Debate contribution: TransformED Strategy

Debate contribution by Mr Paul Givan on 9 September 2025.

MLA

Mr Paul Givan

Party at the time

Democratic Unionist Party

Date

9 September 2025

Type

Debate contribution (made as a minister)

Business

Ministerial Statements

Heading

TransformED Strategy

Assembly identifier

Official Report component 5085790

Read the official Assembly record

Text

In March, I stood in the Assembly to launch TransformED NI, which is my new strategy for transforming teaching and learning. The strategy sets out a bold and ambitious vision for educational reform in Northern Ireland and is informed by what works best in education systems across the world. Unlike too many other strategies across Departments, the publication of that strategy marks the start, not the end, of the process. The strategy will not sit on a shelf but will be implemented in practice. That is why we are backing the vision with action. In April, I published the strategy's delivery plan. Today, I am delighted to update the Assembly on the implementation of TransformED and to look forward to the year ahead. At its heart, TransformED is about ensuring that every child and young person, regardless of their background, has access to an excellent education. The intent is clear and urgent: to build a world-leading education system. The strategy represents a decisive shift in how we approach teaching, learning and equity in our schools. It is perhaps the most significant change in education in many generations. We are not simply tweaking the edges of policy; we are reimagining the foundations of our education system. Make no mistake: TransformED is a break from what has gone before. It places the classroom at the centre of reform and recognises that the quality of teaching and learning is the single most important factor in improving our children's outcomes. TransformED focuses on five key areas: curriculum, assessment, qualifications, school improvement and tackling educational disadvantage, all underpinned by a relentless focus on supporting effective teaching through significant investment in professional learning. Let me outline the progress that we have made to date. Over the past six months, we have laid the structures for meaningful and lasting reform. We have established an international ministerial advisory panel, bringing global expertise to Northern Ireland. Those world-leading thinkers are helping us to benchmark our ambitions against the highest-performing education systems. Alongside that, our local academics group will provide critical insight that is rooted in research and evidence. Its work ensures that our policies are grounded in what works, informed by data and shaped by the realities of our classrooms. Crucially, we have created primary and post-primary principals' panels, giving our school leaders a direct voice in shaping reform. Together, those structures form a powerful coalition for change, combining international insight, academic rigour and front-line experience. They are helping to ensure that TransformED is not just ambitious in its goals but effective in its delivery. If we want to build a better future, we must begin by investing in those who will shape it: our teachers. To quote McKinsey's famous maxim:

"the quality of an education system cannot exceed the quality of its teachers."

As Minister of Education, I reaffirm my pledge to support teachers at every stage of their career. From initial teacher education to ongoing professional development, we must ensure that every teacher has access to the resources, training and support that they need to excel in their profession. A world-class education system begins with world-class support for educators. Central to the TransformED strategy, therefore, is a commitment to investing in a comprehensive approach to teacher professional development. After many years of limited progress, we have made significant strides in that area in recent months. In May, I launched the online teacher continuing professional development (CPD) academy for post-primary schools. The academy offers on-demand courses, expert insights and practical resources that are grounded in cognitive science research. Of our 190 post-primary schools, 145 have signed up for the academy, and over 6,000 teachers in Northern Ireland will benefit from the programme. In June, my Department launched the TransformED teacher professional learning (TPL) fund, which is a £31 million investment over three years that provides schools with dedicated per teacher funding to support high-quality, evidence-based professional development. The fund empowers schools to purchase professional learning that is tailored to their specific needs, fostering a culture of continuous improvement. Alongside the fund, the Making Best Practice, Common Practice programme is enhancing access to educational research. The new monthly 'Science of Learning' newsletter is bridging the gap between research and classroom practice, offering accessible insights that educators can apply immediately. We have also funded over 100 schools to host 50 research-informed conferences, bringing together practitioners, researchers and school leaders to share what works and why it works. This month, we launched a quarterly research publication for teachers, edited by Queen's University, and a new leadership newsletter for principals. A high-quality induction programme is essential to ensuring that our newest teachers enter the profession with the confidence and support that they need to thrive. Working with the Education Authority, my Department has developed a major expansion of the induction programme for early career teachers. We are building a rich programme that supports continuous improvement. In the months ahead, we will extend the online science of learning professional development programme to primary schools, develop a new professional qualification for headship, roll out bursaries to support membership of the Chartered College of Teaching, strengthen the provision of school-to-school support through a leaders of education programme, and develop a new professional learning programme for existing experienced principals.

