Schools: Free Holiday Meals and Activities
Lord Storey Excerpts(3 years, 7 months ago)
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Baroness Berridge (Con)
My Lords, since 2018 the Government have funded summer learning to the tune of £9 million a year. It was open to schools to use some of the catch-up funding announced at the end of last term to provide summer schools and learning. As I have outlined, the holiday provision is subject to recommendation and consideration in the spending review.
Lord Storey (LD) [V]
My Lords, I am sure that we all agree that all children have a right to food. When we consider the national strategy, can we bear in mind a number of factors? First, we need to be flexible so that people whose families become unemployed during that period have access to the scheme. Secondly, the vouchers should pay only for food that contributes to a healthy diet. Thirdly, some of the technical problems, which I understand, need to be properly sorted out. It is not acceptable for struggling parents to have to access a helpline that costs £21 an hour to use.
Baroness Berridge (Con)
My Lords, there will be a census in October that will take into account the number of students now eligible to claim free school meals, and funding will follow that. I pay tribute to those who put up the Edenred platform at speed. There were some teething problems, but we managed to have 20,000 schools get vouchers via that system.
Schools and Colleges: Qualification Results and Full Opening
Lord Storey Excerpts(3 years, 7 months ago)
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Lord Watson of Invergowrie (Lab)
My Lords, my apologies: I thought that the noble Baroness the Minister was going to repeat the Statement.
I start by congratulating young people across the country on their GCSE and A-level results, which have caused them much more anxiety than necessary. Labour is absolutely clear: we want children back in school and we want them to stay there safely. As the shadow Secretary of State said yesterday, we will always work constructively with the Secretary of State to achieve that, and the questions that I put to the Minister should be taken in that spirit.
The vast majority of schools will reopen fully over the next few days. We welcome that, but many issues of concern remain. For example, schools were denied the necessary information to prepare for reopening, with the Government’s guidance for head teachers to plan for tier 2 restrictions only being published last Friday.
Over the past month, we have been presented with the extraordinary saga of the 2020 examinations. Ministers’ fixation on avoiding grade inflation led to the adoption of a statistical approach that was never going to survive contact with real live students. Mr Gove’s reforms to exams meant that there was no back-up to call on. It beggars belief that the Secretary of State was warned of the debacle and yet allowed such flawed results to reach publication before the inevitable retreat, thereby causing not just distress to so many students but chaos in the university sector. It seems that we have a Government that resolutely refuse to recognise problems that are so obviously coming down the road, proclaiming absolute confidence in their ostrich-like convictions until the moment of the screeching U-turn.
With regard to this summer’s exam results, can the Minister say when the Secretary of State first knew of the potential problems with the flawed standardisation approach, and what action he took as a result? The evidence given by Ofqual to the Education Committee today has raised serious questions about the Secretary of State’s role in the fiasco. We welcome the apology in the Statement but not his repeated attempts to blame Ofqual and officials for the exams crisis. It is now clear that he was responsible. The head of Ofqual has gone and the head of DfE is going. As we say in Scotland, Mr Williamson’s jaiket is on a shoogly nail.
In a helpful letter to all noble Lords last week, the noble Baroness the Minister stated:
“The relevant awarding organisations have assured the DfE that students will receive their results by this Friday.”
That was 28 August. Can the Minister say how many BTEC students have still not received their results?
On the national tutoring programme, can the noble Baroness say when it will take effect? Yesterday, the Secretary of State merely referred to “this academic year”, which is, to say the least, open-ended. Is she also aware that there is scope for the independent sector to demonstrate public benefit under its charitable status by becoming registered tutors under the programme? Not all the work should be handed to private tuition agencies, but whoever is involved it must start soon.
Finally on the return of schools, can the Minister say why early years and post-16 providers remain ineligible for the catch-up premium, and what extra support will be available for children with SEND?
Turning to the 2021 examinations, the tinkering around the edges proposed by Ofqual does not begin to address the scale of the problem that Years 11 and 13 have faced this year and will face next year. The call by teaching unions to change the exams more fundamentally is right: we need to address how we can “build back better”.
Two immediate principles should underpin exams in 2021. First, as the noble Baroness may recall, I argued—in response to the Statement of 8 July—that a plan was needed when schools returned, not in desperation as June 2021 approaches, to cope with the disruption that has already happened, and, just as importantly, for what may happen next year. A robust system does that, and it is surely a condemnation of the Government’s approach that there was no such plan this year. Failing to announce a plan that would have gone some way to reassuring students that they will not be penalised because of the possible future impact of the pandemic amounts, essentially, to a head-in-the-sand assumption that the next academic year will run smoothly and exams and progression in 2021 will operate as if nothing much has really happened. That is surely wishful thinking.
