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The Minister for School Standards (Nick Gibb)
I felt a little like a contestant in “Just a Minute”, with two seconds left before the bell went. It is a pleasure to serve under your chairmanship, Mr Pritchard. I congratulate my hon. Friend the Member for Sittingbourne and Sheppey (Gordon Henderson) on securing the debate and for an excellent opening speech.
Covid-19 has affected everyone but, as my hon. Friend says, children and young people in our most disadvantaged communities risk being acutely affected. It has been this Government’s aim throughout the crisis to do whatever it takes to mitigate the impact on communities such as those in his constituency, including by focusing support on schools in those areas. I begin by outlining that support, specifically addressing the points my hon. Friend made just now.
In March this year, the Government took the difficult decision to ask schools to close to most children, remaining open for vulnerable children, those with education, health and care plans, and the children of critical workers. Throughout that difficult time, I was inspired by the many examples of headteachers and teachers going above and beyond to support their pupils, including in disadvantaged areas of Kent. Throughout, schools have supported one another and shared information with the Department for Education. The regional schools commissioner for south-east England and south London hosted roundtable meetings with academy trusts from across Kent in the summer term, and I am also aware that Alan Brookes, who as my hon. Friend mentions chairs the Kent Association of Headteachers, has been active in supporting his association’s headteachers throughout this time and been supportive of the regional schools commissioner and their team. I am grateful for all those efforts.
Ensuring that schools provide high-quality remote education was and continues to be a key part of our work to support schools. We have invested more than £100 million in remote education. We have already delivered more than 220,000 laptops and tablets for disadvantaged children who would not otherwise have access to the internet, supporting disadvantaged children to stay online and connected with their teachers during the summer term. Of those, 3,563 laptops and tablets were delivered to Kent County Council for children with a social worker and care leavers, and 437 for disadvantaged year 10s in local authority-maintained schools, alongside additional devices delivered to academy trusts in the area. I am pleased to see that some schools have supplemented Government support to make devices more widely available. As my hon. Friend said, thanks to the team at the Oasis Academy on the Isle of Sheppey, all pupils in years 10 and 13 have access to a computer.
We are now supplementing that support by making available an additional 250,000 laptops and tablets for disadvantaged children in years 3 to 11 in the event that face-to-face schooling is disrupted as a result of covid-19 outbreaks or local restrictions. As my hon. Friend says, it is not acceptable for a child’s internet connection to determine their educational outcomes. That is why we have also provided more than 50,000 4G routers to help disadvantaged children get online. Of those, 500 4G wireless routers were delivered to Kent County Council for children with a social worker and care leavers, and 255 for disadvantaged year 10s in local authority-maintained schools, alongside additional 4G wireless routers delivered to academy trusts in the area. We are also working with the major telecommunications companies to improve internet connectivity for disadvantaged and vulnerable families. The Department is piloting an approach where mobile networks will provide families who rely on a mobile internet connection with temporary access to free additional data, offering them more flexibility to access the resources they need the most.
The steps taken to provide remote education and initiatives such as the Oak National Academy have helped ensure the continuity of education for pupils during a uniquely difficult time. We know that time out of school will have created gaps in educational attainment. To address that, it was imperative for schools to fully open. The Government have successfully supported pupils in all year groups and from all types of schools to return to school full time from the beginning of the autumn term. Figures show that, as at 15 October, 99.7% of state-funded schools were open, with approximately 89% of all children enrolled in all state-funded schools in attendance.
We are continuing to do everything in our power to ensure that every child can be back in their classroom safely. This is the best place for them to be for their education and their wellbeing and development. This has not been an easy undertaking. School leaders, teachers and support staff have worked tirelessly to ensure that their schools are open and safe for children and young people, and I join my hon. Friend in paying tribute to the very significant efforts during this very challenging time. I know that all schools are working to ensure that remote education can continue for children in the event that they cannot attend school because of covid-19. For example, the Department has recently discussed remote education arrangements with the Stour Academy Trust which operates on the Isle of Sheppey. It is confident that its teachers are prepared to deliver remote education. In the event that bubbles of children need to isolate, live online lessons will be delivered, covering the same content as they would have covered in school. Systems are in place to check the engagement of pupils and to monitor their progress.
The Department continues to work closely with the Department of Health and Social Care to ensure that staff and pupils have priority access to testing, an issue that worries my hon. Friend. We are supplying coronavirus test kits directly to schools for those who develop symptoms and face significant barriers to accessing a test through existing routes. These test kits will help symptomatic staff who test negative and who are not close contacts of confirmed cases to get back to work as soon as they feel well enough. We are also keen to explore new testing technologies as they become available and to understand how those kits could be utilised for the benefits of the education sector. Small-scale pilots are beginning this week to help us better understand how they can be operationalised in schools. Those technologies will form the foundations for delivering mass testing: testing large numbers of people in a short period of time with test results made available quickly so that those tested can be reassured more quickly that they are not infected or will isolate themselves more quickly if they are. This will help to protect those at high risk, to find the virus and to help schools to get back to normal.
