Covid-19: Education Settings

Emma Hardy Excerpts

Tuesday 6th July 2021 Commons Chamber

[Gavin Williamson]

I can absolutely reassure my hon. Friend that that is the case. High-quality tutoring, with the roll-out of the national tutoring programme that will have a positive impact on so many, is one of the absolute top priorities of this Government. It is the single thing that can probably have the biggest impact on helping children to catch up on lost learning. That is why we are making such a substantial investment in it.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab) [V]]

What are the Government doing to prevent the chaos of last year by ensuring that all higher education students can receive both vaccinations before moving around the country to their university? How will the Secretary of State ensure that those turning 18 late in this academic year are offered both vaccinations before they move to university?

[Gavin Williamson]

The hon. Lady raises an important point. That is why we are so pleased that we have been able to say to all those who are 18 and above that they have access to a vaccination. We are working very closely with the university sector to really get the message through about how important it is for youngsters—students—to be out there getting their vaccine: it protects not only them, but their friends, their family and their community.

Oral Answers to Questions

Emma Hardy Excerpts

Monday 21st June 2021 Commons Chamber

[Gillian Keegan]

I will update the hon. Gentleman. We have been working with the Department for Work and Pensions to extend to 12 weeks the time that those who are claiming universal credit can undertake college courses. Anyone who wants to attend one of the boot camps we are rolling out across the country can complete the programme, with up to 16 weeks in total.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

The Department of Health and Social Care is closing the asymptomatic testing and lateral flow testing facilities at the University of Hull on 31 July, despite the fact that the university remains open during the summer for staff, postgraduates, international students and students who cannot return home, despite the fact that not all students have been double vaccinated, and despite the fact that the number of cases is rising. Will the Minister for Universities intervene urgently and speak to her colleagues at the DHSC to keep testing open at the University of Hull?

[Michelle Donelan]

As the hon. Member will know, we have worked very closely with the Department of Health and Social Care throughout the pandemic, and the testing offer for students continues to be as accessible as possible. In addition, students can utilise the universal testing offer. I will continue to work closely with the Department of Health and Social Care in regard to summer provision as well as autumn provision, and I am happy to meet her to discuss this further.

Education Recovery

Emma Hardy Excerpts

Monday 7th June 2021 Commons Chamber

[Gavin Williamson]

We very much want this to be teacher and school led; we recognise that they will have the best understanding of their pupils. That is an important part of this—there are the challenges we have had of many children from the most disadvantaged backgrounds and the support they need to catch up, but there are also many children who have learning needs and who have had great challenges in their learning in more normal times, including many in my hon. Friend’s constituency. There has been a significant impact on them. The only way we are able to target them is by giving teachers and headteachers the flexibility to understand what those children have lost and what they have missed out on, to make sure that the intervention is targeted to that child. That is what we will be doing.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

The Secretary of State has managed to fail even the targets he set himself. He promised that a minimum of 65% of tutoring provision would reach pupil premium children, but the National Audit Office found that only 44% of those accessing tutoring could be classified as disadvantaged. That failure to provide support for the children who need it most will only further entrench the disadvantage attainment gap. The Secretary of State has admitted that what has been offered so far is not enough, so how much exactly will he ask the Chancellor for when he enters negotiations?

[Gavin Williamson]

The hon. Member will be aware that the reason we want to expand the national tutoring programme is that the benefits it brings are so incredibly extensive. Yes, many children from disadvantaged backgrounds need that intervention, and they will benefit from it, but there are a lot of other children who have suffered. I am sure she will find in her constituency and across Hull that many children need that additional intervention; it is not just children who are on free school meals.

Education After Covid-19

Emma Hardy Excerpts

Tuesday 23rd March 2021 Westminster Hall

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

It is a pleasure to serve under your chairmanship, Ms Rees. Provision and support for children with special educational needs and disability was broken before the pandemic. During the pandemic, those children have been forgotten. My plea to the Minister is, now that we are looking at how to improve education, let us put those children back at its heart.

The Select Committee on Education report of October 2019 took 18 months, heard more than 70 witnesses and received 700 pieces of written evidence. To quote from the document, these were the problems found pre-pandemic:

“There is too much tension between a child’s needs and the provision available…a general lack of accountability within the system…Parents and carers have to wade through a treacle of bureaucracy, full of conflict, missed appointments and despair…many local authorities are struggling with the reforms, and in some cases this has led to unlawful practice…struggling against the tide of unintended consequences of policy decisions.”

The report states:

“This generation is being let down—the reforms have not done enough to join the dots, to bring people together and to create opportunities for all young people to thrive in adulthood.”

It adds:

“We are seeing serious gaps in therapy provision.”

The summary concludes by saying:

“Special educational needs and disabilities must be seen as part of the whole approach of the Department’s remit, not just an add-on.”

During the pandemic, they have not even been an add-on; they have been an afterthought.

The Government’s response to the report was to commission their own review, which they promised would be published in January 2021. After I submitted a written question to the Department, I was told that it would be published in spring 2021. I hope the Minister will be able to tell us when we can expect to see that document.

That report led me to set up the all-party parliamentary group for special educational needs and disabilities, now chaired by my hon. Friend the Member for Sheffield, Hallam (Olivia Blake), which is looking particularly at the impact of covid on these children. The situation during covid has got worse for these families, with many families pushed to breaking point, because the children have been an afterthought. As the Government and the Minister were promoting the use of technology and laptops for school pupils, no thought was given to assisted technology for our pupils with special educational needs and disabilities.

Although all those children were allowed to attend school, because they had their education, health and care plans, little thought was given to what would happen when more than 90% of children in a special school attend at the same time; or to when we introduce a policy saying that these children have to be tested, knowing that some of them have serious sensory conditions and cannot administer the tests themselves, leading to many parents feeling extremely worried about the idea of a teacher having to forcibly test their child. That left headteachers in the impossible situation of wondering what to do if all the children decided that they could not take the test because they find it too distressing. Again, the children were an afterthought. No thought was given either to the staff working in these special schools, who need to be prioritised for vaccination to keep these pupils safe.