Schools, colleges and universities need time to plan. What discussions are Ministers having with the sector and UCAS to ensure that workable arrangements are in place? Can the Minister guarantee that a contingency plan will be put in place this month in case exams are disrupted again? Removing the cap on admissions by individual universities without a strategy for dealing with the fallout from that decision merely pushes the problem into next year.
Children and their families should have been the Government’s top priority over the summer, but their interests have been placed below those of the Government and Ministers. That must now change, for the good of all young people--for their education and their futures.
Lord Storey (LD)
My Lords, I was slightly confused because I thought the Minister would start by reading the Statement—I do not quite know what happened, but I have obviously got that wrong.
We welcome the fact that children and young people are returning to school, and we have to do all in our power to make this work successfully—and to make it safe. Naturally, the Government have produced reams of guidance for schools. Head teachers have told me that some of it is quite contradictory. I shall give one example. The guidance says:
“No-one should be excluded from education on the grounds that they are not wearing a face covering.”
Yet it also says that when children are walking down corridors or are in open-access areas in schools they should wear a face covering. However, the guidance says that, no, you should not be excluded or told that you had to wear one. That guidance has to be there—I understand that—but head teachers, schools and teachers are looking for simplified, easy-to-follow advice that they can adhere to.
During this period of school closures, children have fallen further and further behind, particularly disadvantaged pupils and those from BAME communities. Schools should be doing everything in their power to ensure that those children are able to catch up on those lost months of learning. I have seen it floated that the Government are considering doing some formative or summative testing to find out what the gap is and what the loss of learning is and how that can be supported. I welcome that—it is an important initiative that should happen.
I am concerned about three areas. One is that, during the period of school closures, children and young people who were excluded from school—they were not on any register because they were excluded—and those young people in alternative provision were the most vulnerable pupils in our system, and they need extra support and help. I do not know what the Government view on that should be, but alternative providers are concerned that those young people could easily get into further trouble.
Then there is the question of the 60,000 home-educated children. I strongly believe, as I suspect the Minister does, that now is the right time to introduce a policy to ensure that home-educated pupils are registered so that we know what is going on in their learning. However, I was concerned to see that external, home-schooled students have not received an A-level or GCSE grade. Could the Minister shed light on this? I am told that 20,000 students have been informed by their institutions that they will not receive a GCSE grade this year.
Let me give noble Lords the case of a young man from Oxford—I apologise to the Minister for throwing this out now and I will give her the correspondence afterwards. Due to personal reasons, he had to be home educated and do his own learning for biology, chemistry and physics at GCSE and A-level. He had a place at a university, but he has been told—I presume that this is true of other young people too—that he will not get a grade because he was an external candidate, not through a school. That is incredibly worrying. Could the Minister look at this issue?
Finally, I go back to mainstream schools. If, God forbid, a pupil is tested as Covid positive, who tells the school? Who tells the head teacher? Is it left to the parents to inform the school? Who is it left to? I am told by head teachers that there are no processes whereby the testing regime should automatically inform the head teacher. That is crucial for the well-being of schools and pupils, and to making the return to full-time education successful.
The Parliamentary Under-Secretary of State, Department for Education and Department for International Trade (Baroness Berridge) (Con)
My Lords, I join the noble Lord, Lord Watson, in thanking young people for their resilience during a crisis this summer that no-one intended them to have to go through. I repeat to your Lordships’ House the apology made by the Secretary of State and in my letter to noble Lords. I thank the noble Lord for his wish to work constructively on these matters.
On schools reopening, the main guidance to put in place the hierarchy of controls, on the need for bubbles or for year groups to be kept separate in secondary schools was issued on 2 July—well in advance of the end of summer term—and enabled schools to prepare. However, for the thankfully very small number of situations where there are additional restrictions, the guidance was issued only recently.
On the noble Lord’s questions about exams, it is important to remember the principle that Ofqual was a body created by Parliament. It was created by statute and is answerable to Parliament. There are good reasons in principle why the regulation of public examinations in this country is not subject to direct government interference. It was Ofqual’s responsibility to have the data to develop the algorithm and then send that algorithm to the various examination boards. There was a reaction at the stages at which the department was made aware of additional concerns and Ofqual met regularly with the department even from before the announcement was made for exams to be cancelled. The department reacted, but Ofqual is the independent regulator.
