Employment: Young People

Baroness Berridge Excerpts

Monday 20th July 2020 Lords Chamber

[Lord Aberdare]

To ask Her Majesty’s Government what steps they are taking to ensure that the young people due to leave school in the current academic year are prepared for work in a post-COVID-19 environment; and what changes they have made to careers support and guidance provision to achieve this.

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

My Lords, we are investing around £100 million this year in careers guidance for young people and adults. We are supporting schools during the Covid-19 pandemic to develop virtual careers activities for students, including the successful My Week of Work event. The National Careers Service offers impartial careers guidance and advice through a website, web chat and helpline, and it will operate an exam results helpline this summer. We will keep this support under review and assess its impact.

[Lord Aberdare (CB) [V]]

My Lords, 800,000 young people are currently leaving education and hoping to join an already overcrowded jobs market. Good careers advice, including personal guidance from qualified professionals, will be essential to ensure all that talent does not go to waste. How will the current careers strategy be renewed and expanded to meet this need, and will the Government introduce a careers guidance guarantee, complementary to the opportunity guarantee, to ensure that all young people can access professional, personal careers guidance to help them identify and pursue suitable careers pathways?

[Baroness Berridge]

My Lords, during the pandemic, the Careers & Enterprise Company, alongside teachers, has had to review its delivery strategy. Much of its training and support has therefore been delivered virtually, so we have seen virtual mock interviews and virtual CV preparation sessions. Of course, the expectation on schools is that they deliver a personal interview to students at 16 and 18, and we have advised that that should take place virtually rather than by telephone. More than 70% of schools are delivering that interview at age 16 to the majority of their students.

[The Lord Bishop of Durham [V]]

My Lords, the Social Mobility Commission recently published an apprenticeships report, which highlighted a 36% reduction in the number of apprenticeship starters who were from disadvantaged backgrounds. As we prioritise developing the skills of young people, can the Minister confirm how the new £1.6 billion funding for scaling up training and apprenticeships will be distributed across the country to ensure that areas such as the north-east with a high proportion of disadvantaged students have access to quality training?

[Baroness Berridge]

My Lords, in relation to traineeships and apprenticeships, this is the first time that the Government will be funding employers who provide trainees with work experience, at the rate of £1,000 per new trainee, up to 10 per employer. Additional funds are available for apprenticeships of £2,000 for every apprentice under the age of 25, in addition to the original £1,000 for 16 to 18 year-olds’ apprenticeships. We are encouraging all employers, including employers in the north-east, to take advantage of those schemes and provide the work opportunities that young people need.

[Lord Lucas (Con) [V]]

My Lords, when I come across organisations which believe that they can help with the Government’s efforts to provide careers support and guidance to those affected by Covid, whether they be young people or older people who have lost their jobs, what email address or other contact information should I provide them with so that they get a one-stop-shop access to all that the Government are doing?

[Baroness Berridge]

My Lords, it is wonderful when employers and other people want to offer their support to the Government. In relation to careers advice, the National Careers Service is the Government’s overarching source of careers information and support, so that would be the first stop. Unfortunately, it is not a one-stop shop. The second stop would be the Careers & Enterprise Company. As my noble friend is probably aware, one of the three prongs of its approach is an enterprise adviser network, and more than 2,000 businesses and other employers are involved in providing that support in schools, so I would also direct those volunteers to that institution so they can assist schools at this time.

[Baroness Coussins (CB) [V]]

My Lords, we know that having foreign language skills makes school leavers more employable. Post Covid and post Brexit, this will be more so, and there is high demand in finance, telecoms, transport and tourism. Will the Minister include languages as a skills shortage in the national retraining scheme for technical education? Will she also promote effective liaison between the careers hubs and MFL hubs, to show exactly how language skills expand career opportunities and life choices?

--- Later in debate ---

[Baroness Berridge]

My Lords, the noble Baroness is correct about the importance of language skills, and that is why modern foreign languages have been included in the Ebacc. Yes, we encourage all our hubs in this area to work together: the careers hubs, modern foreign languages hubs and English hubs that we have across the country. The national retraining scheme is currently focused on those over the age of 24 who need to increase their skills to increase their income. That is led by a number of LEPs, and I am sure that they would welcome the introduction of modern foreign languages to that work.

[Baroness Morris of Yardley (Lab)]

My Lords, all the initiatives introduced that the Minister has referred to have to be accessed digitally, but over these last few weeks we have learned that we have digital poverty. Many young people do not have access to a computer, and they fall in the group that most needs support and guidance. What will the Government do to help them? Please do not tell me that it has been solved by the Government’s computer initiative, because we know that is not the case.

[Baroness Berridge]

My Lords, obviously, digital has become important, but the guidance issued to schools for September talks about their having remote learning from the end of September, so that includes the traditional way of delivering by way of printed packs, which I know many schools have been doing. Although we have been encouraging the use of virtual one-on-one interviews at age 16 over the telephone, of course schools have been encouraged to have some form of one-on-one physical contact with students before the summer holidays.

[Lord Storey (LD) [V]]

My Lords, all schools will be returning to full operation in September. How will access to impartial personal careers guidance be funded and promoted in schools, including primary schools, making the best use of careers guidance providers with the skills and resources to help young people make informed choices?

[Baroness Berridge]

My Lords, the noble Lord makes the important point that it is good to get involved early, so £2 million is being spent on primary school careers guidance and education. There is a specific pilot project involving 70 primary schools up in the north-east, working with Ernst & Young to see how the Gatsby benchmarking can be adapted for primary schools. As I have outlined, the expectation is that all schools will provide a personal interview with 16 and 18 year-olds before they enter the job market, and there is the local government guarantee for 16 and 17 year-olds of a place in education or suitable training, which will be particularly important this September.

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

I declare my interest as chairman of the Baker Dearing trust, which promotes university technical colleges. Is the Minister aware that on Friday of next week, about 300,000 18 year-olds will leave their colleges and schools for the last time and will be joined by tens of thousands of 16 year-olds? Our job as a Government and as a Parliament is to ensure that as few as possible of those join the ranks of the unemployed. The Government have a very good and potentially successful scheme to allow those students to apply for an extra year’s training to get a technical qualification, which will give them a chance of a better job next year. However, it is a great secret. It is not talked about generally or being promoted actively, except in the educational press, but 16 and 18 year-olds do not read the educational press. Can the Minister therefore ensure that by Friday of next week, every 16 and 18 year-old in the country will get clear information about the scheme, what it consists of and how they can apply?

[Baroness Berridge]

My Lords, the Government are using digital and traditional ways to promote the opportunities out there for young people. Many of the opportunities outlined in the skills recovery package are being promoted through jobcentres, and there is a £100 million fund for 18 and 19 year-old school and college leavers to study a high-value level 2 or level 3 if an employment apprenticeship or training opportunity is not available to them.

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

My Lords, the Resolution Foundation recently pointed out that the corona class of 2020, as it referred to it, could face years of reduced pay and limited job prospects, long after the current economic storm has passed, unless additional support is provided—and fast. Since March, entire year groups have missed out on university visits, work experience opportunities and, despite what the Minister said, much advice from careers leaders in schools. In preparation for a full return of pupils in September, school staff must have the funding and resources that they need to deliver that one-to-one support that enables young people to take advantage of the opportunities available to them after GCSEs. What additional support will the Government provide to schools to enable that to happen?

[Baroness Berridge]

My Lords, the Government recently announced a £1 billion catch-up package, £650 million of which will go directly to schools. The formula for that funding was announced today. The noble Lord will also be aware of the £350 million for the national tutoring programme. It is of course essential that there are skilled professionals in schools. One of the three prongs of the Careers & Enterprise Company strategy is to train up career leaders—1,300 training bursaries have been given, with a further 650 bursaries, as we recognise that this is a particular area of expertise. We expect that some of the £32 million that was announced for the National Careers Service will also go on training and upskilling careers advisers.

[The Lord Speaker (Lord Fowler)]

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

Education Settings: Autumn Opening

Baroness Berridge Excerpts

Wednesday 8th July 2020 Lords Chamber

[Lord Storey (LD) [V]]

I thank the Minister for the Statement. We need to get children back into schools and education, and to be working with all those interested parties to make this essential return successful and safe. There are some key issues.

Will the DfE be collecting data on attendance and examining reasons for absence, rather than talking about fining parents? The Secretary of State talked about

“a broad and balanced curriculum.”

How feasible is this? He talked about the £350 million for catch-up and claimed that

“six to 12 weeks of tutoring”—[Official Report, Commons, 2/7/20; cols. 538-39.]

will give five months’ improvement. This claim is, presumably, based on research but five months of lost education is very different from topping up full-time education. There will be particular issues for special schools, which were barely mentioned other than declaring that all children with an education, health and care plan should be in school. This is clearly impossible, given the state of knowledge about Covid-19.

I particularly want to press the Minister on the estimated 500,000 children who are missing from schools permanently. Some 80,000 of those children are home-schooled and 6,000 are going to unregistered schools; the Children’s Commissioner has talked of 120,000 children who have fallen outside the register. If there is home-school tuition, you do not need permission to home teach. You do not need any qualifications. There are no requirements on hours. You do not need to conform to the national curriculum or have to do SATS—and, of course, you do not have to be registered, let alone inspected. Will the Minister give an assurance, first, that those children who are home-schooled will at least be in an environment where safeguarding practices are maintained, and that those settings should be registered? Secondly, will she take action against those unregistered schools? Thirdly, will she ensure that we have a school-roll system which does not allow children to slip through the net? What we need is an open discussion about our schools returning, so that all our children can begin their school career again in September safely.

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

My Lords, I am grateful to the noble Lords for welcoming, as we all do, the fact that children will return to school in September. It is the case that many children have been in school during the period of lockdown. With about 20% of vulnerable children in school, there are over 1.6 million children in school. In relation to the point made by the noble Lord, Lord Watson, we share his concerns about the progress made over many years on the attainment gap between those children on free school meals and their peers. That is why the £350 million section of the £1 billion catch-up premium is for tutoring directed to disadvantaged children.

On the issues raised by the noble Lord, Lord Watson, the guidance strikes a balance between giving schools a framework in which to operate, which has been set in collaboration with Public Health England, and providing school leaders with the flexibility they need, given the multiplicity of school buildings around the country. The overarching principle in the guidance is that schools should seek to reduce the number of contacts between children and staff. It refers to achieving this through keeping groups separate in bubbles and maintaining distance between individuals. It is anticipated that the main thing that will reduce the risk for primary school children—who, of course, will not maintain social distance—is keeping groups separate. For older children, it is about maintaining distance between individuals; a year group can be the bubble for older children who, hopefully, will comply more readily with the instructions from their school leaders.

We appreciate that transport will be an issue in this regard, particularly in rural areas. The Government are advising cycling and walking and have invested £2 billion to promote this as a means to get to school and otherwise, but we recognise that it is a challenge. The guidance has therefore drawn a distinction between public transport and dedicated school transport. The most significant difference is that, while the current guidance is that the one metre-plus rule applies on public transport, it will not apply on school transport. The recommendations are that—if possible and within reason—the bubbles of pupils within school should be maintained on the school vehicle, and there should be queuing, cleaning and hand sanitisation.

As the noble Lord outlined, we recognise that there are particular issues relating to siblings and school transport, and further guidance will be published on this. However, I think it is widely recognised that the balance now is very strongly in favour of the need for children to be back in school for the sake of their health and well-being. We have carefully considered the risk of transmission of the disease—we know that, thankfully, most children are less susceptible to serious symptoms—and the balance is overwhelmingly in favour of most children returning to school.

On reorganisation, to which the noble Lord referred, class sizes can now return to normal, as I have outlined, and spaces used by more than one class can be cleaned. Until the end of the summer term, in addition to other funding we have made available exceptional funding to cover costs of up to £75,000 per school. This is to cover such things as being open during the holidays, providing vouchers other than through the central system and, of course, cleaning costs. Of the £14.4 billion extra cash over the next three years that was announced, £2.6 billion will be made available this September through the dedicated schools grant. That is in addition to the £1 billion catch-up premium.

We are, of course, concerned, as are many parents, about lost education, particularly for those children who will sit their main examinations—GCSEs and A-levels—next year. As of 2 July, Ofqual has published consultation proposals on a range of possible changes which we realise may have to be made to next year’s examinations. The overriding aim, as with this year’s examination results, is that the arrangements are as fair as possible and give appropriate recognition to children’s achievements. I invite the noble Lord, Lord Watson, to respond to this consultation, which contains a raft of different options to ensure that students can be confident in their results.

On track and trace, there is confidence that this system is up and running. Tests will be available for staff, pupils and their households and, obviously, local health teams should be notified where people test positive. We are distributing a small number of home kits, as the Secretary of State for Education outlined, which people can take home if they develop symptoms on school premises. I am happy to confirm to the noble Lord, Lord Watson, that there are no grounds for his suspicion that the £1 billion is not new money: it will be in addition to the core schools budget. The year seven premium to which he referred is not relevant to the £1 billion, because that is now included in the national funding formula. The £1 billion is in addition to the national funding formula money that I have outlined.

The questions from the noble Lord, Lord Storey, on children’s attendance in school are incredibly important. All the statutory obligations on schools to record attendance and any authorised or unauthorised absences will be in force as of September. It is important that we have that information; during this period we have published the statistics on how many children have been in school. As regards the broad, ambitious and balanced curriculum that we have outlined in the guidance, we believe that it is feasible for schools to look at how they will alter the priorities with which they will teach certain aspects of the curriculum. For instance, in maths, it is more important that young people get arithmetic skills than that they potentially learn Roman numerals. Therefore we leave it to schools to do that. We anticipate that the schools will be teaching to the curriculum by the summer of next year, but we have allowed them that flexibility.

Indeed, the statistic in terms of catch-up through the tutoring service—six to 12 weeks—is evidence-based and, as regards the catch-up premium, we have made available information from the Education Endowment Foundation to help schools use that money wisely. I can reassure the noble Lord that we have published guidance for special schools. Of course, they have to do many more individual risk assessments for pupils, but they have the benefit of smaller groups, and they will potentially be impacted by the changes to the shielding guidance that will happen on 1 August.

