Education Route Map: Covid-19

Baroness Laing of Elderslie Excerpts

Thursday 25th February 2021 Commons Chamber

[Robert Halfon (Harlow) (Con) [V]]

I beg to move,

That this House has considered the proposal for a national education route map for schools and colleges in response to the covid-19 outbreak.

I thank the Backbench Business Committee for giving me this debate, and pay real tribute to my hon. Friend the Member for Winchester (Steve Brine) and the hon. Member for Twickenham (Munira Wilson), who have been relentless campaigners for getting our children learning again and who went with me to the Backbench Business Committee. I wish to pay tribute to all the teachers and support staff in my constituency, many of whom have worked day and night to keep children learning, in early years provider schools and in our excellent Harlow College.

Why is this debate so important today? It is because this past year has been nothing short of a national disaster for our children and young people. The—[Inaudible.]

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. There is a problem; I have to stop the right hon. Gentleman, as we have a technical hitch. It must be a serious one, because Mr Halfon clearly cannot hear me and cannot see that I am standing up. I hope that something is being done behind the scenes to try to get through to him. I think we must have a two-way problem, as we cannot hear him and he cannot hear me. As he is introducing the debate, this does give us a little difficulty, so I am taking the decision to suspend the House for three minutes until we can sort out the technical problem.

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On resuming—

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. It seems that the technical difficulty has been overcome. I will just check with the right hon. Member for Harlow that he can hear me.

[Robert Halfon]

I can hear you perfectly; thank you, Madam Deputy Speaker.

[Madam Deputy Speaker]

And wonderfully, Mr Halfon, we can hear you. I am afraid that all but the first sentence of your speech was lost, so let us start again from the very beginning.

[Robert Halfon]

I thank the Backbench Business Committee for giving me this debate, and pay real tribute to my hon. Friend the Member for Winchester and the hon. Member for Twickenham, who have been relentless campaigners for getting our children learning again, and who supported me in my Backbench Business application. I pay real tribute to all—[Inaudible.]

[Madam Deputy Speaker]

Order. I am afraid we have another problem. I am so sorry. Once again, the right hon. Member cannot hear me. I am going to stop him immediately. Instead, I am going to ask the hon. Member for Winchester (Steve Brine), to whom the right hon. Member for Harlow has just paid tribute for his support, to open the debate—with no notice whatever.

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[Jim Shannon]

I spoke to the Minister before coming to the House. In the past, before covid-19, we had things called summer schools. We have not had summer schools for the past year. Does the hon. Gentleman feel that one way of getting beyond this, whenever the schools go back, is to also have summer schools, and for that to happen we need the funding—

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. I hope that we can now proceed. These are rather difficult circumstances.

[Steve Brine]

Summer schools are part of the catch-up programme. The hon. Gentleman has got his point on the record.

In many ways, the announcement on Monday about the return of schools was naming a date. That was the easy part. The challenge now is how we do that in the cautious, irreversible way that I have spoken about. I have reached out and heard from many of my constituency headteachers in the past 48 hours, and I have to say that the negativity and “yes, but what about” drain from some national figures on this subject is strikingly different from talking to my constituency heads, and the practical Winchester good sense I have seen from them. Let me quote one, who said:

“There is certainly a lot of work to be done before the 8th of March, but there is a sense of positivity and relief of our pupils coming back to school”,

and that is typical of what I have heard. I have been interested to hear, as there is much talk during the debate about safety in schools, comments such as:

“I am very happy to report that we have had no covid cases in school since September”,

or,

“no confirmed adult or child covid cases since this all started almost a year ago (not tempting fate).”

That of course will not be the case everywhere. There are a terrible tales and terrible examples, but I cannot but be honest and report to the House that that is what I have had from some of my constituency heads. None of that is to say that we do not have problems—of course we do—and I will just touch on three and then let others speak.

Testing for covid is right up there for my secondaries. Whether we like it or not, the return will be staggered for many in the week of 8 March, prioritising years 10 and 11, but it is the sheer practicality of testing all students three times that is the challenge. As one school said to me, “I’m deploying as many staff as possible to testing while still allowing teaching to take place”. For big secondary schools where the majority arrive by bus, there is an obvious compounding factor that makes extended hours or weekend testing very difficult. We will get it done with that can-do attitude. Speaking to the Secretary of State this lunchtime, he reminded me that the guidance released yesterday said that schools can test in the week leading up to 8 March, which is next week. I hope that some big secondary schools—the one that gave me that example has 1,200 pupils—will take up the offer of doing that next week.

