Early Years Settings: Covid-19

Kate Green Excerpts

Tuesday 12th January 2021 Westminster Hall

[Kate Green (Stretford and Urmston) (Lab)]

It is a pleasure to serve with you in the Chair, Mr Robertson. This important debate has been characterised by a high degree of cross-party consensus and interest across the nations of the UK. I congratulate my hon. Friend the Member for Putney (Fleur Anderson) on introducing the debate so eloquently, and I thank all colleagues who have contributed and emphasised the crucial importance of the early years and the people who work in the sector.

This is a worrying time for families and early years staff, as well as a perilous moment for the whole of the childcare sector. Colleagues’ efforts to raise the concerns of the sector will not have gone unnoticed. Many more colleagues would have liked to have participated today, including the shadow Minister, my hon. Friend the Member for Hampstead and Kilburn (Tulip Siddiq), but they are not able to attend Parliament in person. As we have heard, a motion to halt Westminster Hall debates for the time being is before the House, but I very much hope that alternative arrangements will be put in place swiftly, so that all hon. Members can take part in all future debates.

When the Prime Minister told us last week that early years settings in England would remain open to all children in lockdown, he was essentially asking nursery workers, childminders and others to provide a fourth emergency service: an emergency childcare service for working parents—particularly key workers—and vital early years education for their children. However, although those early years practitioners deserve our greatest respect, they feel that their concerns have been disregarded. Ministers have failed to publish the scientific evidence for keeping early years settings fully open when primary schools are moving to online learning for most children.

Labour believes passionately in the importance of early years, but, as my hon. Friend the Member for Leeds North West (Alex Sobel) and others have said, staff are anxious about their safety and the risk that they will transmit infection to their families. Someone who works in a pre-school in Leeds—my hon. Friend will be interested—accurately summed up the situation in an email to the shadow Minister, my hon. Friend the Member for Hampstead and Kilburn, last week. That person wrote:

“there were lots of assurances in the press that early years settings ‘are safe’ but no actual data or studies, so we are expected to trust ministers. This a few days after we are…told primary schools are safe and then the next day a national lockdown is called because primary schools are vectors of transmission…Frankly I don’t trust ministers telling me my workplace is safe with no actual data to back that up.”

May I repeat the request of my hon. Friends the Members for Putney, for Leeds North West and for Jarrow (Kate Osborne), as well as the hon. Member for Bury South (Christian Wakeford)? Will the Minister commit to publishing today the evidence underlying the decision to keep early years settings open?

Anyone who has had a young child or worked with young children knows that enforcing social distancing among them is impossible. We heard that graphically, for example, from my hon. Friend the Member for Bradford West (Naz Shah). As the same pre-school worker in Leeds put it,

“two-year olds do NOT sneeze into the crook of their elbow no matter how many times you might remind them. They wipe their nose on us!”

The Government do not recommend face coverings in early years settings and say that PPE is rarely needed, but we can see why the workforce is worried. Can the Minister explain why regular mass testing has not been rolled out in all early years settings yet? When will it be? Is the Minister considering changes to the early years guidance and allowing providers to claim additional support for safety, testing and staffing? What is the Government’s plan for vaccination of early years and all education staff?

Despite safety being everyone’s primary concern right now, as we have heard, the early years sector is also operating under implicit threat to its funding—“Stay open for as many children as possible in lockdown or lose cash.” My hon. Friends the Members for Putney and for Bradford West outlined some of the funding pressures that settings are facing, including pressure in covering staff absence, additional covid costs for which schools were funded but early years settings were not, the lack of access to business grants and business rates relief, and the lack of catch-up funding, which was given to schools and colleges.

As we heard from colleagues around the House, in the first lockdown, providers were funded at pre-covid levels, but from this month they will receive funding only for children who attend. The hon. Member for Winchester (Steve Brine) pointed out that we are still waiting for new guidance in this respect. With everyone now advised to stay at home where possible, demand for childcare is set to plummet further than its already low levels. Evidence suggests that many parents are keeping their nursery-age children at home.

Highlighting the dilemma that providers face, one provider asked:

“Should I be encouraging those parents to bring their child to us so we get the funding to help us survive?”

As we heard, there are places that cannot stay open because too many staff are ill, self-isolating, shielding or caring for their own children. One setting manager told the National Day Nursery Association that

“60% of my workforce is unable to come to work because they must remain at home to look after their own children who are not attending school”.

They added:

“if I reduce the number of children allowed to attend according to staff availability, then I will be unable to claim funding for the children I cannot accommodate.”