Families have been desperately worried. I am so worried about, and hope the Minister will look into, the number of parents of children with special educational needs and disabilities who have started home schooling and who now inform me that they have no intention of sending their children back to school when the risks of the pandemic have eased. It is not only the parents and the children, but the special educational needs co-ordinators, three quarters of whom say they are experiencing challenges in providing support for children and young people with EHCPs during lockdown. Any question or debate about improving the education system after covid-19 has to put these children back at the heart of the conversation, because a system that delivers for these children is a system that can deliver for all. I still believe that every child matters.

--- Later in debate ---

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve for the first time under your chairing of a debate, Ms Rees. I congratulate my hon. Friend the Member for Isle of Wight (Bob Seely) on securing this short debate, albeit one on a very important subject matter, and the passionate way in which he opened it.

Covid-19 has presented the education system with the educational challenge of the decade. I take this opportunity to thank, once again, all the teachers and support staff for the truly remarkable things they have achieved over the last year, and to echo my hon. Friend’s thanks to the teachers and support staff on the Isle of Wight. I also add my thanks to Brian Pope and Steve Crocker, who have both been working tirelessly with the Department for Education as we tackle the consequences of the pandemic on the island, and, of course, elsewhere in the country.

Our response to this unprecedented situation must be to build on the successful reforms this Government have introduced since coming to power in 2010. Over the last decade, we have worked tirelessly to drive up academic standards for all pupils, especially the most disadvantaged. We want every child to have access to a great school, where they can gain the knowledge, skills and qualifications they need for a prosperous future.

My hon. Friend raised the issue of higher education, and I would be happy to talk further to him about higher education courses on the island, and how they can and should be provided. He also raised digital technology, together with my hon. Friends the Members for Barrow and Furness (Simon Fell) and for North Devon (Selaine Saxby).

Digital technology has been essential in supporting high-quality remote education during the coronavirus outbreak. In the long term, it also has the potential, as my hon. Friend the Member for Isle of Wight pointed out, to support teacher workload and flexible working, and to improve pupil outcomes. We are building on the Department’s significant investment in laptops, tablets, training, and digital services, to create a lasting legacy from that investment.

My hon. Friend also asked about teaching school hubs on the Isle of Wight. These are large-scale organisations operating in areas covering, on average, about 250 schools. The Isle of Wight is therefore covered by the hub area that also covers the districts of Eastleigh, Fareham, Gosport, Havant, and Portsmouth, and the teaching school hub lead is Thornden School in Eastleigh, which is an outstanding school.

The hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) raised the important issue of children with special educational needs, and she will know, as she pointed out in her speech, that we have prioritised the most vulnerable children throughout the pandemic, including those with education, health and care plans, and special schools have remained open during that period for vulnerable children.

The hon. Member will also know that the Government have increased high needs funding by £780 million this year and by £730 million next year, so, over the course of two years, we will have raised high needs funding by 24%. The SEND review, which she referred to, is important, and we will publish it in due course. The delay has been caused by the challenges of the pandemic, and we want to get this very important review absolutely right.

My hon. Friend the Member for Barrow and Furness and the hon. Member for Westmorland and Lonsdale (Tim Farron) raised the important issue of outdoor education and the importance of such activities for a child’s education, development, mental health and wellbeing. The Government continue to work with industry bodies and sector representatives to address the issues arising from the pandemic, and we will help outdoor education centres plan for the safe reintroduction of educational visits and outdoor education in line with the Prime Minister’s road map.

The covid pandemic has presented one of the greatest challenges to our society in recent times. It is undoubtedly true that extended school and college restrictions have had a substantial impact on the education of children and young people, and we are committed to helping pupils make up the education that they missed during the pandemic. In February, the Prime Minister outlined the road map out of lockdown, and reopening schools was one of the first steps on that road map.

We have evidence of the extent of education lost during the covid-19 pandemic, which shows that there is an impact on all children and young people, but as my hon. Friend the Member for Isle of Wight pointed out, those from the most vulnerable and disadvantaged backgrounds are among the hardest hit. As part of the Renaissance Learning data, on 24 February, we published interim findings based on more than 400,000 assessments taken in the autumn of 2020, which show that in reading, pupils in years 3 to 9 were, on average, between 1.6 months and two months behind where we would have expected them to be.

[Emma Hardy]

I have a quick question: has the Department done any analysis of how many children are now choosing to home educate, and have not returned to either mainstream or special educational needs schools? It is of considerable concern to me, especially when considering parents of children with SEND.

[Nick Gibb]

The hon. Member will be pleased to know that attendance is very high in primary and secondary schools since we returned to school on 8 March, and of course, attendance in secondary schools increased over the course of that first week. I will write to her with the details of special schools’ attendance rates, and about the proportion of children with ECHPs and children with a social worker—we have attendance rates for those children as well. Again, the figures are good, but of course, they could always be improved. I will write to her, and we can then discuss further her views about that.

In January 2021, the Prime Minister committed to working with parents, teachers and schools to develop a long-term plan to help schools support pupils to make up their education over the course of this Parliament. As part of this, we appointed Sir Kevan Collins as education recovery commissioner in February to advise on the approach for education recovery and the development of a long-term plan to help pupils make up their education. Last June, we announced a £1 billion catch-up package, including a national tutoring programme and a catch-up premium for the current academic year, and in February 2021, we committed to further funding of £700 million to fund summer schools, expansion of our tutoring programmes, and a recovery premium for the next academic year. That funding will support pupils in early years, in schools and in colleges.

The £1 billion catch-up package for 2020-21 includes a £650 million catch-up premium to support state primary and secondary schools in making up for lost teaching time. The package includes £350 million for the national tutoring programme to deliver one-to-one and small group tuition to hundreds of thousands of pupils, which the evidence says is an effective way of helping disadvantaged children, in particular, to catch up. Building on this £1 billion catch-up package, a further £700 million for the 2021-22 academic year was announced in February, and that includes a one-off £302 million recovery premium and £22 million to scale up well-evidenced programmes, building on the pupil premium. That funding also includes an additional £83 million for the national tutoring programme, and a £102 million extension to the 16 to 19 fund.