The Government have provided considerable support to schools to help them tackle these challenges. We have invested in schools financially in three key ways. First, the Government are providing a package of additional support worth £1 billion to ensure that schools have the support that they need to help children and young people make up for lost teaching time. The figure that my hon. Friend quoted for mainstream school support for schools in Kent is correct, although more than £4.5 million has already been allocated if we include special schools. It is important to remember that this is just an initial allocation with further allocations to come. This is on top, of course, of the £2.6 billion increase this year in school budgets nationally.
Of this package, £650 million is being provided in the form of a universal catch-up premium for all schools. As my hon. Friend acknowledged, all children have had their education disrupted but, as he says, disadvantaged children will have been the hardest hit. That is why, alongside the universal catch-up premium—the £80 that he referred to—we are also launching a national tutoring programme to provide additional targeted support for those children and young people who will need the most support to catch up. All schools should use their catch-up premium funding as a single total from which to prioritise support for all pupils guided by the level of individual need. Even the amount that he referred to as being spread thinly—£80 per pupil and £80,000 for an average comprehensive school—is free to be targeted by schools where they think it is most required.
Secondly, the Government have worked with schools and communities to provide school food vouchers to support families in need. We recognise that there were initial problems with the system but, ultimately, more than 20,350 schools have placed orders for the scheme and more than £380 million has been redeemed into supermarket e-gift cards by schools and families. That included cover over Easter, May half-term and the summer holidays.
Thirdly, the Department has been supporting schools financially with the additional costs they may have occurred between March and July as a result of the pandemic. Schools have already received payments of £58 million in respect of their claims against those expenses, more than £2 million of which has been received by schools in Kent. We have also ensured that the schools in most need have access to expert support. In May 2020, the Department began the school-to-school support recovery offer to any school identified as vulnerable because of the covid pandemic, with up to five days of support from a system leader. In the summer term, the recovery offer supported about 300 schools, helping them to open to prioritised year groups. In the autumn term the offer was extended and a further 100 schools are being supported to reopen effectively. Some 10 schools in Kent are currently receiving support, and we continue to work with trusts and local authorities to identify others that may require support.
Gordon Henderson
My right hon. Friend mentioned schools receiving the same amount of money, which they could spend how they wanted and could channel towards disadvantaged pupils. That does not cover what happens if that same amount of money goes to a school that does not have any disadvantaged pupils. That was the point I was trying to make. We have got to target schools in disadvantaged areas, rather than those in affluent areas.
Nick Gibb
My hon. Friend makes a valuable and important point. However, the sum of money is very large. We have secured £1 billion for the single task of catching up. In the schools he refers to, even the most assiduous pupil, who is working hard at home, will have lost education compared to being in the classroom. We wanted to ensure that there was money for all schools to address that concern, but I take his point.
While it is right that school leavers are supported, it is also right that parents, such as those in the constituency of my hon. Friend, understand how well their child’s school is serving them. For that reason, it is important that we plan for routine inspections to return from January, although that date is being kept under review. The point my hon. Friend makes is good, and I can assure him that, when they do return, Ofsted inspectors will be sensitive to the impact of the pandemic on schools.
My hon. Friend also raises the important question of exams. Assessment by exam will be part of a normalised year for this year’s cohort. We continue to believe that exams are the best and fairest formal assessment. We continue to work with Ofqual and sector representatives to consider the best approach. Above all, the Government want to ensure that the system is fair and robust.
My hon. Friend is right to raise the important issue of mental health. As well as supporting schools to get back on their feet and supporting pupils to catch up with their education, it is critical that the Government support the wellbeing of pupils and their teachers. The Department has worked with key partners, including the Department of Health and Social Care, Health Education England, Public Health England and voluntary sector organisations to launch the wellbeing for education return project.
The project, which is backed by £8 million, is training local experts to provide additional advice and resources for schools and colleges to help support the wellbeing, resilience and recovery of pupils, staff, parents and carers in the light of the ongoing impact of covid-19. It will give staff the confidence to support pupils, students and their parents, so that they know how and where to access appropriate specialist support, where needed. Kent has been one of the mental health trailblazers. In May 2020, two mental health support teams were established in Thanet and Medway, building on the four existing teams in Kent. That all comes out of the Green Paper on children and young people’s mental health.
Mr Pritchard, I am extremely grateful, as we all are, for the exceptional efforts that schools, academy trusts and Kent County Council have made to support pupils, including those in the constituency of my hon. Friend the Member for Sittingbourne and Sheppey, during this challenging period. We know we have the professional knowledge and expertise in the education system to ensure that pupils and students recover, and get back on track, and help to ensure that this dreadful pandemic does not have a long-term impact on young people’s opportunities and life chances.
Question put and agreed to.
Mark Pritchard (in the Chair)
Order. I suspend the sitting for two minutes.