Electronic Commerce Directive (Education, Adoption and Children) (Amendment etc.) Regulations 2021

Baroness Berridge Excerpts

Wednesday 10th February 2021 Grand Committee

Moved by

[Baroness Berridge]

That the Grand Committee do consider the Electronic Commerce Directive (Education, Adoption and Children) (Amendment etc.) Regulations 2021.

Relevant document: 44th Report from the Secondary Legislation Scrutiny Committee

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, these regulations were laid before Parliament on 18 January. I thank the Secondary Legislation Scrutiny Committee for considering them. I also thank the European Statutory Instruments Committee, which considered the regulations in 2019.

The regulations seek to remove statutory measures that implemented Article 3 of the e-commerce directive, better known as the country of origin principle, from two pieces of legislation: the Education Act 2002 and the Electronic Commerce Directive (Adoption and Children Act 2002) Regulations 2005. This is a necessary step now that we have left the European Union and the transition period has ended.

The e-commerce directive is a piece of EU legislation that aims to facilitate digital trade in the EU’s internal market. It was introduced by the EU in 2000 and seeks to contribute to the proper functioning of the internal market by ensuring the free movement of information society services, which, for ease, I will refer to as online service providers.

Article 3 of that directive contains the country of origin principle, which is designed to facilitate digital trade among businesses in the European Economic Area. It applies to online service providers based in any state operating across the European Economic Area and means that online service providers have to follow certain rules only in the state in which they are established, rather than in each state where their service is received.

This principle applied to a variety of parts of UK legislation. To give one example, in October, noble Lords will have heard my noble friend Lady Barran speak in this House to regulations that removed the effect of the directive from the Communications Act 2003. However, the regulations we are debating today concern two main aspects of policy: teacher misconduct and adoption.

On teacher misconduct, Section 141F of the Education Act 2002 sets out reporting restrictions that aim to protect the identification of a teacher in England and Wales facing an allegation of an offence made by or on behalf of a pupil until the point at which legal proceedings for the offence have begun or the Secretary of State for Education publishes information following an investigation or decision relating to the allegation. Section 141G makes it an offence to publish information in breach of Section 141F. Schedule 11B to the Education Act 2002 applies the country of origin principle to the offence created by Section 141G.

On adoption, the Electronic Commerce Directive (Adoption and Children Act 2002) Regulations 2005 give effect to the country of origin principle in two offences in the Adoption and Children Act 2002. First, Section 92, dealing with restrictions on arranging adoptions, prevents anyone who is not an adoption agency, or acting pursuant to a court order, taking steps to arrange the adoption of a child. Secondly, Sections 123 and 124, dealing with the restriction on advertising adoptions, prohibit advertisements relating to the adoption of a child unless they are undertaken by an adoption agency.

Following our withdrawal from the EU, the country of origin principle no longer applies to the UK. It is for this reason that these regulations have been laid: to amend the 2002 Act and the 2005 regulations to remove inappropriate provisions and ensure that our legislation continues to operate effectively.

These regulations do not create new policy. The offences I have referred to, which protect children and teachers, remain in our legislation unchanged. These regulations are a technical measure to fix all failures of retained EU law arising from the withdrawal of the United Kingdom from the EU. They will ensure that all online service providers who commit an offence created by the Education Act 2002 and the Adoption and Children Act 2002 in the UK will be liable for prosecution in the UK.

Domestic online service providers that publish prohibited information in a European Economic Area state will no longer be automatically treated as having committed a relevant publishing offence in England and Wales for an offence under the 2002 Act, or anywhere in the UK for offences under the 2005 regulations, but will be subject to prosecution in the state in which the offence is committed. It will also mean that online service providers established in a European Economic Area state will not automatically be exempt from prosecution in the UK. I beg to move.

--- Later in debate ---

[Baroness Berridge (Con)]

I thank the noble Lord, Lord Watson, for his contribution on these regulations. I hope that public health will allow us to meet face-to-face at some point in the future and perhaps debate the challenge to consider whether two people can have a debate.

I hope I have reassured the noble Lord that the amendments made by these regulations do not dilute or diminish in any way the offences I have described that are set out in the Education Act 2002 and the Electronic Commerce Directive (Adoption and Children Act 2002) Regulations 2005. Neither do these regulations impact in any way on the policy behind those regulations. We most definitely want to continue to protect the identity of teachers who are accused by a pupil of an offence until the point at which relevant proceedings have begun. We also want to continue to safeguard children by ensuring that arranging or advertising adoption is something that legally can be undertaken only by adoption agencies.

As I have outlined, these regulations are purely a technical measure to fix what would have become a failure of retained EU law. Our intervention will empower UK regulators to enforce UK laws where the offence is committed in the UK and irrespective of the country in the European Economic Area where the online service provider is based. I commend these regulations to the Committee.

Motion agreed.

Schools: Exam-year Pupils

Baroness Berridge Excerpts

Tuesday 2nd February 2021 Lords Chamber

[Lord Addington]

To ask Her Majesty’s Government what plans they have to permit exam year pupils affected by the disruption caused by the COVID-19 pandemic to repeat that year of study.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, the department and Ofqual are working at pace to provide clarity to the sector on how grades will be fairly awarded to all pupils following the decision that exams will not go ahead as planned. The Government will also collaborate with the education sector to develop specific initiatives for summer schools and a Covid premium, alongside developing a long-term plan to support pupils to catch up during this Parliament.

[Lord Addington (LD)]

I thank the Minister for that Answer. Does she agree that everybody has experienced disruption in their schooling and that it has been worst, as was referred to in the first Question today, for those on the lowest incomes, who often have least access to online capacity? If there is a need for people to retake the year, will the Government make sure that such pupils can access the help that they would have got—for instance, from the state through child benefit and other methods? Will they make sure that such help is available for those groups who have the lowest economic status and who will probably need the help most?

[Baroness Berridge (Con)]

My Lords, the noble Lord is correct. That is why part of the catch-up premium will be made available to all schools, recognising that all children will be affected. However, the effects are disparate, and some vulnerable children have been in school for the entirety of the school year. Under the system at the moment, head teachers in exceptional circumstances can allow a child to repeat a year and that remains the position. I am sure that noble Lords will be aware of the complexity that would arise if cohorts were to repeat an academic year.

[Lord Randall of Uxbridge (Con) [V]]

My Lords, retaking a year is a good idea in principle, but the practicalities would be difficult to work out. One of the many questions would be: what provision would be made for individual schools hoping to have a normal intake and have students repeating a year?

[Baroness Berridge (Con)]

My Lords, my noble friend outlines one of the implications. We are also expecting a population bulge through secondary schools, which will be another consideration, as well as the fact that any repetition of a year when children in England transition at 16 would have implications for FE, while, at 18, it would have implications for higher education. This is not a simple proposal to consider.

[Lord Loomba (CB) [V]]

My Lords, we are aware that children suffered greatly last year due to the school closures that were necessary to contain Covid-19. However, it is likely to have increased further the educational divide between children of richer and educated parents, who are likely to have had better-quality home schooling, and children in deprived areas. What steps are the Government taking to help these unfortunate children catch up before the next school year?

[Baroness Berridge (Con)]

My Lords, the Government have given some £650 million to the national tutoring programme, which is for disadvantaged pupils. Within that, for the cohorts of the most disadvantaged pupils and schools in the most disadvantaged areas, Teach First is leading on academic mentors—that is, a full-time employee for the school. Some 700 of the 1,000 mentors that we are anticipating are now in schools, supporting catch-up provision.

[Lord Adonis (Lab)]

My Lords, does the Minister accept that the Covid-19 crisis is itself a highly exceptional circumstance and therefore that there may be many occasions where it would be in the interest of the pupil to repeat a year? The job of the Government is to make that possible, including putting in place the logistical and funding arrangements that are necessary. Does she not accept that, for pupils who drop out and do not get the exam grades and qualifications they need, the long-term impact, including the impact on society and the direct costs that we will have to bear in due course, may be much greater than those of making arrangements for pupils to repeat another year?

[Baroness Berridge (Con)]

My Lords, the noble Lord is correct. Catch-up is for this Parliament, as I have outlined. We are looking at summer schools and at the immediate catch-up that pupils need, but the necessary arrangements are longer-term and for the duration for this Parliament. Yes, we also need to look at individual cases. No idea is ruled out and off the table but, as I have outlined, there are very serious implications if whole cohorts of pupils repeat an academic year.

[Baroness Garden of Frognal (LD)]

My Lords, it is not just in schools where studies have been disrupted. What discussions have the Government had with universities about offering a free additional term or terms to enable students to experience face-to-face teaching and other aspects of student life that have been denied them in lockdown?

[Baroness Berridge (Con)]

My Lords, there is close collaboration between Minister Donelan and the higher education sector. That sector is offering remote learning until at least 8 March, except for critical care workers. But of course arrangements for the experience that university students are given is a matter for students and their providers.

[Lord Watson of Invergowrie (Lab) [V]]

My Lords, by half-term next week, the total loss in face-to-time in school will amount to around half a normal school year. The Government urgently need to provide exceptional support to these students. Allowing a limited number to repeat the school year if it is in their best interest should be considered, together with extending the school year, lengthening the school day, and the widespread use of summer schools. In the current circumstances, thinking outside the box is not a luxury; it is an essential. So are the Government up for that?

[Baroness Berridge (Con)]

My Lords, the department welcomes all out-of-the-box or in-the-box ideas. It is a national priority to help these children catch up, which is why we are looking to stand up summer schools and at some form of Covid premium as well. The consultation in relation to the exams had more than 1,000 responses; by the end of February we will be informing the sector —or Ofqual will inform the sector—about the arrangement for examinations this year. All ideas are being considered but, of course, when it comes to lengthening the school day, with the workforce working flat out at the moment, we have to consider all those issues when looking at initiatives to catch up.

[Lord Lexden (Con)]

Is not it essential that all school staff be vaccinated at the earliest possible opportunity?

[Baroness Berridge (Con)]

My Lords, the JCVI has asked government to look at occupational roles in the next phase of the rollout. We are working across government to make the case for the teaching and education workforce generally; advice will be produced and then it will be for Ministers to decide on the next phase of vaccination.

[Lord McConnell of Glenscorrodale (Lab)]

Both the UK and Scottish Governments failed to prepare last spring for the end of the first long period of lockdown and the need immediately to catch up with flexible solutions inside the school environment. Will the Government be better prepared now for the post-Easter period? I recognise that there are uncertainties between February and Easter but, for after Easter, can the sorts of solutions mentioned by other noble Lords today, including flexible school days and school weeks, the opportunity for more tutors to be inside schools helping with catch-up, and so on, be planned for in April rather than scraped at afterwards?

[Baroness Berridge (Con)]

My Lords, some of the solutions that have been outlined by noble Lords, such as extending the school day, are possible for schools now. Many schools use certain tools that the department has made available so that they can deploy their workforce most efficiently and extend the school day—but of course there are also contractual implications if we were to require more from a teaching workforce that is flat out. Yes, we are planning, which is why we are focusing on summer schools at the moment because we can deliver that. The national tutoring programme has shown its flexibility as well, in that most of the providers could move online straightaway. We are looking at the more structural solutions as well as more immediate catch-up solutions.

[Lord Goddard of Stockport (LD)]

With the exception of three weeks of relative respite last July, Greater Manchester has known some of the tightest restrictions in the country for more than 10 months, resulting in significantly greater disruption to young people’s learning, which will impact on not only this exam cohort but next year’s. The differential regional Covid and Covid restrictions have been mitigated with a differentiated regional policy. This consultation must ensure that children and young people are not disadvantaged by the lost learning time that they have experienced in comparison with their peers nationally.

[Baroness Berridge (Con)]

My Lords, one of the matters in the consultation was around teacher assessment, which is why this year, for these exceptional circumstances, some form of teacher assessment will assess the performance of students. However, we are aware of the differential impact of Covid and are trying our best to train and support the teaching workforce to be able to deliver a fair qualification for students this year, for GCSEs, A-levels and technical qualifications as well.

[Lord Moynihan (Con)]

My Lords, seven vice-chancellors this morning signed a letter to the Government highlighting unprecedented pressures on our students. Can my noble friend the Minister confirm that the Government will look to help those in need of financial support in exceptional circumstances, which may require resitting a year—for example, where there is limited access to digital devices and for those with special educational needs, and where this has the support of universities or school heads, depending on the cohort of students?

[Baroness Berridge (Con)]

My Lords, I shall have to write to the noble Lord in relation to the department’s response to that specific letter, but we have asked the Office for Students to make significant funds available for those students who are suffering hardship. Many providers have been excellent at providing for students who have had to remain on campus, because that is the only place they have to live and stay.

[The Deputy Speaker (Lord Bates) (Con)]

My Lords, I am afraid that the time allowed for this Question has now elapsed.