Education (Guidance about Costs of School Uniforms) Bill

Emma Hardy Excerpts

Report stage & 3rd reading
Friday 12th March 2021 Commons Chamber

[John Lamont]

I am grateful for that point, but I am not sure whether the amendment would address that concern. I do not know where all the materials come from, but having spoken to the company, I am confident that it is not only looking after its workforce but concerned about the quality and ethical production of its garments.

Border Embroideries is one of many Scottish businesses that sell their products across the UK, which remains by far Scotland’s largest and most important market—larger than the EU and the rest of the world combined. The amendments, and the Bill more generally, address the affordability of school uniforms, and I welcome what the Bill seeks to achieve. It serves the interests of children, their families and local businesses. Imposing a duty on the Secretary of State for Education to issue statutory guidance on the cost of school uniforms, to replace the current non-statutory guidance published by the Department for Education, will deliver real improvements for parents in England.

Scotland has no legislation to govern school uniform policy, which is entirely determined by individual schools. My colleagues in Holyrood are supportive of any measures to keep school uniforms affordable for parents, and I hope that Members of the Scottish Parliament will look at this Bill, and at the debates that have taken place so far, to see whether they can do anything to ensure affordability of school uniforms in Scotland.

While broadly supportive of the Bill, the Schoolwear Association, which has more than 200 members, has concerns about amendments on the issue of sole supply, where a single business is the only supplier of school uniforms to a school. Most businesses in the Schoolwear Association are small or medium-sized, and it is crucial for them to be the sole company fulfilling demand, as that allows them to build up suitable stock. Sole supply should never result in individual items being more expensive for parents, and competitive tendering should ensure good value for money. Instead of taking place at the point of sale to families, competition should occur at the point of supplier selection by schools.

The crux of the Bill, and the tension behind most of the amendments, is affordability. The Schoolwear Association has raised some important points that I believe are crucial to uphold the principle of affordability. Comments by the Minister in Committee highlighted the importance of transparent and competitive tendering processes, particularly where a sole supplier exists. Once again I congratulate the hon. Member for Weaver Vale on his success in bringing forward the Bill. It prioritises the interests of children and families, and recognises the importance of local businesses such as Border Embroideries in my constituency.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

I thank my hon. Friend the Member for Weaver Vale (Mike Amesbury) for bringing this Bill forward. My involvement with this issue began after I was deeply affected by the testimony of a group of mothers at an Education Committee evidence session: they told us how the increased costs and demands of school uniforms meant skipping meals to find the money.

I have tried, Madam Deputy Speaker—I honestly have—but I simply cannot comprehend or understand for the life of me why anyone would want to try to block this Bill to help families in need. Politics is not a game. But then I also cannot understand the level of self-importance of an individual who believes they have something of value to speak on for more than an hour and a half.

Uniform dress codes are no longer about just plain, straightforward uniform, but often involve a badge, sweatshirt and dark trousers, typically also consisting of shirts, ties, blazers, PE kits indoor and out—all branded and often available from only a single supplier. The Children’s Society report “The Wrong Blazer 2018” revealed that families, on average, have to find £340 per year for each child at secondary school. That represents an increase of 7% since 2015. Parents of primary school children spend on average £255. Parentkind’s 2019 annual survey of parents showed 76% of parents reporting that the cost of sending children to school is increasing and more than half are worried about meeting that cost.

I have spoken about this before, but in some areas within the city of Hull more than half the children live in poverty. New Government figures reveal that 18,515 children in Hull were living below the breadline in March 2019—and that is before the cost of housing was taken into account. The number has been rising year on year and is up from 15,629 in 2015. That is before we even look at the impact of covid-19.

One child in 20 has been sent home for wearing incorrect uniform as a result of being unable to afford the uniform specified by the school. In some cases, children miss school altogether because either they or their parents feel ashamed of the condition of the uniform that they could not afford.

The Education Policy Institute report found that disadvantaged pupils are already over 18 months of learning behind their peers by the time they finish GCSEs. In primary schools, that gap has increased for the first time since 2007: up from 9.2 months in 2018 to 9.3 months in 2019—again, before we even look at the impact of covid-19. If Conservative Members are serious about trying to close the attainment gap, surely they will be delighted to support the Bill.

I was a primary school teacher before becoming a Member of Parliament and I absolutely support schools having a uniform, but it needs to be practical and affordable. As a parent, I know that a school uniform makes life much easier in the morning when getting children up, dressed and ready for school. But some school policies insist that parents must buy clothing from specialist shops or suppliers rather than giving them the choice of buying items at cheaper stores such as supermarkets or high street chains.

I have taken action on this locally by working with the Methodist Church to set up RE: Uniform, which asked parents to donate unwanted uniform that was then redistributed to families who wanted it. We have held giveaway events, “click and collect” events and handed out hundreds of items of uniform.

I would like to put on the record my thanks to the Methodist Church for their support with RE: Uniform, and in particular to our Methodist district chair Leslie Newton, Reverend David Speirs, Susie Steel, Kevin Appleyard, Liane Kensett, Louise Zborowski and all the volunteers. All are making a difference where it counts for families and the community in Hull.

But this is just fighting fires. The time has come to protect the millions of families in England living in poverty from further unnecessary hardship by making the guidance on affordable uniforms a statutory duty. That was promised by the Government. In reply to a parliamentary written question on 31 July 2019, the schools Minister stated:

“The Department intend to put the school uniform guidance on a statutory footing when a suitable legislative opportunity arises.”

I urge hon. Members to stop the games, stop the self-importance and seize the opportunity to make life more affordable for parents in this country.

