Covid-19: Children

Baroness Andrews Excerpts

Thursday 17th June 2021 Lords Chamber

[Baroness Andrews (Lab)]

My Lords, it is a privilege to take part in this debate—I am minded to abandon most of my speech as well—and it is a privilege to hear what both my noble friends have said. The House will be relieved to hear that it is not my birthday, but I know that my noble friends could not have spent their birthdays in a better way than taking the opportunity to say what they have said today. To pick up on the point on which my noble friend Lord Coaker finished, what do we mean by “recovery”? What is a “recovery plan”? What do we mean by “levelling up”? Do we mean restoring the status quo and simply repairing damage, or do we take up the challenge that my noble friend set out in her Motion to create a proper vision and a delivery plan for the future?

If it is just about restoring the status quo, it is about acknowledging and accepting those horrendous cast-iron structural inequalities in our system. If it about repairing the damage, it is a temporary fix. If we do not take the opportunity at this unique point, when we do have a mandate for change, to present and deliver something that is critically different, then—my word—we will have wasted an opportunity. We cannot create an economic and social recovery on the backs of children for whom a recovery plan is inadequate, partial and half-baked, as Kevan Collins said.

Over the past 18 months—I have lived with a three year-old during lockdown; I know what that is like—we have seen young babies whose parents have never met a health visitor. We have seen four year-olds who have lost the gift of being sociable, making friends and developing their language. We have seen seven year-olds for whom school was the only safe place in their lives. We have seen 15 year-olds stuck with their computers, if they were in fact so advantaged, and desperate for every other thing that made their lives a pleasure. We have seen 18 year-olds for whom university has been a series of endless Zoom seminars. And, yes, we have had the statistics already this afternoon that children of five and six—the youngest—have lost about 30% of their learning. It is the youngest who take longer to recover, and children in disadvantage have suffered 10% more again.

Returning to the status quo is not an option when it is riddled with such failure, but the pandemic has also revealed new inequalities—people who could work at home and children who could learn at home. Building in intergenerational difficulties and challenges will reproduce and make even worse all those challenges that we had. So what is needed is not a repair job based on a skeleton programme of tutoring, in effect, with a few extras offered as well. As Sir Kevan Collins said in his profoundly serious resignation statement, that is simply not a credible way to build a successful long-term recovery programme to close the gaps in achievement—and he should know. He was asked to advise the Government precisely because he did know, and what he asked for was not just extra money—it was not about double physics after school—but investment in what is needed to reopen children to long-term recovery, because when you close schools, you close children’s lives. He asked for investment in play, language and creative activities to keep children engaged in learning—the extended learning programme that we have heard about.

My noble friend and I, some decades ago, were engaged in a very innovative and imaginative programme to transform what schools could offer outside the school day and the school year. It led to the concept of the extended school day, built on the fact that everything you do outside school by way of creative activities supports, inspires and pins down the learning. It is not an extra; it is something that delivers for every child in every school and every family. I would like to the Minister to meet with me—and perhaps my noble friend, too, if she will join me—so that I can tell her about the research that came out of that, on which I believe Kevan Collins built his thesis.

That is what leads to my sense of urgency—thinking back to some of those families I worked with. In some of them, the children would never have gone to school unless the teachers had collected them from their home. My noble friend gave us some other examples from today, including the teacher whose first job was to sweep up the needles in the playground. That is what poverty looks like, and indeed what it feels like today as well.

I will very quickly ask the Minister to do three things. First, address the problem raised by the Early Years Alliance this week that early years has been willingly, knowingly underfunded in the past few years and must be put right. Secondly, yes, build the programme around literacy, letting teachers design and drive it and bringing in those brilliant agencies such as the National Literacy Trust and the Reading Agency that really know what to do. Thirdly, go back with grace and confidence to Sir Kevan Collins and say, “You were right, we cannot deliver what you want on the basis of what we said”. The Government would have the blessing and support of the country in doing so.