Schools: Online Learning

Baroness Berridge Excerpts

Tuesday 2nd February 2021 Lords Chamber

[Lord Storey]

To ask Her Majesty’s Government what assessment they have made of the provision of online learning for school pupils, and, in particular, for disadvantaged pupils.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, given the critical importance of ensuring that all children and young people continue to learn during the national lockdown, we have strengthened our expectations for remote education. We are investing more than £400 million to support access to remote education, including securing 1.3 million laptops and tablets and delivering 4G wireless routers for disadvantaged children. As of 1 February, 927,000 laptops and tablets had been delivered to schools, trusts and local authorities.

[Lord Storey (LD) [V]]

My Lords, I am sure that the Minister agrees that all pupils must have access to broadband and laptops to enable them to learn remotely. Can she give us the exact position on the provision of laptops and broadband in schools? It appears that 800,000 computers have been delivered, the majority of them last year, from the 1.3 million promised—little more than the 750,000 that the Minister claimed on 7 January. Is she saying that those 1.3 million laptops are now in schools and available for children? What plans do the Government have for the future provision of laptops? The rollout is very slow, which can be a disaster for children.

[Baroness Berridge (Con)]

My Lords, I outlined the number that had been delivered as of Monday: 927,000. That is in addition to the 2.9 million laptops and tablets that were already in schools before the pandemic began. Of course, we are supporting the rollout of gigabyte broadband with an investment of £5 billion through DCMS to ensure connectivity for schools.

[Baroness Blower (Lab) [V]]

My Lords, in summer 2020 the National Education Union published a plan, point 1 of which said:

“Disadvantaged children and young people and their families must be a key priority.”


We know that child poverty and inequality limits life chances and is a significant factor in school achievement. Will the Government now speedily draw up and consult on a long-term national plan for children’s education and well-being? It must be fully funded and draw on expertise in education, health, mental health and local authorities’ children’s services—a plan to avoid a generation being lost to the pandemic. Schools are doing a great job but they cannot do it alone.

[Baroness Berridge (Con)]

My Lords, I am pleased to say that as of 21 January 41% of children who are in contact with a social worker were indeed in school. Having a school place is one of the best protective factors for vulnerable children during the pandemic. We have also announced as of last Wednesday another £300 million in catch-up for the national tutoring programme, and catch-up will be a focus during the remainder of this Parliament.

[Lord Clement-Jones (LD) [V]]

My Lords, what specific guidance has the department given to schools and developers, and what standards has it set, for the design, procurement and operation of remote online learning services in terms of ethics, transparency and the sharing and use of sensitive personal data? This appears not to be covered at all in the review guidance of January. Does the DfE understand at all many of the issues involved with the digital world?

--- Later in debate ---

[Baroness Berridge (Con)]

My Lords, we have given comprehensive guidance in Get Help with Remote Education for teachers and the workforce. Yes, cybercrime issues are a focus for the Department for Education. We are aware that that is part of what we must help schools to procure in future to ensure that the networks are secure.

[Lord Risby (Con)]

My Lords, while I very much welcome the contribution that the Government are making to online learning and indeed to internet access, the Minister will be aware of the great mental pressures on families and young people in this regard. Does she have any plans to support supplementary strengthening services for young people, such as the National Citizen Service or indeed any other schemes specifically aimed at supporting young people?

[Baroness Berridge (Con)]

My Lord, as well as the priority of getting children back into school as soon as possible, obviously, we want them to be taking part in those kinds of activities, and physical education was a key part of the guidance. DCMS has given £16.5 million to a Youth Covid-19 Support Fund to support grass-roots and national youth organisations at this time.

[Lord Singh of Wimbledon (CB) [V]]

My Lords, while open discussion in the classroom motivates the majority of pupils, it can also induce reticence in slower learners. Does the Minister agree that, given the necessary resources, remote learning without the pressure of competition can help slower learners and SEN pupils to progress at their own pace? Does she also agree that, despite best efforts, tailored classes will be necessary after the lockdown to meet the catch-up needs of those who have not had full access to resources and support?

[Baroness Berridge (Con)]

My Lords, in relation to SEND pupils, we have given additional funding to the national Star Academies to make sure that through the peer-to-peer support for schools they have the best practice to share. Yes, the effects of remote learning are quite disparate, and there are certain pupils who may have been distracted by pupils in the classroom whom teachers report are engaging better, but it is not a standard picture. We recognise that catch-up will have to be individualised for pupils. Schools know those pupils best, which is why £650 million is going out to schools.

[Lord Watson of Invergowrie (Lab) [V]]

My Lords, based on the figures just given by the Minister, of the 1.3 million laptops promised by the Government, one-quarter are yet to be delivered. At the current rollout pace of some 75,000 a week, many schools face having to wait for their laptops to be delivered until the second week of March—ironically, when the Prime Minister has said that he hopes schools will begin to reopen. The chair of the Education Select Committee has echoed the call by the Education Policy Institute for resources to be provided direct to schools to enable them to source IT equipment themselves. What consideration have the Government given to the feasibility of adopting that approach in order to reduce the amount of lost learning time?

[Baroness Berridge (Con)]

My Lords, at a time when supply was massively disrupted, for the department’s commercial team to procure this number of laptops was actually quite a feat, in this climate where everyone wants a laptop. Some 350,000 were delivered in January alone. Yes, schools have been using additional resources to purchase laptops as well, which they can do from their Covid catch-up money.

[Baroness Jolly (LD) [V]]

My Lords, for those with the capacity, parental support and infrastructure, online learning is great, typically at home. What technical support will be available for families who struggle? Is there a standardised support offer, or does it vary from school to school and from pupil to pupil?

[Baroness Berridge (Con)]

My Lords, the temporary continuity direction makes clear to parents the number of hours a day that should be delivered by their school. However, we recognise that it is not just about devices, as the noble Baroness outlines; it is parental supervision of the education that is important. If a school is aware that for whatever reason, a child is struggling to engage with their education, it has the discretion and the guidance to classify the child as vulnerable and accept them back into the school setting. It is schools’ professional judgment that we trust.

[Lord Austin of Dudley (Non-Afl) [V]]

My Lords, Sutton Trust research shows that poorer children are half as likely to take part in online lessons. Only half of middle-class children and just one-third from poorer families spend four hours on schoolwork a day, while 40% of state schoolchildren are not completing their work. This is a disaster for children, particularly those from poor or overcrowded homes or with special needs. It will affect the rest of their lives, so the Government must make education the country’s number one priority for public spending after the pandemic.

[Baroness Berridge (Con)]

My Lords, we made it part of the continuity direction that schools must monitor daily whether children are engaging with education. In addition to devices, we have given the connectivity that children need. We have also set up the national tutoring programme, which is aimed at just the children the noble Lord outlines. The Government have announced a further £300 million for that programme in this financial year. He is right, and catch-up will be a priority for the rest of this Parliament.

[Baroness Sanderson of Welton (Con)]

My Lords, the Government are providing further laptops for more than a million schoolchildren, but how are they working with other organisations such as Deloitte, which has donated 5,000 laptops, Raspberry Pi, which has gifted to Catch22 250 kits for its most in-need students, and Mail Force, the Daily Mail’s charitable arm, which is providing new laptops and helping companies to recycle old computers for school use? This seems to be an area where government and business really can work hand in hand to help improve children’s life chances.

[Baroness Berridge (Con)]

My Lords, we welcome these initiatives because obviously, this is a time of a national pandemic when we all need to work together. I was pleased to learn that the Daily Mail campaign, through which businesses donate a minimum of 50 computers to be recycled, is being done by Computacenter, which is the department’s commercial procurement partner. It was a pleasure to meet, along with the noble Lord, Lord Watson, representatives of Catch22, who highlighted individuals who may have fallen through cracks and how we can get those devices to the children who need them most.

[The Deputy Speaker (Baroness Garden of Frognal) (LD)]

My Lords, the time allowed for this Question has elapsed. I apologise to the noble Lords, Lord Curry of Kirkharle and Lord Blunkett, that there was not time to take their questions.

Educational Settings: Reopening

Baroness Berridge Excerpts

Wednesday 27th January 2021 Lords Chamber

[Lord Watson of Invergowrie (Lab) [V]]

Thank you. Parents are already struggling to juggle jobs and home schooling their children. They need support and an indication of a pathway out of school closures, and they deserve clarity from the Government as a matter of urgency.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, I pay tribute to the work of staff and parents who are home schooling, particularly those who still have to go to work but are not critical workers and therefore do not have a school place for their children. The JCVI is currently considering the vaccination of essential workers. This is unusual timing, in that the Prime Minister is due to make a Statement in about 15 minutes in the other place on Covid. I draw the noble Lord’s attention to that.

[Lord Storey (LD) [V]]

We all want to ensure that our Covid generation of school pupils returns to school permanently and safely. There are currently 945,805 teachers employed in English schools. Does the Minister agree that, perhaps during the February half term, we should prioritise the vaccination of all these teachers and other school staff, both to reduce the levels of Covid and, more importantly, to provide reassurance to parents?

[Baroness Berridge (Con)]

My Lords, as I have outlined, the JCVI is considering the case for essential workers to be within the next priority group. The Department for Education is taking part in the cross-government work on that. It will be a decision for Ministers, on the advice of the JCVI.

[Lord Farmer (Con)]

My Lords, more than half of teachers say their mental health has declined during the pandemic, and England’s mental health of children and young people survey found an increase of five percentage points since 2017 in mental ill health among five to 16 year-olds. Children with a parent in psychological distress are at even greater risk. What are the Government doing to improve mental health among children and staff and to support very stressed home-schooling parents?

[Baroness Berridge (Con)]

My Lords, the Government introduced a well-being on return to education initiative, which provided expert support to schools through local authorities and others to help with return. One of the most important things that the Government are doing is that if teachers are concerned about the mental health of a child at home, they are able to classify them as a vulnerable child and bring them into school if that is what they believe is best for them.

[Baroness Falkner of Margravine (CB) [V]]

My Lords, will the Minister, in informing the Government about the reopening of schools, bear in mind the equalities considerations for women, who, along with the children who are disadvantaged, have been most significantly impacted by home-schooling requirements?

[Baroness Berridge (Con)]

My Lords, it has been a tribute to schools and parents that during this third lockdown—the second lockdown where children have been educated at home—the remote provision of education has been of a greater standard. Yes, we pay tribute to all those parents who are delivering the curriculum at home, particularly, as I have outlined, those who still have to go to work and do not have access to a school place.

[Baroness Morris of Yardley (Lab) [V]]

My Lords, we all agree that these are difficult issues, but I am not sure that Ministers realise that the Government are a weak link in solving the problems and that many teachers now see them as an added problem, not a guiding light. I realise that it is difficult to set a date for when schools will reopen, but it is entirely possible to set out the conditions for assessment and the order in which pupil groups will return to school. Why can Ministers not show the same speed in decision-making that they demand of teachers and school leaders?

[Baroness Berridge (Con)]

My Lords, living through a pandemic obviously means that road maps and timetables are very difficult and complex to draw up, but we have made it clear that schools and parents will have two weeks’ notice of when a return date is going to be given. I draw the noble Baroness’s attention to the Prime Minister’s Statement later today.

[Lord Flight (Con) [V]]

Will the Government consider permitting individual educational establishments to hold ballots on whether to reopen, subject to the use of appropriate equipment and clothing?

[Baroness Berridge (Con)]

My Lords, the reopening of schools—obviously, the Government want to see all children back as soon as possible—is a matter for government decision. It is a complex decision, bearing in mind the public health implications and the hospital admissions that, sadly, have led to having to take most children out of school for a second time. So, unfortunately, no, it is not possible to allow local democracy to decide these issues.

[Lord Young of Norwood Green (Lab) [V]]

My Lords, my information from an academy director in London is that they are prepared to open primary schools using lateral flow tests twice a week for all staff, with staggered starts and finishes for pupils. Does the Minister see that as a viable approach? Secondly, I should say that there is still a severe shortage of laptops in London, which is handicapping pupils who are dependent on online learning.

[Baroness Berridge (Con)]

My Lords, the Government have now delivered 875,000 laptops of a £1.3 million order. We are one of the world’s largest purchasers of laptops, in a competitive market—obviously, many Governments are trying to purchase them. Secondary schools did a great job over the Christmas holidays of standing up mass testing, and we intend to extend that to primary schools and early years settings as and when we can.

[Lord Lexden (Con)]

Would it be unrealistic for schools to start planning for inspections before September?

[Baroness Berridge (Con)]

My Lords, there are currently no grade inspections either by ISI, of the independent sector, or Ofsted. However, monitoring inspections are happening, particularly of our “requiring improvement” and “inadequate” state-funded schools. Both those inspectorates, particularly Ofsted, retain the power to go into a school if there are safeguarding concerns.

[Baroness Stuart of Edgbaston (Non-Afl) [V]]

My Lords, I refer to my registered interests. Universities are places of education as well. What plans have been made to support universities and students in the event that universities need to extend their normal teaching year to ensure that their students can complete or progress on their course this year?

[Baroness Berridge (Con)]

My Lords, obviously university students were at home at the time of the second national lockdown. Only those who are involved in critical worker courses have been permitted to go back. The continuation of courses is a matter for the universities but the Universities Minister, Michelle Donelan, is regularly in touch with them, and with the professional bodies which rely on the completion of those courses so that people are competent to enter workplaces.