However, I share the noble Lord’s concerns about any children missing from our schools. He will be aware that the department carried out a consultation on proposals to introduce a registration scheme for children who are home educated. I assure him that we will publish that consultation response soon and that during this period, as well as Ofsted’s obligations to investigate safeguarding, it has also been acting on any intelligence it has received about any unregistered settings. It is supported by us to conduct such visits if it believes that there is an unregistered setting, and it continues to act on that intelligence. The noble Lord is probably aware that in recent years there have been a number of successful prosecutions. The department takes it very seriously, particularly in terms of safeguarding and the provision of education, if anyone is operating an unregistered educational setting.

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

My Lords, we now come to the 30 minutes allocated for Back-Bench questions. Can questions and answers please be brief, so that I can call the maximum number of speakers?

[Lord Lexden (Con)]

My Lords, is it not incumbent on us all, whatever our political party, to do all we can to encourage and support our country’s teachers and those working responsibly in the teaching unions? Has my noble friend noted the ways in which the recovery of our education system is being assisted by independent schools sharing their online programmes with state-sector colleagues, asking them to join summer courses, and strengthening the flourishing partnership work that benefits both sectors so much?

[Baroness Berridge]

My Lords, it has been a pleasure during my tenure as Minister to speak regularly to the Boarding Schools’ Association and the Independent Schools Council. One of the things we have seen during the pandemic is a sharing of educational expertise, not only from the independent sector to the state sector but within the state sector, whether that is sharing online classes, as with the Oak National Academy, or teachers sharing lesson plans. I hope that will be one of the positive legacies of this crisis—that we will continue to share the best of our educational practice so that all pupils can benefit from it.

[Baroness Coussins (CB) [V]]

My Lords, a foreign language has been compulsory for key stage 2 since 2014, and research shows that it is also beneficial for literacy and oracy in English for that age group. There is therefore widespread concern among teachers and heads that the guidance issued by the DfE last week omitted foreign languages from the subjects to be taught in primary schools when they return. Can the noble Baroness please tell us who took that decision, on what grounds and after what consultation?

[Baroness Berridge]

I am happy to clarify for the noble Baroness that what she outlines for the teaching of modern languages at key stage 2 is not correct. The guidance states that all state-funded schools are expected to teach all subjects from the start of the autumn term but to make use of

“flexibilities to create time to cover the most important missed content”.

I think the misnomer has been created by the fact that the guidance has a list of subjects, which says

“including sciences, humanities, the arts, physical education”,

but does not include modern languages. However, that was an illustrative list of a broad curriculum at key stages 1 and 2 and is not intended to be read as the only subjects or domain to be taught from ages five to 11. The Government expect maintained primary schools to continue to teach languages during key stage 2, but also to use those flexibilities. I hope this clarifies the matter for the noble Baroness.

[Baroness Massey of Darwen (Lab) [V]]

My Lords, some children who have been out of school for such a long time will need extra support to help them reintegrate and perform well. Professionals believe that demands on children’s services, including child mental health services, will be huge and expanded. Will the Government provide extra resources for such services to support schools and children, and if so, how?

[Baroness Berridge]

The guidance makes clear that mental health, well-being and adjusting children back into the school environment are important priorities. Mental health is key to that. In relationships, health and sex education, there is a particular module to assist teachers to teach about mental health, and £5 million has been dedicated to the mental health coronavirus fund, in addition to over 50 mental health support teams that are the beginning of rolling that out to a substantial proportion of our schools.

[Lord Addington (LD) [V]]

My Lords, the Minister in her Statement mentioned special educational needs, but concentrated on those with an education, health and care plan. The vast majority of those with special educational needs do not have one. What specialist teaching methods have been looked at to enhance the position of those who have fallen behind and will have greater difficulty catching up? For instance, have online awareness courses offered by the British Dyslexia Association—I here declare an interest—been considered as a basic tool for teachers?

[Baroness Berridge]

My Lords, as the noble Lord outlined, most children with special educational needs are within mainstream education, and when schools return the obligation is on them to offer that broad and balanced curriculum to all their pupils. Obviously, there are specialist teachers in schools to ensure that those with special educational needs are assisted to access that curriculum. During this period, there have been particular resources and guidance for those with special educational needs, including a specific SEND curriculum, available online through the Oak National Academy.

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

My Lords, I am particularly concerned about the less gifted and disadvantaged children when schools open. Many have lost three months of teaching, yet they will be expected to take GCSE exams next summer which are virtually the same for subjects as they were this year or last year. There has been no reduction in the subject content of GCSE subjects; the things dropped include field trips for geography and experiments in science. Is it fair to expect children who have lost up to three months’ education to take those exams? They will not catch up; they cannot catch up in the time available in one year.

So I ask the Minister to consider extending the school day. University technical colleges have an extended day: they have 31 teaching hours each week, as opposed to 25. If all schools had an extra two hours each day for four days—eight hours overall—that would provide time to catch up with the two, or two and a half, missing months. I do not see how else they can possibly enter a fair examination, and I hope that the Government will examine this seriously as a proposition. You cannot subject those children to unfair exams next summer.

[Baroness Berridge]

The Government are particularly aware of the situation for children in year 10. That is why, within the laptops programme, disadvantaged year 10 students have been given access to laptops. For the reasons my noble friend outlined, Ofqual has an extensive consultation at the moment to ensure that examinations next year are fair to the children he mentioned.

In relation to his specific proposal to extend the school day, we must take into account that we have a particular set of contracts with staff, and that many staff in our schools have been working since they came back after the February half-term.

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

My Lords, while we welcome the reopening of schools, careful planning will be necessary to maximise safety. Will the Minister consider a two-shift system, with shorter hours and fewer children in a class to maximise the safety of children and teachers? Will she also ensure the safety and protection of BAME children and teachers, who have an additional risk factor and the additional risk of passing the virus on to their often-crowded families? Particular care is necessary in faith schools, where the majority of students and teachers may be from the BAME community. Will the Minister’s department consider the additional departmental guidance on social distancing and other measures to help to reduce risk? Is she or her department aware of the excellent work done in this direction by the Guru Nanak school in Hayes, which has been recognised by the local education authority?

[Baroness Berridge]

My Lords, the guidance outlines that full classes can be brought back in September, so it is not anticipated that schools will need to use any kind of shift system like the noble Lord outlined. The guidance talks specifically about the BAME issue. There will be other vulnerable groups, such as staff and pupils who have been shielding. The guidance on who will re-enter educational settings will change on 1 August. We entrust school leaders, who do risk assessments for many purposes in ordinary times, to carry out the risk assessments. The guidance encourages them to make appropriate changes where they can to help and to reassure those who are to be reintroduced into school. It is a pleasure in my role to have good experience of schools drawn to my attention. I had cause to write to the Nishkam Sikh school recently about its response to coronavirus.

[Baroness Hussein-Ece (LD) [V]]

This week the Children’s Commissioner reported that some 120,000 vulnerable teenagers are at risk of never returning to full-time education. She calls them the lost generation. What urgent steps are being taken to identify these children and to work with schools, local authorities and safeguarding partnerships to support and re-engage them?

[Baroness Berridge]

My Lords, the noble Baroness’s comments are apposite because this was the theme of the Chancellor’s announcement today: we are determined that there will not be a lost generation and that opportunities will be given to 16 to 24 year-olds. On her specific question, we had already made additional funding available before today’s announcement to children who are particularly vulnerable, in settings such as AP, to ensure that they are not without education, employment or training. There will be a September offer to local authorities for 16 and 17 year-olds. I assure the noble Baroness that the focus is particularly on this group. We recognise that this is a key transition period, from education into work, for many of them. That is why we have sought to make skills, training and apprenticeships available to them.

[Baroness Blower (Lab) [V]]

My Lords, the Government’s latest school census data shows that we have the highest proportion of secondary school pupils taught in classes of more than 31 for 40 years, and many large primary classes too. This extremely high class size helps to explain the difficulties that schools have faced in getting all children and young people back into school. Also, before the pandemic many schools faced teacher shortages. Does the Minister agree that we might offer incentives to former teachers to return to the profession, and that we should absolutely ensure that all teachers qualifying this summer are able to secure teaching posts? This might be a way of ensuring that all those children who have certainly been through difficulty and possibly even trauma, in particular disadvantaged children, will be in classes where there might be a lower pupil-teacher ratio.

[Baroness Berridge]

My Lords, on the retention of teachers, we are relying on our existing initiatives that encourage thousands of teachers every year to return to the profession. In relation to the gap that many newly qualified teachers will have had because of schools closing, we are particularly aware of that and have advised that support should be given to them as they start their career. I assure the noble Baroness that within the £350 million tutoring fund there will be some tutors who will be full-time, in particular in disadvantaged schools that need that. There will be further guidance published on that, which will reveal whether retired and former teachers will be part of that cadre of support in our schools.

[Lord Taylor of Goss Moor (LD) [V]]

My Lords, despite the fact that children are least at risk from coronavirus, in many respects they have been among the greatest victims, as a result of losing so much of their education in the last months. So I could not more strongly support the work the Government are doing to get children back to school in September, and the campaign “Sept for Schools” that has been making this case. However, clearly there may be circumstances where school closures happen again because of particular outbreaks of coronavirus, but without furlough schemes and without the other support that has been in place for people working from home. As a single parent, I have looked after three children, aged eight to 13, and I can tell noble Lords that it is a full-time job being a teaching assistant while trying to hold down a full-time job as well. There are many millions of parents in that situation. If in the post-furlough world a school closes, what will be the support for parents who are at home, trying to look after their children and unable to work?

[Baroness Berridge]

My Lords, the noble Lord is correct: I suspect that many parents have a renewed and deepened appreciation for the role of the teacher in their children’s lives. In relation to the situations we hope to avoid going forward—we are obviously seeing a decrease in the prevalence of the virus in the population—the guidance makes it clear that by the end of September we are expecting schools to have a remote education offer that they can stand up as necessary to deal with the situation that the noble Lord outlines.

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

My Lords, in responding to the noble Lord, Lord Lexden, the Minister referred to a new focus on sharing best practice, but the Statement says that Ofsted inspections will restart in the autumn, and suggests that Ofsted will be visiting to discuss how schools are managing, gathering data and sharing learning. Given the fear, the stress and the fraught nature of Ofsted inspections over many years for teachers, does the Minister really think that it can suddenly turn around that culture and the expectation of teachers and other staff? Is this not a good time to recognise that Ofsted is a failed, confrontational model—as, indeed, is the whole focus on school league tables? Can we not start again—“build back better”, as the Government often say—with a different kind of institution and a different way of sharing that is not based on a confrontational model?

[Baroness Berridge]

My Lords, Ofsted is a vital part of our school system, providing accountability, and many parents rely on the grades that Ofsted gives. It has become common currency, I might add, within the school system—so no, we will not be going back to the drawing board in relation to Ofsted. However, in relation to the point the noble Baroness makes, the autumn involvement of Ofsted is going to be by way of visits. One of the first things the Government did, except in relation to unregistered schools and safeguarding, was to suspend the routine inspection of schools, so that teachers did not have that pressure. These will be visits in the autumn, but they will look at such issues as how a school is responding and what remote education it can provide. That is important, because parents are making it clear that sometimes the disparities in what is on offer are of concern to them. These will be visits with a letter and they will enable them to theme and help the Government and parents to know what is happening in our schools sector at the moment. I am particularly pleased that Ofsted will be visiting inadequate schools under the regime as a matter of priority.

[Lord Craig of Radley (CB) [V]]

Over 200,000 laptops were issued for pupils to connect online with their teachers. Were checks made beforehand that all would have internet access—not everyone in England has a good connection and not everyone can afford it? Are these laptops to be returned when compulsory schooling starts in September?

[Baroness Berridge]

My Lords, the laptops are the property of the local authority or the multi-academy trust; when they were loaned out to students, it was of course expected that they would be returned. Tens of thousands of 4G wireless routers went out as well, because we recognise the problem that wi-fi can be patchy, if not non-existent, in certain parts of the country.

[Lord Liddle (Lab)]

My Lords, I greatly welcome the £1 billion catch-up package mentioned in the Statement. But I know from experience of the way in which government works that there is a big gap between allocating a sum of money and ensuring that it actually reaches those schools in the most deprived neighbourhoods and the children who are most at risk of being left badly behind. How are the Government addressing this question? What sources of information are being used? Are local authorities involved as sources of advice on where the money could be best allocated? On the tutoring programme, are the Government considering innovative methods of delivery, such as those pioneered by Teach First in the last decade and more?

[Baroness Berridge]

The noble Lord is correct. When you have £1 billion, it is important to make sure that it gets to where it needs to go and delivers what it should. That is why £650 million will go directly to schools. Part of that is to enable them to purchase the subsidised tutoring. We trust the school system; giving the majority of the money to the schools is best. Only they know who, of the pupils in front of them, need what. We will publish further details on the £350 million for the national tutoring service. We are looking at making the best use of that money, including remote learning, without forgetting that, in certain schools, there will be a demand for a physical presence. There will be flexibility in that fund. Noble Lords will learn more about the £350 million tutoring fund soon.

[Baroness Garden of Frognal (LD)]

My Lords, I pay tribute to the inventive work that our hard-working heads, teachers and support staff have done over the lockdown period to encourage learning and to try to keep pupils in contact with schooling. As the noble Lord, Lord Baker, said, pupils have lost a great deal of learning time, so surely it is only fair that exams are cut back in 2021, as head teachers are calling for. As the noble Baroness, Lady Bennett, mentioned, will we also see the cancellation of school league tables, which cause damage at the best of times and would be truly harmful now?

