Education (Guidance about Costs of School Uniforms) Bill

Lord Storey Excerpts

2nd reading
Friday 19th March 2021 Lords Chamber

[Lord Storey (LD) [V]]

My Lords, like most noble Lords I am a great supporter of this Bill, and I thank the noble Baroness, Lady Lister, and the Member for Weaver Vale for bringing it forward.

I think that the only speaker who has questioned the Bill has been the noble Earl, Lord Clancarty, whom I normally always agree with. I have to tell him that I taught as a deputy head in a school in a deprived community where the head teacher and governors did not believe in school uniform. The result, as other noble Lords have suggested, was competition for the latest designer clothes, sweatshirts and t-shirts, trainers or whatever it was, which created great upset among the pupils. Those who could not afford the latest gear, as they called it, were often name-called and bullied.

The briefings clearly show the real concern that parents and families face over school uniform provision. I particularly thank the Children’s Society, the House of Lords Library, the Child Poverty Action Group and the Schoolwear Association for their briefings. Rather than repeat facts and figures, I shall tell noble Lords about two experiences which to my mind show the problem—one a follow-up the contribution made by the noble Baroness, Lady Gardner of Parkes.

In Liverpool, a popular, local co-ed school had a very sensible uniform policy: grey trousers or skirt, a polo shirt and sweatshirt, all in the school colours and with the school crest, and inexpensive, hard-wearing and practical. In the sixth form, it was casual but smart, and no jeans. A new head teacher decided to replace the uniform—yes, she consulted. It then consisted of grey trousers for boys, a kilt for girls, a shirt or blouse, a tie, a V-neck pullover with the school colours woven into the V and a blazer with the school badge. For sixth-formers, it was a grey suit. It looked very smart, but it cost an arm and a leg and had to be obtained from the retailer who had exclusive rights. Needless to say, after a few months, the general wear and tear of playground activities took its toll. Parents from disadvantaged circumstances could not have several items, and you could soon tell family circumstances by looking at the pupils’ clothing. It led to name-calling and bullying.

My second observation is that, as a head teacher myself, I kept the uniform and sportswear at my school —with the support of governors—very simple, with a sweatshirt and polo shirt in the school colours and the choice of a shirt or tie if parents and pupils wanted that. However, I constantly got requests from school uniform providers, including well-known stores, to make my school clothing exclusive to them. In return, the school would get an amount of money for each item sold. I chose not to do that: we set up our own school uniform shop, which parents ran, and everything was sold at cost.

If we care about poverty and children’s well-being and mental health, this Private Member’s Bill is really important and needs support. I have two brief questions for the Minister—both have already been asked. First, why are independent and private schools not included? My observation is that they would very much want to be involved. Secondly, can the Government assure us that we will act with great speed to get this Bill through Parliament?

Education Return and Awarding Qualifications in 2021

Lord Storey Excerpts

Monday 1st March 2021 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, it is fitting that the Statement emphasises the tremendous efforts of all staff in schools and colleges who have made schools as safe as they can be, at some risk to themselves. I echo these sentiments.

It was obvious before Christmas that there were likely to be problems with grades. Indeed, I and other noble Lords said as much when the ministerial Statement on exams and accountability came to your Lordships’ House on 8 December. Why did the Government sit on their hands and pretend otherwise until it was too late to come up with a genuinely robust proposal? Can the Minister explain why, despite schools closing at the start of January, exam board guidance will not be available until the end of March? That simply increases the uncertainty and anxiety already widely experienced by students, parents and teachers. The proposals for checking and confirming teachers’ grades seem flimsy. It would have been possible to build in much more comprehensive moderation arrangements between schools, using the skills of experienced examiners and exam markers. Without this, there can be no guarantee of consistency and fairness. There is surely a risk that the rigorous will lose out, compared to the less rigorous.

