University Students: Compensation for Lost Teaching and Rent

Jim Shannon Excerpts

Thursday 15th April 2021 Commons Chamber

[Michelle Donelan]

We have continued to review the evidence. We did a comprehensive review over Easter, taking advice from the likes of the Deputy Chief Medical Officer and the Chief Medical Officer and looking at the advice from SAGE, the Scientific Advisory Group for Emergencies. I agree with my right hon. Friend that it is disappointing that we cannot get students back earlier and it is a very difficult situation for the students involved, but we cannot move too fast, too soon. That would risk a resurgence in infections, hospitalisations and deaths. We are talking about the mass movement of, potentially, up to 500,000 students forming new households.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister for her reply to the urgent question. Are there plans to ensure that the help towards bills that students studying in Northern Ireland were able to access under the covid study disruption payment scheme rolled out by the Department for the Economy in Northern Ireland will be replicated in mainland UK for Northern Ireland students studying here, so that they have financial aid to offset their huge bills for minimal interaction and teaching?

[Michelle Donelan]

The scheme in Northern Ireland has aimed to support those in financial hardship, as we have, but what we have done is slightly different. We have distributed £70 million and now an additional £15 million—a total of £85 million—of hardship money to universities to help those most in need, including international and postgraduate students. That is the process we have used to get money into the pockets of those most in need.

Education After Covid-19

Jim Shannon Excerpts

Tuesday 23rd March 2021 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to speak in this debate. I thank the hon. Member for Isle of Wight (Bob Seely) for setting the scene so very well —we appreciate that. It is good to see the Minister in his place. I think he has always been there—at least it seems like it. That is not a bad thing, by the way. We very much look forward to his response.

Obviously, education is a devolved matter in Northern Ireland, so the Minister does not have any responsibility for it, but I wanted to feed in to this debate and give the perspective of what it is like in Northern Ireland. I know that what we have experienced in Northern Ireland is the same as what other hon. Members have experienced across the whole of the United Kingdom.

I have had many fears for our children during the outbreak. I think education probably features fairly high on the constituency problems page. I have fears for children’s paths of learning, fears for those who have not been able to learn online, fears for their mental health, fears for their social skills—so many fears. The question is: what will we in this House do to support them through those fears?

Today’s papers, which I read on the way over—the local and provincial press—were full of photographs of the Education Minister back home meeting some pupils in schools. There were also pictures of the pupils with absolutely glorious smiles. In some cases, they had ice-creams—I am not quite sure if it was 9 o’clock in the morning. The teachers, principals and classroom assistants were all responding very positively, and the hugs that they were giving the children told the story.

We have seen that online learning has a role, but there is nothing that beats physical presence in schools. I have spoken to GCSE teachers recently, and they are very concerned that many children will not go on camera, and they do not know whether they understand the work. They have said that there is nothing like walking around the room to see the children working through, and checking for understanding. That underlines my view that we can incorporate more online, but we cannot and must not imagine that it can replace what teachers are gifted at doing. Teachers get to know their pupils and what works for them. The personal, face-to-face contact really motivates the child individually whenever they are falling behind.

I am given to understand that parents have been given access to teaching staff during the pandemic, allowing greater communication. It has been wonderful to build up relationships. That, I believe, should continue when we get out of the pandemic, but with appropriate guidelines that allow teachers to have their evenings off without being bombarded. All staff in every job, when they finish their day’s work, should have a balance with their home life. There is pressure on pupils, teachers and classroom assistants.

The lessons that we can learn are clear: there is a role for technology and for face-to-face, and there is also a place for greater home-school co-operation. In all this, there is a need for real investment in our education system to ensure that children have access to technology, and that parents are aware of what is happening in their children’s lives. I understand that some parents may not have as big a role in their child’s life, but they need to do that.

I again thank the teaching staff, the pupils, the teachers, the classroom assistants, and everyone in schools who went above and beyond, and who have sourced technology and contacted parents with concerns above and beyond their hours. We are determined to do all we can to get our children back to where they should be, with no one left behind.

[Christina Rees (in the Chair)]

I thank all the speakers for staying within the time limit. I call the Opposition spokesperson, Toby Perkins, who can have an extra minute.

Covid-19: Impact on Education

Jim Shannon Excerpts

Monday 15th March 2021 Westminster Hall

[Jim Shannon (Strangford) (DUP) [V]]

It is a pleasure to speak on this issue and to discuss education and covid-19.

The long-term damage to our children’s education and social skills is something I have been incredibly concerned about. In February, I was able to highlight to the Minister, during the debate in the main Chamber on the roadmap to education, the work of the Northern Ireland Education Minister and the Northern Ireland Executive in providing funding for summer schools throughout the Province to help children catch up if needed. This is a devolved matter, but it was such a good scheme that I wanted to give the Minister in Northern Ireland some credit here.

The idea is that there will be funding for schools to run summer programmes of two to three weeks for children who have fallen behind. Teachers can choose to run the classes, or they can liaise with substitute teachers to provide the additional help, which will also allow those who depend on substituting to earn their money and help to fill the breach with education for children.

It is clear to me that covid has had a massive impact on education and I fully support the need to get children back to school as soon as it is safe to do so. Just today, the Minister in Northern Ireland set out a timetable for children’s sporting activities to return to normal. I know that is something the Prime Minister and central Government in Westminster have been working towards as well, as indeed have all the devolved Administrations.

