Oral Answers to Questions
Vicky Ford Excerpts(3 years, 9 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Mrs Emma Lewell-Buck (South Shields) (Lab)
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
It is important that pupils have access to a healthy breakfast meal to enhance their learning potential. That is why we are investing up to £38 million in the national school breakfast programme, which is providing breakfast meals in up to 2,450 schools in disadvantaged areas across the country.
Mrs Lewell-Buck [V]
I thank the Minister for her response, but unfortunately the Government’s current school breakfast programme only provides for 7% of schools that meet the Government’s deprivation criteria, and it ends in July. Pre-pandemic, up to 2 million children were starting their school day without a breakfast. My School Breakfast Bill would extend and scale up provision via funds from the soft drinks levy. Please can she ask the Chancellor to implement my Bill and get breakfast into the Budget?
Vicky Ford
I completely agree that a healthy and nutritious breakfast sets a child up for a learning day. We have extended our programme until July this year and we are considering options for breakfast provision beyond that date. We are engaging with the market to help develop those options, and we expect to be able to say more very soon.
Kevin Brennan (Cardiff West) (Lab)
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
All settings must comply with health and safety law. They should follow our guidance so that systems of control are in place to reduce the risk of transmission for pupils and staff, and we have bespoke guidance for special schools, alternative provision and early years settings. Furthermore, to keep covid out of the classrooms and other settings, we have expanded testing to schools, pre-schools and nurseries.
Feryal Clark [V]
Covid cases in early years providers have nearly doubled since the first week of January to the highest level so far seen during this pandemic, and many nursery workers and childminders have been understandably worried about continuing to look after all children in lockdown, without a proper explanation of why this is safe and without a clear plan to ensure that providers can access proper mass testing and the personal protective equipment they need. Why have the Government done so little to reassure them?
Vicky Ford
The earliest years are the most crucial point of a child’s development, and we know that caring for our youngest children cannot be done remotely. The current evidence continues to show that pre-school children under the age of five are less susceptible to covid and unlikely to have a driving role in transmission. All the data that we base decisions on is public, and further scientific evidence was shared just last week.
Matt Western [V]
Ten days ago, there were five covid cases in different nursery settings in Warwick and Leamington—the worst for many months. If the Government want to keep early years open, how does the Minister think nurseries can remain viable without mass testing, FFP3-grade PPE or, indeed, the financial support that was available in the first lockdown?
Vicky Ford
This Government are committed to supporting the early years, and we will be spending about £3.6 billion on early years funding this year, but to provide extra safety, we are rolling out home test kits for all those in nurseries and pre-schools—the staff in nurseries and pre-schools—from 22 March.
Tulip Siddiq (Hampstead and Kilburn) (Lab) [V]
Social distancing is impossible in early years settings and special schools, where staff often provide close contact care, and it has been a nightmare for them to operate at high capacity in lockdown, with many staff off sick or self-isolating. Vaccinating school staff over half-term and prioritising key workers such as early years staff, once the most vulnerable have been jabbed, would have relieved this pressure, protected staff and helped to keep children learning, so why did the Government miss this open goal?
Vicky Ford
The top priority for vaccines must be to protect those most at risk of dying or being hospitalised by this hideous disease. It also involves protecting those who are caring for those most at risk. That could include, for example, a carer of a clinically extremely vulnerable child, but it would not necessarily include everyone who is working in an early years setting.
Nigel Mills (Amber Valley) (Con)
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
The pandemic has been especially hard for children with special educational needs and disabilities, and their families. We have increased high-needs funding by £780 million this year, with another £730 million next year—a 24% increase. Our SEND review is well under way, and focuses on ensuring that the system supports and delivers for every child.
Henry Smith [V]
What particular educational support is being provided to children with dyslexia through the covid-19 pandemic restrictions?
Vicky Ford
That is an excellent question. We know that for children with special education needs, including dyslexia, the impact of school closures may have been greater than for other children. The additional £700 million of recovery funding announced last week, on top of the £1 billion already provided, can be used by schools for extra support for those with SEND. Of the 33 providers on the national tutoring programme, 26 have specific expertise in supporting children with special educational needs.
Nigel Mills [V]
I know from the three special schools in my constituency what an amazing job the teachers do to support children and young people with complex disabilities, as well as special educational needs. Will the Minister confirm that all teachers in those settings are entitled to a covid jab? What else can the Government do to support schools to be covid-secure?
Vicky Ford
I thank all schools, especially those special schools that have helped to care for vulnerable children throughout the pandemic. Attendance has risen. We have provided bespoke advice on testing children with special educational needs, and we will provide families of all pupils with access to home testing, including those with special educational needs. That will help to keep covid out of the classroom. Where a teacher is supporting a clinically extremely vulnerable child, as the care provider that teacher may also be entitled to a vaccine, and those decisions are made locally.
Chris Bryant (Rhondda) (Lab)
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
The Department does not collect specific data on brain injuries. A pupil’s acquired brain injury could manifest in many different ways, and support should be tailored to their learning barriers, irrespective of the diagnosis. The SEND code of practice asks schools and colleges to address pupils’ individual educational needs, regardless of their condition.
Chris Bryant [V]
Happy St David’s day, Mr Speaker.
I really find that a disappointing answer. There will be children going back to school after several weeks who will have had brain injuries of various kinds. If the Department does not even keep statistics on them, it is probably likely that lots of headteachers will not even know whether their children have had acquired brain injuries. Sometimes, the results of a brain injury can look remarkably like being naughty or unco-operative in school, and kids end up being excluded despite the fact that they have a medical condition. The special educational needs code still does not even mention brain injury. How are we ever going to take this seriously if we do not even gather the information and make sure that those children who really need support get it? It is often referred to as a hidden disability; well, it is completely hidden from the Minister herself.
Vicky Ford
No, the Government take brain injury and the devastating impact that it can have on a child’s life especially seriously, but the important thing is to make sure that each child gets the support that they need for their particular circumstances. That is why the SEND system is specifically designed to get the right support to each individual child, and that is what we are working on through the SEND review. I am very happy to discuss with the hon. Member exactly how we are working on making sure that each child gets the support that they need for how the brain injury manifests for that child.
Damian Hinds (East Hampshire) (Con)
Chris Clarkson (Heywood and Middleton) (Con)
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
The Government are fully committed to protecting and promoting children’s rights; it is such an important issue. We strongly believe in the principles laid down in the UN convention on the rights of the child, which a Conservative Government ratified 30 years ago, in 1991. We regularly report to the UN Committee on the Rights of the Child on the great work that we have been doing across the UK to implement the UNCRC and to promote children’s rights.
Anne McLaughlin (Glasgow North East) (SNP) [V]
Mark Fletcher (Bolsover) (Con)
Vicky Ford
Maintained nursery schools often do a fantastic job, especially with children from disadvantaged backgrounds or with special educational needs, and they will continue to receive supplementary funding in the next financial year. The Government remain committed to long-term funding of maintained nursery schools, and we are considering how to ensure that we give those maintained nursery schools a long-term picture of their funding.
Stephen Timms (East Ham) (Lab) [V]
Dr Kieran Mullan (Crewe and Nantwich) (Con) [V]
Vicky Ford
On top of the £3.6 billion that we are planning to spend on early entitlements this year, there is the catch-up and recovery programme. That includes the amazing Nuffield early language intervention—NELI—scheme, which has already been adopted by 40% of reception classes across the country. The new recovery money that we announced last week includes another £10 million for early years projects, and I can tell the House more details about those very soon.
Children and Young Persons
Vicky Ford Excerpts(3 years, 9 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
I beg to move,
That the draft Electronic Commerce Directive (Education, Adoption and Children) (Amendment etc.) Regulations 2021, which were laid before this House on 18 January, be approved.
