Sports Participation in Schools

Debate between Baroness Berridge and Baroness Blower

Thursday 9th September 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, in relation to the spending of the premium, a survey was done by the department in 2019, and we are aware that schools are spending a proportion of it on scaling up their workforce. Over 97% of those who teach PE have the relevant level 4 qualification, but I will take my noble friend’s comments back to Minister Gibb in relation to the reform of PE that he announced to my noble friend’s Select Committee back in July.

[Baroness Blower (Lab)]

My Lords, I add my congratulations to those already expressed by noble Lords. There are sports facilities that stand unused when schools are not in session. Can the Minister look to putting in place arrangements by which all schools in the maintained sector—including of course academies and free schools—are required, and where necessary funded, to make sure that those sports facilities are available to their communities?

[Baroness Berridge (Con)]

The noble Baroness is correct that 39% of sports and recreation facilities in England are on school premises. That is why, over the last two years, we have invested over £11 million to enable those facilities to be used for extra-curricular activities for pupils and by communities. We have seen nearly 100,000 community users benefit from that, as well as nearly a quarter of a million pupils in extra-curricular formats.

Covid-19: Education Settings

Debate between Baroness Berridge and Baroness Blower

Thursday 8th July 2021 Lords Chamber

[Baroness Berridge (Con)]

The noble Lord is correct. Engaging with unions and head teachers has been an important part of what the department has done over these times. The guidance we have issued has been in consultation, through regular meetings at official and ministerial level, to produce the best guidance we can. As I have outlined, we have issued guidance for an updated contingency plan for what might be expected of schools if they were in an area where a new variant of concern was prevalent or there was a local outbreak.

[Baroness Blower (Lab) [V]]

My Lords, it is alas clear that the impact of Covid-19 will continue to be felt in schools and colleges well into the next academic year. All possible steps must be taken to mitigate these effects, in an attempt to avoid children and young people missing education. There is also the worry that rising cases in schools increase the risk of mutations. As inhalation of coronavirus is a major transmission route, with aerosol containing infectious virus able to travel more than two metres and accumulate in poorly ventilated spaces, practical action is needed.

In another place, the Secretary of State referred to enhanced ventilation. Last autumn term that meant many children and teachers working in coats, hats and gloves as their classroom windows were kept wide open, while many others worked in classrooms with windows that did not open at all. However, the provision of CO₂ monitors, as the Minister referenced, and air filtration devices where necessary following a risk assessment could maintain adequate ventilation.

[Baroness Blower (Lab) [V]]

Yes—will the Government provide sufficient funds to ensure that all schools can avail themselves of CO₂ monitors and air purifiers?

[Baroness Berridge (Con)]

To reassure the noble Baroness, I say that this is precisely why we have the pilot with Public Health England and SAGE; it is to look at CO₂ levels in classrooms. When we have the results of that, we will update any guidance accordingly.

Covid-19: Pupil Referral Units

Debate between Baroness Berridge and Baroness Blower

Thursday 22nd April 2021 Lords Chamber

[Baroness Berridge (Con)]

The Government were keen to ensure that alternative provision got additional support, so the Covid catch-up fund was triple the amount put into mainstream provision—£240 per pupil rather than £80. An additional £730 million has been put into the high-needs budget this year. The Government are acutely aware that in these settings are some of our most vulnerable young people. I also draw attention to the amazing staff who, during the pandemic, did much to protect them.

[Baroness Blower (Lab) [V]]

My Lords, I salute my noble friend Lady Lawrence on Stephen Lawrence Day. In a statement at its recent conference, the NEU said that it is a symptom of poverty and racism that the majority of those in pupil referral units are working-class and black students. Does the Minister agree that, as the pandemic has laid bare the extent of racial inequality, to begin to tackle this in education schools need resources to prevent exclusions, including smaller classes and engaging a flexible curriculum, and much more investment in pastoral systems?

Education Return and Awarding Qualifications in 2021

Debate between Baroness Berridge and Baroness Blower

Monday 1st March 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, how many times the exam boards decide to intervene will be up to them, in terms of how many random and how many risk-assessed interventions. But I can assure the noble Lord that this is an assessment based on evidence. The exam boards will be training teachers in how to do this; they will be giving exemplar materials—for instance, “This is an example of a grade A essay in history”; and they will be given grade descriptors. We are hoping that all of these, along with the declaration that the head teacher will have to sign, will provide the assurance—but it will be for the exam boards, overseen of course by Ofqual, to do the external quality assurance.

