RAAC: St Leonard’s, Durham

Damian Hinds Excerpts

Tuesday 21st November 2023 Westminster Hall

[The Minister for Schools (Damian Hinds)]

It is a great pleasure to see you in the Chair, Mr Vickers, I think for the first time as I respond to a debate in Westminster Hall—

[Martin Vickers (in the Chair)]

The second.

[Damian Hinds]

The second. I thank the hon. Member for City of Durham (Mary Kelly Foy) and congratulate her on securing a debate on this important subject.

The Government are committed to ensuring that every child in the country gets a first-class education and every opportunity to make the very best of their abilities. I understand that parents, schools and this House are concerned about reinforced autoclaved aerated concrete, and we are moving decisively to address it while minimising the disruption to education. Before I come to St Leonard’s Catholic School, I want to set out why we are taking this cautious approach to RAAC and how the Government are supporting schools and colleges across England.

Professional advice from technical experts on RAAC has evolved over time, and the managing its risks across all sectors has spanned successive Governments since 1994. Although local authorities, academy trusts and other bodies are directly responsible for school buildings, and we fund them as such, we have taken a direct and proactive approach to RAAC.

We have been talking to schools about the potential risks of RAAC since 2018, when we first published a warning note with the Local Government Association, which asked all responsible bodies to identify any properties constructed using RAAC and to ensure that RAAC properties are regularly inspected by a structural engineer. In February 2021, we issued a guide on identifying it. Concerned that not all responsible bodies were acting quickly enough, in 2022 we decided to take a more direct approach. Last year, we issued a questionnaire to responsible bodies to ask them to identify whether they had or suspected that they had RAAC, and started a significant programme of technical surveys. We have been sending professional surveyors to schools and colleges in England to assess whether RAAC is present. We have eight survey firms contracted to deliver technical surveys to all schools and colleges that have advised us that they suspect they might have RAAC, so that we can rapidly confirm whether it is indeed present.

Although building maintenance is the duty of councils, academy trusts and voluntary-aided school bodies, RAAC cases over the summer reduced the Department for Education’s confidence that school and college buildings with confirmed RAAC should remain in use without mitigations being put in place. Following careful analysis of those cases, we made a precautionary and proactive change. On 31 August, we updated our guidance to schools and colleges so that areas previously deemed to contain non-critical RAAC are now taken out of use until mitigations are put in place. Professional guidance makes it clear that wherever RAAC is found, it needs to be monitored closely. The technical guidance does not say that mitigations need to be put in place in all buildings that contain RAAC.

As of 16 October, responsible bodies had submitted responses to our questionnaire for 99.9% of schools and colleges with blocks built in the target era, and DFE has since resolved the remaining 17. Any required surveys of potential RAAC cases are carried out by one of eight professional survey firms, and the vast majority of schools surveyed to date have been found to have no RAAC. As of 16 October, 214 education settings had confirmed RAAC in some of their buildings. Thanks to the hard work of school and college leaders, 202 settings—94%—are providing full-time face-to-face education for all pupils, while 12 have hybrid arrangements that may involve some remote learning on some days. We are supporting these education settings to put in place mitigation plans, and the majority have now returned to full-time face-to-face education or will do so very shortly.

We will do everything in our power to support schools and colleges in responding to RAAC in their buildings. Every school or college with confirmed RAAC is assigned dedicated support from one of 80 caseworkers. Project delivery teams are onsite to support schools and colleges to implement mitigation plans. They will work with them to put in place a bespoke plan that supports face-to-face education for all pupils as soon as possible, based on their circumstances. There is not a one-size-fits-all mitigation plan, and what is right for a school or college will depend on a number of individual local factors. Mitigation plans include using other spaces on the school site, in nearby schools or elsewhere in the local area until structural works are carried out or temporary buildings are installed.

The Government are funding the emergency work needed to mitigate the presence of RAAC, including installing alternative classroom space where necessary. All reasonable requests for additional help with revenue costs, such as transport to other locations or temporarily renting local premises, are being approved. The Government are funding longer-term refurbishment or rebuilding projects to address the presence of RAAC in schools. Schools and colleges will be offered either capital grants to fund refurbishment work to permanently remove RAAC, or rebuilding projects where these are needed, including through the school rebuilding programme. The requirements for each school or college will vary depending on the extent of RAAC and the nature and design of the buildings, and we are working closely with responsible bodies to assess what the right solution is in each case.