For some parents, home schooling has simply been unworkable due to work issues, internet connectivity or other concerns, and their children need additional support to pull them through. I know that sometimes the grandparents feel under incredible pressure. I have met some of them, and they just could not wait to get their grandchildren back to school, back to normality and back to a routine. I suppose grandparents have reared their children. As I have often said—this probably applies to you, too, Mr Robertson—it is great being a grandparent, because at 7 o’clock we can give them back, but if they are living with us and schooling with us, that opportunity is not there.

The home schooling and internet connectivity programme that I have referred to was run in some schools last summer and was incredibly successful, so I thank the Northern Ireland Minister for making it possible again this summer. It is imperative that we do all we can to help children achieve their potential, despite this dreadful past year, and I believe summer schools are a step forward in doing just that.

It is further notable that the Education Minister in Northern Ireland has put aside £5 million especially for schools to determine how they can provide mental health support for pupils or staff as necessary. That could be in the form of outdoor equipment or individual counselling. I believe that must be replicated UK-wide, as our young people’s mental health, along with that of the elderly, has suffered and needs dedicated support.

I do not think there has been a debate on covid-19 in which we have not spoken about the detrimental mental health conditions of our children of all ages, even those of primary school age, and especially those of secondary school and college age. I have heard of so many young children in Northern Ireland who are allowed to return to school and who have been so joyful since they were allowed back. On the other hand, I have also had several parents tell me how starting back at school in P1 has been a nightmare, with children screaming and hanging on to the streetlights because they are unwilling to go to school. Their wee minds are so full of fear and confusion.

It is clear that it is not just the little ones who are suffering. I have also heard parents talk of how their 14-year-olds have anxiety about returning to school. The routine, which is essential for stability, has been turned around, and they are finding themselves on very shaky ground. We need to take steps to steady that ground for them and to invest in additional pastoral care, outdoor equipment or even, when safety measures allow, trips in order to rebuild bonds and confidence. That is absolutely critical.

I truly believe that only time will tell the impact of lockdown, and the fear that it has brought, on our vulnerable children. We must be prepared to help effectively and swiftly when teachers pick up on those issues and problems, and they must have access to professional help for that child. We have lost so many, and we cannot afford to lose a new generation to fear and anxiety.

It has long been clear that it is the desire of the Democratic Unionist party and many others to see that children are brought safely back to school. Particularly with Northern Ireland’s hugely successful vaccination programme having vaccinated the most vulnerable with one vaccine, which gives a good level of protection, the opening of schools is in a different position from ever before. Today I received my first vaccination for covid-19. It was almost painless and I was very pleased to get it. I give credit to the staff and volunteers who made the conveyor belt of vaccination so easy to endure, and I thank them for it.

I believe that we can open schools and still protect our vulnerable, as well as improve educational outcomes and address mental health concerns in our young people. That is an absolute priority for me, and I believe it is a priority for the Government as well. We must look to allow team games and after-school clubs for music, dance and theatre practices—all those normal experiences that have been lost to our young people for an entire year. I believe we must do what we can to enhance their opportunities in school and after school to the best of our ability, and we must trust God to restore mentally the year that the locusts have taken. Education is a priority; we have all said it, we all know it and we all believe it. Now we need to see that priority being actioned and also financed appropriately.

Children and Young Persons

Jim Shannon Excerpts

Monday 1st March 2021 Commons Chamber

[Jim Shannon (Strangford) (DUP) [V]]

My comments on the regulations, although brief, are vital, and I look forward to the Minister’s response. I understand that the amendments to the Education Act 2002 relate to the provision in schedule 11B to that Act, which supplements section 141G with regards to publishing a matter in breach of restrictions, and on reporting alleged offences by teachers under section 141F in part 3 of the Act. Although those measures extend to England and Wales only, I seek clarity on whether steps have been taken with counterparts in the Northern Ireland Assembly, and Minister Peter Weir, to ensure that this legislation, which seeks to address failures of retained EU law to operate effectively, and other deficiencies arising from the withdrawal of the United Kingdom from the European Union, will also be remedied in Northern Ireland as a matter of urgency. What discussions have taken place with the Minister in Northern Ireland to ensure that that happens?

It is clear that these SIs may be a check box exercise of sorts for Brexit, but we must also do as we have done, seek to address failings in current legislation, and make improvements. As always, it is imperative that those changes are UK-wide, and that we are operating as closely matched as possible. The bottom line is that I wish to find out whether Northern Ireland will be subject to the same regulations, and whether discussions have taken place to ensure that we are in line. Importantly, as I always say, we are better together as the United Kingdom of Great Britain and Northern Ireland.

[Mr Deputy Speaker (Mr Nigel Evans)]

Let us see whether we can get Carol back. Carol, can we try now?

Education Route Map: Covid-19

Jim Shannon Excerpts

Thursday 25th February 2021 Commons Chamber

[Steve Brine (Winchester) (Con)]

Thank you, Madam Deputy Speaker. I hope that my right hon. Friend the Member for Harlow (Robert Halfon) can at least hear this. Hopefully we can get him back to “open” the debate, after it has already been opened. We made the application to the Backbench Business Committee together, along with the hon. Member for Twickenham (Munira Wilson). Of course, when we made the application, the Prime Minister’s national road map of Monday had not been announced, and we were very much pushing for a national educational route map out of covid-19 for schools and colleges, as is the title of the debate. We are, of course, all delighted that the Prime Minister made an announcement on Monday and that all schools will return, or at least be able to return, for all pupils from 8 March.