I thank the Secondary Legislation Scrutiny Committee and the European Statutory Instruments Committee for considering these regulations. I also thank the other place for approving the regulations on 10 February, following what may have been the quickest debate in parliamentary history.
Let me assure Members that these regulations do not change policy. They are a technical measure to remedy deficiencies of retained EU law arising from the withdrawal of the United Kingdom from the EU. They are necessary to enable our legislation, which I will speak to in more detail shortly, to operate properly now that we have left the EU and the transition period has finished. The regulations remove statutory measures that implemented article 3 of the e-commerce directive, better known as the country of origin principle, from two pieces of legislation: the Education Act 2002 and the Electronic Commerce Directive (Adoption and Children Act 2002) Regulations 2005.
The e-commerce directive was introduced by the EU in 2000 to facilitate digital trade within the EU’s internal market, allowing the free movement of information society services, more commonly referred to as online service providers. The country of origin principle applies to online service providers operating across the European economic area. The principle means that online service providers only have to follow certain rules in the state in which they are established, rather than the rules in each state where their service is received. It applied to a variety of UK legislation.
These regulations concern two aspects of policy: teacher misconduct and adoption. Section 141F of the Education Act 2002 sets out reporting restrictions that aim to protect the identification of a teacher in England and Wales facing an allegation of an offence made by or on behalf of a pupil until the point at which legal proceedings have begun or the Secretary of State for Education publishes information following an investigation or decision about the allegation. Section 141G makes it an offence to publish information in breach of section 141F. Schedule 11B applies the country of origin principle to the offence created by section 141G.
The Electronic Commerce Directive (Adoption and Children Act 2002) Regulations 2005 give effect to the country of origin principle for two offences in the Adoption and Children Act 2002. First, section 92, dealing with restrictions on arranging adoptions, prevents anyone who is not an adoption agency or acting pursuant to a court order from taking steps to arrange the adoption of a child. Secondly, sections 123 and 124 deal with restrictions on the advertising of adoptions and prohibit advertisements relating to the adoption of a child unless undertaken by an adoption agency.
The regulations before the House will change where online service providers that break the law are able to be prosecuted. If an online service provider commits an offence created by the Education Act 2002 and the Adoption and Children Act 2002 in the UK, they will be liable for prosecution in the UK. If a UK-based online service provider publishes prohibited information in a European economic area state, they will be subject to prosecution in the state in which they commit the offence. The other place concluded that the draft regulations were logical and appropriate. They will ensure that our legislation continues to operate effectively. I therefore commend these regulations to the House.
Vicky Ford
I thank everyone for their contributions to this debate. It is good to hear that the shadow Minister will not be opposing the regulations, as to do so would potentially have put children at risk. I am glad she agrees that it is better to have left the EU with a deal than without one, but I am sorry that I did not hear her put on the record her thanks to all those who negotiated right up to the deadline in order to secure a deal. I would like to put on the record my thanks to all those from both sides of the negotiations, including the EU negotiators, who worked through that holiday period to ensure that we could have as smooth an exit as possible.
The shadow Minister asked what had been done to inform people of changes to the law, so let me be extremely clear that the underlying law has not changed. What has changed is where people will be prosecuted if they breach the underlying law. That is extremely important and it should be clear to the shadow Minister, so I am surprised that her lawyers have not got that extremely important point. All that is changing is where people will be prosecuted.
The regulations do not diminish in any way the offences I have described as set out both in the Education Act 2002 and in the 2005 electronic commerce directive regulations. They do not impact in any way on the policy behind those regulations. The identity of teachers who are accused by a pupil of an offence will be protected until the point at which relevant legal proceedings have begun and children in care will continue to be kept safe and protected by our ensuring that arranging and advertising adoption can legally only be undertaken by adoption agencies.
The regulations simply fix the deficiencies of retained EU law. They will ensure the enforcement of UK laws when the offence is committed in the UK, irrespective of the country in the European economic area in which the online service providers are based. My understanding is that the devolved Administrations were consulted—I did have discussion on this—and Northern Ireland did give its consent. On the point about malpractice, that is covered only in England and Wales and there is a devolved point in this regard, but I can assure colleagues that the Administrations were contacted as part of this exercise. On that basis, I commend the regulations to the House.
Question put and agreed to.
Mr Deputy Speaker (Mr Nigel Evans)
We will now suspend for a short period to sanitise just the Government Dispatch Box.
Education
Vicky Ford Excerpts(3 years, 10 months ago)
Ministerial CorrectionsRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Vicky Ford
Schools can decide whether to offer lunch parcels or local vouchers, or use the national voucher scheme. Some schools and parents prefer those parcels, because that helps them keep in contact at this challenging time. The all-party parliamentary group on school food recommends and supports the use of lunch parcels. That all-party group is chaired by a Labour MP.
[Official Report, 18 January 2021, Vol. 687, c. 723.]
Letter of correction from the Under-Secretary of State for Education, the hon. Member for Chelmsford (Vicky Ford):
An error has been identified in my response to the debate.
The correct response should have been:
Vicky Ford
Schools can decide whether to offer lunch parcels or local vouchers, or use the national voucher scheme. Some schools and parents prefer those parcels, because that helps them keep in contact at this challenging time. The all-party parliamentary group on school food urged the Department to encourage schools to use their catering teams as a first port of call to deliver free school meal provision during the lockdown. That all-party group is chaired by a Labour MP.
Remote Education and Free School Meals
Vicky Ford Excerpts(3 years, 11 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
This Government want to see children, young people and adults fully connected so that they can access our world-class education, and we recognise the importance of a nutritious lunch to help children concentrate while they learn. I thank all the Members who have spoken in tonight’s debate. Many of them have taken the time to thank staff in schools, and I agree with them. I say thank you to our schools, but I also thank our early years, our colleges, our social workers who support vulnerable children, our families—and I say thank you to our children, too.
We must all do everything we can to support those who need help most at this time. On free school meals, the Prime Minister has said again and again that no child should go hungry because of this pandemic, and every single Member of this House agrees. Children should not miss out on a school lunch because school is closed to them. The contents of some of the lunch parcels that we saw on social media last week were completely unacceptable. Lunch parcels should be balanced and nutritious. The Secretary of State for Education and I immediately met leading school food suppliers to demand urgent action to make sure that lunch parcels are of a high standard.
We are in a global pandemic and no one should be profiteering on free school meal contracts, but some Opposition Members suggested that those contracts were with the Government. That is simply not true. Schools are responsible for their relationships with their own caterers—through the local authority if the local authority runs schools. Schools are doing a phenomenal job at this time. If parents have a problem with a school meal parcel, they should contact the school first to resolve it, but if that does not sort it out, we have set up a hotline so that parents can call us. The small number of complaints that we have already received have been individually investigated and sorted.
Schools can decide whether to offer lunch parcels or local vouchers, or use the national voucher scheme. Some schools and parents prefer those parcels, because that helps them keep in contact at this challenging time. The all-party parliamentary group on school food recommends and supports the use of lunch parcels. That all-party group is chaired by a Labour MP.[Official Report, 21 January 2021, Vol. 687, c. 6MC.]
It is up to schools to decide how they want to sort out their own provision, but our national voucher scheme has reopened today. As of 5 o’clock this evening, more than 6,500 orders had been placed by schools, worth a total of £12.7 million. Parents have already started converting over £1.1 million-worth of codes into supermarket vouchers. That is well ahead of the schedule expected.
The current advice on school meals covers the time up to half-term, because that is the period when we currently know schools will for many children remain restricted. However, I want to be absolutely clear that children will be receiving food over February half-term. We started planning for that many months ago when we announced the £170 million covid winter grant scheme. Many Members, including my hon. Friends the Members for Winchester (Steve Brine), for Scunthorpe (Holly Mumby-Croft) and for Darlington (Peter Gibson) spoke about how it is working in their own constituencies with parcels, vouchers or holiday clubs. The covid winter grant scheme is there to support the most vulnerable families, including children not of school age. It is there to help not only with food, but with other essentials such as energy bills. It is there to help with food for the whole day, not just at lunchtime. It is there for families and individuals who need extra support at this time. It was there in the Christmas holidays and it will be there through term-time. It will be there at half-term.