[Philip Davies (Shipley) (Con)]

Thank you, Madam Deputy Speaker. I assure you I will be speaking to the amendments. It is a pleasure to follow the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy), even though she does not yet seem to have grasped the purpose of the Report stage, which is to try to improve Bills. I am sure she will get the hang of that at some point. The purpose of this stage is that we table amendments to try to make Bills better.

I congratulate the hon. Member for Weaver Vale (Mike Amesbury) on getting his Bill to this stage, which is no mean feat. In principle, the Bill proposes to place school uniform guidance on a statutory footing. Like all previous speakers, I am in favour of what he is seeking to achieve: having high-quality school uniform at an affordable price for parents. However, it is crucial that the Bill is implemented appropriately and that the right amount of time is given to schools and families for the guidance to be introduced, in order to avoid any unintended consequences. I worry, as I do with lots of Bills, that without some of these amendments unintended consequences may counter the purpose of the Bill, which is to protect families and children from mounting costs and exclusion from school life.

It is important to say that school uniform is a vital part of school life—it creates belonging, focus and discipline. In itself, it reduces the cost to parents, by ensuring that there is not an arms race in the latest trends being worn in schools. The Bill is based on findings by the Children’s Society estimating that the annual spend on compulsory schoolwear is £337. That figure is disputed; it is a study based on perception rather than on reality, and on a very small sample size of parents. It does not account for competing research that the Schoolwear Association has commissioned that finds that the annual spend on compulsory schoolwear items is nearer to £36. I thank the Schoolwear Association, with which I have met on multiple occasions during this Bill’s journey. It wishes to flag up concerns about sole suppliers, parents and students being put at a financial disadvantage, on the basis of questionable research.

I thank my hon. Friends the Members for Christchurch (Sir Christopher Chope) and for Wellingborough (Mr Bone) for the amendments. [Inaudible.] I hope the Government will agree to support some of these things. I was disappointed that the promoter of the Bill dealt with the amendments so rapidly and did not treat them with the courtesy with which they should have been dealt with. Unfortunately, I cannot take interventions remotely, but it seemed to me that the promoter said that he agreed with many of the amendments but would not accept them. That is a slightly bizarre approach on Report. If the promoter agrees that amendments would improve the Bill, one would think he would accept them and we could move on with a better version of the Bill. I am not sure why we are agreeing with the amendments but not supporting them and agreeing to adopt them. I hope the Minister will make a better fist of that and perhaps support these essential amendments.

Amendment 2 would ensure that the guidance being introduced by the Bill has to be issued within six months of the Act coming into force. The Bill will mean that schools should follow the guidance, but we have yet to see the guidance, as my hon. Friend the Member for Christchurch said. Saying that this will be issued within six months will at least give some certainty as to when it can be expected, so that schools, suppliers, parents and students can plan for the change. Without this amendment they are left in limbo.

I understand from the answer to a parliamentary question that I asked back in January that:

“The Department’s existing guidance on cost considerations will form the basis for the new statutory guidance.”

That clearly provides some indication to schools to help them understand what it is that they can expect, but for the avoidance of doubt, this amendment would give absolute assurance to everybody concerned. It would give schools firm dates and sufficient time to review their school uniform policy as a result of the guidance. It would also enable parents to wait until a uniform needs replacing before buying a new one if required to by these guidelines, and it would hopefully avoid the entirely counterproductive effect of forcing parents to purchase a new uniform or uniforms in the near future only to find that a policy has been superseded by the new guidance. Given what the Bill is about, that would be an ironic, unintended consequence, so I think amendment 2 would be incredibly helpful in giving the certainty needed and in keeping down costs for parents.

Oral Answers to Questions

Emma Hardy Excerpts

Monday 1st March 2021 Commons Chamber

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

Many students have lost the part-time work they rely on and their financial concerns are helping to fuel their mental health crisis. The Scottish Government have given students studying in Scotland the equivalent of £78 per student; the Welsh Labour Government have given students studying in Wales the equivalent of £302 per student. The UK Government have given students studying in England the equivalent of £45 per student. Why do this Government put such a low value on the welfare of students in England?

[Michelle Donelan]

Quite to the contrary, we put an extremely important value on the welfare of our students. That is exactly why one of our first actions in this pandemic was to allow more flexibility with the £256 million that can support student hardship, and we have recently given an additional £70 million that needs to be spent in this financial year. We are keeping all this under review, but our priority has been getting additional money into the pockets of students who may be facing financial hardship right here and right now.

Oral Answers to Questions

Emma Hardy Excerpts

Monday 18th January 2021 Commons Chamber

[Gavin Williamson]

As the hon. Gentleman will be aware, the Government have been very clear in our commitment to research. The Prime Minister has stated time and time again that our investment in research is absolutely there, ensuring that we deliver Britain as a global scientific superpower. That is why more money has been going into research, and universities will continue to play an incredibly important role in that, but as he will be aware, the Department for Business, Energy and Industrial Strategy manages the research element that goes into the funding of universities.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab) [V]]

The anxiety caused by the lack of answers on the impact of the end of transition upon students is only adding to the anxiety that they already feel because of the impact that covid-19 has had on their educational experience, their finances and their graduate job prospects, which is all made worse by the fact that students do not feel that their voice is being heard by Government. Perhaps the greatest injustice of them all, they feel, is being made to pay rent for accommodation that the Secretary of State has mandated they should not use. What is he going to do to right this wrong?

[Gavin Williamson]

As the hon. Lady will know, before Christmas we set out plans to support youngsters who were going to be facing the greatest hardship. We continue to keep this under review, and we will continue to work with the sector to provide the best support to students up and down the land.