My right hon. Friend the Member for Harlow leads the Education Committee with aplomb, and I would not try to take his place, but I know what he will want to cover in this debate, including the practicality issues around testing. He will also be majoring on issues around the catch-up fund and the announcement by the Secretary of State in his statement this morning about exams for this year’s cohort. Hopefully he will get his chance to make that pitch at some point during today’s debate.

Obviously, I greatly welcome the announcement about 8 March; I have called for this to happen many times in the House, as have so many colleagues across all Benches. As I said on Monday, it is absolutely the right decision. As a constituency MP for almost 11 years, I have never seen such concern and anxiety from parents and grandparents for the current state of mind and state of education of their children as I have seen in recent months. They are beyond worried about the impact of this dreadful pandemic on their children. That is what led me to push as hard as I did for schools to return. That is not to say that I am a “let it rip” merchant in any state of the term, whether that be in the wider economy or in schools. Of course we have to have a cautious, irreversible, balanced and data-driven release from lockdown, and we have to have—exactly—a cautious, irreversible data-driven return of our schools and colleges. I believe that that is what the Government are trying to set out.

There is no point in pretending—the Prime Minister made this very clear on Monday—that there will not be an impact on cases, on hospitalisations and even on deaths as a result of lifting restrictions on our economy. Anybody who seeks, after the 8 March, to say, “Well, this is the consequence that wasn’t admitted to by the Government at the time” would be disingenuous, to put it mildly.

[Jim Shannon (Strangford) (DUP)]

Will the hon. Gentleman give way?

[Steve Brine]

Yes, I will briefly, but I do not want to mess with the timings from Madam Deputy Speaker.

--- Later in debate ---

[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.

School Closures: Support for Pupils

Jim Shannon Excerpts

Wednesday 13th January 2021 Westminster Hall

[Matt Western (Warwick and Leamington) (Lab)]

I beg to move,

That this House has considered support for pupils’ education during school closures.

May I congratulate you, Dame Angela, on your new status, which is well deserved? Thank you for chairing the debate this morning. Yesterday, it looked as though it might not proceed because of the uncertainty over Westminster Hall debates, so I thank the House authorities and all the staff for being present here today to enable this sitting to happen. I hope that good sense will prevail later today over future arrangements.

I start by paying tribute to the extraordinary professionalism and commitment of the teaching staff and senior leadership teams in all our local schools and colleges. Like our health professionals, they are very much frontline workers and have worked relentlessly during the past 10 months. In today’s debate, it is essential that we recognise the importance of schools in addressing the inequality gap.

It is estimated that in the first lockdown some 575 million learning days were lost; the average loss was 65 days per pupil. All of us, having been through the education system, can think back to those days and recall a particular piece of information being imparted by a teacher and how that registered with us. We can also think of the days that we missed when others attended school and what we subsequently learned from them. We felt a sense of loss that we were not there to participate, so the fact that children and young people could have lost 65 days is of course quite significant for their future development.

The Children’s Commissioner for England, Anne Longfield, concluded in her report in December that just five days had been lost on average across schools in the autumn term, but in some places it may have been up to 10 days. Certainly in Warwickshire, primary schools on average saw 92% attendance, state secondary schools averaged 82% and special schools averaged 80%. But just looking at the autumn term, we see indications quite early on that the trends were concerning. By the week ending 16 October, some 400,000 children were off school, with 50,000 estimated to have covid and the remainder self-isolating, and by the last week of November, 1 million children were out of school. At one secondary school in my constituency, just 63% were physically present.

Of course that has a disproportionate impact, as the Children’s Commissioner said. It has considerable consequences for children, especially those from disadvantaged backgrounds, and that is particularly concerning when the UK has one of the worst levels of inequality in the developed world, as highlighted by the United Nations interlocutor in his report back in 2019. We have 4.2 million children living in poverty, 600,000 more than in 2010, according to the Child Poverty Action Group, so even before the pandemic, UK schools faced considerable challenges.

With the introduction of the third lockdown, we are seeing more children being sent to school than attended during the first lockdown. The figures that we have show attendance of between a quarter and a third of pupils in school; that compares with 10% to 15% in the first lockdown. A main driver has been the change to the definition of what constitutes a critical worker, or what is necessary attendance, putting schools in the difficult position of having to assess this on a case-by-case basis. Parents are also having to make decisions based on financial demands rather than the guidance. A headteacher in my constituency believes it is an absolute scandal. They quoted the Department for Education, which states that

“we are reducing overall social contact across…the country rather than individually by each institution”,

which is leading to the overloading of our schools and their acting almost as care workers for younger people to support that.

The much higher attendance rates have resulted in staff being in school when they should be teaching from home. If teachers are delivering face-to-face learning to a blended age group of pupils and are expected to provide digital content, they are effectively doubling their workload. In turn, schools are having staffing issues due to illness and the need to self-isolate, and often the staff themselves face childcare issues. The other principal driver of the increased numbers in school is that those without laptops or space to study are now eligible to attend school. That has led to unions such as the National Association of Head Teachers highlighting how the high numbers will simply undermine the purpose and effectiveness of the shutdown itself. That is why online learning and the tools to enable it are so crucial.