To our school leaders and teachers, I say this: you are the foundation on which we will build a better future. TransformED is a commitment to invest in you and in the teaching profession. I want us to work together to build a culture across our community where education is truly valued and teaching is rightly regarded by all as an attractive, high-status profession. That is why I also plan to introduce student bursaries to improve the uptake of initial teacher education (ITE) in subjects that are experiencing teacher shortages. Curriculum form is key to my TransformED agenda. Curriculum is the backbone of all education and the road map that shapes what pupils learn, how they develop thinking skills and how they prepare for life, work and citizenship. In June, Lucy Crehan published her strategic review of the Northern Ireland curriculum, which was a major milestone in our reform journey. It is a landmark report that sets a clear, ambitious and forward-thinking vision for the future of learning in our schools. The review report and its recommendations provide a comprehensive assessment of our current curriculum and set out a compelling case for change. The case for a new curriculum framework is based on five key principles: a framework that is purpose-led; knowledge-rich; continuous and coherent; specific and focused; and flexible and inclusive. In July, my Department published its formal response, accepting many of the review recommendations, including a new curriculum task force to drive forward reform. The task force terms of reference have also been published, setting out a clear mandate for modernising and aligning our curriculum with international best practice. Over the last number of weeks, I have appointed a task force advisory committee that is made up of leading educationalists from across the British Isles to lead that work. I am delighted that leading educationalist Christine Counsell is chairing the task force, with Lucy Crehan continuing her involvement as the deputy chair. Christine brings unparalleled expertise as a globally recognised thought leader in education. She has advised successive United Kingdom Governments and, most recently, helped to lead curriculum review in Flanders. This term, the work of the curriculum task force will gather pace. Building on the success of the inaugural TransformED school leaders conference, two curriculum conferences later this month will bring together school leaders and senior teachers from across Northern Ireland to explore the concept of knowledge-rich curricula and the impact that such approaches can have on pupil outcomes, inclusion and tackling disadvantage. Recruitment will also start shortly for the subject advisory groups to support the reform programme. Teachers across Northern Ireland will be invited to join those groups and shape the new curriculum over the next 12 months. Assessment reform is also well under way. An independent review panel chaired by Tim Oates has been established and is actively progressing its work. The panel will issue a call for evidence and a teacher survey later this month. My Department has worked with the Council for the Curriculum, Examinations and Assessment (CCEA) to put in place the first system-level sample assessments in literacy and numeracy for pupils in years 4, 7 and 10. A representative sample of participating schools has already been identified, and the first assessments will take place in March. The new approach aligns Northern Ireland with international best practice, mirroring approaches used in countries such as Finland, Canada and Singapore. It will provide a clear, evidence-based understanding of how well our pupils are developing essential skills in reading, writing and mathematics in each Key Stage. It will also allow robust measurement of standards over time, enabling a much more authoritative picture to be established of our overall educational performance than is currently possible. The insights gained will play a vital role in shaping policies and interventions that support high-quality teaching and learning for all children in Northern Ireland. We are also accelerating the development of computer adaptive assessment through CCEA, with a record 522 schools participating in the September 2025 pilot. The reforms will ensure that assessment is meaningful, fair and aligned with learning. Looking ahead, next week, I will launch a public consultation on the future policy direction for GSCE and A-level qualifications in Northern Ireland. Our proposals are guided by a clear and ambitious vision: to create a more streamlined, learner-focused system that prioritises depth of understanding over quantity of assessment. We intend to reduce the number of examinations that young people are required to sit and, wherever possible, remove controlled assessments. That will ease the burden on teachers, freeing up valuable time for high-quality teaching and meaningful learning. The message is simple but powerful: more time for deeper learning and less pressure to teach to the test. We want to empower teachers to inspire, not just prepare, and enable students to truly engage with their subjects, not just memorise mark schemes. I turn to school improvement. At the heart of any education system that truly promotes social mobility is the simple but powerful principle that every child deserves access to a good school, yet, in Northern Ireland today, that principle is under threat. Due to prolonged industrial action, many schools have gone without inspection and the external scrutiny, support and challenge that are essential to driving improvement and safeguarding children. That is not a minor administrative issue but a systematic failure that puts standards and equity at risk. We cannot continue with the constant threat and reality of disruption. That disruption is unmatched anywhere else in the United Kingdom or Ireland. Northern Ireland stands alone as an outlier. Every other jurisdiction has clear, enforceable legislation that requires cooperation with school inspection. We do not, and that must change. We are preparing legislation to ensure that the statutory arrangements for inspection are not only robust but enforceable. That is not about bureaucracy; it is about accountability, transparency and the right of every child to high-quality education. Over recent months, we have completed a public consultation on the legislation, and I will bring the Bill to the Executive in the coming weeks. It is a critical step in restoring confidence, raising standards and protecting children. Let us be clear: do we, as a society, believe that schools should be inspected? If the answer is yes — as it must be — ask yourself whether that inspection should be voluntary. Of course not. No serious education system in the world leaves inspection to chance. We need a legal framework that guarantees consistent, independent oversight of educational quality, child protection and safeguarding. In parallel, we will launch a consultation on a new school improvement policy that provides tailored, evidence-based support to schools in all circumstances. It is about building a system that is fair, rigorous and focused on what matters most: the life chances of our children. Talent is universal, but opportunity is not. Excellence in education is simply not possible without greater equity. Narrowing the gap for disadvantaged learners is central to TransformED. We have now completed a public consultation on legislation to raise the participation age to 18, and I will bring that Bill forward in the autumn. RAISE initiatives are also under way, including a new reading with AI research project that explores how technology can support literacy. Plans are well advanced for holiday revision schemes and a primary science of learning programme. Those evidence-based initiatives are designed to close the attainment gap and ensure that every child has the opportunity to succeed. As we move into the new academic year, our focus will be on deepening, accelerating and scaling the implementation of TransformED. Key priorities include supporting schools in implementing the TPL fund and accessing a wide range of enhanced professional learning opportunities; advancing the work of the curriculum task force and engaging stakeholders in curriculum reform; new strategies for literacy, numeracy and school improvement; progressing legislative work on inspection and the age of participation in education; beginning the work of qualifications reform; and expanding the RAISE initiatives and evaluating their impact. TransformED is a blueprint for excellence, equity and empowerment. It sets out a bold, coherent and evidence-driven agenda that will not only transform education in Northern Ireland but allow us to learn from and, ultimately, outpace the world's best.