Oral Answers to Questions

Emma Hardy Excerpts

Monday 23rd November 2020 Commons Chamber

[Gavin Williamson]

My hon. Friend raises such a vitally important point, because students right across the United Kingdom see it as one higher education system and are choosing the best universities for themselves, with many English students studying in Scotland and vice versa, and many Northern Irish and Welsh students studying in all the other four nations. It is absolutely important that we have a consistent approach. We have been working very closely with the DAs. This does show the strength of our higher education system as a Union system and how all universities working together in the United Kingdom strengthens all universities in all four nations.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab) [V]]

University students have been an afterthought in the Government’s thinking throughout the covid crisis, whether that is the A-level fiasco, the huge spike in cases after return in September, financial hardship, mental health or digital access. All have been palmed off to universities with only slow, token Government support, and now time is again running out. Will the Secretary of State take this opportunity to get ahead of events and publish clear, crisp and quick guidance for universities, so that they can plan for a safe and smooth student return in the new year?

[The Minister for Universities (Michelle Donelan)]

Following the end of term break, our top priority is January, and we will be ensuring that the welfare of students, staff and communities in higher education providers is at the forefront. We will look to utilise mass testing to make the return of higher education as safe as possible, and we will indeed produce further and comprehensive guidance.

Tuition Fees

Emma Hardy Excerpts

Monday 16th November 2020 Westminster Hall

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

It is always a pleasure to serve under your chairmanship, Sir David. I thank everyone who took part in the debate. My hon. Friend the Member for—I am going to say his constituency wrong—Islwyn (Chris Evans) highlighted the amount of debt that students leave university with; issues raised by students; the anger and resentment that they feel at the moment; and the issue of mental health support. It is a shocking statistic that every week a student takes their own life. Regardless of any political opinions, we should be united in saying that we need to do something about that, so I thank my hon. Friend for drawing it to our attention.

The right hon. Member for Tatton (Esther McVey) was right to highlight the cost of a university degree and the need to move publications online and make things more accessible. I agree on the need for openness and honesty about the experience that students can expect, so that we do not repeat this problem in January and they have full knowledge of what to expect before they get there. Then they can make the decision, if they wish, to go to the Open University or their local university.

We heard from my hon. Friend the Member for Streatham (Bell Ribeiro-Addy). As people know, the Labour party is against the use of tuition fees. My hon. Friend spoke about the impact on people from lower socioeconomic backgrounds, how they often have to spend longer repaying the debt, and how the system is therefore very unfair, and about the need to plan properly for the second wave. We must not repeat this problem in January.

My hon. Friend the Member for Leicester East (Claudia Webbe) highlighted the damage from not having a plan for the return in September; the need for test and trace to protect staff and students; the difficulties that of course people have experienced in Leicester, given the restrictions that they have been under for an incredibly long time; and the need for us to recognise publicly the value of our universities. We all benefit from an educated society.

We heard from my hon. Friend the Member for Liverpool, Riverside (Kim Johnson). I am slightly biased because I went to the University of Liverpool, but it is a great city to go to. She referred to shocking statistics on the decline in student satisfaction; the need for effective test, track and trace; the issue of mental health; and the problems that there have been with accommodation.

We heard from my hon. Friend the Member for York Central (Rachael Maskell), whose words are always so considered, thoughtful and thought-provoking. I really loved the final message in her speech, about getting this right for the future. She spoke about the need for people to be part of a co-production, working together towards academic success, and about how marketisation has damaged that relationship, which is so important.

I am, of course, grateful to the Petitions Committee for bringing this matter forward. I thank all the staff working in universities at the moment, given the incredibly difficult situation that they face. Often, the discourse is just about the tutors working in universities, but of course there are also the people working in catering, who are finding themselves redundant at the moment, the people working in security, the people working in the libraries and the people working in administration. Many of the staff in those jobs are currently on furlough, because of the uncertain situation we are in. I express our thanks to each and every one of them.

The existence of these petitions will come as no surprise to anyone who has been following the unfolding events in higher education. Many students are angry and frustrated, and they have every right to feel like that. This year’s intake had to deal with the fiasco over A-levels, which resulted from a combination of stubbornness and a prejudice that meant that the Government could not bring themselves to trust the judgment of teachers. Just like the need to fairly determine GCSE and A-level grades, the reopening of universities in the autumn was bound to need addressing. The movement of almost 2 million people around the UK and their randomised mixing in confined shared spaces such as halls of residence and houses in multiple occupancy were guaranteed to result in a rise in covid cases. Such mass migration could have been seriously contemplated only in the presence of a fully functioning test, track and trace system, as many hon. Members mentioned. That means one that is fast, accurate and easily accessible, but what we have had has been utterly shambolic.

At the time when universities reopened, people were being asked to drive hundreds of miles for a test while local test centres stood empty. Universities had been promised thousands of testing kits, but they never materialised. The mushrooming of cases was predictable and predicted. It led to the experience that students were promised and so naturally expected being radically different from that which they had to endure. For this experience, they are being required to take on large amounts of debt by the current funding system, which was also mentioned by hon. Members. The system not only leaves students owing debts that in large part will never be repaid, but leaves universities competing in a marketplace for students and reliant on the income that each student brings with their fees. Labour has said time and again that that system is neither fair nor sustainable. The current situation makes that abundantly clear.

The financial pressures on students were a matter of great concern before the end of the last academic year, and that is set to continue. The NUS survey of 10,000 students in March and its follow-up in September showed that 50% of them relied on income from employment to support themselves. Half reported that

“the income of someone who supports them financially has been impacted by Covid-19”,

and three quarters expected to struggle financially over the coming months.

Students cannot top up with universal credit, and yet there has been no acknowledgement by the Government of the impact of, first, the tier 2 and tier 3 restrictions or, now, the national lockdown on a student’s ability to support themselves financially. Many students with part-time work in bars or restaurants would work right up to Christmas before returning home. Now they must return by 9 December, which is another blow to their finances that has been unremarked on by this Government. A bad situation is set to get worse while the Government sit on their hands.

The insecurity coming from the struggle to pay bills, find rent and put food on the table can only make worse the mental stress resulting from the chaotic circumstances around isolation and accommodation lockdowns. A huge group of young people have found themselves away from home for the first time, with limited opportunities to make new connections and build friendships. This is an extremely toxic situation, and I am deeply concerned for those who found themselves adrift in it.