There is also a serious risk that schools, colleges and teachers will be exposed to unreasonable pressure to give students the grades they—or their parents—expect. It must be made clear and emphasised that exam boards, not schools, are responsible for issuing grades and appeals. As things stand, it seems that a school can appeal against a grade awarded by one of its own teachers. This is awkward, to say the least.

The likely volume of appeals and disputes will also present a capacity issue. How can the Government guarantee that the system will be able to cope with these pressures? Faith in the proposals has hardly been enhanced by the very public resignation of Sir Jon Coles from the Ofqual recovery committee just as the new measures were being announced. He was a former DfE director-general and the department’s own nominee to the Ofqual committee. What does this say about the robustness of these proposals?

I turn to the return of schools and colleges. During the first week back, they will be required to carry out three tests for each of the 3.4 million secondary-age pupils. Many schools have lost income or face higher costs because of the pandemic. What support and resources will the Government make available for schools and colleges to deliver the testing, including additional financial support?

In January, the Secretary of State said that he wanted school staff to be in the next wave of vaccinations. Yet, despite the obvious benefits this brings in facilitating the return to school, there has been no commitment since to prioritising school staff. Do the Government no longer believe that teaching staff should be a priority?

Finally, 8 March is also the date on which independent training providers are expected to have the majority of apprentices and trainees back on site. ITPs and their learners seem to be at the back of the queue for receiving Covid home-testing kits. The Association of Employment and Learning Providers says that a general rollout is not expected before April. This cohort includes high levels of vulnerable and disadvantaged learners who are more likely to be affected by Covid-19. It is unacceptable that they should be doubly disadvantaged by a lack of access to testing. Many have little or no access to the technology needed for remote learning, so anything that delays their return to classroom delivery is damaging.

There is an obligation on training providers and employers to provide a safe environment before learning can resume. Already, providers are concerned that they are potentially leaving themselves open to legal action. Can the Minister explain what providers are meant to do in these circumstances?

We all want not simply to see schools and training facilities fully reopened but for it to take place on a sustainable basis. This requires a creditable system, underwritten by a plan B. If the Government have learned anything during the last 12 months, it is surely that a fallback position is necessary to take account of fast-changing events. This Government have been characterised throughout the pandemic by indecision and U-turns. This has had a particularly damaging effect on young people seeking to gain the education and qualifications that will prepare them for the world of work. How can the Minister guarantee that the measures outlined in the Statement will offer a more certain way forward for students, parents and teachers?

[Lord Storey (LD) [V]]

My Lords, I thank the Minister for this Statement. The last 12 months have been like a giant wrecking ball for the education of our children. We welcome the reopening of schools and the Covid measures that the Government have put in place, but we have consistently argued that individual schools are best placed to respond to their circumstances. We should give head teachers the flexibility to know how to operate their schools safely.

We welcome that Sir Kevan Collins will work on the recovery plan, crucially together with teachers, schools and parents. It is important that we get this right. Each child’s circumstances vary enormously. The learning gap has widened. Today, the Education Policy Institute has reported that sixth-form and college students from poorer homes find themselves about three A-level grades behind their more affluent colleagues. A few extra lessons of catch-up will not compensate for a year’s loss of mainstream education. We need a rigorous and far-reaching plan to ensure that nobody is left behind. I am surprised that there is no mention in the Statement either of additional support for the well-being and mental health of children, or of children with special educational needs.

I turn to this summer’s exams. Thank goodness that there will not be assessment by algorithm. It is right to have teacher assessment. The amount of learning and study that each pupil has been able to access will vary enormously. Teacher assessment is the only fair way to understand individual pupils’ circumstances and learning. Can the Minister confirm that there will be no school league tables of results? Why not use a more broadly based quality assurance model rather than relying on random sampling? I am sure the Minister is concerned about grade inflation. What plans do the Government have to reverse it?

Finally, how will home-educated children and older adults be assessed for GCSEs and A-levels? I am sorry to spring that question on the Minister. If she does not know the answer, perhaps she could write to me.

Teachers and support staff have worked flat out to keep school learning on the road. We owe our school staff a huge debt of thanks for their dedication and professionalism.