In recent months, we have made remarkable progress — progress that is without parallel in recent years — but let me be clear that this is only the beginning. Reform is not a threat but a promise: a promise to do better, to be better and to serve better. TransformED is that promise to every child that their education will be ambitions, inclusive and life-changing; to our teachers that they will be empowered, supported and valued; and to our society that education will be the foundation of a more prosperous and confident Northern Ireland. I thank all those who have contributed to progress so far, particularly our school leaders and staff. Their commitment is the engine of transformation. Together, we are not just imagining a better future but building it. Too often in the past, change has come at a glacial pace but not this time. Our children get only one chance. With TransformED, we are delivering that change.

The Member should raise his ambitions and get to the challenge on the horizon that I am setting him. Let us make every school a good school. That is what TransformED is doing. It is transformational. Do not take my word for it: go and speak to principals. Hundreds of principals attended the inaugural TransformED conference. We surveyed principals, and there was overwhelming satisfaction with and support for what we are doing. The Member speaks on behalf of the Opposition. I get that it is a place where Members can luxuriate on the Back Benches and not take responsibility for trying to make changes to our society and where they can speak against all that is wrong while others step up, take responsibility and govern to make this place even better. That is what we are doing with the education system. TransformED is the blueprint. We have published it and are delivering on it. The Member should speak to people who are actively engaging with it in the teaching profession. They have endorsed it. They are excited about what we are doing. I encourage the Member, who can get quite excited at times, to get excited about the plan. It will make a difference to his constituency.

I note that there was not one word of criticism about what we are doing through TransformED. I will take that as a compliment and an endorsement from the Chairman of the Committee. The default position for people who would rather not talk about teachers' professional learning, investing in our teachers and delivering a world-class curriculum is to go back to academic selection. That is a circular debate. I say to the Member, who, as I said, is the Chairman of the Education Committee, that he can do so much better. I know that he can. He is better than resorting to going around in circles talking about academic selection. Let us engage on TransformED. We can utilise the Education Committee to get behind the plan, because it will be transformational for every child, or we can go round in circles talking about academic selection.