[Jim Shannon (Strangford) (DUP)]

May I also add my congratulations to you, Dame Angela, on becoming a dame? I did not know until just now. I thank the hon. Gentleman for giving me a chance to intervene. Does he not agree that in rural constituencies such as mine in Strangford, where broadband connection is a massive issue, steps need to be taken to ensure that every child has access to stable connections to be able to learn remotely, and, if not, there must be a place for them in schools with functioning broadband? If we have to have an alternative, we need a system in place that enables that to happen.

[Matt Western]

I thank the hon. Gentleman, who always makes such valid points. I will cover that issue in a moment, but he is absolutely right. Access to broadband internet is an essential provision and should be a part of our critical infrastructure so that every household has it. Whether someone is working or studying from home, it is as important as getting gas, electricity or water to the household.

It has been clear from the outset that with the majority of children removed from school and college settings, there is a huge challenge in delivering educational learning in terms of both channel and approach, both from the delivery and the receiving end. According to Ofcom, up to 1.78 million children in the UK—about 9%—do not have access to a laptop, desktop or tablet at home. Almost 900,000 of those live in a household with just a mobile internet connection.

According to the education charity Teach First, four in five schools with the poorest pupils are hit the hardest and do not have enough devices and internet access to ensure that those self-isolating can continue to learn. However, recent Government announcements have been more positive, including that on 560,000 laptops and tablets, and a further 300,000 were announced yesterday. That is welcome. Perhaps the Minister will confirm the Department’s total cumulative number since March and April against the objective of 1.78 million.

The move by Three UK, followed by British Telecom, Vodafone and many others, to provide free data and unlimited broadband in support of the hardware is also very welcome and should be applauded. But why did it take the Government so long? Why did they dither and delay when the need was there from March last year? The initial announcement in April, when the Government stated that they would seek to ensure that disadvantaged pupils would benefit from free laptops or tablets, was immediately challenged by the Good Law Project, a legal campaign group, which said that the numbers announced were a “drop in the ocean”. The group went on to say that it found the lack of details about the scheme troubling as only a small subset of pupils would benefit.

Back in June I raised the issue with the Minister’s Department in a written question and I followed it up in the Chamber. In reply to my written question I was told that 200,000 laptops and tablets had been ordered on 19 April. However, a Government document entitled “Devices and 4G wireless routers data: Ad-hoc Notice: Laptops, tablets and 4G wireless routers for disadvantaged and vulnerable children: progress data”—Members may not have seen that report—stated:

“The first devices were ordered on 15th May, and the first devices were dispatched on 18th May.”

It is still not clear to me what happened, and which was true. Was it 19 April or 15 May? It certainly seems that the Government were slow to react to the challenge and to recognise the ongoing need.

At the same time, in Warwickshire, I was told that 1,463 laptops had been requested, but that by early July only 45 had been received. By 1 June the Government had certainly missed their target of delivering 230,000 laptops and tablets. On 21 October the Secretary of State said that he would deliver 500,000 laptops, noting that 200,000 had already been delivered, but by early November the Government had announced that they had slashed the allocation of Government-promised laptops for the poorest and most vulnerable children across the country by a staggering 80%. My question to the Minister is why the number was reduced. Why was that announcement made?

As I say, more recent announcements have been more positive, but for schools in my constituency there is clearly a long way to go. In Warwick and Leamington, on average, 17% of pupils do not have access to digital equipment or broadband for home working. In the absence of Government support, 83% of schools, according to my own survey, have provided laptops out of their own funds. Those are hard-pressed funds in schools. One primary school that will remain nameless confided that it has almost 50 children without devices, and has received just four in total.

Of course it is all too easy to think of the issue as about purely the supply of laptops, but even when a household has a device and internet access that does not mean that the pupil can make use of them, because of such factors as low parental computer literacy, parents who work from home needing to use the device, school- age siblings also needing to use it, or simply access to broadband capacity. Perhaps there may also be a lack of access to printers or other hardware in the household. That is all understandable. For many there is simply the problem of broadband or mobile internet access, as the hon. Member for Strangford (Jim Shannon) said. In particular, there are certain buildings in remote rural areas where mobile signals are limited.

Finally there is the question of content support. It is worth highlighting this week’s positive move by the BBC to deliver an education offer to children, teachers and parents through CBBC and “BBC Bitesize Daily”, while BBC2 will provide programming aimed at supporting the GCSE curriculum. That is all immensely welcome and will complement greatly the online teaching that is being facilitated through Oak National Academy and other providers such as the website Hungry Little Minds. Naturally, there is also a need to deliver online teaching, which in turn leads to demand in relation to training needs for the delivery of the new channel for learning.

Many schools are also reporting significant financial pressures. In the survey that I conducted across Warwick and Leamington during the autumn term it was apparent that there were immediate and significant costs—operational costs, but also a need for capital support. As for operating costs, a couple of primary schools faced additional costs of £20,000, but the average figure across the board was something like £13,000, or £1,400 per month—the additional cost of sanitising, cleaning, and ensuring that the physical environment is safe and usable for pupils and teaching staff alike. However, all schools reported a significant unmet staffing need because of budget limitations, and 83% stated that they had faced staffing shortages.

Schools also said that there was a greater need for them with respect to their responsibility for protecting children and ensuring their general wellbeing, and while mental health is of course a particular and obvious concern, there is also the issue of the increased risk of harm to children. According to a report for the National Society for the Prevention of Cruelty to Children, in the first lockdowns there was a 22% increase in the number of counselling sessions relating to physical abuse, and a threefold increase in the number of Childline counselling sessions per week about child sexual abuse within the family. Those are all areas where we need to provide greater support for pupils, young people and teaching staff.