[Baroness Blower (Lab) [V]]

My Lords, on Friday last, the Secretary of State for Health told the nation that one in five local authorities had seen an increase in Covid cases and that this was still a deadly virus. Is this then the right time to bring 10 million people back into daily circulation? There is a settled view from education staff and their unions that schools and colleges should be open to all as soon as is safely possible. However, from March 8, mitigation should be in place precisely to ensure safe reopening. The use of rotas and a staggered approach, as well as the use of additional spaces and staff to allow for the greatest chance of social distancing, would all decrease the risk of a surge in community transmission on the reopening of schools and colleges. Can the Minister offer any hope that the Government, even at this late stage, will consider these helpful suggestions for mitigation?

[Baroness Berridge (Con)]

Obviously the return is data-driven, not date-driven. The controls that PHE have advised have been supplemented by the wearing of face masks in certain situations in secondary schools. It is a balance of risk. We are confident now that the public health figures in most areas for the disease are at such a level that they are counterbalanced by the need to get children back into education. But, as the Prime Minister made clear, we will be watching the data and the figures to ensure that there is not the kind of surge the noble Baroness outlines.

Schools: Online Learning

Debate between Baroness Berridge and Baroness Blower

Tuesday 23rd February 2021 Lords Chamber

[Baroness Blower]

To ask Her Majesty’s Government what progress they have made towards providing laptops and tablets to those pupils who require such equipment for online learning.

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

My Lords, the Government are investing more than £400 million to support access to remote education and online social care services, including securing 1.3 million laptops and tablets for disadvantaged children and young people. To date, we have delivered more than 1 million laptops and tablets to schools, trusts, local authorities and further education providers. We are making further deliveries all the time and expect to achieve our overall commitment to delivering 1.3 million devices by the end of the spring term.

[Baroness Blower (Lab) [V]]

I thank the noble Baroness for her Answer—those are, indeed, very big numbers. However, Ofcom reports that between 1.1 million and 1.8 million children have no access to a device at home and 880,000 live in a household with only mobile internet connection. The Sutton Trust reported in January that only 10% of teachers felt that their students had adequate access to a device for remote learning, while 17% say that their students have no access at all. The gap in internet access has grown, with 21% of deprived schools reporting that one in five do not have adequate access. Even if all schools manage to open and remain open from 8 March, devices and internet access will remain important for all young people’s learning, so what more will the Government do to close the digital gap?

Education: Supply Teachers

Debate between Baroness Berridge and Baroness Blower

Monday 22nd February 2021 Lords Chamber

[Baroness Berridge (Con) [V]]

My Lords, the Joint Committee on Vaccination and Immunisation asked for a cross-governmental response on occupational vaccination and the department responded to that. I can assure the noble Earl that that was for the entire education workforce and that representation included all people, temporary and permanent, including those in early years.

[Baroness Blower (Lab) [V]]

My Lords, the school workforce census for the 2016 cohort shows that more than a quarter of teachers left teaching in the early years of their career. The loss of one in four teachers within three years speaks volumes about the difficulty and problems involved in retaining teachers. What plans do the Government have to address this workforce recruitment problem—looking at workload, among other things—to ensure that we have enough teachers to fill all the posts in schools on a permanent basis rather than relying on supply teachers, who already have an important role to play providing short-term cover?

[Baroness Berridge (Con) [V]]

The noble Baroness is correct that we want to retain the talented teachers whom we recruit each year. We are delighted that there has been an increase in recruitment this year of 23%. The early career framework should address the issues that she outlined: a one-year initial teacher training followed by two years of professional development support. That begins in September this year. Schools will be required to deliver that to put teaching on a par with the professional development that is offered by professions such as law and medicine. It will enable new teachers to have mentoring and time out of the classroom and to be introduced in a gradual way and supported into the workforce.

Schools: Online Learning

Debate between Baroness Berridge and Baroness Blower

Tuesday 2nd February 2021 Lords Chamber

[Baroness Berridge (Con)]

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

[Baroness Blower (Lab) [V]]

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

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


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

[Baroness Berridge (Con)]

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

Schools: Exams

Debate between Baroness Berridge and Baroness Blower

Wednesday 6th January 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, in addition to the laptops that I outlined, 50,000 4G routers have been given to disadvantaged children. We have worked closely with the mobile phone companies to lift data limits so that children and families can access data on educational sites without limit. I advise noble Lords to look at the “Get help with tech” part of the website. However, in relation to space and the gathering together of people, contacts are what we need to limit at the moment, so those kinds of out-of-school settings are open only for vulnerable children and children of key workers. In relation to graduates, the academic mentors, who are part of the catch-up programme that Teach First has been using, are physical mentors in schools, so I anticipate that some graduates and potentially retired teachers have taken advantage of that.

[Baroness Blower (Lab) [V]]

My Lords, the last time I had occasion to ask about exams, it was to ask the Minister why the Government had not followed the lead of other UK jurisdictions in cancelling 16-plus exams, given that it was clear even at that stage that they could not be held fairly in 2021. Today I ask whether her department will take the opportunity to review the appropriateness of exams at 16-plus going forward, particularly given that, however good online teaching is, current year 10 students will have missed at least a term and a half—and probably more—of face-to-face teaching.

