailor and deliver effective programmes in line with the ethos and RSE policy of the school and to ensure that the wide-ranging needs of our young people are met.
The Department has advised schools of the RSE Hub recently through guidance that was issued on 1 January 2024. The associated Education Authority’s Governor Training Module on amendments to RSE in minimum content for Learning for Life and Work at key stages 3 and 4 also references to the Hub as a source of further information.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206268%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=388227","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=388227"}},{"id":"387982","reference":"AQW 6143/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-12","answerBy":"2024-02-16","answered":"2024-02-14","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to commission a review of the Healthy Happy Minds project.","answerText":"The Healthy Happy Minds Pilot concluded on 31 March 2023. An evaluation of the pilot has been carried out and I will assess its findings as I seek to better support the emotional health and wellbeing of learners. The Independent Counselling Service for Schools (ICSS) remains available to post-primary age pupils.","answerHtml":"The Healthy Happy Minds Pilot concluded on 31 March 2023. An evaluation of the pilot has been carried out and I will assess its findings as I seek to better support the emotional health and wellbeing of learners. The Independent Counselling Service for Schools (ICSS) remains available to post-primary age pupils.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206143%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387982","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387982"}},{"id":"387981","reference":"AQW 6142/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-12","answerBy":"2024-02-27","answered":"2024-02-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on his Department’s plans to legislate to create a professional body to support the teaching profession.","answerText":"Since then Education Minister, Michelle McIlveen MLA, announced in the Assembly on 13 December 2021 her decision to dissolve and replace the General Teaching Council for Northern Ireland (GTCNI), the Department has undertaken a public consultation on the form a replacement should take and the functions it should exercise.\n\nSubsequently, further targeted engagement with teachers was undertaken, alongside discussions with the other United Kingdom and Republic of Ireland teaching regulators and other key stakeholders. These all helped to refine the Department’s thinking on an optimal GTCNI replacement; and on 5 February 2024, having previously shared its thinking with our teaching unions, the Department has engaged with all Northern Ireland’s teachers, on its thinking of the key elements to be addressed within a GTCNI replacement Bill.\n\nThe Department has requested that teachers provide us with feedback on our proposals and, subject to the views received, the Department will continue to develop a GTCNI replacement Bill, and to seek its Assembly introduction at the earliest possible opportunity.","answerHtml":"Since then Education Minister, Michelle McIlveen MLA, announced in the Assembly on 13 December 2021 her decision to dissolve and replace the General Teaching Council for Northern Ireland (GTCNI), the Department has undertaken a public consultation on the form a replacement should take and the functions it should exercise.
Subsequently, further targeted engagement with teachers was undertaken, alongside discussions with the other United Kingdom and Republic of Ireland teaching regulators and other key stakeholders. These all helped to refine the Department’s thinking on an optimal GTCNI replacement; and on 5 February 2024, having previously shared its thinking with our teaching unions, the Department has engaged with all Northern Ireland’s teachers, on its thinking of the key elements to be addressed within a GTCNI replacement Bill.
The Department has requested that teachers provide us with feedback on our proposals and, subject to the views received, the Department will continue to develop a GTCNI replacement Bill, and to seek its Assembly introduction at the earliest possible opportunity.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206142%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387981","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387981"}},{"id":"387980","reference":"AQW 6141/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-12","answerBy":"2024-02-27","answered":"2024-02-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether the Bookstart Baby fund will be reinstated.","answerText":"Due to significant budgetary pressures in 2023/24, the Department took the difficult decision not to continue funding the Bookstart Baby Programme beyond March 2023. Any decision to reinstate funding in 2024/25 will be made in the context of my Department’s 2024/25 allocation and wider financial pressures.\n\nI recognise the importance of encouraging parents to read with their children from birth. I also acknowledge the positive impact the programme had in promoting an early love of reading, developing early communication skills and supporting attachment between children and their parents. The importance of reading to young children continues to be promoted by my Department through the ‘Big Bedtime Read’ within the Getting Ready to Learn Programme.","answerHtml":"Due to significant budgetary pressures in 2023/24, the Department took the difficult decision not to continue funding the Bookstart Baby Programme beyond March 2023. Any decision to reinstate funding in 2024/25 will be made in the context of my Department’s 2024/25 allocation and wider financial pressures.
I recognise the importance of encouraging parents to read with their children from birth. I also acknowledge the positive impact the programme had in promoting an early love of reading, developing early communication skills and supporting attachment between children and their parents. The importance of reading to young children continues to be promoted by my Department through the ‘Big Bedtime Read’ within the Getting Ready to Learn Programme.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206141%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387980","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387980"}},{"id":"387979","reference":"AQW 6140/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-12","answerBy":"2024-02-27","answered":"2024-02-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will consider increasing the number of counselling sessions available in schools.","answerText":"The Independent Counselling Service for Schools (ICSS) provides counselling services for all post primary aged pupils in mainstream schools, special schools and EOTAS provisions.\n\nThe current ICSS contract ends on 31 August 2024. The Education Authority (EA) is progressing the governance and procurement requirements for a new contract to commence on 1 September 2024.\n\nThis process will take account of the needs of children and young people. Of course, any enhanced or additional provision is likely to require additional investment and will be subject to budget.","answerHtml":"The Independent Counselling Service for Schools (ICSS) provides counselling services for all post primary aged pupils in mainstream schools, special schools and EOTAS provisions.
The current ICSS contract ends on 31 August 2024. The Education Authority (EA) is progressing the governance and procurement requirements for a new contract to commence on 1 September 2024.
This process will take account of the needs of children and young people. Of course, any enhanced or additional provision is likely to require additional investment and will be subject to budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206140%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387979","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387979"}},{"id":"387978","reference":"AQW 6139/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-12","answerBy":"2024-02-27","answered":"2024-02-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what work his Department has undertaken alongside the Department of Health to ensure that teachers are trained to support young people with early intervention mental health measures.","answerText":"As part of the joint Department of Education (DE) and Department of Health (DoH) Children and Young People’s Emotional Health and Wellbeing in Education Framework, work is underway to enhance awareness and knowledge of emotional health and wellbeing through access to training and provision of other resources.\n\nThe Emotional Wellbeing Teams in Schools Project (DoH-led) helps post primary schools link to local support services and better understand the Child and Adolescent Mental Health Services (CAMHS) referral process. Furthermore, the Being Well Doing Well Programme led by the Education Authority (EA) will deliver a whole-school approach to emotional health and wellbeing across all schools.\n\nIn addition, the Council for the Curriculum, Examinations and Assessment provides curricular guidance and teaching support materials for use in schools on its Wellbeing Hub. This contains a range of age-appropriate, up-to-date and relevant resources to support the emotional health and wellbeing of pupils.\n\nFinally, there are a significant number of compulsory elements on mental health and wellbeing issues as part of Initial Teacher Education.","answerHtml":"As part of the joint Department of Education (DE) and Department of Health (DoH) Children and Young People’s Emotional Health and Wellbeing in Education Framework, work is underway to enhance awareness and knowledge of emotional health and wellbeing through access to training and provision of other resources.
The Emotional Wellbeing Teams in Schools Project (DoH-led) helps post primary schools link to local support services and better understand the Child and Adolescent Mental Health Services (CAMHS) referral process. Furthermore, the Being Well Doing Well Programme led by the Education Authority (EA) will deliver a whole-school approach to emotional health and wellbeing across all schools.
In addition, the Council for the Curriculum, Examinations and Assessment provides curricular guidance and teaching support materials for use in schools on its Wellbeing Hub. This contains a range of age-appropriate, up-to-date and relevant resources to support the emotional health and wellbeing of pupils.
Finally, there are a significant number of compulsory elements on mental health and wellbeing issues as part of Initial Teacher Education.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206139%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387978","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387978"}},{"id":"387733","reference":"AQW 6010/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-09","answerBy":"2024-02-26","answered":"2024-02-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will develop a recruitment program to attract new Irish Medium teachers.","answerText":"I am aware of concerns about teacher supply in the Irish-medium sector. In relation to Initial Teacher Education, my Department has protected the number of places available for student teachers training to teach in Irish-medium schools. Through A Fair Start funding, work is ongoing with Comhairle na Gaelscolaíochta (CnaG) in the first instance - as the Departmental ALB funded to encourage and promote Irish-medium education – to consider what practical steps may support the recruitment and retention of teachers for Irish-medium schools.\n\nMy Department has also made funding available through A Fair Start to support CnaG in taking forward work to promote careers in Irish-medium education to post-primary pupils.\n\nPost-primary schools in all sectors are facing challenges for subject specialist teachers in particular areas of learning. My Department is working alongside CnaG and the Irish-medium post-primary schools to support a pilot mentorship programme for non-subject specialists. There is no single solution to teacher supply in any sector, but my Department will continue to work with the Irish-medium sector in identifying and considering solutions to the concerns raised.","answerHtml":"I am aware of concerns about teacher supply in the Irish-medium sector. In relation to Initial Teacher Education, my Department has protected the number of places available for student teachers training to teach in Irish-medium schools. Through A Fair Start funding, work is ongoing with Comhairle na Gaelscolaíochta (CnaG) in the first instance - as the Departmental ALB funded to encourage and promote Irish-medium education – to consider what practical steps may support the recruitment and retention of teachers for Irish-medium schools.
My Department has also made funding available through A Fair Start to support CnaG in taking forward work to promote careers in Irish-medium education to post-primary pupils.
Post-primary schools in all sectors are facing challenges for subject specialist teachers in particular areas of learning. My Department is working alongside CnaG and the Irish-medium post-primary schools to support a pilot mentorship programme for non-subject specialists. There is no single solution to teacher supply in any sector, but my Department will continue to work with the Irish-medium sector in identifying and considering solutions to the concerns raised.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206010%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387733","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387733"}},{"id":"387732","reference":"AQW 6009/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-09","answerBy":"2024-02-26","answered":"2024-02-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will develop a career progression plan for Irish Medium teachers.","answerText":"Professional development for the whole teaching workforce in Northern Ireland is progressed through my Department’s strategy for Teacher Professional Learning (TPL), “Learning Leaders”.\n\nThis strategy is for all teachers in all schools, including those in the Irish-Medium (IM) sector, with the vision that every teacher is a learning leader, accomplished in working collaboratively with all partners in the interests of children and young people.\n\nMy Department will soon be consulting on proposals which have emerged from the implementation of the Strategy, specifically in relation to a TPL framework (providing a structured and informed approach to career-long TPL), a learning leadership lens and a new set of teacher competences.\n\nProgression for both student teachers and newly qualified teachers in Northern Ireland is detailed in the Department’s Teacher Education Partnership Handbook.\n\nOur TPL delivery partner, the Education Authority (EA), provides a range of Professional Learning Programmes (aligned to the Learning Leaders Strategy) that can be accessed by all educators, including those from the IM sector. The EA facilitates a bespoke IM Professional Learning Programme and is currently considering how this can be further enhanced to meet the needs of the sector, in conjunction with IM school leaders and educational partners.\n\nLeadership programmes, including Steps into Leadership and Pathways into Senior Leadership, are being reviewed and will include updates to support the requirements of leaders from the IM sector.\n\nA number of research-based initiatives are also being progressed under “A Fair Start” to support the linguistic development of IM practitioners. In addition, a mentoring scheme is being piloted for non-subject specialist IM teachers.","answerHtml":"Professional development for the whole teaching workforce in Northern Ireland is progressed through my Department’s strategy for Teacher Professional Learning (TPL), “Learning Leaders”.
This strategy is for all teachers in all schools, including those in the Irish-Medium (IM) sector, with the vision that every teacher is a learning leader, accomplished in working collaboratively with all partners in the interests of children and young people.
My Department will soon be consulting on proposals which have emerged from the implementation of the Strategy, specifically in relation to a TPL framework (providing a structured and informed approach to career-long TPL), a learning leadership lens and a new set of teacher competences.
Progression for both student teachers and newly qualified teachers in Northern Ireland is detailed in the Department’s Teacher Education Partnership Handbook.
Our TPL delivery partner, the Education Authority (EA), provides a range of Professional Learning Programmes (aligned to the Learning Leaders Strategy) that can be accessed by all educators, including those from the IM sector. The EA facilitates a bespoke IM Professional Learning Programme and is currently considering how this can be further enhanced to meet the needs of the sector, in conjunction with IM school leaders and educational partners.
Leadership programmes, including Steps into Leadership and Pathways into Senior Leadership, are being reviewed and will include updates to support the requirements of leaders from the IM sector.
A number of research-based initiatives are also being progressed under “A Fair Start” to support the linguistic development of IM practitioners. In addition, a mentoring scheme is being piloted for non-subject specialist IM teachers.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206009%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387732","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387732"}},{"id":"387731","reference":"AQW 6008/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-09","answerBy":"2024-02-26","answered":"2024-02-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he will develop a professional development program specifically for Irish Medium teachers.","answerText":"Professional development for the whole teaching workforce in Northern Ireland is progressed through my Department’s strategy for Teacher Professional Learning (TPL), “Learning Leaders”.\n\nThis strategy is for all teachers in all schools, including those in the Irish-Medium (IM) sector, with the vision that every teacher is a learning leader, accomplished in working collaboratively with all partners in the interests of children and young people.\n\nMy Department will soon be consulting on proposals which have emerged from the implementation of the Strategy, specifically in relation to a TPL framework (providing a structured and informed approach to career-long TPL), a learning leadership lens and a new set of teacher competences.\n\nProgression for both student teachers and newly qualified teachers in Northern Ireland is detailed in the Department’s Teacher Education Partnership Handbook.\n\nOur TPL delivery partner, the Education Authority (EA), provides a range of Professional Learning Programmes (aligned to the Learning Leaders Strategy) that can be accessed by all educators, including those from the IM sector. The EA facilitates a bespoke IM Professional Learning Programme and is currently considering how this can be further enhanced to meet the needs of the sector, in conjunction with IM school leaders and educational partners.\n\nLeadership programmes, including Steps into Leadership and Pathways into Senior Leadership, are being reviewed and will include updates to support the requirements of leaders from the IM sector.\n\nA number of research-based initiatives are also being progressed under “A Fair Start” to support the linguistic development of IM practitioners. In addition, a mentoring scheme is being piloted for non-subject specialist IM teachers.","answerHtml":"Professional development for the whole teaching workforce in Northern Ireland is progressed through my Department’s strategy for Teacher Professional Learning (TPL), “Learning Leaders”.
This strategy is for all teachers in all schools, including those in the Irish-Medium (IM) sector, with the vision that every teacher is a learning leader, accomplished in working collaboratively with all partners in the interests of children and young people.
My Department will soon be consulting on proposals which have emerged from the implementation of the Strategy, specifically in relation to a TPL framework (providing a structured and informed approach to career-long TPL), a learning leadership lens and a new set of teacher competences.
Progression for both student teachers and newly qualified teachers in Northern Ireland is detailed in the Department’s Teacher Education Partnership Handbook.
Our TPL delivery partner, the Education Authority (EA), provides a range of Professional Learning Programmes (aligned to the Learning Leaders Strategy) that can be accessed by all educators, including those from the IM sector. The EA facilitates a bespoke IM Professional Learning Programme and is currently considering how this can be further enhanced to meet the needs of the sector, in conjunction with IM school leaders and educational partners.
Leadership programmes, including Steps into Leadership and Pathways into Senior Leadership, are being reviewed and will include updates to support the requirements of leaders from the IM sector.
A number of research-based initiatives are also being progressed under “A Fair Start” to support the linguistic development of IM practitioners. In addition, a mentoring scheme is being piloted for non-subject specialist IM teachers.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206008%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387731","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387731"}},{"id":"387730","reference":"AQW 6007/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-09","answerBy":"2024-02-26","answered":"2024-02-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what support can be provided to Irish Medium teachers to ensure that Special Educational Needs assessment of Irish Medium Education pupils can take place.","answerText":"I have assumed that you are referring to statutory assessment of educational needs.\n\nStatutory assessment of all children and young people is conducted by the Educational Psychology service in the Education Authority (EA). For children in Irish-medium education (IME), where possible the EA attempts to provide educational psychologists with experience in Irish language or bilingualism.\n\nThe department is engaging with Comhairle na Gaelscolaíochta (CNaG) and the IME sector to ensure the specific needs of the sector are considered in the End to End (E2E) Review of Special Educational Needs (SEN).","answerHtml":"I have assumed that you are referring to statutory assessment of educational needs.
Statutory assessment of all children and young people is conducted by the Educational Psychology service in the Education Authority (EA). For children in Irish-medium education (IME), where possible the EA attempts to provide educational psychologists with experience in Irish language or bilingualism.
The department is engaging with Comhairle na Gaelscolaíochta (CNaG) and the IME sector to ensure the specific needs of the sector are considered in the End to End (E2E) Review of Special Educational Needs (SEN).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206007%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387730","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387730"}},{"id":"387729","reference":"AQW 6006/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-09","answerBy":"2024-02-26","answered":"2024-02-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to publish a review and evaluation of the Engage Programme.","answerText":"The Education and Training Inspectorate (ETI) has evaluated both the Engage programme and the Engage II programme. The two reports are published on the ETI website as outlined below.\n\nThe Engage programme: An evaluation of the Department of Education’s Engage Programme in primary and post-primary schools during 2020-2021 (etini.gov.uk) Published December 2021.\n\nThe Engage II programme: ETI publishes an evaluation of the Department of Education’s Engage II Programme in schools, pre-school settings and EOTAS centres during 2021-2022 | Education Training Inspectorate (etini.gov.uk) Published May 2023.\n\nI have no immediate plans for further evaluations.","answerHtml":"The Education and Training Inspectorate (ETI) has evaluated both the Engage programme and the Engage II programme. The two reports are published on the ETI website as outlined below.
The Engage programme: An evaluation of the Department of Education’s Engage Programme in primary and post-primary schools during 2020-2021 (etini.gov.uk) Published December 2021.
The Engage II programme: ETI publishes an evaluation of the Department of Education’s Engage II Programme in schools, pre-school settings and EOTAS centres during 2021-2022 | Education Training Inspectorate (etini.gov.uk) Published May 2023.
I have no immediate plans for further evaluations.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%206006%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387729","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387729"}},{"id":"387510","reference":"AQW 5874/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-08","answerBy":"2024-02-23","answered":"2024-02-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the pilot programme of revised classroom assistant deployment.","answerText":"The Department of Education (DE) and the Education Authority (EA) embarked on an End to End Review (E2E) of Special Educational Needs (SEN) in early 2023 to examine the entire SEN system from a policy perspective to ensure delivery and outcomes are in line with policy intent.\n\nWhile there is currently no ‘pilot programme’ in place, how professional support is deployed within the classroom is currently being taken forward as part of the E2E. This work will explore alternative models of providing professional support in the classroom with a view to developing a range of options to allow for more flexible, evidence-based, and well-planned supports for children with a statement of SEN.","answerHtml":"The Department of Education (DE) and the Education Authority (EA) embarked on an End to End Review (E2E) of Special Educational Needs (SEN) in early 2023 to examine the entire SEN system from a policy perspective to ensure delivery and outcomes are in line with policy intent.
While there is currently no ‘pilot programme’ in place, how professional support is deployed within the classroom is currently being taken forward as part of the E2E. This work will explore alternative models of providing professional support in the classroom with a view to developing a range of options to allow for more flexible, evidence-based, and well-planned supports for children with a statement of SEN.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205874%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387510","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387510"}},{"id":"387509","reference":"AQW 5873/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-08","answerBy":"2024-02-23","answered":"2024-02-15","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities for an update on the redevelopment of Newtownards library.","answerText":"Libraries NI continues to work in partnership with Ards and North Down Borough Council to progress plans for a replacement library facility in Newtownards. A business case supporting the proposed redevelopment of the library on its present site is currently being considered by my Department. I am informed that, in parallel, Ards and North Down Borough Council will develop their own proposals for the development of the remainder of the shared site. Any decision to proceed with a new library facility will be dependent on prioritising of capital investment in a very tight budgetary situation.","answerHtml":"Libraries NI continues to work in partnership with Ards and North Down Borough Council to progress plans for a replacement library facility in Newtownards. A business case supporting the proposed redevelopment of the library on its present site is currently being considered by my Department. I am informed that, in parallel, Ards and North Down Borough Council will develop their own proposals for the development of the remainder of the shared site. Any decision to proceed with a new library facility will be dependent on prioritising of capital investment in a very tight budgetary situation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205873%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387509","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387509"}},{"id":"387508","reference":"AQW 5872/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-08","answerBy":"2024-02-23","answered":"2024-02-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the Integrated Education Act (Northern Ireland) 2022 Action Plan.","answerText":"In line with its duty under the Integrated Education Act 2022, the Department published an Integrated Education Action Plan on 26 April 2023 as a constituent part of the first strategy for Integrated Education. That action plan committed DE to fifteen specific actions in delivering implementation of the Act and forms the basis of the Department’s implementation plans.\n\nSince publishing the Action Plan, the Department has continued to engage with education partners alongside regular meetings with key stakeholders, to take forward the actions as set out. Currently seven actions have been completed and eight are actively progressing through consultation with key stakeholders.\n\nA public consultation was held on the Action Plan, which commenced on 31 August 2023 and closed on 30 November 2023. A total of 176 responses were received to the online consultation. In addition, the Department hosted two online events to provide further opportunities to gather views from a range of interested parties.","answerHtml":"In line with its duty under the Integrated Education Act 2022, the Department published an Integrated Education Action Plan on 26 April 2023 as a constituent part of the first strategy for Integrated Education. That action plan committed DE to fifteen specific actions in delivering implementation of the Act and forms the basis of the Department’s implementation plans.