On sharing data, in the week running up to the A-level results the system was as per any normal year. On the Monday or Tuesday some headline data is given to the department. On the Wednesday that data is shared with schools and is then published on Thursday. To respect the normal division of responsibilities between the department and Ofqual, that long-standing practice was abided by and Ministers did not see the detail of results for individual students or the schools that would have been affected.
Only a tiny fraction of BTEC examination results remains to be communicated to students. That is where further information is needed. Each year there are normally, unfortunately, a small number of results outstanding. Pearson has assured us that it is working to issue these remaining results as soon as possible.
It is envisaged that the first services from the national tutoring programme, which is being delivered by the EEF and Teach First, will be delivered in the second half of the autumn term.
On the specific questions on early years catch-up, of the £350 million tutoring programme, £8 million has been awarded to Nuffield for early language development and there was an announcement that there will be small-group tuition for disadvantaged 16 to 19 year-olds. They are now included in the catch-up.
On the issue around special educational needs students, as noble Lords will be aware, the Oak Academy’s provision of online lessons has of course included some for those with special educational needs. The guidance and the links to the various resources on the Department for Education’s website include links to these. We have been working closely with the sector. Over the next year an additional £730 million will go into the high-needs budget, meaning that it will have grown by £1.5 billion, or 24%, in just two years. We are responding on special educational needs. The £650 million of main catch-up funding going out to schools has been weighted per pupil for specialist schools, because we recognise the higher per pupil costs in those settings.
There will be a contingency plan for examinations next year. There has already been guidance on the curriculum so that schools knew what they were doing from the moment they came back. For instance, in English literature they know that pupils will potentially be examined on only three of the four set texts and there have been changes to field work in geography, et cetera. The question of whether there will be a delay was part of Ofqual’s consultation on the 2021 series, and that will be confirmed as soon as possible.
There is now a higher education task force, chaired by Michelle Donelan, the Minister for Universities, which meets regularly with Universities UK and other stakeholders to work with the sector on the implications of the change in the awarding of grades for A-levels.
Turning to the questions raised by the noble Lord, Lord Storey, I specifically checked and, while it is my personal preference to read the Statement, I was told that in this hybrid situation I do not repeat it. However, I put my view that I want to read it to noble Lords because it helps.
A lot of specific guidance has had to be set out for the sector. Officials and the sector have worked very closely to try to get the right boundary in not being able to be prescriptive, because we have over 20,000 schools in about 70,000 buildings. There must be the framework and the principles for head teachers and other school leaders to make their risk assessments and the changes to their buildings.
Masks are recommended only where we have something such as a tier 2, where there is a local lockdown, but schools can advise their students on that. I hope that the guidance is not contradictory on that matter.
Disadvantaged pupils are of course a concern for noble Lords and for the department. That is why there is the £1 billion catch-up fund. On excluded pupils, many of whom will have been in alternative provision, all schools reopening includes AP schools. At the end of the summer term we announced additional funds for those leaving AP to make sure that they had additional support and did not end up not in education, employment or training. We are working to ensure that they do not fall within the gaps.
On home education specifically, yes, we are particularly concerned. Going back to the cancellation of exams and the work the exam centres did, obviously some home-educated students then register at a school and sit their examinations in that school. As far as possible, we asked those schools to evaluate the performance of that student if they had any data on which to do so, but of course there were situations in which it just was not possible. That is also about the integrity of head teachers and teachers who did not feel they could give a grade. That is why the autumn series of resits in all subjects will be so important, particularly for home-educated students.
There was a recent consultation from the department on whether to have a register with local authorities and whether to pay exam fees for home-educated students, because we are concerned about the rise in the number of home-educated students. The reasons are not, as perhaps they were 10 or 20 years ago, well-meaning parents. Some who are in home education are potentially not getting the education they deserve, but we do not have the data. I will update the House as soon as I can on what is happening with that consultation.
Finally, I thank noble Lords for their support. I hope we can work constructively, going forward.
Schools: Arts Teaching
Lord Storey Excerpts(3 years, 9 months ago)
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The Lord Speaker (Lord Fowler)
Baroness Bakewell. No? I call the noble Lord, Lord Storey.
Lord Storey (LD) [V]
In a reply to my Written Question on arts subjects in schools, the Minister said that all
“maintained schools are required to teach the full National Curriculum, including art and design, and music”
and creative subjects, while, as she knows, academies do not have to do this. Why is this? If she is keen to have a broad and balanced curriculum that provides opportunities for creative subjects for all pupils, surely this needs to be changed.