The Member is right about benchmarking internationally. We participate in the programme for international student assessment (PISA), which is an internationally recognised system of assessment, because that is where we are able to benchmark. He is right: in a number of areas of education, the Republic of Ireland outperforms Northern Ireland. When we benchmark with PISA, we find that England also outperforms Northern Ireland on literacy in particular. That is why we are making the changes. We have to look at what is happening in the Republic of Ireland, which is why I have on my international ministerial advisory panel an influential individual who was part of the education system in the Republic of Ireland. I will take best practice from wherever. I have no constitutional objection to learning from what the Republic of Ireland is doing and saying, "How can we improve and then do better to compete?". We are not competing just in a Northern Ireland context, so is not about comparing a school in your constituency with a school down the street. When corporations take decisions to invest at global level, a key factor in their decision-making is how educated the workforce is. Therefore, we have to compete at global level. TransformED is very much about making sure that we can improve educational outcomes for all our young people. Benchmarking at an international level is important, and, where I can learn from and engage with my counterpart in the Republic of Ireland, I will. We share what we are doing — we are better in some areas, but the Republic is better in others — on how we can collectively make sure that both jurisdictions benefit. I will continue to do that.

I thank the Member for his comments. He has echoed what I hear from the principals in my constituency, who are really enthusiastic about what we are doing. One school in my constituency hosted a conference only last week, and the principal was greatly encouraged by how that went, with the sharing of good practice amongst principals who attended the event, towards which we were able to provide some funding. The TPL fund is a £31 million investment over a three-year period. It will provide schools with dedicated, per-teacher funding to support high-quality, evidence-based professional development. Our Department will ensure that the training that schools engage in aligns with what we are taking forward by way of knowledge-rich curricula, which will make sure that the training is in line with the policies that we have set out. The fund will run over a three-year period. It is hugely to be welcomed. Many teachers — they speak to us all — tell me that they want to continue to identify ways in which they can improve their practice and best develop their pedagogy in teaching the material that they have to cover. It is about giving them more time but also better support so that teaching practices in our classrooms can be even more effective.

The Member has raised an important point. Males are underrepresented across the teaching profession, not just among teachers but in the various management levels in schools. It is important for young people to have those role models, whether they are female or male. I would very much welcome a higher number of young males wanting to come into the profession, because it would have a positive impact. All of us could cite teachers who made an impact in our lives. There was a male teacher in my school who had to deal with an all-boys class, of whom I was one, that was maybe a little more disruptive than others. That teacher was very much able to guide us. I can certainly trace back some of his contributions in helping to correct the errors of my ways when I was at school. I agree with the Member entirely that we want to encourage higher numbers of young males in particular to come into the profession.

The Member is entirely wrong. It is not a flawed scheme; in fact, I encourage the Member to engage with the West Belfast Partnership Board, which has developed its own strategic area plan. I have had a look at the plan that has been developed in his constituency and commend it to him: it is hugely impressive. The Department is in receipt of all of those local area plans. The RAISE programme is about tackling educational underachievement and trying to help people. The schemes that are being developed are community-based, are led by community organisations and will be transformative. Move away from the big "P" politics. I get that, at times, Members want to have a pop, but the plans will make a real impact. I commend the West Belfast Partnership Board for the work that it has been doing to develop its plan, and I encourage the Member to become more familiar with it. The sooner that we can get funding into his community, the better the outcome will be for his constituents.

I thank the Member for that question. I referenced Lucy Crehan, whom I appointed to take forward the strategic review of the curriculum. That was published, and I responded formally on its recommendations. That review outlined the way in which our education system needs to be based around a new curriculum framework that is built around subject disciplines and strong, knowledge-rich content and recommended the establishment of a curriculum task force to lead the development and roll-out of that new framework. That work is very much under way. We have appointed the members of the task force, and it is already at work. It is chaired by Christine Counsell, and Lucy Crehan is its deputy chair. We also have the task force advisory committee, to which I have appointed leading educationalists from across the British Isles. They are being tasked with taking forward the review of Northern Ireland's curriculum, which will look at every subject. It will also try to ensure that there is consistency in the curriculum as well as vertical coherence when it comes to the way in which we deliver it from primary 1 to primary 2, primary 3 and the various Key Stages. It is about how we layer on and build up knowledge in those subjects. I am sure that Members have heard post-primary principals complain that how far pupils have covered a particular subject depends on the primary school. They will often say to me that they have to start from scratch in some subjects, because some children come with a much higher level of understanding of the subject content compared with others. We need to ensure that there is consistency across all our schools in the delivery of that curriculum and that we layer on the curriculum year on year to build up the knowledge. That will be really important in the outworkings. We have asked schools to do that in 12 months. That is a very ambitious target. Over the next 12 months, we will have a reformed curriculum. We will then need to move into the implementation phase of all that, which will take time. However, we need to get all the foundation work carried out and the new curriculum completed, and we will then move towards an implementation stage.