As we have heard, surveys, including one by the Early Years Alliance, found that 25% of early years providers may close within six months, due to this month’s changes, which link funding to occupancy. Nearly 20,000 providers could be lost before the summer as a direct result of this policy. That survey was done before the lockdown, which will drive down occupancy further. The situation is, as we have heard, affecting providers up and down the country. Providers in my constituency have raised their concerns about the risk of closures and the impact on children—especially the most disadvantaged children. I am sure that that will be the same for all colleagues. I know that that is exactly not what the Minister wants to happen, so I urge her and her Treasury colleagues to rethink the misguided funding changes and give the early years sector the targeted support that it so badly needs to survive.

The covid-19 outbreak has been devastating for an early years sector that already faced a £600 million-plus funding gap. Coronavirus has shone a light on the fragility of the sector and pushed tens of thousands of struggling nurseries, pre-schools and childminders to the brink of collapse. Throughout the pandemic, early years providers have been asked to take on the responsibilities of schools and the liabilities of businesses, with none of the additional support that they need with safety, testing and staffing. Now, the 300,000 brilliant, dedicated people who work in the sector, the vast majority of whom are women on pitifully low wages, are once again being asked to provide an emergency service at an extremely scary time without any scientific evidence or even a plan for their safety, and are being faced with the prospect of losing their job at the end of it. It really is not right to treat an entire workforce in that way—especially in a sector as important as early years. It is a sector on which the economy and the life chances of the next generation rely.

My challenge to the Minister is this: do the right thing. Keep early years workers safe, rethink financial support for providers, and do everything possible to ensure that a vital sector does not become one more casualty of coronavirus.

[Mr Laurence Robertson (in the Chair)]

We have quite a bit of time, but I need to leave a couple of minutes at the end for Ms Anderson to respond.

--- Later in debate ---

[Vicky Ford]

My right hon. Friend the Prime Minister has been very clear about the timeline that he has set for getting the first phase of the vaccines rolled out, and he went through the priority groups at the stage when he announced them—was it just before the 4 January start date? We have had the mid-February date from the Prime Minister to get through the first phase. Then we will move into the second phase and, as I said, we have been asked to look at occupational roles in relation to the vaccine. That will be in the second phase of the roll-out; that is my understanding.

[Kate Green]

I am grateful to the Minister. I wonder whether she could clarify this. Is she saying that the consideration of occupational roles will come after the first four categories or the first nine categories that have been laid out by the Government?

[Vicky Ford]

I understand that they come in the second phase; that is what we have been asked to look at in the second phase.

[Kate Green]

Forgive me: I do not really understand what that means. Is it after the over-60s, or is it after we have dropped all the way down to the ninth category?

[Vicky Ford]

I have been told that there will be consideration of occupational vaccination in the next phase of the vaccine roll-out. I am sorry that I cannot give the hon. Member more clarity than that, except to say that I very much understand that, for some workers with children—including in early years and including many of those who work in special schools and some who may be working in children’s homes—it is challenging to maintain social distancing in those roles and there is a need for close contact. Those are the cases that we will be making, and I am very happy to follow up with the hon. Member and give her more detail on the second phase.

Given the goal of keeping early years settings open to as many children as possible, we also want to provide financial security to nurseries and childminders who are open for the children who need them, and many Members have mentioned that today. We have provided unprecedented support to the early years sector throughout the covid-19 pandemic and, as I have said many times, we continue to plan to spend £3.6 billion on Government entitlements this year.

In addition to Government entitlements funding, early years settings have access to a range of business support packages, including the coronavirus job retention scheme. We have updated the guidance so that providers that have seen a fall in their overall income can furlough staff who were on the payroll on or before 30 October and who are not required for delivering the Government’s funding entitlements. The Government have made temporary changes to the 30 hours’ free childcare and tax-free childcare entitlements during the pandemic so that eligible parents, including key workers, are not disadvantaged if their income temporarily falls below the minimum threshold and they are receiving support from a Government coronavirus support scheme, such as the coronavirus job retention scheme.

We are providing further investment next year. At the spending review, my right hon. Friend the Chancellor of the Exchequer announced an extra £44 million for 2021-22 for local authorities to increase the hourly rates paid to childcare providers for the Government’s childcare entitlement offers. That increase will be more than enough to meet the rise in the minimum wage. We are also increasing the funding floor so that no council can receive less than £4.44 per hour for three and four-year-olds.