[Baroness Berridge]

My Lords, as I am sure the noble Baroness is aware, there will be no exam data and performance tables for 2020, for precisely that reason. Ofqual is consulting at the moment to see how we can deliver exams next year. One issue is that the effect on children has been disparate. We are getting reports that, for some of the vulnerable children who have been in school, there have been small class sizes since February and some of them are excelling. Some children with English as an additional language have thrived. At the end of the day, we have to trust that schools know how best to deal with their children when they come back. Of those vulnerable children who have been in school, some of them have had an excellent experience.

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

My Lords, I am delighted to follow the noble Baroness, Lady Garden. I have an interest to declare, as my family is full of generations of teachers. My gratitude goes to all those teachers who have maintained the education of many children. I welcome this Statement and the funding measures, including the national tutoring package, particularly for catch-up purposes. Will the funding be enough to include computers? I understand that nearly 700,000 children have never had access to a computer, and this might help them to catch up over the summer and in the following months. I agree with the noble Lord, Lord Liddle, that we should be innovative in ensuring that this funding is used more creatively. What is the Government’s new advice for children who were previously excluded but are now expecting to return? They will have been even more vulnerable during this process.

Further to the point of the noble Lord, Lord Addington, about children with disabilities, the Minister will be aware that local authorities are expected to uphold their responsibilities to meet their health and social care plans for special educational needs. Will funding be ring-fenced for that?

Much has changed as a result of the pandemic, and minority communities being disproportionately impacted by Covid-19 means that fear has reverberated throughout those communities. Will the Government ensure that we do everything we can to mitigate any harassment, bullying, racism or Islamophobia, which detrimentally affects children’s education and well-being?

[Baroness Berridge]

My Lords, in relation to the funding that is needed, as I have outlined, there are many pots of money. There is of course the regular £2.4 billion of the pupil premium.

Over 200,000 laptops were ordered because we need to be flexible in these coming circumstances, and eventually we purchased 230,000 in order to have that flexibility.

In relation to excluded children, AP settings are expected to be open and have been open because we have wanted them to have some face-to-face contact with all their students. I pay tribute to those settings, many of which have kept in touch with those vulnerable children during this time.

[The Deputy Speaker]

The noble Lord, Lord McConnell of Glenscorrodale, has withdrawn his name, so I call the noble Lord, Lord Holmes of Richmond.

[Lord Holmes of Richmond (Non-Afl) [V]]

My Lords, will my noble friend join me in sincerely thanking all those teachers who have worked, many of them solidly since the February half-term, through the Easter holidays, not least to teach the children of front-line workers and those with special needs? On the subject of laptops, of those 230,000 how many have actually been delivered and how many are being effectively used right now by students?

[Baroness Berridge]

Of course I join the noble Lord in paying tribute to the extraordinary effort by teachers, support staff and school business leaders at the moment in offering education. Over 200,000 of the laptops were delivered on target by the end of June, so the commitment that we made has been delivered. As I say, we have a slight surplus so that we can deal with any further orders that we get and can have a certain degree of flexibility in future. However, we have to trust the schools. The department cannot issue these laptops to individual children; we have given them to local authorities and therefore to schools and multi-academy trusts. They know the students who need them, and we trust them as professionals to have distributed them properly.

[Baroness Benjamin (LD) [V]]

My Lords, if, as suggested, students coming back to school remain in year groups and are kept separate, it might prove difficult in secondary schools and will certainly impact years 10, 11, 12 and 13 as students may be with different students for every lesson of the day. Can the Minister explain how that will work with option classes if this suggestion is put in place?

[Baroness Berridge]

My Lords, we recognise that at secondary school there are different subject classes and specialist teachers who need to be in front of the groups of students—that is why a bubble can actually be as large as a year group in secondary school—but that obviously balances the risk that most of those children will obey the distancing that they have been advised to do. That will give the school the flexibility to offer different subjects to different groups of people. The guidance is clear that even partial distancing has a benefit, so if you step over the line you have not lost all the benefits of the guidance. It is about keeping children partially distanced because we recognise that some young people may not obey the rules.

[Lord Mann (Non-Afl) [V]]

My Lords, when schools return, will competitive sport be allowed for all these kids who have been locked inside for so many months? If not, what is the precise evidence base that this would create additional risk?

[Baroness Berridge]

My Lords, the guidance specifically encourages that part of a broad and balanced curriculum is the teaching of PE; it is essential to mental health and well-being. Even when schools returned on 1 June, the guidance was that you can have team sports as long as children are in their bubbles and you wash and clean any equipment. We encourage schools to make as much use as they can of their outdoor space.

[Baroness Walmsley (LD) [V]]

My Lords, a teacher told me yesterday about a boy in her class with ADHD who had been doing very well before the lockdown but is now showing distress and struggling at school. Today several children were very tearful; there will be many children like this across the country. Can the Minister say what training will be given to teachers to identify and deal with these situations and signpost the child to help? As the teacher said to me, sticking them on endless waiting lists for CAMHS is next to useless when they obviously need the help right now.

[Baroness Berridge]

My Lords, one reason why the balance is such to get children back into school is that it is best for their mental health and well-being to be with their peers and teachers and to have that routine. As I have outlined, the guidance makes it clear that mental health is important. We are introducing mental health support teams into schools and there is now a 24/7 helpline from the NHS. With these mental health support teams, there is support out there to get the expertise into schools to give them support. We have also resourced charities. Mental health and well-being are at the centre of what the department is delivering.

[Lord Bhatia (Non-Afl) [V]]

People in different income groups will have to decide what is best for their children; those with low incomes will be disadvantaged. In these difficult times, one rule will not fit all locations in schools. Inevitably, everyone will have to decide between health and education. Does the Minister agree?

[Baroness Berridge]

My Lords, we would not want anybody to make that kind of choice. We are particularly aware of the situation for lower-income families. That is why, during this period and throughout the summer, there will be free school meals on offer in the form of either schools’ own vouchers or a voucher system over the summer. There is a £9 million allocation to holiday clubs in disadvantaged areas, because we recognise that those students need some activity. They will get food along with that activity. Of the £1 billion catch-up funding, £650 million goes to schools but the £350 million tutoring fund is tilted towards disadvantaged students.

House adjourned at 7.18 pm.

Schools: Disadvantaged Pupils

Baroness Berridge Excerpts

Wednesday 24th June 2020 Lords Chamber

[Lord Blunkett]

To ask Her Majesty’s Government, following the return of some children in England to face-to face learning, what further steps they intend to take to ensure that school closures do not have an unequal impact on the education outcomes of the most disadvantaged pupils in English schools.

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

My Lords, on top of £100 million to support disadvantaged children in accessing remote education, we have announced a £1 billion Covid catch-up package: £650 million will be shared across state schools, and a national tutoring programme, worth £350 million, will increase access to high-quality tuition for the most disadvantaged pupils. This one-off grant recognises that all pupils have lost time in education as a result of the pandemic, regardless of their income or background.

[Lord Blunkett (Lab) [V]]

My Lords, I pay tribute to all those in education who have done so much to care for and reach out to children over the last 14 weeks, but the statistics speak for themselves. The latest ones show that in private education 85% of secondary-age children have had an almost full timetable, while the equivalent figure in the state sector is just over 10%. That is not surprising, because of resourcing and pupil-teacher ratios. However, those are the very children who will need recovery and catch-up, particularly in post-16 education. How have the Government managed to do something quite remarkable—to avoid being praised by everyone in refusing to give additional resources to 16 to 19 year-olds in further education?

[Baroness Berridge [V]]

My Lords, just over 200,000 16 year-olds are educated through the further education sector. The grant-funded institutions and the Education and Training Foundation have supported colleges, which have done a superb job in moving their provision to remote education. There is of course a 16-to-19 bursary for young people who need that support. I assure noble Lords that we recognise that further support is needed for the further education sector and that it is not viewed by this Government as the poor relation of the higher education sector.

[Baroness Stroud (Con) [V]]

According to the Times, some studies have suggested that as much as two-thirds of the attainment gap between richer and poorer children at the age of 14 can be attributed to the effect of summer holidays. It is therefore clearly of paramount importance that we get our children and teenagers back into school as soon as possible. Does my noble friend the Minister agree that, now that the two-metre rule has been reduced, curtailing the summer holidays and splitting the school day in two to ensure that all students are able to return to classes daily would be important measures to address this crisis, as the initial lockdown was to protect our most vulnerable?

[Baroness Berridge [V]]

My Lords, the Government have been clear that we do not expect schools to be open throughout the summer holidays. Many teachers have been teaching since the February half-term. However, this is the third year running of our usual holiday activity clubs, which have funding of £9 million. We have made it clear to schools that the £650 million that will be allocated across state-funded schools can be used by them for interventions to help their students catch up. We have launched a Teach First toolkit to enable them to run summer provision if they choose to spend some of those resources in that way.

[Lord Hastings of Scarisbrick (CB) [V]]

My Lords, given the significant disadvantage of poorer black children, with attainment rates for black Caribbean boys eight points behind those of white boys, will the Government specifically and actively support supplementary school learning programmes not just across the summer months but to the year end for catch-up purposes? Will the department partner with charities such as Symphony, which voluntarily raised £30,000 in the last two weeks to support projects in Birmingham, Manchester and London using school and church halls?

[Baroness Berridge [V]]

My Lords, the £350 million allocated for a national tutoring programme is to be aimed at the most disadvantaged students. We are giving schools the flexibility to choose how to use this funding, including for online tutoring, and the Education Endowment Foundation has given guidance on the best online providers. However, we also recognise that there will be a need for one-on-one tutoring to take place physically in some schools, and part of that funding will enable that to happen in schools with the most disadvantaged pupils.

[Baroness Blower (Lab) [V]]

My Lords, will the Minister tell us what is being done to address the levels of child and family poverty in this country, which, prior to the Covid-19 outbreak, already led to unequal outcomes? Whatever the figures, I think we all accept that no child or family should live in poverty. Can she say what additional resources will be available in the medium to long term to address the significant damaging issue of adverse childhood experiences, which also, of course, impact very significantly on educational outcomes?

[Baroness Berridge [V]]

My Lords, narrowing the attainment gap for students on free school meals is obviously a long-term project but, since 2011, there has been a narrowing of the gap at every stage; we are keen to ensure that the pandemic does not widen that gap again. Through this crisis, we have therefore had breakfast clubs delivering breakfast at the request of over 1,000 schools. This project has been funded to £35 million. Also, working tax credits and universal credit have gone up by over £1,000 during the crisis; we are keen to ensure that those who need help the most get it.

[Baroness Garden of Frognal (LD)]

My Lords, I am sorry that the Minister is not here with us in the Chamber. Many teachers and children have worked hard during lockdown with virtual lessons, but many disadvantaged children do not have the technology to join in and have lost out. The Minister has mentioned sums of money, but can she say how far the Government have got in actually supplying computers, tablets or other equipment to disadvantaged children, and what other provision is being made to help them catch up during the summer?

[Baroness Berridge [V]]

My Lords, I can confirm that, from the £100 million, more than 150,000 laptops and tablets have been delivered; we are on track to deliver the remainder by the end of the month. Tens of thousands of 4G wireless devices have also been delivered, which should enable children to access education where there is no wi-fi. More than 2,500 schools have applied to the department’s fund to enable them to access Microsoft Education and Google Classroom. That will result in over a million students having an account and being able to access education in that way.

[Lord Rogan (UUP) [V]]

My Lords, there is widespread acceptance that coping with the adverse impacts of the lockdown on children’s mental health will be a particular challenge when all pupils across United Kingdom return to school later this year. This will include a need to ensure that each child’s resilience levels are sufficiently strong to enable them to learn effectively. Can the Minister outline what discussions are taking place on a four-nation basis to ensure that teachers can use their professional judgment in delivering the curriculum without pushing these vulnerable pupils too hard and too fast?

[Baroness Berridge [V]]

My Lords, I can assure noble Lords that there are regular meetings across the four nations, both at ministerial and official level. We are concerned to ensure that the mental health of students is taken into account; the guidance on safeguarding has been updated specifically in relation to that. I make it clear to noble Lords that the £650 million will be given to schools because we know that schools know their students best. They will be able to use that funding for increased mental health support if they are not among the 59 schools that currently have a mental health support team. They can prioritise what their students need most to enable them to catch up educationally; that, of course, will involve recognising that students need good levels of well-being to access the curriculum.

[The Deputy Speaker (Lord Alderdice) (LD)]

I call the noble Lord, Lord Baker of Dorking. No? Then I call the noble Baroness, Lady Bull.

[Baroness Bull (CB) [V]]

My Lords, UK household longitudinal study data shows that, in addition to the disparities in provision during lockdown between affluent and disadvantaged, private and state education, and the digital divide, there are significant regional disparities. Children in the north-east were particularly poorly served: 28% of pupils in the south-east received at least four pieces of online schoolwork each day, in the north-east this figure was just 9%. Can the Minister tell us what explanation the Government have for these regional differences and what steps they are taking to address them?

[Baroness Berridge [V]]

My Lords, I pay tribute to the teachers, school leaders and all staff who have delivered education over this period. In addition to online provision, we must not forget that many schools have recognised that their students learn best with work packs and have been delivering those, in many circumstances, door to door. Although the online figures may highlight disparity, we need to take into account the fact that the educational offer has also been provided in more traditional ways, not just by way of online resources—but we are concerned about those regional imbalances.

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

My Lords, a few moments ago, the Minister said in response to my noble friend Lord Blunkett that the college sector is not seen as the poor relation with regard to 16 to 18 year-olds. Last Thursday, the Department for Education issued a press release announcing that, as part of the £350 million national tuition programme involving schools, 16 to 18 year-olds in colleges would be funded to receive extra help to address the learning they have lost due to Covid-19. Yet, just two hours later, the department issued another press release saying that, in fact, these young people were not included in the plans. Was that the result of a typo?

[Baroness Berridge [V]]

My Lords, the £1 billion package that has been announced is focused on schools. As I have outlined, there will be further support for the further education sector, but that sector is also involved with apprenticeship training; the Government have been clear that there will be guarantees to ensure that businesses can take on new apprentices, with a particular emphasis on small and medium-sized enterprises. There has been financial support to those providers, in addition to the further education sector which provides training for them. We have very clearly recognised that these young people are particularly vulnerable, and for those 15 year-olds who are in an AP setting, there is a specific sum of money to avoid them becoming not in education or training at this time.