There have been pressures on school leadership teams, who faced the responsibility of undertaking flow testing of pupils and additional tasks alongside the ongoing pressures they already have. I highlight the need for more support for special schools, which face huge pressures having to teach face-to-face in intense environments, and where there is a real need for more financial support, for additional staffing and, I would advocate, for the vaccination of teaching staff and pupils.

On the point about nurseries, the transmission data, from October 2020, is outdated. According to the Office for National Statistics, transmission among zero to five-year-olds is now the same as among five to nine-year-olds. Funding is needed to support our nurseries.

I will move on to the situation with free school meal vouchers. One of the implications of pupils not being in school is for their health and welfare while they are at home, possibly alone, where many will go without a decent hot meal that would have ordinarily been provided by the school. That is why the provision of free school meals has been so important, in particular via the vouchers during the first wave. It is surprising that the Government and, dare I say, their Back Benchers voted not to continue with that provision in subsequent holidays and into the future, until there was the Marcus Rashford-inspired U-turn.

With so many pupils out of school again, the need to provide the equivalent of free school meals is significant and many schools are urging that cash payments be made. The Child Poverty Action Group and Children North East echo that call for cash payments as a replacement for free school meals, as they know what children need and that allows choice, accessibility, discretion and safety, all of which are valued by families.

[Jim Shannon]

The news stories this morning were full of the value of the voucher scheme and of the food that has been delivered to children, saying that it does not have the necessary vitamins and nutrients. Does the hon. Gentleman feel that that should be looked at to ensure that the vouchers and the food stuffs that are going out satisfy the child and give them the nourishment that they need?

[Matt Western]

The hon. Gentleman is absolutely right. I am about to come on to that point. The figures quoted in the media in the last 24 hours, about the profiteering that is taking place by some of the companies that have moved into the sector, are obscene. The claim is that the food has a value of £30, when in fact people could pick it up for £5 to £10.

The Child Poverty Action Group and Children North East echoed the call for cash payments. In research conducted by the charities, 81% said that direct payments worked better than grab bags or vouchers. When it comes to grab bags, or “hampers”, as they are now euphemistically known, there has been yet another shocking revelation about the company Chartwells, which has been providing food bags for £30, when the content would barely register a fiver or a tenner at the till, and the association of some people with that business and BlackRock.

Speaking to local schools, families are desperate and the schools are angry that the Government have not acted faster. As one headteacher put it to me:

“The Government communications have been poor. They knew schools were shutting, so why have plans not been made for free school meals?”

He was on a call with 20 other headteachers across the region and they were all of the same view. Certainly, some believe that the Edenred scheme worked fairly satisfactorily by comparison.

I would love to spend more time on the exam situation, but the position in which colleges and schools found themselves at the beginning of this term, particularly in regard to vocational subjects and BTEC exams, challenged them. They felt let down by the Department for Education. There are real concerns among students, as well as schools and teaching staff across the board, about the plans for the summer exams and how they will be measured against their learning performance.

Finally, I want to look at protection for teaching staff. We talk about support for pupils, but we need support and protection for teaching staff. There is a need for vaccination and all staff in schools, including support staff, must be a much higher priority. I raised that on 3 December, and again on 30 December, with the Secretary of State.

In September, an GMB union internal survey of over 600 teaching assistants showed that 55% of them said they did not feel safe at work. Elsewhere, Unison has highlighted that the hardest hit are likely to be school support staff, as they are often agency workers, older, disproportionately black, Asian or of mixed ethnicity and come from more disadvantaged backgrounds. If there is the political will for schools to remain open—of course, we all want them to reopen as early as possible—school staff must be placed at a higher priority than they are presently.

The past year has been far from academic, Dame Angela. The support needed for pupils’ education is considerable and complex, but it is not mission impossible. I am afraid that the Government’s work through the course of the pandemic has, on occasion, been of little merit. Perhaps it could be described, in its own right, like coursework: late submission, no shows, confusion and, in the eyes of school staff and governors, a tragic failure of leadership from the Secretary of State. This generation of children must not lose out any longer. These are some of the most important days of their lives, which are precious to their development and the realisation of their potential. The Government must dig deep, and not short-change their long-term future.

Early Years Settings: Covid-19

Jim Shannon Excerpts

Tuesday 12th January 2021 Westminster Hall

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to follow the hon. Member for Bradford West (Naz Shah). This is the second time today we have been in a debate: we were here at half-past 9 this morning, and we are back again for a different subject. I thank the hon. Member for Putney (Fleur Anderson) for raising this essential issue. Obviously, I am from Northern Ireland, where this is a devolved matter, so the Minister will not have to respond to any of my points as it is not her responsibility, but I want to give a perspective from Northern Ireland perhaps to replicate what is happening here on the mainland. Although this is a devolved matter in Northern Ireland, the problems that arise in Northern Ireland are probably relevant from the point of view of what we have faced.

I am sure I am not the only one to have been contacted by various charities about the difficulties they have faced and will face in the near future. Action for Children made a presentation to the Northern Ireland Assembly’s Committee for Education with information that can be replicated in every region of the United Kingdom of Great Britain and Northern Ireland. I was asked to highlight that:

“Of particular importance…during the first lockdown, new referrals to the services often did not connect in easily with online offerings, and many staff felt that there will be many vulnerable children and families that will have missed…vital information and support around the critical 1,001 days in early development, breastfeeding and parental and infant mental health.”

