Support for Left-Behind Children

Christian Wakeford Excerpts

Tuesday 7th July 2020 Commons Chamber

[Christian Wakeford (Bury South) (Con)]

I thank the Backbench Business Committee for granting this debate on support for disadvantaged children. I have been asked to speak on behalf of the Education Committee and will deliver a speech along the lines of that which my right hon. Friend the Member for Harlow (Robert Halfon) would have given had the House’s temporary coronavirus procedures allowed him to participate.

I should take this opportunity to express my appreciation to all the teachers, support staff, Ministers and Department for Education staff who have been working flat out throughout the coronavirus pandemic. I welcome the increase in funding for education. The Government’s extra spending over the next three years adds up to £14.5 billion. This will return spending on schools in England to the levels seen a decade ago. Back in October 2019, the Government announced a one-off cash injection of £780 million to support children with special educational needs over the 2020-21 academic year in their response to the Committee’s report. Will the Minister confirm that the commitment to school and college spending uplifts announced in the spring budget will stand and be met in the coming academic year?

We also have substantial investment in bricks and mortar. The Prime Minister has rightly said “Build, build, build”. I welcome the £1 billion announced to fund the first 50 projects of a 10-year school-building programme—I myself am currently lobbying for funding for a new school in Radcliffe in my constituency—and the £1.5 billion for the refurbishment of further education colleges over the next five years. On top of that, an extra £1 billion of catch-up funding will tackle the devastating effects of lockdown on many children’s learning and wellbeing—something that I have been campaigning for alongside the Northern Powerhouse Partnership.

Children in poorer households are undoubtedly the most likely to have no internet access and their households are most likely to be struggling to cover the cost of food and other essentials. The extra funding will provide extra tuition for them and level up their learning opportunities to those of children from wealthier families. It would help to hear more from the Minister about how the £650 million going directly to schools will reach our most disadvantaged children. First, will the funding be targeted at areas with the highest levels of deprivation? Will schools have complete autonomy, or will the Department have oversight of spending? Secondly, will Ministers allow the Education Endowment Foundation to signpost non-academic catch-up support to schools, including pastoral care, safeguarding and intervention, in order to look after children who may have spent many months in difficult home circumstances—especially considering the Domestic Abuse Bill, which we debated in this place yesterday?

That brings me on to what should happen over the summer. I welcome the news of a £650 million catch-up fund for schools to host summer schools, the use of which should be encouraged as widely as possible. So many of us have eagerly awaited the Secretary of State’s confirmation that all children would return to the classroom come September—a real relief for frustrated parents, children and teachers alike across the entire country. Anxiety has grown over the past few months because every single day that a child is out of classroom chips away at their future life chances, and the consensus is that the wellbeing and learning of disadvantaged and vulnerable children are being scarred the most.

Why does that matter? It matters because even before lockdown, disadvantaged pupils were already 18 months behind their peers by the time they took their GCSEs. It matters because the Education Policy Institute’s 2019 annual report showed that the rate at which the attainment gap was closing was already beginning to slow before the pandemic, and we have indications that it was actually starting to widen again in 2017-18.

Some groups are particularly impacted. Looked-after children fall well below the average by the time they leave school, and many children live in persistently disadvantaged households. That group of young people are expected to have fallen further behind—more than at any other time in the past 20 years—because of this pandemic. A report produced by the Scientific Advisory Group for Emergencies warned that a whole cohort of children will have experienced a shock to their education that will persist and affect their schooling and work outcomes for the rest of their lives.

The most vulnerable and poorest of children have been hit the hardest, so I put on the record the Education Committee’s gratitude to schools, parents and children across the country for dealing with the unprecedented educational challenges caused by this pandemic. In particular, I thank teachers and all the support staff who have kept schools and childcare facilities open for vulnerable children and those of critical workers, and I commend all the teachers and teaching assistants who have put in extra hours to adjust to remote teaching methods.