I recognise the challenges being faced by the staff and pupils at schools that have had to vacate space due to the presence of RAAC, including St Leonard’s Catholic School in the hon. Lady’s constituency. As she will know, a particular challenge for St Leonard’s is the prevalence of RAAC in the school’s buildings, which has resulted in a significant proportion of them being taken out of use while mitigations are put in place. I thank the headteacher and all the staff at St Leonard’s for their hard work in supporting their pupils through this time. I recognise the pressure staff have been under, and I am committed to continuing to work with the school on how we can support it to respond to RAAC and minimise any disruption to education. The Department has been working closely with the school to implement mitigation plans in order to ensure that face-to-face education can continue for all pupils. This has involved structural works to some of the buildings in addition to arranging alternative, offsite accommodation. We have supported the trust in bringing pupils back into face-to-face learning as quickly as possible to lessen the impact on education. All pupils at St Leonard’s, as the hon. Lady said, have been in full-time face-to-face education since October.

Temporary classrooms are being installed on the school’s playing fields. RAAC has impacted on many of the specialist facilities, as she rightly said, including science labs, IT rooms and D&T areas. We continue to explore options for the delivery of those specialist places as soon as possible.

Pupils due to sit exams next year are currently using specialist facilities at other providers in the local area, with transport provided for pupils. We are working closely with the school to identify how all pupils can have access to specialist facilities. We have provided assistance and facilitated sector support to ensure that children at St Leonard’s have not been disadvantaged, prioritising pupils in examination years. Crucially, we are working with the school on extra education support for pupils. That includes sourcing extra teaching capacity at St Leonard’s with an educational support programme that may include tutoring available for pupils this term.

Qualification-awarding organisations have been working and continue to work with schools including St Leonard’s, although they may have specific difficulties in delivering assessments due to specialist classrooms being unavailable for a time. Awarding organisations have discretion to grant extensions to deadlines for non-examination assessment or coursework, based on a school’s specific circumstances, and will offer as much flexibility as they can when considering such steps. I know that St Leonard’s is meeting one of the awarding organisations with which it works tomorrow, and another is hoping to meet St Leonard’s later this week.

As I set out earlier, the Government are funding the emergency work needed to mitigate the presence of RAAC, and all reasonable requests for additional help with revenue costs are being approved. I note what the hon. Lady said about the timeliness of so doing. I will follow up on that, and we will have a chance to discuss it when we meet.

We are supporting St Leonard’s specifically on the funding of temporary classrooms on the school site, we are funding the use of specialist facilities at other providers in the local area, and we will continue to work with St Leonard’s on what further support may be needed.

[Mr Kevan Jones]

I am grateful to the Minister for giving way. Does he not also realise that the trust has a problem because, at the feeder school that I mentioned in my constituency, St Benet’s, pupils are already leaving and next year’s roll is going to go down, so St Leonard’s will have difficulty recruiting students next year? Will any compensation be given to the trust and the individual schools because their rolls have gone down through no fault of their own?

[Damian Hinds]

I will follow up separately with the right hon. Gentleman about St Benet’s specifically, and we can discuss it further. On overall funding, he will know that there is an established system whereby funding follows the pupil. In the case of St Leonard’s—I was going to come on to this exact point—there is also the prospect of the rebuilding to come, which is a great positive for the school. St Leonard’s is set to be rebuilt as part of our 10-year school rebuilding programme, which, overall, will transform hundreds of schools across England. In the meantime, we will continue to support the school in mitigating the impact of confirmed RAAC.

I am grateful for all the extensive time that the hon. Member for City of Durham has given to this matter, including to this debate. I look forward to meeting her—I believe we will do so next week—to discuss the support for St Leonard’s in more detail. I reassure pupils, parents and staff that the Government are doing whatever it takes to support our schools and colleges in responding to RAAC and minimising the disruption to education. I specifically want to thank the team and staff at St Leonard’s for their hard work in responding to RAAC. The Government have been working and will continue to work closely with affected schools and colleges, including St Leonard’s, to support them, to mitigate affected spaces and to minimise disruption to children’s learning.

Question put and agreed to.

Oral Answers to Questions

Damian Hinds Excerpts

Monday 24th October 2022 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Jonathan Gullis)]

The hon. Lady knows that I am a huge admirer and fan of hers, which she may not put on any election leaflets. I can tell her that the PE and sport premium is very important to me, especially after the fantastic victory by the Lionesses. They really set the tone with the great work of making sure that sport, particularly football, is more accessible no matter people’s gender, race or anything else, so it is so important that we get this right. I am fully committed to working with the Department of Health and Social Care and the Department for Digital, Culture, Media and Sport to get that premium, and I am more than happy to meet the hon. Lady to discuss it further.