They may have missed out all of that.

Initially, many services struggled to cope during lockdown. It was described to me that there was an “element of chaos”—it probably was not anybody’s fault; it was just the way it all happened. We were all unable to know how to reply or respond. The Departments were responding on their feet, and things kept changing. That was also part of the problem with the system, because whenever it kept changing, parents were asking, “What’s going to happen next?” The confidence in what is happening at a ministerial level needs to be addressed.

When a move towards virtual service delivery was initiated in March and April last year, most services did not have any records of email accounts for family contacts, and many did not have the technological equipment to cope with the sudden transition, which was strange and new not just to Government Departments but to all the parents, families and staff. Staff and families struggled with a lack of familiarity with the online platforms that facilitated their virtual services. There remains the issue that some families simply cannot be reached via that medium, and I believe that that marginalised those families, who faced a greater disadvantage.

In general, comments about communication from Health and Social Care and the Department of Education were positive. It was noted that there was greater regional communication and collaboration on practice and policies during the pandemic. However, many service providers also noted serious fatigue in relation to online offerings and the fundamental value of face-to-face contact when working with early years and families. It is much better to do things face to face, though it is not always practical, so sometimes we have to do it a different way. Experiences were also very different for families with whom there was already an established relationship versus new referrals, who often did not connect easily with the online offerings. Many staff were perplexed and still feel that many vulnerable children and families will have missed vital information and support around the critical 1,001 days in early development, breastfeeding and parental and infant mental health.

Privately run programmes for baby groups, breastfeeding and sensory play, and antenatal programmes, are currently running during this second lockdown, but not with the regularity that they should. Publicly funded groups, however, are not able to continue similar support services at present. Many providers are seriously concerned that that is another way in which social inequalities are widening, and warn that those inequalities are hard to rectify through remedial policies in the long-term. There are also concerns that minimal adaptations have been made to targets and monitoring processes for early years services, despite major adaptations to the way in which their offerings are delivered. The level of online engagement, for example, may not be reflected within the current target frameworks.

I am quite sure that those problems in Northern Ireland are also happening on the mainland. Action for Children has also reported that the situation has the potential to load extra stress on already highly stretched staff members who are coping with the changes by burdening them with unrealistic expectations to deliver “as things were”, as well as create content and opportunities for things “as they are”. Numerous issues have been highlighted at Stormont and are on the record there. I seek to highlight them in this place as well, to give the debate a measure of information and experience from Northern Ireland.

There is a great need for a strategy to help build those programmes to meet needs. Although we all hope that we are coming to the end of the pandemic—my goodness, I hope and pray that we are—children have lost out on a year’s support, and that cannot be glossed over. It is imperative that we determine how we can ensure that each child has a foundation without cracks, or it is inevitable that they will fall through those cracks. I know that the Minister does not want that to happen. I look to the Minister and the shadow Minister to understand our strategy in moving forward with early years development without leaving children and their mummies behind. I add my support to the calls to give consideration to the extension of maternity leave, enabling mothers who have thus far been robbed of support to have a chance of accessing support and help in the formative years.

I have always wanted to say this in Westminster Hall, and I will make it my last comment: the Minister is very fortunate—she knows it, I know it—to come from Omagh. I was born in Omagh, long before she was born—maybe not long before, but a wee bit before, anyway—and I am so pleased to see a Northern Ireland export in her position.

Free Sanitary Products in Schools

Jim Shannon Excerpts

Thursday 17th December 2020 Commons Chamber

[Ruth Cadbury]

My hon. Friend gives a brilliant description of a project in his constituency, and I know there are many others across the UK that, like the Hounslow Red Box scheme and Wings Cymru, are run by volunteers. They raise money, buy period products and deliver them in their distinctive red boxes, often with valuable and informative health leaflets. Hounslow Red Box also included clean new pants, tights and deodorant.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Lady on bringing forward the debate. I have supported the campaign in my own constituency by making sure that Ards and North Down Borough Council is bringing in the procedures that it needs to. It might be of some help to her, and hopefully to the Minister, to know that my colleague, the Northern Ireland Assembly Education Minister, Peter Weir, will shortly be submitting a document on provision for tackling period poverty in schools to the Northern Ireland Executive, and is looking forward to its roll-out in 2021. Does the hon. Lady not agree that more Departments should assess their role in combating period poverty, and that perhaps even here on the mainland we should have the same thing as we are going to have in Northern Ireland very shortly?

[Ruth Cadbury]

The hon. Gentleman raises an important issue. This is about more than just schools and more than just one part of the UK.

My focus today is on education, but this issue has much wider implications. It is vital that free period products are available in all sorts of venues and facilities, from leisure centres and community spaces to workplaces and further education colleges—in fact, anywhere where there are likely to be people on low incomes who might be caught short and need access.

Scotland led the way last month by passing a Bill that will ensure that free period products are available in all public places. It was moved by Labour’s Monica Lennon MSP, but supported by all parties and passed with no opposition. In Monica’s recent speech in the Scottish Parliament, she was absolutely right to say that the passage of that Bill showed that Parliament could be a force for good. She said:

“Our prize is the opportunity to consign period poverty to history. In these dark times, we can bring light and hope to the world”.—[Scottish Parliament Official Report, 24 November 2020; c. 76.]

