Educational Settings: Reopening

Daisy Cooper Excerpts

Tuesday 26th January 2021 Commons Chamber

[Nick Gibb]

My hon. Friend makes a very good point. I pay tribute to all staff who work in our special schools. They remain open for vulnerable children and do a wonderful job. For children with special educational needs and disabilities, attending their educational setting is crucial so that they can receive high-quality teaching and the specialist professional support they need. He makes an important point about vaccines. The priority for the first phase is on mortality, but in the second phase the JVCI will be looking at different occupations. The Department for Education will be pressing the case for the education workforce.

[Daisy Cooper (St Albans) (LD) [V]]

For months, parents, teachers, unions, MPs and local authorities have been calling for: rotas in schools; school transport that is ring-fenced to a single school to reduce transmission; laptops and internet access for children; vaccinations for teachers; mental health funding for young people and the myriad costs facing schools; directly employing supply teachers for one-to-one catch-ups; and trusting local public health directors and schools to decide how best to reopen. The ideas are there on how to reopen schools safely, so why is there still no plan?

[Nick Gibb]

As I set out, there is a very clear plan for reopening schools, based on the fact that schools are part of the national lockdown. There are clear criteria for how and when we emerge from that national lockdown, which will depend on vaccinations, mortality and tackling new variants and, most importantly, on the pressure that the NHS is facing.

On all the other issues the hon. Member trotted out, we have been working on them. In May, we entered into a contract to purchase 200,000 laptops; we increased that in August, September, October, and November. These computers are built to order—there is a long lead time, but we anticipated and prepared for every contingency, which is why we have orders in place for 1.3 million devices, 876,000 of which are now in the hands of young people and schools.

On rotas, they are difficult for secondary schools to implement at the same time as providing full-time education for vulnerable children and the children of critical workers. Rotas do not prioritise exam years. We only ever restrict education as a last resort where transmission is exceptionally high, and rotas are a less effective means of reducing transmission risk than the approach set out in great detail in the contingency framework.