This evening, I want to talk about educational achievement in West Belfast. I am sure that the Minister is aware of the developments that have taken place in education over the last number of years, as his two colleagues who held the Education Minister role before him certainly were. I acknowledge the contribution made by the Department through the funding provided to the West Belfast Partnership Board (WBPB) and the Full Service Community Network (FSCN).

For context, between nursery, primary and post-primary, there are 51 schools in West Belfast, including two grammar schools, five non-selective schools and one Irish-medium post-primary school. In fact, the Irish-medium post-primary school is the largest of its kind on the island of Ireland, and, as the Minister knows, it is absolutely bursting at the seams.

The fact that West Belfast is an area of high deprivation is reflected in the high number of young people who are entitled to free school meals. The average free school meal entitlement across the North at post-primary level is 27·7%; the average in West Belfast is 57·9%. At primary level, the average across the North is 28·3%, but it is more than double that in West Belfast at 59%. West Belfast also has a higher percentage of children with additional needs — just over 30% — as opposed to the regional average of 20%.

We are all aware of the strong link between persistent educational underachievement and socio-economic background. However, underachievement is not inevitable, and West Belfast is one area that has bucked the trend. In 2015-16, 58·1% of pupils in West Belfast received five GCSEs at grades A* to C, including English and maths. By 2023, that figure had risen to 67·6%. That did not happen by chance, and much of the credit for the uplift must go to the West Belfast Partnership Board and, in particular, Angie Mervyn, who plays a pivotal role in that organisation and coordinates the area learning communities across West Belfast. The work that they do to boost attainment should serve as an example of good practice for others to learn from.

People will be aware of the notion that it takes a village to raise a child. Last week, I welcomed the Minister's statement that committed £20 million to a place-based initiative that will support a whole-community approach to education, a key recommendation of the 'A Fair Start' report. It is clear from the evidence that that whole-community approach to education is what has been happening in West Belfast. Arising from a West Belfast area-based Education and Training Inspectorate (ETI) inspection, key priorities for development were established, including transition stages, strategic planning and quality assurance. Under the leadership of the West Belfast Partnership Board, opportunities were identified to develop a partnership approach to education with children and families at the core. A pathway of seamless transition from home or day care to nursery, then to primary and, finally, to post-primary education was established. That was important because research has identified transition years as being particularly problematic for some children.

The partnership was linked to neighbourhood renewal and to family support hubs, with everything designed to happen in the context of schools and the community working together to support each other and share best practice, leading to collaborative working to support children and families. Area learning communities were established at nursery, primary and post-primary levels, with meetings managed by the West Belfast Partnership Board. There is also a strategic steering committee that has, along with the chairs of each of the area learning communities, representatives from the Education Authority (EA), the ETI, the Education Department, the Council for Catholic Maintained Schools (CCMS) and St Mary's University College.

As well as that collaborative working, the West Belfast Partnership Board organises an Easter school for GCSE maths and English at St Mary's University College. That is targeted at students with projected borderline C/D grades in those subjects. The Easter school lasts for four days. It involves 20 hours of intensive tuition that teachers from the local schools provide, supported by student teachers from St Mary's. In 2022-23, 63% of the young people taking part in the Easter school were entitled to free school meals. The outcome was that 77·5% of all the young people who participated in the Easter school received a grade C or above.

It does not stop there. In an attempt to make third-level education more accessible for young people from West Belfast, the Aisling Bursaries were established. Local businesses and individuals donate funds that are given to young people in third-level education at undergraduate and postgraduate level and in further education. Over the past 24 years, almost £1 million has been raised, and 1,247 young people have benefited from those bursaries.

The evidence is clear: when young people underachieve at school, they are more likely to end up unemployed, to suffer from poor health, to die young, to come to the attention of the criminal justice system or to have to deal with addiction. Tackling underachievement and maximising the opportunities available to our young people are therefore vital to improving the outcomes of our most disadvantaged young people. They are also fundamental to improving our society. That is why it is not the role of the Department of Education alone to ensure that our children enjoy the best possible opportunities. How can children achieve their full potential if they suffer from chronic ill health, come from dysfunctional families or live in unsuitable accommodation or if their additional needs are not met?

We need the Department of Education, the Department of Health, the Department of Justice, the Department for Communities and the Department for the Economy to work in collaboration to deliver for all our children and young people. The fantastic educational achievements in West Belfast and, indeed, across the North can be improved even more with greater cross-departmental collaboration. The Children's Services Co-operation Act 2015 empowers Departments and agencies to cooperate, where appropriate, to deliver services aimed at improving the well-being of children and young people. There needs to be more use of that legislation.

In 2012-13, the average percentage of pupils in West Belfast attaining five or more GCSEs, including maths and English, was 49·1%. By 2021-22, the figure had risen to 68%. For pupils entitled to free school meals, the average percentage of pupils in West Belfast achieving five or more GCSEs, including maths and English, was 31·1% in 2010-11. By 2021-22, that had risen to 59·6%, which is almost double. Those are phenomenal increases and are a testament to the work being carried out in the schools, in the community and in families. It is collaboration in action. All that I have spoken about this evening is tried and tested. It is all evidence-based, and the Department should harness the expertise that exists in West Belfast to help roll out the model to other areas that would benefit from it.

Finally, I commend all the staff and pupils in the 51 schools, the West Belfast Partnership Board, the Full Service Community Network, all the other community organisations and all the families for their involvement in that great collaboration. You are doing West Belfast proud.