As chair of the APPG, I am looking forward to having Monica speak at our next meeting and seeing how something similar could be brought in in England.

In England, following the success of the Red Box schemes and campaigners, the Government finally brought in a scheme to introduce free period products to schools, which was rolled out in January. The schools have to ask to get access to the scheme. Our concern was that if there was insufficient take-up by schools, the funding would be pulled and the scheme would end, so we have been encouraging Members to contact their schools about this. It is not often I say that I am pleased with this Government lately, but I am really pleased that, last night, they announced that the scheme would be extended through the full 2021 calendar year. That is very welcome.

As I said, the scheme is being taken up by schools across the country, including many in my constituency. I know from speaking to young people that it has made a huge difference and they really appreciate it. There are fundamental reasons why the scheme is so important. We know what it is like to be in a toilet where there is no paper. Having no pad or tampon to hand when your period arrives is the same feeling. Of course, it is far worse for young people without the cash to buy them.

We need to ensure that any such free period product scheme has three key attributes: we need to remove the stigma around period products; we need to remove the postcode lottery that has meant that people have relied on charities and even teaching staff to provide free products—they should be available in all schools; and, most importantly, we need to ensure that no student misses out on time in the classroom because they have their period but no menstrual protection.

A 2019 report found that half of those who said they had missed schooling because of their period had done so because they could not afford to pay for period products. I am concerned that the coronavirus is fuelling this inequality even further. The problem might now be even greater, as the new figures coming in show that the pandemic has plunged more families into poverty. We know that we have a serious problem in this country when UNICEF is funding work here.

An important part of the scheme—and, indeed, of this whole debate—is tackling stigma and making it not only okay but perfectly acceptable and normal to discuss issues relating to periods. I am glad that this place has got much better in recent years, although I found out that the words “tampon” or “sanitary towel” were not used here until May 1987—and that was in relation airport security. Despite the title of this debate, Paula Sherriff reminded me today that we should not be using the word “sanitary”. Let us get away from the idea that menstrual products and menstruation implies uncleanliness; having a period is not dirty or unsanitary, although without protection it is messy.

Let me address the uptake of the Government’s free period products scheme in schools. The figures show us that by August only 40% of schools had signed up; will the Minister tell us the current level of take-up? In response to a written question, the Minister said,

“we are continuing to monitor orders closely”,

so I hope she will be able to provide further information. It is so important that schools sign up, which they can do so easily by going to the Free Periods website, which has a useful guide and toolkit to help schools. It also offers help on how to lobby MPs and on how MPs can encourage their local schools to take up the scheme. I have been working hard to make the scheme available in local schools, as have my colleagues, but MPs can do so much more.

Funding into next year would be much appreciated, but I have some other requests of the Government. It should not be left to charities such as Free Periods to do the heavy lifting in promoting the scheme when the Department for Education has a much louder megaphone to use. I know that the Department says:

“We intend to publish positive stories from organisations that have benefitted from the scheme”,

but I would like to know what the Government have been doing beyond that. What urgent work has been and is being done to promote the scheme directly in schools?

It has been such a tough year for schools and staff, and heads have had more than enough to deal with, so the easier take-up is made, the better. When I met one local headteacher, she told me about the difficulty they had in understanding the reams of directives that arrive every week; let us make it easier so that this is not yet another hurdle they have to jump. I hope the Minister will take that back to the Department.

As we end this year, I wish to speak about the future of the scheme. I hope the Minister will outline in further detail the plans for next year. Will the same amount of funding be available as was available for this past year? If schools do not use all their allocated funding by the end of the year, will they be able to roll it over and use it in future? The success of the scheme rests on as many schools as possible signing up to it. When the scheme was launched, the Minister responsible at the time, the hon. Member for Chippenham (Michelle Donelan), who is now the Minister for Universities, said that the Government would consider making the scheme mandatory if take-up was not high enough. What level of take-up does the Minister think is acceptable? Does the Department have any plans to make it an opt-out rather than opt-in scheme?

Will the Government draw on our Red Box experience in Hounslow and consider extending the scheme to include other products, such as pants and tights? They are particularly valuable, because it is one thing to have a clean pad or tampon, but another to have to put back on the same pants and tights. That is certainly what the volunteers in our Red Box scheme put in, because of the feedback from students and schools. I hope that when the Minister gives her response, she will set out what the plans for the scheme are and what changes there will be.

While I congratulate the Government on their decision to continue the scheme, it is certainly not the end of the issue of access to free period products generally, as I have said. As the Scottish example shows, there are other venues and places where people, particularly those with no money or very little money, get help and support, such as food banks, citizens advice bureaux and those who support refugees. I have often visited these sorts of projects and places and they are wonderful people doing wonderful things—they provide food, they often provide razors and they provide toys for children—but sometimes they do not provide period products. I think that that needs to be considered because, as I say, period products are as necessary as food to eat and toilet paper.

Finally, Mr Deputy Speaker, as this is the official end of the parliamentary year, I wish you and your team, all the staff of Parliament, who support us, all our parliamentary staff and other Members here—those who are left—a happy, peaceful and restful Christmas. Here is hoping that 2021 is a happier year.

Disabled Children: Accessible and Inclusive Education

Jim Shannon Excerpts

Wednesday 9th December 2020 Westminster Hall

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)]

I beg to move,

That this House has considered accessible and inclusive education for disabled children.