We have also announced our brilliant holiday activities and food programme, which will run all across the country from next Easter. My right hon. Friend the Member for Harlow (Robert Halfon), my hon. Friend the Member for Bury South (Christian Wakeford), my right hon. Friend the Member for East Hampshire (Damian Hinds) and my hon. Friend the Member for Ipswich (Tom Hunt) all praised the scheme. It means that eligible children in every local authority area will be able to access healthy food and take part in fun activities over Easter, summer and Christmas if they need it—food, fun and friendship.
On technology, during the summer term we delivered more than 220,000 laptops and tablets, prioritising children with a social worker, care leavers and disadvantaged 10-year-olds. We have now distributed over three quarters of a million. Just last week, the Government confirmed the purchase of a further 300,000, which will take the total number of laptops and tablets we will be distributing up to £1.3 million. That is on top of the 2.9 million that were already owned by schools before the start of the pandemic. We are literally ordering and delivering laptops and other devices as fast as manufacturers can make them, at a time of peak global demand. Some 139,000 devices were delivered between 4 and 11 January—the first week of term. It is a phenomenal logistical effort.
The hon. Member for Glasgow North West (Carol Monaghan) asked about British Telecom. We ran a pilot in partnership with BT to provide our children and young people with free access to a BT wi-fi hotspot, but we did not extend it because the pilot found that it did not suitably meet the needs of children and young people for a reliable and consistent internet connection. However, we have partnered with all the UK’s leading mobile providers, including BT, to provide free data uplifts to disadvantaged families. We have provided 54,000 4G wireless routers and we will continue to provide more. They have a roaming sim card so the router can find the strongest signal for 4G locally, making them more reliable even in areas where the signal may not be strong. We have extended our technology programme to 16 and 17-year-olds, many of whom already got devices through the bursary scheme. We are also extending more technology to our adult learners, because we support everyone who wants to access education at any stage of life.
My hon. Friends the Members for Ipswich, and for Henley (John Howell), mentioned the importance of accessibility for those with special educational needs and disabilities. There has been massive progress and innovation in this area during the pandemic, which will make a huge difference for some of our most vulnerable children.
The best place for children and young people to learn is at school, and I am very proud that we are one of the few countries that have kept schools open for our most vulnerable children. We know that it is not possible for all to attend at this time, but we are doing everything in our power to make remote education a reality for all. No child should go hungry because of the pandemic. We are prepared. We are providing free school meals to children over the half-term and in the holidays ahead. Our Government projects do that and so much more.
Madam Deputy Speaker (Dame Eleanor Laing)
Order. Before I name the Tellers, let me make it absolutely clear, for those who appear not to understand our procedures, that it matters not on which side of the House a Member sits; if he or she chooses to oppose a motion, that is up to him or her. If two Tellers present themselves to me now to vote against a motion, I will take them at their word and at face value, and we will have a Division. There is no discretion for the Chair.
Question put.
Oral Answers to Questions
Vicky Ford Excerpts(3 years, 11 months ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Karl Turner (Kingston upon Hull East) (Lab)
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
We have given unprecedented support to early years throughout the pandemic, through block-buying childcare places, and through the furlough and other schemes. We are monitoring the situation very closely, and are keeping under constant review whether further action is needed. To support providers further, we have issued additional advice to make it clear that children who are temporarily absent from nurseries can be counted in this week’s census, even if they are ill or if their parents are worried about covid.
Stephen Morgan [V]
Nurseries and childcare providers in deprived areas are most likely to close, which is catastrophic for disadvantaged children. Coronavirus presents a significant threat to early years providers in Portsmouth, with many already struggling financially. What action will the Minister take to ensure we do not lose essential childcare places in less well-off communities as a result of the pandemic?
Vicky Ford
As I have said, we have given unprecedented support to the early years sector. It does an amazing job, and we are keeping the question of whether any further action is needed under constant review. The advice that we gave last week is really important, because this week is the annual census week, and it is really important that those providers know that they can count children who are temporarily absent, provided they remain open for them. That is really important advice to our early years providers.
Kate Osborne [V]
With so many staff in early years settings having to isolate, it is becoming increasingly difficult to open the maintained nursery schools in my constituency, as they do not have surplus staff to rely on. What funding will be made available to mitigate that, so that support staff can be employed to cover staff who are shielding or self-isolating?
Vicky Ford
We are taking two actions urgently to support our early years. The first is the roll-out of asymptomatic testing for staff. Asymptomatic testing went live through the community testing system last week, and I have written to local authorities to ensure that early years staff are prioritised in their community testing. Secondly, if maintained nursery schools and, indeed, other private providers have a staff shortage that means they need to close temporarily, they can still count those children for this week’s census—just as they can in any year if they have a temporary closure due to, for example, a flood. They can still count those children, provided the closure is only temporary.
Karl Turner [V]
Many children’s nurseries in east Hull face severe financial difficulty from years of underfunding, and from exclusion from support during this pandemic. The Minister knows that childcare providers in disadvantaged areas such as east Hull are the most likely to close, and that that would be catastrophic for many young children, whose life chances are shaped by early education. Can she guarantee that we will not lose essential childcare places in less well-off areas such as east Hull as a result of covid-19?
Vicky Ford
We have already announced in the spending review that we will put additional funding into early years entitlements in the next financial year. That will allow us to increase the hourly funding rates for all local authorities by at least 8p an hour for two-year-olds, and by 6p an hour for three and four-year-olds; of course, those in areas of higher disadvantage get higher amounts of money. That will pay for a rate increase that is higher than the cost nurseries may face from the uplift to the national living wage in April.
Tulip Siddiq (Hampstead and Kilburn) (Lab) [V]
Ministers are telling everyone to stay at home, yet early years providers are being told to stay open for as many children as possible or lose funding. This month’s funding changes mean that nurseries, pre-schools and childminders will be punished financially for having lower demand than usual, or for limiting their opening during lockdown, and 19,000 providers could close by summer as a result. Is that a price the Minister is willing to pay, or does she think those warning about this are wrong?
Vicky Ford
As the Opposition spokesperson knows very well, because I called her last week, we are providing that advice to settings to ensure that it is very clear that if parents are keeping their children at home because they are concerned about covid, settings can still count those children for the census, provided they are open. If they choose to close, they can furlough their staff using the other Government schemes. We will continue to monitor the situation very closely to see whether further support is needed.
Nickie Aiken (Cities of London and Westminster) (Con)
Jack Brereton (Stoke-on-Trent South) (Con)
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
The early years are a crucial period for a child’s development, and early years education cannot be delivered online. That is why, in June last year, the Government prioritised getting children back to nurseries and childminders. Given the negative impact of children missing education, Public Health England’s advice that the early years sector is a less significant driver of community transmission, and the low rates of infection among the very young, we advise that early years settings should remain open to all children, and we are working with early years organisations to ensure that no young child gets left behind.
Nickie Aiken [V]
I am proud to support and be a member of the early years healthy development review, chaired by my right hon. Friend the Member for South Northamptonshire (Andrea Leadsom). We will share our recommendations in February. The review team has found, from discussions with early years professionals, that family hubs play a vital role in ensuring that every infant gets the best start in life, including as regards their educational development. Does my hon. Friend agree?
Vicky Ford
I so agree with my hon. Friend. That is why we are setting up a national centre for family hubs. There are already many family hubs across the country providing a wide range of integrated services, including support for families in the early years. I visited the family hub in Westminster in her constituency to see the difference it makes to families. We want to ensure that successful approaches, such as that in Westminster, can be spread across the country.