Since publishing the Action Plan, the Department has continued to engage with education partners alongside regular meetings with key stakeholders, to take forward the actions as set out. Currently seven actions have been completed and eight are actively progressing through consultation with key stakeholders.
A public consultation was held on the Action Plan, which commenced on 31 August 2023 and closed on 30 November 2023. A total of 176 responses were received to the online consultation. In addition, the Department hosted two online events to provide further opportunities to gather views from a range of interested parties.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205872%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387508","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387508"}},{"id":"387507","reference":"AQW 5871/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-08","answerBy":"2024-02-23","answered":"2024-02-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what action he is taking to address the lack of Irish Medium teachers currently teaching in Irish Medium schools.","answerText":"I am aware of concerns about teacher supply in the Irish-medium sector. In relation to Initial Teacher Education, my Department has protected the number of places available for student teachers training to teach in Irish-medium schools. Through A Fair Start funding, work is ongoing with Comhairle na Gaelscolaíochta (CnaG) in the first instance - as the Departmental ALB funded to encourage and promote Irish-medium education – to consider what practical steps may support the recruitment and retention of teachers for Irish-medium schools.\n\nMy Department has also made funding available through A Fair Start to support CnaG in taking forward work to promote careers in Irish-medium education to post-primary pupils.\n\nPost-primary schools in all sectors are facing challenges for subject specialist teachers in particular areas of learning. My Department is working alongside CnaG and the Irish-medium post-primary schools to support a pilot mentorship programme for non-subject specialists. There is no single solution to teacher supply in any sector, but my Department will continue to work with the Irish-medium sector in identifying and considering solutions to the concerns raised.","answerHtml":"I am aware of concerns about teacher supply in the Irish-medium sector. In relation to Initial Teacher Education, my Department has protected the number of places available for student teachers training to teach in Irish-medium schools. Through A Fair Start funding, work is ongoing with Comhairle na Gaelscolaíochta (CnaG) in the first instance - as the Departmental ALB funded to encourage and promote Irish-medium education – to consider what practical steps may support the recruitment and retention of teachers for Irish-medium schools.
My Department has also made funding available through A Fair Start to support CnaG in taking forward work to promote careers in Irish-medium education to post-primary pupils.
Post-primary schools in all sectors are facing challenges for subject specialist teachers in particular areas of learning. My Department is working alongside CnaG and the Irish-medium post-primary schools to support a pilot mentorship programme for non-subject specialists. There is no single solution to teacher supply in any sector, but my Department will continue to work with the Irish-medium sector in identifying and considering solutions to the concerns raised.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205871%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387507","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387507"}},{"id":"387506","reference":"AQW 5870/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-08","answerBy":"2024-02-23","answered":"2024-02-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how he will ensure that Irish Medium Education settings have appropriate teaching and lesson resources.","answerText":"Through A Fair Start, my Department has funded an officer in Comhairle na Gaelscolaíochta (CnaG) to lead on work to provide focused support for the Irish-medium sector on a range of matters, including teaching and learning resources. My Department also funds CCEA to provide teaching and learning resources across all sectors and, for Irish-medium education, it manages this through its Irish-medium Programme Board. The Education Authority also publishes links to Irish-medium resources as they are developed via a dedicated hub.","answerHtml":"Through A Fair Start, my Department has funded an officer in Comhairle na Gaelscolaíochta (CnaG) to lead on work to provide focused support for the Irish-medium sector on a range of matters, including teaching and learning resources. My Department also funds CCEA to provide teaching and learning resources across all sectors and, for Irish-medium education, it manages this through its Irish-medium Programme Board. The Education Authority also publishes links to Irish-medium resources as they are developed via a dedicated hub.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205870%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387506","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387506"}},{"id":"394965","reference":"AQO 13/22-27","type":"Oral","typeCode":"AQO","mandate":"22-27","tabled":"2024-02-08","answerBy":"2024-02-19","answered":"2024-03-20","answeredOrally":false,"priority":false,"department":"The Executive Office","departmentId":"86","minister":"First Minister and deputy First Minister","question":"To ask the First Minister and deputy First Minister for an update on the Together: Building a United Community strategy.","answerText":"There has been significant progress in delivering the Together: Building a United Community Strategy since its implementation, with a number of the headline actions fully achieving the targets set in the Strategy.\n\nOver 30,000 young people have taken part in 870 T:BUC Camps and five Urban Villages areas have been established.\n\nThe target of building 10 shared neighbourhoods has been met. Furthermore, this programme has acted as the catalyst for DfC’s Housing for All programme and to date 76 shared housing schemes totalling over 2,500 shared homes have been delivered or are in development.\n\nOver 27,000 participants took part in the Uniting Communities programme of sporting events and young leader training. Over 6,000 young people participated in the United Youth programme.\n\nThe first Shared Education Campus at Limavady is now operational, with work expected to commence soon on the Ballycastle Shared Education Campus.\n\nApproximately one third of interface barriers have been removed, with a further third reduced in stature. Work continues across other interface sites to secure the conditions needed for reduction or removal.\n\nOfficials are currently conducting a review of the T:BUC Strategy and we recognise the ongoing importance of Good Relations in creating a place where everyone can prosper.","answerHtml":"There has been significant progress in delivering the Together: Building a United Community Strategy since its implementation, with a number of the headline actions fully achieving the targets set in the Strategy.
Over 30,000 young people have taken part in 870 T:BUC Camps and five Urban Villages areas have been established.
The target of building 10 shared neighbourhoods has been met. Furthermore, this programme has acted as the catalyst for DfC’s Housing for All programme and to date 76 shared housing schemes totalling over 2,500 shared homes have been delivered or are in development.
Over 27,000 participants took part in the Uniting Communities programme of sporting events and young leader training. Over 6,000 young people participated in the United Youth programme.
The first Shared Education Campus at Limavady is now operational, with work expected to commence soon on the Ballycastle Shared Education Campus.
Approximately one third of interface barriers have been removed, with a further third reduced in stature. Work continues across other interface sites to secure the conditions needed for reduction or removal.
Officials are currently conducting a review of the T:BUC Strategy and we recognise the ongoing importance of Good Relations in creating a place where everyone can prosper.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/oralsearchresults.aspx?&qf=0&qfv=1&ref=AQO%2013%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=394965","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=394965"}},{"id":"387077","reference":"AQW 5575/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-06","answerBy":"2024-02-09","answered":"2024-02-09","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on his Department’s review of Free School Meals and Uniform Grant.","answerText":"My Department is continuing to progress a review of the eligibility criteria for free school meals and uniform grants. I will be considering the next steps for this review in the time ahead.","answerHtml":"My Department is continuing to progress a review of the eligibility criteria for free school meals and uniform grants. I will be considering the next steps for this review in the time ahead.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205575%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387077","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387077"}},{"id":"387076","reference":"AQW 5574/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-06","answerBy":"2024-02-21","answered":"2024-02-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when his Department will publish the final Statutory Guidance on the Reduction and Management of Restrictive Practices in Educational Settings in Northern Ireland.","answerText":"My Department engaged with a wide range of stakeholders to co-design draft “Statutory Guidance on the Reduction and Management of Restrictive Practices in Educational Settings in Northern Ireland”. A public consultation on the draft guidance ran from 5th September to 10th November 2023.\n\nThe responses to the consultation are currently being analysed. Subject to my approval, a consultation report will be published on the Department’s website and I will consider the next steps to be taken thereafter.","answerHtml":"My Department engaged with a wide range of stakeholders to co-design draft “Statutory Guidance on the Reduction and Management of Restrictive Practices in Educational Settings in Northern Ireland”. A public consultation on the draft guidance ran from 5th September to 10th November 2023.
The responses to the consultation are currently being analysed. Subject to my approval, a consultation report will be published on the Department’s website and I will consider the next steps to be taken thereafter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205574%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387076","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387076"}},{"id":"387075","reference":"AQW 5573/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-06","answerBy":"2024-02-21","answered":"2024-02-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether he intends to repeal Article 4 (1)(c) of the Education (NI) Order 1998.","answerText":"I plan to consider this matter further with my officials before determining the appropriate next steps.","answerHtml":"I plan to consider this matter further with my officials before determining the appropriate next steps.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205573%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387075","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387075"}},{"id":"387074","reference":"AQW 5572/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-06","answerBy":"2024-02-21","answered":"2024-02-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on the rollout of integrated teams to provide support to SEN learners in Northern Ireland.","answerText":"As part of its Special Educational Needs and Disability (SEND) Transformation Programme, the Education Authority (EA) is proposing to adopt a new delivery model for its Special Educational Needs (SEN) Pupil Support Services involving the creation of five new Local Integrated Teams (LITs), with the aim of delivering better outcomes for children and young people with SEN.\n\nIn accordance with the EA’s current plans, the new LITs are proposed to be in place by September 2024.\n\nThe EA is currently undertaking a programme of stakeholder engagement including with schools and parents. The outcomes of this engagement will inform further development of the proposed delivery model.","answerHtml":"As part of its Special Educational Needs and Disability (SEND) Transformation Programme, the Education Authority (EA) is proposing to adopt a new delivery model for its Special Educational Needs (SEN) Pupil Support Services involving the creation of five new Local Integrated Teams (LITs), with the aim of delivering better outcomes for children and young people with SEN.
In accordance with the EA’s current plans, the new LITs are proposed to be in place by September 2024.
The EA is currently undertaking a programme of stakeholder engagement including with schools and parents. The outcomes of this engagement will inform further development of the proposed delivery model.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205572%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387074","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387074"}},{"id":"387073","reference":"AQW 5571/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-06","answerBy":"2024-02-21","answered":"2024-02-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether his Department will provide a response to the recommendations outlined in the Independent Review of Education.","answerText":"The Department is currently considering the Report and carrying out internal consultation to inform a way forward. This process includes discussion with key education stakeholders including other relevant Departments and Arm’s-Length Bodies.\n\nFollowing this consultation, officials will produce a paper for my consideration setting out advice on the various recommendations in the report.","answerHtml":"The Department is currently considering the Report and carrying out internal consultation to inform a way forward. This process includes discussion with key education stakeholders including other relevant Departments and Arm’s-Length Bodies.
Following this consultation, officials will produce a paper for my consideration setting out advice on the various recommendations in the report.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205571%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=387073","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=387073"}},{"id":"386906","reference":"AQW 5443/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-05","answerBy":"2024-02-08","answered":"2024-02-08","answeredOrally":false,"priority":true,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance for an update on the non-teaching staff pay and grading review business case.","answerText":"ANSWER\n\nThe business case is progressing through scrutiny processes. Given the implications that the proposals will have for recurrent costs going forward, it is right and proper that DoF carries out the scrutiny required to allow it to make an informed decision regarding whether to give approval. My officials are working at pace with their colleagues in the Department of Education to progress this scrutiny and decision-making.","answerHtml":"ANSWER
The business case is progressing through scrutiny processes. Given the implications that the proposals will have for recurrent costs going forward, it is right and proper that DoF carries out the scrutiny required to allow it to make an informed decision regarding whether to give approval. My officials are working at pace with their colleagues in the Department of Education to progress this scrutiny and decision-making.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205443%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=386906","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=386906"}},{"id":"386905","reference":"AQW 5442/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-05","answerBy":"2024-02-20","answered":"2024-02-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how much capital funding is required to address essential maintenance backlogs across the school estate.","answerText":"The capital funding required to address the maintenance backlog across the School Estate is estimated at £450m.","answerHtml":"The capital funding required to address the maintenance backlog across the School Estate is estimated at £450m.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205442%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=386905","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=386905"}},{"id":"386904","reference":"AQW 5441/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-05","answerBy":"2024-02-20","answered":"2024-02-12","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how they will address the ongoing (i) teachers'; and, (ii) head teachers' pay dispute.","answerText":"Teachers’ pay is not unilaterally decided by the Department of Education (DE), as DE is not the employer of teachers; it is negotiated through the forum of the Teachers’ Negotiating Committee (TNC) which comprises the employers, sectoral bodies and DE.\n\nEngagement has been ongoing between Management Side and Teachers’ unions to address the pay concerns for all teachers and when the necessary funding is made available formal negotiations will commence. I hope that the conditions will be in place for this to happen soon.","answerHtml":"Teachers’ pay is not unilaterally decided by the Department of Education (DE), as DE is not the employer of teachers; it is negotiated through the forum of the Teachers’ Negotiating Committee (TNC) which comprises the employers, sectoral bodies and DE.
Engagement has been ongoing between Management Side and Teachers’ unions to address the pay concerns for all teachers and when the necessary funding is made available formal negotiations will commence. I hope that the conditions will be in place for this to happen soon.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205441%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=386904","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=386904"}},{"id":"386903","reference":"AQW 5440/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-05","answerBy":"2024-02-20","answered":"2024-02-29","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how they will ensure that Specialist Provisions in Mainstream Schools receive sufficient capital spend to meet the needs of learners with special educational needs.","answerText":"As I outlined in my Statement to the Assembly on Monday 12 February, I intend to bring to the Executive a bid of circa £528 million of capital funding for education in 2024/25 and subsequent years. This bid includes the additional accommodation requirements of Special Needs placements, including Specialist Provisions in Mainstream Schools.","answerHtml":"As I outlined in my Statement to the Assembly on Monday 12 February, I intend to bring to the Executive a bid of circa £528 million of capital funding for education in 2024/25 and subsequent years. This bid includes the additional accommodation requirements of Special Needs placements, including Specialist Provisions in Mainstream Schools.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205440%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=386903","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=386903"}},{"id":"386902","reference":"AQW 5439/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2024-02-05","answerBy":"2024-02-20","answered":"2024-02-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what steps his Department is taking to ensure that all children with special educational needs requiring placements in (i) pre-school, (ii) Primary 1; and (iii) Year 8 for the academic year 24/25, will receive a placement in a setting appropriate to their needs before the end of the current academic year.","answerText":"Children on the Special Educational Needs (SEN) register but without a statement of SEN (63% of all children with SEN) are admitted to schools in line with the general schools admissions process and, therefore, should receive notification of their school placement at key transition points at the same time as their peers without SEN. These timescales are published on my Department’s website (DE Circular 2023/12).\n\nChildren with a statement of SEN (37% of all children with SEN) follow a different process for admission to schools, which seeks to ensure that their school placement is appropriate to meet the needs set out in their statement and subject to any change at the annual review of their statement. There is a continual flow of children being referred for SEN assessment, which creates challenges in aligning placement of all children with the general schools admissions process.\n\nThere has been a significant increase in recent years in the number of children with a statement of SEN and in those requiring specialist education provision – either in special schools or specialist education provision classes within our mainstream schools, which provide smaller classes with targeted support to ensure that children’s needs can be met. Meeting this increased demand has been and remains challenging as our special schools are operating at full, and in many cases over, capacity and there is a rising need for more specialist provision in our mainstream schools.\n\nMy Department is collaborating with the Education Authority (EA) to work towards ensuring that the majority of children with SEN receive notification of an appropriate school place at the same time as their peers. The EA is working at pace to create additional capacity across the education system and to ensure that new specialist education provision is resourced with well qualified, capable and competent staff. There is a significant programme of work ongoing to establish more places in special schools and to create more specialist provision in mainstream schools for the 2024/25 academic year.\n\nIn order to create this much needed additional capacity within the system, the Department, working closely with the EA, has tested and agreed a new process to provide a more flexible and agile system to effect changes in the creation of specialist provision in mainstream school settings without the requirement for a Development Proposal (DP). Work is also ongoing to consider if this arrangement can be extended to streamline the process for changes in relation to special school provision.","answerHtml":"Children on the Special Educational Needs (SEN) register but without a statement of SEN (63% of all children with SEN) are admitted to schools in line with the general schools admissions process and, therefore, should receive notification of their school placement at key transition points at the same time as their peers without SEN. These timescales are published on my Department’s website (DE Circular 2023/12).
Children with a statement of SEN (37% of all children with SEN) follow a different process for admission to schools, which seeks to ensure that their school placement is appropriate to meet the needs set out in their statement and subject to any change at the annual review of their statement. There is a continual flow of children being referred for SEN assessment, which creates challenges in aligning placement of all children with the general schools admissions process.
There has been a significant increase in recent years in the number of children with a statement of SEN and in those requiring specialist education provision – either in special schools or specialist education provision classes within our mainstream schools, which provide smaller classes with targeted support to ensure that children’s needs can be met. Meeting this increased demand has been and remains challenging as our special schools are operating at full, and in many cases over, capacity and there is a rising need for more specialist provision in our mainstream schools.
My Department is collaborating with the Education Authority (EA) to work towards ensuring that the majority of children with SEN receive notification of an appropriate school place at the same time as their peers. The EA is working at pace to create additional capacity across the education system and to ensure that new specialist education provision is resourced with well qualified, capable and competent staff. There is a significant programme of work ongoing to establish more places in special schools and to create more specialist provision in mainstream schools for the 2024/25 academic year.
In order to create this much needed additional capacity within the system, the Department, working closely with the EA, has tested and agreed a new process to provide a more flexible and agile system to effect changes in the creation of specialist provision in mainstream school settings without the requirement for a Development Proposal (DP). Work is also ongoing to consider if this arrangement can be extended to streamline the process for changes in relation to special school provision.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205439%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=386902","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=386902"}},{"id":"385122","reference":"AQW 5146/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-24","answerBy":"2022-10-27","answered":"2024-07-24","answeredOrally":false,"priority":true,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy whether High street dental practices will automatically avail of the Energy Bill Relief Scheme for businesses in Northern Ireland.","answerText":"This question was asked in the previous mandate and to the previous Minister for the Economy.","answerHtml":"This question was asked in the previous mandate and to the previous Minister for the Economy.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205146%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=385122","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=385122"}},{"id":"384992","reference":"AQW 5075/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-21","answerBy":"2022-10-27","answered":"2022-10-26","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what action he is taking to ensure that Long Covid patients in Northern Ireland can get tested for blood microclots, as is the case for patients in England.","answerText":"There is, as yet, no published peer-reviewed evidence that removal of microclots is an effective treatment for patients who have Long Covid. Testing and treatment for microclots remains experimental. If the evidence base were to change, and these are recommended by NICE as being effective, consideration would be given as to their availability in NI.","answerHtml":"There is, as yet, no published peer-reviewed evidence that removal of microclots is an effective treatment for patients who have Long Covid. Testing and treatment for microclots remains experimental. If the evidence base were to change, and these are recommended by NICE as being effective, consideration would be given as to their availability in NI.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205075%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=384992","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=384992"}},{"id":"384867","reference":"AQW 5004/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-20","answerBy":"2022-10-28","answered":"2022-10-25","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health how he is ensuring that Long Covid patients in Northern Ireland have access to the same drugs and treatments as those in the rest of the UK.","answerText":"There are as yet no evidence-based drug regimes specifically to treat Long Covid. Knowledge of Long Covid is still evolving. The condition is complex with more than one body system affected. Individuals can have unique combinations of fluctuating symptoms. There is no specific diagnostic test for PCS and the published evidence base for interventions specifically aimed at a curative treatment is sparse at present.\n\nHigh quality research is needed to inform future treatments and models of care. Until then, the current service is focussed on holistic assessment, exclusion of other significant conditions, identifying patients with breathlessness who may benefit from pulmonary rehabilitation and those who need onward referral to secondary or community services. This is complemented by signposting to self-management resources.","answerHtml":"There are as yet no evidence-based drug regimes specifically to treat Long Covid. Knowledge of Long Covid is still evolving. The condition is complex with more than one body system affected. Individuals can have unique combinations of fluctuating symptoms. There is no specific diagnostic test for PCS and the published evidence base for interventions specifically aimed at a curative treatment is sparse at present.