[Baroness Warwick of Undercliffe (Lab) [V]]

My Lords, will the Minister acknowledge the huge pressure on families, particularly working mums, of prolonged home schooling, made worse by the uncertainty of when schools will reopen? There is a real danger to mental health and cohesion in families. The Minister has offered some hope on a plan for return, but can she tell us, more specifically than she has so far, of the help that the Government will provide for those families worst affected, particularly in relation to mental health?

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[Baroness Berridge (Con)]

My Lords, a catch-up figure of £650 million has been talked about in relation to school funding. Schools are obviously free to spend that on additional mental health support, and we have drawn attention to that in the guidance we have outlined. Unfortunately, I cannot give any further details, as to do so would be to steal the thunder of the Prime Minister in a few minutes’ time.

[The Deputy Speaker (Lord Duncan of Springbank) (Con)]

My Lords, all the speakers on this Question have spoken.

Education: The Holocaust

Baroness Berridge Excerpts

Wednesday 27th January 2021 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, the Government are fully committed to Holocaust education and believe that every young person should learn the lessons it teaches us today. That is why it is the only compulsory topic in the history curriculum. It is important that pupils understand the appalling events of the Holocaust and the possible consequences of anti-Semitism and extremism in order to understand how society can prevent the repeat of such a catastrophe. I am grateful to my noble friend for laying this Question on Holocaust Memorial Day.

[Lord Holmes of Richmond (Con)]

My Lords, survivors play such a profound role in our education programmes. As they become fewer in number, what steps are Her Majesty’s Government taking to ensure that all their testimony is taken down and transformed through all modern means, not least AI, AR and VR, to ensure that all that testimony is available to future generations for ever? There are six million reasons.

[Baroness Berridge (Con)]

My Lords, the Government have funded several initiatives of the nature my noble friend outlines. The new national memorial will ensure that the voices of survivors and witnesses are retained. We have included support for initiatives such as the National Holocaust Centre and Museum in Newark, which uses AI to capture survivors’ testimony.

[Baroness Whitaker (Lab) [V]]

My Lords, how have the Government ensured that schoolchildren know also about the Roma element of the Holocaust, which is so little known but was responsible for the annihilation of such a large proportion of Europe’s Roma population? For instance, the Government could put Gypsy, Traveller and Roma history on the school curriculum, as requested by the Council of Europe, and as included in previous Holocaust Education Trust memorial day ceremonies. Would not this help to reduce the race hatred experienced by these communities?

[Baroness Berridge (Con)]

My Lords, I thank the noble Baroness for her involvement in the stakeholder group for Gypsy, Roma and Traveller people and for the group’s contribution to the national strategy that is being led by the Government for Gypsy, Roma and Traveller people in the UK. There are resources available. When the Holocaust is taught on the curriculum it is of course open to schools to include other genocides. It is good to note that the IHRA has produced a non-legally binding definition of the genocide and discrimination against the Roma people.

[Lord Dholakia (LD)]

My Lords, I was able to visit the Auschwitz-Birkenau camp during a visit arranged by the Holocaust Education Trust. There were more than 100 people in the party, mainly students, and it was an experience none of us is ever likely to forget. The Holocaust Education Trust is to be congratulated on the work it does in this respect. Has the Minister visited this camp? If not, a visit of this nature would be helpful in projecting the work of the trust. Perhaps I might add that I am trustee and patron of the Holocaust Education Trust and would be able to assist in this exercise.

--- Later in debate ---

[Baroness Berridge (Con)]

My Lords, it is always good to hear of the valuable work that the HET is doing. That is why the Government give nearly £2.2 million a year to enable such visits by students. I am grateful for the invitation. I will take it up remotely because I believe that during the pandemic the HET has been very successful in moving trips online. I thank the noble Lord for his invitation, which I will duly consider.

[Lord Polak (Con)]

I thank my noble friend Lord Holmes for asking this Question on Holocaust Memorial Day. I praise Her Majesty’s Government and the department for their support for Holocaust education, but this Holocaust Memorial Day is different from any other Holocaust Memorial Day. The newly formed interfaith group Sharaka, or “partnership”, was set up last year in the wake of the historic Abraham Accords. Young leaders from Bahrain, the UAE and Israel have just committed themselves to a five-point action plan to include promoting Holocaust awareness, combating online anti-Semitism and countering anti-Semitic delegitimisation of Israel. Does the Minister agree that the promotion of Holocaust education in the Gulf region is a most welcome difference in this year’s observance of Holocaust Memorial Day? Would she be prepared to share good practice and education materials with Sharaka, a great organisation of forward-thinking young people?

[Baroness Berridge (Con)]

My Lords, I welcome the extension of that education to the countries that my noble friend outlined. I will write to the CPD element of the University College London project that we also fund to make sure it is aware of it so that teaching staff can also be made aware of these resources that will help them teach that curriculum well.

[Lord Hastings of Scarisbrick (CB)]

My Lords, yesterday President Biden abolished Trump’s 1776 Commission, which sought to deny the ugly truths about America’s slavery history and its treatment of indigenous Americans. We cannot eradicate intolerance and racism unless we face our own true full history, so is it not now time that Her Majesty’s Government boldly set up a history curriculum commission to incorporate the truths and the facts, ugly or not, about our own slavery history, to honour the six million killed in the Holocaust and the millions killed and affected by institutional racist abuse, and teach the full truth of European history?

[Baroness Berridge (Con)]

My Lords, within the history, English and citizenship curriculums there is flexibility for schools to teach the matters outlined. They are inspected against producing a broad and balanced curriculum. As I am sure the noble Lord will be aware, characters such as Mary Seacole have had increasing prominence in the curriculum for key stages 1 and 2. The key stage 2 and 3 curriculums outline studying, for instance, a non-European society as a contrast, and it was encouraging to note that a Historical Association survey of teachers stated that there is increasing prominence of black British history.

[Lord Watson of Invergowrie (Lab) [V]]

My Lords, the theme for this year’s Holocaust Memorial Day is “Be the light in the darkness”. It encourages everyone to reflect on the depths that humanity can sink to, and also the ways individuals and communities resisted that darkness to be the light during and after genocide. Schools are key in ensuring that young people understand history and the need to be more tolerant and respectful of those who are different. Five years ago, a House of Commons Education Committee inquiry into the provision of Holocaust education in schools noted that in many academies the Holocaust was not required to be taught because they do not follow the national curriculum, and urged the Government to take action. Can the Minister say what proportion of all schools now teach the lessons of the Holocaust?

[Baroness Berridge (Con)]

As I have outlined, the Holocaust is the only compulsory element of the national curriculum for history. The department does not have a role in inspecting schools to see how many schools are teaching a particular subject. That is a matter for Ofsted, which has a new excellence framework in education. Schools are inspected against the fact that they are teaching a broad and balanced curriculum, and of course schools need to teach the content that is outlined by awarding organisations for GCSEs and A-levels.

[Baroness Ludford (LD) [V]]

My Lords, I am on a similar theme, and I want to press the Minister. In a Foreign Office commemoration yesterday, the Foreign Secretary quoted Holocaust survivor Gena Turgel about being “secure in the knowledge” that others would keep the candle alight, but in preparing the 2016 report on Holocaust education referred to by the noble Lord, Lord Watson, the Commons Education Committee heard shocking evidence from the UCL Centre for Holocaust Education that

“the expectation of universal Holocaust education is no longer matched by reality.”

Even in schools obliged to follow the national curriculum, Holocaust education can be cursory or patchy, and more than 50% of secondary schools in England, such as academies, are not even required to follow it. The Government’s response to that recommendation was vague. So I press the Minister now for a more forceful commitment to ensure that all schools teach about the Holocaust, preferably not only in history but in civic education.

[Baroness Berridge (Con)]

My Lords, it is open to schools within various subjects such as citizenship, English and history to teach the Holocaust. The Government maintain that Ofsted inspects against a broad and balanced curriculum. Academies will retain the freedom that they have, but they are inspected, like maintained schools, by Ofsted. We have committed to not only a national Holocaust memorial but to a learning centre alongside it to ensure that children learn about these events.

[Lord Austin of Dudley (Non-Afl) [V]]

I pay tribute to the amazing survivors who use their experience of these terrible events to teach young people about where racism and prejudice can lead. However, there will be a time when they are no longer able to speak directly to students so I reiterate the importance of ensuring that their testimony will still be available for schools to use. I ask the Government to consider how they could work with training providers to expand programmes such as Lessons from Auschwitz so that apprentices can benefit from that brilliant work as well.

[Baroness Berridge (Con)]

My Lords, as I have outlined, the Government fund several initiatives to ensure that that testimony is available to future generations, and I will ensure that providers of apprenticeships and other courses are made aware of the work that we fund for the Holocaust Education Trust.

[The Deputy Speaker (Lord Faulkner of Worcester) (Lab)]

My Lords, the time allowed for this Question has elapsed and I apologise to the three noble Lords who were unable to ask their questions.

Skills for Jobs White Paper

Baroness Berridge Excerpts

Tuesday 26th January 2021 Lords Chamber

[Lord Storey (LD) [V]]

I very much welcome the Statement and the Skills for Jobs White Paper. As the noble Lord, Lord Bassam, said, we have seen further education become almost the Cinderella of the education service, and it is really welcome that at long last we are now realising its importance in terms of capital investment in plant and sites and revenue investment. However, on the latter, I ask the Minister to consider the point made by Sir Ian Diamond’s commission: that colleges need three-year grant settlements to give them room to develop and that one year is not sufficient.

As a country, we face a whole host of challenges to do with training and skills—not least the climate emergency, the effects of Brexit and changes in the world of work—and of course a demographic time bomb is ticking away, with demand outstripping the supply of young people entering the labour market. We have already seen this in sections of our economy—the construction industry, for example. It is a sobering thought that by 2030 the number of people aged 65 and above is projected to increase by 42%, while the number of those aged 14 to 64 is forecast to grow by only 3%. It is clear that we need to be nimble in how we respond to skills shortages and skills development, and not get caught up in structures.

The ambition to open funding and finance to everyone throughout their lives is welcome. Many earners face additional barriers to accessing education, so we need to ensure that finance is available to meet those demands. Why are these loans are not being introduced until 2025—and why loans, not grants? We know that adults are more averse to taking on debt. We should review the limits on accessing education and training while in receipt of universal credit, with the principle that individuals should not be penalised for engaging in education and training.

The careers service, careers advice, careers education and careers guidance should be of high quality and given face to face, not micromanaged from the top. The proposed careers hubs have to have the support and expertise that is much needed. Can the Government ensure that we look also at building the skills that are needed for the green economy? They have focused a lot of support on people who do not have level 3 qualifications, but what about those who have not completed level 2? Do the Government not accept that they, too, will need support and help?

Finally, I am attracted to the suggestion by the Association of Colleges that the Government should form a cross-departmental ministerial task force to oversee a new government 10-year strategy for education and skills to drive industrial strategy and other priorities, working with employers and other key stakeholders.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, I thank the noble Lord, Lord Bassam, for welcoming this report. It is good at this time of crisis to have good news and to know that in the past year, £600 million has been invested in the FE sector and £1.5 billion of capital is committed over the next few years.

The noble Lord correctly highlights the fact that at the moment people need to retrain, and quickly. That is why we have acted very quickly on the national skills fund so that the level 3 entitlement, which enables every adult to get their first full level 3 qualification, is in place. We have also had the first round of boot camps, which enable people to do eight-week to 12-week training courses and give them a fast-track route to an interview. We need to be nimble, which is why those initiatives have been introduced as part of the national skills fund before consultation on the rest of it is complete.

That is also why the Government will introduce local skills improvement plans and, because of the need for nimbleness in retraining, why the lifelong loan entitlement will be for four years. People who already have an undergraduate degree may then want to do a level 4 or a level 5 higher technical qualification. That will be introduced in 2025.

On conservation, I can tell the noble Lord that 400 courses have been made available under the level 3 entitlement, and they are focused on skills that we believe will lead quickly to jobs. Conservation is included in the level 3 entitlement.

The noble Lord referred to various aspects of the Augar review. Many of its recommendations have already been delivered: the level 3 entitlement; the investment in the FE estate, as I have outlined; the capital investment in new places for 16 to 19 year-olds to meet demographic changes; and the lifelong loan entitlement. There will be a consultation on other aspects of the Augar review in the spring, including the minimum entry requirements for higher education, and a full and comprehensive response to coincide with the next comprehensive spending review. Augar is a dynamic piece of work that will help us respond to the current crisis.

With regard to colleges, there will also be consultation around the need, identified in the Augar review, to consider multiyear settlements for FE colleges. We recognise that one of the issues facing them is the year-on-year funding so we are looking to address that.