Jack Brereton [V]
As a father with a son in nursery, I know just how important it is to keep early years open for all children. I thank the Government for doing so, and thank all our schools and early years providers across Stoke-on-Trent for everything they are doing to stay open for those eligible. Given the impact on children who are currently unable to attend school, and their families, will my hon. Friend outline what action will be taken to ensure those children catch up quickly when schools can fully reopen?
Vicky Ford
We have committed to a £1 billion catch-up package, which is a universal £650 million catch-up premium, and the £350 million national tutoring programme to support the most disadvantaged pupils. We expect providers to prioritise support for pupils by individual need. The Education Endowment Foundation has published guidance to support catch-up. To help the very youngest children to catch up, we are delivering the Nuffield Early Language Intervention in reception year. Some 40% of primary schools have signed up for the programme. These programmes will help many children in Stoke and across the country.
Paul Howell (Sedgefield) (Con)
Sarah Jones (Croydon Central) (Lab)
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
Ensuring the safety of children, the workforce and families is our overriding priority. The early years and schools workforce are classed as essential workers for the purposes of accessing testing, and we continue to update our guidance to help specific settings provide a safe and secure environment for children and staff.
Clive Lewis [V]
The Medicines and Healthcare products Regulatory Agency has contradicted the Government by saying that it has not authorised the use of 30-minute lateral flow tests to allow students to remain in classrooms instead of sending whole groups or bubbles home. Will the Minister confirm that no tests are being done on our children that have not met with regulatory approval, and will the Government commit to putting the health and safety of children first, instead of the PM’s deregulatory ideology that is turning our schools into experimentation labs for big pharma?
Vicky Ford
We have added NHS Test and Trace and Public Health England, and we have asked them to provide rapid updated public health advice on daily contact covid testing in schools. This is in the context of the current prevalence of the virus and the high transmission rates. The Department, NHS Test and Trace and Public Health England encourage the weekly testing of all staff, although this remains a voluntary matter for individual staff members. As I said earlier, early years staff will be prioritised through community testing.
Sarah Jones [V]
Last week, I was contacted by the inspirational headteacher of Tunstall Nursery School in my constituency. She and her team have worked so hard to ensure that vital education is provided to kids as safely as possible, but she contacted me to express urgent concern over the safety of her pupils and staff because of covid-19. Other nurseries and special schools in my constituency have contacted me with the same concern. Does the Minister agree that this situation is unacceptable and that, at the very least, they deserve to see the clear detailed scientific evidence and advice that the Government have received about the safety of early years settings? Why have we still not seen that?
Vicky Ford
All the advice that we have been given has been made public. There are three reasons why we have kept early years settings open and they are all important. Early education gives the child communication and social skills that set them up for life. You cannot teach a small child online, and they cannot get those months back. Our public health advice remains that younger children play a lower role in community transmission, and the evidence at the moment is that the confirmed cases of covid among the very youngest children are the lowest of all age groups.
Grahame Morris (Easington) (Lab)
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
We have already increased the hourly funding rates for local authorities for the next financial year, and this will pay for a rate increase that is higher than the cost that nurseries may face from the uplift for the national living wage in April. We are also increasing the minimum funding floor. We have provided further advice on how the census will work this year, and we are continuing to monitor the situation closely.
Grahame Morris [V]
Maintained nursery schools in my constituency not only provide first-class early education but support many working families with childcare, yet many are facing huge financial pressures because of the pandemic, because they are not able to access the same support as schools and businesses. When will the Government live up to their promise of giving them a long-term future by guaranteeing their funding?
Vicky Ford
Maintained nursery schools are a really important part of the early years environment. We give them extra supplemental funding, and we have already announced that we will be giving them the supplemental funding for the next financial year. Obviously, this was a three-year spending review process, so I cannot go further than this financial year, but they will also get the other benefits from the uplift that we are doing for the Government-paid entitlements for two, three and four-year-olds on top of that. I would like to thank all the maintained nursery schools and early years providers in the hon. Gentleman’s constituency.
Gareth Johnson (Dartford) (Con)
Christian Wakeford (Bury South) (Con)
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
We have provided unprecedented support to the early years sector throughout the pandemic, through the block-buying childcare places, furlough and other schemes. We are monitoring the current situation really closely and will continue to review it if further measures are needed. For example, where education and childcare settings have an unmet need for PPE, they can access it via their local authority or local resilience forums. We will continue to keep supporting our early years sector.
Kerry McCarthy (Bristol East) (Lab) [V]
Vicky Ford
Independent and semi-independent provision can be the right choice for older children who are ready for this where it is high quality and meets their needs. It can enable them to develop their independence as they transition into adult life. However, we are absolutely clear that we need to do more to ensure that the quality of this provision is consistently good, and that this type of provision is simply not appropriate for children under the age of 16 who should be placed in children’s homes or foster care. We have consulted on introducing national quality standards and we will publish the Government’s response to the consultation in due course.
Mrs Pauline Latham (Mid Derbyshire) (Con) [V]
Vicky Ford
DFE helplines have been giving support to schools and others on a wide range of matters. On Wednesday morning, after seeing some of the photos of unacceptable parcels, we announced that parents could call the DFE if they had a problem with a lunch parcel, but that they should try to resolve it with the school first. There are around 1.4 million children on free school meals. By the end of last week, we had received a total of seven calls in relation to unacceptable lunch parcels. Each has been fully investigated. We expect high-quality lunch parcels for our children.
Judith Cummins (Bradford South) (Lab) [V]
Stella Creasy (Walthamstow) (Lab/Co-op) [V]
Vicky Ford
We are in continual contact with Public Health England, through the Department, and we also meet early years representatives. I have been touring special schools virtually throughout. Our early years are vital years of education for the youngest, which they cannot get back, our special schools provide vital support for young people with disabilities, and alternative provision settings are vital for our most vulnerable. All those settings are usually smaller than other settings, which is why they have less of an impact on community transmission —it should be remembered that we closed schools to reduce community transmission—and why PHE continues to advise us that closing them is not needed to bring down the R number.
Paul Girvan (South Antrim) (DUP) [V]
Vicky Ford
We have kept our schools open to those with the most severe special needs and disabilities and those with an education, health and care plan. We continue to back up and support local authorities to improve their special educational needs and disabilities provision, to make sure that those young people who need an EHC plan can get one as soon as possible. We are working with councils all across the country.
Lucy Allan (Telford) (Con) [V]
Early Years Settings: Covid-19
Vicky Ford Excerpts(3 years, 11 months ago)
Westminster HallRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
It is of course a pleasure to serve under your chairmanship, Mr Robertson. I congratulate the hon. Member for Putney (Fleur Anderson) on securing the debate. I am grateful for the opportunity to discuss this important topic, and for the contributions of all Members who have taken part—but particularly to the hon. Member for Strangford (Jim Shannon), for mentioning the Northern Ireland situation. I enjoyed my childhood in Northern Ireland so much that I think I did P1 twice. He will get that.
As the hon. Member for Putney said, early years staff are, too often, unsung heroes. I should like to begin by offering my sincere and heartfelt thanks to the early years sector, which has been doing an outstanding job of supporting our youngest children throughout the covid-19 pandemic, in what I know are difficult circumstances. I spoke to people at the maintained nursery school in my constituency this morning. Our frontline early years staff are phenomenal, and they love and care for our children so much.
The early years experience is a vital part of a child’s education. It is when children develop the communication skills that set them up for life. Those skills cannot be taught online. Early years provision also, as we know, gives parents the ability to balance work and family life. The Government invest heavily to ensure that children can get access to that high-quality early education, which includes a universal 15 hours of childcare for three and four-year-olds, the additional 15 hours for three and four-year-olds with working parents introduced under the Conservative Government in 2017, and, of course, the 15 hours for disadvantaged two-year-olds.