Secondly, in terms of testing in the academic sense, Minister, can we please be brave and face the issue of statutory testing at primary levels at this time? Having now missed two years of these tests, this may be the moment to draw breath and check that they are what we want to do, and that they are there for the right reasons.

Thirdly, on the catch-up programme, which I know we will hear more about from the Chair of the Select Committee, my right hon. Friend the Member for Harlow, if and when we can get him back online, I welcome the one-off recovery premium and the fact that it is for schools to use “as they feel best”, as per the Government’s statement, but we would be wrong to rest on that. It cannot remain a one-off.

On the national tutoring programme, £300 million is a lot of money. I know that the Department for Education has said that it has been shown to boost catch-up learning by as much as three to five months at a time, but I want to be reassured—this may be one for my right hon. Friend’s Select Committee in due course—that external tutors, who do not know the pupils, their profile as learners or the individual strategies used by an individual school to ensure consistency in the approach to that learning, continue to be the best way to spend that large amount of money.

On mental health and anxiety, I think that educational catch-up in my area will be okay in the short to medium term, but the anxiety and the mental health challenge that I am hearing about, and which I referred to at the start, is structural. There is a structural weakness that is undermining it all. I have heard from so many constituents and parents who have said that, of course, they are pleased that schools are going back from 8 March, but their children are nervous about going back. They have got used to not being out in society—can I believe that I am even saying these words in the House of Commons? They are incredibly anxious about doing this, and that structural challenge will be with them long after the catch-up programmes have done, hopefully, their best. I have to say, masks for the anxious are really not helping, so I very much welcome the Government’s intention to review that after the Easter holidays.

Finally, on Monday, I mentioned organised outdoor sport—not school sport, which I know is allowed from 8 March. The fact that organised outdoor sport is not allowed at the same time does not help with getting over the anxiety and getting the endorphins that we know and I know, as a former Public Health Minister—I have spoken about this many times in this place—run from that sport. That not coming back at the same time does not help.

I hope, in opening the debate, that I have framed some of the key issues and that we can now proceed without incident.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I thank the hon. Gentleman for his impromptu opening of the debate. We will now have a three-minute limit on Back-Bench speeches, and I am afraid that not everyone who is on the call list will be called this afternoon.

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[Catherine West (Hornsey and Wood Green) (Lab) [V]]

I would like to pick up the point that the hon. Member for Winchester (Steve Brine) introduced about anxiety and childhood mental health. First, drawing on the work done by the excellent Professor Michael Marmot, covid-19 has exposed deep health inequalities, and I see this every day in my constituency work. Some 80% of young people say their mental health has deteriorated during the covid crisis. Before the first lockdown, about 10% of LGBT young people reported feeling depressed every day, which rose to 25% during the first lockdown. One in five young people experiences a mental health problem dropping out of education, due to stigma, and we know that, in our alternative provision for children who cannot remain in mainstream school, there is a huge mental health burden.

Today, I want to talk briefly about the mental health problems associated with eating disorders. First, I would like to put on record my respect for the hon. Member for Chelmsford (Vicky Ford), who has spoken very movingly about having an eating disorder as a teenager, and for the hon. Member for Bath (Wera Hobhouse), who leads the all-party group on eating disorders. Obviously, the Government have done some important work in response to the Marmot review and have developed the wellbeing for education return scheme and the mental health support teams, together with the designated senior lead and in schools and colleges.

However, Mind—and I should say that I am a patron of Mind in Haringey—and its partner YoungMinds have briefed me about how there is a lack of awareness in schools and colleges of the wellbeing for education return scheme. I would like the Minister to respond in her closing remarks on what will be done by the Government to develop awareness in schools and colleges of the wellbeing for education return scheme. In addition, the mental health support teams and the designated senior lead are both good innovations. What is being done to put them in place on the ground?

Next week is Eating Disorders Awareness Week. Hope Virgo, who leads the campaign for people to understand eating disorders and do something about them, has emphasised the importance of more funding for primary and secondary care, and enhanced counselling sessions, really addressing the wider mental health problems associated with eating disorders. I hope that next week all Members of Parliament can get in touch with their local services and promote locally the stopping of eating disorders.