On higher education funding, we are ready to implement restructuring should any of the HE sector need it, and we are closely monitoring the finances of those autonomous institutions. On the noble Lord’s point about the teaching grant, or T-grant, the other main source of income for universities, that is being redirected to strategic subjects. Obviously, these currently include subjects in the area of healthcare, but also certain arts subjects that we believe are not getting adequate funding. Those subjects are crucial to the labour market but we do not believe that the additional weighting given to London is the best way to fund that, and it is not consistent with the Government’s wider aim of levelling up different areas of the country. However, universities are dynamic partners in many of the institutes of technology which focus on STEM subjects, 11 of which are now open. It is good to see them working with the FE colleges and local employers on that initiative. There were perhaps a couple of final points from the noble Lord, but unfortunately the connection was interrupted. I apologise for missing those.

The noble Lord, Lord Storey, raised the issue of the accountability and funding of the FE sector. As I have said, we are looking into Augar’s recommendations on that, and it is also part of the remit of the FE commissioner —that role will be looking at the sustainability of the FE estate across the country, which is a vital part of reskilling people.

On the matters around the construction industry that the noble Lord raised, we have introduced a T-level in that sector, one of the first for 16 to 19 year- olds. With regard to the noble Lord’s point about demographics, he divides the population into, I think, people under and over 64, but we now know that people are working longer and their careers may involve more than one sector. Hence our concern with flexibility: levels 4 and 5 are more modular, and access to those qualifications will help people to train, and retrain, as will the four-year loan entitlement.

The noble Lord specifically raised the issue of entitlement to benefits while learning. We are alert to this issue in relation to people claiming universal credit. People can take part in eight weeks of full-time learning and maintain their entitlement to benefit, and there is no restriction on part-time learning. For people who have particular vulnerabilities and are at risk of long-term unemployment, that period of training can be longer.

On funding support, particularly for 16 to 19 year-olds, there are residential bursary funds to enable students to access specialist provision that is not available within their normal travelling range. Such funds are distributed by the FE sector. We are therefore aware of the need of those on benefits to have flexibility with regard to training. Careers advice is of course also a vital part of this package: £100 million is being invested in the careers service, much of which is targeted at face-to-face provision. Enterprise advisers are being rolled out by the Careers and Enterprise Company, which helps schools.

The noble Lord mentioned the need for net zero carbon. The Skills and Productivity Board provides a national picture of our economy. Its advice is given to the Secretary of State in accordance with the industrial strategy, so we are linking them up. At the local level, however, it is important that the local skills improvement plans will be employer-led, respond to local economic need and involve the devolved authorities. We then have a strategic development fund to enable the colleges to design the content of the courses that local employers are asking for. The overall ambition is that by 2030, almost all technical qualifications will be based on the employer-led standards that have informed the apprenticeships and the T-levels, so that the level of qualifications is high.

Finally, the noble Lord mentioned level 2 qualifications. As noble Lords will probably be aware, there is a second -stage consultation on level 3 about what qualifications we need to continue funding that are not T-levels or A-levels. There is also a call for evidence on level 2. We are particularly aware of young people who are further away and may not have got qualifications during their 11 to 16 years education and how we can enable them to get level 2 or level 3 qualifications and get on the qualifications ladder. The country needs a higher level of technical skills and enhanced respect for that sector, because men and women who have level 4 or 5 qualifications earn, on average, more than those with a level 6 undergraduate degree. This change has been overdue for decades in this country: to give as much respect to technical qualifications as we do to academic ones.

[The Deputy Speaker (Lord Duncan of Springbank) (Con)]

My Lords, we now come to the 20 minutes allocated to Back-Bench questions. I ask that questions and answers be as short and sweet as possible so that we can call as many speakers as possible. I apologise to the noble Lord, Lord Baker of Dorking, for the kerfuffle that led him to appear early during the discussion, and I call him now.

[Lord Baker of Dorking (Con) [V]]

My Lords, I am very disappointed that university technical colleges are not mentioned at all in the White Paper for 16 to 18. We fulfil the very first sentence of the White Paper, which reads:

“Putting employers at the heart of the system so that education and training leads to jobs that can improve productivity and fill skills gaps.”


We are supported by over 500 companies. Employers come in and teach, and they produce projects for students to work on in teams. There are 48 university technical colleges with 16,000 students, and we have the lowest level of youth unemployment of any schools in the country. To fulfil the hopes of this White Paper, we need more university technical colleges.

[Baroness Berridge (Con)]

My Lords, I hope my noble friend Lord Baker will think that this answer is sweet for him. We as a Government support a strong cadre of university technical colleges. Indeed, one opened with the full support of the sector and the local authority in Doncaster in September. There are UTCs that Ofsted has rated as outstanding, such as the Ron Dearing UTC, and obviously that forms part of the name of the Baker Dearing Educational Trust. When there are further free school applications, we look forward to any applications that are put forward for UTCs. We want to see a strong cadre of UTCs.

[Baroness Coussins (CB) [V]]

My Lords, the White Paper focuses on English, STEM and digital skills, but employers and the British Chambers of Commerce also say that the UK’s deficit in foreign language skills damages the economy and inhibits recruitment across all sectors and at all levels. Languages are not just an academic discipline; they are a vital technical skill that can boost export growth and social mobility. So will the Minister agree to look at how to integrate foreign language skills into the plans for technical education and the remit of the careers hubs?

[Baroness Berridge (Con)]

My Lords, the noble Baroness is correct about the importance of modern languages, which is why they are part of the English baccalaureate and why we have given £4.8 million to fund the modern foreign language pedagogy pilot, which is looking at the attainment of languages at levels 3 and 4. However, I suggest to the noble Baroness that, when employers are leading on the local skills improvement plans, if the employers in a region say, “Actually, what we need in addition to that technical skill is a language—for instance, Polish or any other language”, it is open to them to say, “This is a skill that we need in the local area.” Then, as I have said, the strategic development funds will help the colleges to have the content of courses to match that skills improvement fund. If employers need those skills, we hope to see the need for foreign languages coming in as part of many higher technical qualifications and integrate it in that way. I invite the noble Baroness to make sure that employers are doing that as these plans are developed.

[Lord Young of Norwood Green (Lab) [V]]

My Lords, I welcome the Government’s White Paper but I share some of the concerns expressed by my noble friend Lord Bassam. Implementing many of the Augar report’s recommendations is important, although personally I think that instead of talking about loans we should be talking about a graduate tax, which is a much more progressive approach.

I have two points that I want to raise. First, there is a recognition that the Government have to increase the number of apprenticeships. If that is the case, they have to look at the application of the apprenticeship levy in a way that encourages many more SMEs to take on apprentices. At the moment SMEs are saying they find the scheme complex and an administrative burden. We need to ensure that we remove that complexity and encourage many more SMEs. Secondly, does the Minister recognise the importance of a government National Careers Service website that could become a single source of assured career information for young people and adults?

[Baroness Berridge (Con)]

My Lords, I am grateful for the noble Lord’s introduction regarding apprenticeships. The levy has now been in existence for five years. It has enabled significantly more workplace-based training and, I would say, has enhanced the reputation of apprenticeships as an alternative to academic study.

As I am sure the noble Lord is aware, we have offered £2,000 for any new apprenticeship start, which is for a younger person who is under the age of 24, or 25 if they have any HCP, and £1,500 for any other apprenticeship start. However, he is right that the apprenticeship service has been a work in progress. The SMEs now have access to the service via a website that should enable them to access the training that they want, rather than only being able to access training from contracts with providers that were entered into centrally. They can go on that website and reserve the training places that they want to have, and SMEs have been given a small number of guaranteed places.

We are also looking at the development of the levy and at easing the transition and the payment of the levy down the supply chain, which often involves making the levy available to small and medium-sized enterprises. We hope that the introduction of the apprenticeship service to SMEs will help with some of the bureaucratic issues that the noble Lord outlines.

[Baroness Garden of Frognal (LD)]

My Lords, there is much to welcome in the White Paper, but why do the Government constantly betray their ignorance in claiming originality for employers being at the heart of this? Employers have always been the drivers for work- based skills and qualifications. However, as previous Governments have discovered to their cost, it is essential to have input from teaching experts, namely colleges, and assessment experts—that is, awarding bodies. I declare an interest as a vice-president of City and Guilds, for which I worked for 20 years. What input is anticipated from colleges and awarding bodies to ensure that these skills are fit for purpose?

[Baroness Berridge (Con)]

My Lords, the key aspect of this is that employers are involved in setting the standards in relation to these qualifications. They will be at the heart of producing the local skills improvement plans, but they will work with the colleges. We recognise that the status of FE employees has not perhaps been what it might have been so we are investing in that workforce, in enhanced initial teacher training for it and in industry exchanges. So while the employer-led bodies will form those plans, they will work closely with the FE colleges and I am sure they will consult the awarding bodies that the noble Baroness makes reference to.

[Viscount Eccles (Con)]

My Lords, obviously I welcome the White Paper, but it worries me to a large extent because there must be limits to what central government can do to match the skills of people to the jobs available. Things move very fast. Throughout the White Paper, the theme emerges of what employers want. This may be strange, but I am slightly suspicious of employers and what they want. It is easily said, but who are these employers? Big ones, presumably. Who represents them? Is not the really important question: what are these employers doing to help themselves?

That brings me to the general position of the noble Lord, Lord Baker, regarding the relationship between education and training. In my opinion the White Paper is very weak on where the boundary lies between education and training. I urge my noble friend on the Front Bench to think very carefully. It is not possible for any education service to make employees oven-ready for employers, as it were. They can take them so far but the employers have to do the rest. There should be a lot more concentration on the duties and responsibilities of employers for training.

[Baroness Berridge (Con)]

My Lords, there is a limit to central government, which is why the key strategy here is local skills improvement panels, working closely with colleges and the devolved authorities. That is matched by the Skills and Productivity Board, which will give a national picture. In relation to the question of who these employers are, when one looks at what is happening with apprenticeships, there are trail-blazer groups of employers. This is not just picking one person. The Institute for Apprenticeships and Technical Education oversees these trail-blazer groups. They include small and medium-sized enterprises and we are so encouraged that, as my noble friend made reference to education and training, much more is now taking place in the workplace. When one looks at apprenticeships, one sees that they have good training in the workplace as well as time out of the workplace to do that training. There are workplace placements for T-levels as well, so that those young people have a period of weeks in the workplace. So my noble friend is right that employers have a responsibility, and that is why employer-led bodies such as chambers of commerce are going to be involved with the local skills improvement plans.

[Lord Bilimoria (CB) [V]]

My Lords, I was a member of the Centenary Commission on Adult Education, which reported in November 2019. I welcome the Skills for Jobs White Paper. It confirms the importance of collaboration between businesses and colleges for improving people’s career prospects. Putting employers at the heart of new qualifications right across England will build on the success of these local partnerships. They will ensure courses remain in lock-step with industry need and give learners confidence they are gaining skills that lead to jobs. Would the Minster agree that new technologies mean that nine in 10 employees will need to learn new skills by 2030, and the Government commitment to delivering the flexible learner entitlement, boosting access to modular learning, is hugely welcome and will support more adults into training? Would the Minister agree that this should be backed up by turning the apprenticeship levy into a flexible skills levy at Budget?

[Baroness Berridge (Con)]

The noble Lord is correct that one of the areas where we lack productivity and we know we have a skills gap is the digital sector. That is why digital has been a focus of those eight to 12-week bootcamps that I outlined, with a fast track to an interview. So the noble Lord is entirely right in relation to that. I will take his suggestion about the levy back to the Minister for Apprenticeships and Skills.

[Lord McNicol of West Kilbride (Lab)]

My Lords, as one of the few in your Lordships’ House with a Higher National Diploma qualification from a technical institution, rather than a university degree, this is an issue of great importance to me. The aspiration and language used in the ministerial Statement is to be welcomed. However, the most important aspect now is delivering on the words in the White Paper. I therefore ask the Minister: while it is right and, as we heard from my noble friend Lord Bassam, overdue that FE and apprenticeships receive additional investment, is it not a reality that universities also play a vital role in the delivery of technical skills, and that the divide between academic and technical education is far more complex than some would acknowledge? What is the Minister’s vision for a more integrated tertiary education that incentivises apprenticeship providers, FE and HE to work collaboratively to deliver choice, flexibility and clear pathways for students, young and old?

[Baroness Berridge (Con)]

I am grateful to hear the noble Lord’s own career history. I think the institutes of technology are the first examples we have of the HE sector working with the FE sector in STEM with local employers. He is right that we want to see parity of esteem, but the situation we are dealing with is that for decades this country has not been like many of our European partners in valuing these technical qualifications. That is what we need to level up at the moment. There are degree apprentices, and I believe that Minister Keegan is the only Member of the other place with a degree apprenticeship. It is important that we got T-levels validated for UCAS points, so that they are also an access point, and you will see them merging in. This is a work in progress, but the most important thing in this country is that we respect technical qualifications. That is the first job we need to do and a clear ambition of the White Paper.