[Damian Hinds (East Hampshire) (Con)]

At the end of the first full T-levels cycle, can I commend colleges, including Alton College in my constituency, for their work with employers? What more can be done by Ministers across Government to encourage more employers to come forward and offer industry placements to invest in the talent pipeline, both for their own good and for the good of our entire economy and society?

[The Parliamentary Under-Secretary of State for Education (Andrea Jenkyns)]

I thank my right hon. Friend for his question, and I also thank his college. Colleges and sixth forms have been doing amazing work in rolling out T-levels. It is amazing, and I will just give an example before I go on to his question—

Covid-19: Education Settings

Damian Hinds Excerpts

Tuesday 6th July 2021 Commons Chamber

[Gavin Williamson]

I can absolutely assure the hon. Gentleman that we talk continually to school leaders, teachers and many in the education sector on these issues. I can assure him that, as I have mentioned a couple of times in answer to questions today, we will be sharing further information on assessment in the next academic year.

[Damian Hinds (East Hampshire) (Con)]

I strongly welcome my right hon. Friend’s statement and the return to normality and stability with the contingencies and safeguards he set out. Does he agree that although people sometimes talk about a balance between education and health objectives, actually overwhelmingly they go together because being in school is so important for children’s mental and physical health? Indeed, for some children there is also a safety protective factor.

[Gavin Williamson]

My right hon. Friend is exactly right. The greatest single act to support children’s mental health was welcoming them back into schools on 8 March. That was the single biggest act that anyone could have done to help every single child. [Interruption.] Opposition Members are shaking their heads. They would probably like a situation where schools remained empty and children just remained at home. We on the Government Benches recognise that the beneficial effects of education and children’s welfare are delivered by children being in school.

Education Recovery

Damian Hinds Excerpts

Tuesday 29th June 2021 Commons Chamber

[Damian Hinds (East Hampshire) (Con)]

I commend and congratulate my right hon. Friend the Member for Harlow (Robert Halfon) on securing this debate and on all the work that he and his Committee do. He set out very effectively the extent of the differential impact on children over this past year and a little. Like him and other colleagues across the House, I pay tribute to school leaders, teachers and staff, in East Hampshire and throughout the country.

I am speaking in support of the main estimate and the subsequent announcements from the DFE, which we anticipate will be reflected in the supplementary estimate. I also note that the Government have said that we have not heard the last word on support for education catch-up or acceleration, and of course that is not only about money. We cannot, for example, will into existence many more tutors who are suitably qualified and of the quality we would expect.

There is clearly a role for extra time but that, too, requires careful application and needs to recognise that there is no common starting point. Different schools in different places currently have very different school days. There is, by the way, room in extra time for academic catch-up. In spite of his extensive intervention on my right hon Friend, the hon. Member for Hove (Peter Kyle), who speaks for the Opposition, still managed—rather skilfully—to avoid taking a position on that question. Extra time is clearly not only about academic catch-up, because so much of what has been missed is about enrichment—about character building, personal development, and the sheer joy of growing up and being with other children.

To address those challenges we need a broad approach. I have talked about a whole-of-society response, but there are obviously multiple strands required from Government as well. That needs to include an acceleration of the measures in the children and young people’s mental health Green Paper for example, a refreshed school sports and activity plan, and much more. This is about children at all stages and all phases. I welcome the additional resourcing in the estimate for early years, and also the funding for the extra learning time for T-levels, as part of the upgrade of our technical and vocational education.

My right hon. Friend has long campaigned for a long-term plan for education. We talk a lot about building back better, and I think this should be the moment when we put that long-term plan in place, particularly on funding. School funding in this country by international standards is relatively high, and every year the OECD publishes tables that show that. There are many different measures, and although whichever one we pick, people will say, “You’ve picked the wrong one,” they all show that this country’s spend on state education at primary and secondary level is relatively high. However, there have been three issues with the way that we fund schools.

First, the Department for Education has been dealing for some years now with historical disparities between different parts of the country. In some ways that is a painful process to go through, but it does result in a fairer outcome.