High quality research is needed to inform future treatments and models of care. Until then, the current service is focussed on holistic assessment, exclusion of other significant conditions, identifying patients with breathlessness who may benefit from pulmonary rehabilitation and those who need onward referral to secondary or community services. This is complemented by signposting to self-management resources.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%205004%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=384867","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=384867"}},{"id":"384728","reference":"AQW 4917/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-19","answerBy":"2022-10-27","answered":"2022-10-27","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail how (i) Clopidogrel; and (ii) Rivaroxaban are currently being used to treat Long Covid patients in Northern Ireland.","answerText":"There are as yet no evidence-based drug regimes specifically to treat Long Covid. Knowledge of Long Covid is still evolving. The condition is complex with more than one body system affected. Individuals can have unique combinations of fluctuating symptoms which provides challenges when diagnosing and developing treatments for this condition.\n\nScientists still know very little about the underlying mechanisms of long COVID despite widespread reports about it since near the start of the pandemic. COVID-19 affects the lining of the blood vessels, and I understand scientists are currently investigating whether Long Covid symptoms could have links to this and if antiplatelet therapy and anticoagulants would be viable options in the treating of individuals who may have Long Covid.\n\nHowever, the published evidence base for interventions specifically aimed at a curative treatment are sparse at present and further high quality research is required in order to inform future treatments and models of care for those who may have Long Covid.\n\nUntil then, the current service is focussed on holistic assessment, exclusion of other significant conditions, identifying patients with breathlessness who may benefit from pulmonary rehabilitation and those who need onward referral to secondary or community services. This is complemented by signposting to self-management resources.","answerHtml":"There are as yet no evidence-based drug regimes specifically to treat Long Covid. Knowledge of Long Covid is still evolving. The condition is complex with more than one body system affected. Individuals can have unique combinations of fluctuating symptoms which provides challenges when diagnosing and developing treatments for this condition.
Scientists still know very little about the underlying mechanisms of long COVID despite widespread reports about it since near the start of the pandemic. COVID-19 affects the lining of the blood vessels, and I understand scientists are currently investigating whether Long Covid symptoms could have links to this and if antiplatelet therapy and anticoagulants would be viable options in the treating of individuals who may have Long Covid.
However, the published evidence base for interventions specifically aimed at a curative treatment are sparse at present and further high quality research is required in order to inform future treatments and models of care for those who may have Long Covid.
Until then, the current service is focussed on holistic assessment, exclusion of other significant conditions, identifying patients with breathlessness who may benefit from pulmonary rehabilitation and those who need onward referral to secondary or community services. This is complemented by signposting to self-management resources.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204917%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=384728","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=384728"}},{"id":"384591","reference":"AQW 4876/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-18","answerBy":"2022-10-24","answered":"2024-06-06","answeredOrally":false,"priority":true,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to outline the average (i) percentage increase; and (ii) total increase in rents for social homes, owned by each of the twenty housing associations in Northern Ireland, for each year between 2012 and 2022.","answerText":"I would refer the Member to AQW 5498/22-27.","answerHtml":"I would refer the Member to AQW 5498/22-27.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204876%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=384591","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=384591"}},{"id":"384101","reference":"AQW 4588/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-13","answerBy":"2022-10-21","answered":"2022-10-18","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health where can members of the public who notice any potential signs or symptoms of oral cancers go to be checked out if they are not registered with a health service dentist, and cannot get registered with a health service dentist due to the current access problems.","answerText":"Oral cancer can affect anyone and members of the public are encouraged to check for unusual changes in their mouths. Any person who is concerned about changes in their mouth is advised to contact a dental practitioner and explain their concern, along with any known risk factors including smoking or drinking alcohol.\n\nI am aware that lower levels of dental activity combined with a large backlog of patients are resulting in a continuing reduced capacity in general dental practices. To ensure that this more limited capacity is targeted appropriately, dentists are asked to prioritise patients requiring emergency or urgent care. This includes any patient concerned about oral cancer signs and symptoms.\n\nMy Department has increased the availability of appointments for non-registered patients who have urgent and emergency treatments needs with a pathfinder scheme underway for unregistered patients, including asylum seekers, who have an urgent need.\n\nIn addition, Emergency Dental Clinics have capacity to provide emergency dental care at weekends and public holidays. Members of the public concerned about any suspect changes in their mouth can contact a central triage telephone number where their issue will be triaged remotely, and appropriate advice given.","answerHtml":"Oral cancer can affect anyone and members of the public are encouraged to check for unusual changes in their mouths. Any person who is concerned about changes in their mouth is advised to contact a dental practitioner and explain their concern, along with any known risk factors including smoking or drinking alcohol.
I am aware that lower levels of dental activity combined with a large backlog of patients are resulting in a continuing reduced capacity in general dental practices. To ensure that this more limited capacity is targeted appropriately, dentists are asked to prioritise patients requiring emergency or urgent care. This includes any patient concerned about oral cancer signs and symptoms.
My Department has increased the availability of appointments for non-registered patients who have urgent and emergency treatments needs with a pathfinder scheme underway for unregistered patients, including asylum seekers, who have an urgent need.
In addition, Emergency Dental Clinics have capacity to provide emergency dental care at weekends and public holidays. Members of the public concerned about any suspect changes in their mouth can contact a central triage telephone number where their issue will be triaged remotely, and appropriate advice given.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204588%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=384101","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=384101"}},{"id":"384100","reference":"AQW 4587/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-13","answerBy":"2022-10-28","answered":"2022-10-27","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) for an update on the Development Proposal for Mid Down Integrated College; (ii) when her Department will make a decision on the Development Proposal; and (iii) why the Development Proposal is overdue.","answerText":"Development Proposals (DP) 668 - Blackwater Integrated College (IC) will discontinue with effect from 31 August 2023 – and 667 - Establish a new non-selective, 11-18, co-educational grant maintained integrated post primary school in the Mid Down area with effect from 1 September 2023, or as soon as possible thereafter. The school will have an enrolment number of 600 pupils and an admission number of 100 pupils – linked proposals published on 20 May 2021. The statutory objection period for both proposals ended on 16 September 2021.\n\nThe proposals have attracted significant representation and correspondence during the objection period, which my officials are currently assessing alongside all other pertinent information and evidence to provide me with a submission to assist me in taking my decision.\n\nThe assessment of any DP is a complex process and requires careful consideration of all evidence to ensure decisions are taken in the best interests of all learners. Given the extent of representation in respect of these proposals and the need to ensure that all views that have been expressed are considered and assessed, I do not consider that a decision is overdue. I do, however, appreciate the need for certainty in the interests of children, parents and staff","answerHtml":"Development Proposals (DP) 668 - Blackwater Integrated College (IC) will discontinue with effect from 31 August 2023 – and 667 - Establish a new non-selective, 11-18, co-educational grant maintained integrated post primary school in the Mid Down area with effect from 1 September 2023, or as soon as possible thereafter. The school will have an enrolment number of 600 pupils and an admission number of 100 pupils – linked proposals published on 20 May 2021. The statutory objection period for both proposals ended on 16 September 2021.
The proposals have attracted significant representation and correspondence during the objection period, which my officials are currently assessing alongside all other pertinent information and evidence to provide me with a submission to assist me in taking my decision.
The assessment of any DP is a complex process and requires careful consideration of all evidence to ensure decisions are taken in the best interests of all learners. Given the extent of representation in respect of these proposals and the need to ensure that all views that have been expressed are considered and assessed, I do not consider that a decision is overdue. I do, however, appreciate the need for certainty in the interests of children, parents and staff
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204587%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=384100","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=384100"}},{"id":"384099","reference":"AQW 4586/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-13","answerBy":"2022-10-28","answered":"2022-10-26","answeredOrally":false,"priority":false,"department":"Department of Justice","departmentId":"134","minister":"Minister of Justice","question":"To ask the Minister of Justice what assessment has been made of the impact a vacancy in the ministerial office post 28 October 2022 will have on departmental (i) decision making; and (ii) spending.","answerText":"The absence of a Minister will significantly hamper decision making to advance a wide range of priorities within the Department of Justice.\n\nThat includes both decisions that are specified in statute, such as exercising the Royal Prerogative of Mercy, as well as decisions that would ordinarily be taken by a Minister, such as public appointments.\n\nI previously approved a draft primary legislative programme for this Assembly mandate which aims to improve the experiences of children, young people and victims drawn into the justice system; reform sentencing arrangements following a review of sentencing policy; tackle hate crime; and modernise the justice system. While it would not be possible to progress that programme in the absence of an Assembly and Executive, the absence of a Minister will inhibit the pace of the necessary preparatory work including policy development.\n\nAnother key challenge facing the Department has been the absence of a confirmed budget. The Department has been operating within a Contingency Planning Envelope (CPE) which is broadly equivalent to the proposed allocation in the draft Budget 2022-23. The allocation within the CPE was not just difficult, but was damaging for the justice system with the Department facing significant pressures this financial year. The absence of a Minister will significantly hamper decision-making on funding priorities for the delivery of public services with constrained resources.","answerHtml":"The absence of a Minister will significantly hamper decision making to advance a wide range of priorities within the Department of Justice.
That includes both decisions that are specified in statute, such as exercising the Royal Prerogative of Mercy, as well as decisions that would ordinarily be taken by a Minister, such as public appointments.
I previously approved a draft primary legislative programme for this Assembly mandate which aims to improve the experiences of children, young people and victims drawn into the justice system; reform sentencing arrangements following a review of sentencing policy; tackle hate crime; and modernise the justice system. While it would not be possible to progress that programme in the absence of an Assembly and Executive, the absence of a Minister will inhibit the pace of the necessary preparatory work including policy development.
Another key challenge facing the Department has been the absence of a confirmed budget. The Department has been operating within a Contingency Planning Envelope (CPE) which is broadly equivalent to the proposed allocation in the draft Budget 2022-23. The allocation within the CPE was not just difficult, but was damaging for the justice system with the Department facing significant pressures this financial year. The absence of a Minister will significantly hamper decision-making on funding priorities for the delivery of public services with constrained resources.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204586%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=384099","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=384099"}},{"id":"383941","reference":"AQW 4496/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-12","answerBy":"2022-10-27","answered":"2022-10-18","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance, pursuant to AQW 3594/22-27, what protections are in place for staff who are attending consideration of dismissal or inefficiency meetings and are on Occupational Health Service waiting lists for medical assessment.","answerText":"For staff referred to OHS for medical assessment, as part of the decision making process for ‘consideration of dismissal or inefficiency meetings’, decisions are not taken by NICSHR until the OHS assessment has been completed, except where consent from an individual has not been provided to allow an OHS assessment to be undertaken.\n\nFor those staff subject to inefficiency sickness absence procedures support is available from their line manager, Welfare Support Services and the Employee Assistance Programme.","answerHtml":"For staff referred to OHS for medical assessment, as part of the decision making process for ‘consideration of dismissal or inefficiency meetings’, decisions are not taken by NICSHR until the OHS assessment has been completed, except where consent from an individual has not been provided to allow an OHS assessment to be undertaken.
For those staff subject to inefficiency sickness absence procedures support is available from their line manager, Welfare Support Services and the Employee Assistance Programme.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204496%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383941","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383941"}},{"id":"383940","reference":"AQW 4495/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-12","answerBy":"2022-10-27","answered":"2022-10-18","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what action he is taking to ensure that dental practices can continue to sustainably provide health service treatments, in light of 12 per cent dental inflation rates.","answerText":"I have considered and accepted the recommendations made by the Review Body on Doctors' and Dentists' Remuneration (DDRB) in their 50th report that would provide a 4.5% pay uplift to General Dental Practitioners for 2022/23. However, unlike my colleagues in other parts of the United Kingdom, I am unable to announce the immediate implementation of these pay awards locally, as Northern Ireland still does not have an agreed Executive Budget for 2022/23.\n\nWhilst elements of the pay uplift are outwith the control of the Department of Health, particularly this year, I will do everything I can to implement as soon as possible.\n\nAdditional support is also being provided to the sector via the General Dental Services Rebuilding Support Scheme, which has paid an enhancement on all Items of Service undertaken in the first two quarters of 2022/23, and will continue with a 10% enhancement throughout Q3 and Q4.","answerHtml":"I have considered and accepted the recommendations made by the Review Body on Doctors' and Dentists' Remuneration (DDRB) in their 50th report that would provide a 4.5% pay uplift to General Dental Practitioners for 2022/23. However, unlike my colleagues in other parts of the United Kingdom, I am unable to announce the immediate implementation of these pay awards locally, as Northern Ireland still does not have an agreed Executive Budget for 2022/23.
Whilst elements of the pay uplift are outwith the control of the Department of Health, particularly this year, I will do everything I can to implement as soon as possible.
Additional support is also being provided to the sector via the General Dental Services Rebuilding Support Scheme, which has paid an enhancement on all Items of Service undertaken in the first two quarters of 2022/23, and will continue with a 10% enhancement throughout Q3 and Q4.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204495%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383940","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383940"}},{"id":"383939","reference":"AQW 4494/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-12","answerBy":"2022-10-17","answered":"2022-10-26","answeredOrally":false,"priority":true,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 3196/22-27, (i) whether her officials are considering legislating for a price cap on school uniforms; and (ii) to outline the rationale for this position.","answerText":"In August I instructed officials to identify an approach that will seek to ensure, on a statutory basis, that schools are required to make their uniforms more affordable for families. This process includes consideration of a maximum price on the cost of uniforms alongside a range of approaches that could be used to make uniforms more affordable.","answerHtml":"In August I instructed officials to identify an approach that will seek to ensure, on a statutory basis, that schools are required to make their uniforms more affordable for families. This process includes consideration of a maximum price on the cost of uniforms alongside a range of approaches that could be used to make uniforms more affordable.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204494%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383939","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383939"}},{"id":"383707","reference":"AQW 4416/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-11","answerBy":"2022-10-17","answered":"2022-10-27","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health why more notice was not given to dental practices, informing them that the 25 per cent uplift on fees paid for health service treatments will be reduced to 10 per cent next month.","answerText":"The Rebuilding Support Scheme (RSS) was established specifically in response to the COVID-19 pandemic. With the impact of the pandemic significantly reducing over the past number of months and most restrictions now removed, the justification for ongoing COVID-specific support has also reduced. However, it is acknowledged that the impacts have not entirely receded with inefficiencies created by increased “Did Not Attends” and associated staff absences. It is for this reason that I committed to continuing support to the end of the financial year.\n\nConfirmation of the further extension of RSS to the end of 2022/23 was provided to General Dental Practitioners at the earliest opportunity, following a review of the ongoing impact of the pandemic and confirmation of the availability of the additional funding required.","answerHtml":"The Rebuilding Support Scheme (RSS) was established specifically in response to the COVID-19 pandemic. With the impact of the pandemic significantly reducing over the past number of months and most restrictions now removed, the justification for ongoing COVID-specific support has also reduced. However, it is acknowledged that the impacts have not entirely receded with inefficiencies created by increased “Did Not Attends” and associated staff absences. It is for this reason that I committed to continuing support to the end of the financial year.
Confirmation of the further extension of RSS to the end of 2022/23 was provided to General Dental Practitioners at the earliest opportunity, following a review of the ongoing impact of the pandemic and confirmation of the availability of the additional funding required.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204416%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383707","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383707"}},{"id":"383543","reference":"AQW 4346/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-10","answerBy":"2022-10-25","answered":"2022-10-26","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health what action he is taking to ensure that everyone is able to access Health Service dental treatments.","answerText":"Access to routine dental care continues to be significantly affected by the COVID-19 pandemic, which has caused reduced activity and therefore reduced capacity in dental practices. In order to increase activity in General Dental Services, I introduced the Rebuilding Support Scheme (RSS), which rewards dentists based on treatments being provided. The RSS has seen an increase in activity levels of around 16.5% over the first 5 months of 2022/23, and support will continue until the end of the financial year.\n\nAny General Dental Practitioner signed up to the RSS is required to treat patients based on clinical need, regardless of their registration status. This is to ensure that those patients most in need are able to obtain a dental appointment.\n\nIn addition, any patient who has an urgent or emergency dental need, is able to make use of an Emergency Dental Clinic during weekends or Public Holidays. There the patient will be triaged remotely, and appropriate advice given or treatment arranged.\n\nTo further help those in most need, on 3 October 2022, my Department commenced a scheme throughout Northern Ireland to provide access to unregistered patients who are experiencing an emergency or urgent dental condition.\n\nSupport being provided to dental practices will remain under ongoing review.","answerHtml":"Access to routine dental care continues to be significantly affected by the COVID-19 pandemic, which has caused reduced activity and therefore reduced capacity in dental practices. In order to increase activity in General Dental Services, I introduced the Rebuilding Support Scheme (RSS), which rewards dentists based on treatments being provided. The RSS has seen an increase in activity levels of around 16.5% over the first 5 months of 2022/23, and support will continue until the end of the financial year.
Any General Dental Practitioner signed up to the RSS is required to treat patients based on clinical need, regardless of their registration status. This is to ensure that those patients most in need are able to obtain a dental appointment.
In addition, any patient who has an urgent or emergency dental need, is able to make use of an Emergency Dental Clinic during weekends or Public Holidays. There the patient will be triaged remotely, and appropriate advice given or treatment arranged.
To further help those in most need, on 3 October 2022, my Department commenced a scheme throughout Northern Ireland to provide access to unregistered patients who are experiencing an emergency or urgent dental condition.
Support being provided to dental practices will remain under ongoing review.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204346%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383543","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383543"}},{"id":"383542","reference":"AQW 4345/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-10","answerBy":"2022-10-25","answered":"2024-09-26","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities, pursuant to AQW 3402/22-27, (i) what proportion of the homelessness budget is required to deliver long term prevention measures; and (ii) what aspects of the Ending Homelessness Together strategy are not being delivered as a result of the absence of an agreed budget.","answerText":"I have sought the requested information from the Chief Executive of the Northern Ireland Housing Executive, who has advised me as follows:\n\n“(i) The Housing Executive’s initial budget bid of £48.8m for 2024/25 included £4.5m for strategic prevention initiatives, or 9.2% of the total. As noted in the Department’s EQIA Consultation, there is currently a shortfall of circa £14m in the homelessness budget and in such circumstances, programmes included in the strategic prevention initiatives are either funded at risk (e.g. funding of outside agencies) or not currently subject to funding (e.g. Homelessness Prevention Fund).\n\n(ii) The Homelessness Strategy 2022-27 is guided by annual action plans. The Year 2 Action Plan included 42 Actions, 5 of which were not completed. Each of these actions had been identified as subject to funding. The Year 2 Annual Progress Report will be published in the near future.\n\nThe Year 3 Action Plan covering 2024/25 recognises the funding challenges associated with delivery of a number of actions. It includes 46 actions, with 7 of these actions subject to securing funding.”","answerHtml":"I have sought the requested information from the Chief Executive of the Northern Ireland Housing Executive, who has advised me as follows:
“(i) The Housing Executive’s initial budget bid of £48.8m for 2024/25 included £4.5m for strategic prevention initiatives, or 9.2% of the total. As noted in the Department’s EQIA Consultation, there is currently a shortfall of circa £14m in the homelessness budget and in such circumstances, programmes included in the strategic prevention initiatives are either funded at risk (e.g. funding of outside agencies) or not currently subject to funding (e.g. Homelessness Prevention Fund).
(ii) The Homelessness Strategy 2022-27 is guided by annual action plans. The Year 2 Action Plan included 42 Actions, 5 of which were not completed. Each of these actions had been identified as subject to funding. The Year 2 Annual Progress Report will be published in the near future.
The Year 3 Action Plan covering 2024/25 recognises the funding challenges associated with delivery of a number of actions. It includes 46 actions, with 7 of these actions subject to securing funding.”