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

My Lords, I am grateful for the support of both noble Lords. We are all waiting with bated breath for next Monday when our children can return to school—I am sure that many parents are as well. I join the noble Lord, Lord Storey, in paying tribute to the staff who have worked tirelessly during this period.

Unfortunately, the new variant at Christmas took us all by surprise with its speed. The levels of community transmission meant that we had to shut down schools for the second time. It was made clear to staff that exams were cancelled and that teacher assessments would be the way ahead, so certainty was given at that point. This is a genuinely robust proposal. As noble Lords will be aware, we had to consult. Ofqual and the DfE put out a joint consultation. There were more than 100,000 responses—maybe the largest ever—the majority of which were from students. It is good that they were obviously interested enough to put forward their views.

Teachers will have been getting on with teaching as much of the curriculum as possible. Whether students are to be assessed by examination or by their teachers, that curriculum has to be taught to those children. There has been no confusion among teachers that that has been their job by way of remote education for the majority of students.

By Easter, the exam boards will issue their guidance. Departmental guidance was issued on the same day as this Statement, so some information is already available about the list of materials and evidence on which teachers can rely in order to assess grades. Grades will be assessed on evidence. There will be both internal and external quality assurance. Internally, the head teacher will have to sign a declaration that they have acted in accordance with the guidance and instructions given by the exam board. There will shortly be a consultation on what should be in that declaration. We are relying on the professionalism of head teachers as to how grades will be assessed within their school.

Externally, the exam boards will be able to inspect a school where they have concerns about the way in which grades are awarded to students. As the noble Lord, Lord Storey, said, this will be random, but it will also be risk-assessed. It has been made clear to schools that a significant misalignment with historical data could be a reason for a school falling within the Ofqual risk profile for assessment. Obviously, we are trying not to peg it to historical data, because certain institutions are improving, but we are making it clear to schools that such data are relevant, though not determinative.

The noble Lord is correct. We need to make sure that we communicate clearly to parents and children that teachers are assessing grades, and grades are awarded by the examination boards. Students will not pay for appeals. An appeal to a school will be of an administrative type. For instance, a child might say, “I’ve got this grade, but have you really taken into account all that assessed artwork that I did?” That kind of appeal is based on process. The examination board comes in if there is a substantive appeal. That is the appropriate boundary between schools and examination boards.

Regarding timing, teachers have until 18 June, so they will get the materials by the end of spring term. They will have to put their assessed grades in by 18 June, and the results dates are 10 and 12 August. That should allow time—we are talking of higher education providers in particular—for any appeals to be put forward, hopefully without prejudicing the transition to the next stage. I just want to pay tribute to the work of Sir Jon Coles, both for the department and for Ofqual. His departure is a matter for himself and Ofqual.

This is an important reassurance on testing, for parents, teachers and students: yes, we are providing support, and have been for the last half term, for the costs of the tests and administering them on school premises. That arrangement will continue. Those schools that applied for expenditure on the basis of full reopening, and have not had to spend that money, can reclaim that cost through, I believe, the NHS Test and Trace service.

It is envisaged that the independent training providers, which will receive tests to do home testing along with everybody else, will use the community testing facilities for that three-week period. As I am sure most noble Lords will know, many local authorities have provided access to asymptomatic community testing sites for those three weeks until they join up with the remote testing system.

Teachers will be assessing, and content will have been taught to, all cohorts—there is no minimum level—such that every student will be able to be assessed with a grade, and students will be assessed on what they have been taught.

In response to the noble Lord, Lord Storey, yes, we do trust head teachers to assess these grades, and they have welcomed the guidance. Over this period, the department has had to issue guidance to schools about how to make schools safer for pupils in line with PHE guidance on bubbles, ventilation, sanitation, et cetera.