[The Deputy Speaker]

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

Schools: Return of Students

Baroness Berridge Excerpts

Tuesday 23rd June 2020 Lords Chamber

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

My Lords, the Government’s ambition is for all education settings to open fully in September. Our approach and decisions continue to be based on the best scientific and medical advice. We have been working with Public Health England and the education sector, including the unions, and have provided guidance to support the sector in opening more widely. We will keep engaging closely and regularly with the sector as it plans to welcome back all learners.

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

I thank my noble friend for her Answer. What provision will be made for the year 11 and year 13 classes leaving next year, and will there be thorough consultations with head teachers about that provision?

[Baroness Berridge]

My Lords, the Government have recently updated the guidance and, where schools have capacity, we have encouraged them to have face-to-face contact with all students, particularly those in years 11 and 13. In relation to the particularly vulnerable in year 11 who are in alternative provision, there has been a £7 million fund because we recognise the risks of those young people not being in education or training.

[Lord Triesman (Lab) [V]]

My Lords, can the Minister tell us how frequently she is meeting the organisations to which she referred in her—[Inaudible.]

[Lord Storey (LD) [V]]

My Lords, it is good news that all schools are reopening in September and that all children and young people will be back in school, but God forbid that there was a localised outbreak. Who would make the decision to close schools, and what level would have to occur before that action took place?

[Baroness Berridge]

My Lords, if a school has an outbreak where a number have tested positive for the virus, that is a matter for Public Health England, at regional and local level, to evaluate the situation on the ground. We have made “test and trace” available for all students and staff, and members of their household, so as to be able to deal with a situation like that.

[The Deputy Speaker]

I call the noble Lord, Lord Caine.

I am afraid that we cannot hear the noble Lord, so we will go to the noble Lord, Lord Laming.

--- Later in debate ---

[Baroness Berridge]

My Lords, the noble Lord is correct that it is not just about vulnerable children. There are those who head teachers will be aware have become vulnerable during this period; we have therefore always made school places open to those whom we call the otherwise vulnerable, which gives head teachers the discretion to offer school places. We have also funded Barnardo’s with £7 million to run a service called “See, Hear, Respond”, which is specifically aimed at reaching out to those children who are not in contact with statutory agencies but who we believe may need support at this time.

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

My Lords, last week schools and colleges in England were able to readmit students safely in their first year of studying for GCSEs and A-levels. Labour welcomes that, but we believe that the Government should have been much more ambitious. In Wales, every child will have some time in school before the summer holidays, allowing teachers to assess how their pupils have fared during school closures. Without that key information, valuable time would be lost when the new school year starts, as we all hope that it will in September. The Minister has just said that she is encouraging schools to have face-to-face time with their pupils. Why should parents in England have to accept lower expectations than those in Wales?

[Baroness Berridge]

My Lords, it was of course the Government’s ambition for all primary-age children to be back in school before the summer, but that was not possible on the current medical and scientific evidence. The updated guidance allows schools to bring back students in all years and have some face-to-face contact, as long as they do that within the guidelines. For instance, at secondary school there should be no more than 25% of students on the premises at any one time. We agree with the noble Lord: we recognise that it is essential for pupils to have some contact with their teachers before the school holidays.

[Lord Addington (LD) [V]]

My Lords, will the Minister give some thought to implementing a better policy for online teaching just in case there is another call for a lockdown, either localised or national? We have learned that, where it is successfully done, people learn better. This must be part of the policy.

[Baroness Berridge]

My Lords, of the £1 billion catch-up premium, £350 million has been devoted to a national tutoring service for disadvantaged students. That will be face to face, as well as online, and we hope that the evidence base for it supports the idea that it is a key way for disadvantaged children to catch up. We hope that it will be a legacy for the system so that, going forward, it can be one way in which schools will use their pupil premium to support those students beyond the catch-up year.

[Baroness Blower (Lab) [V]]

My Lords, the Minister has in part addressed this, but can she say what discussions have been held with education unions to ensure that planning is in place for the academic year 2020-21 to cope with any second spike in the virus? How frequently are meetings taking place between the Government and education unions to discuss the detail of curriculum coverage and assessment for all young people from September?

[Baroness Berridge]

My Lords, the Secretary of State meets the education unions weekly, and officials and other Ministers are in touch regularly with the unions. We have worked closely with them, particularly on developing the guidance. In the next two weeks, guidance will be issued to make it clear what is expected of schools regarding curriculum and attendance in September, so that they will have time to plan before the end of the summer term.

[Lord Dobbs (Con) [V]]

My Lords, six children have, sadly, died with Covid, yet nearly 2,000 children are killed or seriously injured every year in traffic accidents, which suggests that children suffer more harm from being driven to school than being in school. Does my noble friend agree that the scare stories circulated by some, including teaching unions, about the dangers of returning to school are as dangerous as the anti-vaccine lobby? Does she also agree that much more long-term harm will be inflicted on children from not going back to school than there could possibly ever be from them receiving their education?

[Baroness Berridge]

Indeed, my Lords. Away from the flurry of the headlines and speaking to academy trust leaders, I know that they do not just want their children back in school but are desperate for them to be back in school, because they know that it is the best place for them to be educated. They also know that it is best for their mental well-being to be in a school environment. They have been working tirelessly, many through the school holidays, to ensure that young children are in school. They are particularly concerned about vulnerable children who have not been in education. I agree with my noble friend: we want and look forward to welcoming all our children back to their education settings in September.

[Lord Kilclooney (CB)]

My Lords, a good education is fundamental to equal opportunities in later life. It is good to hear that all schools will open in September after the summer break. However, it is not sufficient just to open all schools. Will there be sufficient space for all pupils to attend?

[Baroness Berridge]

I think that the noble Lord is referring to the current situation regarding social distancing. As noble Lords will be aware, the Prime Minister has asked for a review of that and we will have the results within the next few days, but, of course, that influences greatly the capacity of schools to welcome students back.

[Lord Mann (Non-Afl) [V]]

Will all secondary schools be required in September to provide details of which pupils have disappeared from their rolls? Will those figures be provided to government?

--- Later in debate ---

[Baroness Berridge]

My Lords, schools would normally liaise with their local authority in relation to their rolls. As noble Lords will be aware, Ofsted is not currently carrying out routine inspections, but I am sure that pupil attendance and any off-rolling will be matters for it to address when it resumes inspections.

[The Deputy Speaker]

I am sorry that due to technical difficulties we are not able to go back to the noble Lords, Lord Triesman and Lord Caine. That completes the time allowed for this Question and it concludes hybrid proceedings on Oral Questions.

Schools: Online Support for Pupils

Baroness Berridge Excerpts

Thursday 18th June 2020 Lords Chamber

[Lord Addington]

To ask Her Majesty’s Government, further to the paper by Professor Francis Green Schoolwork in lockdown: new evidence on the epidemic of educational poverty, published on 15 June, and the finding that 20 per cent of pupils have done either no schoolwork at home, or less than one hour a day, during the COVID-19 pandemic, what steps they are taking to publish guidance on what is an acceptable level of online support for pupils.

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

My Lords, we are committed to supporting schools to ensure that all pupils, particularly disadvantaged pupils, are supported for lost education since lockdown. The Government have provided a £100 million package of support to enable remote teaching, including delivering devices to vulnerable children and working with the Oak National Academy, the BBC and others to ensure strong national availability of remote education. Expectations for the next academic year will be published before the end of term.

[Lord Addington (LD)]

My Lords, I thank the Minister for that reply. However, will the Government take on board that the report states that different types of teaching are required—that there should be direct contact with the pupil by the teacher and a conversation about different ways of learning? Virtual environment learning, is, I think, what it was called in the report. This is seen to have very much better results for vulnerable pupils. When were the Government aware that this was getting good results? When will they have a universal application system, or advice on this, for teachers?

[Baroness Berridge [V]]

My Lords, we expect teachers and schools to use their professional judgment and to make available the best possible education, bearing in mind the home-learning circumstances of pupils. We have made guidance—case studies—available to assist schools with this, as well as, of course, making more devices available to vulnerable children.

[Lord Knight of Weymouth (Lab) [V]]

I remind your Lordships of my entry in the register. Grandparents are losing their lives, parents their livelihoods, and now children are losing their life chances. The absence of a credible plan for schools opening in September is a disgrace. By then, we need to end the digital divide in education, deliver training and teaching using technology through an additional inset day, map a coherent set of teaching content, and know how we will flexibly use people and vacant premises to offer a full-time universal schooling service. We urgently need a plan. Ministers must publish a plan for September that we can all stick to—more urgently than before the end of term. When will we get it?

[Baroness Berridge [V]]

My Lords, as I have outlined, there will be a plan before the end of term in relation to curriculum expectations going forward. The Government have made available free expert help and have had over 2,000 applications offering free expert help to make Google Classroom or Microsoft Education available to schools. The department has brokered deals with internet providers and has a specific arrangement with BT such that 10,000 children can have access to BT wi-fi hotspots. The department is incredibly concerned and we are working as best as we can within the scientific advice. We want to see all children back in school in September, subject to that scientific advice.

[Baroness Tyler of Enfield (LD) [V]]

It has been exposed that at least 700,000 disadvantaged children do not have proper access to computers or the internet access needed to study online at home. While it is good news that BT is offering free internet access for six months, the scheme will reach only about 10,000 families and, crucially, will not help those without devices. Does the Minister agree that we have a moral obligation to ensure that all these disadvantaged children have access to the internet at home, including devices? What further steps will the Government take to tackle this growing social inequity?

[Baroness Berridge [V]]

My Lords, the Government have also made available school-to-school support through the EdTech innovation programme to help schools that are not necessarily on those platforms. As of 14 June, more than 114,000 devices have been delivered to local authorities and trusts to be distributed to vulnerable children, including care leavers. The Government are concerned, particularly about disadvantaged children, and we are looking at, potentially, a targeted online national tutoring service.

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

I declare my interest as chairman of the Baker Dearing Educational Trust, which promotes university technical colleges. Is the Minister aware that, this morning, 47 of the 48 university technical colleges have teachers and students in them engaged in the learning process? If we can do it, any secondary school in the country can do it. They should not wait until September, which is 75 days away, with all the schools empty, locked up and padlocked. That is a disgrace. Will the Government encourage secondary schools to open on 1 July with as many students as they can accommodate? If they do not do that, they should be named and shamed.

[Baroness Berridge [V]]

My Lords, students, teachers and parents are working hard during this period, and 92% of settings are now open. There has been clear guidance about bringing in different year groups, particularly year 10 and year 12, who are approaching exams. We have also issued guidance on flexibility where schools have not had the take-up and could accommodate more pupils within the guidelines of social distancing and class size. We have also specifically encouraged those secondary schools which have capacity to make this available to primary schools that could use that capacity. I pay tribute to the statistics that the noble Lord outlined in relation to UTCs.

[Lord Carrington (CB) [V]]

My Lords, I declare my educational interests as set out in the register. In severely disadvantaged areas, online teaching can be extremely limited by the lack not just of promised laptops but of study space, particularly if several children are at the same home. Please can the Minister explain how the guidance, and then Ofsted, take this into account when looking at the performance of schools facing these challenges?

[Baroness Berridge [V]]

My Lords, Ofsted has currently suspended its routine inspections but is able to go into schools for safeguarding reasons. When Ofsted’s inspections begin again, it will inspect on the offer of recovery that schools are giving to children, including of course blended learning, but there will not be retrospective inspections of schools’ provision during this time.

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

My Lords, I declare an interest as the parent of a year 4 child at a state school in London. It has provided excellent online resources for home-schooling but has been unable to offer face-to-face online teaching, as not all pupils have access to the necessary technology. Fortunately—in my case—it is not necessary to master year 4 maths to understand that the figures in the UCL report foretell long-term damage to life chances. Careers can be furloughed, but childhood and education cannot. In April, the Government promised to provide 200,000 devices to disadvantaged families. Very few have been delivered yet and, as the noble Baroness, Lady Tyler, said, four times that number are now required. When will the Government show the urgency needed to end the postcode lottery of the digital divide?

[Baroness Berridge [V]]

My Lords, the Government realise that, while we urgently wish all children to be back in school, it is subject to the scientific evidence at the moment. But it is good news that during the lockdown we have offered school places to all vulnerable children and those of critical workers. Those numbers are increasing dramatically: 47,000 children who are in contact with a social worker are now back in school, which is up from 37,000. However, we are looking at all the evidence base to help those children catch up and drawing on a specific pilot project that the Education Endowment Foundation ran with Sutton, NESTA and Impetus in relation to access to high-quality external tutoring. We will pilot that over the summer with 1,500 disadvantaged students. We take very seriously the need to assist schools to help these students catch up.

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

My Lords, the Government have committed to seeing more children from disadvantaged families go to university. The experience of lockdown has made these aspirations disappear over the horizon. Since lockdown, around one in five pupils have done no schoolwork at home, or less than an hour a day of it. The UCL survey found that 97% of private school children had access to a computer at home, while one in five of those on free school meals had none. Can the Minister tell the House exactly what the pupil premium is currently being spent on?

[Baroness Berridge [V]]

My Lords, the pupil premium is around £2.4 billion a year and the Education Endowment Foundation gives schools information and evidence on the best use of that pupil premium. However, the Government have entrusted school leaders and school professionals to determine the best use of that pupil premium, because they best know the students in their classrooms.

[Baroness Blackstone (Ind Lab) [V]]

We now know that there is a huge and growing inequality in access to learning, with dire effects on children’s mental health. Given the ineffectiveness of remote learning, why have we seen such a pathetic failure in providing a can-do approach to getting all children back to some schooling, not just in September but before the end of this term? Why, for example, have separate morning and afternoon sessions not been introduced, which could double the numbers returning, and why has the Department for Education had so little success in getting a dispensation on social distancing rules in schools, given that the Minister told the House last week that it would be very pleased to move away from the two-metre rule? Is the Secretary of State for Education as invisible in government discussions as he is in the media?