[Baroness Berridge (Con)]

My Lords, as I have outlined, the Government closed schools as a last resort and cancelled exams as the best independent way of assessing students’ performance. The tectonic plate that shifted with the new variant over the Christmas and after-Christmas period has changed things dramatically from the last time that I stood at the Dispatch Box. However, it remains the case in England, as I have outlined—there are different approaches in different parts of the United Kingdom because of different education systems—that most students in England transition at 16, and that is why an examination at 16 is important.

Exams and Accountability in 2021

Debate between Baroness Berridge and Baroness Blower

Tuesday 8th December 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, I want to thank my noble friend. As a Minister, it is not necessarily always on the tip of my tongue to thank Civil Service staff for what they do. However, I have seen first-hand that they have been working extremely hard, along with schools, to support the sector. As my noble friend outlines, those transition points are very important, and the exams are a key objective marker, particularly for further and higher education institutions. We are not asserting that this package of measures can ameliorate every effect of what has happened; we are living through a global pandemic. However, after careful consultation, we believe this package can, as far as possible, create a situation where exams can take place, allowing pupils who have been working hard throughout the school year to have their abilities and knowledge assessed in that way.

[Baroness Blower (Lab)]

My Lords, I draw attention to my interests as recorded in the register. As we all know, continuing to assert something that is, at best, contentious does not make it true, and so it is with the assertion that exams are the best form of assessment. Our colleagues in Scotland took the wise decision some months ago to cancel the 16-plus exams—the equivalent of GCSEs—in favour of teacher assessment, and my noble friend has already referred to the situation in Wales. A major study in the Journal of Child Psychology and Psychiatry in 2019 found that teacher assessment during compulsory education is as reliable as formal external exams. Research from 2019 also shows that GCSEs heap stress on to school students in what we might call “normal times”; clearly we are not in normal times. I wonder therefore if the Minister can answer a question posed by the noble Lord, Lord Baker of Dorking, as quoted in the Guardian. He pointed out that

“the school leaving age is 18 … Education goes on from four to 18. So what are you testing people at 16 for?”

I might add that the question is especially pertinent this year when a level playing field both between and within schools is clearly an impossibility, given the very significant but differential levels of absence from school that have occurred, and which the Minister has acknowledged.

[Baroness Berridge (Con)]

My Lords, in relation to the situation in the devolved Administrations, the Secretary of State is in close contact with his equivalent representatives. In Scotland, yes, there has been some alteration, but the exams at 18 have been kept. The reason why exams in England have been kept at 16 is that the majority of students in England transition at 16 and therefore need that assessment. Northern Ireland has also decided to keep exams. There are differences between the constituent nations of the United Kingdom. We are living in extraordinary times, so we have introduced an extraordinary set of contingencies and changes to relieve the pressure—on teachers, yes, but primarily on students facing the exams. They will have certain aids with them and they will know some of the topic areas.

In relation to the comments from my noble friend, Lord Baker, one has to recognise that he has been the pioneer of the university technical colleges, where students enter the system in an atypical age range of between 14 and 18. We do not accept his view that exams are not necessary at 16 because most students, unlike those in UTCs, do transition at 16.

Covid-19: Catch-up Premium

Debate between Baroness Berridge and Baroness Blower

Monday 26th October 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, the low prior attainment year 7 sum of money that the noble Lord is referring to was increased by £49 million, so nearly £1 billion of the national funding formula recognises low prior attainment, and it is spread across all five years at secondary level. That £49 million represents the year 7 low prior attainment figure, so there has been no reduction: it is included in the wider additional needs section of the national funding formula.

[Baroness Blower (Lab) [V]]

I listened carefully to a previous answer to my noble friend Lady Blackstone. However, on 16 October, Schools Week ran the following headline:

“£140m of tuition catch-up cash remains unspent.”


Of course, much of that will have been destined for disadvantaged students. Can the Minister assure the House that there is no intention to reconsider this funding and that it has not become reliant on the next funding review? Does she agree with Tom Richmond, from the EDSK think tank, that schools want to see this funding

“handed out as a matter of urgency”?

Will the Minister also provide a timetable for the delivery of the promised but as yet undelivered laptops to young people who need them for ongoing learning as well as for catch-up?

[Baroness Berridge (Con)]

My Lords, the £350 million is made up of three sections: early years, 16 to 19, and two elements to the schools funding programme. As of November, we will see the first mentors entering our schools, and tuition partners will be announced as a result of the programme.

Examinations: A-level and GCSE

Debate between Baroness Berridge and Baroness Blower

Tuesday 15th September 2020 Lords Chamber

[Baroness Berridge (Con)]

My Lords, as noble Lords will be aware, the universities are autonomous institutions, but they are regulated by the Office for Students. Under that regulatory framework, they have to have access and participation plans. One of the success stories over the last number of years is that black students have been more likely to take up a place in higher education; I will write to the noble Lord with specific statistics to support that statement.