[Lord Addington (LD)]

My Lords, I should first remind the House of my declared interests in the field of education. There is a great deal here about bootcamps to get people ready for study. I believe these are designed to help with things such as basic skills as well. Will some consideration be given to those with special educational needs in how these are structured? Anybody who was around when we did the last Education Bill knows how much time we spent making sure the dyslexics and others were allowed to actually get apprenticeships, while also having some realistic form of saying that for the English qualification you have got to get through. In this world, when we talk about technical skills, the answer is usually on a programme that is built into your computer software. That is there. Are we going to accept that that is used to acquire these skills, and will we make sure that when we are training people in technical IT skills they know how to access and integrate it?

[Baroness Berridge (Con)]

My Lords, in relation to special educational needs, I will go back and look at that. We are into the second procurement phase of the bootcamps and I will make sure that he is given the details in relation to special educational needs. In relation to what we are trying to focus on with level 4 and 5 qualifications, employers will be in the lead on the standards. I want to be very clear to the noble Lord that if what they outline for that qualification is to give the learner the knowledge, skills and behaviours to do that job and there is no additional English and maths requirement, that will be the framework. I hope that encourages the noble Lord that it will not be the case that “You must have passed x exam”. With the employer in the lead looking at those qualifications, if they say those are the functions and what you need for the job, there is to be no additional English and maths requirement.

[Lord Aberdare (CB)]

I was pleased that the White Paper recognises the importance of high-quality, impartial careers advice and guidance and seeks to create a clear careers system catering for all ages. Can the Minister tell us about how the Government will bring about the proposed alignment between the Careers & Enterprise Company and the National Careers Service to achieve this, including the four principles they say they plan to follow? What plans are there to provide the funding required, so that everyone who needs it has access to qualified personal careers guidance—something notably missing from the White Paper—perhaps as part of a new lifelong careers strategy?

[Baroness Berridge (Con)]

My Lords, as I have outlined, there is going to be £100 million invested in the enterprise advisers—which I believe are part of the Careers & Enterprise Company—and more into National Careers Service guidance and a new website in relation to that. One must not forget as well that nearly £1 billion has been invested in work coaches at the DWP, who are also a vital part of the careers strategy.

We are aware through the Careers & Enterprise Company that, particularly in relation to technical education, it is important that local employers are brought into our schools, so that all the opportunities available, particularly careers and apprenticeships that might not be part of the secondary school workforce experience, are brought in front of young people so that they know all the options that are open to them.

[Lord Mackay of Clashfern (Con) [V]]

My Lords, I welcome this White Paper. Is it important to emphasise, using the Baker clause, that those considering their careers should be fully aware of careers open to them which do not require them to go to an academic course?

[Baroness Berridge (Con)]

My Lords, there are requirements on the local authority, and indeed on provider schools, to make sure that their young people are aware of the opportunities for them, so that if they choose to go down the route of a UTC or studio school, many of which have an entry point at 14, they are made aware of that. It is the role of the Careers & Enterprise Company to make sure that other roles and occupations are brought in front of young people, so that they know the full options before them in terms of academic and technical qualifications and career routes.

[Baroness Uddin (Non-Afl) [V]]

My Lords, in my communities there are thousands of well-qualified young people, who have lived in the shadows of successful corporate business organisations in Canary Wharf and the City with a palpable record of providing few opportunities for work, other than in paltry numbers in the poorly paid hospitality-based sector, causing continued disparities. Therefore, I welcome the Statement and the paper and its focus on local skills improvement plans, on strengthening the statutory footing on which business organisations will be expected to participate and on improving local skills and so increase access to jobs. Given the deepening current unemployment crisis, can the Minister say what further steps the Government will take immediately to increase the number of industry and sector-based paid apprenticeships? I urge the Government to reconsider their loans into grants, if they are really serious about upskilling the population.

[Baroness Berridge (Con)]

My Lords, it is inspiring to hear the noble Baroness. When one thinks about being in those parts of east London, I believe, that she makes reference to, it is interesting to look from where people live and see Canary Wharf and those buildings at the end of Whitechapel Road. From a local skills improvement plan point of view, obviously it will involve the London Mayor, but actually having those career opportunities and the local skills that are needed for those young people to access those jobs, which they can see in those institutions visible to them, is part of this strategy. We are pleased that, with the full maintenance loans that are also available, we have seen record numbers of disadvantaged students going into higher education. The largest increase has been within the British black African cohort who have been accessing universities, so we are seeing improvements there.

[The Deputy Speaker (Lord Duncan of Springbank) (Con)]

My Lords, the time allowed for this question is now up. Before we move on to the next business, we will pause for a moment or two to allow people to get in and out.

Covid-19: Early Years Sector

Baroness Berridge Excerpts

Wednesday 20th January 2021 Lords Chamber

[The Lord Bishop of Gloucester]

To ask Her Majesty’s Government what assessment they have made of the wellbeing of children under five affected by the COVID-19 pandemic; and what steps they are taking to support the early years sector affected by the pandemic.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, the department is monitoring the impact of the pandemic on children and Ofsted has reported on the effects of Covid-19 on the early years sector. Early years are crucial for child development, so the Government are prioritising keeping these settings open. The Chancellor announced a £44 million investment in 2021-22 for local authorities to increase hourly rates paid to childcare providers for the Government’s free childcare entitlement offers.

[The Lord Bishop of Gloucester [V]]

My Lords, I thank the Minister for her Answer. The pandemic has deeply impacted the early years of many children’s lives. Given that pre-pandemic work by the Children’s Commissioner identified a need for strong connection across health, education and social care, will Her Majesty’s Government consider a Minister for children and young people at Cabinet level as a matter of urgency as we emerge from this pandemic?

[Baroness Berridge (Con)]

My Lords, the right reverend Prelate is correct that there is a cross-departmental approach to this. She will be aware of the proposals for family hubs, which should provide families with access to all those services on the ground. I assure her that the Secretary of State for Education is prioritising policy on children at the request of the Prime Minister.

[Lord Framlingham (Con) [V]]

My Lords, given the vulnerability of children, whatever their age, in this rapidly changing world, when family breakdown and its sad consequences have become commonplace, will the Minister use her good offices to stress the huge and undeniable importance of the traditional family structure to children and do all she can to promote it?

[Baroness Berridge (Con)]

My Lords, it is quite clear that with the effects of the pandemic on children and young people, family structure and wider community groups have been essential in providing support, along with our ensuring that children have access to school—when it is possible for them to be in school. As I reiterate, the Secretary of State for Education is prioritising children’s policies.

[Baroness Butler-Sloss (CB) [V]]

My Lords, are the Government giving sufficient financial support to CAMHS—child and adolescent mental health services—for young children, many of whom have urgent mental health problems?

[Baroness Berridge (Con)]

My Lords, as a result of the NHS plan, £2.3 billion is being invested in mental health services, and 345,000 individuals should be additionally supported within CAMHS by 2023-24. In relation to schools, mental health issues have been prioritised within guidance. We are still rolling out mental health support teams in secondary schools and have made specific links between mental health issues in the Keeping Children Safe in Education updated guidance, as it can often be a symptom of a safeguarding issue, not just a mental health problem.

[Baroness Walmsley (LD) [V]]

My Lords, even before the pandemic, 65% of children in some areas were not receiving the mandated two-and-a-half-year health visitor check because of cuts to the workforce. Will there be any additional resources for the health visitor workforce to help them to catch up with missed visits to vulnerable young families during the pandemic?

--- Later in debate ---

[Baroness Berridge (Con)]

My Lords, health visitors do essential work. The Government support the letter written by the chief nurse, which outlines that health visitors and other front-line health professionals should not be moved from those roles in this stage of the pandemic, to ensure that visits can be made to those vulnerable families. Since April 2020, it has been part of GPs’ contracts that they are to have an assessment with a mother six to eight weeks after the child is born.

[Lord Watson of Invergowrie (Lab) [V]]

My Lords, a survey carried out on behalf of the DfE last October into the effects of Covid-19 on childcare and early years providers showed that only 45% of private nurseries and 55% of childminders believed that they would be financially able to continue for another year. It simply cannot be right that the average gap between the hourly cost of delivering a funded two year-old’s place and the funding rate paid to settings for that place is £2 an hour—a 37% funding deficit. The All-Party Parliamentary Group on Childcare and Early Education has called for the Government to commission an independent review of the costs of delivering childcare. Surely the Minister cannot deny that such a review is essential to safeguard the long-term viability of the sector.

[Baroness Berridge (Con)]

My Lords, in the autumn and summer terms, the Government paid out the entitlements regardless of the number of children attending these settings. As attendance rose during the autumn, we gave notice to the sector that we were moving back to a per-child-attending basis of funding. Tomorrow is the census, when we will have an up-to-date picture of how many are in attendance in those settings. What is essential at the moment is that the department monitors the market and what is happening in this sector to be able to have the most up-to-date information on the sustainability of those settings, as the noble Lord quite rightly outlines.

[Baroness Verma (Con) [V]]

My Lords, my noble friend the Minister knows that domestic violence during Covid has increased dramatically and scarily. As there are reduced visits from health professionals, can she tell me what work is being done with local community groups to ensure that children—particularly from BAME communities where English is not the first language—are not left without any support? I understand the six-to-eight-week visit after a baby is born, but these children are pre-school age and need to be monitored, particularly in the most vulnerable households.

[Baroness Berridge (Con)]

My Lords, we have specifically requested that, if those children already classified as vulnerable are not attending early years settings, those settings do their best to get in touch with the children. That is why it has also been important to look at the role of the voluntary sector. The department has given £11 million to the Barnardo’s-led See, Hear, Respond initiative, which is a consortium of charities for those children who are not yet known to be vulnerable. We have sadly had around 1,500 referrals through that initiative.

[Baroness Watkins of Tavistock (CB) [V]]

My Lords, health visiting has continued during lockdown, using video contacts with parents instead of face-to-face visits. Can the Minister assure the House that this approach will be rigorously evaluated before widespread adoption? This is particularly important given the recent stark findings from the child safeguarding practice review, which showed that the number of children dying or being seriously harmed after suspected abuse or neglect rose by a quarter, to 285 notifications, during April to September in England. Of these, 102 involved babies under the age of one. Does the Minister agree that it is vital that a properly resourced health visiting service is available to parents and young children, particularly the most vulnerable families, post Covid?

[Baroness Berridge (Con)]

My Lords, there will be much evaluation of the strategies used by various statutory agencies during the pandemic. The Secretary of State has written to directors of children’s services in local authorities to highlight particularly the group that are most vulnerable: babies. They are a key group that we have asked the See, Hear, Respond initiative to focus on. One of the important differences between this lockdown and the first is that we are enabling birth registrations to take place, which, of course, are a key function to make us aware of a child’s birth and therefore be able to follow up if there are any issues.

[The Lord Speaker (Lord Fowler)]

I call the noble Lord, Lord Roberts of Llandudno.

--- Later in debate ---

[Baroness Neville-Rolfe (Con) [V]]

I welcome the fact that, in recognition of the importance of early learning, the Government have kept nursery schools open. Primary schools are also open for some pupils, although the arrangements seem to vary locally. The success of vaccination gives us all hope. Does my noble friend agree that we should not reverse these arrangements, whatever happens, and that we should move to get all children back into primary school from after the February half-term?

[Baroness Berridge (Con)]

My Lords, I share the noble Baroness’s ambition—it is our ambition—that, as soon as the public health guidance allows, we will get children back into school. Of course, vulnerable children and those of critical care workers are still in school. Indeed, just under 20% of the early years sector is school-based, and those settings should be open in accordance with the guidance that all early years settings should be open. But we very much look forward to the day we can reopen schools fully, as I believe most parents and teachers do.

Free School Meals: Food Parcels

Baroness Berridge Excerpts

Thursday 14th January 2021 Lords Chamber

[Lord Watson of Invergowrie]

To ask Her Majesty’s Government what steps they are taking to monitor the quality of food parcels currently being supplied to families in lieu of free school meals.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con) [V]]

My Lords, the images circulating of poor-quality food parcels are unacceptable. My right honourable friend the Secretary of State for Education has met leading suppliers to insist on urgent action to ensure that parcels meet standards expected. We have guidance in place allowing schools to decide the best approach for supporting free school meal pupils; this can be through lunch parcels, locally arranged vouchers or the national voucher scheme, which will be up and running next week.

[Lord Watson of Invergowrie (Lab) [V]]

My Lords, it is a case of another week, another U-turn, this time resulting from the scandal of companies that supply free school meals parcels being exposed as profiteering. Perhaps the Minister will explain why the jointly prepared DfE guidance for the contents of food parcels, which is strikingly similar to the meagre items in parcels described as “disgraceful” by the Prime Minister, is still online. National food vouchers are to be reintroduced next week, two weeks after schools moved to remote learning. It seems that the Government’s own lockdown took them by surprise. It will be at least a week from today before parents can actually use the vouchers, so why will the Government not put their trust in families and give them the money for free school meals? Children are going hungry now, and any decent Government would know that they cannot wait.

[Baroness Berridge (Con) [V]]

My Lords, the voucher scheme that the noble Lord outlines is one option that has been given to schools so that they can meet the needs of pupils who require food. It has been quite clear—my right honourable friend the Secretary of State and the Minister for Children and Families met the particular supplier and made it clear that those standards were not acceptable. We have given these options to schools so they can best meet the needs of their pupils, as they know them best. In fact, schools can re-register this week for the national voucher scheme, and vouchers will be redeemable as of Monday. We have left it to schools to choose the best means to deliver free school meals to their pupils.