[Baroness Berridge [V]]

My Lords, throughout this pandemic the Government have made it clear that we would be guided by the scientific evidence. The evidence we have at the moment means that there is the two-metre social distancing rule, but I must pay tribute to the teachers who are working hard out there. They have carried on running their schools throughout this pandemic and are now opening them up to reception and years 1 and 6, along with face-to-face time with years 10 and 12. Education is happening but, of course, along with all noble Lords, we want to see all children back at school in September.

[The Lord Speaker (Lord Fowler)]

My Lords, the time allowed for this Question has elapsed and that concludes the Hybrid Proceedings on Oral Questions. I thank all colleagues for their contributions.

Covid-19 Summer Food Fund

Baroness Berridge Excerpts

Wednesday 17th June 2020 Lords Chamber

[Lord Storey]

To ask Her Majesty’s Government, further to the announcement made on 16 June, whether they will set out the details of the “Covid Summer food fund” for children eligible for free school meals.

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

My Lords, the Government remain committed to ensuring that the most disadvantaged children continue to be supported. We know that, due to coronavirus, there is increased pressure on household budgets, and we recognise that families will face particular challenges over the coming months. That is why we are providing additional funding for a Covid summer food fund, which will enable children who are eligible for free school meals to claim vouchers for the six-week summer holiday period.

[Lord Storey (LD) [V]]

My Lords, I am sure we are all amazingly grateful to Marcus Rashford for highlighting and understanding this issue. Perhaps the Minister will consider in future putting him in charge of the Social Mobility Commission. But free school meals are only one indicator of child poverty, and many children will slip through the net. How can we ensure that those children do not slip through the net and that we provide for them as well?

[Baroness Berridge [V]]

My Lords, I too pay tribute to Marcus Rashford and hope that his example of participation will inspire many other young people to speak up on the issues that they feel strongly about. Yes, indeed, this is why we are entrusting free school meal voucher administration to schools, which are best placed to register for the vouchers. In addition to the free school meals voucher system, local authorities have £63 million to meet the needs of people who are vulnerable and need food support.

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

I thank the Minister for her response and congratulate the Government on recognising that “Rashford rules OK!”. Protecting children from going hungry is vital. Will the Government ensure a more effective distribution of vouchers, as there was a significant problem during the last period? Will they encourage schools to maximise summer activities during the holidays? Do the Government recognise that nourishing the mind as well as the body is vitally important to children?

[Baroness Berridge [V]]

My Lords, the voucher system is now operating effectively. In addition to this system, holiday clubs have been run for the last two years. We are building on that with another £9 million. Those clubs take place in disadvantaged areas and, of course, provide healthy meals in addition to educational activities.

[Lord Addington (LD)]

My Lords, does the Minister not agree that, when considerable criticism of the Government’s current policy and encouragement to change are ignored from their own Benches over a long period of time, something has gone wrong? A Premiership footballer should be allowed to concentrate on his own sport and career and should not be required to come in and bail out the Government.

[Baroness Berridge [V]]

My Lords, the Government always keep decisions under review and have listened; that is, as I have outlined, part of a mature democracy. The participation of people such as Marcus Rashford is welcome in the public space and a tribute to the free and fair democracy that we all enjoy.

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

Welcome as this decision is, can my noble friend tell us what other measures the Government are taking to address food poverty, which has only got worse as a result of the pandemic?

[Baroness Berridge [V]]

My Lords, we recognise that during the pandemic there have been particular crises in relation to food support. Defra has given £3.5 million to a food charities grant fund, enabling charities to apply for up to £100,000 to provide food. Also, in conjunction with MHCLG, it has distributed over 1 million food parcels; that is in addition to the £63 million that I outlined. There has been considerable support during the crisis for those who have needed food support.

[Baroness Watkins of Tavistock (CB)]

My Lords, I welcome the development as a result of Marcus Rashford’s intervention; any mother would be proud to have him as a son. He has made life different for young people this holiday. When will the Government look at long-term food support for children who are vulnerable during holidays and answer the questions raised in the recent social mobility report?

[Baroness Berridge [V]]

My Lords, 1.3 million children will indeed benefit from the support given over the summer holiday. This is in addition to increases of over £1,000 per household for those who claim working tax credits or universal credit. So support is there and, as I outlined, there will also be holiday activity clubs to provide activity and food for children during the summer.

[Lord Watson of Invergowrie (Lab)]

My Lords, seven days ago at Oral Questions, the Minister rebuffed my call for an extension of the free school meals voucher system to cover the summer holidays, saying:

“There is support out there for those who need provision.”—[Official Report, 10/6/20; col. 1745.]


A week is indeed a long time in politics. Can the Minister explain what changed in the interim, leading to the Government’s welcome about-face yesterday with the announcement of the Covid summer food fund for 1.3 million pupils in England?

[Baroness Berridge [V]]

My Lords, as I have outlined to other noble Lords, the Government keep decisions under review. We have listened, we recognise the pressures that families will be under this particular summer due to the Covid crisis, and we have responded to that. As I said, 1.3 million children will benefit; at £15, this payment is actually higher than the sums normally given to schools to provide free school meals. Schools are encouraged to make provision if they can during the holidays and to operate their food parcel system. If they cannot, the voucher system is available to children.

[Lord Rennard (LD) [V]]

The Minister will be familiar with the phrase, “More joy in heaven for one sinner that repents”. So the U-turn is welcome. But how are the Government pursuing my suggestion, made to the Minister last week, about asking the big supermarkets involved to contribute to the cost of the scheme—or, better still, to provide additional benefits to those using the vouchers?

[Baroness Berridge [V]]

My Lords, as requested, I have taken this forward with colleagues in BEIS and will have a reply imminently ready for the noble Lord. In relation to the operation of the scheme, the cost to the taxpayer is the face value of the vouchers. The administration costs of the scheme are borne in the arrangement between Edenred, the supplier, and the supermarkets themselves.

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

My Lords, we should always welcome a U-turn when it points the Government in the right direction, but will they fine-tune the navigation by ensuring that these vouchers can be used in local markets and shops, particularly with many local markets reopening, as here in Sheffield, with its Moor Market? That is the best possible source, and the cheapest, of a healthy diet of fresh fruit and vegetables. Also, small independent businesses that operate in the local community put money back into the community, rather than pumping even more government money into the hands of a few multinational companies.

[Baroness Berridge [V]]

My Lords, since last Friday over £150 million has been distributed through the food voucher scheme but, as I outlined, some schools already operate their own voucher schemes. They can claim back from the schools fund if they do not have funds in their existing resources to do that. The Government are not party to every system operating, but we hope that some of those systems operated individually by schools would be available to local suppliers. During the currency of the scheme, we have added two supermarkets to those eligible for it, which have the infrastructure to deliver it across all their stores.

[Baroness Altmann (Con) [V]]

My Lords, I congratulate the Government on this welcome decision to extend free school meals to children throughout the summer. Does my noble friend share my frustration that so much criticism has been levelled today, rather than a warm welcome of the fact that this extra money will help the 1.3 million children to receive a better meal during this time of crisis, when so many families are struggling?

[Baroness Berridge [V]]

Yes, my Lords, when the Government have listened and reviewed something it would be welcome if the focus could be on the children and what they will now receive as a result of the six-week food voucher that will be available to them over the summer holidays. We are guiding parents to the “Eat Well” resources that the NHS produces, while making it clear that these vouchers cannot be redeemed against alcohol, cigarettes or lottery tickets.

[Baroness D’Souza (CB) [V]]

My Lords, I declare my interest as president of the Children First Alliance. Hunger and extreme poverty have disastrous consequences for children, as we know, and several models demonstrate that children’s needs can be achieved rapidly and cost-effectively through schools and local authorities. Should not the Government now entrench these models in legislation, together with Cabinet-level representation for children?

[Baroness Berridge [V]]

My Lords, there are many cross-government meetings and initiatives to ensure that children’s situation is in the sight of the Ministers who need to have it. That is why, during the crisis, we have also made £3.2 billion of funding available to local authorities. On the ground, it is often the local authorities that are aware of the acute needs of their communities.

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

My Lords, the Secretary of State said yesterday, “We will ensure that no child will go hungry”, yet thousands of children subject to the “no recourse to public funds” rule will still go hungry, either because they are not covered by its recent welcome easing or because of confusion of the ground over which children subject to the rule are now eligible for free meals. Can the Minister please undertake to look into this and get back to me?

--- Later in debate ---

[Baroness Berridge [V]]

My Lords, it is correct that the Government have temporarily extended free school meal eligibility to some groups of children where there is no recourse to public funds, particularly the children of Zambrano carers, where the parent may not be a British citizen but the child is. As I understand it, we have issued guidance on what documentation may be used to establish membership of these groups. I will get back to the noble Baroness with any further detail on that, but there has been a welcome easing of those restrictions, bearing in mind the current crisis.

[Lord Harries of Pentregarth (CB) [V]]

I very much welcome the Government’s U-turn on this issue but, as the Minister will recognise, producing seven meals a week on £15 is extremely difficult. I am pretty certain that I could not do it. Is there anything that the Government might do to encourage a competition among families in receipt of vouchers to produce menus that are nourishing, attractive and not too difficult? Perhaps she might also encourage the media to set up a Marcus Rashford prize for the best set of seven menus.

[Baroness Berridge [V]]

My Lords, as I have outlined, because families cannot buy at the scale that schools can to provide free school meals, the vouchers are at £15 to provide lunches rather than the £11.50 normally allocated to schools. There is an NHS “Eat Well” guide, which we encourage parents to look at; there are also, of course, the school food standards and the Change4Life healthy eating recipes. There are resources out there for parents to look at for a healthy diet. In addition, in 2016 we began the child obesity strategy to ensure that children are eating a healthier diet.

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

My Lords, the Minister says, rightly, that the focus should be on the children. Can she please explain to the House how that was reflected in the decision that the Government took and stood by—until Marcus Rashford intervened—that they would not extend the scheme through the holiday?

[Baroness Berridge [V]]

My Lords, as noble Lords will be aware, the free school meals system has normally operated only in term time, except for the holiday activity clubs, which, as I outlined, also include food. We are living in unprecedented times for everyone, including hard-pressed families, and I am delighted that the Government have announced this provision. Ordinarily, however, the provision of free school meals is during term time and not the holidays. This is a Covid school food fund.

Education Settings: Wider Opening

Baroness Berridge Excerpts

Thursday 11th June 2020 Lords Chamber

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

My Lords, I am glad to join the noble Lord, Lord Watson, in his desire to welcome everyone back to education. It is the Department for Education’s desire and ambition to see all children back in school, when the scientific evidence allows. We are very concerned about the learning disadvantage gap that experts tell us is probably growing during this period.

As in many other countries, schools have been open throughout this period for vulnerable children and the children of critical workers. The Secretary of State made it clear in the other place that we need a plan for beyond the summer. We are working with the stakeholders that have been outlined to ensure that we can deliver the catch-up across the summer and into the next academic year. In fact, local REACT teams are working jointly with redeployed Ofsted workers, department officials and local authorities to ensure that we are in touch with what is happening on the ground, both locally in schools and in children’s social services departments in councils. Indeed, as of Monday, year 10 and year 12 pupils will be back in school for some form of face-to-face contact, with a maximum of 25% being in school at any one time. We are looking at all of the options for targeted support through the summer and beyond, as I said.

On premises, there are thousands of varieties of school buildings across the country. Some of them do not have the outdoor space that would be appropriate for temporary buildings such as Portakabins. We are grateful to the independent sector, however, which has worked closely with the state sector in many areas; we welcome those collaborations.

The noble Lord, Lord Watson, raised concerns about the early years sector. I am happy to say that, as of Thursday last week, 48% of those settings were open. Over the next year, it is planned that the £3.6 billion of early years entitlement will be paid to that sector, regardless of the children who attend. It is clear from Public Health England advice that normal education settings do not need personal protective equipment and that a very limited supply is needed for circumstances where a symptomatic child may be on the premises. Of course, it is different for special schools if they are open and providing care akin to medical care. Only in those very limited circumstances—which education settings can manage through their own supply chains, or, if needs be, can approach the local resilience forum—do they need to think about personal protective equipment.

The early years sector has a blend of incomes. The sector’s loss of private income is one reason why the comprehensive schemes made available by the Chancellor of the Exchequer are open to the sector, on the basis that salaries that they pay were previously paid using income from private sources. The sector can go to the job retention scheme or apply for a business interruption loan and, if they are eligible for small business rate relief or rural rate relief, they are eligible for the £10,000 small business grant.

I say to the noble Lord, Lord Storey, that we are very concerned about disadvantaged children and children in care. We are working with all the sector’s stakeholder groups. We based our guidance on the PHE guidance, outlining to schools the measures that they can take to provide a safe environment in which to learn.

On reception admissions—I thank the noble Lord for his advance notice on this question—we do not anticipate that, as a general rule, children will need to delay their admission to school purely as a consequence of the coronavirus outbreak. However, where parents genuinely believe that delaying admission is right for their summer-born child, we expect admissions authorities to give careful consideration to the needs of that child. Admissions authorities must provide for the admission of all children in the September following their fourth birthday. However, parents cannot be required to send their children to full-time school before they reach the compulsory age.

As the noble Lord mentioned, we are deeply concerned about the attainment gap, which has been narrowing since 2011. That is why we have now made available the Oak National Academy for remote learning, which offers 140 lessons a week. The noble Lord mentioned the BBC. In the week commencing 11 May, there were 5 million users. This is not an insubstantial resource and we thank the BBC for making it available. This is why we have prioritised disadvantaged students in year 10 as well as care leavers and children with social workers for access to the over 200,000 remote devices that we have purchased and for which delivery is in train.

I am pleased to say that yesterday the Prime Minister announced an additional £63 million of funding for local authorities over the summer, as they are best placed to know who might be in acute need of food over that period. Some £9 million has been made available for summer provision; there will be holiday clubs, building on the programme of 2018 and 2019, that can be accessed.