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204345%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383542","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383542"}},{"id":"383541","reference":"AQW 4344/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-10","answerBy":"2022-10-14","answered":"2022-10-25","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health why the 25 per cent uplift to the Rebuilding Support Scheme for dental practices is to be reduced to 10 per cent.","answerText":"The Rebuilding Support Scheme (RSS) was established specifically in response to the COVID-19 pandemic. With the impact of the pandemic significantly reducing over the past number of months and most restrictions now removed, the justification for ongoing COVID-specific support has also reduced. However, it is acknowledged that the impacts have not entirely receded with inefficiencies created by increased “Did Not Attends” and associated staff absences. It is for this reason that I committed to continuing support to the end of the financial year.","answerHtml":"The Rebuilding Support Scheme (RSS) was established specifically in response to the COVID-19 pandemic. With the impact of the pandemic significantly reducing over the past number of months and most restrictions now removed, the justification for ongoing COVID-specific support has also reduced. However, it is acknowledged that the impacts have not entirely receded with inefficiencies created by increased “Did Not Attends” and associated staff absences. It is for this reason that I committed to continuing support to the end of the financial year.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204344%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383541","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383541"}},{"id":"383536","reference":"AQW 4339/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-10","answerBy":"2022-10-25","answered":"2022-10-18","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the development of a new Oral Health Strategy for Northern Ireland.","answerText":"Prior to the Covid 19 pandemic my Department decided that the two sections of the Northern Ireland population that would benefit most from updated oral disease prevention programs where children and the older population. Unfortunately, the pandemic delayed the establishment of the two planned working groups, but significant progress has been made by two oral health groups - one dedicated to improving the oral health of children and the other specifically looking at improving the oral health of older people.\n\nThe challenges facing the HSC and DoH today mean that, unfortunately, the significant resources required to develop a new wide-ranging OHS are not available at this time. However, the importance of analysing the oral health status of the population and recommending evidence-based approaches to health improvement is recognised.\n\nIn addition, my Department has funded a dental health survey of five year old children this financial year, and a survey of twelve year old children is planned for 2022/23. These surveys will provide key information for future planning of oral health improvement in Northern Ireland.","answerHtml":"Prior to the Covid 19 pandemic my Department decided that the two sections of the Northern Ireland population that would benefit most from updated oral disease prevention programs where children and the older population. Unfortunately, the pandemic delayed the establishment of the two planned working groups, but significant progress has been made by two oral health groups - one dedicated to improving the oral health of children and the other specifically looking at improving the oral health of older people.
The challenges facing the HSC and DoH today mean that, unfortunately, the significant resources required to develop a new wide-ranging OHS are not available at this time. However, the importance of analysing the oral health status of the population and recommending evidence-based approaches to health improvement is recognised.
In addition, my Department has funded a dental health survey of five year old children this financial year, and a survey of twelve year old children is planned for 2022/23. These surveys will provide key information for future planning of oral health improvement in Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204339%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383536","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383536"}},{"id":"383429","reference":"AQW 4272/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-07","answerBy":"2022-10-12","answered":"2022-10-27","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health whether (i) an analysis has been carried out in relation to the impact of reduced access to health service dental treatment in the community on the number of emergency dental procedures being carried out; and (ii) the cost impact of any increase in emergency dental procedures been assessed.","answerText":"Whilst dental activity has been closely monitored on a weekly basis since the beginning of the pandemic, there has been no specific analysis undertaken regarding the impact on the number of emergency dental procedures being carried out.\n\nAny patient who has an urgent or emergency dental need is able to make use of an Emergency Dental Clinic during weekends or Public Holidays. There the patient will be triaged remotely, and appropriate advice given or treatment arranged.","answerHtml":"Whilst dental activity has been closely monitored on a weekly basis since the beginning of the pandemic, there has been no specific analysis undertaken regarding the impact on the number of emergency dental procedures being carried out.
Any patient who has an urgent or emergency dental need is able to make use of an Emergency Dental Clinic during weekends or Public Holidays. There the patient will be triaged remotely, and appropriate advice given or treatment arranged.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204272%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383429","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383429"}},{"id":"383428","reference":"AQW 4271/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-07","answerBy":"2022-10-24","answered":"2022-10-17","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health how his Department promotes the Spring Social Prescribing Project to GP’s and other health professionals to encourage referrals.","answerText":"The Department and previously the Health & Social Care Board provided opportunities for the SPRING project co-ordinators to deliver presentations about their work to Integrated Care Partnerships (ICPs) across Northern Ireland in order to raise awareness and to encourage referrals.\n\nMy Department will continue to work with stakeholders including other Departments and local councils through the Regional Social Prescribing Development Board to support the development of social prescribing services in NI.","answerHtml":"The Department and previously the Health & Social Care Board provided opportunities for the SPRING project co-ordinators to deliver presentations about their work to Integrated Care Partnerships (ICPs) across Northern Ireland in order to raise awareness and to encourage referrals.
My Department will continue to work with stakeholders including other Departments and local councils through the Regional Social Prescribing Development Board to support the development of social prescribing services in NI.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204271%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383428","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383428"}},{"id":"383427","reference":"AQW 4270/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-07","answerBy":"2022-10-24","answered":"2022-10-18","answeredOrally":false,"priority":false,"department":"Department of Agriculture, Environment and Rural Affairs","departmentId":"76","minister":"Minister of Agriculture, Environment and Rural Affairs","question":"To ask the Minister of Agriculture, Environment and Rural Affairs for an update on the funding for the SPRING Social Prescribing project for 2023 onwards.","answerText":"Through my Departments Tackling Rural Poverty and Social Isolation (TRPSI) Programme funding is in place to continue the Social Prescribing Rural Enhanced project until 30 June 2023. This commitment will bring my Department’s total contribution, since commencement of the rural Social Prescribing project in October 2019, to £888k.\n\nA Regional Social Prescribing Development Board, which includes DAERA representatives, has been established to take a co-design and co-production approach. This includes a wide range of stakeholders and government Departments and provides regional leadership and co-ordination of effort in relation to Social Prescribing.\n\nThis work will continue in the months ahead and I welcome the further discussions planned with the intended outcome of identifying a sustainable solution for Social Prescribing going forward.","answerHtml":"Through my Departments Tackling Rural Poverty and Social Isolation (TRPSI) Programme funding is in place to continue the Social Prescribing Rural Enhanced project until 30 June 2023. This commitment will bring my Department’s total contribution, since commencement of the rural Social Prescribing project in October 2019, to £888k.
A Regional Social Prescribing Development Board, which includes DAERA representatives, has been established to take a co-design and co-production approach. This includes a wide range of stakeholders and government Departments and provides regional leadership and co-ordination of effort in relation to Social Prescribing.
This work will continue in the months ahead and I welcome the further discussions planned with the intended outcome of identifying a sustainable solution for Social Prescribing going forward.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204270%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383427","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383427"}},{"id":"383426","reference":"AQW 4269/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-07","answerBy":"2022-10-24","answered":"2022-10-18","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities for an update on the creation of a new Disability Employment Strategy.","answerText":"The Department is within the final development stages of the next Disability and Work Strategy, which will set a long term commitment to increasing the rate of employment for people with disabilities.\n\nIn developing the Strategy, the Department has embarked upon an extensive process of co-design of interventions with the disability sector, central and local government, employers and those with disabilities, supported by newly commissioned labour market research.","answerHtml":"The Department is within the final development stages of the next Disability and Work Strategy, which will set a long term commitment to increasing the rate of employment for people with disabilities.
In developing the Strategy, the Department has embarked upon an extensive process of co-design of interventions with the disability sector, central and local government, employers and those with disabilities, supported by newly commissioned labour market research.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204269%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383426","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383426"}},{"id":"383425","reference":"AQW 4268/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-07","answerBy":"2022-10-24","answered":"2022-10-17","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance how he will ensure that the Disability Employment sector is recognised as a priority for Shared Prosperity Funds, in the absence of European Social Funds.","answerText":"The SPF (Shared Prosperity Fund) is the British Government’s replacement for the European Social Fund (ESF). The SPF is being administered by Department of Levelling Up, Housing and Communities (DLUHC) and the British Government have, to date, not provided a suitable role for Executive Departments which respects our Devolved Status.\n\nI have raised issues and discussed this fund at length with British Ministers, most recently with the SoS Levelling Up Housing and Communities. I have urged the British Government to reconsider both the allocations to this fund and how it will operate here as it will deliver too little money, risks duplication of provision and it lacks alignment to our local priorities.\n\nI will continue to press this issue with the British Government and I remain committed to ensuring that we receive as much funding as possible and will not stand in the way of any funding flowing to the North.\n\nHowever, in the absence of a decision making role in this fund I have no way to ensure that the British Government will treat the Disability Employment Sector as a priority for their fund.","answerHtml":"The SPF (Shared Prosperity Fund) is the British Government’s replacement for the European Social Fund (ESF). The SPF is being administered by Department of Levelling Up, Housing and Communities (DLUHC) and the British Government have, to date, not provided a suitable role for Executive Departments which respects our Devolved Status.
I have raised issues and discussed this fund at length with British Ministers, most recently with the SoS Levelling Up Housing and Communities. I have urged the British Government to reconsider both the allocations to this fund and how it will operate here as it will deliver too little money, risks duplication of provision and it lacks alignment to our local priorities.
I will continue to press this issue with the British Government and I remain committed to ensuring that we receive as much funding as possible and will not stand in the way of any funding flowing to the North.
However, in the absence of a decision making role in this fund I have no way to ensure that the British Government will treat the Disability Employment Sector as a priority for their fund.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204268%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383425","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383425"}},{"id":"383216","reference":"AQW 4181/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-06","answerBy":"2022-10-21","answered":"2024-08-07","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities whether she will undertake a benchmarking exercise for pay and working conditions across the homelessness sector, compared against those in other regions.","answerText":"Pay and conditions for employees working in the homelessness sector are the responsibility of individual employers.","answerHtml":"Pay and conditions for employees working in the homelessness sector are the responsibility of individual employers.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204181%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383216","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383216"}},{"id":"383215","reference":"AQW 4180/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-06","answerBy":"2022-10-14","answered":"2022-10-12","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on his Department’s efforts to secure funding for a pilot for dedicated social work services in a psychiatric hospital.","answerText":"The current Inter-Departmental Homelessness Action Plan includes an action for the Department of Health to seek funding for an evaluated pilot of a dedicated social work service in a psychiatric hospital to prevent homelessness on discharge. The proposal was for a pilot of a service to take place in Holywell Hospital within the Northern Health and Social Care Trust that would provide relationship-based support to bridge the difficult transition from hospital to stable accommodation. Unfortunately, due to budgeting constraints, funding has not been secured for this pilot. However, this remains a project that I would very much like to see implemented and one we will seek to retain on the Inter-Departmental Homelessness Action Plan.","answerHtml":"The current Inter-Departmental Homelessness Action Plan includes an action for the Department of Health to seek funding for an evaluated pilot of a dedicated social work service in a psychiatric hospital to prevent homelessness on discharge. The proposal was for a pilot of a service to take place in Holywell Hospital within the Northern Health and Social Care Trust that would provide relationship-based support to bridge the difficult transition from hospital to stable accommodation. Unfortunately, due to budgeting constraints, funding has not been secured for this pilot. However, this remains a project that I would very much like to see implemented and one we will seek to retain on the Inter-Departmental Homelessness Action Plan.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204180%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383215","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383215"}},{"id":"383203","reference":"AQW 4168/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-06","answerBy":"2022-10-21","answered":"2024-08-15","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities what engagement she has had with the Minister of Health with regards to appropriate mental health support for staff working within the homelessness sector.","answerText":"My Department has engaged with the Department of Health on this issue.","answerHtml":"My Department has engaged with the Department of Health on this issue.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204168%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383203","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383203"}},{"id":"383202","reference":"AQW 4167/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-06","answerBy":"2022-10-21","answered":"2022-10-26","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities what support is her Department providing to the homelessness sector in Northern Ireland with regards to the rising cost of living.","answerText":"The cost-of-living crisis is having major impact, particularly on those who are already struggling financially.\n\nI am deeply frustrated that the continued absence of a functioning Executive and agreed Executive budget prevents additional measures being introduced.\n\nMy Department will do all it can to support those experiencing hardship, and all options are being explored to provide both immediate and medium to longer term interventions.","answerHtml":"The cost-of-living crisis is having major impact, particularly on those who are already struggling financially.
I am deeply frustrated that the continued absence of a functioning Executive and agreed Executive budget prevents additional measures being introduced.
My Department will do all it can to support those experiencing hardship, and all options are being explored to provide both immediate and medium to longer term interventions.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204167%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383202","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383202"}},{"id":"383201","reference":"AQW 4166/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-06","answerBy":"2022-10-21","answered":"2022-10-12","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on his Department’s work to implement a flexible drugs and alcohol service as part of the Year 3 Action Plan, within the Interdepartmental Homelessness Action Plan.","answerText":"Protecting the health and wellbeing of homeless people in our society is a cross-government issue. The Complex Lives initiative, established by the Public Health Agency, Belfast City Council, and the NI Housing Executive is now up and running and providing support to those who are homeless and are at risk of related mental health and substance use issues in the Belfast area.\n\nWith a Multi-Disciplinary Team in place, it is providing a whole system, accountable care approach to supporting people experiencing multiple disadvantages with the aim of helping people engage, stabilise, and find a new way forward with their lives.\n\nThe initiative involves all key stakeholders – from health services to the Housing Executive, justice agencies including the PSNI and the community and voluntary sector. While the pilot has so far been working with 15-20 of the most complex cases, I hope that additional investment will help ensure that more at-risk individuals can be supported by the scheme in the coming period.\n\nThis is in addition to existing low threshold outreach services which are in place in all Health and Social Care Trust areas, and the related needle exchange and take-home naloxone programmes. The Strategic Planning Group, set up as part of the implementation of the new substance use strategy, is also currently co-designing a new whole-system substance use services delivery framework to address trends in increasing demand and complexity, current and future resource, gaps provision, service pressures, workforce issues and equity of access.","answerHtml":"Protecting the health and wellbeing of homeless people in our society is a cross-government issue. The Complex Lives initiative, established by the Public Health Agency, Belfast City Council, and the NI Housing Executive is now up and running and providing support to those who are homeless and are at risk of related mental health and substance use issues in the Belfast area.
With a Multi-Disciplinary Team in place, it is providing a whole system, accountable care approach to supporting people experiencing multiple disadvantages with the aim of helping people engage, stabilise, and find a new way forward with their lives.
The initiative involves all key stakeholders – from health services to the Housing Executive, justice agencies including the PSNI and the community and voluntary sector. While the pilot has so far been working with 15-20 of the most complex cases, I hope that additional investment will help ensure that more at-risk individuals can be supported by the scheme in the coming period.
This is in addition to existing low threshold outreach services which are in place in all Health and Social Care Trust areas, and the related needle exchange and take-home naloxone programmes. The Strategic Planning Group, set up as part of the implementation of the new substance use strategy, is also currently co-designing a new whole-system substance use services delivery framework to address trends in increasing demand and complexity, current and future resource, gaps provision, service pressures, workforce issues and equity of access.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204166%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383201","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383201"}},{"id":"383085","reference":"AQW 4105/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-05","answerBy":"2022-10-20","answered":"2022-10-18","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities what measures she has taken to ensure that a Housing Strategy, which includes homelessness, is a priority for a future Programme for Government.","answerText":"I am on record as stating that it is essential to have a standalone Housing Outcome in our next Programme for Government (PfG), in order to fully recognise the central role that good housing plays. I will continue to press for this commitment to be fulfilled.","answerHtml":"I am on record as stating that it is essential to have a standalone Housing Outcome in our next Programme for Government (PfG), in order to fully recognise the central role that good housing plays. I will continue to press for this commitment to be fulfilled.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204105%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383085","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383085"}},{"id":"383084","reference":"AQW 4104/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-05","answerBy":"2022-10-11","answered":"2022-10-11","answeredOrally":false,"priority":true,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities what work her Department is undertaking to address staff shortages in the homelessness sector.","answerText":"The Housing Executive has advised that it funded the recently published Homeless Connect research on Staffing Challenges within the Homelessness Sector and welcome the findings.\n\nThe Housing Executive will now examine the key aspects of this research and work out next steps to ensure the sector is supported, in terms of training and development, staff retention and other matters raised during the research process.","answerHtml":"The Housing Executive has advised that it funded the recently published Homeless Connect research on Staffing Challenges within the Homelessness Sector and welcome the findings.
The Housing Executive will now examine the key aspects of this research and work out next steps to ensure the sector is supported, in terms of training and development, staff retention and other matters raised during the research process.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204104%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383084","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383084"}},{"id":"383083","reference":"AQW 4103/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-05","answerBy":"2022-10-20","answered":"2022-10-12","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to provide an update on the implementation of the five further homelessness initiatives across Northern Ireland, as outlined in the Interdepartmental Homelessness Action Plan - Year 3 Action Plan.","answerText":"The Year 3 Interdepartmental Homelessness Action Plan was published on 6 May 2022. Officials are now preparing to report against the actions in the Plan and this Year 3 Report will be published shortly with the agreement of other Departments.","answerHtml":"The Year 3 Interdepartmental Homelessness Action Plan was published on 6 May 2022. Officials are now preparing to report against the actions in the Plan and this Year 3 Report will be published shortly with the agreement of other Departments.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204103%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383083","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383083"}},{"id":"383082","reference":"AQW 4102/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-05","answerBy":"2022-10-20","answered":"2022-10-18","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to (i) provide an update on the evaluation of the Condition Management Programme; and (ii) detail what consideration has been giving to rolling this programme out to Housing Associations.","answerText":"An evaluation of the Condition Management Programme is due to be undertaken, by my Department, in April 2023.\n\nOfficials from my Department have had ongoing engagement with officials in the Housing Executive in relation to how their tenants and tenants from their partner organisitions may avail of the Condition Management Programme. The outcome from that engagement being that Housing Association Case Workers can signpost tenants to the programme, as appropriate.","answerHtml":"An evaluation of the Condition Management Programme is due to be undertaken, by my Department, in April 2023.
Officials from my Department have had ongoing engagement with officials in the Housing Executive in relation to how their tenants and tenants from their partner organisitions may avail of the Condition Management Programme. The outcome from that engagement being that Housing Association Case Workers can signpost tenants to the programme, as appropriate.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204102%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383082","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383082"}},{"id":"383081","reference":"AQW 4101/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-05","answerBy":"2022-10-20","answered":"2022-10-12","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to provide an update on the implementation of Preventing Harm, Empowering Recovery: A Strategic Framework to Tackle the Harm from Substance Use 2021-31.","answerText":"I launched Northern Ireland's 10-year Substance Use Strategy, “Preventing Harm, Empowering Recovery”, last year. The Strategy’s Vision is that people in Northern Ireland are supported in the prevention and reduction of harm and stigma related to the use of alcohol and other drugs, have access to high quality treatment and support services, and will be empowered to maintain recovery.\n\nRobust governance structures have now been put in place to oversee the delivery and implementation of the strategy. Chaired by Professor Sir Michael McBride, a cross-sectoral Substance Use Strategy Programme Board has been established to provide strategic oversight of progress against the outcomes and actions in the strategy. The Programme Board is underpinned by the HSC Substance Use Strategic Planning Group, which is co-chaired by the Public Health Agency and the Strategic Planning & Performance Group and is leading on the co-delivery of the strategy. The first task of this Strategic Planning Group is the development of a new whole-system delivery framework to address trends in increasing demand and complexity, current and future resource, gaps provision, service pressures, workforce issues and equity of access.\n\nAt the same time, we have been taking forward a number of early actions to deliver of the key priorities of the strategy. A key initial focus has been on improving access to services. Work on the Rapid Review of Opioid Substitution Therapy in Prisons has been undertaken. A specification has also been developed for an Independent Review Tier 4 Inpatient Services, and this review is about to begin. In addition, a Population-Based Needs Assessment for Substance Use Services in the Western HSC Trust Area is also about to commence.\n\nA further early action in the new strategy was to hold a public consultation on the introduction of Minimum Unit Pricing for Alcohol in Northern Ireland. This consultation ran from February to May 2022 – 521 responses were received and are being analysed, and research has been commissioned to update the modelling of the impact of Minimum Unit Pricing in Northern Ireland.\n\nFinally, I recently allocated £500,000 to support the implementation of the strategy, however full delivery will be dependant on further resources becoming available.","answerHtml":"I launched Northern Ireland's 10-year Substance Use Strategy, “Preventing Harm, Empowering Recovery”, last year. The Strategy’s Vision is that people in Northern Ireland are supported in the prevention and reduction of harm and stigma related to the use of alcohol and other drugs, have access to high quality treatment and support services, and will be empowered to maintain recovery.
Robust governance structures have now been put in place to oversee the delivery and implementation of the strategy. Chaired by Professor Sir Michael McBride, a cross-sectoral Substance Use Strategy Programme Board has been established to provide strategic oversight of progress against the outcomes and actions in the strategy. The Programme Board is underpinned by the HSC Substance Use Strategic Planning Group, which is co-chaired by the Public Health Agency and the Strategic Planning & Performance Group and is leading on the co-delivery of the strategy. The first task of this Strategic Planning Group is the development of a new whole-system delivery framework to address trends in increasing demand and complexity, current and future resource, gaps provision, service pressures, workforce issues and equity of access.
