Association of Northern Ireland Education & Library Boards

Letter to John Simmons 6 June 2008

BR/P/GMcM

6 June 2008

Mr J Simmons
Committee for Education
Room 241 Parliament Buildings
Stormont
BELFAST
BT4 3XX

Dear Mr Simmons

Thank you for yours of 28th May requesting views on the Minister of Education’s proposal for Transfer to Post-Primary Education from 2010.

At the outset I would wish to thank the committee for their request and the association would only be too pleased to respond. Having, however, only received a copy of your letter on 3 June it is not possible to call the executive council together and make a meaningful response prior to the Committee for Education meeting on 6 June 2008.

I have, however, been able to consult with a few members of the executive council and herewith attach our initial comments which we trust may be of some assistance to you in your deliberations.

As you will note we feel that the Minister’s update fails to identify precise information on which we can base constructive comments and until more information is received we feel that it is impossible to make reasoned comment.

The association will be delighted to assist the committee in any way possible but our first care is to the children and parents and next to our staff who are the backbone of the system. We cannot reach a reasoned opinion with the dearth of precise proposals. We also feel to rush the decision could be wrong yet everyone is crying out for details as to the way ahead.

Yours sincerely

Bill Reilly
President

Enc

ANIELB Views on the Minister of Education’s Proposal for Transfer to Post-Primary Education from 2010

The association has concerns regarding the following:

• The phased ending of academic selection will place considerable and unacceptable pressure on grammar and popular schools with a restricted intake based on transfer results with consequent pressure for P7 pupils.
• Pupils will have longer travelling times when they gain admission to schools which are more distant from their homes.
• There is a lack of information regarding where the test will be undertaken, the nature and supervision of the test and whether or not it will be based on the revised curriculum.
• The expectation that many current grammar schools and non-grammar schools will become bilateral is unrealistic and the proposals do not take account of this possibility/probability and therefore do not provide for different effects within different groups within local communities.
• The timescale is too short and a longer preparation period is required for receipt of policy documents and decisions.
• There is an issue around rurality which will have to be considered. The policy will have to be rural proofed in respect of some of the non-academic criteria such as “nearest suitable school”. A cross-department policy on rurality will have to be taken into account.
• Applying socially disadvantaged criteria as applying to applications for pre-school places may cause resentment among low wage earners. The special circumstances criteria should be mandatory.
• In the context of collaboration amongst schools to deliver the Entitlement Framework it is inevitable schools are positioning themselves according to their strengths. Some will concentrate on general education, some on vocational education and some on an academic education. Schools will therefore work at a different pace and will therefore suit some children but not others.
• Schools which are under-subscribed should be required to take all those pupils who apply. Over-subscribed schools should be required to establish and apply admissions criteria. These could be similar to those suggested by the Minister, with the reservations described above. In addition, where schools are providing an academic education and where the pace of progress through the curriculum will be enhanced, then the literacy and numeracy abilities of the pupils applying should be considered. These scores could be available through the pupil profile.
• Clearly there is a need in this scenario to ensure that there is a spread of provision in each learning community to ensure access to the Entitlement Framework and maximise choice.
• There is a need for detail in respect of area-based planning. Clarity on this is needed in the interests of children and staff morale.