In a letter I received in September, the Minister assured me that the Government’s “commitment to supporting students” is “unwavering” and demonstrated in “a range of initiatives” put in place to support “financial hardship” and “mental health”. However, I see no evidence of such commitment. The only thing that could be described as “unwavering” has been use of the figure of £256 million, as highlighted by Jim Dickinson from Wonkhe.

The £256 million has done an awful lot of work. It was first employed on 27 April, in answer to a question on what support the Government were providing to help students meet the extra costs involved in the switch to online learning, and then on 1 May to help prevent digital poverty; on 6 May to provide laptops to vulnerable and disadvantaged young people; on 11 May for employment and student income support; on 13 May to combat any increase in the drop-out rate of low-income students; and on 15 May to provide emergency hardship grants to university students from low-income households —this is all the same fund of money, by the way.

That £256 million was also employed on 8 May to support rent repayments for unneeded student accommodation and on 19 May to support those at risk of homelessness. On 21 May, it was accommodation costs again, and on 29 May it was making educational websites free—that was a great proposal by Jisc, which I hope the Minister revisits. The money was back on 2 June for laptops and 4G access; on 9 June to support students who have lost income from job losses; on 17 June for the reimbursement of students who have paid accommodation deposits; and on 18 June to support students in institutions that have moved to online-only teaching.

The same pot of money went, on 23 June, to support repayments on unneeded student accommodation again; on 29 June to provide support for international students in difficulty; and on 30 June to help with widening participation and access. Interestingly, that widening participation and access is the actual purpose of the fund of money, but on 2 July it was to provide support for mental health; on 20 July, incredibly, to support UK universities facing financial failure; and on 21 July to act as a justification for the lack of bespoke support packages for universities.

On 7 September, the money is now the answer to postgraduate student support, both PhD and master’s, in two separate answers. On the same date, it is doing double duty as support for students facing hardship given the lack of part-time jobs. On 9 September, it is helping universities with their applications from students from disadvantaged backgrounds, and on 16 September it is helping universities with resources to combat the covid-19 outbreak. On 18 September, it is back supporting student mental health. On 25 September, it is to support access to online learning, now for the new first-year students. On 29 September, it is to support university students unable to provide a guarantor to secure their accommodation. That was a brand-new one—I had not heard it used for that before.

The 29 September was a very hard day for the £256 million, as it was also the answer to the question of student hardship and mental health support for the coming academic year. It probably needed a little lie down after that, but it was back at work on 30 September, against student hardship, and on 1 October for first-year students and debt worries. The £256 million on 8 October was to cover student wellbeing and mental health, twice, and digital access, and on 12 October it was to cover the affordability and availability of e-books, as well as digital access.

On 13 October, the Government said:

“We have asked providers to prioritise the mental health and wellbeing of students during this period”

and that the DFE had provided them with financial support in the form of £256 million. On 19 October, the £256 million was to support digital and online learning. On 20 October, the Government said that students who are care leavers or estranged from their families can rely on support from the £256 million. On 21 October, it was for accessing counselling and support services, and on 23 October it was for supporting mental health and support services. On 2 November, the DFE was asked whether it was providing additional resources and funding for universities in tier 3 and tier 2 areas. It said that, yes, it was—from the £256 million. Finally, on 9 November, the £256 million was providing support for students who are required to remain at university during Christmas. I forgot to mention that the fund was reduced this year—it would be funny if it was not so serious.

Time and time again, the Government have spurned opportunities to do the right thing and provide concrete help for students. A cohort of young people are looking for emotional and material support, and they have so far found themselves abandoned by this Administration, who shamelessly repeat “£256 million” in response to every single question asked of them about students.

When will the Government finally provide new and adequate funding to be directed towards university hardship funds? The extension of funding for the Student Minds website is welcome, but the mental health challenges facing students are more severe than was anticipated only a few months ago. What further support will the Minister provide? When will the Government properly invest in eradicating digital poverty and ensure that all students have the technology to learn? Will they look again at the proposals for providing free internet access for online learning resources?

I want to take this opportunity to mention the fantastic work of student unions up and down the country. I know from my conversations with them that, although the Government did not anticipate the problems that students and universities would face, they did. They delivered freshers’ week, whether online or in person, with extra covid restrictions and at very short notice. That made new students feel welcomed and able to settle in as best they could. They set up covid-secure social spaces so that new students could continue to meet. Many student unions have been delivering food parcels to students while they were self-isolating and in lockdown.

When the lockdown was first introduced in March, the Government refused to get universities around the table to agree a joint approach and offered only the flimsiest of advice. It was the student unions across the UK that launched a campaign to get their universities to commit to no-detriment policies and ensure that students get the grades they deserve. They successfully lobbied universities and accommodation providers to release students from tenancy contracts for accommodation they no longer required. They continue to show their value as a voice and a source of support for the students they represent. What discussions is the Minister having with the NUS so that she can listen to the advice they can give about the real issues facing students right now and support them in the excellent work they are doing?

Students have a right not only to be heard but to be given answers. What is the Minister doing to ensure that universities have plans to make up for lost learning and to guarantee students’ learning outcomes for the duration of their degrees? Instead of endlessly issuing guidance, when will she sit down and work with universities and provide the support they need to ensure students get what they are entitled to—what they were promised by universities and the Government?

The Minister has said that the Office for Students regularly reviews online tuition, so how exactly is that being conducted? How many courses in how many universities is it looking at, and how often is it doing that? What is being done about those who need placements to complete their qualifications, many of whom have been badly affected by the pandemic? What is being done to help PhD students who are yet to complete their projects due to covid restrictions but who are running out of funding and are having their requests for extensions refused? What about masters students in a similar position? And please do not refer to the £256 million pot again.

