School Closures: Support for Pupils

Tracy Brabin Excerpts

Wednesday 13th January 2021 Westminster Hall

[Tracy Brabin (Batley and Spen) (Lab/Co-op)]

It is an absolute pleasure to serve under your chairmanship, Dame Angela, especially as it is your first time in the Chair—your opening night. It is a real pleasure to be here. I thank my hon. Friend the Member for Warwick and Leamington (Matt Western) for securing this timely and important debate. I must say that it was unclear whether we were going to have the debate, but for the sake of my young constituents who are struggling with home learning, I am grateful that we went ahead.

I want to take this opportunity to thank the teachers, the teaching assistants, the heads, the parents, the BBC and others for their fantastic online lessons—all supporting our children to get an education during this new lockdown. Teachers have had to redesign lesson plans at the last minute and get to grips with a new way of teaching, while maintaining standards. Although many children are still going to school—the children of key workers and others—there are thousands back at home with their parents, potentially without resources to learn.

We know that the digital divide is real, and the lockdown has identified that inequality. Many of the most disadvantaged children rely on schools and libraries to access the internet. With those closed, children and young people are now struggling to get online. The need is urgent, and I reiterate the point made by the Sutton Trust: just one in 10 schools across the country says that its pupils have access to technology. It is urgent, and it is a crisis.

As a young girl growing up on a council estate in Batley, on free school meals, I definitely would have been one of those youngsters who did not have the tech. I know the impact it would have had on my prospects. This is about lost potential. I definitely would not be standing in this place if I had had to scramble around for tech or share a mobile phone with my sister, my mum and my dad. This is a crisis for this generation.

Only last night, I received an email from Andrew Barker, a parent at my old school, Windmill Primary School, which is an outstanding, excellent school with great leadership. He asked whether I could help him and other parents source 20 recycled, used or spare devices for children who might not have access at home to learning and the devices to support it. Andrew, a software company owner, has also offered his tech support to help the school and teachers. I thank him and so many other parents around the country who are using their skills to support teachers—something that is desperately needed. As we have just heard, Ofcom and SHINE, the Leeds-based charity, have said that 1.78 million children lack access to a laptop, desktop computer or tablet. That is a seriously depressing number, given that children were already lagging behind their peers before covid. Now, after five months of missed education, they will be even further behind.

It is not just about the tech, is it? It is also about supporting the educators, the teachers, the teaching assistants and the mums, dads and carers, many of whom may not be natural teachers or may have a job to do at home while also trying to home school their children. They will need support. Leaving pupils without tech and their parents without support means the deprivation gap will only widen. Kids will suffer not just in terms of their education, prospects and future; potentially, their mental health will suffer too. A telling admission of failure was when the Education Secretary told children that if they did not have laptops at home, they could go to school, whereas the Government’s plan was to close schools to all children except vulnerable children and those of key workers.

Of course, the pledge to deliver 750,000 laptops to families without a suitable device is extremely welcome, but the proof of the pudding is in the eating—those children should have had them already. We cannot forget either that Government deliveries to special schools have not been fit for purpose. The Government have offered desktop computers to children who are not mobile and able to use desktops. Those children need tablets or smaller devices.

Councils around the country have had to step in where the Government have failed to deliver. My local authority, Kirklees, has distributed 3,857 devices since lockdown, but it decided that that was just not enough and allocated its own substantial funds to deliver tech for schools.

[Siobhain McDonagh (Mitcham and Morden) (Lab)]

It is not only councils that have stepped up to the plate, but community organisations in every region and constituency—none more so than the Dons Local Action Group, the AFC Wimbledon supporters who have supplied more than 1,000 laptops during the lockdown.

[Tracy Brabin]

There is no greater champion of access to tech than my hon. Friend. We are all enormously grateful for the work she has done, the letters she has written and the pressure she has put on the Government, so I thank her for that.

This is absolutely about social mobility. There is a correlation between children being on free school meals and their access to tech. There are more than 62,113 children on free school meals across West Yorkshire, so it is evident that the need is great, but it did not have to be that way. The Education Secretary and his Department knew that this crisis was coming. The Minister will probably point to the mutation, which caught us all by surprise, but another lockdown was predictable and scientists raised the alarm long before the new variant was identified.

Our children need care, but they also need resources. Our families need practical support. Schools need timely, realistic guidelines. We need an Education Secretary who is on top of his brief, but so far we have seen the Government continue to fail the children of Batley and Spen and West Yorkshire, whose futures and destinies depend on their leadership.