[Madam Deputy Speaker (Dame Eleanor Laing)]

We will now go back to Harlow, but sadly only via audio link and with a limit of five minutes. I call the Chairman of the Education Committee, Rob Halfon.

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

We all agree that schools should be the first to reopen, but I am really concerned about the lack of robust measures to make our schools truly safe for pupils, teachers and staff. The announcement about fully reopening schools should have been accompanied by details on rotas, smaller bubbles and vaccinations for teachers. We now know that SAGE itself preferred a phased reopening, and I have real concerns about whether schools, when they start to fully reopen, will be able to stay open safely.

However, today’s debate is about a road map and our ideas for recovery, and I would like to cover five areas. First, we must acknowledge that educational and emotional recovery should go hand in hand. I was heartened to hear the Government’s new education recovery commissioner, Sir Kevan Collins, say something similar in the last couple of days. The educational and emotional recovery of our young people are two sides of the same coin.

Secondly, I would like to hear the Government commit to doing whatever it takes for as long as it takes, even if that is up to a decade, to ensure that every child has the chance to reclaim the opportunities for learning and social interaction that they have lost in the last year due to school closures. A big boost in schools funding will be a huge part of that. The summer catch-up fund must be only the start.

Thirdly, we need an urgent and bold offering to those pupils who are due to leave school this year. Liberal Democrats would like to see an optional additional year of fully-funded education, with living costs funded where needed, delivered in colleges and universities before students move on to higher education or training, or into the world of work.

Fourthly, my hon. Friend the Member for Twickenham (Munira Wilson) has already raised the recognition and retention of teachers and other teaching staff, but school governors here in St Albans have identified it as a major concern. Teachers are battling enormous workloads, enormous stress, testing, inspections and ever-changing guidance. They have no time off. They get no clapping. They get no recognition or rewards. The Government must address this urgently if we are to keep our experienced and committed school staff.

Fifthly, we have an opportunity to look afresh at our education system. Are exams on their own really the fairest way of assessing students? How will we use the innovation of online learning? Valuable skills have been learned very quickly. With a rapidly changing economy, we need to foster an expectation and culture of lifelong learning. That is less likely to happen if people have a bad experience at school. How can we use the recovery to support pupils to develop a real love of learning? For that, we need inspirational teachers, and for teachers to inspire, we need to trust them to teach. The current system of top-down, Westminster-knows-best prescription, inspection and sanction is never going to get the best out of anyone.

I am grateful to the Backbench Business Committee for granting this debate, and—

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. The hon. Lady has exceeded her time. I call the hon. Member for The Cotswolds (Sir Geoffrey Clifton-Brown).

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[Olivia Blake (Sheffield, Hallam) (Lab)]

First, I thank the schools, teachers and school leaders for working tirelessly throughout the pandemic. A polite way to describe the Government’s approach to education throughout the covid-19 pandemic would be “headline grabbing”, from the exams debacle and discriminatory algorithms to the unclear guidance on public health measures in education settings, free school meals and January’s U-turn on the return to schools. Government planning during the covid crisis has felt a little kneejerk and reactive, and sometimes these reactions have been incredibly slow. Despite the new academic year starting in September, the exam scandal last summer, and a chorus of requests from teaching unions and educators, Ministers only today published their plans for using teacher-assessed grades. It does sometimes feel as though things are being made up as we go along. That is why this debate is so important—it allows us to have a clear road map for young people, parents and educators so that we all know the plan and no one is left behind.

I want to focus on one group that has at times been completely ignored during the public health crisis: children and young people with special educational needs and disabilities, and their families. This debate is about national education route maps for schools and colleges in response to the outbreak. Any route map must acknowledge the journey that many SEND families have already been on during this crisis and plot a way forward for them too.

Even before coronavirus, SEND provision was in crisis. Both the Education Committee and the Public Accounts Committee have provided damning assessments of the state of education for people with SEND. Now we are still awaiting the SEND review, which has again been delayed. Ministers have explained that the multiple delays have been caused by the public health crisis, but covid-19 gives more of a reason to publish this review, not less. I sit on the Public Accounts Committee, where I have heard care home witnesses say that people with learning disabilities were very much ignored at the start of the pandemic. We were discussing PPE provision, but I think it is a fair summary of how people are feeling, and the same can be said for education.