Part of the schemes that have been identified in the local area plans for RAISE deals with a lot of the pastoral support, attendance and the underlying issues in why young people do not attend school, so there are good proposals in the RAISE schemes. That is why it is important that we get funding rolled out and the scheme under way. Tackling educational disadvantage and underachievement are very much part of TransformED, because we need a curriculum and an education system that are accessible to everybody. Some people will almost write a child off, and the child will not realise their full potential. Every child can be given a really good education, if we can get the education system working effectively. Pastoral support is, of course, part of what schools do. We provide funding, particularly through targeting social need (TSN) funding, of which £75 million is for the extended schools programme. We have Fair Start, which identified and supported various schemes through that process, and we want to make sure that we have better regular attendance. Part of the challenge in school attendance and making sure that pupils come to school involves the appalling way in which COVID was handled. The lockdown of schools was appalling. We live with the legacy of that, and the Member's party campaigned vociferously to shut down our schools. We are seeing the ripple effect of denying children the opportunity to be in a classroom, so, if the Member is going to challenge me on what I do for pupil welfare, where was the concern for pupil welfare when it came to keeping them out of schools? It was not there. The Member is entitled to continue to challenge me, if she wishes, but I love the "Pity me" approach that the Member takes. She will have a pop at me, but, whenever I respond in kind, she plays the victimhood card. She really needs to step up and not be so precious about the people who challenge her.

Further to that point of order, Mr Speaker, it is absolute abuse of the point of order system to make such an allegation when it is not remotely the case.

Aye, the Member admits it.

That is a really important question. The review was the outworking of an industrial agreement. Work has been undertaken by Paul Sweeney, formerly a permanent secretary in the Department of Education, and a trade union representative has also been working on it. That work is under way, and there has been engagement on workload. I expect a report to come to me in the autumn so that I can engage on its recommendations. I believe that they will make recommendations that will help address workload, but decisions that had been taken, for example on controlled assessment, are already relieving the burden of teacher workload. We have harnessed CCEA for the computer adaptive testing model, and CCEA will help us to ensure that assessments take place in a way that does not add to teachers' burden but reduces it.

I thank the Member for the question. Statutory assessment is really important in providing us with the information that we need to improve our education system. In the 2024-25 academic year, we saw a return of assessments at the end of each Key Stage for the first time since the COVID-19 pandemic. Assessments were based on teacher judgement against the levels of progression in communication and use of mathematics. Notably, nearly three in 10 pupils are not achieving at the expected level in literacy and numeracy by the end of primary school. That is a significant concern, particularly as those foundational skills are essential for pupils' future learning, well-being and life opportunities. It is also a stark reminder of the challenges that we face, and it highlights the urgent need for a renewed focus on literacy and numeracy across our schools. I will therefore publish new literacy guidance for schools, which will be supported by a targeted programme for teacher professional learning. The insights gained from the 2024-25 data will inform the wider review of assessment and will play a vital role in shaping policy and interventions that support high-quality teaching and learning for all children in Northern Ireland.

I thank the Member for the question. We published not only a strategy but a 10-point plan to deliver educational excellence. The 10 commitments aggregate the actions throughout the strategy and aim to give coherence and clarity to the overall plans. Each of the 10 strategic commitments aims to learn systematically from the most effective and fast-improving school systems in the world. The 10 actions in the plan are to review and redesign the Northern Ireland curriculum to ensure that every child enjoys an ambitious and knowledge-rich curriculum that develops their learning in a well-sequenced and explicit manner; investment in high-quality teacher professional learning; investment in curriculum resources; new literacy and numeracy strategies, based on international best practice; a new school improvement policy; a new system of attainment measures for assessment at the end of each Key Stage to set high standards for all children; a comprehensive review of qualifications; an integrated approach to tackling educational disadvantage within schools, families and communities; new legislation to ensure that all learners remain in education, apprenticeship or training until age 18; and a coherent accountability framework for education to demonstrate value to government, taxpayers and parents. Those actions are all interrelated. We have not just the TransformED strategy but a clear 10-point plan that provides coherence to what we will deliver. That allows us to move forward. We cannot look at one area in isolation. We cannot just update our curriculum without looking at qualifications or making sure that we provide professional learning opportunities for teachers to develop. All that needs to move together. That is why we have a 10-point plan that underpins the process through which we will take forward the transformation of our education system.