For the reasons outlined by the noble Lord, Lord Storey, the national tutoring programme has been extended to the 16 to 19 year-old cohort. The laptop provisions we outlined have been extended to FE colleges as well. Many have been buying those through the bursary fund, but they can now access the central allocation. Also, £102 million has been allocated to tuition for 16 to 19 year-olds for this academic year. Funds are up on last year because of the expected increase in the size of the cohort. So we do have a rigorous plan.

Mental health and well-being have always featured as part of the guidance, and there has been funding for mental health and well-being in return to education, so there are experienced professionals to advise schools. I can assure noble Lords that there will be no performance tables this year. As I have outlined for the noble Lord, Lord Storey, there will be both internal and external quality assurances—by the school and by the exam board.

Finally, private candidates were one of the cohorts particularly affected last year. We consulted on that, and there will be a number of assessment centres. A list will be put up soon. Multi-academy trusts have volunteered to assess private candidates, so private candidates can look at a list. We are assisting with the cost of this. Private candidates can go to an assessment centre and ask to be assessed on the same basis as for a teacher-assessed grade. Obviously, there are separate lists of materials et cetera for those students. Assessment can be done remotely, so a private candidate is not limited to the provision in their town, which might happen not to include an assessment centre. So we are confident that the method we have outlined will put the assessment of private candidates on a par with that of pupils who are within an exam centre. I am also pleased to say we have this year managed to find a way to get those private candidates who were affected last year assessed. I am just grateful to know, as I am sure we all are, that this time next week school will just be finishing for everybody.

Schools: Online Learning

Lord Storey Excerpts

Tuesday 23rd February 2021 Lords Chamber

[Baroness Berridge (Con) [V]]

In addition to the connectivity that I have outlined, I pay tribute to the school staff who have helped many parents to use the equipment that has been provided to access online lessons; we must not forget their role in skilling up parents to enable this access for children. Yes, indeed, this is part of the system going forward, so we will look to make sure that children have the access that they need to these devices, as well as the connectivity. We are also looking to invest in rural connectivity, because, of course, some of the schools have connectivity issues as well.

[Lord Storey (LD) [V]]

My Lords, it is good news that our children and young people are returning to school soon. Moving forward, does the Minister see a role for virtual learning in future, perhaps as a means of supporting home-educated children, for example?

[Baroness Berridge (Con) [V]]

We are overjoyed at the prospect that on 8 March all our children will return to school. We have provided these devices at a time of global disruption of supply, so have done very well in managing to obtain such a large amount. We are looking at—and welcome all Peers’ contributions on—how we can ensure that, in what has been invested in with this £400 million, we take the best that has developed in these terrible circumstances in terms of remote education and ensure that children can benefit from it going forward.

Schools: Online Learning

Lord Storey Excerpts

Tuesday 2nd February 2021 Lords Chamber

Asked by

[Lord Storey]

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

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

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

[Lord Storey (LD) [V]]

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

[Baroness Berridge (Con)]

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

Educational Settings: Reopening

Lord Storey Excerpts

Wednesday 27th January 2021 Lords Chamber

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

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

[Lord Storey (LD) [V]]

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

[Baroness Berridge (Con)]

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

Skills for Jobs White Paper

Lord Storey Excerpts

Tuesday 26th January 2021 Lords Chamber

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

We lost the last part of those remarks, but I will call the next speaker, the noble Lord, Lord Storey.

[Lord Storey (LD) [V]]

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Free School Meals: Food Parcels

Lord Storey Excerpts

Thursday 14th January 2021 Lords Chamber

[Baroness Berridge (Con) [V]]

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

[Lord Storey (LD) [V]]

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

[Baroness Berridge (Con) [V]]

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

Child Welfare

Lord Storey Excerpts

Thursday 7th January 2021 Lords Chamber

[Baroness Berridge (Con)]

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

[Lord Storey (LD) [V]]

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

[Baroness Berridge (Con)]

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

Covid-19: Educational Settings

Lord Storey Excerpts

Thursday 7th January 2021 Lords Chamber

[Lord Storey (LD) [V]]

My Lords, I thank the Minister for the Statement. The best place for children to learn is in school. It is a tragedy that the virulence of Covid-19 has forced us to close all our schools.