The Prime Minister made the announcement last Monday, on 4 January, that early years would remain open for children during the national lockdown in England. That includes nurseries, childminders and maintained nursery schools, as well as nursery classes in schools and other pre-reception provision on school sites. It was with great reluctance that we restricted attendance at early years settings before the national lockdown in March. As I have said, early education enables very young children to develop the core building blocks of communication and social skills. They are the building blocks of life. We know that if a child’s vocabulary is underdeveloped by the time they start school, they are more at risk of falling behind and being unemployed in later life. They cannot catch up those years. It is hard to imagine how to teach those communication and development skills remotely in anything like the way that is possible for older children.
We also know much more about coronavirus and our understanding of the new variant is developing. Since the beginning of the pandemic, evidence has emerged that shows the very low risk of children becoming unwell from covid, even those with existing health conditions. There is no evidence that the new variant of coronavirus disproportionately affects children. Indeed, under-fives continue to have the lowest rates of confirmed coronavirus cases of all age groups. They are less susceptible. Evidence also suggests that pre-school children aged nought to five are not playing a significant role in driving transmission. That is partly because our youngest children tend to have the lowest levels of contact with others outside their household.
We took the difficult decision to restrict attendance in schools to all except vulnerable children and the children of key workers because additional measures were needed to contain the spread of the virus in the community. Doing that has enabled us to keep pre-reception provision open to all to support parents and to deliver that crucial care and education for our youngest children. We are planning to keep early years settings open unless the scientific or public health advice changes. We continue to monitor that very closely.
I know that there is a lot of worry about safety, so I want to be as clear as I can about the safety of early years settings for children and staff. Early years settings have been open to all children since 1 June. There is no evidence that the sector has contributed to a significant rise in cases in the community. The advice of Public Health England remains that the risk of transmission of infection is low, provided that early years settings follow the endorsed systems of control that have been in use throughout the pandemic. Those measures create an inherently safer environment for children, young people and staff where the risk of transmission of infection is substantially reduced.
I met representatives of the early years sector last Tuesday morning immediately after the Prime Minister’s announcement and again last Thursday. One of the things they asked for was better covid testing for EY staff. The Department worked closely with the Department of Health and Social Care and the Ministry of Housing, Communities and Local Government to ensure rapid asymptomatic testing for all early years staff. The national roll-out of rapid testing, which was announced on Sunday, will support the Prime Minister’s announcement for early years settings to remain open.
Local authorities will be encouraged to target testing at people who are unable to work from home during the lockdown. On Thursday, I met the Association of Directors of Children’s Services to reinforce the importance of early years staff in the asymptomatic testing programme. An expansion of testing will help to identify more positive cases of covid and ensure that those affected can isolate to protect those who cannot work from home in our vital services.
My hon. Friend the Member for Winchester (Steve Brine) mentioned childminders. He is no longer in his place, but I wish his wife well. She does an important job. We are working with local authorities to put in place an appropriate route for childminders so that they can also access the asymptomatic tests.
Hon. Members have mentioned the vaccine. Those who are most vulnerable to the virus have to be prioritised for the vaccine. People working in early years who are over 50 or who are over 16 and in a higher-risk group will be eligible for the vaccine in the first phase of the programme. That includes all those over 50 or vulnerable and it will also include the early years staff who fall into those categories.
The hon. Member for Leeds North West (Alex Sobel) is right to have written to me. I have to resay what I said just a couple of days ago in answer to his question. The Joint Committee on Vaccination and Immunisation, which makes the recommendations for who should get the vaccine and in what order, has asked the Department of Health and Social Care to consider occupational vaccination in the next phase of the vaccine roll-out. That will be a cross-Government piece of work; that Department will need to collaborate with other Departments. The Department for Education will have input into it and we will urge the need to prioritise our absolutely frontline staff.
Alex Sobel
I thank the Minister for her assurances. She gave a little more information just now than she did in her written answer, but there is no timescale or timeline for this. Does she have any more information about when it might happen?
Vicky Ford
My right hon. Friend the Prime Minister has been very clear about the timeline that he has set for getting the first phase of the vaccines rolled out, and he went through the priority groups at the stage when he announced them—was it just before the 4 January start date? We have had the mid-February date from the Prime Minister to get through the first phase. Then we will move into the second phase and, as I said, we have been asked to look at occupational roles in relation to the vaccine. That will be in the second phase of the roll-out; that is my understanding.
Kate Green
I am grateful to the Minister. I wonder whether she could clarify this. Is she saying that the consideration of occupational roles will come after the first four categories or the first nine categories that have been laid out by the Government?
Vicky Ford
I understand that they come in the second phase; that is what we have been asked to look at in the second phase.
Kate Green
Forgive me: I do not really understand what that means. Is it after the over-60s, or is it after we have dropped all the way down to the ninth category?
Vicky Ford
I have been told that there will be consideration of occupational vaccination in the next phase of the vaccine roll-out. I am sorry that I cannot give the hon. Member more clarity than that, except to say that I very much understand that, for some workers with children—including in early years and including many of those who work in special schools and some who may be working in children’s homes—it is challenging to maintain social distancing in those roles and there is a need for close contact. Those are the cases that we will be making, and I am very happy to follow up with the hon. Member and give her more detail on the second phase.
Given the goal of keeping early years settings open to as many children as possible, we also want to provide financial security to nurseries and childminders who are open for the children who need them, and many Members have mentioned that today. We have provided unprecedented support to the early years sector throughout the covid-19 pandemic and, as I have said many times, we continue to plan to spend £3.6 billion on Government entitlements this year.
In addition to Government entitlements funding, early years settings have access to a range of business support packages, including the coronavirus job retention scheme. We have updated the guidance so that providers that have seen a fall in their overall income can furlough staff who were on the payroll on or before 30 October and who are not required for delivering the Government’s funding entitlements. The Government have made temporary changes to the 30 hours’ free childcare and tax-free childcare entitlements during the pandemic so that eligible parents, including key workers, are not disadvantaged if their income temporarily falls below the minimum threshold and they are receiving support from a Government coronavirus support scheme, such as the coronavirus job retention scheme.
We are providing further investment next year. At the spending review, my right hon. Friend the Chancellor of the Exchequer announced an extra £44 million for 2021-22 for local authorities to increase the hourly rates paid to childcare providers for the Government’s childcare entitlement offers. That increase will be more than enough to meet the rise in the minimum wage. We are also increasing the funding floor so that no council can receive less than £4.44 per hour for three and four-year-olds.
In line with the spring funding announcement, we also updated the CJRS guidance so that providers who have seen a further drop in their overall income are able to furlough more staff if they are not required for the funding entitlements. Thanks to the support provided by the Government and the hard work of settings since June, I am pleased to report that last year we did not see a significant number of parents unable to access the childcare they needed.
We are staying in regular contact with the early years sector, including on the subject of funding, and will be closely monitoring both the parental take-up of places and the capacity and responses of providers, while keeping under constant review whether further support or action is needed. Local authorities have been urged to alert us to any sufficiency issues as quickly as possible.
We saw attendance rise over the autumn term, with 792,000 children attending on 10 December, up from 482,000 on 10 September. The latest attendance data from last week shows that there were fewer children in early years settings during the first week of this term compared with the end of last term. We expected attendance levels to be slightly lower last week, as we saw at the beginning of the autumn term last September, and we often see a staggered start date back after Christmas, but we are monitoring it very closely.
We currently intend to go ahead with this year’s census next week. However, I recognise the particular challenge that the sector faces in recording an accurate picture of expected uptake because of the impact of covid on attendance and the operation of settings. To support local authorities, we will very shortly be issuing questions and answers to help them to interpret existing published census guidance, so that census data reflects expected attendance and excludes what is considered to be a temporary absence or closure. That ensures that children at open providers are counted when they are temporarily not in attendance, which will be important for the providers. The Q&A will explain that in more detail.