I have heard similar while chairing the all-party parliamentary group on SEND during our inquiry into provision during covid-19. SEND families have faced massive amounts of pressure throughout this public health crisis. Many have had difficulties getting online and significant problems accessing their equipment for home learning. We have also heard first-hand the experiences of young people taking assessments, from outperforming teachers’ best grades to not having the correct equipment in language listening exams. The announcement today on teacher-assessed grades is a step forward, but we need to ensure that SEND children—

[Madam Deputy Speaker (Dame Eleanor Laing)]

Order. I am afraid the hon. Lady has exceeded her time.

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[Zarah Sultana (Coventry South) (Lab) [V]]

I begin by paying tribute to teachers and education staff in Coventry South and across the country. This past year they have once again demonstrated their incredible commitment to education, working flat out. Thank you to all the educators in Coventry South, in particular to Coventry National Education Union, which started the “Coventry learning pack” campaign to promote remote learning resources for working-class kids in the city.

But teaching staff are again being put in an impossible situation by the Government. On Monday, just as the Prime Minister confirmed the “big bang” reopening of schools in England, minutes from a SAGE meeting were published showing that the Government’s own top scientists recommended a phased reopening of schools. When I challenged the Prime Minister about that on Monday, highlighting his shocking pandemic record, with more than 120,000 covid deaths, he responded with jokes and parliamentary theatrics. Well, I do not think there is anything funny about tens of thousands of avoidable deaths or recklessly ignoring the science yet again. Once more, I urge the Government: listen to scientists and education unions and follow the devolved Administrations with a phased reopening of schools in England.

There is so much more that the Government could be doing to make sure that schools are safe. They have ignored calls for Nightingale schools, for measures to ensure small classroom sizes and for teachers to be vaccinated as a priority group. Teachers, again, will be put in poorly ventilated rooms with dozens of children and no added protection against the virus. It is not just schools, as nurseries in my constituency tell me that they have not been given adequate additional support. Having to stay open through this lockdown while trying to implement covid safety measures has been unmanageable. With early years not having been given extra financial support this lockdown, nurseries’ already precarious financial situation has been made worse. Like school staff, nursery staff love their jobs, but they are being asked to work incredibly hard with pay that simply does not reflect their contribution.

The Education Secretary said that no child’s prospects should be blighted by the pandemic, but the truth is that, even before the pandemic, young people’s futures were already blighted by his Government’s education cuts and the deepening child poverty crisis. Per-pupil spending has fallen by nearly 10% in the past decade; in a classroom of 30 children, nine on average are living in poverty. Now, the pandemic has highlighted the flaws in the education system. We need to address them. That means tackling child poverty by building a humane social security system, funding mental health services for young people, and reorientating our education system so that it is geared towards learning and the wellbeing of children, with a proper recognition of and funding for our teachers and schools.

[Madam Deputy Speaker (Dame Eleanor Laing)]

The final contribution from the Back Benches will come from Miriam Cates.

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[Steve Brine]

I will wrap up the debate. Every speaker thanked and praised their teachers and support staff for the work that they have done, and rightly so. Everyone touched on that challenge in one way, shape or form, whether they spoke about eating disorders or about general anxiety and mental health. I thought the hon. Member for Twickenham (Munira Wilson) put it well when she said that pupils cannot catch up educationally if they are struggling emotionally. I think we would all agree with that. A number of colleagues touched on the whole issue of the chance, perhaps, for a radical rethink of our educational offering and exams, for instance, and maybe that is right.

Let me finish by thanking the Backbench Business Committee for agreeing to today’s debate, all those Members who put their name to it, and, of course, the Chair of the Education Committee, my right hon. Friend the Member for Harlow (Robert Halfon), for opening the debate alongside us today. I thank him for his comments, especially when he said that there is no room for negativity in achieving what we need to achieve in education full stop, but especially around the catch-up that is needed. We need a plan for education and we need a plan for positivity, and if we can all do that, we might get somewhere.

Question put and agreed to.

Resolved,

That this House has considered the proposal for a national education route map for schools and colleges in response to the covid-19 outbreak.

[Madam Deputy Speaker (Dame Eleanor Laing)]

I am now going to suspend the House for three minutes in order that arrangements can be made for the next item of business.