It is an absolute honour to present this motion with you in the Chair, Ms Eagle. I thank a number of organisations for their hard work on the issue of disability inclusion in education, including the Disabled Children’s Partnership, Sense, Scope, Mencap, the Alliance for Inclusive Education and the One-Handed Musical Instrument Trust, to name but a few. I have been asked to raise these issues with the Government in my capacity as chair of the all-party parliamentary group for disability. I pay tribute to the work of the hon. Member for Sheffield, Hallam (Olivia Blake), who chairs the all-party parliamentary group for special educational needs and disabilities.

Children with disabilities have often been most affected by the coronavirus pandemic. In terms of immediate impact, people with disabilities have accounted for six out of 10 deaths involving covid-19, while Mencap’s social care survey has shown that seven out of 10 people with a learning disability have had their social care provision reduced as a result of the pandemic.

Looking at long-term consequences, the Centre for Mental Health estimates that 1.5 million children will need mental health support for conditions such as depression, anxiety and post-traumatic stress disorder as a result of the pandemic. The NHS’s digital report anticipates a 50% increase in mental health problems for children and young people as a result of the pandemic.

When we account for the heightened immediate impact of covid-19 on children with disabilities, coupled with the mental health consequences predicted for young people, it quickly becomes apparent that the wellbeing and inclusion of children with special educational needs and disabilities must be prioritised. That is why I secured the debate today.

One of UNICEF’s seven principles of quality education is disability inclusion. The presumption that children with disabilities would be welcome in mainstream education was first introduced into law in the Education Act 1996 and expanded in the Children and Families Act 2014. That Act also enshrined into law disabled children’s rights to special educational needs provision and, where necessary, the provision of education, health and care assessments to establish what adjustments a child with special educational needs might have, and how best to facilitate their integration into mainstream educational facilities.

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Lady on securing the debate. I am aware of this issue in my constituency and it is important to address it. Does she agree that education by Zoom, which many people have had to do recently, does not achieve the best results for some sensorially-impacted children? That underlines the importance of face-to-face teaching, where it is safe to do so. I understand the circumstances, but that is not the most suitable option for people with disabilities or those who are sensorially disadvantaged.

Covid-19: Music Education

Jim Shannon Excerpts

Tuesday 8th December 2020 Westminster Hall

[Andrew Lewer (Northampton South) (Con)]

I beg to move,

That this House has considered the effect of the covid-19 outbreak on music education.

It is a pleasure to serve under your chairmanship, Mr Davies. Although I have spoken in many Westminster Hall debates before, this is my first as the instigator of the debate.

When schools teach music and other creative subjects properly, our whole society and economy benefit. Although by no means a musician myself, I hugely enjoyed my experiences of music at school, which helped me develop a deep love for classical music. My family have been Methodists for over 200 years, and as the preface to the celebrated 1933 Methodist hymn book says,

“We were born in song”.

Music has been part of the national curriculum for children aged five to 14 since it was first published in 1988-89, and has been recognised as an important part of a broad and balanced curriculum by successive Governments. Music education needs that recognition again from this Government—perhaps more so now than ever before.

There is a wealth of evidence indicating that studying music builds cultural knowledge, creative skills and improves children’s health, wellbeing and wider educational attainment. Through classroom music, children and young people develop their skills in making and creating music through performing, composing, improvising, and responding critically, in an informed way, to music from a wide range of genres and traditions.

While classroom music forms the foundation of children and young people’s music education, it is hugely enriched by the provision of a wide range of extracurricular opportunities for young people to develop their musical interests, such as school orchestras, choirs and other ensembles. Altogether, this is an essential talent pipeline for the music industry, which is worth a staggering £5.8 billion a year to the UK economy. Schools around the country are already trying their best to continue to provide excellent music education, despite adverse circumstances, and they are bolstered by several bodies that are adopting innovative approaches.

As the chairman of the all-party parliamentary group on independent education, I am aware that over 650 Independent School Council schools have music partnerships with state schools, and those partnerships allow students to attend music lessons at each other’s schools, host joint music events, and send teaching staff across to share their knowledge and expertise in both directions. This helps to foster strong working partnerships and connections that are increasingly important given the current circumstances.

[Jim Shannon (Strangford) (DUP)]

I thank the hon. Gentleman for bringing this matter to Westminster Hall for consideration, and I look forward to the Minister’s reply. Does the hon. Gentleman agree that the undisputed benefits of music within society are at greater risk now than at any time in history? Does he agree that the Government need to step into the breach? Covid-19 affects disposable income, which means fewer private music lessons, so we must offer music education involving various instruments in every school throughout this United Kingdom of Great Britain and Northern Ireland, to ensure that we hold on to music’s positive benefits for society?

[Andrew Lewer]

The hon. Gentleman is right, because no one could have predicted the idea that someone could not blow through an instrument because that spreads particles and so on, and it means that so much new work now needs to be focused on this area.

The joint approach I am describing was also highlighted by the Headmasters’ and Headmistresses’ Conference chaired by Sally-Anne Huang, and the Music Teachers Association, which is the country’s largest association of music teachers. They have made a firm commitment to work together to advocate for music in all schools. The vast majority of HMC schools already partner with state colleagues in music, but this is a new national partnership, which will allow co-ordination at an enhanced level, drawing attention to the essential role played by schools in the musical life of our nation. This month they launched the “Bach to School” teaching and singing resource led by Gabrieli Roar, which I would encourage all colleagues to investigate further via its website.