To wrap up, I thank the hon. Member for Putney for scheduling the debate and giving us the opportunity to discuss this important issue. I hope she is reassured that the Government have the interests of children at the heart of our decision making. We are supporting our incredibly hard-working early years sector, monitoring closely the impact on attendance and whether further action is needed and getting them the asymptomatic testing within days of their request on Tuesday, and we will make the case for them to have the occupational vaccine as soon as possible.
Free Sanitary Products in Schools
Vicky Ford Excerpts(4 years ago)
Commons ChamberRead Full debate Read Hansard Text Read Debate Ministerial Extracts
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
I congratulate the hon. Member for Brentford and Isleworth (Ruth Cadbury) on securing a debate on such an important topic. We are absolutely committed to providing world-class education, training and care for everyone, and no one—no young person—should be held back from reaching their potential because of their gender or background.
The onset of menstruation can be confusing and even alarming, especially if the child or young person is not adequately prepared. At such a challenging time, it is vital that our students get the help and support that they need to access period products. After all, how can young people engage in their learning if they are worried about being caught out? Two years ago, in Parliament Week, members of the guides from Essex told me that this was happening to girls in my constituency—they were missing school because of their period—and I joined Members from across both sides of the House in campaigning for free period products in schools.
Back in 2019, in the spring statement, I was delighted when the Government committed to making free period products available in education. Last January, we rolled out a scheme so that students in primary schools, secondary schools and colleges across England have been able to access free period products in their place of study when they need them. I am delighted that we are extending that support until next December.
Our period product scheme helps young people to go about their daily lives without getting caught out if they come on their period unexpectedly and have forgotten to bring products with them, or if they cannot afford the products they need. Ordering the products is easy. Schools and colleges can log on to an online portal and order a range of products from our supplier, PHS, as and when they need them. This demonstrates an effective use of public funds and allows us to base spend on demand rather than making assumptions about take-up.
Periods are a very personal experience and young people inevitably have a range of priorities when it comes to selecting the most appropriate product, including whether it is familiar to them, comfortable and environmentally friendly. In research commissioned by the Department, young people felt that the scheme should prioritise the comfort of learners, and therefore we offer a wide range of products. Our product range includes environmentally friendly tampons and pads alongside reusable products such as menstrual cups and reusable pads. Schools and colleges have the freedom to select the most suitable products, considering cost and type of products. Once the products have been delivered free of charge, schools and colleges decide how these are made available to learners.
I encourage all organisations to review our guidance, which was developed through consultation with stakeholders, including campaigns such as the Red Box Project and the Department’s life skills division, alongside commissioned research with learners. It explains the simple steps required to order the products and gives advice on how to ensure that they are effectively distributed.
A vital element of the scheme is ensuring that learners are aware that the products are available when they need them. It can be challenging for some schools and colleges to communicate, especially where teachers and students find it difficult to talk openly about periods. Periods are a natural process, but too often a stigma is associated with menstruation. We are taking action to tackle that through the new health education curriculum, which became compulsory for pupils in all state-funded schools in England from September this year.
Our statutory guidance instructs that both boys and girls should be taught key facts about the menstrual cycle, including what is an average period, the range of period products and the implications for emotional and physical health. We have developed a “Changing adolescent body” teacher training module, which sets out what should be covered in primary and secondary education regarding menstrual health and wellbeing.
I want teachers to feel confident in working with their students to tackle the stigma around menstruation. Over the coming year, we will evaluate the uptake of training around the relationship, sex and health education curriculum and ask teachers how they feel about delivering it. Periods can be particularly challenging for some learners, and we will give further consideration as to whether it would be appropriate to provide additional guidance to schools around, for example, endometriosis.
Beyond the health education curriculum content, our statutory guidance directs schools to make adequate and sensitive arrangements to help girls prepare for and manage periods, including requests for period products. Even small changes, such as using the term “period products”, rather than “sanitary products” can help shift the conversation from the suggestion that menstruation is unhygienic.
The great work of the Government in supporting people with menstruation is not limited to schools and colleges. Since 2015, we have awarded £15 million through the tampon tax fund to support vulnerable and excluded women and girls. Projects that are being supported this year include ones that work to support victims of domestic abuse and eating disorder sufferers and offer mentoring for disadvantaged young women.
Last year, the Government launched a cross-sectoral period poverty taskforce to develop sustainable expert solutions to end period poverty and shame in the UK. Alongside that, NHS England has announced that it will offer period products to every hospital patient who needs them, and the Home Office changed the law to ensure that all people in custody are provided with health and hygiene products for free, including period products.
The Department for International Development announced a global campaign of action to end period poverty and shame by 2030, which was kick-started with an allocation of up to £2 million for small and medium charities working on period poverty and shame in our priority countries. From 1 January next year, the Chancellor has made it clear that a zero rate of VAT will apply to period products.
Since our period product scheme launched in January, it has been fantastic to see many schools and colleges using the scheme. It has remained in operation throughout the period of partial closures of schools and colleges. Even with the challenges of the pandemic, in August PHS reported that almost 40% of eligible organisations had ordered products through the scheme. Orders have increased significantly since schools and colleges reopened fully in September, and the Department will publish management information from the period product scheme on 21 January next year, once the scheme has operated for 12 months.
In the light of the benefits I have outlined, I am pleased to confirm that the scheme will continue until next December, with all eligible schools and colleges receiving new spend cap allocations on 4 January next year. We are clear that organisations should have products available should learners need them. We also know that many schools and colleges have benefited from the support of charities over recent years, and I thank those organisations for their support.
Schools and colleges do not have to use the national scheme to purchase products if they prefer to use an alternative route, although the costs are only met if they use the Department’s scheme. With that in mind, our supplier PHS will proactively contact those schools and colleges that have not accessed the scheme. Organisations that have already ordered products should continue to use their existing account and login details. The contact details for PHS and more information about the scheme are clearly set out in guidance on gov.uk.
This is an issue that mostly affects women and girls, and as this may be the last debate of the year, I would like to end it by thanking a few of the inspirational women I have been honoured to come across this year. First, I would like to thank Helen Waite, who runs the period product scheme at the Department for Education. She also set up the free school meals voucher scheme during covid, and right now she is working flat out to launch our holiday activity and food schemes across all of England for vulnerable children in the Easter, summer and Christmas holidays next year.
I would like to thank Sarah Lewis, the director at the DFE who is Helen’s line manager and also manages the early years team. She has been an inspirational leader in a difficult year, and today is her last day in the Department as she is going to work on the frontline of education. We will miss her greatly, but I know that the frontline will benefit greatly too. I would also like to thank our new permanent secretary, Susan Acland-Hood, who has made such a big difference in the Department since joining us.
I thank Dame Christine Lenehan from the Council for Disabled Children, and Tina Emery, the co-chair of the National Network of Parent Carer Forums. They do inspirational work to support children and young people with disabilities and have made sure that these very vulnerable children have certainly not been forgotten during this pandemic.
Thank you to Jenny Coles, the president of the Association of Directors of Children’s Services; to Isabelle Trowler, the chief social worker; and to social workers all across the country, many of whom are women, for the work that they do, again, to support vulnerable children and their families. Lastly, I would like to thank Anne Longfield, the Children’s Commissioner, for her very hard-working years of service. I have no doubt that our preferred candidate to be her successor, Dame Rachel de Souza, will continue that excellent work.
Finally, I say to girls all across the country: this has been a year of huge disruption, but do not miss out on your education because you have your period. Make sure your school or college signs up to our period product scheme. You are our future, and awesome women all across the country are backing you all the way. Merry Christmas.
Question put and agreed to.
Disabled Children: Accessible and Inclusive Education
Vicky Ford Excerpts(4 years ago)
Westminster HallRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
It is a great pleasure to serve with you in the chair, Ms Eagle, and good morning.