The second issue is strains in the high-needs block. The reforms introduced by my hon. Friend the Member for Eddisbury (Edward Timpson) in the Children and Families Act 2014 extended rights to extra support, but the strains on high-needs funding go wider and are longer term. Steps have been taken, but we need to do more. That includes, in capital terms, state special school places, but it also includes early intervention support within mainstream settings, including in early years, and a complete reappraisal of the way that financial transfers and some of the potential disincentives work within the system. There is also a case for looking again at how assistants who specifically look after and assist children with special educational needs are employed, so that it is easier for them to move between schools, and so on, as children themselves move on.

The third problem has been that the formula itself sometimes makes long-term planning harder for schools and is therefore less efficient. It does not reflect fully year-to-year swings in pupil numbers and the fact that although some costs are fully variable with the number of pupils in school, some are fixed at different levels—at the level of individual classes or of the school. The approach is not sufficiently long-term to enable schools, which are relatively small financial units in the public sector, to plan properly. It would be good to have rolling three-year or five-year budgets. Obviously, I know that the Treasury dislikes that and that, historically, whoever has been in government, we have operated through spending review periods, but there is a good case for re-examining that.

As we come out of this pandemic, children must of course be at the very top of our list of priorities, but it is also an opportunity to put many things that we do and the way that we do them on a surer, longer-term footing.

Investing in Children and Young People

Damian Hinds Excerpts

Wednesday 9th June 2021 Commons Chamber

[Damian Hinds (East Hampshire) (Con)]

Is the hon. Lady suggesting that that figure she has just given for the US relates solely to catch-up funding and therefore is comparable? Does she need to add up a number of figures from the British Government for English schools? Is she suggesting that that is what that figure refers to?

[Kate Green]

It is certainly not 30 times out in its accuracy. The right hon. Gentleman is right, of course, to ask about the make-up of the different figures, but even on my most generous interpretation of the amount the Government have put in over the past year to support children’s catch-up, which I calculate would amount to £310 per pupil, we are still well short of what other countries are spending.

--- Later in debate ---

[Damian Hinds (East Hampshire) (Con)]

The hon. Member for Stretford and Urmston (Kate Green), who speaks for the Opposition, was quite right when she said that children are our most precious assets, and, as parents, we share with our brilliant teachers; we rely on them for the education and preparation for adult life of our children, and I want to join with colleagues across the House in paying tribute to them and thanking them for all they do.

This is a moral imperative: we all know that there is a whole-cohort effect from this pandemic and a risk of lasting effects on this generation of children and young people, and we cannot let this generation be put at a disadvantage because of covid. We also know that the effect has been felt very unevenly: some children have progressed entirely as they would have done in a regular year, but many have not, and we know that the attainment gaps that had been closing since 2010 will have started to widen again. We also know that this is not just about academic attainment; far from it, it is about the whole of children’s development—their extra-curricular activities, their socialising and their development as people.

This calls for a whole-of-society response including expanding mentoring programmes, having more volunteer readers, firms working more closely with schools, and having more STEM—science, technology, engineering and maths—ambassadors, accelerated careers programmes and work experience. We need established broadcasters and new media to step up on early literacy programmes, and sports clubs and governing bodies have a key role to play, as do cultural organisations and the voluntary sector. In fact, everybody has a part to play in supporting this generation. For the Government of course it is about many things, too: it is about a bolstered school sports and activity plan, the holiday activities programme, the mental health services support reforms, working with local authority children’s services, innovations in early language and literacy, and the major upgrade to technical and vocational education which has at its heart T-levels.

And of course it is about money. A higher proportion of national income—Government money—is spent on British state schools than in many other countries, but clearly additional resourcing has been needed during the pandemic to support schools, and clearly it is needed now to support schools and children in its wake. Some of the figures bandied around about what other countries are doing are entirely misleading; they are not comparing, as it were, apples with apples or apples with pears, but comparing apples with pomegranates. I am a little surprised that the hon. Member for Stretford and Urmston speaking for the Opposition just repeated them without doing some basic fact checking, and I could say the same for her boss, the Leader of the Opposition. However, it is the case, of course, that many countries around the world are looking at the extra support that is now needed, and here we have just recently had the £14.4 billion uplift over three years and since the pandemic £3 billion in three different funding packages over the past 12 months. The last tranche of that will cover 6 million 15-hour tutoring courses in an unprecedented and unparalleled programme of individual and small group tuition. It is right that my right hon. Friend the Schools Minister and his colleagues in the DFE have focused on the programmes with the best evidence, and we know that there is very strong evidence for one-to-one and small group tutoring.