[Lord Storey (LD) [V]]

My Lords, can the Minister confirm that the company providing these meals will not get compensated for the cancellation of the contract, thereby getting money for nothing on top of money for little food? Furthermore, does she agree with Marcus Rashford that now is the time for a full review of the free school meals system?

[Baroness Berridge (Con) [V]]

My Lords, as I have outlined, views were made clear about the quality of the food parcels. I make it clear that the department does not enter into contracts with any of these suppliers—it is done at local level. The standards that food needs to meet are outlined in statute, and the guidance is under that, so it is quite clear what should be provided. I must pay tribute to school staff and catering staff who are delivering meals to those free school meals pupils who are in school. Often the option of delivering food parcels to the door is the best way to meet the needs of a vulnerable child, particularly because it keeps the school in contact with them directly.

[Lord Krebs (CB) [V]]

My Lords, government figures show that more than 4 million children in the UK live in poverty, and many of them will be living with food insecurity. However, there are no official figures. Therefore, could the Minister tell us when the Government will publish their assessment of how many children in the UK are living without enough healthy food, and could she tell us what policies they will implement to tackle the problem in both the short and the long term?

[Baroness Berridge (Con) [V]]

My Lords, the Government are awaiting the second part of the national food strategy, and we have said that we will respond with a White Paper within six weeks of that strategy being published. We have expanded the entitlement to free school meals; at the moment, 1.4 million children receive free school meals. We have given the undertaking that any family that moves from legacy benefits on to universal credit will have an entitlement to free school meals. So we are meeting the needs of children. In addition to that, there are the holiday activity clubs that we have expanded, as of the Easter holidays of this year. So we are looking to meet the needs of those in our society who need food.

[Baroness Jenkin of Kennington (Con) [V]]

My Lords, can my noble friend confirm how this affects food waste? Am I right in understanding that much of this food, which of course is designed for lunches only, had been ordered or bought well in advance?

[Baroness Berridge (Con) [V]]

My Lords, the noble Baroness is correct. One key reason why the Government gave schools the choice was that they were aware of the operation of their own school catering staff—but also, certain suppliers had already purchased food and they had already paid for it so, obviously, moving to a voucher system immediately could have resulted in food waste. Giving the flexibility to schools in terms of local vouchers enables them to use local suppliers and to support their local economy.

[Lord Griffiths of Burry Port (Lab) [V]]

My Lords, the Prime Minister has said that Marcus Rashford is doing a better job at holding the Government to account than the Official Opposition. Does that mean that the Prime Minister is now prepared to accept Mr Rashford’s advice that a major review of free school meals and, indeed, child poverty, might be undertaken by them as a result of mistakes recently made? While on my feet, I point out that the Government add insult to injury by handing out these disgraceful bags, which would have been an insult to those receiving them. Whenever policies are directed towards those trapped in poverty, they should never forget the dignity of those receiving them and to treat them with respect.

[Baroness Berridge (Con) [V]]

My Lords, I join the Prime Minister in paying tribute to the work of Marcus Rashford, which was recognised in the latest honours that he was given. In relation to the flexibility that we have given to schools here, it is important to remember that schools know their children best; they know whether food parcels are best. Obviously, receipt of a food parcel can be vital if the parent at home at the moment is extremely clinically vulnerable, so a voucher perhaps would not be best. Schools generally do not want to deal in cash. Yet we have also seen the use of food parcels that are not necessarily synonymous with a lack of dignity in terms of the clinically vulnerable people in the first stage of the pandemic—and also businesses have sprung up during the pandemic using food that was potentially to supply restaurants and delivering it door to door. So although there needs to be sensitivity in each situation, it is not synonymous with a lack of dignity to offer actual food to people.

[The Deputy Speaker (Lord Russell of Liverpool) (CB)]

I call the noble Lord, Lord Greaves. The noble Lord is muted.

[Lord Greaves (LD) [V]]

Well, I unmuted myself, as agreed, and somebody muted me again, so I have unmuted again. It needs sorting out.

My Lords, there does not appear to be a major problem in Lancashire, because Lancashire County Council—and I congratulate it on this—set up a county-wide voucher scheme for schools when the schools closed again, after the first day. If Lancashire could do this on a county-wide basis, why could the Government not do it straightaway nationally?

[Baroness Berridge (Con) [V]]

My Lords, I applaud the example that the noble Lord has given, and I have outlined why it is important that these three options are open to schools. As I have said, schools can re-register this week for the national voucher system and reactivate their accounts, and vouchers will be redeemable and available from Monday. Also, of course, where there is a free school meal entitlement for those who also qualify for the breakfast club, that food should also be provided. This has been stood up as soon as we can. In the last phase of the pandemic we distributed more than £380 million through a national voucher scheme. Noble Lords made it clear that there were downsides to that, because it meant that the business was given only to supermarkets. So it is important that we use the food and do food parcels, local vouchers and national vouchers.

[Lord Loomba (CB) [V]]

My Lords, I commend the Government’s decision to provide lunches to school- children. However, sadly, due to the carelessness of caterers, there has been a great deal of variation in the contents of the food parcels. What steps are the Government taking to tighten this up and be more specific, to stop this happening again? Alternatively, would they consider a voucher scheme again? That would go some way to alleviating this problem, as some schools still prefer to use their own caterers, which also helps save jobs.

[Baroness Berridge (Con) [V]]

I am grateful to the noble Lord for outlining the role that school caterers have at the moment. Some of them obviously want to be involved in the delivery of free school meals to qualifying children who are at home. It is clear that the standard of food that should be provided is based on a statutory requirement. The association of school food and caterers was part of putting that together. The provision of food should obviously be sensitive to dietary requirements and allergies, and to religious and cultural sensitivities, so that the food provided, whether in school or by way of delivery, is appropriate for the children.

[Baroness Sanderson of Welton (Con)]

My Lords, this recent episode has, once again, highlighted the importance of an effective free school meals programme. Can my noble friend the Minister confirm whether the Government are considering the recommendation, outlined in the National Food Strategy: Part One, to expand eligibility for the free school meals scheme to include every child from a household where the parent or guardian is in receipt of universal credit?

[Baroness Berridge (Con) [V]]

My Lords, we are indeed considering the first part of the national food strategy. We expect part two to be with us, potentially, later this month and the Government have made a commitment to respond to it. We will be carefully considering that suggestion, but it must be borne in mind that there is a long taper for benefits with the universal credit system, rather than a cliff edge. There is data available that suggests that half the school population would then be eligible for free school meals, including some from households in receipt of income in excess of £40,000 a year. We need to consider carefully whether those suggestions are the best use of public funds.

[Baroness Lister of Burtersett (Lab) [V]]

My Lords, returning to my noble friend’s Question, one parent described their treatment as “humiliating”. They asked: “Why should you decide for us? Why not give us the money?” That, in the words of an academic expert, is the best way of ensuring that families are supported with dignity, respect and freedom of choice. Why not give parents the money? Do the Government not trust them?

[Baroness Berridge (Con) [V]]

My Lords, of course the Government trust parents. That is why we have given schools these options of how to deliver this. If there is any complaint about their treatment, parents should raise that with the school. There are also further avenues for them to make representations. However, as I have outlined, schools do not want to deal with distributing cash to parents, particularly during the pandemic. That is why a local or national voucher system is by far the best option for monetary support, rather than cash.

[Baroness Bennett of Manor Castle (GP) [V]]

My Lords, can the Minister confirm that the national voucher scheme will be operating through the same private company as last time? Can she also reassure me that its computer system will be adequate, and that school staff or parents will not find themselves having to log on at 3 am or 4 am as the only time it is possible to get into the system? Given that it is a for-profit company, what does the Minister consider a reasonable profit for it to be making on the scheme: 5%, 10% or more?

[Baroness Berridge (Con) [V]]

My Lords, I can assure noble Lords that, as I have outlined, from Monday e-codes will be issued that can be redeemed against supermarket vouchers. The department is closely monitoring the logistics of the scheme being set up. We anticipate thousands of schools wanting to access that portal as soon as they can, but we are monitoring this properly. In the emergency of the pandemic, we stood up a system that delivered vouchers worth £380 million last time.

[Baroness Bakewell of Hardington Mandeville (LD) [V]]

My Lords, I welcome the Government’s decision to issue families with food vouchers, allowing them to choose the food to feed their children with a daily main meal. The quantity of food eaten by a six year-old girl is not the same as that eaten by a 14 year-old boy. Can the Minister reassure the House that the value of the vouchers will take account of the age of the child and the quantity of the food they require?

[Baroness Berridge (Con) [V]]

My Lords, the value of the voucher has actually been raised from the normal £11.50—a free school meal—to £15, recognising that schools and catering suppliers have economies of scale that a family would not have. I asked about this just this morning and, in terms of food supplied through a food parcel, we would expect schools to deliver appropriate food. A primary school food parcel would look very different from a secondary school one.

[The Deputy Speaker (Lord Russell of Liverpool) (CB)]

My Lords, the time allowed for this Private Notice Question has elapsed.

Child Welfare

Baroness Berridge Excerpts

Thursday 7th January 2021 Lords Chamber

[Baroness D’Souza (CB) [V]]

I beg leave to ask the Question standing in my name on the Order Paper.

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, families play a primary role in caring for and educating their children. The right honourable Secretary of State for Education has therefore been asked to drive forward policy in order to protect vulnerable children and give all children the best start in life. To work towards this, the Government have announced £2.5 million to research and develop best practice on how to integrate family services and support for vulnerable children.

[Baroness D’Souza (CB) [V]]

I thank the Minister for her Answer. As I said somewhat earlier, there has been a welcome focus on children’s welfare in the past few months, including children’s poverty, free school meals, obesity, domestic abuse, education and excluded children, among other issues. However, is it not now time for the Government to consider it appropriate to appoint a senior, Cabinet-level Minister with special responsibilities for children to consolidate, co-ordinate, streamline, implement and introduce new policies to meet these continuing needs?

[Baroness Berridge (Con)]

My Lords, the needs of children and families indeed cut across government departments. Therefore, the Government’s existing procedures are utilised when policy impacts on more than one department. For instance, there is now a ministerial group in relation to the needs of care leavers. Reviews have taken place, such as the Selous review of service families. So existing procedures are being used across government and the Secretary of State is driving forward new policy.

[The Deputy Speaker (Baroness McIntosh of Hudnall) (Lab)]

My Lords, I understand that the next speaker, the noble Lord, Lord Winston, is absent, so I call the next speaker, the noble Baroness, Lady Uddin.

[Baroness Uddin (Non-Afl)]

My Lords, as a practitioner in the field of family protection, I add my voice to the call by the noble Baroness, Lady D’Souza, for a Cabinet-level Minister. This is a seminal moment in children’s lives. They face countless burdens, including poverty, education, mental well-being, online harms, county lines, and an unprecedented level of violence and abuse. A Cabinet Minister with a diverse team to address these complexities would be in the forefront of decision-making. Does the Minister agree?

[Baroness Berridge (Con)]

My Lords, it is a privilege for the Secretary of State to be in charge of driving forward policy in this area. However, we should not focus solely on the level of responsibility, because often the first points of contact for vulnerable children are not only the local authority but voluntary services. So we have invested about £9 million with Barnardo’s, which takes the lead on See, Hear, Respond to try to reach children who have yet to be sighted by the statutory authorities.

[Lord Balfe (Con)]

My Lords, might I urge caution on the Minister? We have many departments that deal with children, particularly the DHSC, which has responsibility for social services aspects. We have a Children’s Commissioner and I am not sure that we would advance anything by adding a title to a Cabinet Minister’s role, when there are already Cabinet Ministers responsible for social services and education. So caution, please.

[Baroness Berridge (Con)]

My Lords, yes, there are a number of departments that have responsibility in this area. For instance, the DHSC has led on the childhood obesity strategy, while money raised by the sugar tax is actually spent out of the Department for Education on healthy eating and PE. We welcome the appointment of the new Children’s Commissioner, Rachel de Souza, who will take office soon.

[Lord Storey (LD) [V]]

My Lords, the suggestion by the noble Baroness, Lady D’Souza, is not without merit, but the Minister will be aware that we have a Children’s Commissioner in England who promotes the rights, views and interests of children in policies and decisions affecting their lives. Will the Minister consider ways of enhancing the role of the commissioner?

[Baroness Berridge (Con)]

My Lords, the advantage in having a Children’s Commissioner is that it is a statutory appointment and, as I say, there will be a new occupant. However, we are privileged in this country to have a very active civil society on behalf of children, making sure that their views are known, as well as through MPs. There are government-led programmes to reach the most vulnerable families, such as the successful Troubled Families programme, where we have spent over £1 billion and where we have seen significant reductions in the number of children coming into care from those families, and significant reductions in juvenile convictions.