Awarding of Qualifications: Role of Ministers

Tracy Brabin Excerpts

Wednesday 9th September 2020 Commons Chamber

[Tracy Brabin (Batley and Spen) (Lab/Co-op)]

We know what has been going on this afternoon. We are trying to ask for transparency from the Secretary of State, but I will use my limited time to talk about those young people from disadvantaged neighbourhoods who are suffering the injustice of having their vital GCSE and A-level grades marked down because of the school that they went to and their postcode. I will, if I may, illustrate my comments with the experience of a couple of my constituents. One young man, Hamzah, who was hoping to go to Leeds University, was on course to achieve the grades. He was originally marked down by the algorithm. By the time he managed to get his appeal the course was full, so he is now waiting another 12 months.

Haaris is another young man with a bright future. He was informed by his college that it would be unable to award him centre-assessed grades. On the same day, Ofqual announced that external candidates could transfer their exam entries to a new centre, one that could assess them and award them grades, so he transferred to a new AQA exam centre, Cambridge Street School in my constituency, and called AQA to ask if that would be okay.

The following sequence is just a Kafka-esque nightmare of flip-flopping that has really impacted on Haaris’s mental health. He was told on that day, 15 May, that that was the deadline for submissions, a deadline that he and his school were unaware of. The next working day they submitted a late entry, accepted as long as basic information was supplied. There was then a long period of silence, with calls and emails unanswered. AQA has said that around the entry deadline in May it experienced an extremely high volume of inquiries from exam centres, parents and students. It is clear that the exam board was not properly prepared or resourced. Had it been able to reply, AQA could have told Haaris earlier that he would not be considered because Joint Council for Qualifications regulations would not allow CAGs to be awarded where a prior relationship did not exist between a student and a centre.

What happened was that after a period of assessment and mocks, Haaris got A*s and As, and it looked like he would be going to a university of his choice in London. However, when AQA was contactable it said that Haaris’s entry would not be processed and that he would not get grades. Then it changed its mind and said that it would process the application if the unique candidate identifier was available. Within hours, that was snatched away again when AQA said it could not process his application.

The back and forth impacted severely on Haaris’s mental health and sense of self-worth. Four years of dedication and hard work in extreme extenuating circumstances have all been for nothing. Students like Haaris and others really do deserve transparency from this Government. We need full disclosure. I support the motion 100%.

Educational Settings

Tracy Brabin Excerpts

Wednesday 18th March 2020 Commons Chamber

[Gavin Williamson]

As has been outlined, we will ensure that all children, who have done so much work towards their exams both at GCSE and A-level will get a fair system for their grades. We recognise that there will sometimes be disagreement over that, so it is vital to ensure a proper and robust system and a means of redress for those children. That is something that we will have in place with Ofqual, and we have already had those discussions. On funding, we have been consistently clear in this statement that costs incurred by schools will be fully reimbursed.

[Tracy Brabin (Batley and Spen) (Lab/Co-op)]

On a point of order, Mr Speaker. I seek your advice on an urgent and important matter. On Monday, the Government advised the public to avoid large gatherings and gatherings in smaller public spaces, such as pubs, cinemas, restaurants, theatres, bars and clubs, rather than closing venues directly. The Creative Industries Federation has said that this is a “crippling blow” to the UK’s creative sector, and there was understandable anxiety that it would mean mass bankruptcies and long-term closures of venues. However, the Chancellor reassured us yesterday that insurance companies would help, saying that

“for those businesses that…have a policy that covers pandemics, the Government’s action is sufficient and will allow them to make an insurance claim against their policy”—[Official Report, 17 March 2020; Vol. 637, c. 932.]

He even went so far as to say that the Government had spoken to the insurance sector looking for support, yet many organisations have made representations to me today to say that insurance companies will not permit losses due to the covid-19 pandemic and that no theatre, restaurant, or small or medium-sized enterprise would ever be able to afford that sort of cover—cover usually associated with Apple and big companies like that. Therefore, what advice can you offer me on how Members might seek clarification from Ministers on this crucial issue, which is adding to the anxiety for businesses in the creative industries and more widely?

[Mr Speaker]

I thank the hon. Lady for giving me notice of her question. She is well aware that it is not a point of order for the Chair, but those on the Treasury Bench will have heard her comments and I would expect some response. Perhaps if we can also work through the Table Office, via email at the moment, or by picking up the phone to speak to someone, that may also help to resolve the situation.

House of Commons Commission

Resolved,

That Sir Charles Walker be appointed to the House of Commons Commission in place of Sir Paul Beresford in pursuance of the House of Commons (Administration) Act 1978, as amended.—(David Rutley.)

Public Accounts Commission

Resolved,

That Mr Richard Bacon, Jack Brereton, Mr Nicholas Brown, Clive Efford, Peter Grant, Sir Edward Leigh and Alan Mak be appointed, and that Douglas Chapman and Julian Knight be discharged as members of the Public Accounts Commission under section 2(2)(c) of the National Audit Act 1983.—(David Rutley.)