It is also true that we cannot just dial these things up infinitely. People who have spoken to schools recently—I guess that is most colleagues here in the Chamber today—will know that the No. 1 thing that people are talking about is often not a lack of money for tutors but a lack of tutors, because obviously there were not 100,000 tutors hanging around who were not already busy when this thing hit, and that is a difficult thing to scale up for. It is right that schools should have the flexibility to source tutors locally—I was pleased to see that in the package—because it is they who will know their schools’ situation best.

I also welcome the involvement of Teach First in the programme, but I would ask the DFE to redouble its efforts in its search for where talented professionals can be found to support this effort. Of course, teachers themselves are a big part of the effort. For example, every year teachers volunteer to be exam markers, and many teachers will want to be involved in this programme, but we also need to think about recent retirees and PGCE returners. As my right hon Friend the Minister knows, many thousands of people in this country have a postgraduate certificate in education but are not currently teaching. It would be wonderful to get some of them to come back to the profession, either full time or part time—[Laughter.] I am not trying to shame anyone here. We also need to redouble our efforts on teacher workload to free up their time to be able to do these incredibly important things.

Like my right hon. Friend the Member for Harlow (Robert Halfon), I would like to see us move to a rational, long-term, predictable system of funding that works both for when pupil numbers are shrinking as well as for when they are expanding, and perhaps this is the moment when that might be possible. It is important that we look at extra time to make up for lost time, and the tutor programme is of course part of that, as is moving back public exams a bit, but it is right to look at the question of a longer school day. Not everybody is excited about that prospect, but there is clearly a role for some of these important, enriching and broadening activities. It is right that the Government are taking an evidence-led approach, and I was delighted to hear what my right hon. Friend the Minister said. We look forward to hearing more in due course and at the spending review.

[Madam Deputy Speaker (Dame Rosie Winterton)]

In order to ensure that we get everybody in, I am going to have to reduce the time limit to five minutes.

Oral Answers to Questions

Damian Hinds Excerpts

Monday 1st March 2021 Commons Chamber

[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)]

What steps his Department is taking to increase international study opportunities for students.

[The Secretary of State for Education (Gavin Williamson)]

The Government are committed to international study opportunities. We have demonstrated that through our introduction of the Turing scheme and our recent update to the international education strategy. The new Turing scheme is backed by £110 million and provides funding for around 35,000 students in universities, colleges and schools to go on placements and exchanges around the world, starting in September this year.

[Damian Hinds [V]]

I am grateful to the Secretary of State for that response. Like him, I very much welcome the widening of partnerships and cultural discovery that will be possible under the Turing scheme, but will he say how he will ensure that the scheme also widens access, including for young people from the most disadvantaged backgrounds?

[Gavin Williamson]

We are putting in place additional support for students from the most disadvantaged backgrounds to help cover the cost of travel to those destinations. It is vital that, as we construct the Turing scheme and we invite new partners into it, we do so such that it is a brilliant way of creating opportunities for children of every single background to study abroad and understand the benefits of working collaboratively on the international stage.

Education Route Map: Covid-19

Damian Hinds Excerpts

Thursday 25th February 2021 Commons Chamber

[Damian Hinds (East Hampshire) (Con) [V]]

The full return of schools on 8 March is much more than a waypoint on a road map. I very much welcome it and the safety measures in place. Can I congratulate my hon. Friend and constituency neighbour the Member for Winchester (Steve Brine) on how he, at no notice, opened this debate? I join him in noting the can-do attitude of local school leaders and in thanking teachers in East Hampshire, as elsewhere, for all they continue to do.

This is not just about a cohort of children; it is about our children and about the future of our country. As we rebuild for those children, obviously schools and teachers will be in the lead, but we cannot put all the responsibility on them. It is a shared national endeavour in which everyone is responsible. Of course, it is about schools, but it is not only about schools. We need to think of a plan with children. In Government terms, that takes in the Department of Health and Social Care, the Department for Digital, Culture, Media and Sport and others, but it also goes far wider. I welcome the money announced by my right hon. Friend the Secretary of State yesterday, but it is also not all about money. Partly, it is about time, but we cannot just cram our way through this. There are limits on how much we can lengthen days. Attention spans themselves have limits, and holidays are important, too. However, there is a role for those, and there are plenty of things that can be done outside the normal school day that are an equally important part of development and growing up.

