(AQW 3492/01)

Mr M McGuinness: In the following schools, five or more pupils had a statement of special educational needs:

Every other primary school in the constituency had fewer than five children with a statement of special educational needs. In line with the Department’s policy on release of statistical information, numbers smaller than five have been suppressed in order to avoid potential disclosure of personal information.

* Fewer Than 5 Cases.

(AQW 3523/01)

Mr M McGuinness: Statutory and voluntary organisations can make a valuable contribution to the teaching of Relationships and Sexuality Education (RSE) in schools, however, my Department does not directly fund work of this kind. It is a matter for the Board of Governors and the Principal of each school to decide which organisations offer appropriate support for the teaching of RSE and to take due account of any financial implications.

(AQW 3562/01)

Mr M McGuinness: The terms and conditions of service of ancillary staff in schools are matters for their employing authorities. I am not aware of any employing authority reneging on an agreed contract of employment for such staff. However, before agreeing contracts with staff, an employing authority must satisfy itself that it can meet the cost of such contracts from within its approved resources.

(AQW 3564/01)

Mr M McGuinness: The Code of Practice on the Identification and Assessment of Special Educational Needs outlines eight categories of learning difficulty or disability as follows;

The School Census data on a range of special educational needs is collected under the following headings:

For the number of children in each category in the last five years I refer the member to the answer given to AQW 2410/01.

(AQW 3580/01)

Mr M McGuinness: Boards do not separate funding for individual types of special educational need. For funding details on special educational needs in general, over the last five years, I refer the member to the answer provided to AQW 2408/01.

It is the responsibility of the Department of Health and Social Services and Public Safety (DHSSPS) and ultimately the Health and Social Services Boards and Trusts to provide speech and language therapy. Although the need for speech therapy is specified in some children’s statements of special educational needs, this is as recommended and supplied by the Health and Social Services Trusts.

(AQW 3581/01)

Mr M McGuinness: This information is not held in the format requested. However, statistics from the school census are held in terms of the number of children with speech and language difficulties identified in their statement of special educational needs. For the last three years these are:

*Data on categories of statement in respect of nursery and primary schools are not included. This data was not collected centrally in 1999/2000.

(AQW 3595/01)

Mr M McGuinness: The threshold assessment scheme is the same for teachers in all grant-aided schools irrespective of the sector in which they work. Accredited external assessors carry out the assessments and work in teams with lead assessors, who ensure a fair and consistent approach. In addition, a quality control team, which reports directly to the Regional Manager, monitors their work, including accompanied assessment visits, and each school principal is invited to complete feedback reports on their experience of the process. If the facts are put to me about non-compliance with the scheme in specific cases, I will have them looked into.

(AQW 3601/01)

Mr M McGuinness: Education legislation encourages schools to consider making their premises available to the community when not in use by the schools themselves. I would hope therefore that schools will, as far as they are able, be responsive to the needs of local communities for facilities, including sports facilities.

I am pleased to say that the New Opportunities for PE and Sport Programme will greatly enhance opportunities for the community use of school sports facilities. The Programme is making available a total of £33.75 million to: build new and refurbish existing sports facilities for school and community use; support the development and promotion of these facilities for community use; and build or refurbish outdoor adventure facilities.

The funding will be split between five area partnerships, led by the Education and Library Boards, who will facilitate schools in developing projects in association with the local community and sports clubs.

(AQW 3650/01)

Mr M McGuinness: A Strategic Review of Civil Service Office Accommodation, which includes an examination of the scope for decentralisation of Civil Service jobs is currently underway. Pending the outcome of this Review, I have at this time no specific proposals for any further relocation of my Department’s functions and the position of the Department of Education remains therefore as set out in Chapter 5.4 of the Interim Report of the Strategic Review.

(AQW 3660/01)

(a) The cost to my Department in acquiring a car was £21,821.26.

(b) As my driver is not an employee of the Department, no expenditure was incurred in his recruitment.

(c) The Ministerial car was provided through formal Government Purchasing Agency (GPA) tendering procedures.

(d) Three companies submitted tenders.