[Baroness McIntosh of Pickering (Con) [V]]

My Lords, I am a vice-president of the National Association of Child Contact Centres and I warmly welcome the focus on children’s welfare in the range of Bills currently before the House on online harms, domestic abuse and covert human intelligence, among others. My noble friend in her replies outlined an ad hoc basis of interrelationships between relevant departments. Is there some merit in setting up a permanent cross-party group that will consider the welfare of children at the earliest possible stages of drafting policies with regard to children’s welfare, and again at the stage of implementation? At the moment we have only an ad hoc basis, bringing departments together where relevant. There is some merit in having a permanent, formal cross-departmental relationship.

[Baroness Berridge (Con)]

My Lords, in relation to certain matters such as care leavers, there is a formal cross-ministerial group, but I assure noble Lords that the processes are not ad hoc. There are procedures across Whitehall to ensure that policy-making is coherent. The Government also now applies the family test to policy-making. We also must not forget as well that one of the key things we need to focus on is that schools are now closed for most pupils, and that is one of the best protective factors for our children and is why vulnerable children and those of critical workers are, I hope, currently in school.

[Baroness Meacher (CB) [V]]

My Lords, I support the concern of the noble Baroness, Lady D’Souza. Of all Bills with relevance to children, surely the Domestic Abuse Bill should have their interests high on its agenda, yet they are hardly mentioned. I think I found three mentions in the Bill. Does the Minister agree that a Cabinet-level Minister for children would have ensured that children’s interests are fully reflected in this incredibly important Bill?

[Baroness Berridge (Con)]

My Lords, the noble Baroness may be aware that the DWP has a specific initiative to reduce parental conflict. When the Domestic Abuse Bill is before the House, I am sure noble Lords will make the needs and interests of children clear. We have been focused on this, particularly with schools, which are the second-largest referrers to the police, to ensure that local authorities have enough capacity for referrals to be made.

[Lord Watson of Invergowrie (Lab) [V]]

My Lords, the Minister says that the Secretary of State for Education is responsible for driving forward policy on children, yet, on the DfE website, the welfare of children is not listed under his responsibilities, although providing support for children is included under the responsibilities of the DWP’s Secretary of State. Does this not demonstrate the need for a cross-departmental approach to protect children’s welfare? Given her other role as Minister for Equalities, the Minister surely understands the benefits of overarching departmental responsibility. Without a Cabinet member responsible for the welfare of children, what new cross-government procedures will be introduced during the current lockdown to ensure that vulnerable children are protected from levels of abuse similar to those reported by the NSPCC during the spring lockdown?

[Baroness Berridge (Con)]

My Lords, the NSPCC’s role is very important at the moment. That is why we have ensured funding so that its helpline can exist. Within the structure of the Department for Education, the right honourable Member Vicky Ford is responsible for vulnerable children and children’s social care in policy terms. It is clearly a priority within the department, but I will take away the noble Lord’s comments about how things on our website are prioritised.

[Baroness Thornhill (LD) [V]]

Minister, much has been said about cross-departmental working with some welcome remarks about civil society. In a post-pandemic recovery plan, is there any political will within the Government for part of the solution to be real devolution and decentralisation of responsibilities and powers to local governments?

[Baroness Berridge (Con)]

As I understand it, the primary responsibility in statute is with the local authority. It has responsibility for the safety and welfare of every child within its area. That is why, during the pandemic, there has been an increase of £4.6 billion and £1.55 billion going forward to keep those services. They are now part of the local safeguarding partnership that has been put in place with the police and public health locally.

[The Deputy Speaker (Baroness McIntosh of Hudnall) (Lab)]

My Lords, I regret that the time allowed for this Question has elapsed.

Covid-19: Educational Settings

Baroness Berridge Excerpts

Thursday 7th January 2021 Lords Chamber

[The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)]

My Lords, first, I pay tribute to all the staff who are making provision available to pupils in our schools and to those who are remote learning. In response to the questions asked by the noble Lord, Lord Watson, first, in relation to for the timing of the decision to close schools, obviously we made it very clear that that would be a last resort. The pace of the spread of the disease was such that, unfortunately, decisions could not necessarily be made as timeously as we would have liked.

For exams, there cannot be a plan B, because the department is working on a number of contingency plans. The disease means that the circumstances presented can be varied. Those contingency plans form the basis of the consultation that Ofqual will set out. We are aware that parents, children and schools need certainty as soon as we can provide it, but Ofqual must first conduct a valid consultation, which will take weeks rather than months.

In relation to online provision, strengthened guidance and direction has been given to schools on the number of hours per day they need to deliver, their accountability, and their monitoring daily to see whether students are engaging with it. We have spent more than £300 million on digital support for online learning, and we have provided considerable support to schools themselves, linking some schools to other schools that were very good at such online provision, and were using technology before the Covid crisis. We have funded schools’ access to either Microsoft Education or Google Classroom, and more than 2 million accounts have been opened. Schools have been enabled to deliver this, which is why the direction is now in place.

By the end of next week, more than 750 million laptops will have been delivered to schools and children. It is not possible for officials in the department to identify the children who need the laptops: that is a job for schools, which know their pupils better than anybody. And yes, a contextual decision can be made by head teachers: if to access to a device or connectivity are a significant problem for a child, the head teacher and school leadership have the discretion to make a place available to that child. But, with the provision that I have just outlined, we do not expect that to involve thousands of children.

BTECs were not an afterthought. The examination and assessment system for BTECs is a rolling system, and when the decision was made to close schools we were aware that, unlike for GCSEs and A-levels, the content for certain of those assessments had already been taught, and children were about to sit the exams this week. Some of those exams are a pathway into work, so we tolds colleges that we would allow them to decide—in consultation with students, obviously, particularly those who needed that assessment to enter the next occupational stage. So it was right to give colleges that discretion.

The early years sector remains fully open, including maintained nurseries and nursery provision within school premises. The data that I have says that children from 0 to five years old are the lowest of all the cohorts in our population for the presence of Covid, and there is no evidence that these settings are a vector of transmission. Early years settings are educational settings, and we have learned more and more over the years about how essential that stage is for very young children. Also, that is one type of education that cannot be delivered remotely, so it is important that those settings remain open.

As for the points raised by the noble Lord, Lord Storey, the expert group on differential learning will still be in place, and that information will be available to the department and to Ofqual. As I have said, there is no evidence of any more of a risk of the disease within school settings. This is really about limiting the number of contacts; they reflect community transmission, and we had to close schools to limit those contacts.

The noble Lord mentioned vulnerable children and the pupils who need teaching the most—disadvantaged children—and their access to the online curriculum. For them it is essential that there be a means of redress if parents raise questions, although of course we expect them to talk to the class teacher and the head teacher about the provision first. Overwhelmingly, schools are doing a wonderful job, but there are certain situations in which, if provision is not good enough, pupils and their parents should have a means of redress. So Ofsted will conduct monitoring visits, and can make a monitoring visit to any grade of school if there is a basis on which to go in because of the quality of remote education.

We are aware that a number of homes rely on the mobile phone network to access broadband for children to access the education curriculum remotely. I pay tribute to a number of major mobile phone networks, which we have worked with. For parents who rely on this, we have arranged for the data cap to be lifted to a level that enables children to access the amount of remote education specified in the direction—either three, four or five hours. It will be lifted every month, on the basis that that additional limit gives those children access. We cannot guarantee what families then do with it, but that is the formula that we have arranged with many mobile phone companies.

As the Secretary of State made clear, there should be some training and support for teachers for the exams. Whether there is a form of moderation is a matter for the consultation. As I have said, there will be issues to do with differential learning loss.

Free school meals are available. The eligibility criteria have not changed. As many noble Lords know, sometimes there is a lag with the census figures used for funding, but this is flexible. We have recommended that schools make food parcels and local vouchers available, not only because the catering suppliers need their business but because they have purchased food. We do not want food waste as a result of schools being closed. However, if those two means do not work, we will have some form of national voucher scheme, but it is important that caterers that were anticipating delivering school meals should use that food, if at all possible.

Settings for alternative provision are open on the same basis. It depends, as some children are dual-registered with their mainstream school still and are under the responsibility of the local authority. Local authorities also have a responsibility for children’s social care.

I had not noticed anything to do with the portal, but schools guidance, including the remote information I have outlined, is up. There is an edtech part of that site, which I encourage noble Lords to look at, because it is easily accessible and all secondary schools and about half of primaries can order more laptops through that site. In relation to catch-up funding, £650 million is going directly to schools. A portion has already been allocated, but we have delayed the other portions based on needing new census figures to accurately give schools the correct sums.

Finally, 60% of tuition partners in the National Tutoring Programme had the ability to move online. The academic mentors, who were the other limb and are important for disadvantaged students, should also have moved remotely. We are doing what we can, but we recognise that reopening is important for children and we will do that as soon as public health allows. We are aware that catch-up has taken on a different dynamic with, sadly, this second decision to close schools.

[The Deputy Speaker (Baroness Barker) (LD)]

We now come to the 30 minutes allocated for Back-Bench questions. I ask that questions and answers are brief, so that I can call the maximum number of speakers.

[Lord Lexden (Con)]

I declare my interest as a former general secretary of the Independent Schools Council and the current president of the Independent Schools Association. Is it not essential that the Government give the highest priority to the vaccination of all those who work with such dedication in our country’s schools? Will they consult closely with the Independent Schools Council in settling the detailed arrangements for this summer’s exams and assessments, recognising the close partnership that the council has with maintained sector colleagues?

[Baroness Berridge (Con)]

I am grateful to the noble Lord for mentioning vaccination, because I forgot to outline the position. We are following independent experts from the JCVI in distributing the vaccine first to those who are most clinically at risk of hospitalisation and death. The single biggest factor, as I am sure noble Lords are aware, is age. I understand that the Prime Minister might be talking about the progress of the vaccination at this very moment. In relation to reopening schools, the testing being rolled out and consideration of the vaccine are very much on the department’s mind. I am due to meet the Independent Schools Council later this month. From previous discussions, I know that it is closely linked to Ofqual and I am sure it will be involved in responding to the consultation on exams. We recognise the concerns and views being expressed by Members on the priority that should be given to vaccinating school staff.

[Lord Bilimoria (CB) [V]]

My Lords, the Statement clearly states a binding requirement for schools to provide high-quality remote education, yet just over a month ago the Chancellor said in the spending review that, instead of having 100% gigabyte digital coverage, it will now be only 85%. Does the Minister agree that it is now essential, with remote learning and digital access, to have 100%? Secondly, the Statement says:

“Regular testing will take place of staff and students in school”,


yet it implies that many schools are already testing, and we hear that in one large local authority, they have been told not to proceed with the lateral flow tests because of their inappropriateness and reliability. Could there be clear communication from the Government on the effectiveness, worth and necessity of these rapid mass tests?

[Baroness Berridge (Con)]

My Lords, school staff did a sterling job of setting up testing facilities in secondary schools over the Christmas holidays. The testing will be used for staff, vulnerable children and children of critical care workers attending school. This is also part of looking forward to the reopening, for which this testing may be needed. We are looking at extending it to primary schools, and there are specific arrangements for specialist settings. I have outlined the arrangements we have made on mobile phone coverage for internet access. Also, if there is a particular problem for children with connectivity, at the moment schools can bring them in as a classified vulnerable child.

[The Lord Bishop of Durham [V]]

I declare my interests as chair of the National Society. I thank the Minister for the Statement and the commitment on the delivery of laptops and 4G to children. Some schools are reporting over two-thirds attendance today, due to children of key workers and vulnerable children. This runs counter to the policy of children staying at home as much as possible and, as such, is seen by school staff as highly risky to them. I have been in touch with a number of them just this afternoon with regard to this. What proportion of school attendance do Her Majesty’s Government think is needed to reduce schools’ role as a virus vector, and what more can be done to enable more vulnerable children to learn from home where hardware and 4G are the issue?

[Baroness Berridge (Con)]

My Lords, the position was not that there was any increased risk for staff in these settings; the closure reflected the fact that the levels in the community generally were such that we had to close schools to reduce contacts. On attendance, schools are legally obliged to offer those places, but we have seen situations in which they have worked pragmatically, adopting hub models so that they can arrange for all pupils who should have a place in the school to have one. There is no evidence that staff are more at risk. We do not anticipate a public health issue in allowing all this; the guidance—which was cleared by public health—was given to the sector so that we could allow vulnerable children and children of critical care workers into our schools.

[Baroness Garden of Frognal (LD)]

My Lords, do the Government have any idea of the vast additional workload on teachers, who are suddenly told that they have to teach online instead of in the classroom? I have a daughter who teaches reception; at the beginning of the week she was told that she would be in the classroom but then there was an about-turn. She now faces hours and hours of creating exciting, virtual lessons for her little four year-olds. I share my noble friend Lord Storey’s outrage that this disastrous Secretary of State has suggested that parents should report concerns about teachers to Ofsted. Our wonderful, hard-pressed teachers are working their socks off to comply with last-minute changes and U-turns and to master a completely new way of teaching. Instead of these threats, should the Government not be giving their undivided support to our great teachers?

