Covid-19: School Students Learning From Home

Lord Pickles Excerpts

Monday 5th October 2020 Lords Chamber

[The Lord Speaker (Lord Fowler)]

I call the noble Lord, Lord Storey. Is there no Lord Storey? I call the noble Lord, Lord Pickles.

[Lord Pickles (Con) [V]]

My Lords, does my noble friend agree that the last 10 years have seen an increase in social mobility and that Covid-19 isolations threaten our progress? To be without digital connection puts a pupil at great disadvantage. However, I was forcefully reminded by a recent meeting with students that, even with good digital connections, technology is not a cure-all. There is no substitute for classroom teaching and face-to-face tuition. Does this not reinforce the necessity of keeping schools open to offer the best choice in life for pupils?

[Baroness Berridge (Con)]

My Lords, I could not agree more with the noble Lord that face-to-face tuition is, of course, the best for students. I am pleased to say that, as of 24 September, 88% of children were in school, so that is a remarkable feat. In relation to social mobility, that is why we have aimed £350 million, through a national tutoring programme, at the most disadvantaged to help them catch up.

Education Settings: Wider Opening

Lord Pickles Excerpts

Thursday 11th June 2020 Lords Chamber

[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.

Covid-19: Schools

Lord Pickles Excerpts

Wednesday 20th May 2020 Lords Chamber

[Baroness Berridge]

I join the noble Lord in thanking all of our teachers and draw attention to the fact that 80% of education settings are open for vulnerable children and the children of critical workers. I applaud their hard work. The R rate is not broken down regionally and is not published in that form. It is a UK-wide estimate range which is published each week. The individual modelling groups include epidemiological information on the intensive care unit rate of admissions, the death rate and the rate of hospital admissions. It is an average value that can vary across communities, but it is not published on a regional basis.

[Lord Pickles (Con)]

My Lords, in order to assist local authorities that are reluctant to reopen schools, will my noble friend consider publishing the Government’s assessment of the effects of a prolonged school lockdown on the emotional, educational and economic chances of disadvantaged children?

[Baroness Berridge]

My Lords, it is obvious that the good and protective factor that a school provides to children cannot be replaced. I assure my noble friend that in making this decision, consideration was given to the future education and social outcomes for children, alongside the health and epidemiological information and data. We are deeply concerned about the effect of continued school closures, particularly on disadvantaged pupils, and are looking at a range of interventions to help them catch up.