During this period, routine Ofsted inspections have been suspended. That is why Ofsted has been redeployed in other areas. It can still inspect settings when safeguarding has been raised. GCSEs, A-levels, SATs, the two year-old assessment and the assessment at the end of the early years foundation stage have all been suspended; no performance tables will be published this year. However, this Government stand by their ambition that every child in this country should have a world-class education and were right to have an ambition to bring all children back to school. It is sad, particularly for those children, that in the circumstances of the scientific evidence that has not been possible.

[The Deputy Speaker]

My Lords, we now come to the 30 minutes allocated for Back-Bench questions. I emphasise that it is 30 minutes, not the 20 minutes that was on the Order Paper. I ask that questions and answers be brief so that I can call the maximum number of speakers.

[Lord Lexden (Con)]

My Lords, would it not be appropriate to extend to the secondary sector the flexibility that primary schools have been given to allow more children back when they can do so safely? Can my noble friend confirm that independent schools, which are actively engaged in the national effort to bring pupils back into school, as she has mentioned, can bring children on to the school site as long as the correct protocols are observed?

[Baroness Berridge]

My Lords, the flexibility is to respect the professionals on the ground. Unfortunately, because of the specific risks that secondary pupils travel greater distances to school, often use public transport and usually have a wider range of social contacts, we have not been able to have the numbers back in a secondary setting. We are grateful to the independent sector. The guidance is that boarding schools should not expect year 10 and year 12 back; if they can have that face-to-face contact on a day basis, that is permissible. I am grateful that, as they have atypical transition years, they have heeded the Government’s guidance to bring back reception, year 1, year 6, year 10 and year 12, as I have outlined.

[Baroness Bull (CB)]

My Lords, does the Minister agree that schools play a vital role in not just academic learning but the development of social and emotional skills that lead to better mental health and academic outcomes? It is shown that the relationships built at school serve as a buffer against psychological and social risks, so the continued closure increases the vulnerability of many children, especially disadvantaged ones. Can the Minister help ensure that schools prioritise social and emotional learning when they reopen, alongside academic learning, and that they have access to adequate resources and specialist input to help support the most vulnerable pupils?

[Baroness Berridge]

My Lords, from speaking to many teachers and multi-academy trust leaders, I know that they are concerned about the emotional stability and well-being of children when they re-enter school, particularly of those who are vulnerable. On mental health support, certain teams are on the ground, particularly in secondary settings, and we are doing the remote training-up of the allocation that we had hoped would be in schools by now. We have also funded a coalition of charities for vulnerable children to the tune of £7 million, being led, I believe, by Barnardo’s; it is a “see, hear, respond” service, because we are acutely aware of what will walk through the door of a school when vulnerable children are back in that setting.

[Baroness Morris of Yardley (Lab)]

There are a lot of warm words from the Government about this, but it really has been a totally inappropriate response to what is fast becoming a crisis in a critical area of our society. In particular, how can the Government think it is acceptable to present a Statement at a time like this that is nothing more than a list of things which cannot be done? It does not contain one new idea and makes no response to the many ideas that have come from people across society. I want to push the Minister to say why she is not encouraging primary schools to use the space that is available—she just made that clear in response to a previous question—to enable secondary schools to provide access to outdoor space and classroom space, to ensure that they could offer the sort of education to children that we all want to see.

--- Later in debate ---

[Baroness Berridge]

My Lords, the Government have been acting on this matter. We are working with the Education Endowment Foundation to make sure that the interventions we put in place to help these children to catch up are based on evidence. I can assure the noble Baroness that we are seriously considering a package of measures in relation to the catch-up provision. However, I will take back her comments about using space in other premises.

[Lord Addington (LD) [V]]

My Lords, do the Government have a clear picture of what has and has not worked when it comes to the underlying issues around learning and teaching? Many reports are coming out on how some children are missing out, while others are getting quite a good deal. Unless we have a good idea about what is actually happening, we cannot plan for how we will support and correct any problems later on.

[Baroness Berridge]

My Lords, the changes which this virus crisis has brought about to how children learn are unprecedented. The move to remote learning and to the use of technology will change some teaching practices for ever. We are of course gathering evidence about what is and is not effective in remote learning. As I have said, the Oak National Academy and BBC Bitesize will be part of the effort to analyse what effect this has had on children’s learning going forward.

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

It is 80 days from today until September, when secondary schools are expected to open. Those are 80 days during which schools will be closed, padlocked and empty. I think that that is unacceptable. They should become learning centres during June, July, August and September. Will my noble friend encourage the Secretary of State to urge for the reopening of secondary schools as soon as possible? Will he also make representations to the Prime Minister and to the Cabinet that social distancing for children in schools should be reduced from 2 metres to 1 metre, because they are the least vulnerable members of our society? To protect them further, teachers, and any other staff who go into a school, should be tested for the virus daily, which it is now quite possible to do.

[Baroness Berridge]

My Lords, since schools reopened for the priority year groups, testing has been available for staff, pupils and anyone in a household who displays symptoms. On summer schools, I have outlined that holiday activity clubs are being funded. We are working closely with Magic Breakfast and Family Action in relation to breakfast provision over the summer holidays. Moreover, imaginative consideration is being given to the kind of targeted support which can be offered over the summer. But it is not anticipated that schools will be open throughout the summer holidays.

[Lord Knight of Weymouth (Lab) [V]]

My Lords, I remind the House of my interests as set out in the register. Last week, the Minister said in Oral Questions that the Secretary of State has made it clear that schools will not be expected to open throughout the summer holidays, and she has just said something similar. Given that, what exactly are the Government planning? Yesterday, the Prime Minister said that there will be a

“huge amount of catch-up over the summer months.”

Is that the £9 million for holiday clubs which the Minister has just mentioned, which is the equivalent of just £360 per school in England? Where will this huge amount of catch-up take place? Who will attend and who will lead it?

[Baroness Berridge]

My Lords, noble Lords are tempting me, but I am not permitted to—nor will I—steal the Secretary of State’s thunder. But I am aware, and can tell noble Lords, that, working on an evidence base, there will be a programme of targeted support over the summer holidays and beyond. We are acutely aware of the loss of learning, as Ministers and as people who have been through the education system. The effort and energy are there, and will continue to be, to have the appropriate support and programmes for these young people to catch up. As I said, we have purchased, and are about to deliver by the end of the month, more than 200,000 devices to enable some of the most disadvantaged children to catch up on their learning.

[Baroness Ritchie of Downpatrick (Non-Afl) [V]]

My Lords, notwithstanding the differences in timetables and school schedules between the devolved regions and England, what discussions have been held with devolved institutions about eliminating and eradicating inequalities for vulnerable children, because there should be many similarities right across the regions? What will the Government do about that?

[Baroness Berridge]

My Lords, the recovery response to the virus in education is, of course, a national response, but we are obviously in touch with the devolved Administrations, at ministerial and official level. Education is a devolved matter, but any of the plans to return will be done on a phased basis, but in different circumstances —for instance, Scotland has a different start date for its terms and different examinations. We are seeking to learn best practice from across all the nations of the United Kingdom.

[Baroness Bonham-Carter of Yarnbury (LD) [V]]

My Lords, I apologise that noble Lords cannot see me, but it was a choice between seeing me and hearing me. I think that hearing me is probably better—and I hope that noble Lords can hear me.

Does the Minister agree that creative activities have been central in helping children and their parents get through the challenges of lockdown? I hope that this has been heard loud and clear by the Department for Education. Cultural education is also of central importance for facilitating learning across subjects, and for children’s general well-being. Will the Government ensure that creative subjects will not be overlooked in the school timetable from September, and that the emphasis will be moved from STEM to STEAM?

[Baroness Berridge]

My Lords, the Government agree that the creative subjects and children’s cultural development are important. That is why music, art, design and drama are part of the national curriculum. Post 14, all pupils in maintained schools must be offered the opportunity to study at least one subject in the arts. That is why, since 2016, almost £500 million has been invested in those subjects, and an arts premium will be given to secondary schools. With the new Ofsted framework as of September last year, arts is an essential part of schools’ broad and balanced curriculum, which it inspects against.

[Baroness Pidding (Con) [V]]

My Lords, much is spoken about the attainment gap between richer and poorer students widening during time off school. This Government were elected on a promise to level up society. What measures will the Government take to close that gap and reassure parents that we are committed to see every child, from every background, reach their full potential, despite the challenges that Covid has presented?

[Baroness Berridge]

My Lords, as I outlined, we are keen to ensure that the narrowing of the attainment gap is not lost during this period. The £2.4 billion a year pupil premium, which is paid for disadvantaged students, will continue to be paid to schools for their funding, even though most pupils are obviously not in school at the moment. We are looking at interventions for vulnerable children in particular, to ensure that they have not fallen behind.

[Baroness Finlay of Llandaff (CB) [V]]

My Lords, I declare my interest as I chair the Commission on Alcohol Harm. At the outset of lockdown, we know that alcohol sales increased by 67%. It is now said that 29% of people report drinking more during lockdown, and one in seven families report an increase in tension in households where there is a child under the age of 18. The highest number of children on record are calling the NSPCC helpline—with a 32% increase from previously—and reporting domestic abuse. How can these children, who previously accessed a place of safety at school, be case-found now? What safety is being provided for them since they are a hidden, silent and vulnerable population?

[Baroness Berridge]

My Lords, it is incredibly sad to think about the lack of the protective good for children in schools during this time. I am pleased that the £1.6 million for the NSPCC helpline has been useful to it. We are also pleased that among vulnerable children in contact with a social worker, we have now seen a considerable increase in the numbers in school. There are 47,000 of them in school, up from 37,000 on 21 May, which is to be welcomed. As I say, the teams reacting on the ground are working closely with local authorities’ children’s services, so that information about children who are not in school is passed on. We have redeployed Ofsted staff to bolster local authorities where they have needed it. While it is not possible to replace the protective good that school is for those children, we are seeing a steady increase in the numbers going to school.

[Baroness Armstrong of Hill Top (Lab) [V]]

My Lords, I had the opportunity to hear from the Chief Inspector of Schools and the Children’s Commissioner yesterday at a Select Committee in this House. They found the Statement disappointing and said that it lacked urgency and creativity. Is it not clear that, despite the attention with which the Minister feels that she and others in the department have been addressing these issues, the measures to prevent some children falling behind are failing at the moment? We need a detailed action plan, with stakeholders involved to get those falling-behind children into school before September, and for the Government to act with that creativity and urgency which was sadly lacking from this Statement.

[Baroness Berridge]

My Lords, it is a great regret that the scientific evidence on social distances does not allow us to achieve our ambition of getting all primary schoolchildren back before the summer. However, as I say, more vulnerable children are in school. We have also acted with specific initiatives on behalf of, for instance, those transitioning from alternative provision at 16. We recognise the risk that they could drop through the net, so we have announced £750 per year 11 pupil in alternative provision. We are obviously aware that it is unprecedented to be in the Department for Education at a time when we had to close schools. There is urgency and a plan to catch up for those children.

[Lord Caine (Con) [V]]

My Lords, I endorse the wise words of my noble friend Lord Baker of Dorking. As the product of a state comprehensive school in a predominantly working-class part of Leeds, I need no lessons on the importance of tackling educational inequalities. Does my noble friend agree that the longer schools remain closed, the more difficult this will be to achieve and that those who suffer most will be from less well-off backgrounds? Is it not about time that the leadership of some of the teaching unions adopted a more constructive, responsible and sensible approach to these matters?

[Baroness Berridge]

I am grateful to the noble Lord and, as someone who is also the product of state education, I know that there will be children falling behind because their education is not offered in schools at the moment. Away from what I might call the bluster of the headlines, I am aware of many teachers who are getting on with their job and have been planning to reopen. Along with the Department for Education, they long for the situation—and for the scientific evidence—to be such that we can welcome all our students back into school. In addition to the remote learning I outlined, there are tales of teachers dropping worksheets at the door for students. They are acutely aware of the disadvantage to those students, and we will work together with teachers on the front line and all support staff to help them catch up.

[Baroness Scott of Needham Market (LD) [V]]

My Lords, with social distancing set to continue for quite some time, capacity on public transport and dedicated home-to-school transport will be significantly reduced. Is a strategy being developed to ensure that transport is available for all students, particularly secondary students, when they return in September?

[Baroness Berridge]

My Lords, as I have outlined, secondary school children travel greater distances. Local authorities and schools are still under a duty to provide home-to-school transport within the social distancing rules. If there is capacity on those services, we have said that it should be made available to other students and that it can be charged for. We are aware that an essential part of getting students back to school will be ensuring that they can get there safely.

[Lord Robathan (Con) [V]]

The risk from this virus to children of primary school age is, frankly, negligible. For secondary school pupils, it is still pretty tiny. There is a higher risk to teachers, who will be older and may have underlying health conditions, but it is still pretty low for anybody under 50. Why then do pupils need social distancing at all? Teaching is a profession to be admired, so does my noble friend share my huge disappointment—that is an understatement —that some teachers, and only some, supported by their unions, are putting minor risk to themselves above the very real threat to their pupils’ futures?

[Baroness Berridge]

My Lords, there is indeed a high degree of confidence that the severity of the disease is lower in children than in adults. In the primary setting, we have been clear that we do not expect the younger cohorts to socially distance; the measures to enable children to come back state that they should be in groups of a maximum of 15, that they should not mix across groups and that there should be good hygiene in schools. As soon as the scientific evidence allows, we will be relieved to be able to welcome children back to their education.

[Baroness Taylor of Bolton (Lab) [V]]

Has the Minister seen today’s report from the Institute for Fiscal Studies showing that the closure of schools is accentuating the socioeconomic divide? Does she recall that, four weeks ago, I asked her at Question Time to prepare for summer schools, in particular so that youngsters transferring from primary to secondary school in September are not absolutely disadvantaged? Some may have been out of school for six months and have had no education at all. Can some concentration be given to the easy entrance of those children to secondary education so that they do not lose out completely? We need summer schools and not just holiday activity clubs.