(e) In acquiring the Ministerial car my Department agreed with GPA that tenders should be judged on:

• price;

• compliance with specification;

• suitability of security measures; and

• after-sales service

(f) GPA offered both of the unsuccessful tenderers a debriefing on the reasons why their tender had not been successful. I understand that only one took up this offer.

(AQW 3678/01)

Mr M McGuinness: The Staff Support Research Working Group is presenting its report to Management Side at the end of June. The discussions with Teachers’ Side are expected to start no later than the beginning of the next school year, and the report will be published on their completion.

(AQO 1379/01)

Mr M McGuinness: My Department’s consultation document on the common funding formula for all grant- aided schools, published last year, proposes a skewing of resources to the primary sector. The cumulative effect of the proposals is to increase primary sector funding by around £12m or 4% and the balance between funding attracted by primary schools compared to post-primary schools will rise from 65% to 67%.

(AQO 1372/01)

Mr M McGuinness: I am aware that grammar schools use such criteria. Grammar schools must admit pupils according to their grade in the Transfer Procedure test but many are oversubscribed with applications from pupils with the same grade. It is therefore necessary for them to distinguish between these pupils down to the last available place within their admissions number. The use of additional sub-criteria, for example, giving priority to those pupils with sibling relations at the school, enables a school to do this. Within the legislation these decisions are entirely a matter for the Board of Governors of each school.

(AQO 1391/01)

Mr M McGuinness: Information supplied by Boards shows that the primary school per capita varies across the Education and Library Boards from £1,964 to £2,294. The secondary school per capita varies from £3,066 to £3,620. There are also differences between the controlled and maintained sectors.

These variations occur not only because of different spending priorities of Boards and the make-up of their LMS formulae but also because of the differences in the profiles of schools within individual Boards, in particular, the incidence of small schools and relative levels of social deprivation. For these reasons it is difficult to obtain true like for like comparisons across Boards.

The LMS Common Formula, planned for implementation in April 2003, will ensure that schools of similar size and characteristics will receive similar levels of funding.

(AQO 1406/01)

Mr M McGuinness: The GBA gave a public commitment to identify an acceptable method of matching pupils to schools but no proposals have been produced. If the GBA has been able to develop acceptable proposals I would urge the association to make its proposals available for public scrutiny and to clarify its position on academic selection before the end of the consultation period.

(AQO 1392/01)

Mr M McGuinness: Sixteen meetings have already taken place and others are planned for the coming weeks. The key issues emerging from the meetings are:

• Agreement that the 11 plus should be abolished;

• widespread acceptance of the adverse effects of academic selection at 11 and agreement that it should be ended;

• significant and increasing numbers of our young people are progressing to our two universities from non-grammar and non A-level routes;

• children from low income families in disadvantaged areas, particularly Protestant areas, have little prospect of obtaining a place in a grammar school;

I have also met with the Progressive Unionist Party and have offered meetings to all other political parties. So far, the Alliance, Sinn Fein, SDLP and Women’s Coalition have accepted this offer.

(AQO 1380/01)

Mr M McGuinness: The existing transport arrangements were the subject of consultation with the education and library boards before being approved by my Department.

The arrangements were subject to a Policy Appraisal and Fair Treatment analysis as part of the consultation exercise. The analysis revealed that the policy did not discriminate against any group or restrict the rights of parents.

It is for the boards to deliver home to school transport within the approved arrangements, and I have no plans to intervene in the operation of the service. Parents who feel that their rights may be restricted, or that they are being treated inequitably, should contact their education and library board to seek an explanation of any decision.

(AQO 1390/01)

Mr M McGuinness: I fully recognise the strength of feeling among principals and vice-principals about their salary arrangements, and the importance of resolving this issue quickly. This, therefore, will be the Inquiry’s first task. While it would be premature to set a time limit at this point, I would expect the timescale to be short because the various interests, who will be submitting evidence to the Inquiry, have already undertaken a lot of groundwork.