At the same time, we have been taking forward a number of early actions to deliver of the key priorities of the strategy. A key initial focus has been on improving access to services. Work on the Rapid Review of Opioid Substitution Therapy in Prisons has been undertaken. A specification has also been developed for an Independent Review Tier 4 Inpatient Services, and this review is about to begin. In addition, a Population-Based Needs Assessment for Substance Use Services in the Western HSC Trust Area is also about to commence.
A further early action in the new strategy was to hold a public consultation on the introduction of Minimum Unit Pricing for Alcohol in Northern Ireland. This consultation ran from February to May 2022 – 521 responses were received and are being analysed, and research has been commissioned to update the modelling of the impact of Minimum Unit Pricing in Northern Ireland.
Finally, I recently allocated £500,000 to support the implementation of the strategy, however full delivery will be dependant on further resources becoming available.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204101%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=383081","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=383081"}},{"id":"382970","reference":"AQW 4046/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-10-04","answerBy":"2022-10-19","answered":"2024-05-29","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to detail what representations she will be making to the UK Government, along with her Scottish and Welsh counterparts, in relation to the loss of European Social Fund funding from April 2023 and of the need for the Shared Prosperity Fund to be increased and delivered locally.","answerText":"My Executive colleagues and I, led by the Minister of Finance, engage regularly with the UK Government and the other devolved administrations regarding delivery of funding streams under the Levelling Up agenda, including the Shared Prosperity Fund.\n\nWe will continue to press the UK Government on plans for post-2025 funding and seek to maximise opportunities and secure the best possible outcome for Northern Ireland.","answerHtml":"My Executive colleagues and I, led by the Minister of Finance, engage regularly with the UK Government and the other devolved administrations regarding delivery of funding streams under the Levelling Up agenda, including the Shared Prosperity Fund.
We will continue to press the UK Government on plans for post-2025 funding and seek to maximise opportunities and secure the best possible outcome for Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%204046%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=382970","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=382970"}},{"id":"381676","reference":"AQW 3775/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-29","answerBy":"2022-10-14","answered":"2022-10-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how her Department will measure the success of financial assistance that is given to developing new professional qualifications for school leadership as part of Fair Start.","answerText":"This work is at an early stage, as money was first allocated in the 2022/23 financial year. A working group has been convened to establish, in the first instance, a baseline of need and to review existing provision. Following this, a suite of quality-assured programmes and, where appropriate, qualifications will be developed. The success of the finance invested will be determined by the provision of this suite of programmes and by subsequent evaluations as cohorts of school leaders undertake them.","answerHtml":"This work is at an early stage, as money was first allocated in the 2022/23 financial year. A working group has been convened to establish, in the first instance, a baseline of need and to review existing provision. Following this, a suite of quality-assured programmes and, where appropriate, qualifications will be developed. The success of the finance invested will be determined by the provision of this suite of programmes and by subsequent evaluations as cohorts of school leaders undertake them.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203775%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381676","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381676"}},{"id":"381675","reference":"AQW 3774/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-29","answerBy":"2022-10-14","answered":"2022-10-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how her Department will ensure that any voluntary sector partners that are recruited as part of the implementation of Fair Start recommendations will be resourced adequately.","answerText":"Key Area 4 of the \"A Fair Start\" report relates to \"Promoting a whole community approach to education\". Action (iii) within Key Area 4 states \"DE should co-design a specification for a whole community, partnership approach entitled the “Reducing Educational Disadvantage” (RED) programme. This should be strategic in scale and collaborative in nature, mandating co-design and the building of authentic partnerships between schools and communities using a place-based approach\".\n\nWork on the RED Programme is at an early stage of development and involves numerous stakeholders and partners from the public and voluntary and community sectors. Currently emphasis is on developing those partnerships and relationships to enable place based approaches to be developed depending upon the needs of the children and young people, families and communities in the area. We are also working with other Departments to explore the possibility of greater collaboration in areas of specific need. The resources available for this action and the \"A Fair Start\" report as a whole is dependent upon budget settlements going forward.","answerHtml":"Key Area 4 of the "A Fair Start" report relates to "Promoting a whole community approach to education". Action (iii) within Key Area 4 states "DE should co-design a specification for a whole community, partnership approach entitled the “Reducing Educational Disadvantage” (RED) programme. This should be strategic in scale and collaborative in nature, mandating co-design and the building of authentic partnerships between schools and communities using a place-based approach".
Work on the RED Programme is at an early stage of development and involves numerous stakeholders and partners from the public and voluntary and community sectors. Currently emphasis is on developing those partnerships and relationships to enable place based approaches to be developed depending upon the needs of the children and young people, families and communities in the area. We are also working with other Departments to explore the possibility of greater collaboration in areas of specific need. The resources available for this action and the "A Fair Start" report as a whole is dependent upon budget settlements going forward.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203774%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381675","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381675"}},{"id":"381674","reference":"AQW 3773/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-29","answerBy":"2022-10-14","answered":"2022-10-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education why the delivery of a System Evaluation Framework has been delayed.","answerText":"Key Area 3 of the \"A Fair Start\" report relates to \"Ensuring relevance and appropriateness of Curriculum and Assessment\". Action (i) within Key Area 3 states \"DE should progress its work to put in place a System Evaluation Framework by September 2022.\n\nDue to an unforeseen staffing issue there was a short delay to work on this action getting underway. Delivery of the prototype is now scheduled for end December 2022 with the final report due by end of March 2023.","answerHtml":"Key Area 3 of the "A Fair Start" report relates to "Ensuring relevance and appropriateness of Curriculum and Assessment". Action (i) within Key Area 3 states "DE should progress its work to put in place a System Evaluation Framework by September 2022.
Due to an unforeseen staffing issue there was a short delay to work on this action getting underway. Delivery of the prototype is now scheduled for end December 2022 with the final report due by end of March 2023.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203773%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381674","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381674"}},{"id":"381673","reference":"AQW 3772/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-29","answerBy":"2022-10-14","answered":"2022-10-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education how the locations of the 16 new Nurture Groups that have been taken forward as part of Fair Start were decided.","answerText":"The locations of the 16 new Nurture Groups were selected using the following criteria:\n\nThe school has:\n\na high number of pupils with social services involvement (Children Looked After (CLA), child on the Child Protection Register (CPR) or child known to social services); and\n\na high number of pupils living in areas of deprivation (as measured by the Extended Schools eligibility criteria);\n\nThere are no school sustainability issues;\n\nThe latest P1 and P2 enrolment number is at least 20 for each year group;\n\nThe school’s Board of Governors and Senior Management Team are supportive of nurturing principles and whole school nurture practice.\n\nFor those schools which were not included in the recent announcement who remain committed to nurturing principles they can engage in the Nurture in Education Programme, which is delivered by the Education Authority. This programme is available to all primary, special, post-primary schools and Education Otherwise Than At School (EOTAS) settings to allow staff to avail of training and support in nurture approaches.","answerHtml":"The locations of the 16 new Nurture Groups were selected using the following criteria:
The school has:
a high number of pupils with social services involvement (Children Looked After (CLA), child on the Child Protection Register (CPR) or child known to social services); and
a high number of pupils living in areas of deprivation (as measured by the Extended Schools eligibility criteria);
There are no school sustainability issues;
The latest P1 and P2 enrolment number is at least 20 for each year group;
The school’s Board of Governors and Senior Management Team are supportive of nurturing principles and whole school nurture practice.
For those schools which were not included in the recent announcement who remain committed to nurturing principles they can engage in the Nurture in Education Programme, which is delivered by the Education Authority. This programme is available to all primary, special, post-primary schools and Education Otherwise Than At School (EOTAS) settings to allow staff to avail of training and support in nurture approaches.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203772%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381673","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381673"}},{"id":"381672","reference":"AQW 3771/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-29","answerBy":"2022-10-14","answered":"2022-10-14","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, in relation to the additional action identified in the June 2022 Fair Start Report, what proposals are being considered for children with additional needs outside the Belfast area.","answerText":"The additional action reported in the June 2022 “A Fair Start” Progress Report relates to a Belfast-wide pilot supporting children with additional needs using a two-year pre-school model. It is being tested across the whole of the city and part of its evaluation will consider future wider feasibility, subject to the availability of budget.","answerHtml":"The additional action reported in the June 2022 “A Fair Start” Progress Report relates to a Belfast-wide pilot supporting children with additional needs using a two-year pre-school model. It is being tested across the whole of the city and part of its evaluation will consider future wider feasibility, subject to the availability of budget.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203771%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381672","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381672"}},{"id":"381545","reference":"AQW 3683/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-28","answerBy":"2022-10-13","answered":"2022-10-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what long-term measures her Department is undertaking to increase the supply of special educational needs trained teaching staff.","answerText":"I am aware of the enormous challenges that are currently being felt within all schools particularly in relation to the availability of teaching and non-teaching staff with the appropriate skills to meet the growing needs of children and young people with special educational needs (SEN).\n\nWhile the Department is not responsible for the supply of special educational needs (SEN) trained teachers, it is responsible for the overall approval of Initial Teacher Education intakes and programmes. The Higher Education Institutions (HEIs), which deliver these programmes, are responsible for ensuring the courses they provide are aligned with the Northern Ireland Curriculum and are ‘fit-for-purpose’ to prepare future teachers for the classroom.\n\nThe Department has met with representatives from the HEIs to discuss their initial teacher education and SEN offer. This work will be developed further following publication of the Independent Review of SEN, which is due shortly.","answerHtml":"I am aware of the enormous challenges that are currently being felt within all schools particularly in relation to the availability of teaching and non-teaching staff with the appropriate skills to meet the growing needs of children and young people with special educational needs (SEN).
While the Department is not responsible for the supply of special educational needs (SEN) trained teachers, it is responsible for the overall approval of Initial Teacher Education intakes and programmes. The Higher Education Institutions (HEIs), which deliver these programmes, are responsible for ensuring the courses they provide are aligned with the Northern Ireland Curriculum and are ‘fit-for-purpose’ to prepare future teachers for the classroom.
The Department has met with representatives from the HEIs to discuss their initial teacher education and SEN offer. This work will be developed further following publication of the Independent Review of SEN, which is due shortly.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203683%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381545","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381545"}},{"id":"381544","reference":"AQW 3682/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-28","answerBy":"2022-10-05","answered":"2022-10-07","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health for an update on the review of Healthy Child, Healthy Future.","answerText":"My Department agreed a review and update of the Healthy Child, Healthy Future (HCHF) programme in October 2018 to take account of the evidence provided in the Fifth edition of ‘Health for All Children’ and further evidence which has emerged since its publication in 2019. While this key strategic review was delayed due to the pandemic response, work commenced in February 2022 and has progressed at pace.\n\nThe structure of the review has been formalised with the Programme Board and Programme Team having met several times in the last 6 months. Working Groups have been established to cover three key areas:\n\nWorking Group 1– Pre-conception and Pregnancy\n\nWorking Group 2 – Pre-school (0 to age at primary school entry)\n\nWorking Group 3 – School Aged (age at primary school entry to 19 years)\n\nThe Groups have the capacity to work to scrutinise the recommendations in line with current procedure and practice since their memberships are drawn from representatives of those professions that deliver the HCHF programme. This includes nursing and midwifery representatives from each Trust, with additional input from a range of other health professional groups and Education professionals.\n\nEngagement workshops have taken place within Trusts, for Health Visitors and School Nurses, with regional workshops also held for Midwives, Health Visitor managers and School nursing managers. A Regional Survey has been disseminated to all relevant Practitioners with the feedback being analysed currently. Further Engagement workshops have taken place with the voluntary/community sector and SureStart staff supported by the Public Health Agency (PHA). Service users have been represented from the onset and views are being captured through Care Opinion.\n\nIt is anticipated that the Review and update of the HCHF programme will be completed in January 2023","answerHtml":"My Department agreed a review and update of the Healthy Child, Healthy Future (HCHF) programme in October 2018 to take account of the evidence provided in the Fifth edition of ‘Health for All Children’ and further evidence which has emerged since its publication in 2019. While this key strategic review was delayed due to the pandemic response, work commenced in February 2022 and has progressed at pace.
The structure of the review has been formalised with the Programme Board and Programme Team having met several times in the last 6 months. Working Groups have been established to cover three key areas:
Working Group 1– Pre-conception and Pregnancy
Working Group 2 – Pre-school (0 to age at primary school entry)
Working Group 3 – School Aged (age at primary school entry to 19 years)
The Groups have the capacity to work to scrutinise the recommendations in line with current procedure and practice since their memberships are drawn from representatives of those professions that deliver the HCHF programme. This includes nursing and midwifery representatives from each Trust, with additional input from a range of other health professional groups and Education professionals.
Engagement workshops have taken place within Trusts, for Health Visitors and School Nurses, with regional workshops also held for Midwives, Health Visitor managers and School nursing managers. A Regional Survey has been disseminated to all relevant Practitioners with the feedback being analysed currently. Further Engagement workshops have taken place with the voluntary/community sector and SureStart staff supported by the Public Health Agency (PHA). Service users have been represented from the onset and views are being captured through Care Opinion.
It is anticipated that the Review and update of the HCHF programme will be completed in January 2023
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203682%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381544","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381544"}},{"id":"381543","reference":"AQW 3681/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-28","answerBy":"2022-10-13","answered":"2022-10-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what action her Department is taking to encourage more people into Early Years and childcare professions.","answerText":"Issues faced by the early years workforce are being considered as part of the development of an Executive Early Learning and Childcare Strategy. An Independent Review of Childcare Services commissioned by my Department is currently ongoing and will assist in determining the extent of recruitment and retention challenges within the sector and help inform potential actions.\n\nWorkforce issues will also be considered by the Early Learning and Childcare Stakeholder Engagement Forum, which I have established to inform the work on the Strategy.\n\nThe Department for the Economy (DfE) is the sponsor department for the six Further Education (FE) colleges that deliver a range of relevant subjects including Child Development and Wellbeing. DfE has advised that there is no evidence of a decline in the numbers of students studying these subjects in recent years. However, not all students which complete such courses choose to enter, or remain within the early years workforce. The Review of Childcare Services will explore these issues.\n\nThe Department of Health has statutory responsibility for the regulation and inspection of childcare provision and I have asked the Health Minister to consider what can be done to streamline some of the processes around staff recruitment/transfer. In recognition of the staffing challenges facing the childcare sector, a number of easements have already been made to the Minimum Standards for Childminding and Day Care. The Department of Health has also given a commitment to carry out a comprehensive review of the current Minimum Standards for Childminding and Day Care and to review recruitment requirements, with a view to streamlining the process where possible.","answerHtml":"Issues faced by the early years workforce are being considered as part of the development of an Executive Early Learning and Childcare Strategy. An Independent Review of Childcare Services commissioned by my Department is currently ongoing and will assist in determining the extent of recruitment and retention challenges within the sector and help inform potential actions.
Workforce issues will also be considered by the Early Learning and Childcare Stakeholder Engagement Forum, which I have established to inform the work on the Strategy.
The Department for the Economy (DfE) is the sponsor department for the six Further Education (FE) colleges that deliver a range of relevant subjects including Child Development and Wellbeing. DfE has advised that there is no evidence of a decline in the numbers of students studying these subjects in recent years. However, not all students which complete such courses choose to enter, or remain within the early years workforce. The Review of Childcare Services will explore these issues.
The Department of Health has statutory responsibility for the regulation and inspection of childcare provision and I have asked the Health Minister to consider what can be done to streamline some of the processes around staff recruitment/transfer. In recognition of the staffing challenges facing the childcare sector, a number of easements have already been made to the Minimum Standards for Childminding and Day Care. The Department of Health has also given a commitment to carry out a comprehensive review of the current Minimum Standards for Childminding and Day Care and to review recruitment requirements, with a view to streamlining the process where possible.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203681%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381543","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381543"}},{"id":"381542","reference":"AQW 3680/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-28","answerBy":"2022-10-13","answered":"2022-10-13","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the actions within the A Fair Start Progress Report from June 2022 which currently have a red classification.","answerText":"There are 47 actions being taken forward this year, none of which are classified with a status of Red. 31 actions are Green (started / underway / achieved); 10 are Amber (work imminent; likely to be delivered with some delay) and 6 Blue (preliminary work underway to inform future or timed for Medium Term (Yr3+) to Long Term (Yr5+).\n\nThere are some actions which are not being progressed this year due to either prioritisation of other actions which means they can’t be undertaken this year or financial constraints. These actions are: Key Area 4 (vi) Exemplars of effective practice should be identified by EA youth Sector and voluntary sector teams and Key Area 4 (vii) EA should establish a formal mechanism through which Area Learning Communities (ALCs) and Youth Service Local Area Groups (LAGs) and Youth Service Regional Area Groups (RAGs) can form strategic links and share effective practice.","answerHtml":"There are 47 actions being taken forward this year, none of which are classified with a status of Red. 31 actions are Green (started / underway / achieved); 10 are Amber (work imminent; likely to be delivered with some delay) and 6 Blue (preliminary work underway to inform future or timed for Medium Term (Yr3+) to Long Term (Yr5+).
There are some actions which are not being progressed this year due to either prioritisation of other actions which means they can’t be undertaken this year or financial constraints. These actions are: Key Area 4 (vi) Exemplars of effective practice should be identified by EA youth Sector and voluntary sector teams and Key Area 4 (vii) EA should establish a formal mechanism through which Area Learning Communities (ALCs) and Youth Service Local Area Groups (LAGs) and Youth Service Regional Area Groups (RAGs) can form strategic links and share effective practice.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203680%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381542","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381542"}},{"id":"381541","reference":"AQW 3679/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-28","answerBy":"2022-10-13","answered":"2022-10-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what work her Department is undertaking to address staff shortages in the Early Years sector.","answerText":"Issues faced by the early years workforce are being considered as part of the development of an Executive Early Learning and Childcare Strategy. An Independent Review of Childcare Services commissioned by my Department is currently ongoing and will assist in determining the extent of recruitment and retention challenges within the sector and help inform potential actions.\n\nWorkforce issues will also be considered by the Early Learning and Childcare Stakeholder Engagement Forum, which I have established to inform the work on the Strategy.\n\nThe Department for the Economy (DfE) is the sponsor department for the six Further Education (FE) colleges that deliver a range of relevant subjects including Child Development and Wellbeing. DfE has advised that there is no evidence of a decline in the numbers of students studying these subjects in recent years. However, not all students which complete such courses choose to enter, or remain within the early years workforce. The Review of Childcare Services will explore these issues.\n\nThe Department of Health has statutory responsibility for the regulation and inspection of childcare provision and I have asked the Health Minister to consider what can be done to streamline some of the processes around staff recruitment/transfer. In recognition of the staffing challenges facing the childcare sector, a number of easements have already been made to the Minimum Standards for Childminding and Day Care. The Department of Health has also given a commitment to carry out a comprehensive review of the current Minimum Standards for Childminding and Day Care and to review recruitment requirements, with a view to streamlining the process where possible.","answerHtml":"Issues faced by the early years workforce are being considered as part of the development of an Executive Early Learning and Childcare Strategy. An Independent Review of Childcare Services commissioned by my Department is currently ongoing and will assist in determining the extent of recruitment and retention challenges within the sector and help inform potential actions.
Workforce issues will also be considered by the Early Learning and Childcare Stakeholder Engagement Forum, which I have established to inform the work on the Strategy.
The Department for the Economy (DfE) is the sponsor department for the six Further Education (FE) colleges that deliver a range of relevant subjects including Child Development and Wellbeing. DfE has advised that there is no evidence of a decline in the numbers of students studying these subjects in recent years. However, not all students which complete such courses choose to enter, or remain within the early years workforce. The Review of Childcare Services will explore these issues.