[Baroness Berridge]

My Lords, the clubs that I have outlined offer educational provision as well, but the noble Baroness is right about the transition year. That is why we have recommended that schools bring back year 6 so that the transition into secondary school is managed for those children. However, we are aware that a number of reports indicate that more provision is available to children from more affluent backgrounds. I have outlined the remote devices and other support that we have given to schools to try to level up some of that gap.

[Lord Moynihan (Con)]

My Lords, the Children’s Commissioner and others have argued that the Government should fund summer sport and fitness courses, with voluntary organisations and governing bodies of sport using school sport facilities. Given that ukactive has data suggesting that children’s health and fitness levels may drop by 80% this summer, with the hardest hit the poorest children, will the Government prioritise and support this proposal?

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[Baroness Berridge]

My Lords, even before the summer, the Government have been clear in their guidance to schools that they should use outside space wherever possible when they reopen. We have provided guidance even on how to introduce team sports for the small groups that are back. However, we are aware that many children will have been sedentary over this period and that is a concern. We have linked to resources to encourage people to get the 60 minutes of exercise a day that Sport England recognises. I will take back my noble friend’s specific question about summer provision of physical activity.

[Baroness Blackstone (Ind Lab) [V]]

My Lords, I want to re-put the question put by the noble Lord, Lord Baker, as the Minister did not answer it. Why has the two-metre social distancing rule not been relaxed in line with WHO guidance, since this rule is the main block to all children returning to school at the earliest possible time? Will she accept that a failure to bring children—especially disadvantaged children—back to school poses much greater risks to their academic development, mental health and safety from abuse, whether on the streets or in their homes, than the negligible risks to their health of returning?

[Baroness Berridge]

My Lords, throughout the crisis, the Government have been guided by the science. The view at the moment—based on SAGE and the best science we have—is that social distancing should be at two metres. Should that view change, the Department for Education will of course be the first to welcome that, as it would ease many of the issues that schools have in relation to their buildings. As I said, it is important that the offer has been there for vulnerable children to come to school during this time. The provision for vulnerable children is made in addition to provision for the year groups as they come back.

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

My Lords, few children with special needs have currently returned to school due to parents’ concerns. Children attending special schools come from a wide area, especially in rural locations, and often have personalised school transport. More than others, those children need tailored plans to ensure that they are safe and happy. What arrangements have been made to ensure that these vulnerable special needs children are able to access their schools?

[Baroness Berridge]

My Lords, throughout the crisis, those children with an EHC plan—the overwhelming majority, if not all, of the children in special schools—have had a school place available to them. Risk assessments of those children have been encouraged, specifically to work out whether they are better in school or at home during this period. Where there is equipment in the school that could be of use to parents with children at home, we have encouraged schools to make that available. In line with the increase in attendance of vulnerable children as of last Thursday, the number of those attending schools who have an EHC plan is now 42,000 children, up from 23,000 as of 21 May. We want to see all children back, but this is a significant increase in those attending school, which is obviously to be welcomed.

[Baroness Massey of Darwen (Lab) [V]]

My Lords, the chair of the Education Select Committee said this week that 70,000 disadvantaged children are not working at home and have no access to the internet. Will the Government ensure that all children entitled to free school meals be guaranteed internet access, immediately?

[Baroness Berridge]

My Lords, there are indeed 1.3 million children currently entitled to free school meals. We have offered that provision over both the half-term and Easter holidays since schools closed. As I have outlined, over 200,000 devices have been purchased and delivery will be made by the end of June.

[Lord Truscott (Ind Lab) [V]]

My Lords, first, the Statement said that Her Majesty’s Government would be working to bring all children back to school in September. Do the Government actually have a plan to achieve this? Secondly, what is the message from the Minister to international pupils and students? Should they make plans to come back to study in the UK in September, or should they look to study or complete their studies in another country which is perhaps better organised?

[Baroness Berridge]

My Lords, obviously the plan is to bring all students back to school in September if the scientific evidence allows for that. In relation to international students, there has been an amendment to the guidance on the visa regulations. We are working closely with the boarding school sector and the independent sector to enable them to plan for a full reopening, along with all other schools, in September.

[Lord Pickles (Con) [V]]

My Lords, this morning the chair of the House of Commons Education Select Committee made three brief suggestions. The first was for a catch-up programme with an army of volunteers consisting of retired teachers, Ofsted inspectors, education charities and graduates, paid for by a catch-up premium; the second was the establishment of Alan Turing summer schools; and the third was a national education service on TV for those without internet services. Does my noble friend feel that Robert Halfon has a point?

[Baroness Berridge]

My Lords, I assure my noble friend that the Secretary of State is listening carefully to the suggestions from Mr Halfon, as chair of the Education Select Committee. As I said, a targeted programme of catch-up provision for the summer and beyond will be announced, and of course there is already access to BBC Bitesize provision, as I have outlined.

[Baroness Andrews (Lab) [V]]

My Lords, I can understand that the noble Baroness does not want to pre-empt what the Prime Minister has called his very big plan, but can she give us some indication of who might be targeted for special provision? To follow up on the question from my noble friend Lady Taylor of Bolton, I ask whether the noble Baroness can give us an assurance that creative and accelerated learning will be on offer and not simply holiday clubs.

[Baroness Berridge]

My Lords, the department’s ambition is obviously to offer universal catch-up provision for all students in our schools but with a particular focus on those who are disadvantaged. I gave an outline of the summer catch-up provision and what will happen beyond that. We are talking about catch-up of educational attainment so that these students are able to fulfil their potential and are not blighted by the lack of provision that they have had to endure due to the health crisis that we have all been living through.

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

My Lords, the noble Baroness, Lady Bull, referred to school as a place where social skills are learned and emotional intelligence is developed. The Minister is not allowed to tell us about the summer schools, but perhaps she can tell us whether they will be targeted not just at disadvantaged pupils, who obviously have huge needs, but at pupils who are not at obvious disadvantage. I should perhaps declare an interest, having been an only child. A single child will have been in the company of one or two adults for months, and for younger children that will have accounted for a large part of their lives. Will there be provision over the summer for all children at least to develop those social skills, even if there is no educational component?

[Baroness Berridge]

My Lords, over this period the department has published guidance on a number of matters. We have aimed to get the balance right between guidance and respecting the professionals on the ground. School leaders have been able to apply that guidance at the school gate in relation to vulnerable children, even though those children might not fall into the categories that we have outlined. As I said, we are concerned that all children should catch up, but disadvantaged children in particular. We respect the leadership in schools and will continue to do so in relation to catch-up provision, so that children whom school leaders deem to be disadvantaged and in need of support can get access to that support.

Free School Meal Vouchers Scheme

Baroness Berridge Excerpts

Wednesday 10th June 2020 Lords Chamber

[Baroness Lister of Burtersett]

To ask Her Majesty’s Government what assessment they have made of the impact on children in poverty of not providing the free school meal vouchers scheme during the summer holidays.

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

My Lords, the Government remain committed to ensuring that the most disadvantaged children continue to be supported while schools remain closed. The free school meal vouchers system has seen more than £139 million-worth of voucher codes redeemed into supermarket vouchers by families and schools as of Monday. This provision is ordinarily about providing healthy meals for children in school. As such, as schools close for the summer holidays, this scheme will come to an end.

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

My Lords, exceptional times require exceptional measures. Food insecurity among children has doubled under lockdown, yet DWP has provided no extra money for children. For all their inadequacies, free school meal vouchers have been a lifeline for low-income parents struggling to feed hungry children. The holiday activities fund mentioned yesterday by the Secretary of State will reach only a tiny fraction of them. In view of the Children’s Commissioner’s criticism that the decision lacks compassion and is “exceptionally short-sighted”, can the Minister explain why if Wales can provide this most basic support for children in poverty during the school holidays and more generously England cannot?

[Baroness Berridge [V]]

My Lords, the provision through the free school meal vouchers system is at a higher rate than what is normally provided to schools to provide free school meals, due to the recognition that families do not have the economies of scale of schools. On additional support to families, the noble Baroness will probably be aware that during this period there has also been an uplift to universal credit and to working tax credits, such that there is an advantage of just over £1,000 a year, which affects 4 million households. This is considerable support to families who, as we recognise, are struggling to feed their children.

[Baroness Massey of Darwen (Lab) [V]]

My Lords, we know that poverty leads to food insecurity for children. Last week the Trussell Trust reported an 89% increase in the need for emergency food parcels in April. Who will make up for this loss of vouchers for free school meals? The UK has signed the Convention on the Rights of the Child. Do the Government now recognise their responsibility to the welfare of children, especially vulnerable ones?

[Baroness Berridge [V]]

My Lords, the Government clearly recognise our responsibility to vulnerable children and have enabled them to attend school during this outbreak. The vouchers system we outlined is in addition to the funding going to schools to provide free school meals on the premises. In addition, there has been £16 million through DCMS and Defra for food support through charities such as FareShare and WRAP. There has been considerable support to enable food provision for those in need.

[Baroness Janke (LD) [V]]

To meet the cost of the Government’s Eatwell Guide to a healthy diet, the poorest decile of UK households would need to spend 74% of their after-housing disposable income on food. How will the Government ensure that the poorest and most vulnerable children have access to a healthy diet?

[Baroness Berridge [V]]

My Lords, funding of £9 million has been announced for the provision of holiday activity clubs, which include food, during the school holidays. We are currently in discussions with contractors regarding the continuation of Family Action and Magic Breakfast provision during the summer holidays.

[Lord Balfe (Con) [V]]

The Minister has outlined the extra money put into family budgets, and there are still people in poverty. Is not part of the problem a need for proper budgetary advice and help for families to manage better? In other words, it is a case not just of money but of the way in which it is spent and giving families assistance with their budgeting. Could we not look at an educational part of this programme?

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[Baroness Berridge [V]]

My Lords, budgeting is indeed a skill needed by many households, particularly those on limited income. Before the Covid crisis hit, there was an almost 16% increase in the Budget to the Money and Pensions Service, which gives essential advice and support, particularly to those dealing with debt.

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

My Lords, 15.4% of children were eligible for free school meals in 2019, with 42% in pupil referral units and 37% in special schools. Many of these children’s health and well-being would at least in part be protected if their entitlement to the equivalent of free school meals were to continue through the summer holidays to the autumn term. A high proportion of recipients are from BME backgrounds and many are child carers. Does the Minister consider it appropriate to go back to Her Majesty’s Government and re-emphasise noble Lords’ support for the continuing provision of the equivalent of £15 per child per week to promote a level of equality of access to food for children in the poorest households this summer?

[Baroness Berridge [V]]

My Lords, I always take back representations made by noble Lords and will take that one back. As I have outlined, there has been an increase in support through the universal credit system and working tax credits. For those who are furloughed, the national living wage is more than £3,000 higher than in 2016, which affects the wages of those put on that scheme. We are concerned to ensure that households are able to make provision at the moment.

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

My Lords, the Children’s Society has highlighted how the cost of living has increased for families due to the pandemic, as more children are at home while parents’ earnings have often decreased, leaving many families struggling with the cost of food and other essentials. Demand for food banks has risen substantially, yet the Government think this is the time for yet more pressure for the millions of families across the country suffering financial hardship because of Covid-19 by withdrawing the free school meal vouchers scheme over the summer. With MPs from across the parties joining the call for the scheme to be extended to cover the summer holidays, this must surely be the Government’s next U-turn. If not, how does the Minister suggest parents should feed their children without the vouchers scheme during these immensely difficult times?

[Baroness Berridge [V]]

My Lords, as I have outlined, the vouchers scheme was in addition to the funding given to schools to provide free school meals on the premises. It has always been the position that free school meals provision was when schools were open, and it is not expected that schools will be open throughout the summer holiday. There has been a £6.5 billion injection into the DWP budget and more than 1 million food parcels have been distributed through Defra and other government departments. There is support out there for those who need provision.

[Lord Rennard (LD) [V]]

My Lords, should not the Government negotiate a deal for some form of reimbursement to themselves from the large supermarkets involved in this scheme, many of which are making good profits from the crisis? This could perhaps enable the scheme to be extended. In any event, the poorest children should be our priority.

[Baroness Berridge [V]]

My Lords, I will take back to my colleagues in BEIS the novel and motivational idea that the noble Lord outlines. As we have seen, those in the supermarkets have been essential workers during this time of crisis. As I have outlined, we are in discussion with Magic Breakfast and Family Action about breakfast club provision during the summer holidays.

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

My Lords, I declare an interest as chair of ukactive. Far fewer children than expected have been accessing school and school meals during the pandemic. This has left them in a perilous position. They now face up to 23 weeks without engaging in structured and enriching activities outside their home. Will Her Majesty’s Government confirm that they will explore all options for keeping some schools’ facilities open safely across the summer holidays, providing activity and food, to support the most vulnerable children?

[Baroness Berridge [V]]

My Lords, the latest statistics show that around 15% of vulnerable children are in school. The noble Baroness is correct that we are concerned about the sedentary nature of many children at the moment. On the phased reopening of schools, there has been specific guidance to encourage the use of outdoor space, and even team sports, where the appropriate hygiene measures are carried out among the different groups of children involved. DCMS now also has guidance on the phased reintroduction of outdoor activity and recreation.

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

My Lords, I regret that the time allowed for this Question has elapsed. I apologise to the noble Lords, Lord Blunkett and Lord Empey, and the noble Baroness, Lady Boycott, that we were not able to get in their questions. I thank all noble Lords; that concludes the hybrid proceedings on Oral Questions.

Covid-19: Pre-school Sector

Baroness Berridge Excerpts

Monday 8th June 2020 Lords Chamber

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

My Lords, the pre-school sector plays a vital role in educating our youngest children. As with all parts of society, the pandemic has greatly affected the sector, limiting the number of children able to attend. Since 1 June, we have asked the sector to welcome back all children. We are working with local authorities and the sector to monitor the impact of the pandemic. Government will continue to provide funding, guidance and support for the sector.