(AQO 1409/01)

Mr M McGuinness: My Department is using a variety of methods to make sure that everyone has the opportunity to contribute to the review of post-primary education. Today I launched a Household Response Form which will be issued this week to every household giving information about the review and seeking the views of the public on the key issues. A more detailed response booklet was issued at the start of May to all schools, further education colleges, community groups and training organisations to facilitate consideration of the key issues and to help structure responses. The views of the public will also be gathered through a household survey and we are considering how best to get the views of young people.

A summary analysis of the responses received will be published around the end of September.

I am currently engaged in a series of meetings involving the key players in our education system to listen to suggestions, build consensus and stimulate discussion of the issues during the consultation period.

The massive scale of this consultation reflects the importance of the issue. I want as many people as possible to take part in the debate and submit their comments to my Department.

(AQO 1378/01)

Mr M McGuinness: The Local Management of Schools (LMS) scheme operated by each Education and Library Board sets out the arrangements for compensating schools for the cost of work arising from vandalism. In most Boards these arrangements provide for schools to be reimbursed for costs above a certain threshold. Voluntary grammar schools and grant-maintained integrated schools carry their own insurance to meet the cost of repairs arising from vandalism.

(AQO 1373/01)

Mr M McGuinness: My Department’s consultation document on the common funding formula for all grant- aided schools, published last year, set out proposals which will bring funding allocations to a consistent level and will ensure that schools of similar size and characteristics receive similar levels of funding.

Under Local Management of Schools (LMS) arrangements, schools are provided with an unhypothecated budget and individual Boards of Governors make spending decisions in light of their own policies and priorities. Decisions on the number of teachers to be employed are therefore a matter for each school to determine in light of their individual school circumstances, particularly changes in enrolment. It is important that schools achieve the appropriate Teacher Pupil Ratio and the Department is endeavouring to support schools in their efforts to achieve this. In 2000/2001, the PTRs in all sectors (apart from Special Schools) improved. The Primary figure fell by 0.2 to 20.2 and the Secondary figure fell by 0.2 to 14.5.

However, it would run counter to present LMS policy, for the Department to exercise a direct control over teacher numbers and pupil/teacher ratios.

(AQW 2983/01)

The Minister for Employment and Learning (Ms Hanna): There are currently no credit cards held by this Department.

One Government Procurement card was used by my Department in the financial year ending 31 March 2002 with a total of £10,650 having been spent.

My Department’s Non-Departmental Public Bodies (NDPBs) which use credit cards and expenditure in the financial year ending 31 March 2002 are as follows;

Other bodies funded by my Department which use credit cards and expenditure in the financial year ending 31 March 2002 are as follows;

(AQW 2997/01)

Ms Hanna: Women and men share many of the same barriers to employment. Evidence presented to the Taskforce on Employability and Long-Term Unemployment, which I chair, has identified a lack of affordable, accessible, and flexible childcare as a specific barrier for many women.

DEL, the Equality Commission and the Childcare Partnerships in NI have commissioned research on the use of, demand for and supply of childcare in Northern Ireland. It is anticipated that the final research report will be available by the end of 2002.

(AQW 3252/01)

Ms Hanna: I have not had any contact in this context. In terms of funding for training courses, the universities here, as elsewhere in the UK, are autonomous bodies entirely responsible for their own policies and practices, including course provision. Accordingly, I am not in a position to intervene.

(AQW 3340/01)

Ms Hanna: My Department has a wide range of initiatives aiming to improve IT skills among mature students. In the Further Education sector these include: The Skills Fund (£2.5 m), The Access Initiative Fund (£2.3m), an additional 600 Higher Education places in areas of skills need, and a compact with the Worker Education Association. They have been introduced to widen access and increase participation in IT and other skills need areas.

During 2001/2002, 83% of courses undertaken through learndirect were ICT related. Financial support will continue to be provided through the Northern Ireland learndirect Network.

From 1999 to 2002, my Department provided 300 additional university IT places. This year, we will be providing a further 330 additional HE places, to be allocated to economically relevant areas, including IT. Eight full-time Foundation Degree pilots are currently running which focus specifically on IT. A further 50 IT Foundation Degree full-time equivalent places will be provided in 2002/2003.

(AQW 3343/01)

Ms Hanna: The training given to medical undergraduates in disability awareness is a matter for Queen’s University.