I congratulate the hon. Member for East Kilbride, Strathaven and Lesmahagow (Dr Cameron) on securing a debate on this important subject. Let me start by stressing that we want all children and young people, no matter what their special educational need or disability is, to have the ability to reach their full potential and to receive the right support to succeed in their education, and as they move into adult life. The ambition is for every child, no matter what challenges they face, to have access to world-class education—an education that sets them up for life. If education is to be accessible and inclusive, it must also be world-class, which is why we have increased the high needs budget by £1.5 billion, or nearly a quarter, over a two-year period. I am also pleased to report that at the beginning of this month 80% of children with education, health and care plans were back in schools in England.
Ofsted’s regulatory inspections have been recently updated, and Ofsted is explicit in its inspection framework that all schools need to have an inclusive environment that meets the needs of all pupils. In addition, the cross-Government SEND review is looking at the reasons for the increased demand by parents for places in special schools that we have seen over recent years, and one of the review’s aims is to identify ways to strengthen the role of mainstream schools in SEND, by having faster access to extra help where needed.
In 2014, the legislation that we introduced on SEND made it clear that where a child has complex needs, and their parent or the young person themselves wants a mainstream placement, they can express that preference, and local authorities are then under a qualified duty to ensure that preferences for mainstream placement are met wherever possible. However, there are some circumstances where a child’s special educational needs may be best met through specialist provision, and it is absolutely right that parents should have that choice of being able to access places for a child with complex SEND at mainstream or special schools, depending on the child’s individual needs.
Throughout the pandemic, I have had the great pleasure of meeting—often virtually—mainstream and special school leaders up and down the country, and hearing from them about how they are have risen to the challenges of providing education during the outbreak. I really thank all of those staff, headteachers and children who have spoken to me. I am currently on a virtual tour of special schools in tier 3 areas, so I thank everybody who has spoken to me during that. I particularly thank the staff, children and young people from Thriftwood School and College, which is in my constituency, for talking to me as I sat in their playground—in a socially distanced way—about how much being back at school has made a difference to their lives. It has been an absolute privilege to talk to all of those children and teachers.
I am proud of the SEND system in England. There are plenty of things about it that can and must be improved, but fundamentally it is a good system based on the well-supported principles of co-production with children and young people themselves and with their carers, and a focus on the whole child and their education, health and care, as well as a focus on life outcomes, backed up by strong protections of the rights of parents.
We should all acknowledge that life for many families raising children with SEND was already hard before the pandemic came, but then they faced the extra challenges of lockdown and coronavirus. It has been a high priority for me and the Government to put children and young people with SEND and vulnerable children at the heart of our response. That is why I have spoken to many parent carers directly on many occasions and regularly written open letters to them and those working closely with SEND children to let them know what we have done to support them and what they should be expecting from the services on the ground.
Throughout the pandemic, we asked schools to stay open to pupils with EHC plans, where it was safe to do so. I am really proud that, even at the peak of the pandemic in the spring, we were one of very few countries in the world to keep schools and colleges and early years open for vulnerable children. As the hon. Member for Strangford (Jim Shannon) said, keeping those schools and colleges open is critical for children’s wellbeing, as well as for their education. Since September, our priority has been ensuring that those children and young people have returned to college. It has been challenging for certain groups, such as the small number of children who need aerosol-generating procedures, but I am very glad to hear the vast majority of them are now back in school.
We have published detailed guidance throughout this time to schools and colleges, specialist settings, residential special schools and many others to support the return and to support their safety, but we do not underestimate the challenge that this represents. We know that special education settings may face even greater challenges, which is why we work so closely with them.
Our £1 billion covid catch-up package includes £650 million to support schools for lost teaching time, and there is an additional weighting for special schools, which get three times as much as a mainstream school. Headteachers can decide how to use that. They could be spending it on educational psychologists, speech and language therapy or other activities to support children.
We recognise the importance of respite for families with disabled children and young people themselves. We reaffirmed that message and legislated to allow a wide range of respite services to continue, including in the family home. We encourage local authorities to prioritise that support.
There may be circumstances where a child is not able to attend school due to coronavirus—for example, if they are self-isolating—and that is why we have made it clear that schools have a duty, in line with the guidance and the law, to provide remote education for state-funded school-aged children who are unable to attend a school due to coronavirus. We have also reviewed the remote education guidance. Schools should always work collaboratively with families to put in place adjustments to enable pupils with SEND to successfully access remote education alongside their peers.
Rachael Maskell
I raised the issue of transport into schools, which comes out of local authority budgets. I have a constituent who currently is not in school because they need specialist transport and cannot travel with others, and the parents are having to pay for 50% of that travel. Will the Minister go back and look at the issue of children being unable to access school because of the insufficiency in the transport budget for local authorities?
Vicky Ford
The hon. Lady makes an important point. Of course, we have given local authorities additional funding during this period for exactly the matter of transport, but if she cares to write to me about that specific case, I am very happy to look into it. Some parents have decided that they will do the transportation themselves, particularly if they want to reduce the amount of contact that their child has with other people outside the family bubble or school bubble.
We know that children and young people have needed to work online, and we have provided additional support, including for those children with SEND, but of course there are extra challenges. The Oak National Academy provides video lessons on a broad range of subjects from reception to year 11, including specialist content for children with SEND. In April, we launched the EdTech Demonstrator network, which is a peer-to-peer support network for the expert use of technology. It has done some phenomenal work supporting teachers—especially SEND specialists—across the country. Specialist support is provided by Highfurlong School in Blackpool, and the National Star College in Cheltenham has been running webinars weekly in which over 1,800 schools and colleges have participated so far, with many more accessing the recorded content. That shows how, throughout the pandemic, teachers and staff are absolutely passionate to learn more about how they can use technology to support those with SEND. That will have a lasting, positive benefit.
I am also delighted to announce today that one of those specialist providers, the National Star College, will roll out assistive technology-specific training. As colleagues will know, we are on course to have delivered nearly half a million laptops and tablets by Christmas to support disadvantaged children in years 3 to 11 where face-to-face education may be disrupted. Many of those laptops will be provided to children and young people with SEND.
The hon. Member for East Kilbride, Strathaven and Lesmahagow mentioned the importance of other medical treatments and specialists. The chief nurse has made it clear that health visitors and school nurses should not be redeployed elsewhere in the NHS this winter. We have also been clear that specialist therapists should be back in schools.
The debate comes at a timely point, because the Government are working both on the new cross-Government disability strategy for publication in the spring and on the autism strategy. As the hon. Member for York Central (Rachael Maskell) said, autism is extremely important. The Department for Education is working closely with the Department of Health and Social Care on the comprehensive review of the autism strategy. In developing the strategy, we are listening closely to autistic people, including over 2,700 people who contributed to the call for evidence.
Early identification of autism is really important. Under the Government’s opportunity areas programme, there is a fantastic project in Bradford using the outcomes for each individual child at the early years foundation stage tests and teacher observations to find out whether there are markers of early autism. The results are so impressive that we have rolled it out from the 10 first pilot schools to the next 100 schools. I am hopeful that in the future that could lead to much earlier diagnosis.
The SEND review, which the hon. Member for East Kilbride, Strathaven and Lesmahagow asked about, has always aimed to enable the education system to have that transformative effect on those with SEND and to focus on the person as a whole, with a joined-up offer of transparent services co-produced with them and their family to suit the child’s individual needs. That was the driving force behind the legislative changes we made in 2014 and it is the driving force behind the SEND review. It will require significant change from everyone involved in the system to deliver those changes. It is a fundamental and cross-cutting review in which we are working hard to find ways to make best practice in the SEND system become common practice. During the outbreak of the pandemic, it was necessary to reduce the pace of the review, but I and the whole of Government remain completely committed to it, and our ambition is to report in the spring. The areas we aim to improve are of long standing, but we are determined to deliver that real and lasting change.