[Baroness Andrews (Lab) [V]]

My Lords, I am grateful to the Minister for that Answer, but she is surely aware that the sector feels that it has been appallingly let down financially by the Government in terms of the furlough arrangements and much else, so much so that a quarter of providers may not be operating in a year’s time and many more will operate at a loss in the next six months. Will she and her ministerial colleagues meet the Early Years Alliance specifically to discuss the need for transitional funding to ensure that the childcare sector survives the pandemic period at least?

[Baroness Berridge]

My Lords, the Minister for this area has been in close contact with the Early Years Alliance and other sector groups in relation to the support available. We plan to pay the early years entitlements regardless of the uptake of that, which is worth £3.6 billion this year, and have issued specific guidance on how the sector can access the job retention scheme and business interruption loans.

[Baroness Blower (Lab) [V]]

My Lords, I refer to my interests in the register. A large amount of private provision has indeed closed during the pandemic. Maintained nursery schools have taken in additional children and become hubs for vulnerable children and the children of key workers. The 2019 supplementary funding of £60 million was welcome, but it leaves maintained nursery schools with real-terms cash equivalent only to that of 2015. What steps are the Government taking to ensure that maintained nursery schools are adequately funded both now and in future?

[Baroness Berridge]

My Lords, the Government recognise the commitment of the 391 remaining maintained nursery schools, which often operate in areas of disadvantage. The noble Baroness is right that £60 million of funding is still received by that sector regardless of the uptake. In addition to that, there is a £300 per child per year early years pupil premium. We remain committed to the maintained nursery sector.

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

My Lords, given the reduced risk of coronavirus transmission and the health and well-being benefits of outdoor education—everything from understanding of risk to resilience—will the Government encourage and support preschool education to shift towards outdoor models, either partially or fully? Given that lots of parents might struggle to afford the appropriate clothing, will the Government assist in ensuring that it is available?

--- Later in debate ---

[Baroness Berridge]

My Lords, the Government’s guidance on the reopening of schools specifically refers to the fact that using outdoor space, where possible and depending on the weather, is to be encouraged. We leave equipping children for the proper use of outdoor space to schools.

[Lord Polak (Con) [V]]

My Lords, one of my granddaughters, Carla, attended her nursery, Little Bicks in Mill Hill, this morning for the first time in three months. I pay tribute to the staff and management who have provided online activities throughout—my thanks especially for the very enjoyable weekly Zoom singalong with grandparents. Like so many, these important businesses have it very tough. Can my noble friend confirm that private childcare settings are eligible for a business rate holiday of one year, giving them much-needed support at this time?

[Baroness Berridge]

My Lords, I can confirm that if you are an early years foundation stage provider registered with Ofsted and qualify for the small business rate relief or, in appropriate circumstances, the rural rate relief, that enables you to access the £10,000 small business grant. Since last month we have been obtaining up-to-date statistics from local authorities to make sure that we have appropriate information about the resilience of this sector.

[Baroness Garden of Frognal (LD)]

My Lords, there are disturbing reports of vulnerable small children going missing or being open to abuse during lockdown. Many nurseries and childminders, who are already low paid, as we have heard, will have had to close. What importance do the Government attach to ensuring that there are places of safety for vulnerable preschool children in these times of pandemic?

[Baroness Berridge]

I am grateful to the noble Baroness for her question. Throughout this period, these settings have been open for vulnerable children. The presumption has been that, subject to health risks, those who have been in contact with a social worker should be attending. We have also started, as of last month, the “See, Hear, Respond” service with a £7 million grant to a coalition of charities for vulnerable children, led by Barnardo’s. We are particularly concerned about the safeguarding issues for young children that have arisen as a result of lockdown.

[Baroness Rawlings (Con) [V]]

My Lords, the preschool sector is important. Will the Government therefore continue with test, track and—just as vital—treat? Why has “treat” been dropped for “isolate”?

[Baroness Berridge]

My Lords, in relation to “test, track and trace” in this sector, all staff, children and their households are entitled to a test if they exhibit symptoms. As of the end of last month, that includes those aged under five. We realise that this is an essential part of being able to safely reopen schools.

[Baroness Prashar (CB) [V]]

Does the Minister agree that as crucial as supporting the preschool sector at this stage is investment in under-fives provision, as severe lifelong impacts can result from deprivation of care, stimulation and learning? Evidence shows that the literacy skills gap starts at the age of five. This deficit takes years to recover from and impacts on social mobility.

[Baroness Berridge]

The noble Baroness is correct that it is vital we ensure that disadvantaged children get the best start at this stage in early years so that they can fully access the curriculum when they enter mainstream school. We have invested £60 million over the last two years in specific initiatives to help the language and literacy development of young children, exemplified by the department’s Hungry Little Minds campaign, which saw over 180,000 new users at the start of lockdown.

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

My Lords, the Minister will be aware of reports last week of a survey carried out with the National Day Nurseries Association showing the stark reality of how Covid-19 will continue to impact on nurseries across England, even as they start to open their doors to more children. Three-quarters of nurseries have said that they expect to operate at a loss over the next three months. Without significant financial support, many will be unable to survive. Faced with the reality that millions of childcare places could be lost in this crisis, the National Day Nurseries Association has called on the Government to act now by introducing a recovery and transformation fund to help providers survive in this extremely challenging period. Labour supports that call. Does the Minister?

[Baroness Berridge]

My Lords, as I have outlined, the £3 billion of planned entitlements will be paid this year. The sector has been able to access a number of the schemes outlined by the Chancellor to support small businesses, which is what this sector mainly comprises. We continue to monitor the sustainability of the sector on the basis of data from local authorities.

[Lord Storey (LD) [V]]

I hear what the Minister says about the support given to the childcare sector, but, following on from the points of the noble Lord, Lord Watson, research has shown that up to 10,000 childcare providers will have folded or gone out of business by the time this pandemic is over. What plans do the Government have to ensure that that provision is not completely lost?

[Baroness Berridge]

My Lords, 35% of providers were open just before the half-term holiday. As I say, we are monitoring the sector and have provided the entitlements that I have outlined. We will work with sector groups to ensure the sustainability of the sector, which we know is vital for childhood development and for parents who need to work.

[Baroness Bull (CB)]

My Lords, research shows that high-quality birth-to-age-five programmes for disadvantaged children yield a 13% return on investment per child per annum, through better education, economic, health and social outcomes. Does the Minister agree that investing in early childhood education is a cost-effective strategy for promoting economic growth? If so, will she press this point with Treasury colleagues?

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[Baroness Berridge]

My Lords, I agree with the noble Baroness that this is a great investment. At the end of last year, we announced an increase in the hourly rate that the sector receives. I am pleased to say that 96% of these providers are “good” and “outstanding”, up from 74% a few years ago, and that the quality of provision in areas of disadvantage is improving.

[The Lord Speaker (Lord Fowler)]

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

Public Health England Review: Covid-19 Disparities

Baroness Berridge Excerpts

Monday 8th June 2020 Lords Chamber

[Baroness Hayter of Kentish Town (Lab) [V]]

My Lords, my criticism of the Government’s Answer is that even after the PHE review of disparities and risks and outcomes related to Covid-19 failed to include recommendations, the reply again talks about trying to understand the causes of disparities. Let us be clear: coronavirus thrives on inequality, and inequality thrives on inaction. Let us have no delay for research on causes but real action now to protect BAME people at risk from the virus. Will the Minister tell the House what actions the Government are taking to mitigate the very real risks BAME communities face right now?

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

My Lords, it is important that we understand the various drivers of the disparities and the relationship between different risk factors. It has been accepted that the report has some limitations; for example, the ethnicity analysis does not adjust for factors such as comorbidities such as underlying health conditions of hypertension and obesity. It is imperative that we do the next stage of looking at the data and the connections to ensure that we fill in the gaps of understanding and developing new policies so that we act on a proper and scientific basis; otherwise, we risk making matters worse, which no one would want us to do.

[Lord Scriven (LD) [V]]

New research today shows that more than half of pregnant women in hospital in the UK with coronavirus complications are from a black, Asian or minority ethnic background. Will the Minister commit to an urgent investigation into this?

[Baroness Berridge [V]]

My Lords, all aspects that are affecting black and minority ethnic people will be looked into by the Minister for Equalities. The Equalities Hub is now the central point to look at these matters. Action has been taken in relation to making sure that employers are risk assessing, including when employees are pregnant and could be at higher risk from the virus.

[Baroness Pidding (Con) [V]]

My Lords, the Public Health England report makes it clear that deprived communities are being disproportionately affected by Covid-19. Does the Minister agree that it is imperative that the Government redouble their efforts to reduce health inequalities between the richest and the poorest in society, fulfilling the Prime Minister’s levelling-up agenda? How might that be achieved?

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[Baroness Berridge [V]]

My Lords, the PHE review indeed makes it clear that those who are in the most deprived neighbourhoods are more likely to die as a result of Covid-19 than those who are in more affluent areas. The Minister for Health outlined on 4 March that the Government are committed to levelling up and to looking at health inequalities, particularly in deprived neighbourhoods where we see early-onset diseases and avoidable mortality at their highest rates. The Government are committed to getting to the bottom of that and to acting upon it.

[Baroness Quin (Lab) [V]]

My Lords, Table 2.1 in the review shows that in the north-east a greater proportion of the excess deaths were due directly to Covid-19 than elsewhere. It also seems that our least well-off communities were the worst affected. I echo the calls of my noble friend Lady Hayter and the noble Baroness, Lady Pidding, for action to be taken on the basis of not just this report but all the other work that has been done on health inequalities, particularly by Professor Marmot and his review.

[Baroness Berridge [V]]

I assure noble Lords that the excellent work of Professor Sir Michael Marmot over the last 10 years or so will be reviewed and worked on by the Minister for Equalities, looking at all the different impacts and inequalities the virus has exposed in our communities.

[Lord Dobbs (Con) [V]]

My Lords, to judge the risks on both sides of this very difficult question we need precise information. I hope my noble friend will correct me if I am wrong, but I believe the statistics show that the 40,000 Covid deaths cover not only those who died from Covid as a primary cause but those who died with Covid as a secondary cause—in the same way that many men will die with prostate cancer but not necessarily from it. The distinction is crucial. Can my noble friend give a clear breakdown distinguishing between primary and secondary Covid deaths and say how many of those deaths would have been expected to occur within the next two years even without Covid? If she does not have that information, would she be kind enough to place it in the Library at the first possible opportunity?

[Baroness Berridge [V]]

My Lords, the Office for National Statistics has analysed the death certificates: on the death certificates where Covid is mentioned as a cause of death, over 95% had it as a primary or underlying cause. That does not exclude other underlying conditions; in March and April this year, over 90% of deaths from Covid had one other underlying health condition mentioned on the death certificate.

[Lord Blunkett (Lab) [V]]

My Lords, it is very clear that we all agree that gross inequality and major deprivation are the underlying causes of the disparity. That must be dealt with societally in the long term. In the short term, does the Minister agree that we probably need targeted health campaigns, not blaming individuals but trying to at least do something in the short term about this division? That can be achieved not by daily press conferences but by very targeted help.

[Baroness Berridge [V]]

I am grateful to the noble Lord. Alongside this report there has been increased stakeholder engagement—particularly with the black and minority ethnic community—with faith leaders and representatives. As the Government are trying to ensure that the communication of the necessary public health information regarding hygiene and handwashing has been fully promoted within those communities, we are translating much of that advice into additional languages to ensure that that community has heard the messages it needs to hear now.

[Lord Bilimoria (CB) [V]]

My Lords, black men and women are more than four times as likely to die a coronavirus-related death than white people. It is sad that of the 29 British doctors who have died of coronavirus during the pandemic, 27 were from ethnic-minority backgrounds. Research this week has revealed that 40% of BAME doctors surveyed said that risk assessments to prevent Covid deaths recommended by the NHS nationwide five weeks earlier have still not been carried out. Can the Minister explain why? Even Dr Chaand Nagpaul, the BMA Council chair, is calling on the Government to take urgent action to protect our BAME colleagues. Yet now, where care homes are concerned, the Government have just announced a new social care task force. Can the Minister explain why there are still care homes where staff and patients have not been tested—let alone on a regular basis—as the Government assured us they would be?

[Baroness Berridge [V]]

My Lords, the department wrote to all NHS trusts and clinical commissioning groups outlining that there should be risk assessments of their staff and that they should take into account whether they have black and minority-ethnic or other staff who were at particular risk so that additional precautions could be taken. That was included also in the NHS Employers guidance to ensure that protected characteristics were taken into account. We are aware that HR directors in various places are taking those actions and even redeploying staff. The advice and guidance have been clear that this is a factor to take into account along with other factors, as I have outlined, such as being pregnant.

[Lord Triesman (Non-Afl) [V]]

My Lords, those of us throughout the world who have seen the savage murder of George Floyd will recognise the systemic evil of racism in society. Although I do not say that we are in the same position as the United States, we are far from guiltless in this country and we need to think about the systemic problems that the stain of racism places on us. Does the Minister agree that collecting figures on BAME deaths from Covid-19 without collecting the remaining epidemiological data on those citizens is a very poor piece of epidemiological work? It did not look at poverty, at overcrowded households or at employment in high-risk and low-paid jobs, and it reflects a systemic failure to grasp the weight of racism which impacts those communities. Is it not for the same reason a worry to the Minister that very few BAME senior scientists have been asked to serve on SAGE? I believe that they would have spotted these data gaps and tried to act on them.

[Baroness Berridge [V]]

My Lords, I join the noble Lord in expressing horror at the death of George Floyd. I can only agree with him about the evil of the systemic racism that we have seen in relation to the behaviour in that video. We are working at pace. The Race Disparity Unit has been collecting data. On the PHE review, we have accepted that there are not recommendations; there are conclusions. There are still gaps in the data and in the analysis that needs to be done. We are determined to get to the bottom of this, but we must do it on the basis of proper scientific evidence. I will take back to the Minister for Equalities the noble Lord’s representations about the inclusion of scientists from BAME backgrounds.