(AQW 3385/01)

Ms Hanna: Whilst I meet regularly with my colleague, the Minister of Agriculture and Rural Development, this specific subject has not been raised. My Department liaises regularly with the relevant Sector Training Council for the food manufacturing and processing sectors, the Food and Drink Training Council. This Council includes representation from employers in the sector and all training issues are discussed.

The Government supports a wide range of courses in the sector and these include Food Handling and Health and Safety issues. These courses are provided across the province by most Further Education Colleges, by the Food and Drink Training Council, by private training providers, and by Loughry College.

(AQW 3386/01)

Ms Hanna: Whilst I meet regularly with my colleague, the Minister for Social Development, we have not discussed this specific issue. I consider that any effects of the ‘Benefit Trap’ would be the same in these sectors as in other sectors of the labour force with a similar wage structure. They are therefore a matter of wider economic policy which I will address in the context of the Employability Task Force which I chair.

(AQW 3387/01)

Ms Hanna: I meet regularly with my colleague, the Minister for Social Development and, whilst we have not discussed this specific issue, I have no reason to believe that there is any abuse of the social security system which is related to these particular sectors. Any such abuses which were brought to light would be dealt with in the same manner regardless of sector.

(AQW 3388/01)

Ms Hanna: Whilst I meet regularly with my colleague, the Minister for Enterprise, Trade and Investment, we have not discussed this specific issue. I am not aware of any potential loss of industrial investment in these sectors because of the inability to secure workers. My Department will liaise closely with DETI to ensure the success of any such potential investment proposals and will make full use of our preparation for work programmes if required.

(AQW 3462/01)

Ms Hanna: It is a matter for the institution or organisation concerned to ensure that staff have the appropriate skills and competencies to deliver programmes to the students, including those with special needs.

It is the Department for Employment and Learning’s policy to widen access and increase participation in further and higher education for students with learning difficulties and/or disabilities. A range of initiatives have been put in place to support this policy. The Department also supports vocational training for young people with special needs through a range of organisations.

(AQW 3476/01)

Ms Hanna: My Department liaises with the Engineering Training Council to promote engineering as a career through school-based projects and skills competitions. The Department’s Careers Service provides impartial guidance to young people and adults and works with the full range of professional bodies in engineering to provide timely and accurate careers information.

(AQW 3477/01)

Ms Hanna: Students undertaking full-time further education courses can apply to their local Education and Library Board for means-tested discretionary awards. An award made under these arrangements provides for the payment of tuition fees, a means-tested grant towards living costs of up to £1,633 and supplementary grants. From September 2001 a new award in the form of a means-tested bursary of up to £1,500 to cover living costs was introduced. The bursary includes remission of tuition fees and the payment of supplementary grants. In addition, students who face financial difficulties in meeting their living costs have access to Support Funds, which are administered by the colleges.

(AQW 3478/01)

Ms Hanna: I receive regular reports from the Education and Training Inspectorate on the quality of teaching and learning in further education colleges, illustrating a standard which is at least satisfactory; with a significant number of lessons good or better. These reports demonstrate a high level of consistently good practice in the colleges which provide a wide range of educational programmes.

(AQW 3494/01)

Ms Hanna: The implementation cost to small businesses of the adoption, paternity and maternity proposals is estimated at £0.5m annually. This is not unreasonable. Firms eligible for small business relief may claim back 100% of leave pay, plus an element of compensation (currently 5%).

In the first year, the flexible working proposals are expected to cost employers between £10.4m and £29.6m. These costs are likely to level off to between £2.61m and £7.39m in subsequent years. The Department recognises that small businesses will need particular assistance in implementing the proposals and will address their needs through comprehensive guidance.

(AQW 3551/01)

Ms Hanna: In 2001/2, 362 new offers of support were given under the Access to Work (AtW) Scheme; 50 additional employment places were provided under Employment Support; and 97 work trials were approved under the Job Introduction Scheme. This compares with the targets in the Programme for Government of an additional 400 offers under AtW; an additional 50 places under Employment Support; and 60 work trials under the Job Introduction Scheme.