[Baroness Berridge (Con)]

My Lords, I have outlined that we recognise the hard work that teachers, teaching staff and all the ancillary staff have been doing, but there will be a few situations in which the best interests of the pupils who need this education mean that there should be some form of accountability. As I said, that is monitoring visits in our schools. Unfortunately, there are some reports of education still not being delivered. However, the guidance is very clear that schools should have an online platform to deliver education. We have moved to that presumption for remote education, but they can use video lessons. Oak academy has made available, with the department’s funding, nearly 10,000 lessons, including special educational needs lessons. I know of schools that have been using that resource. That is entirely appropriate delivery of remote education. One of the things we have seen is the sharing of much more expertise across our best schools through platforms such as this, which we hope will carry on post pandemic.

[Lord Lucas (Con) [V]]

My Lords, has the Department for Education established a working group to look at the opportunities for radical improvements to education and assessment that have been opened up by the disruption caused by the pandemic, and the response of the education system to it?

[Baroness Berridge (Con)]

My Lords, there have been significant changes. As I just outlined, we hope we will carry forward certain changes if they are in the best interests of children. There will be a moment to reflect at some point on all the changes that have happened, on the use of online and where it is and is not appropriate. Our focus is on supporting staff and schools to deliver education and to focus on reopening our schools as soon as public health data allows us to.

[Lord Empey (UUP) [V]]

My Lords, by the time this pandemic is over, virtually two full academic years will have been severely disrupted. I served on the Select Committee of your Lordships’ House on food, poverty and the environment last year. It was very clear that a lot of very severely disadvantaged children were falling further and further behind. While I welcome my noble friend’s announcement about the provision of laptops and connectivity, she will know that a number of people will simply not have the expertise to use the equipment and there will be parts of the country where the signal will not be available. What provisions will be made for an emergency recovery plan when this pandemic is over to prevent these children completely falling out of society and having their life chances severely affected?

[Baroness Berridge (Con)]

My Lords, we are keenly aware of the effect that the closure of schools has, particularly on disadvantaged children. We are aware that school is a protective factor for many children and that schools are the second-largest referrers to children’s social care.

On disadvantaged children, the holiday activities fund will be in every local authority area from the Easter holidays. There is still also the winter Covid fund of £170 million until the end of March, which is being given to local authorities. That should cover any needs during February half term. The reasons the noble Lord outlined are why we have directed that schools should be in daily contact with children through the remote education they are delivering, so that any children who are struggling, particularly if they have mental health issues, can be brought into school at the discretion of the school leadership.

The Covid catch-up fund that I have outlined has been moved to remote provision. On getting data, the Renaissance Learning partnership, which is gathering information on lost time in education, is looking at how that can now be used now that we have this interruption to education again. We are keen to get the data as soon as we can.

[Baroness Grey-Thompson (CB) [V]]

My Lords, I draw your attention to my registered interests. The Government are indeed under great pressure, but we know that many children’s health is adversely affected during the usual six-week summer holiday by lack of access to PE. Home educating our children is not easy and, taking into account current restrictions, physical activity might be inadvertently dropped. The Prime Minister repeatedly talks about the importance of exercise, which is fantastic, but what advice will Her Majesty’s Government give to those schools, children and families moving to online learning to help them know what they need to do to remain active and to think about their long-term health?

[Baroness Berridge (Con)]

My Lords, the noble Baroness raises a very important point; we are aware that many children are living in accommodation with no outside space and limited indoor space. The guidance we published today is obviously for children in school—the full curriculum—so that will cover PE as well as everything else, and there is now a requirement for remote PE lessons with children. There are also links to the advice from Sport England on activity, and it is important to emphasise for everybody that the guidance enables households to get out once a day for exercise. It is very important that families do that.

Daily contact with children is not just about whether they are engaging with the content; it is also about how they are. As the noble Baroness will be aware—I have seen this with children I know—you can sometimes see from their pallor that they are not getting enough activity. This is something to do with well-being that we expect staff to monitor in the children they teach.

[Lord Clement-Jones (LD) [V]]

My Lords, Teach First has demonstrated the extent of digital exclusion among schoolchildren during the pandemic, and it is a huge concern. Last year, the Government promised a million laptops and tablets, but then slashed many allocations by 80% in October and, in the end, delivered only 500,000. What faith can we have that the extra 500,000 devices can be delivered urgently now, and are they enough? What guarantee of delivery do students have, and when?

--- Later in debate ---

[Baroness Berridge (Con)]

My Lords, the Government have purchased more than a million laptops. The change in the formula to which I believe the noble Lord refers—the change in the allocations—was to get laptops to children already self-isolating at home, and not to have them delivered to schools by a numbers allocation. That was entirely sensible: those children needed those laptops there and then. As I said, by the end of next week, 750,000 will have been delivered. The portal on the DfE website is open to all secondary schools and more than half of primary schools, and the latest response time I have for schools ordering and it being delivered is four to five days from that order. As I said, by the end of next week, we will have delivered 750,000 laptops. The Department for Education is one of the world’s leading purchasers of laptops. This was an enormous order to manufacturers to give our disadvantaged children access to technology.

[Baroness Fox of Buckley (Non-Afl)]

My Lords, to quote the Statement:

“I would like to reassure everyone that our schools have not suddenly become unsafe, but limiting the number of people who attend them is essential”


when Covid rates are rising. So schools have not suddenly become unsafe; it is about limiting numbers.

Some rather imaginative, frustrated and demoralised sixth-formers I know have a suggestion for the Minister, which is that they would happily meet in limited numbers if she requisitioned a whole range of buildings lying fallow in this lockdown and mobilised a volunteer army of ex-teachers, heads and any number of members of the community who are willing to help, to allow them to study in hotels, hospitality areas or wherever, so that they could have face-to-face teaching and then be able to do their exams.

No matter how much you get Ofsted involved, you will not improve the quality of online teaching. Ofsted could be all over this House, but it would still notice that it is sterile to have a hybrid form of debate. It is sterile to have online teaching, no matter how much Ofsted inspects it.

I have a quick final question. Early years education remains open, which is fantastic, as far as I am concerned, but why cannot primary school pupils aged four, five, six or seven go to school as well, even in small clusters, in a similar way? Surely the science does not stop at three or four. What basis is there for keeping early years open? I do not want it closed, by the way; that is not the conclusion. In other words, reassure us that it is safe and then find imaginative ways of making it safe for face-to-face teaching to carry on.

[Baroness Berridge (Con)]

My Lords, it is an ingenious suggestion and I am grateful to the noble Baroness for giving me advance notice of it. However, it is one of those things that is easier said than done. It is very difficult to expect schools to operate, even in small groups, over multiple sites. There are issues with health and safety, et cetera, and the logistics of running provision. You are not just running remote provision but running a school over a number of geographical sites. Although it is not the same as face-to-face teaching, it is easier at that age for them to engage online.

The evidence is that the level of the disease in the early years population group is the lowest of all the age groups. Therefore, the decision for early years provision to stay open was made on that basis. For the reasons that I have outlined, and because we are at the other end of the age spectrum for that age group, one cannot deliver that kind of education remotely at all. In terms of numbers, the decision was made to limit primary schools provision to small clusters of vulnerable children and the children of critical workers. Referring back, FE colleges in particular have made a good job of moving their provision online. Therefore, online provision for that age group is the best option at the moment, and follows public health advice.

[Lord McConnell of Glenscorrodale (Lab)]

My Lords, this is just heartbreaking. The situation could have been foreseen and there have been many opportunities since last summer to put in place preparations to help avoid this national catastrophe for so many children and young people. Extra facilities for online learning could even have been used, giving young people a chance to get out of the home and into organised spaces with adult contact outside the family. There certainly could have been greater provision of equipment and recruitment of extra staff and volunteers since this debate started at the beginning of June.

However, I shall focus on two questions. First, in relation to work with telecoms companies to get data access for families who do not currently have it and, therefore, cannot take part in online learning at home, are the Government working with the devolved Governments to make sure that data access is available across the whole United Kingdom? Secondly, when will the Government guarantee to bring back external assessment? It is that, not internal continuous assessment, which is an equaliser across social divides and gives young people a chance to have a certificate matched not to their background or the school that they came from but directly to their abilities and schooling outcomes.

[Baroness Berridge (Con)]

My Lords, there have been significant preparations and schools are in a different place than they were when we had to impose the initial shutdown in March. I have outlined in detail the provision of technology et cetera. During the autumn term, when schools needed extra staff in order to keep provision, we implemented a specific Covid staff support fund to enable schools to stay open.

As regards external assessment, we agree. Exams were cancelled as a last resort because we recognise that external assessment is the fairest way for students. I have previously outlined to your Lordships’ House that the consultation will, I hope, include groups such as disadvantaged students. It is one of the bases for proposals for changing to actual grades for university because predicted grades are often lower than students’ achievement. Noble Lords will remember that we all become a number when entering for GCSEs and A-levels. They do not know where you come from, who your parents are or what school you went to. That is important, particularly, for instance, for BAME students. Becoming anonymous when taking an examination is important. Assessment should be based solely on one’s work after taking an examination, which is an incredibly important factor that we must not lose sight of.

As regards the devolved Administrations, I assume that the deal is UK-wide. If it is anything other than that, I will clarify. However, we are grateful to the mobile phone providers, which have stepped up in relation to this matter.

[Lord Greaves (LD) [V]]

My Lords, now that this summer’s exams have been cancelled, is it not a good opportunity to have a serious look at whether GCSEs have come to the end of their usefulness? They should be abolished, certainly in their present form. That is my first question.

Secondly, the noble Lord, Lord Empey, said that students will have effectively lost two school years—certainly one and a half. The Minister herself said that catch-up had taken on a new dimension. Is it not time that at least background planning seriously started taking place to see whether the present school year of 2020-21 should be reset and started again next September, so that children have the opportunity to catch up by doing the year again? There are major problems at the top and bottom ends, but is it not time that this was seriously looked at as a possibility?

[Baroness Berridge (Con)]

My Lords, in relation to GCSEs, the majority of children in England transition at 16. That may not be the case in other devolved nations and therefore examinations at 16 are an important part of our system. In relation to catch-up, there are of course plans in the department about how to get the information about how behind children are and how we support schools. The noble Lord’s idea is a novel one but, as he indicates, it has mammoth implications. Thinking about the higher education sector, would that be mandatory or voluntary, and would students really want to do it? Also, it would create a huge bulge into higher education at some point. The idea is novel, but it has mammoth implications for the sector. We need to focus on supporting schools in order to get the best education for those children at the moment, and that is what the department is focused on doing.

[Baroness Andrews (Lab) [V]]

My Lords, I want to come back to the questions asked by my noble friend Lord Watson of Invergowrie about early years. I was shocked that there seemed to be simply a passing reference to early years in the Statement, yet the Early Years Alliance does not share the confidence of the Government or the Minister. It says that nursery workers

“are being asked to remain on the frontline during the most worrying period of a global pandemic with no PPE, no testing and no access to vaccinations”

and the minimum of funding. The Minister has spoken about the science, but she has not told us whether the science covers the position and the vulnerability of nursery workers themselves in those settings. Secondly, why have the Government ceased to provide funding at this point? The Minister must know that the Coram foundation, in its report in December on the state of early years, predicted massive losses of nursery preschool provision in the coming year. It is a deeply worrying situation. Can she answer those two questions now?

[Baroness Berridge (Con)]

My Lords, the staff in the early years sector have done a sterling job as well, and over 80% of early years were in their settings before Christmas. These are not unsafe environments. We base our decisions on the public health evidence. These settings were given a very small amount of PPE just in case there was a pupil who was symptomatic on the premises, which was the same for schools. Those staff have access to community testing, of which we have ramped up the capacity. The data on which I rely, in relation to the rates of disease among the workforce, are the ONS data that we have. There was no higher prevalence among education staff than in relation to the general population. The sector is being funded on a per-attendee basis now, but I know that the Secretary of State was meeting the sector today or yesterday and we are in close contact with it regarding its sustainability.

[Baroness Bennett of Manor Castle (GP) [V]]

My Lords, my question is about vaccination. I noted the answer from the Minister earlier regarding the Government currently prioritising the most clinically vulnerable in line with the scientific evidence. But do the Government accept that education staff—both teachers and other staff—should be a very high priority, with other crucial essential workers, very soon in the future? If the Government accept that, are plans being made? We heard earlier from the noble Lord, Lord Bethell, about the complex logistics of arranging vaccinations. Are the Government planning to make arrangements to ensure that, should some extra vaccine become available, it would be possible to have plans in place to vaccinate school and other education staff very quickly?

[Baroness Berridge (Con)]

My Lords, I have outlined that the priority in relation to vaccination is based on that evidence because of the clinical risk of hospitalisation and mortality for the age of the population. I have outlined that, once we have done that cohort of the population, there will obviously be consultation and discussion with the JCVI, the Department of Health and other sectors in relation to who is then prioritised for the next round of the vaccine. However, I will take the comments and views of Members of your Lordships’ House back to the department and make sure that they are fed through.

House adjourned at 6.15 pm.