Baroness Berridge
My Lords, the noble Lord is correct that teaching the national curriculum is not compulsory in the academies sector. However, Ofsted inspects all maintained and academy schools to the same standard of the broad and balanced curriculum; its inspection framework now includes whether children’s cultural capital is being improved. Ofsted judges all schools to the same standard.
Employment: Young People
Lord Storey Excerpts(3 years, 9 months ago)
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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.
Education Settings: Autumn Opening
Lord Storey Excerpts(3 years, 9 months ago)
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Lord Watson of Invergowrie (Lab) [V]
My Lords, we want to see every child safely back in school when the new term begins in September, but simply willing it, or even making it compulsory, does not mean it will happen. Parents must have confidence that it is safe for their children to return, and this Statement does not in itself provide that because it contains many unanswered questions.
By September, almost six months will have elapsed since any child has experienced a normal education. A number, although disappointingly small, have been attending school throughout as the children of key workers, and more recently selected years have been able to return, but despite teachers working flat out, few—if any—of these children, or those being home-schooled, have experienced education in any sense as it would have been had the coronavirus pandemic not happened. The result has been the development of a major gap in their learning for millions of young people, and perhaps the saddest aspect of that is that the narrowing of the gap between children from advantaged and disadvantaged backgrounds, painstakingly achieved over recent years, has been reversed. The impact of lost time in education on children’s life chances is incalculable, but we know for sure that for some, ground lost this year may never be regained.
The Statement talks of schools continuing to minimise contact between children through grouping children together in bubbles, with whole year groups in schools kept separate, but how practical is that? The proposals for managing schools are complicated, confusing and unlikely to work in many situations, not least in terms of the proposed whole-year bubbles. How will they work? How will wraparound care work? How will transport to and from school be addressed? For example, siblings will be probably be in different bubbles but will mix on transport as well as at home. Another practical point concerns supply teachers. Will they be able to move between schools?
What seems to be being suggested for secondary schools requires a huge re-organisation of space, timetable and staff deployment, all to be accomplished in a few weeks. The cost of all this will be considerable—the additional cleaning alone will be very significant—yet schools are being told they have to manage on the resources they have. Is that fair or practical?
On the subject of funding to deal with the crisis, I want to press the Minister on the resources announced by the Secretary of State two weeks ago: the so-called Covid catch-up funding. Last week, when this Statement was presented in the other place, the Secretary of State told the shadow Secretary of State, Kate Green MP,
“there is new money for the covid catch-up fund.”—[Official Report, Commons, 2/7/20; col. 542.]
That is ambiguous. Is there some new money or is it all new money? Given that on the same day as the £1 billion was announced, a further announcement scrapped the year 7 catch-up premium, I think we are entitled to be just a little suspicious. I hope that the Minister will today allay any fears about whether the fund represents new rather than recycled resources.
Exams in 2021 are a real concern. Pupils are already anxious that missing so much time in school will adversely affect their results and hence, potentially, their future. The Ofqual consultation seems to be doing little more than tinkering around the edges of the issues. There needs to be a fall-back position in place, widely known and understood, in case the 2021 exams are also disrupted. There should be a commitment that Ofqual will use the techniques established when exams are changed: of following the principle of comparable outcomes. Can the Minister confirm whether that will be the case? Announcing this by the time that schools return in September would go some way to reassuring students that they will not be penalised because of the impact of the virus this year, and possibly next year.
Even that would not solve all problems and there will remain a huge risk that disadvantaged pupils, whose learning was more disrupted, will lose out disproportionately again. Crucially, I ask the Minister: will track and trace be working properly, with information properly shared? The Government’s record thus far—in terms much wider than the educational—does not exactly inspire confidence.
I return to the issue of a lack of confidence among parents, which has prevented more of them allowing their children to return to school since June. What can the Minister say to parents that will enable their confidence to build in the short time between now and September?
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.
Schools: Return of Students
Lord Storey Excerpts(3 years, 10 months ago)
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The Deputy Speaker (Lord Bates) (Con)
We are having difficulty hearing the noble Lord, Lord Triesman, so we will move on to the noble Lord, Lord Storey, and come back to him if there is time to sort out the technical problems.
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.
Covid-19 Summer Food Fund
Lord Storey Excerpts(3 years, 10 months ago)
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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.