The Department of Health has statutory responsibility for the regulation and inspection of childcare provision and I have asked the Health Minister to consider what can be done to streamline some of the processes around staff recruitment/transfer. In recognition of the staffing challenges facing the childcare sector, a number of easements have already been made to the Minimum Standards for Childminding and Day Care. The Department of Health has also given a commitment to carry out a comprehensive review of the current Minimum Standards for Childminding and Day Care and to review recruitment requirements, with a view to streamlining the process where possible.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203679%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381541","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381541"}},{"id":"381422","reference":"AQW 3595/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-27","answerBy":"2022-10-12","answered":"2022-10-12","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities whether local decision makers in Northern Ireland will be required to implement the benefit sanctions as announced by the Chancellor in relation to Universal Credit claimants working up to 15 hours at minimum wage.","answerText":"No decision has yet been made as to whether changes announced to the Administrative Earnings Threshold (AET) level for Universal Credit will be implemented here. DfC officials continue to engage with the Department for Work and Pensions to establish if there are any costs and/or parity issues of having a different AET here.","answerHtml":"No decision has yet been made as to whether changes announced to the Administrative Earnings Threshold (AET) level for Universal Credit will be implemented here. DfC officials continue to engage with the Department for Work and Pensions to establish if there are any costs and/or parity issues of having a different AET here.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203595%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381422","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381422"}},{"id":"381421","reference":"AQW 3594/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-27","answerBy":"2022-10-12","answered":"2022-10-11","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance what the target time is for NICS staff to be seen by Occupational Health Service following a referral.","answerText":"The Occupational Health Service (OHS) 12 day target for completion of sick absence referrals was suspended during the Covid-19 pandemic. OHS is currently working through the backlog of cases created during the pandemic, and as a result of ongoing challenges faced due to increasing demands on services and resourcing pressures in Medical Officer and Nursing positions. The operating model for the OHS is currently under review and recruitment competitions for key medical positions are underway.","answerHtml":"The Occupational Health Service (OHS) 12 day target for completion of sick absence referrals was suspended during the Covid-19 pandemic. OHS is currently working through the backlog of cases created during the pandemic, and as a result of ongoing challenges faced due to increasing demands on services and resourcing pressures in Medical Officer and Nursing positions. The operating model for the OHS is currently under review and recruitment competitions for key medical positions are underway.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203594%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381421","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381421"}},{"id":"381319","reference":"AQW 3524/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-26","answerBy":"2022-10-11","answered":"2022-10-11","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities for an update on the delivery of the Complex Lives model for addressing homelessness across Northern Ireland.","answerText":"The Housing Executive has statutory responsibility for responding to homelessness and has conducted an evaluation of the prototype phase of the Complex Lives initiative.\n\nThe evaluation found that the Multidisciplinary Team (MDT) has demonstrated success in facilitating positive outcomes in regards to accommodation, support and sustained meaningful engagement. All Housing Executive partners have agreed that working relationships across agencies have been significantly enhanced and agencies, who are present in the city centre, have reported a reduction in disturbance.\n\nFollowing the evaluation of the prototype phase and based on a range of strategic proposals made by the Steering Group, a Business Case was completed to progress the partnership approach in 2022/23.\n\nApproval has been given to continue to operate the internal Housing Executive staff team dedicated to the Complex Lives approach within Belfast and to contribute to the acquisition for external resources in partnership with other Strategic Leadership Group members until 31 March 2023.\n\nSubject to available funding and evaluation of the impact of the acquisition of external resources, it is likely this initiative will be further expanded within the Belfast Region and consideration given to expanding to other areas.","answerHtml":"The Housing Executive has statutory responsibility for responding to homelessness and has conducted an evaluation of the prototype phase of the Complex Lives initiative.
The evaluation found that the Multidisciplinary Team (MDT) has demonstrated success in facilitating positive outcomes in regards to accommodation, support and sustained meaningful engagement. All Housing Executive partners have agreed that working relationships across agencies have been significantly enhanced and agencies, who are present in the city centre, have reported a reduction in disturbance.
Following the evaluation of the prototype phase and based on a range of strategic proposals made by the Steering Group, a Business Case was completed to progress the partnership approach in 2022/23.
Approval has been given to continue to operate the internal Housing Executive staff team dedicated to the Complex Lives approach within Belfast and to contribute to the acquisition for external resources in partnership with other Strategic Leadership Group members until 31 March 2023.
Subject to available funding and evaluation of the impact of the acquisition of external resources, it is likely this initiative will be further expanded within the Belfast Region and consideration given to expanding to other areas.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203524%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381319","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381319"}},{"id":"381318","reference":"AQW 3523/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-26","answerBy":"2022-10-11","answered":"2022-10-13","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance (i) how many NICS staff are waiting for an Occupational Health Service assessment; and (ii) how long these staff have been waiting for an assessment.","answerText":"As at 11 October there is a caseload of 195 NICS staff waiting for an Occupational Health Service assessment (which we have taken to mean assessments in relation to employees who are absent from work due to sickness absence). Waiting times vary depending on the type of referral and the nature of medical assessment required, but the average referral waiting time for sickness absence Occupational Health Service assessments is 18 weeks.","answerHtml":"As at 11 October there is a caseload of 195 NICS staff waiting for an Occupational Health Service assessment (which we have taken to mean assessments in relation to employees who are absent from work due to sickness absence). Waiting times vary depending on the type of referral and the nature of medical assessment required, but the average referral waiting time for sickness absence Occupational Health Service assessments is 18 weeks.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203523%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381318","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381318"}},{"id":"381317","reference":"AQW 3522/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-26","answerBy":"2022-10-11","answered":"2022-10-05","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities whether she intends to establish a further Emergency Fuel Payment Scheme.","answerText":"The cost of living crisis is having a major impact, particularly on those who are already struggling financially.\n\nI am deeply frustrated that the continued absence of a functioning Executive and agreed Executive budget prevents additional measures being introduced.\n\nI am committed that my Department will do all that it can to support those experiencing hardship, and all options are being explored to provide both immediate and medium to longer term interventions.","answerHtml":"The cost of living crisis is having a major impact, particularly on those who are already struggling financially.
I am deeply frustrated that the continued absence of a functioning Executive and agreed Executive budget prevents additional measures being introduced.
I am committed that my Department will do all that it can to support those experiencing hardship, and all options are being explored to provide both immediate and medium to longer term interventions.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203522%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381317","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381317"}},{"id":"381316","reference":"AQW 3521/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-26","answerBy":"2022-10-11","answered":"2022-10-11","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities (i) to provide an update on the review of homelessness legislation; and (ii) what provisions are being considered around creating statutory duties in relation to homelessness prevention.","answerText":"The Homelessness Duties are set out in the Housing Order. My officials recently carried out a desk top review of homelessness legislation.\n\nOptions to improve homelessness legislation are under consideration.","answerHtml":"The Homelessness Duties are set out in the Housing Order. My officials recently carried out a desk top review of homelessness legislation.
Options to improve homelessness legislation are under consideration.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203521%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381316","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381316"}},{"id":"381315","reference":"AQW 3520/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-26","answerBy":"2022-09-30","answered":"2022-10-03","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health (i) for an update on the work to evaluate Long Covid services; and (ii) when details of any future service model will be released.","answerText":"(i) My Department of Health is currently leading on a review of post-Covid services, to ensure that we continue to provide appropriate post-Covid services. This will be based on an assessment of the ongoing demand for services; a review of current service provision; and taking cognisance of service developments elsewhere in the UK. Subject to the outcome of that evaluation, a new business case will be developed for funding of post-Covid services in the long term.\n\n(ii) It is anticipated that the evaluation will be completed, and a new business case developed for services going forward, by the end of the financial year, with a view to new services being in place as appropriate from 1 April 2023 onwards.","answerHtml":"(i) My Department of Health is currently leading on a review of post-Covid services, to ensure that we continue to provide appropriate post-Covid services. This will be based on an assessment of the ongoing demand for services; a review of current service provision; and taking cognisance of service developments elsewhere in the UK. Subject to the outcome of that evaluation, a new business case will be developed for funding of post-Covid services in the long term.
(ii) It is anticipated that the evaluation will be completed, and a new business case developed for services going forward, by the end of the financial year, with a view to new services being in place as appropriate from 1 April 2023 onwards.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203520%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381315","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381315"}},{"id":"381138","reference":"AQW 3402/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-22","answerBy":"2022-10-07","answered":"2022-10-06","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities (i) to detail the current budget allocated for homelessness prevention; and (ii) what proportion of the overall homelessness budget does this represent.","answerText":"Due to the continued absence of a functioning Executive and agreed Executive budget the Department is working with a Contingency Planning Envelope.\n\nThe current forecast spend for homelessness prevention is £5.5m, approximately 20% of the forecast homelessness services expenditure for 2022/23.","answerHtml":"Due to the continued absence of a functioning Executive and agreed Executive budget the Department is working with a Contingency Planning Envelope.
The current forecast spend for homelessness prevention is £5.5m, approximately 20% of the forecast homelessness services expenditure for 2022/23.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203402%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381138","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381138"}},{"id":"381137","reference":"AQW 3401/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-22","answerBy":"2022-09-30","answered":"2022-09-26","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail what measures are in place to prioritise stroke prevention in the community.","answerText":"I recognise that stroke is preventable and I am committed to making improvements towards stroke prevention. To that end, My Department’s Reshaping Stroke Care Action Plan, published on 20th June outlines steps taken to date to improve stroke prevention including the endorsement of a range of guidance from the National Institute for Health and Care Excellence.\n\nAlongside this, the Action Plan sets out specific priority actions to establish seven day access to Transient Ischaemic Attack (TIA) assessment within 24 hours of stroke symptoms.\n\nAs the Action Plan is implemented, my Department will continue to work across the health and social care sector, and with other government departments and agencies, to ensure we create the environment that better supports and empowers people to manage and improve their health and wellbeing and will look for further opportunities to improve stroke prevention.","answerHtml":"I recognise that stroke is preventable and I am committed to making improvements towards stroke prevention. To that end, My Department’s Reshaping Stroke Care Action Plan, published on 20th June outlines steps taken to date to improve stroke prevention including the endorsement of a range of guidance from the National Institute for Health and Care Excellence.
Alongside this, the Action Plan sets out specific priority actions to establish seven day access to Transient Ischaemic Attack (TIA) assessment within 24 hours of stroke symptoms.
As the Action Plan is implemented, my Department will continue to work across the health and social care sector, and with other government departments and agencies, to ensure we create the environment that better supports and empowers people to manage and improve their health and wellbeing and will look for further opportunities to improve stroke prevention.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203401%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381137","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381137"}},{"id":"381120","reference":"AQW 3384/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-22","answerBy":"2022-10-07","answered":"2022-10-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on her Department’s review of the Free School Meals and Uniform Grant eligibility criteria.","answerText":"My Department is currently finalising a costed options paper on the review of the Free School Meals and Uniform Grant eligibility criteria that will form part of a public consultation later this year.\n\nThe review has considered a wide range of options that include the provision of a universal free school meals to some/all year groups as well as raising the income thresholds that apply to the eligibility criteria for applicants in receipt of Universal Credit or Working/Child Tax Credit.\n\nAs I announced in August, it is my intention that guidance on the costs of school uniforms will be placed on a statutory footing. My officials are continuing to engage with the Departmental Solicitor’s Office on how this can best be achieved, recognising my wish that this guidance is in place as soon as possible. As is normal practice, there are no plans to publish the legal advice the Department receives on this issue.\n\nThe development process will continue to involve a range of stakeholders whose input will be crucial in ensuring that the guidance is able to meet its aim of making uniforms more affordable for families. It will also take into account the statutory guidance on this issue that now applies in England and Wales.\n\nFollowing the completion of initial engagement with key stakeholders and the development of draft guidance on the costs of uniforms, a public consultation will be carried out.","answerHtml":"My Department is currently finalising a costed options paper on the review of the Free School Meals and Uniform Grant eligibility criteria that will form part of a public consultation later this year.
The review has considered a wide range of options that include the provision of a universal free school meals to some/all year groups as well as raising the income thresholds that apply to the eligibility criteria for applicants in receipt of Universal Credit or Working/Child Tax Credit.
As I announced in August, it is my intention that guidance on the costs of school uniforms will be placed on a statutory footing. My officials are continuing to engage with the Departmental Solicitor’s Office on how this can best be achieved, recognising my wish that this guidance is in place as soon as possible. As is normal practice, there are no plans to publish the legal advice the Department receives on this issue.
The development process will continue to involve a range of stakeholders whose input will be crucial in ensuring that the guidance is able to meet its aim of making uniforms more affordable for families. It will also take into account the statutory guidance on this issue that now applies in England and Wales.
Following the completion of initial engagement with key stakeholders and the development of draft guidance on the costs of uniforms, a public consultation will be carried out.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203384%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381120","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381120"}},{"id":"381119","reference":"AQW 3383/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-22","answerBy":"2022-10-07","answered":"2022-10-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to outline the different options under consideration by her Department regarding changing the guidance to schools on school uniform policy.","answerText":"My Department is currently finalising a costed options paper on the review of the Free School Meals and Uniform Grant eligibility criteria that will form part of a public consultation later this year.\n\nThe review has considered a wide range of options that include the provision of a universal free school meals to some/all year groups as well as raising the income thresholds that apply to the eligibility criteria for applicants in receipt of Universal Credit or Working/Child Tax Credit.\n\nAs I announced in August, it is my intention that guidance on the costs of school uniforms will be placed on a statutory footing. My officials are continuing to engage with the Departmental Solicitor’s Office on how this can best be achieved, recognising my wish that this guidance is in place as soon as possible. As is normal practice, there are no plans to publish the legal advice the Department receives on this issue.\n\nThe development process will continue to involve a range of stakeholders whose input will be crucial in ensuring that the guidance is able to meet its aim of making uniforms more affordable for families. It will also take into account the statutory guidance on this issue that now applies in England and Wales.\n\nFollowing the completion of initial engagement with key stakeholders and the development of draft guidance on the costs of uniforms, a public consultation will be carried out.","answerHtml":"My Department is currently finalising a costed options paper on the review of the Free School Meals and Uniform Grant eligibility criteria that will form part of a public consultation later this year.
The review has considered a wide range of options that include the provision of a universal free school meals to some/all year groups as well as raising the income thresholds that apply to the eligibility criteria for applicants in receipt of Universal Credit or Working/Child Tax Credit.
As I announced in August, it is my intention that guidance on the costs of school uniforms will be placed on a statutory footing. My officials are continuing to engage with the Departmental Solicitor’s Office on how this can best be achieved, recognising my wish that this guidance is in place as soon as possible. As is normal practice, there are no plans to publish the legal advice the Department receives on this issue.
The development process will continue to involve a range of stakeholders whose input will be crucial in ensuring that the guidance is able to meet its aim of making uniforms more affordable for families. It will also take into account the statutory guidance on this issue that now applies in England and Wales.
Following the completion of initial engagement with key stakeholders and the development of draft guidance on the costs of uniforms, a public consultation will be carried out.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203383%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381119","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381119"}},{"id":"381118","reference":"AQW 3382/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-22","answerBy":"2022-10-07","answered":"2022-10-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether her Department officials have engaged with their counterparts throughout the UK regarding school uniform guidance.","answerText":"My Department is currently finalising a costed options paper on the review of the Free School Meals and Uniform Grant eligibility criteria that will form part of a public consultation later this year.\n\nThe review has considered a wide range of options that include the provision of a universal free school meals to some/all year groups as well as raising the income thresholds that apply to the eligibility criteria for applicants in receipt of Universal Credit or Working/Child Tax Credit.\n\nAs I announced in August, it is my intention that guidance on the costs of school uniforms will be placed on a statutory footing. My officials are continuing to engage with the Departmental Solicitor’s Office on how this can best be achieved, recognising my wish that this guidance is in place as soon as possible. As is normal practice, there are no plans to publish the legal advice the Department receives on this issue.\n\nThe development process will continue to involve a range of stakeholders whose input will be crucial in ensuring that the guidance is able to meet its aim of making uniforms more affordable for families. It will also take into account the statutory guidance on this issue that now applies in England and Wales.\n\nFollowing the completion of initial engagement with key stakeholders and the development of draft guidance on the costs of uniforms, a public consultation will be carried out.","answerHtml":"My Department is currently finalising a costed options paper on the review of the Free School Meals and Uniform Grant eligibility criteria that will form part of a public consultation later this year.
The review has considered a wide range of options that include the provision of a universal free school meals to some/all year groups as well as raising the income thresholds that apply to the eligibility criteria for applicants in receipt of Universal Credit or Working/Child Tax Credit.
As I announced in August, it is my intention that guidance on the costs of school uniforms will be placed on a statutory footing. My officials are continuing to engage with the Departmental Solicitor’s Office on how this can best be achieved, recognising my wish that this guidance is in place as soon as possible. As is normal practice, there are no plans to publish the legal advice the Department receives on this issue.
The development process will continue to involve a range of stakeholders whose input will be crucial in ensuring that the guidance is able to meet its aim of making uniforms more affordable for families. It will also take into account the statutory guidance on this issue that now applies in England and Wales.
Following the completion of initial engagement with key stakeholders and the development of draft guidance on the costs of uniforms, a public consultation will be carried out.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203382%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=381118","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=381118"}},{"id":"380955","reference":"AQW 3289/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-21","answerBy":"2022-10-06","answered":"2024-09-04","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities whether she will implement a temporary freeze on benefit deductions to assist claimants with the rising cost of living.","answerText":"Any pause in debt recovery would require a break in parity from the Department for Work and Pensions. The financial cost of any divergence would require Executive agreement.\n\nThe Department for Communities recognises the financial hardship that many people may be experiencing because of the cost of living and is fully committed to supporting and helping individuals who may be finding difficulty with the repayment of social security benefit debt. Individuals should contact the Department’s Debt Management team, who will work with them to agree an affordable repayment plan. Contact details for Debt Management can be found on https://www.nidirect.gov.uk/contacts/debt-management-northern-ireland","answerHtml":"Any pause in debt recovery would require a break in parity from the Department for Work and Pensions. The financial cost of any divergence would require Executive agreement.
The Department for Communities recognises the financial hardship that many people may be experiencing because of the cost of living and is fully committed to supporting and helping individuals who may be finding difficulty with the repayment of social security benefit debt. Individuals should contact the Department’s Debt Management team, who will work with them to agree an affordable repayment plan. Contact details for Debt Management can be found on https://www.nidirect.gov.uk/contacts/debt-management-northern-ireland
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203289%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380955","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380955"}},{"id":"380804","reference":"AQW 3197/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-20","answerBy":"2022-10-05","answered":"2022-10-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) how her Department monitors Boards of Governors’ adherence to departmental guidance on school uniform policy; and (ii) what actions her Department takes when guidance is not followed.","answerText":"The day-to-day management of schools, including the development and implementation of a school’s uniform policy, is a matter for each school Principal, subject to any directions that might be given by the Board of Governors. This allows schools the flexibility to set and apply their own uniform policy in a manner that can take account of the individual circumstances of their school and its pupils.\n\nMy Department has issued non-statutory policy guidance (DE Circular 2011/04) to assist schools in relation to school uniform policy. As schools are not legally required to follow the guidance circular, my Department does not seek to monitor the extent of schools’ adherence to the advice within the guidance circular. However, my Department has re-issued the guidance circular to schools and I have made it clear to schools that every effort should be made to ensure school uniforms are as affordable as possible, in line with the Department’s guidance on this issue. You will also be aware of my announcement that I intend to put guidance on the costs of uniform on a statutory basis in order to make school uniforms more affordable for families.\n\nShould parents have concerns over the school uniform policy in their child’s school, they have the option to raise a complaint in line with the school’s complaints procedure. If this procedure has been exhausted and the parent remains unsatisfied, they have right to refer the matter to the Northern Ireland Public Services Ombudsman.","answerHtml":"The day-to-day management of schools, including the development and implementation of a school’s uniform policy, is a matter for each school Principal, subject to any directions that might be given by the Board of Governors. This allows schools the flexibility to set and apply their own uniform policy in a manner that can take account of the individual circumstances of their school and its pupils.
My Department has issued non-statutory policy guidance (DE Circular 2011/04) to assist schools in relation to school uniform policy. As schools are not legally required to follow the guidance circular, my Department does not seek to monitor the extent of schools’ adherence to the advice within the guidance circular. However, my Department has re-issued the guidance circular to schools and I have made it clear to schools that every effort should be made to ensure school uniforms are as affordable as possible, in line with the Department’s guidance on this issue. You will also be aware of my announcement that I intend to put guidance on the costs of uniform on a statutory basis in order to make school uniforms more affordable for families.
Should parents have concerns over the school uniform policy in their child’s school, they have the option to raise a complaint in line with the school’s complaints procedure. If this procedure has been exhausted and the parent remains unsatisfied, they have right to refer the matter to the Northern Ireland Public Services Ombudsman.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203197%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380804","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380804"}},{"id":"380803","reference":"AQW 3196/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-20","answerBy":"2022-10-05","answered":"2022-10-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) when she expects to receive a legal opinion on a school uniform price cap; and (ii) whether she will make this information available to the public.","answerText":"My Department is currently finalising a costed options paper on the review of the Free School Meals and Uniform Grant eligibility criteria that will form part of a public consultation later this year.\n\nThe review has considered a wide range of options that include the provision of a universal free school meals to some/all year groups as well as raising the income thresholds that apply to the eligibility criteria for applicants in receipt of Universal Credit or Working/Child Tax Credit.\n\nAs I announced in August, it is my intention that guidance on the costs of school uniforms will be placed on a statutory footing. My officials are continuing to engage with the Departmental Solicitor’s Office on how this can best be achieved, recognising my wish that this guidance is in place as soon as possible. As is normal practice, there are no plans to publish the legal advice the Department receives on this issue.\n\nThe development process will continue to involve a range of stakeholders whose input will be crucial in ensuring that the guidance is able to meet its aim of making uniforms more affordable for families. It will also take into account the statutory guidance on this issue that now applies in England and Wales.\n\nFollowing the completion of initial engagement with key stakeholders and the development of draft guidance on the costs of uniforms, a public consultation will be carried out.","answerHtml":"My Department is currently finalising a costed options paper on the review of the Free School Meals and Uniform Grant eligibility criteria that will form part of a public consultation later this year.