[Baroness Blower (Lab) [V]]

My Lords, I declare my interest as in the register. Members of the National Education Union in independent schools are very concerned that, unless there is a change to assessment, students in state schools will be very much disadvantaged. Without further amendment, the assessment of A-levels and GCSEs will be more a measure of teaching time lost than of students’ abilities and knowledge. This could be remedied in part by introducing greater use of options within subjects—as is already in place in Wales and Northern Ireland—and open-book assessments. Will the Minister consider these suggestions?

[Baroness Berridge (Con)]

When Ofqual consulted on these matters, it considered whether to introduce not just choice of topic but choice at question level; its opinion was actually that that would disadvantage weaker students—so, it has been considered. Of course teaching has now begun, and so it is not an option at present.

Education Settings: Autumn Opening

Debate between Baroness Berridge and Baroness Blower

Wednesday 8th July 2020 Lords Chamber

[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.

Schools: Disadvantaged Pupils

Debate between Baroness Berridge and Baroness Blower

Wednesday 24th June 2020 Lords Chamber

[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.

Schools: Return of Students

Debate between Baroness Berridge and Baroness Blower

Tuesday 23rd June 2020 Lords Chamber

[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.

Covid-19: Pre-school Sector

Debate between Baroness Berridge and Baroness Blower

Monday 8th June 2020 Lords Chamber

[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.

Covid-19: Schools

Debate between Baroness Berridge and Baroness Blower

Wednesday 20th May 2020 Lords Chamber

[Baroness Blower (Lab)]

My Lords, I refer the House to my entry in the register of interests in relation to the National Education Union. Speaking in another place on 13 May, the Secretary of State said he was happy to share all advice received from SAGE. The National Education Union has analysed the SAGE evidence and papers available on GOV.UK. Most of the evidence explicitly relating to children and education—80% of it; nine out of 11 papers—is unpublished. SAGE has not published any evidence for over a week, at a time when critical decisions are being taken, and there is no record of SAGE papers for the last month, published or unpublished. Will the Minister urge the Government to expedite the publication of all scientific advice and evidence, in particular relating to “test, track, trace and isolate”, to try to build confidence among the public, parents and the education workforce in how schools could open to more children and students safely, bearing in mind that, as she said, schools are generally open for vulnerable children and the children of key workers and that teachers not in schools are at present teaching their pupils both online and through a variety of means?

[Baroness Berridge]

My Lords, the Secretary of State outlined that the evidence will be published. As I have said, the latest updates from SAGE have been published; the latest was on 5 May. We are committed to transparency and enabling access to the evidence on which we rely. On that evidence, Public Health England’s guidance to us is that there can be a hierarchy of controls in schools, beginning with nobody symptomatic being in schools. Once those controls are in place, we can substantially reduce the risk of transmission in education settings.

Educational Settings

Debate between Baroness Berridge and Baroness Blower

Thursday 19th March 2020 Lords Chamber

[Lord Parkinson of Whitley Bay (Con)]

My Lords, we have 10 further minutes for Back-Bench questions on the Statement if noble Lords wish.

[Baroness Blower (Lab)]

My Lords, I am sure that the Minister recognises that it takes quite a while to get an education, health and care plan in place. I have been approached overnight by a number of teachers who are very concerned that there are children who are half way through the process and who will not yet have a plan, but who are vulnerable. Schools would definitely want to welcome them in. Can she confirm that it will be for the schools to decide which children come into the vulnerable category? Can she further confirm that the vouchers, which have been put in place very quickly, will actually be redeemable and that there will be somewhere for them to be redeemed, and that schools which want to keep their kitchens open will in some way or other be assured of food deliveries?

As the Minister said, local authorities will have a role in ensuring that all schools, whatever their governance, type and style, are encouraged to work together through the local authority to make provision in the most effective way. Can the Minister confirm that teachers are also key workers in these circumstances, and that their children have to go to school so that they can be at work providing a place for other people’s children to be looked after and, we hope, in some measure educated?

[Baroness Berridge]

My Lords, on vulnerable children, the EHC plan process and the needs assessment, we expect head teachers to collaborate with the local authority. There will be discretion for them on who is considered a vulnerable child. We trust them to make the appropriate decisions.

It has been clarified by the Box that the vouchers we are talking about are supermarket vouchers. Some schools have already been purchasing supermarket vouchers, which is why we say that they will be reimbursed for that cost. I know that all schools, including those in the independent sector, and childcare providers will be working closely on the ground to ensure that we can deliver this change in education to enable key workers to keep the services going that we need to protect us from the disease. As I said, the list of key workers will come out today, but I can confirm that teachers are key workers.