--- Later in debate ---

[Michelle Donelan]

The whole purpose of having that first stage is for the university to have a chance to deal with the complaint, as there might be opportunities to do so that do not include refunds. I was trying to express the fact that, in the formal process with the Office of the Independent Adjudicator, there are protections for students against any potential backlash that might be feared from going against the university. The degree of anonymity is hindered—if it is completely anonymous, it is impossible to pursue a complete complaints process—but there are protections for students.

As I was saying, hon. Members have argued that the policy places too much on the shoulders of students and that we should instead adopt Government finance-backed refunds. I wholeheartedly dispute the suggestion that all students are being let down. Tuition does look different, because we are in the midst of a global pandemic, but different does not have to mean inferior.

Universities have invested heavily in innovative and dynamic learning and have utilised technology. I have seen many examples of interactive lessons that staff have worked tirelessly, hour after hour, to produce. In fact, a recent survey by Unite showed that 81% of students were happy that they did not defer, and four in five agreed that, although it is not how they expected their first university year to be, they valued their time there.

I am not for one moment suggesting that there have not been some institutions, or some faculties within them, that may not have given students the learning they deserve, as we have heard in accounts today. For those students, the process is in place; that is exactly why it was set up. The majority of students, however, have been supported by hard-working staff, who have invested hour after hour to support students in their learning. There has been an enormous effort made throughout the higher education sector to maintain the high quality expected by this Government. In fact, when done well, online learning takes many more hours to produce and costs more, as the fixed costs—including labour—remain the same and are combined with additional technology costs.

Yes, universities are autonomous institutions, but as a Government, we have a responsibility to the millions of students studying across the country to ensure that their education can continue and that it continues in a way that meets the high quality bar that we usually expect, and that they expect.

The findings of the Petitions Committee inquiry were clear that although students who are entitled to a refund should be able to access information about how to claim, a wide-scale refund should not be the way forward, and we agree. A range of guidance for students and providers already exists—from the OFS, the Competition and Markets Authority, the OIA and the Quality Assurance Agency for Higher Education—and we have been working to highlight and co-ordinate that advice even more for students. Universities must anyway adhere to consumer law and make their complaints process, and the OIA’s process, clear to students. The NUS has promoted this process during the pandemic, as have I, especially on student-facing media.

As the Petitions Committee recommended, we have established a working group that includes the NUS, the OFS, Universities UK, the OIA and the CMA. The OFS is working on a comms campaign, and a new page is now on its website that pulls together existing guidance on consumer issues. The OIA is consulting on new arrangements for dealing with complaints from groups of students, to speed up the process and ensure that those students who have a degree of commonality can be brought together in one complaint. I am also working on additional ways to further promote the rights of students and the processes they should follow, including working with Martin Lewis and his Money Saving Expert team.

Further to the comments made by my right hon. Friend the Member for Tatton, I want every student to know that they do have consumer rights. The CMA produced guidance on this issue earlier in the year and, for higher education providers, it is clear: universities should have been clear before the start of the academic year about what students could expect in these extraordinary circumstances. If students feel they have not got what they expected, they should follow the process. As outlined by the CMA, each student has a contractual agreement, and that agreement will differ per institution, which is another reason why a blanket system of refunds would not necessarily work.

Once again, let me be clear: it is not acceptable for students to receive anything less than the high-quality education they expect from our world-leading sector. A change in the mode of delivery to online or blended learning should not mean that quality declines. This is not a case of “pay the same and get less”; this is about providers changing their mode of delivery in an unprecedented situation to prioritise public health.

Providers will be best placed to be informed about decisions regarding the proportions of online and in-person learning, working with their local Public Health England teams. There are so many examples of innovative providers and the work they have done. I will highlight just a few. The University of Leeds utilised virtual classroom technologies, enabling students in Leeds and those studying remotely to engage together, and this has been seen in many universities. The University of Northampton used webinar software to successfully replicate a mock courtroom scenario, and the University of Sheffield’s faculty of engineering developed an approach to remote teaching of practical elements, shared with the sector. Some universities, such as Cambridge, have sent science, technology, engineering and mathematics students items of lab equipment to work with at home, and there are many, many more examples.

The OFS has stipulated that quality must be maintained and that the conditions of registration must continue to be met. It is directly engaging with those providers that have moved their provision online due to the coronavirus restrictions and is assessing material to check that the quality and quantity of provision are maintained and that it is accessible. Students can raise their concerns directly with the OFS.

However, tuition fees do cover much more than simply teaching: they include the support services that universities offer, such as mental health and wellbeing, as well as the provision of study spaces, library resources and much more. It is clear that these important services must be maintained, especially when students are isolating, in regards to wellbeing, mental health and communications. We as a Government have been very clear about that.

To answer the question asked directly by my right hon. Friend the Member for Tatton regarding my engagement with students, which was also posed by the hon. Member for Kingston upon Hull West and Hessle (Emma Hardy), I have regularly engaged with the NUS. I have engaged with the OFS student panel and with students who are present for the various visits I make on a regular basis, particularly the working groups of care leavers who are students. I have also done a magnitude of student-facing media, answering questions in online forums. I believe that is essential, because I should be speaking to students and the sector, detailing our policy and responding to their queries.

Rather than focusing on wide-scale refunds that in reality would make little difference to the money in students’ pockets—and let us not forget that more than 50% of students never pay back their full student debt—the Government are focusing on the outcomes of the higher education experience. We are focusing on ensuring that the courses lead to qualifications, and working hard so that students are supported and safe. Drawing on the expertise of the higher education taskforce that I set up, we have been providing robust public health advice and guidance to universities, so I dispute the claim made earlier in the debate that the Government have not given clarity to universities.

From the start of the pandemic my priority has been to protect student mental health and wellbeing, and we have asked providers to prioritise that. We have worked closely with the Office for Students to create the Student Space to address the additional mental health challenges that covid presents. That is a £3 million project, to be delivered with Student Minds, and it has recently been extended. That is on top of wider Government support that includes £9 million for charities. We monitor it all the time. My heart goes out to all the families who have experienced student suicide in the past few months, and to the friends and all the people who knew those students. It is an awful tragedy, and no words can give an account of how I, or other hon. Members here today, feel about it.

