Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
The Minister for School Standards (Nick Gibb)
It is a pleasure to serve for the first time under your chairing of a debate, Ms Rees. I congratulate my hon. Friend the Member for Isle of Wight (Bob Seely) on securing this short debate, albeit one on a very important subject matter, and the passionate way in which he opened it.
Covid-19 has presented the education system with the educational challenge of the decade. I take this opportunity to thank, once again, all the teachers and support staff for the truly remarkable things they have achieved over the last year, and to echo my hon. Friend’s thanks to the teachers and support staff on the Isle of Wight. I also add my thanks to Brian Pope and Steve Crocker, who have both been working tirelessly with the Department for Education as we tackle the consequences of the pandemic on the island, and, of course, elsewhere in the country.
Our response to this unprecedented situation must be to build on the successful reforms this Government have introduced since coming to power in 2010. Over the last decade, we have worked tirelessly to drive up academic standards for all pupils, especially the most disadvantaged. We want every child to have access to a great school, where they can gain the knowledge, skills and qualifications they need for a prosperous future.
My hon. Friend raised the issue of higher education, and I would be happy to talk further to him about higher education courses on the island, and how they can and should be provided. He also raised digital technology, together with my hon. Friends the Members for Barrow and Furness (Simon Fell) and for North Devon (Selaine Saxby).
Digital technology has been essential in supporting high-quality remote education during the coronavirus outbreak. In the long term, it also has the potential, as my hon. Friend the Member for Isle of Wight pointed out, to support teacher workload and flexible working, and to improve pupil outcomes. We are building on the Department’s significant investment in laptops, tablets, training, and digital services, to create a lasting legacy from that investment.
My hon. Friend also asked about teaching school hubs on the Isle of Wight. These are large-scale organisations operating in areas covering, on average, about 250 schools. The Isle of Wight is therefore covered by the hub area that also covers the districts of Eastleigh, Fareham, Gosport, Havant, and Portsmouth, and the teaching school hub lead is Thornden School in Eastleigh, which is an outstanding school.
The hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) raised the important issue of children with special educational needs, and she will know, as she pointed out in her speech, that we have prioritised the most vulnerable children throughout the pandemic, including those with education, health and care plans, and special schools have remained open during that period for vulnerable children.
The hon. Member will also know that the Government have increased high needs funding by £780 million this year and by £730 million next year, so, over the course of two years, we will have raised high needs funding by 24%. The SEND review, which she referred to, is important, and we will publish it in due course. The delay has been caused by the challenges of the pandemic, and we want to get this very important review absolutely right.
My hon. Friend the Member for Barrow and Furness and the hon. Member for Westmorland and Lonsdale (Tim Farron) raised the important issue of outdoor education and the importance of such activities for a child’s education, development, mental health and wellbeing. The Government continue to work with industry bodies and sector representatives to address the issues arising from the pandemic, and we will help outdoor education centres plan for the safe reintroduction of educational visits and outdoor education in line with the Prime Minister’s road map.
The covid pandemic has presented one of the greatest challenges to our society in recent times. It is undoubtedly true that extended school and college restrictions have had a substantial impact on the education of children and young people, and we are committed to helping pupils make up the education that they missed during the pandemic. In February, the Prime Minister outlined the road map out of lockdown, and reopening schools was one of the first steps on that road map.
We have evidence of the extent of education lost during the covid-19 pandemic, which shows that there is an impact on all children and young people, but as my hon. Friend the Member for Isle of Wight pointed out, those from the most vulnerable and disadvantaged backgrounds are among the hardest hit. As part of the Renaissance Learning data, on 24 February, we published interim findings based on more than 400,000 assessments taken in the autumn of 2020, which show that in reading, pupils in years 3 to 9 were, on average, between 1.6 months and two months behind where we would have expected them to be.
Emma Hardy
I have a quick question: has the Department done any analysis of how many children are now choosing to home educate, and have not returned to either mainstream or special educational needs schools? It is of considerable concern to me, especially when considering parents of children with SEND.
Nick Gibb
The hon. Member will be pleased to know that attendance is very high in primary and secondary schools since we returned to school on 8 March, and of course, attendance in secondary schools increased over the course of that first week. I will write to her with the details of special schools’ attendance rates, and about the proportion of children with ECHPs and children with a social worker—we have attendance rates for those children as well. Again, the figures are good, but of course, they could always be improved. I will write to her, and we can then discuss further her views about that.