It is not that we do not want to have controlled assessment; we do. We want to have assessment at Key Stages 1, 2 and 3. We typically benchmark once the GCSE or A-level results are published, but, if that is the only way in which we formally assess our education system, there is a problem in that many of the pupils concerned are aged 16, 17 or 18 and are therefore leaving school. We need to be able to identify the performance of pupils from Key Stage 1, Key Stage 2 and Key Stage 3. That will allow us to determine which schools we can provide additional support to. We have looked to CCEA for the assessment process. It is developing an assessment model that will be less intensive for teachers, with peer-to-peer assessment whereby teachers observe other teachers' practice. The delivery of that will very much be led by CCEA, which will help to reduce the burden on teachers and will give us important information on literacy and numeracy in particular. That will then inform how the system can respond to those needs.

There are certainly examples — the Member referenced one — where a positive impact is made outside a formal school setting. The Member referenced those organisations, and I can cite Monkstown Boxing Club as being another example of where young people who would otherwise not be in school are engaged in the education system. We support that, and I commend the organisations that the Member referenced on the work that they are taking forward, because I believe that we need an education system that is responsive to whatever way pupils and other young people best respond to and engage with education.

We are developing professional learning and rolling out the £31 million TPL programme. We have a clear position on a knowledge-rich curriculum. We also have the science of learning. That updates how we understand the ways in which people learn best, because we now have a much better understanding of how the brain operates. We need to ensure that the way in which teachers deliver teaching aligns with all that information. That approach will be underpinned by evidence — it is evidence-led. The training will align with the evidence, which justifies the approach that we are taking to develop the Northern Ireland curriculum and the practices that take place in our schools.

The Member raised the issue of the procurement contract and so on, and I am more than happy to provide that information. I have my views on academic selection, you have your view on academic selection, and everyone else has their various views. There is no consensus on what to do about academic selection. Of my children, some sat it, and others did not. It is a choice — a decision that parents will make when the time comes to go through the process. If there is a better way to select children to transfer to schools, please bring it forward. If it were to be done on the basis of children attending their nearest school — one that they live beside — we know what would happen: the wealthy would buy up the properties beside the best-performing schools, which would disadvantage those who do not have the means to do so. If that is the solution that is being advocated, I do not see how it will work in our society. I had a choice to make when I came into this role: either we go round the decades-long position on academic selection, on which there is no consensus, or we get on with trying to improve the education system in every single school, irrespective of whether it is a grammar school, a comprehensive school or an Irish-medium school. My focus is on helping every single school. That is my objective, and that is what the TransformED document is very much about.

I thank the Member for his welcome of what we are trying to take forward. I supported the Member's amendment in the Assembly last night, so I am not sure where he is getting that from. Let me state on the record that classroom assistants are hugely important to our education system. They provide important support to the young people whom they are helping. We need to ensure that the education system provides funding for what is in the best interests of our children. Whether that is funding for teachers or for classroom assistants, we need to be sure that, when we are identifying the best way to support the child, the resources, financial and human, are allocated in a way that is in the best interests of the children. Without a shadow of a doubt, classroom assistants are hugely important to our education system.

It is one of the reasons why the review that I commissioned of learning for life and work (LLW) in schools said that it was not delivering. Pupils who I met said that they did not find that that was an effective means by which to address some of the issues that the Member has just outlined. We are going to be looking at the way in which the curriculum addresses those issues, and we will be doing it in a way that I believe will be more effective than the current approach has been in our school system.

5,858 words. Text as published by the Northern Ireland Assembly.

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Assessed 21 October 2026 at 12:56 UTC by jev-1.13.0 (requested as typesafe/jev) under rubric 2026.10-r9, methodology 1.9.

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