However, schools’ approaches to remote learning have been highly variable, which prompts the question: why? UCL’s Institute of Education estimates that a fifth of children, or over 2 million—let that sink in—have done no schoolwork at home and have managed less than an hour a day during lockdown. Another report by the National Foundation for Educational Research indicates that four in 10 pupils have not been in regular contact with their teacher during lockdown. A six-month learning loss is an eternity in a child’s life, and this is close to being a national educational disaster. Something has clearly gone wrong, and we must examine why.

While many schools have done remarkable work, others have not been able to provide the same offer for one reason or another, and that also needs investigating.

We have questioned why there was not clearer guidance for schools on what was to be expected of them in supporting remote learning and checking on children, something the September for Schools working group, co-ordinated by parents, has called for. Given Ofsted’s oversight of schools, it really should have taken a leading role in setting out expectations during this time. Ofsted seems to have taken a badger approach: reducing its activity and hibernating during these difficult months.

To repeat, 2.4 million children have been doing barely any schoolwork from home. Some 40% of pupils have not had regular contact with their teachers. I know that Her Majesty’s chief inspector will respond by saying that they have encouraged their employees to take up civil service and volunteering roles, and that should be commended.

However, the fact remains that the latest plans for Ofsted do not see inspections resume until January 2021, with visits to schools and brief letters published in the autumn term.

I also want to understand why the Department for Education did not appear to do any analysis itself to consider the impact of school closures on children’s learning. That was confirmed by the Minister for School Standards, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb) in our Committee meeting on 27 May. School closures were widely expected in the weeks before lockdown. Should the Department have published its central guidance earlier to mitigate that? It has not been wholly clear what local authorities were meant to be doing either. Ahead of any further disruption, schools must be set minimum standards for the provision of remote learning and for checking on those not taking part in lessons. The question is whether or not the standards should have been in place before we even went into lockdown. However, as our Chair has already put on record, I recognise the remarkable achievements of the Department, particularly with the Oak National Academy and the free school meal voucher system. I reiterate our appreciation for all the efforts of Ministers and their teams.

It is clear that Ministers faced huge difficulties because of the pandemic, but that does not mean there are not lessons to be learned. Clearly, if we ever face a situation like this again, there must be strict guidelines from the Department on what schools are expected to teach pupils in terms of distance learning, and clearer guidelines for Ofsted and local authorities to provide a supervisory role.

I mentioned previously that I strongly welcome the £1 billion catch-up programme, but, as has been previously highlighted, that does not include early years or post-16 education. Early intervention is vital, and those groups will have been clearly impacted by lockdown. I speak as the father of a toddler myself. I know the impact it has had on her education and development. Will the Minister explain to the House whether there are any separate plans in the offing to support early years?

It is no secret that the UK’s further education sector has been left behind for decades. A briefing on FE by the House of Commons Library outlines concerns about funding that predates the outbreak of covid-19. In 16-to-19 education, funding per student has fallen by 16% in real terms between 2010-11 and 2018-19. The total funding allocated to 16-to-19 providers declined from £6.26 billion in 2013-14 to £5.72 billion in 2018-19. That is a fall of 8.5% in cash terms and 15.7% in real terms. It is the often-neglected part of the education system that is frequently thought of as being for other people’s children. That cannot continue. FE is sometimes referred to as the Cinderella sector, but it is worth remembering that Cinderella became a member of the royal family. We must abolish the two ugly sisters of snobbery and underfunding.

Like me, the Prime Minister believes that apprenticeships will play a vital role in the recovery post-covid. Young people must have the opportunity to get the skills they need for a prosperous future. The Prime Minister has committed to offering every young person an opportunity guarantee, so that they have the chance of an apprenticeship or an in-work placement. That, too, is to be commended. No doubt we will hear more detail on that from the Chancellor tomorrow in his statement. It is no secret that our Committee Chair is a big fan—as am I—of apprenticeships. It is well known that his two favourite words in the English language are “degree apprenticeships”. Apprenticeships combine a real job with training so that people can earn while they learn. They offer opportunities in a huge range of sectors and they have fantastic returns for all involved, so how should we go about guaranteeing an apprenticeship guarantee?