Education Settings: Wider Opening
Lord Storey Excerpts(3 years, 10 months ago)
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Lord Storey (LD) [V]
My Lords, I thank the Minister for the Statement.
We all want to see children and young people back in school as soon as possible, not least because if we are not careful, we will see a whole generation of children whose educational progress has been blighted, and we know that the children most at risk are those from disadvantaged circumstances, those in care, and those with learning difficulties.
If I was being kind to the Government’s handling of the reopening of schools, it would be to describe their approach thus far as cack-handed. This is not a time for Boris Johnson’s high-command approach but a time for bringing education stakeholders together to agree the way which is rooted in good practice, which can work and be implemented, will provide a safe environment for pupils and staff, give the reassurance to parents that their children are safe and, as the Children’s Commissioner said, use some imagination in what we are able to do. That imagination might include keeping children in nurseries for longer and admitting them to reception for the term of their fifth birthday. It may include part-time schooling, or changing the school day and school holidays, and staggered starts—anything which helps our children.
Can the Minister now agree that the Prime Minister’s proposal to have a big plan will bring together council leaders, teachers’ unions, experts, opposition parties and parent voices to agree that big plan for the reopening of schools in England before the disadvantage gap becomes a gulf? My party has a five-point national plan, which our education spokesperson, Layla Moran, has sent to the Prime Minister.
As well as getting schools open safely in September, we also need to ensure that we are providing high-quality educational provision now and over the next three months of the summer. As good as the BBC has been in providing Bitesize, this is only a small-bite step in what is needed. Parents who have finances will buy in resources, pay for online tutors and will have the time to go on walks of learning, but for a large number of families this is not possible.
It is interesting to note that the hubs that were set up for key workers and disadvantaged pupils, not surprisingly, saw a massive drop-off rate of the disadvantaged pupils. Can the Minister tell us of any ideas that she might have to ensure that those pupils are being mentored and encouraged to do their work?
The Minister previously has told us of the IT provision that the Government are providing, but in reality it not available to all disadvantaged pupils. In my home city of Liverpool, the laptops provided for children in care were for only 40% of those children. Can the Minister assure us that there will be IT equipment for all children in care so that they can access learning?
Many families are worried about family budgets and how they can provide the resources their children need. Can the Minister take back to her ministerial colleagues the need to look at extending the free school meals over the summer holidays, recognising the scheme is flawed and so combining it with an emergency uplift in child benefit of £150 per child per month, with £100 for every subsequent child, during the crisis? They could also implement a catch-up premium of £700 per disadvantaged child to enable schools and charities to give them a much-needed boost for the next academic year.
Also, could the Minister take on the idea of creating a summer learning fund so that councils can run summer learning camps for children, focused on local authorities in the most deprived areas? Incidentally, that proposal was first made by the Children’s Commissioner for England.
We are living through very difficult times. We need to look to our future as well as our present. Just as the Prime Minister wants our economy to bounce back, surely we want to see our young people and children bounce back. That means doing whatever it takes to make that happen.
Finally, will the Minister agree to abolish SATs and Ofsted inspections during this period and give us regular updates on plans laid and progress made?
Covid-19: Pre-school Sector
Lord Storey Excerpts(3 years, 10 months ago)
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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.
Covid-19: Educational Gaps
Lord Storey Excerpts(3 years, 10 months ago)
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Baroness Berridge
My Lords, since 2011 it was good to know that the attainment gap between disadvantaged students and their peers had narrowed at every level, but of course we are acutely concerned at the moment about the widening of that gap due to those students perhaps not accessing as much learning, despite the efforts of many teachers who, for instance, even drop printed worksheets at their door to enable them to catch up. I assure the noble Lord that in addition to the potential targeted online support, we have also made available this year a further £9 million for the holiday clubs during the school holidays. Those are important in terms of activities but they also provide meals during the school holidays. He will be aware that during this period we have had a voucher system, and over £100 million-worth of vouchers has been redeemed by families who qualify for free school meals.
Lord Storey (LD)
If there are local or regional outbreaks of Covid-19 and an area has to be shut down, what plans are in place for the continued schooling and learning of those children, particularly those from vulnerable circumstances or with learning difficulties?
Baroness Berridge
Regionally, the react teams—Department for Education staff along with Ofsted inspectors—work closely with local authorities in looking at the situation for vulnerable children as well as for education in the area. Obviously the scenario for such schools reopening would be dependent on Public Health England guidance at that time, so unfortunately I cannot predict what a response would be to a local lockdown. That will have to be viewed on the scientific evidence at the time.