My right hon. Friend is quite right to leave the discretion to individual schools, but there are things Government can facilitate to get everyone talking about how everyone is involved. I would like to propose a few areas. First, there will need to be more people to help on things such as the tutoring programme. It has been hard recently finding supply teachers, let alone those for additional tutoring. There are lots of people in this country who have a postgraduate certificate in education already but are not currently teaching, and I hope the Department can work out a simplified route for those who want to to be able to come back to the profession, including some refresher training.

Secondly, alongside the professionals, we need a volunteer army. A lot of course happens in schools already with volunteer readers, STEM—science, technology, engineering and maths—ambassadors, mentoring programmes and so on. We do not need to replace those things, but we need to see how we can grow them and be yet more ambitious. I would like every organisation and company in this country to have a board meeting item to discuss how they can support this great endeavour for our children. It might be giving staff time for mentoring or careers advice, but it could also, as with the Hungry Little Minds campaign, be where companies work out how they can, in their business activity, help support early literacy development.

This is about much more than classwork; it is about mental health, as my hon. Friend the Member for Winchester said. It is about activities to make children active again, working with national governing bodies and local clubs. It is not just to catch up on schoolwork, but to get children back on track to rebuild opportunity, broaden horizons and get back to enjoying childhood at the same time. It is a big task and a big ask, and one we all have a role in.

Skills for Jobs White Paper

Damian Hinds Excerpts

Thursday 21st January 2021 Commons Chamber

[Gavin Williamson]

The hon. Gentleman obviously could not be bothered to actually read the White Paper, so I will send him a copy. He will notice that there have been lots of new announcements.

[Damian Hinds (East Hampshire) (Con) [V]]

I welcome what my right hon. Friend set out, including the essential role of industry and the extension of employer-led standards. Will he say more about how local skills improvement plans will work, with the right emphasis on the sectors and job roles of the future that he is talking about today, and versatile transferable skills to maximise opportunities and social mobility?

[Gavin Williamson]

I will take this opportunity to thank my right hon. Friend for his work in enabling us to proceed with this skills for jobs White Paper. Without his commitment and dedication, including the odd skirmish with the Treasury, we would not have made the progress we have made with the institutes of technology, which are already starting to transform young people’s lives, and of course with T-levels.

On where we want to go, we really want business organisations to work with colleges, putting this on a statutory footing, very much like what we see in Germany, Switzerland and the Netherlands, where they can co-design the qualifications they need and match the job needs of the local community. That will bring those businesses and the business sector into the heart of those colleges, ensuring that we drive employment and the right set of skills.

Remote Education and Free School Meals

Damian Hinds Excerpts

Monday 18th January 2021 Commons Chamber

[Damian Hinds (East Hampshire) (Con) [V]]

Nourishment is fundamental to learning, as to so much else. In recognition of its importance, of course, eligibility has been extended three times since 2010—among infants, in further education colleges as my right hon. Friend the Member for Harlow (Robert Halfon) mentioned, and with the extension of the universal credit roll-out.

In current circumstances, it has been right to extend support into the holidays, during the depths of this crisis. I support the covid winter grant scheme. In Hampshire, I welcome the programme elements that go considerably beyond lunches and children eligible for free school meals, as my hon. Friend the Member for Winchester (Steve Brine) mentioned, to target help where it is most needed, with things such as discretionary school grants, community pantries, provision of fuel cards where needed and other elements and channels.

Looking beyond covid, I hope that it will be possible to maintain and indeed extend the holiday food and activities programme, which a number of colleagues have mentioned and which we grew while I was at the Department for Education. The best programmes in that scheme include a variety of purposeful activity and family food-preparation workshops. I was very impressed when I visited to two such programmes run by Connect4Summer in my constituency of East Hampshire, in Headley Down and in Bordon.

Turning to the other part of the motion, on resources for learning remotely, this has clearly been an immensely difficult time for teachers, parents and children and I commend them all for what they have done. I support the unprecedented effort to provide extra hardware on top of the devices that schools already had, but of course, this is not only about that tech. That is far from the only aspect of remote education. Indeed, there are limits on it, especially further down the age range. Many schools have created fantastic paper resources, and old technology such as textbooks continue to play an important role. It is important to maximise the effectiveness of the less new technologies, which are widely available, and I am pleased that the BBC has now announced more programming. I wish that that had happened earlier, because although there are many companies that can make great online resources, there are few that can do broadcasting.