The review has considered a wide range of options that include the provision of a universal free school meals to some/all year groups as well as raising the income thresholds that apply to the eligibility criteria for applicants in receipt of Universal Credit or Working/Child Tax Credit.
As I announced in August, it is my intention that guidance on the costs of school uniforms will be placed on a statutory footing. My officials are continuing to engage with the Departmental Solicitor’s Office on how this can best be achieved, recognising my wish that this guidance is in place as soon as possible. As is normal practice, there are no plans to publish the legal advice the Department receives on this issue.
The development process will continue to involve a range of stakeholders whose input will be crucial in ensuring that the guidance is able to meet its aim of making uniforms more affordable for families. It will also take into account the statutory guidance on this issue that now applies in England and Wales.
Following the completion of initial engagement with key stakeholders and the development of draft guidance on the costs of uniforms, a public consultation will be carried out.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203196%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380803","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380803"}},{"id":"380802","reference":"AQW 3195/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-20","answerBy":"2022-10-05","answered":"2022-09-28","answeredOrally":false,"priority":false,"department":"Department of Finance","departmentId":"81","minister":"Minister of Finance","question":"To ask the Minister of Finance what barriers exist to permit data sharing between Industrial Injuries Benefit and Civil Service Pensions for the purpose of assessing Permanent Injury Awards.","answerText":"The Department for Communities (DfC) has provided the following response: From an Industrial Injuries Disablement Benefit (IIDB) perspective, DfC are unaware of any barriers. The IIDB branch receive requests from Civil Service pensions to confirm rates of IIDB in payment. These are received with signed authority from the claimant, giving permission to share the information. Industrial Injuries branch supply the requested rates in writing.\n\nFor the purposes of assessing Permanent Injury Awards, Civil Service Pensions, Department of Finance (DoF), obtains explicit consent, signed authority, from the claimant of a Permanent Injury Award to contact the relevant benefit Branch(es), including IIDB branch, for confirmation of any entitlement to specified benefits. This signed consent permits data sharing between IIDB branch and Civil Service Pensions.\n\nThere are no statutory powers in place to permit DfC or DoF to take forward secondary legislation to permit the sharing of information without explicit consent. Therefore, it would have to be pursued using primary legislation.","answerHtml":"The Department for Communities (DfC) has provided the following response: From an Industrial Injuries Disablement Benefit (IIDB) perspective, DfC are unaware of any barriers. The IIDB branch receive requests from Civil Service pensions to confirm rates of IIDB in payment. These are received with signed authority from the claimant, giving permission to share the information. Industrial Injuries branch supply the requested rates in writing.
For the purposes of assessing Permanent Injury Awards, Civil Service Pensions, Department of Finance (DoF), obtains explicit consent, signed authority, from the claimant of a Permanent Injury Award to contact the relevant benefit Branch(es), including IIDB branch, for confirmation of any entitlement to specified benefits. This signed consent permits data sharing between IIDB branch and Civil Service Pensions.
There are no statutory powers in place to permit DfC or DoF to take forward secondary legislation to permit the sharing of information without explicit consent. Therefore, it would have to be pursued using primary legislation.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203195%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380802","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380802"}},{"id":"380801","reference":"AQW 3194/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-20","answerBy":"2022-10-05","answered":"2022-10-11","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education when her Department will issue statutory guidelines to require schools to make uniforms more affordable.","answerText":"My Department is currently finalising a costed options paper on the review of the Free School Meals and Uniform Grant eligibility criteria that will form part of a public consultation later this year.\n\nThe review has considered a wide range of options that include the provision of a universal free school meals to some/all year groups as well as raising the income thresholds that apply to the eligibility criteria for applicants in receipt of Universal Credit or Working/Child Tax Credit.\n\nAs I announced in August, it is my intention that guidance on the costs of school uniforms will be placed on a statutory footing. My officials are continuing to engage with the Departmental Solicitor’s Office on how this can best be achieved, recognising my wish that this guidance is in place as soon as possible. As is normal practice, there are no plans to publish the legal advice the Department receives on this issue.\n\nThe development process will continue to involve a range of stakeholders whose input will be crucial in ensuring that the guidance is able to meet its aim of making uniforms more affordable for families. It will also take into account the statutory guidance on this issue that now applies in England and Wales.\n\nFollowing the completion of initial engagement with key stakeholders and the development of draft guidance on the costs of uniforms, a public consultation will be carried out.","answerHtml":"My Department is currently finalising a costed options paper on the review of the Free School Meals and Uniform Grant eligibility criteria that will form part of a public consultation later this year.
The review has considered a wide range of options that include the provision of a universal free school meals to some/all year groups as well as raising the income thresholds that apply to the eligibility criteria for applicants in receipt of Universal Credit or Working/Child Tax Credit.
As I announced in August, it is my intention that guidance on the costs of school uniforms will be placed on a statutory footing. My officials are continuing to engage with the Departmental Solicitor’s Office on how this can best be achieved, recognising my wish that this guidance is in place as soon as possible. As is normal practice, there are no plans to publish the legal advice the Department receives on this issue.
The development process will continue to involve a range of stakeholders whose input will be crucial in ensuring that the guidance is able to meet its aim of making uniforms more affordable for families. It will also take into account the statutory guidance on this issue that now applies in England and Wales.
Following the completion of initial engagement with key stakeholders and the development of draft guidance on the costs of uniforms, a public consultation will be carried out.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203194%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380801","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380801"}},{"id":"380800","reference":"AQW 3193/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-20","answerBy":"2022-09-28","answered":"2022-09-26","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health when the workforce survey for Community Stroke Services will be completed.","answerText":"I recognise the vital role of the stroke workforce in delivering high quality stroke services. That is why a Stroke Workforce Review was identified as a key priority in the recently published Reshaping Stroke Care Action Plan. The Workforce Review will encompass both the hospital-based and community-based stroke workforce.\n\nMy Officials are currently undertaking a stakeholder mapping exercise both to inform membership of a Stroke Workforce Review Group and an approach to wider engagement as the work progresses. Once complete, it is intended that work will begin at pace to deliver a Stroke Workforce Review report by Summer 2023 as set out in the Action Plan","answerHtml":"I recognise the vital role of the stroke workforce in delivering high quality stroke services. That is why a Stroke Workforce Review was identified as a key priority in the recently published Reshaping Stroke Care Action Plan. The Workforce Review will encompass both the hospital-based and community-based stroke workforce.
My Officials are currently undertaking a stakeholder mapping exercise both to inform membership of a Stroke Workforce Review Group and an approach to wider engagement as the work progresses. Once complete, it is intended that work will begin at pace to deliver a Stroke Workforce Review report by Summer 2023 as set out in the Action Plan
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%203193%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380800","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380800"}},{"id":"380352","reference":"AQW 2953/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-07","answerBy":"2022-09-15","answered":"2022-09-12","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail any plans to establish a homeless unit within his Department.","answerText":"Homelessness is a cross-cutting issue and tackling it requires collaboration across Government. The Department for Communities has policy responsibility to address homelessness, which is delivered via the Northern Ireland Housing Executive.\n\nThose who experience homelessness often have significant and complex health and social care needs. Such is the expansive nature of these needs that the issue cuts across many different areas within the Department of Health (DoH), including Mental Health, Substance Use and Domestic and Sexual Violence. The Mental Health Directorate within DoH currently holds policy responsibility for homelessness from a health perspective, and as such co-ordinates work across the relevant DoH policy areas.","answerHtml":"Homelessness is a cross-cutting issue and tackling it requires collaboration across Government. The Department for Communities has policy responsibility to address homelessness, which is delivered via the Northern Ireland Housing Executive.
Those who experience homelessness often have significant and complex health and social care needs. Such is the expansive nature of these needs that the issue cuts across many different areas within the Department of Health (DoH), including Mental Health, Substance Use and Domestic and Sexual Violence. The Mental Health Directorate within DoH currently holds policy responsibility for homelessness from a health perspective, and as such co-ordinates work across the relevant DoH policy areas.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202953%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380352","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380352"}},{"id":"380255","reference":"AQW 2865/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-06","answerBy":"2022-09-22","answered":"2022-09-21","answeredOrally":false,"priority":false,"department":"Department for the Economy","departmentId":"79","minister":"Minister for the Economy","question":"To ask the Minister for the Economy what support his Department is providing to help Northern Ireland firms bid for Contracts for Difference, Allocation Round 5.","answerText":"The GB Contracts for Difference scheme does not extend to Northern Ireland.","answerHtml":"The GB Contracts for Difference scheme does not extend to Northern Ireland.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202865%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380255","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380255"}},{"id":"380254","reference":"AQW 2864/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-06","answerBy":"2022-09-22","answered":"2022-09-13","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities (i) when is the current contract for carrying out Personal Independence Payments medical assessments due to end; and (ii) to detail her plans for delivering Personal Independence Payments medical assessments after this date.","answerText":"Health assessments for Personal Independence Payments (PIP) are carried out by Capita. The current PIP contract is due to end on 31 July 2023.\n\nI have made clear that social security privatisation should be reversed and return to an in-housed health assessment service that puts peoples’ needs, equality and human rights at the heart of service provision. The Department is working to progress this, however it will require Executive approval of the budget necessary to in-house key services and a collaborative partnership with the Department of Health.","answerHtml":"Health assessments for Personal Independence Payments (PIP) are carried out by Capita. The current PIP contract is due to end on 31 July 2023.
I have made clear that social security privatisation should be reversed and return to an in-housed health assessment service that puts peoples’ needs, equality and human rights at the heart of service provision. The Department is working to progress this, however it will require Executive approval of the budget necessary to in-house key services and a collaborative partnership with the Department of Health.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202864%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380254","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380254"}},{"id":"380182","reference":"AQW 2794/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-05","answerBy":"2022-09-21","answered":"2022-09-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) when the current Independent Counselling Service for School contract expires; and (ii) when her Department will review and redesign the subsequent model for post-primary counselling.","answerText":"The current Independent Counselling Service for Schools (ICSS) contract expires on 31st August 2024. The Education Authority will commence a review of the current contract during the academic year 2022/2023 and based on this review and the needs of schools and young people, redesign the contract accordingly.","answerHtml":"The current Independent Counselling Service for Schools (ICSS) contract expires on 31st August 2024. The Education Authority will commence a review of the current contract during the academic year 2022/2023 and based on this review and the needs of schools and young people, redesign the contract accordingly.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202794%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380182","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380182"}},{"id":"380181","reference":"AQW 2793/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-05","answerBy":"2022-09-21","answered":"2022-09-21","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education to detail the protocol for counsellors, working on the Independent Counselling Service for Schools, to refer students on to Child and Adolescent Mental Health Services.","answerText":"Child and Adolescent Mental Health Services (CAMHS) in Northern Ireland work within a stepped care model. The ICSS is identified as part of Step 2 of the CAMHS Stepped Care Model and is an early intervention approach. When a school’s counsellor needs to make a referral to CAMHS they can make this referral directly subject to certain specified conditions and threshold criteria.\n\nFurther information on the threshold criteria is detailed in the following link https://www.health-ni.gov.uk/camhs.","answerHtml":"Child and Adolescent Mental Health Services (CAMHS) in Northern Ireland work within a stepped care model. The ICSS is identified as part of Step 2 of the CAMHS Stepped Care Model and is an early intervention approach. When a school’s counsellor needs to make a referral to CAMHS they can make this referral directly subject to certain specified conditions and threshold criteria.
Further information on the threshold criteria is detailed in the following link https://www.health-ni.gov.uk/camhs.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202793%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380181","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380181"}},{"id":"380180","reference":"AQW 2792/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-05","answerBy":"2022-09-09","answered":"2022-09-12","answeredOrally":false,"priority":true,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health to detail the protocol for counselors working on the Independent Counselling Service for Schools to refer students on to Child and Adolescent Mental Health Services.","answerText":"Child and Adolescent Mental Health Services (CAMHS) accept referrals from Educational Authority services, such as the Independent Counselling Service for Schools.\n\nAs the Independent Counselling Service for Schools is within the remit of the Department of Education (DE), it would be more appropriate for DE to comment on the specific protocol in place for counsellors referring students into CAMHS.","answerHtml":"Child and Adolescent Mental Health Services (CAMHS) accept referrals from Educational Authority services, such as the Independent Counselling Service for Schools.
As the Independent Counselling Service for Schools is within the remit of the Department of Education (DE), it would be more appropriate for DE to comment on the specific protocol in place for counsellors referring students into CAMHS.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202792%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380180","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380180"}},{"id":"380179","reference":"AQW 2791/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-05","answerBy":"2022-09-21","answered":"2022-09-16","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to (i) provide an update on the roll out of changes to the Common Selection Scheme; and (ii) detail when a review of the intimidation points system will take place.","answerText":"My Department is working with the Housing Executive to begin implementation of 18 of the 20 proposals set out in the December 2020 Consultation Outcome Report on “A Fundamental Review of Social Housing Allocations”. I have requested further work to be carried out and alternatives considered for Proposals 7 (the removal of Intimidation Points from the Housing Selection Scheme) and 9 (the removal of Interim Accommodation Points).\n\nImplementation will be carried out using a 3 phased approach. The Housing Executive is currently progressing a number of proposals within Phase 1 of the Review. Proposal 1 (an independent, tenure-neutral housing advice service) has been implemented. Proposals 5 (a greater choice of areas for all applicants for a social home), 15 (An applicant may receive two reasonable offers of accommodation) and 16 (social landlords may withdraw an offer of accommodation in specified circumstances) are in progress for completion by December 2022.\n\nThe review of intimidation points is scheduled to complete in the third and final phase.","answerHtml":"My Department is working with the Housing Executive to begin implementation of 18 of the 20 proposals set out in the December 2020 Consultation Outcome Report on “A Fundamental Review of Social Housing Allocations”. I have requested further work to be carried out and alternatives considered for Proposals 7 (the removal of Intimidation Points from the Housing Selection Scheme) and 9 (the removal of Interim Accommodation Points).
Implementation will be carried out using a 3 phased approach. The Housing Executive is currently progressing a number of proposals within Phase 1 of the Review. Proposal 1 (an independent, tenure-neutral housing advice service) has been implemented. Proposals 5 (a greater choice of areas for all applicants for a social home), 15 (An applicant may receive two reasonable offers of accommodation) and 16 (social landlords may withdraw an offer of accommodation in specified circumstances) are in progress for completion by December 2022.
The review of intimidation points is scheduled to complete in the third and final phase.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202791%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380179","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380179"}},{"id":"380178","reference":"AQW 2790/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-09-05","answerBy":"2022-09-21","answered":"2022-09-13","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities to provide an update on her Department’s consultation on a new policy to introduce an Intermediate Rent model in Northern Ireland.","answerText":"Intermediate Rent intends to provide a new supply of more affordable housing for rent which offers good quality, more secure, below market rent homes for lower income households.\n\nThe Department has consulted on outline proposals around the shape of an Intermediate Rent model here including detail on funding, delivery and tenancy arrangements, and published a Consultation Outcome Report in March 2022 setting out the feedback received, the Department’s response, and next steps to be taken.\n\nWork is ongoing to conclude the policy, legislative, and financial assistance model requirements to enable practical implementation. Completion of these remaining actions will support with the introduction of an Intermediate for Rent model here as soon as is practicable, and I intend to bring forward a final policy and financial assistance model upon completion of these identified actions.","answerHtml":"Intermediate Rent intends to provide a new supply of more affordable housing for rent which offers good quality, more secure, below market rent homes for lower income households.
The Department has consulted on outline proposals around the shape of an Intermediate Rent model here including detail on funding, delivery and tenancy arrangements, and published a Consultation Outcome Report in March 2022 setting out the feedback received, the Department’s response, and next steps to be taken.
Work is ongoing to conclude the policy, legislative, and financial assistance model requirements to enable practical implementation. Completion of these remaining actions will support with the introduction of an Intermediate for Rent model here as soon as is practicable, and I intend to bring forward a final policy and financial assistance model upon completion of these identified actions.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202790%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=380178","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=380178"}},{"id":"377910","reference":"AQW 2609/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-07-01","answerBy":"2022-07-20","answered":"2022-07-07","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health how many children, up to the age of 18 years, have Down Syndrome.","answerText":"I would refer the Member to AQW 1929/22-27","answerHtml":"I would refer the Member to AQW 1929/22-27
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202609%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=377910","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=377910"}},{"id":"377886","reference":"AQW 2585/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-07-01","answerBy":"2022-07-20","answered":"2022-07-15","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure, pursuant to AQW 1273/22-27, to provide details of all instances of displays of paramilitary flags on lamp posts which have been reported to the PSNI by his Department.","answerText":"In all instances, when a complaint is received about unauthorised flags flying from my Department’s equipment, officials will contact PSNI for advice.\n\nBetween 1 January 2019 and 5 July 2022, my Department has requested advice from PSNI on 405 occasions.","answerHtml":"In all instances, when a complaint is received about unauthorised flags flying from my Department’s equipment, officials will contact PSNI for advice.
Between 1 January 2019 and 5 July 2022, my Department has requested advice from PSNI on 405 occasions.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202585%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=377886","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=377886"}},{"id":"377490","reference":"AQW 2380/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-06-29","answerBy":"2022-07-18","answered":"2022-07-11","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to detail (i) any flood risk reports provided to the Department relating to the Glen River, at the culvert located near the junction of Belfast Road and Manse Road, Newtownards, in the last 10 years including allocated flood numbers; (ii) what flood remediation works have been carried out at this location; and (iii) what correspondence there has been from the Department to the Drainage Council in relation to flood risk.","answerText":"My Department has not been provided with any flood risk reports within the last 10 years in relation to the Glen River, in proximity to the junction of the Belfast Road and Manse Road in Newtownards.\n\nThere are four watercourses, designated under the terms of the Drainage (NI) Oder 1973, located within this general location. Whilst, my Department has not carried out any flood remediation works at this location it undertakes routine inspection and maintenance of these watercourses and their associated infrastructure.","answerHtml":"My Department has not been provided with any flood risk reports within the last 10 years in relation to the Glen River, in proximity to the junction of the Belfast Road and Manse Road in Newtownards.
There are four watercourses, designated under the terms of the Drainage (NI) Oder 1973, located within this general location. Whilst, my Department has not carried out any flood remediation works at this location it undertakes routine inspection and maintenance of these watercourses and their associated infrastructure.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202380%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=377490","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=377490"}},{"id":"377480","reference":"AQW 2370/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-06-29","answerBy":"2022-07-18","answered":"2022-07-11","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure to provide the outcome of any feasibility study carried out to scope the installation of a footpath at Whiterock Bay in the direction of Ballydorn Road toward Down Cruising Club.","answerText":"All requests for improvements to the road network, including the provision of footway schemes or upgrading works, are assessed in line with my Department’s current policies and guidance and all works are subject to prioritisation with all viable proposals competing for the finite amount of funding available.\n\nThis location was previously assessed for the potential provision of a footway and it established that Whiterock Bay would require the acquisition of residential and agricultural land, removal of hedges and mature trees and the provision of accommodation works which would be significant in terms of scale and cost. When assessed in line with my Department’s current policies and guidance, this scheme remains a low priority at this time against other competing schemes for the limited resources available.\n\nShould you have any further questions on this please contact DfI Roads Southern Division at dfiroads.southern@infrastructure-ni.gov.uk.","answerHtml":"All requests for improvements to the road network, including the provision of footway schemes or upgrading works, are assessed in line with my Department’s current policies and guidance and all works are subject to prioritisation with all viable proposals competing for the finite amount of funding available.
This location was previously assessed for the potential provision of a footway and it established that Whiterock Bay would require the acquisition of residential and agricultural land, removal of hedges and mature trees and the provision of accommodation works which would be significant in terms of scale and cost. When assessed in line with my Department’s current policies and guidance, this scheme remains a low priority at this time against other competing schemes for the limited resources available.