The past six months have seen constant periods of year groups quarantining in school and outbreaks of Covid forcing schools to close. There have been very few weeks when a whole school has been present. The effect on children’s learning, particularly those from disadvantaged circumstances, has been devastating.

School leaders, teachers and sports staff have been under enormous pressure. They have had to respond to every new demand and every new change. At times, they have struggled to keep going. It is not an exaggeration to say that, every single day, they have been putting their own lives and welfare at risk. It therefore shocks me, nay saddens me, that given everything that school staff have faced—the U-turns, the opening and closing of schools, exams on, exams off, starting virtual lessons from scratch and testing regimes—we are now threatening them with Ofsted if there are complaints about their virtual learning provision. At times, staff were literally on their knees. At the very least, they deserve our thanks and support.

For the vast majority of children and young people, online learning will support their educational development. It is vulnerable pupils and those on pupil premium who are most at risk. It is laudable that laptops are increasingly being made available for virtual learning at home, but this cannot take place if a family cannot afford the cost of internet provision and the monthly payments.

It is absolutely right that GCSEs and A-levels should be examined by teacher assessment, with presumably some form of moderation. Can the Minister assure us that the guidance to schools will take into account the amount of teaching that has taken place and the difficulties that some pupils will face, particularly, again, vulnerable pupils?

I have a few key questions for the Minister. First, as the noble Lord, Lord Watson, asked, will the Government ensure that school staff are a priority for vaccination? Secondly, will the Government publish quality standards for each online lesson and what the sanctions will be if online lessons require improvement? Thirdly, can the Government guarantee that free school meals will be immediately available to children of parents who lose their jobs? Finally, how will pupils who are excluded from school, either for a fixed term or permanently, cope? Presumably, we should consider reinstating them on the rolls of their existing school. While I am talking about children not in school, can the Minister enlighten us as to why the DfE educational settings status portal has been taken down?

This is a difficult time for schools, for parents and for children and young people, particularly those in difficult circumstances. Might the Government consider a Covid pupil premium for vulnerable children which would last for the lifetime of this Parliament?

Schools: Exams

Lord Storey Excerpts

Wednesday 6th January 2021 Lords Chamber

[Baroness Berridge (Con)]

My Lords, colleges have been given the discretion this month, because most of the content will have been learned. Seven awarding organisations had assessments planned for this month, and many of those assessments are required occupationally for people to progress, even into work, so it was important that colleges were given that discretion. We have encouraged this where career progression is dependent on the assessment. From February, the Ofqual consultation will consider all qualifications so that those who take qualifications other than A-levels and enter higher education will get a fair assessment of their grades. The noble Lord will be aware that UCAS has extended the window for applications this year by two weeks.

[Lord Storey (LD) [V]]

My Lords, so exams will not be sat and there will be teacher assessment, presumably with some external moderation. It is important that individual students’ situations are considered in that moderation and that guidance is given to schools. For example, children and young people in vulnerable circumstances, and young people without access to the internet, paid-for wi-fi or a laptop, must be taken into account. As one head teacher put it, there is a huge regional variation between space and peace and support. Can the Minister guarantee that all students will have a level playing field when it comes to their virtual learning? She might be interested to know that the guidance on the government website says that children who are vulnerable can still attend school in person. Hopefully that will be changed or altered.

[Baroness Berridge (Con)]

My Lords, we have made clear that school places are available for children where one parent is a critical worker, and for vulnerable children, because they are best off in school. We have given head teachers the discretion to include in that vulnerable category any children who they identify as being at risk and better off in school. There will be a consultation. Ofqual will have to consult, as the Prime Minister outlined, working with the department on how the assessment exams will take place this summer so that all the factors outlined by the noble Lord can be taken into account. I will ensure that noble Lords who have an interest in this matter get the link to that consultation when it is announced.