First, now is the time to refocus the apprenticeship levy so that it can be used primarily on apprenticeships for 16 to 24-year-olds and to tackle disadvantage. Secondly, we must look to the public sector to lead the way with a massive increase in jobs and apprenticeship opportunities.

Thirdly, the £3.3 billion national skills fund should be used towards covering training costs and the first year of salary costs for small and medium-sized businesses taking on young apprentices.

Fourthly, we should recalibrate the levy so that employers are incentivised to spend more on taking on younger degree apprentices, those from disadvantaged backgrounds and those in disciplines that meet the country’s skills needs, rather than funding middle management apprenticeships.

Finally, we need proper targets for schools for encouraging pupils to go on to apprenticeships—something that I hope we will be discussing when the Education Committee meets tomorrow. There must be much tougher inspections by Ofsted to ensure that schools encourage pupils to go on to apprenticeships and further education. Enough of the letters that do not make a difference. We need a carrot and stick approach, with encouragement and funding.

I welcome the extra catch-up funding, given everything that has happened in recent months, but there needs to be an even greater focus on those who are being left behind. The attainment gap was worryingly wide before and it is still worryingly wide. Given that millions of children may not have been participating in schooling for nearly six months, this position is expected to get even worse. That is why the Education Committee is working relentlessly on tackling disadvantage and why we are approaching all our work with the social justice agenda firmly in our minds. We need to ensure that all our young people can climb the educational ladder of opportunity. That really must be a priority for the Government over the months and years ahead.

The NHS has a long-term plan—so, too, should education. Education should have a long-term, 10-year plan that is focused on closing the disadvantage gap and ensuring that those left-behind pupils, who have suffered enormously during coronavirus, are able to catch up.

[Madam Deputy Speaker (Dame Eleanor Laing)]

We go immediately into a time limit of four minutes.

--- Later in debate ---

[Christian Wakeford]

I thank all Members from both sides of the House for their contributions. I find myself in a very unusual position in that I am actually in agreement with the Lib Dems—in particular, with the hon. Member for Bath (Wera Hobhouse) on free school meals. I, too, supported Marcus Rashford’s campaign, and I refer her to my opinion piece in The House magazine. I also fully agree with the hon. Member for Westmorland and Lonsdale (Tim Farron) on SEND funding. There needs to be a greater focus on that; we cannot go back to business as usual. In my opinion, 26 weeks for an EHCP is far too long, and we need to look at refocusing so that the child and family are truly at the centre of the process.

I completely agree with my right hon. Friend the Member for East Hampshire (Damian Hinds) that we all need to work together—Government Members, Opposition Members, local authorities, teachers and unions—to ensure that all schools can go back in September and that we focus on educating our children once again.

My hon. Friend the Member for Mansfield (Ben Bradley) made a valuable point about skills for life, which he has championed for a long time in this place. I look forward to working with him on that. He has also focused on another disadvantaged group—working-class boys, who far too often slip through the cracks. We need to tackle that issue.

My hon. Friend the Member for Stockton South (Matt Vickers) mentioned DIY teaching. Once again, I put on record my thanks to all the parents out there who have taken on the role of DIY teachers. My own experience so far has included being headbutted by my daughter in the middle of a conference call. She also unplugged my router during the Education Committee to the point that I could not get back into the Committee. It has been a very trying time, so I thank all parents out there.

My hon. Friends the Members for Stoke-on-Trent North (Jonathan Gullis) and for Wantage (David Johnston) are doing great work on social mobility in the Committee, and I look forward to working with them further in this regard. I will come to a close very quickly, Mr Speaker.

We have talked about targeted intervention. If I had one ask from the Minister, it would be truly to target that intervention at the early years, because if we get a young child’s education correct early on, we set up their educational career for the rest of their childhood. If we get it right early, we get it right in its entirety.

Question deferred until Thursday 9 July at Five o’clock (Standing Order No. 54).

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