Should you have any further questions on this please contact DfI Roads Southern Division at dfiroads.southern@infrastructure-ni.gov.uk.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202370%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=377480","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=377480"}},{"id":"377477","reference":"AQW 2367/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-06-29","answerBy":"2022-07-18","answered":"2022-07-07","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health (i) how many patients have completed the condition management programme for long COVID; and (ii) how many of these patients remain on waiting lists for other specialisms to assess their ongoing symptoms.","answerText":"Information on the number of people who have completed the condition management programme for long COVID is not available centrally in the Department.\n\nThe following information has been provided by the Health and Social Care (HSC) Trusts.\n\nhow many patients have completed the condition management programme for long COVID\n\nThe Post Covid Syndrome MDT (PCSS) clinic refers clients to the Condition Management Programme (CMP). They are two separate services.\n\nBelfast HSC Trust advised that they provide a bespoke pulmonary rehabilitation / dysfunctional breathing service for patients with significant respiratory symptoms post-COVID-19. 100 patients were referred to the service, who were assessed at a PCSS clinic.\n\nNorthern HSC Trust advised that 25 patients were referred to the condition management programme who were assessed at a PCSS clinic.\n\nSouth Eastern HSC Trust advised that 329 patients have attended a PCSS clinic, which forms part of their condition management programme.\n\nSouthern HSC Trust advised that 5 patients were referred to the condition management programme who were assessed at a PCSS clinic.\n\nWestern HSC Trust advised that 24 patients were referred to the condition management programme who were assessed at a PCSS clinic.\n\nhow many of these patients remain on waiting lists for other specialisms to assess their ongoing symptoms.\n\nBelfast, Southern and Western HSC Trusts advised that information for this response could only be obtained through a manual trawl through hundreds of files and could therefore only be supplied at disproportionate cost.\n\nNorthern and South Eastern HSC Trust advised that 154 and 133, respectively, onward referrals have been made for assessment /intervention in other specialist areas but were unable to provide the waiting list situation for other services.","answerHtml":"Information on the number of people who have completed the condition management programme for long COVID is not available centrally in the Department.
The following information has been provided by the Health and Social Care (HSC) Trusts.
how many patients have completed the condition management programme for long COVID
The Post Covid Syndrome MDT (PCSS) clinic refers clients to the Condition Management Programme (CMP). They are two separate services.
Belfast HSC Trust advised that they provide a bespoke pulmonary rehabilitation / dysfunctional breathing service for patients with significant respiratory symptoms post-COVID-19. 100 patients were referred to the service, who were assessed at a PCSS clinic.
Northern HSC Trust advised that 25 patients were referred to the condition management programme who were assessed at a PCSS clinic.
South Eastern HSC Trust advised that 329 patients have attended a PCSS clinic, which forms part of their condition management programme.
Southern HSC Trust advised that 5 patients were referred to the condition management programme who were assessed at a PCSS clinic.
Western HSC Trust advised that 24 patients were referred to the condition management programme who were assessed at a PCSS clinic.
how many of these patients remain on waiting lists for other specialisms to assess their ongoing symptoms.
Belfast, Southern and Western HSC Trusts advised that information for this response could only be obtained through a manual trawl through hundreds of files and could therefore only be supplied at disproportionate cost.
Northern and South Eastern HSC Trust advised that 154 and 133, respectively, onward referrals have been made for assessment /intervention in other specialist areas but were unable to provide the waiting list situation for other services.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202367%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=377477","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=377477"}},{"id":"377475","reference":"AQW 2365/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-06-29","answerBy":"2022-07-18","answered":"2022-07-07","answeredOrally":false,"priority":false,"department":"Department of Health","departmentId":"82","minister":"Minister of Health","question":"To ask the Minister of Health how many patients are on a waiting list to access long COVID services.","answerText":"Information on the number of people who are on the waiting list for their first appointment at a Post COVID clinic is not available centrally in the Department. The following information has been provided by the Health and Social Care Trusts.\n\nWestern Health and Social Care Trust were contacted for input but were unable to provide a response within the required timeframe.\n\nNumber of Patients Waiting for a first appointment at a Post-COVID clinic\n\nHSC Trust\tNumber of Patients Waiting\nBelfast\t133\nNorthern\t353\nSouth Eastern\t202\nSouthern\t156\n\nSource: HSC Trusts","answerHtml":"Information on the number of people who are on the waiting list for their first appointment at a Post COVID clinic is not available centrally in the Department. The following information has been provided by the Health and Social Care Trusts.
Western Health and Social Care Trust were contacted for input but were unable to provide a response within the required timeframe.
Number of Patients Waiting for a first appointment at a Post-COVID clinic
| HSC Trust | Number of Patients Waiting |
| Belfast | 133 |
| Northern | 353 |
| South Eastern | 202 |
| Southern | 156 |
Source: HSC Trusts
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%202365%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=377475","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=377475"}},{"id":"376644","reference":"AQW 1936/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-06-22","answerBy":"2022-07-07","answered":"2022-07-07","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education what plans she has to review the Circular 2011/04 - Guidance to schools on school uniform policy, to address the costs of school uniforms for parents.","answerText":"Guidance on school uniforms was updated and issued to schools in 2018:\n\nhttps://www.education-ni.gov.uk/publications/circular-201104-guidance-schools-school-uniform-policy-revised-5-june-2018\n\nThe Department commenced a Review of Free School Meals and Uniform Grant eligibility criteria in November 2021. The purpose of this review is to ensure that FSM and uniform grants are available to support the most vulnerable children in our society and the review will consider the current rates of uniform grant as a contribution to the cost of school uniforms. The review will consider options to extend the FSM and uniform grant criteria and the rate of uniform grant and will consider putting the guidance onto a legislative footing.","answerHtml":"Guidance on school uniforms was updated and issued to schools in 2018:
https://www.education-ni.gov.uk/publications/circular-201104-guidance-schools-school-uniform-policy-revised-5-june-2018
The Department commenced a Review of Free School Meals and Uniform Grant eligibility criteria in November 2021. The purpose of this review is to ensure that FSM and uniform grants are available to support the most vulnerable children in our society and the review will consider the current rates of uniform grant as a contribution to the cost of school uniforms. The review will consider options to extend the FSM and uniform grant criteria and the rate of uniform grant and will consider putting the guidance onto a legislative footing.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%201936%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=376644","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=376644"}},{"id":"376068","reference":"AQW 1622/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-06-16","answerBy":"2022-07-01","answered":"2022-07-08","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education (i) what analysis has been carried out to assess the benefits of the Engage II Programme in terms of learning outcomes; and (ii) what programme will follow on from Engage II in 2022/23.","answerText":"The Education and Training Inspectorate (ETI) published an evaluation report on 21 December 2021 evaluating the Engage Programme in primary and post-primary schools during the 2020/21 academic year. A copy of the report is available on my Department’s website:\n\nwww.etini.gov.uk/publications/evaluation-department-educations-engage-programme-primary-and-post-primary-schools.\n\nThe report detailed how schools provided effective intervention programmes for pupils whose learning was impacted adversely by the COVID-19 pandemic. A further report is being developed by the ETI for the second year of the Engage programme.\n\nEngage has ensured that our children and young people have been provided with a range of support to reduce the impact which the Covid-19 pandemic has had on their educational experience and learning.\n\nAs regards a third year of the programme in the 2022/23 academic year, I have issued a Direction to my officials for the Engage programme to continue to December 2022. The Department of Finance approved that Direction on 6 July 2022, and I am delighted that I have been able to allocate £10million to continue the programme until the end of December 2022. I have recently written to schools and settings to inform them.\n\nIt is my intention that the programme will continue until the end of the academic year. However, as this remains subject to the necessary funding being made available, settings are not able to commit to expenditure beyond December 2022. I will update schools on the budget position for the rest of the academic year as soon as I am in a position to do so.","answerHtml":"The Education and Training Inspectorate (ETI) published an evaluation report on 21 December 2021 evaluating the Engage Programme in primary and post-primary schools during the 2020/21 academic year. A copy of the report is available on my Department’s website:
www.etini.gov.uk/publications/evaluation-department-educations-engage-programme-primary-and-post-primary-schools.
The report detailed how schools provided effective intervention programmes for pupils whose learning was impacted adversely by the COVID-19 pandemic. A further report is being developed by the ETI for the second year of the Engage programme.
Engage has ensured that our children and young people have been provided with a range of support to reduce the impact which the Covid-19 pandemic has had on their educational experience and learning.
As regards a third year of the programme in the 2022/23 academic year, I have issued a Direction to my officials for the Engage programme to continue to December 2022. The Department of Finance approved that Direction on 6 July 2022, and I am delighted that I have been able to allocate £10million to continue the programme until the end of December 2022. I have recently written to schools and settings to inform them.
It is my intention that the programme will continue until the end of the academic year. However, as this remains subject to the necessary funding being made available, settings are not able to commit to expenditure beyond December 2022. I will update schools on the budget position for the rest of the academic year as soon as I am in a position to do so.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%201622%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=376068","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=376068"}},{"id":"375416","reference":"AQW 1273/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-06-10","answerBy":"2022-06-27","answered":"2022-06-29","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure what action his Department is taking to address paramilitary flags attached to lamp posts.","answerText":"The display of a flag of a proscribed terrorist organisation is a criminal offence that may be capable of investigation by the PSNI, and I would encourage anyone with information in regards the display of such items to contact the PSNI.","answerHtml":"The display of a flag of a proscribed terrorist organisation is a criminal offence that may be capable of investigation by the PSNI, and I would encourage anyone with information in regards the display of such items to contact the PSNI.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%201273%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=375416","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=375416"}},{"id":"375154","reference":"AQW 1145/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-06-08","answerBy":"2022-06-23","answered":"2022-06-23","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education, pursuant to AQW 154/22-27, when the new engagement forum to assist with the development of the Executive Childcare Strategy will be established","answerText":"My Department is currently developing plans for the establishment of a childcare stakeholder engagement forum, including membership and the Terms of Reference for the Group. My officials intend to contact sectoral representatives over the summer months, with a view to convening the first meeting of the group shortly thereafter.","answerHtml":"My Department is currently developing plans for the establishment of a childcare stakeholder engagement forum, including membership and the Terms of Reference for the Group. My officials intend to contact sectoral representatives over the summer months, with a view to convening the first meeting of the group shortly thereafter.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%201145%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=375154","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=375154"}},{"id":"374073","reference":"AQW 518/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-05-25","answerBy":"2022-06-13","answered":"2022-06-09","answeredOrally":false,"priority":false,"department":"Department for Communities","departmentId":"85","minister":"Minister for Communities","question":"To ask the Minister for Communities (i) how many children are assessed as living in poverty; and ii) how many of these children are eligible for free school meals.","answerText":"Official measures of absolute and relative poverty are derived from the Family Resources Survey (FRS). Both measures can be presented on a before and after housing costs basis. The number of children estimated to be living in poverty in 2019/20 are presented in the table below.\n\nChild Poverty Type\t2019/20\nRelative Poverty Before Housing Costs\t100,000\nRelative Poverty After Housing Costs\t103,000\nAbsolute Poverty Before Housing Costs\t75,000\nAbsolute Poverty After Housing Costs\t82,000\n\nData collection in 2020/21 was impacted by COVID-19 restrictions resulting in a heavily reduced sample size. This has led to additional uncertainty around the estimates, particularly for smaller groups. As such, for 2020/21, only figures relating to the whole population were published.\n\nFurther information regarding the Family Resources Survey and related publications can be found at the link below.\n\nhttps://www.communities-ni.gov.uk/topics/family-resources-survey\n\nIt is not possible to determine how many of these children are eligible for free school meals. It should be noted that free school meals fall under the remit of the Department of Education (DE).","answerHtml":"Official measures of absolute and relative poverty are derived from the Family Resources Survey (FRS). Both measures can be presented on a before and after housing costs basis. The number of children estimated to be living in poverty in 2019/20 are presented in the table below.
| Child Poverty Type | 2019/20 |
| Relative Poverty Before Housing Costs | 100,000 |
| Relative Poverty After Housing Costs | 103,000 |
| Absolute Poverty Before Housing Costs | 75,000 |
| Absolute Poverty After Housing Costs | 82,000 |
Data collection in 2020/21 was impacted by COVID-19 restrictions resulting in a heavily reduced sample size. This has led to additional uncertainty around the estimates, particularly for smaller groups. As such, for 2020/21, only figures relating to the whole population were published.
Further information regarding the Family Resources Survey and related publications can be found at the link below.
https://www.communities-ni.gov.uk/topics/family-resources-survey
It is not possible to determine how many of these children are eligible for free school meals. It should be noted that free school meals fall under the remit of the Department of Education (DE).
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%20518%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=374073","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=374073"}},{"id":"374072","reference":"AQW 517/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-05-25","answerBy":"2022-06-13","answered":"2022-07-20","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) her Department's review into the School Uniform Grant and Free School Meals schemes; and (ii) the work of the stakeholder forum for this review, including details of when it has met.","answerText":"The Department has commenced a Review of Free School Meals and Uniform Grant eligibility criteria. The review is considering a number of options for free school meals and uniform grants, including the options for universal free school meal provision for certain year groups or all pupils and the removal/adjustment to current thresholds for Universal Credit/Working Tax Credit as well as the potential to legislate on uniform policy.\n\nMy Department continues to work to develop costed options and a consultation exercise will take place later in the year. In the interim period, I have agreed an increase of 20% to the existing uniform grant allowances for the forthcoming academic year.\n\nThe stakeholder group met in December 2021 and another meeting will take place in the near future. The Department has also met with a cross departmental group and internal departmental group as well as the Northern Ireland Commissioner for Children and Young People. The input of key stakeholders and children and young people will be very important to ensure that the views of all interested parties are considered.","answerHtml":"The Department has commenced a Review of Free School Meals and Uniform Grant eligibility criteria. The review is considering a number of options for free school meals and uniform grants, including the options for universal free school meal provision for certain year groups or all pupils and the removal/adjustment to current thresholds for Universal Credit/Working Tax Credit as well as the potential to legislate on uniform policy.
My Department continues to work to develop costed options and a consultation exercise will take place later in the year. In the interim period, I have agreed an increase of 20% to the existing uniform grant allowances for the forthcoming academic year.
The stakeholder group met in December 2021 and another meeting will take place in the near future. The Department has also met with a cross departmental group and internal departmental group as well as the Northern Ireland Commissioner for Children and Young People. The input of key stakeholders and children and young people will be very important to ensure that the views of all interested parties are considered.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%20517%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=374072","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=374072"}},{"id":"373926","reference":"AQW 435/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-05-24","answerBy":"2022-06-10","answered":"2022-06-06","answeredOrally":false,"priority":false,"department":"Department for Infrastructure","departmentId":"84","minister":"Minister for Infrastructure","question":"To ask the Minister for Infrastructure for an update on the disposal of land at Talbot Street, Newtownards, including what consideration has been given to a Community Asset Transfer being undertaken.","answerText":"My Department is disposing of two plots of land at Talbot Street in Newtownards. The Government Disposal Procedures provide a framework to facilitate community ownership of surplus public land as an option within the normal disposal process, known as Community Asset Transfer (CAT). Officials from my Department are engaging with a Third Sector Organisation to establishing whether disposal of one of the plots of land is feasible under CAT.","answerHtml":"My Department is disposing of two plots of land at Talbot Street in Newtownards. The Government Disposal Procedures provide a framework to facilitate community ownership of surplus public land as an option within the normal disposal process, known as Community Asset Transfer (CAT). Officials from my Department are engaging with a Third Sector Organisation to establishing whether disposal of one of the plots of land is feasible under CAT.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%20435%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=373926","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=373926"}},{"id":"373568","reference":"AQW 155/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-05-18","answerBy":"2022-06-06","answered":"2022-06-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education for an update on (i) the research project commissioned to inform the development of a Childcare Strategy; and (ii) the current timeline for publication of the Childcare Strategy consultation.","answerText":"The COVID-19 Childcare Reference Group (CRG) played an important role in supporting the work of both the Department of Education and the Department of Health (DoH) during the emergency response to the pandemic. However, now that my Department is re-focusing its efforts on the development of the Executive Childcare Strategy, a new engagement forum is needed to reflect this wider remit. Many of the same organisations and interests will be represented on this new forum as were on the CRG, but it is important that we take this opportunity to refresh the membership and bring new voices to the table.\n\nMy Department has also launched the tender exercise to commission an independent research report on a Review of Childcare Services in Northern Ireland. It is envisaged that a contract to take forward the review will be in place by end of June 2022 and will run to December 2022. A separate exercise to produce a costed implementation plan for the standardisation of pre-school hours is also under consideration.\n\nInitial engagement with key stakeholders through a Strategic Insight Programme took place between October and December 2021 and further focused discussions on key themes will be required. I am committed to progressing the Executive Childcare Strategy as quickly as possible, however we need the evidence from these substantial pieces of work in order to develop costed solutions for Executive consideration.","answerHtml":"The COVID-19 Childcare Reference Group (CRG) played an important role in supporting the work of both the Department of Education and the Department of Health (DoH) during the emergency response to the pandemic. However, now that my Department is re-focusing its efforts on the development of the Executive Childcare Strategy, a new engagement forum is needed to reflect this wider remit. Many of the same organisations and interests will be represented on this new forum as were on the CRG, but it is important that we take this opportunity to refresh the membership and bring new voices to the table.
My Department has also launched the tender exercise to commission an independent research report on a Review of Childcare Services in Northern Ireland. It is envisaged that a contract to take forward the review will be in place by end of June 2022 and will run to December 2022. A separate exercise to produce a costed implementation plan for the standardisation of pre-school hours is also under consideration.
Initial engagement with key stakeholders through a Strategic Insight Programme took place between October and December 2021 and further focused discussions on key themes will be required. I am committed to progressing the Executive Childcare Strategy as quickly as possible, however we need the evidence from these substantial pieces of work in order to develop costed solutions for Executive consideration.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%20155%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=373568","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=373568"}},{"id":"373567","reference":"AQW 154/22-27","type":"Written","typeCode":"AQW","mandate":"22-27","tabled":"2022-05-18","answerBy":"2022-06-06","answered":"2022-06-06","answeredOrally":false,"priority":false,"department":"Department of Education","departmentId":"78","minister":"Minister of Education","question":"To ask the Minister of Education whether there are plans to re-establish the Childcare Reference Group.","answerText":"The COVID-19 Childcare Reference Group (CRG) played an important role in supporting the work of both the Department of Education and the Department of Health (DoH) during the emergency response to the pandemic. However, now that my Department is re-focusing its efforts on the development of the Executive Childcare Strategy, a new engagement forum is needed to reflect this wider remit. Many of the same organisations and interests will be represented on this new forum as were on the CRG, but it is important that we take this opportunity to refresh the membership and bring new voices to the table.\n\nMy Department has also launched the tender exercise to commission an independent research report on a Review of Childcare Services in Northern Ireland. It is envisaged that a contract to take forward the review will be in place by end of June 2022 and will run to December 2022. A separate exercise to produce a costed implementation plan for the standardisation of pre-school hours is also under consideration.\n\nInitial engagement with key stakeholders through a Strategic Insight Programme took place between October and December 2021 and further focused discussions on key themes will be required. I am committed to progressing the Executive Childcare Strategy as quickly as possible, however we need the evidence from these substantial pieces of work in order to develop costed solutions for Executive consideration.","answerHtml":"The COVID-19 Childcare Reference Group (CRG) played an important role in supporting the work of both the Department of Education and the Department of Health (DoH) during the emergency response to the pandemic. However, now that my Department is re-focusing its efforts on the development of the Executive Childcare Strategy, a new engagement forum is needed to reflect this wider remit. Many of the same organisations and interests will be represented on this new forum as were on the CRG, but it is important that we take this opportunity to refresh the membership and bring new voices to the table.
My Department has also launched the tender exercise to commission an independent research report on a Review of Childcare Services in Northern Ireland. It is envisaged that a contract to take forward the review will be in place by end of June 2022 and will run to December 2022. A separate exercise to produce a costed implementation plan for the standardisation of pre-school hours is also under consideration.
Initial engagement with key stakeholders through a Strategic Insight Programme took place between October and December 2021 and further focused discussions on key themes will be required. I am committed to progressing the Executive Childcare Strategy as quickly as possible, however we need the evidence from these substantial pieces of work in order to develop costed solutions for Executive consideration.
","oralExchange":null,"onAssemblySite":true,"links":{"assembly":"https://aims.niassembly.gov.uk/questions/writtensearchresults.aspx?&qf=0&qfv=1&ref=AQW%20154%2F22-27","printable":"https://aims.niassembly.gov.uk/questions/printquestionsummary.aspx?docid=373567","officialReport":null,"api":"https://data.niassembly.gov.uk/questions.asmx/GetQuestionDetails?documentId=373567"}}]}