I am grateful to the hon. Member for drawing our attention to this important agenda. We are as committed as ever to getting the right support in place for children and young people with special educational needs and disabilities so that they can thrive and achieve their potential. Both she and the hon. Member for York Central raised important concerns, which I hope she is happy to hear the Government take seriously.
Education
Vicky Ford Excerpts(4 years ago)
Ministerial CorrectionsRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Vicky Ford
Currently, at least 80% of early years settings are open, and attendance has been consistently increasing during the autumn term. We estimate that, last week, 826,000 children attended an early years setting.
[Official Report, 3 December 2020, Vol. 685, c. 256WH.]
Letter from the Under-Secretary of State for Education, the hon. Member for Chelmsford (Vicky Ford):
An error has been identified in my speech.
The correct response should have been:
Vicky Ford
Currently, at least 80% of early years settings are open, and attendance has been consistently increasing during the autumn term. We estimate that, last week, 806,000 children attended an early years setting.
Nurseries and Early Years Settings
Vicky Ford Excerpts(4 years ago)
Westminster HallRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
The Parliamentary Under-Secretary of State for Education (Vicky Ford)
It is a pleasure to serve under your chairmanship, Mr Hollobone. I congratulate my hon. Friend the Member for Winchester (Steve Brine) on securing this really important debate, and I thank all colleagues for taking part; it shows how much we care about the early years.
I love the early years. When my children were little, I gave my time as a volunteer to help run our local pre-school. The days were always busy. I admit that they were sometimes quite tiring, but they were always deeply fulfilling and packed with joy. I have huge admiration for people who work in the early years sector and dedicate their time, skills and love to helping to provide high-quality early years education and childcare. They do an excellent job in helping our youngest children to learn and grow, and families across the country rely on them. I thank them all.
We should be so proud of our early years providers. Some 96% of early education settings are now rated good or outstanding by Ofsted—an increase from 74% back in 2012. A child’s early years are absolutely crucial for their development, and we are doing more than any previous Government have done to ensure that as many families as possible can access high-quality, affordable childcare. That has made a difference for children. The latest early years foundation stage profile results show that the proportion of all children reaching a good level of development is really improving. Back in 2013, only 52% of five-year-olds, or about one in two, had a good level of development. The figure is now 72%—nearly three out of four children. Since 2013, the attainment gap at age five has also narrowed, so disadvantaged children are catching up with those from better-off backgrounds.
That is partly due to the increased and unprecedented investment that the Government have put into early years childcare. This year, we are planning an unprecedented investment of £3.6 billion in free childcare places. That includes the universal 15 hours of childcare for all three and four-year-olds, regardless of whether their parents are working. Take-up is high: 91% of three-year-olds and 94% of four-year-olds back in January of this year. That investment also includes the 15 hours of free childcare for the most disadvantaged two-year-olds. That gives them a great start in life and helps to close the attainment gap. More than 1 million disadvantaged two-year-olds have benefited from it since the programme began in 2013.
More recently, an extra 15 hours for working parents with three and four-year-olds was introduced in 2017 by the Conservative Government. An estimated 345,700 children took up those 30 hours places in 2020. Funding for those places provided an average of 56% of income for group or school-based early years settings last year.
During the pandemic, the Government have acted to support nurseries and provide security to them and childcare. At the peak of the pandemic, early years settings did an amazing job by remaining open for the children of critical workers and for vulnerable children. Many hon. Members mentioned how that made a difference to their own personal lives, as well as to their constituents. I thank those early years settings.
We prioritised childcare settings for reopening on 1 June, and we have supported early years providers by continuing to pay local authorities for the free childcare places at pre-covid levels since March, even if providers had to close due to the pandemic. Providers were eligible for the coronavirus job retention scheme for the proportion of the business that comes from private income. Childminders could also use the self-employment income support scheme, and many settings have benefited from business rate holidays and business loans. We froze Ofsted fees for 2020-21, and early years staff have been prioritised for coronavirus tests throughout this period when they have booked them through the online portal. In addition, since 17 September, if a staff member or a child has tested positive for coronavirus, the settings have been able to access the dedicated advice service provided by the DFE.
We know that at the beginning of the summer term, attendance levels were much lower than they were before covid, and providers were of course concerned about sustainability going into the autumn term. On 20 July, we announced that we would continue to fund childcare at the pre-coronavirus level through to the end of the term. That has given nurseries and childminders an extra term of secure income, regardless of whether or not children are attending. Currently, at least 80% of early years settings are open, and attendance has been consistently increasing during the autumn term. We estimate that, last week, 826,000 children attended an early years setting.[Official Report, 8 December 2020, Vol. 685, c. 8MC.]
The arrangements for the spring term funding are really important, and I am very sorry that we have not been able to set out this position sooner. I know that we must finalise it quickly because, after all, it is just for next term. I assure the House that I am pressing everyone very hard to do so. Understandably, my colleagues at Her Majesty’s Treasury have been very focused on the spending review, but I am pleased that during it they also gave great focus to early years, and the position was announced by my right hon. Friend the Chancellor.
As I said earlier, early years settings will continue to benefit from a planned £3.6 billion of funding for this financial year, but for the next financial year colleagues should understand that there will be a demographic change, and as a result of falling birth rates there will be fewer children in the early years age group. Therefore, the total early years entitlement spend in 2021-22 may be less than in 2020-21. However, for 2021-22 the Chancellor has announced a further £44 million, which means that local authorities will be able to increase hourly rates paid to childcare providers for the Government’s free childcare offers. That will pay for a rate increase that is higher than the cost that nurseries may face from the uplift to the national living wage in April. I wanted to put that important fact on the record. Further details and information on how the money will be distributed will be made available as soon as possible.
We understand that increased levels of attendance in early years settings does not necessarily mean that parental demand for childcare has yet returned to the levels seen before the pandemic. Providers have told us that they have seen a reduction in the number of additional hours that parents pay for. This month we will support providers and local authorities to help improve sustainability in their own local markets. Two national webinars will be delivered to the sector by our partner, Hempsall’s, which will promote strategies for improving provider sustainability, sharing good market practice across early years providers and building confidence in local authorities to have business support conversations with providers in their local markets. We are also considering making reactive expert support available to local authorities to address any immediate sufficiency issues.
Many right hon. and hon. Members have spoken about maintained nursery schools. I know that my right hon. Friend the Member for Chipping Barnet (Theresa Villiers) is keen to understand the plans for future funding for maintained nursery schools. There are 389 such schools across the country—I have two in my constituency. They do an excellent job, but they have extra costs, such as carrying a headteacher and more qualified teachers in the governing body. That is why the Government have provided £60 million in supplementary funding this year, and the Chancellor announced in the spending review that that money is secured for the coming financial year. The Government’s commitment to the long-term funding of maintained nursery schools is unchanged. We continue to consider what is required to ensure a clear long-term picture of funding for all maintained nursery schools. We will say more about that soon
I note the request from the hon. Member for Luton South (Rachel Hopkins) for a meeting about children’s services. She need only write to me to get a meeting. I have written to the hon. Member for Luton North (Sarah Owen) about maintained nursery schools; I am sure that she was pleased about the extra money. DFE is supporting Luton with a specialist adviser at this time, and I will happily facilitate a meeting to update them.
We are in frequent contact with local authorities and early years sector organisations, through regular meetings and working groups. I would like to say a big thank you to the organisations that represent the views of the sector, including NDNA, PACEY and the Early Years Alliance. They work continually with us, hand in hand, on these matters.
My hon. Friend the Member for Wycombe (Mr Baker) spoke wisely about the need for strong support and strong supportive voices for the early years sector. He is spot on. I thank him for agreeing that he will be with me all the way.
Supporting families and children is at the heart of all that the Government do, especially at this challenging time. Ensuring access to childcare to educate children and enable parents and carers to work is crucial to providing support for children. I am deeply honoured to be responsible for this extremely important part of the Government’s agenda, and I will always champion early years.