In January 2021, the Prime Minister committed to working with parents, teachers and schools to develop a long-term plan to help schools support pupils to make up their education over the course of this Parliament. As part of this, we appointed Sir Kevan Collins as education recovery commissioner in February to advise on the approach for education recovery and the development of a long-term plan to help pupils make up their education. Last June, we announced a £1 billion catch-up package, including a national tutoring programme and a catch-up premium for the current academic year, and in February 2021, we committed to further funding of £700 million to fund summer schools, expansion of our tutoring programmes, and a recovery premium for the next academic year. That funding will support pupils in early years, in schools and in colleges.
The £1 billion catch-up package for 2020-21 includes a £650 million catch-up premium to support state primary and secondary schools in making up for lost teaching time. The package includes £350 million for the national tutoring programme to deliver one-to-one and small group tuition to hundreds of thousands of pupils, which the evidence says is an effective way of helping disadvantaged children, in particular, to catch up. Building on this £1 billion catch-up package, a further £700 million for the 2021-22 academic year was announced in February, and that includes a one-off £302 million recovery premium and £22 million to scale up well-evidenced programmes, building on the pupil premium. That funding also includes an additional £83 million for the national tutoring programme, and a £102 million extension to the 16 to 19 fund.
Mr Perkins
The Minister has announced many different pots of money. One of the things that really concerns us is that he will allocate money, but these chunks of money will not end up getting spent because the mechanisms, or systems, to get them utilised will end up with those funds not being used. What assurances can he give us that the amounts he is announcing will actually be spent on the things he is announcing they will be spent on?
Nick Gibb
The £650 million, of course, is allocated to schools on a per pupil basis—£80 per pupil—and most of that money has now been distributed. For the £300 million that we announced as part of the £700 million, again, the recovery premium is being allocated to schools on the basis of the pupil premium eligibility in those schools, so that will be allocated to schools to use at their discretion. The national tutoring programme is run by the Education Endowment Foundation, and we have approved 33 tutoring companies: we wanted to make sure that the quality of tutoring was there. So far, 130,000 pupils have been signed up for the programme, but we envisage reaching significantly more—something like three quarters of a million students—in this coming academic year.
Through the get help with technology programme, the Government are investing over £400 million to support access to remote education and online social care services, including making 1.3 million laptops and tablets available for disadvantaged children. The hon. Member for Mitcham and Morden (Siobhain McDonagh) raised this issue today, as she has done in other debates. She will be aware that we are procuring 1.3 million laptops that have to be built from scratch. They have to be ordered, shipped in, checked and have software added. On top of the 1.3 million that we have acquired and procured, there are the 2.9 million devices in schools ready to be lent to pupils that schools had before the pandemic.
Siobhain McDonagh
The Minister will know that 1 million of those laptops have been distributed. Where is the balance of the 300,000? Where are they right now? How does he address the matter of the 880,000 households that do not have any internet connection, given that only 45,000 MiFis or other routers were provided?
Nick Gibb
Actually, 1.2 million of those computers have already been delivered and the remainder will be delivered before the end of March. The hon. Member will also be aware that we have worked with mobile operator companies to provide free uplift data to disadvantaged families who do not have access to wi-fi in their homes. They can use their mobile phones to get some educational material without paying the hefty charges for data use. We have partnered with the UK’s leading mobile operators, as I said, to offer free data, as well as delivering over 70,000 4G wireless routers for pupils without connection at home. The programmes I have outlined are focused on helping the most disadvantaged pupils, targeting them for support.
Alongside those catch-up programmes, we also continue to learn and understand what more is needed to help recover students’ lost education over the course of this Parliament, and we will ensure that support is delivered in a way that works for both young people and the sector.
We are also concentrating on the quality of teaching and making sure that teachers are supported in the early years of their careers through the early career framework. We are transforming the training and professional development that teachers receive at every stage of their careers to create a world-class teacher development curriculum and career offer for our teachers. That is one of the most important things we can do as we support schools in recovering.
Ultimately, the Government want all pupils to make up for the education they lost as a result of the pandemic. We are doing everything in our power to ensure that pupils get the opportunity they deserve to redress the balance. We are absolutely determined as a Government that no child will suffer any damage to their long-term prospects as a consequence of this terrible pandemic that we are all fighting to defeat.
Christina Rees (in the Chair)
Bob Seely, would you like a couple of minutes to sum up?