The hon. Members for Leicester East (Claudia Webbe) and for Kingston upon Hull West and Hessle raised the issue of student hardship and the £256 million fund. We have clarified that providers can use that money for the entire academic year. It is for student hardship—for digital devices, for mental health support—so it is right that we keep referring to it. We were quite up front at the beginning about how it could be utilised. Before the beginning of the academic year—before August—we also outlined that £23 million per month could be utilised. I am afraid I shall continue to use that figure, because it was for the entire academic year. Student hardship is something that we continue to monitor, and each university normally has its own hardship pots as well. The Department has also allocated £195 million for technology devices for educational settings, for which care leavers at higher education providers qualify.

[Emma Hardy]

I have made the point that I think the £256 million fund is a little stretched at the moment. Unless I am mistaken, the £195 million fund for digital access is available only for students who were care leavers; it is not available universally for all students.

[Michelle Donelan]

Yes, that is exactly what I said. The Department has allocated that money across educational settings and care leavers in higher education can access that. However, we have encouraged universities to prioritise digital poverty and accessibility. Accessibility is something that the OFS has been strong on, because everyone should have access to education of quality. The Secretary of State has also commissioned the chair of the OFS to conduct a review of digital learning and teaching, including digital poverty.

Draft Higher Education (Fee Limits and Student Support) (England) (Coronavirus) (revocation) regulations 2020

Emma Hardy Excerpts

Tuesday 20th October 2020 General Committees

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

I welcome the revocation of the original SI. We were broadly supportive of the principle of the cap as there was evidence of emerging aggressive recruitment. The decision to use a flawed algorithm to determine this year’s A-level results, however, led to a great deal of distress and upheaval for schools, students and universities. Once the entirely sensible decision to use teacher assessments had been taken, that led to an increase in the number of students who earned a place at university. The numbers cap as proposed by the original regulations became unworkable and unfair. It is to the universities credit that they were able to respond quickly and flexibly to the disruption surrounding the admissions process and were able to honour their offers. I record my thanks to all the universities that have done so much in that regard.

The lessons should have been learned, and it is right that the Government have listened to Labour and pushed back the timing of exams in this academic year to give pupils more time to catch up on the learning that they have lost. That decision need not have waited weeks and weeks after Labour called for it to be made. Although it is a necessary intervention, there are concerns that it will not be sufficient to prevent a repeat of the circumstances that led to the need to revoke the original SI, and to our presence in Committee today.

All the expert advice is that the virus will not disappear by next summer, so I have a few questions for the Minister to answer. I am keen to learn how stability will be introduced in the higher education sector next year. Will she introduce a temporary numbers cap again? Is there an analysis of the impact of the removal of the cap on university finances, and the distribution of student numbers across the United Kingdom? What more will be done to prevent aggressive recruitment practices in the following academic year? Can we be reassured that there will be extensive dialogue with the devolved nations before any changes to the caps are considered? Given the additional number of students now attending university, how will the Minister monitor the student drop-out rate in real time while those students are at university?

[Michelle Donelan]

I thank the hon. Lady for supporting the spirit behind the revocation, as well as the purpose of the original regulations.

In terms of our exams policy for next year, the Secretary of State asked Qfqual to look into that back in June, well before Labour ever campaigned for any change. A great deal of work is being done by the Department for Education and Qfqual to ensure that we have the necessary plan B in place for those students who may end up self-isolating or under restrictions while examinations are conducted next year. No one is in any doubt about what students have been through in the past few months, and continue to go through, and that understanding will be at heart of that joint work to ensure that exams are fairly assessed. We will ensure that the futures of those students can be unlocked in higher education, further education or the wider world of employment.

We keep future SNCs under review, working closely with the devolved Administrations, as the hon. Lady requested. It is important that we keep everything on the table because we are in the midst of global pandemic, and we need to plan accordingly and be live to issues in response to the sector’s needs.

The covid-pandemic has been disruptive to every sector of society, and as universities Minister, I will do everything I can to maintain stability.

[Emma Hardy]

I am grateful for the answer about discussions with the devolved nations. Before the Minister concludes, could she say something about the analysis of the impact of the removal of the SNCs on university finances and student numbers? What will be done to prevent aggressive recruitment practices in the following academic year? How will drop-out rates be monitored?

[Michelle Donelan]

I was going to come on to that, but as the hon. Lady is eager, I will address those questions now.

Drop-out rates are a matter of concern to me and the Department in any year. We want to ensure that students can access an education, continue it and complete it, so that they have a qualification that will unlock their future. I regularly talk to the sector about that in my weekly discussions with the higher education taskforce. I know that it is monitoring numbers. It is imperative that support is available to students on matters ranging from food, wellbeing and mental health, especially for those who are self-isolating, and that that is prioritised. Last week I wrote a letter to each university and provider on that very subject. I will work hand in hand with them to ensure that that support and guidance is given, and that it is communicated to students, so that they can continue on their educational journey.

On finances, back in May we announced our stabilisation package that assisted with cash flow, and brought forward some money, include QR funding to the tune of £100 million. That was in conjunction with the work of the Chancellor of Exchequer, who has provided according to my best estimate £700 million for loans and grants. We regularly monitor the financial health of all institutions, including those who were affected by the reversal to centre assessment grades in the summer, and that is done in conjunction with the Office for Students. As the hon. Lady will be aware, we have also introduced a restructuring regime that acts as a safety net for any institution that, having accessed all the other support available, is still in need of help. It is important to stress that, at this moment in time, no institution has self-referred to the restructuring regime, but it remains an avenue of opportunity.

As for preventing aggressive recruitment practices in the forthcoming year, many of my predecessors have written to institutions against the use of unconditional offers. I continue to reiterate that message to the sector, and that issue will be considered in our response to Augar. We will keep everything on the table next year as we deal with the pandemic and any fall-out that it may have on SNCs and such like.