The move to remote learning was so rapid that teachers and others did not have time to plan, but much has been learned since then by schools, ed tech suppliers and others. We have seen how to improve the balance, for example, between live lessons and at-your-own-pace work. We have learned more about what tech can and cannot do, and about how it can augment learning. The range of ed tech available now is truly outstanding, and the all-party parliamentary group on education technology is looking at the lessons that can be learned from lockdown. The road ahead is surely challenging for this generation of children and their amazing teachers in terms of getting back on track and re-narrowing the attainment gap, and it is essential that what we have learned in this time through the albeit enforced distance learning is put to best use when, in time, we return to normality.

Nurseries and Early Years Settings

Damian Hinds Excerpts

Thursday 3rd December 2020 Westminster Hall

[Damian Hinds (East Hampshire) (Con)]

It is very good to see you in the Chair, Mr Hollobone. I congratulate my hon. Friend the Member for Winchester (Steve Brine) on securing this important debate.

I acknowledge the important work of nurseries and early years settings in my constituency; they have been core social infrastructure in the area. They are at the heart of child development, but also support parents in their work and ease family budgets. I particularly mention a maintained nursery school in Alton, in my constituency, called Bushy Leaze, which does high value work with children with special needs, supporting parents, doing outreach in the community and partnering local schools.

I also acknowledge the commitment of the Government to early years education and childcare, with no fewer than five extensions to early years and childcare entitlements since 2010: the 15 hours’, then 30 hours’ tax-free childcare; the 85% reimbursement under universal credit; and, crucially for this debate, the offer of 15 hours for two-year-olds.

Finances in this sector are difficult—they were hard even before the pandemic, and they have become worse. Like others, I welcome the £44 million. I know that the Department does regular analysis of cost structures in this sector, but that clearly still remains difficult to manage in some cases. I hope the Minister will keep that under review, make sure that the process is transparent, and, as time goes on, peg that to cost increases, particularly when it comes to the national living wage.

In the longer term, there is more that we can do to ease cost pressures on the sector, particularly with trying to spread out the demand on the offers for three and four-year-olds, when there are more children in the summer term than in the autumn term, but there have to be staff for the whole year.

Maintained nurseries are more costly, partly because they do more. Like others, I welcome the continuation of the supplemental funding, but the sector really needs long-term visibility and security in its funding. I welcome the fact that the Minister has said that there will be more to say on that soon. I hope it is possible to tie that in with a wider look at the sector and how all parts of it fit together.

I do not have the time to give most of my speech, in the circumstances. Others have said how important early years education is. It is fundamental for social mobility and for dealing with some of the most entrenched disadvantages in our society.

We have seen an increased prevalence of children presenting with high needs. That is because of a combination of greater diagnosis and awareness, and perhaps some greater underlying prevalence as well. Whatever the reason, we know that the earlier we can help and support those children and their families, the better for them and, later on, the more it will ease the pressure on the school system.

In that wider look at how the sector works and how it all fits together, ideally there would be a geographically distributed network of maintained nursery schools with a defined set of core services, one of which would be to support the private, voluntary and independent sector nurseries in the area. There is also more opportunity to use primary school settings. A couple of years ago, we put in place a capital fund to allow more of that, but there is far more potential. It is important that those nurseries include some year-round provision as well.

We need a people plan, because this is all about the wonderful people who work in our nurseries. I welcome the fact that in the T-levels programme, early years and childcare is one of the first T-Levels to come on stream.

There are one or two other very important people in a child’s life: mum and dad. The home situation may be becoming more complex in the current time, partly because of the developments in electronics and so on, but we know that about a fifth of the difference in the development of cognitive ability is to do with parental engagement. It is very difficult for public policy to start getting involved in that arena, but nursery schools and others working in early years can play an important part in supporting parents with the support they are looking for.

I hope the Government will continue with and grow the Hungry Little Minds campaign, which uses ambient opportunities for people on the bus or train, eating their breakfast cereal or about to go to bed, to help to promote early literacy. The BBC has an important role to play, too.

If the erstwhile right hon. Member for Birkenhead, Lord Field, was still in this House, he would remind us of the time he was talking to some 15-year-olds at a secondary school in Birkenhead. They said there were two things they really wanted to learn more about at school—how to make lifelong friendships and how to be good parents. Everybody has a huge part to play. We need to work out how the social infrastructure that we have been talking about can best support all this important work.