In line with the spring funding announcement, we also updated the CJRS guidance so that providers who have seen a further drop in their overall income are able to furlough more staff if they are not required for the funding entitlements. Thanks to the support provided by the Government and the hard work of settings since June, I am pleased to report that last year we did not see a significant number of parents unable to access the childcare they needed.

We are staying in regular contact with the early years sector, including on the subject of funding, and will be closely monitoring both the parental take-up of places and the capacity and responses of providers, while keeping under constant review whether further support or action is needed. Local authorities have been urged to alert us to any sufficiency issues as quickly as possible.

We saw attendance rise over the autumn term, with 792,000 children attending on 10 December, up from 482,000 on 10 September. The latest attendance data from last week shows that there were fewer children in early years settings during the first week of this term compared with the end of last term. We expected attendance levels to be slightly lower last week, as we saw at the beginning of the autumn term last September, and we often see a staggered start date back after Christmas, but we are monitoring it very closely.

We currently intend to go ahead with this year’s census next week. However, I recognise the particular challenge that the sector faces in recording an accurate picture of expected uptake because of the impact of covid on attendance and the operation of settings. To support local authorities, we will very shortly be issuing questions and answers to help them to interpret existing published census guidance, so that census data reflects expected attendance and excludes what is considered to be a temporary absence or closure. That ensures that children at open providers are counted when they are temporarily not in attendance, which will be important for the providers. The Q&A will explain that in more detail.

To wrap up, I thank the hon. Member for Putney for scheduling the debate and giving us the opportunity to discuss this important issue. I hope she is reassured that the Government have the interests of children at the heart of our decision making. We are supporting our incredibly hard-working early years sector, monitoring closely the impact on attendance and whether further action is needed and getting them the asymptomatic testing within days of their request on Tuesday, and we will make the case for them to have the occupational vaccine as soon as possible.

Covid-19: Educational Settings

Kate Green Excerpts

Wednesday 6th January 2021 Commons Chamber

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

With permission, Mr Speaker, I would like to make a statement regarding schools in national lockdown.

The last thing any Education Secretary wants to do is announce that schools will close[Official Report, 20 January 2021, Vol. 687, c. 3MC.], and this is not a decision that the Government ever wanted to take. I would like to reassure everyone that our schools have not suddenly become unsafe, but limiting the number of people who attend them is essential when the covid rates are climbing as they are now. We must curb the escalating cases of covid throughout the country and prevent the national health service from being overwhelmed. That is why, today, I am setting out the contingency plans I had prepared but had hoped would never have to implement. I would like to thank all of our teachers, our education staff and our social workers for all that they have been doing to keep children and young people safe and learning.

During the lockdown, early years settings remain open nationally to all, providing vital early education and childcare. Schools will be open too for vulnerable children and the children of critical workers. Those at university will predominantly study online, although there are a small number of exceptions, including those studying medicine, healthcare and education.

Unwelcome though this latest lockdown is—and I am very conscious of the real challenges that parents are facing with their children at home—we are far better placed to cope with it than we were last March. We are now better prepared to deliver online learning. This is an important step forward in supporting children to make the progress with their education that they so desperately need. We will also do what we can to help their parents, and I thank all those parents and carers who are having to step up once more to take on the challenge of home learning.

We have set out clear, legally binding requirements for schools to provide high-quality remote education. This is mandatory for all state-funded schools and will be enforced by Ofsted. We expect schools to provide between three and five hours of teaching a day, depending on the child’s age. If parents feel their child’s school is not providing suitable remote education, they should first raise their concerns with the teacher or headteacher, and, failing that, report the matter to Ofsted. Ofsted will inspect schools of any grade where it has serious concerns about the quality of remote education being provided.

We have significantly stepped up the digital support we are providing to schools and parents. The fantastic Oak National Academy continues to provide video lessons for all ages across all subjects, and yesterday the BBC announced it will be delivering the biggest push on education in its history, bringing 14 weeks of educational programmes and lessons to every household in the country.

Our delivery of laptops and tablets continues apace: we have purchased more than 1 million laptops and tablets and have already delivered more than 560,000 of them to schools and local authorities. With an extra 100,000 being distributed this week alone, by the end of next week, we will have delivered three quarters of a million devices. We are also working with all the UK’s leading mobile network operators to provide free data for key educational sites. We are grateful to EE, 3, Tesco Mobile, Smarty, Sky Mobile, Virgin Mobile, O2 and Vodafone for supporting this offer. We have also been delivering 4G routers to families who need to access the internet.

Another area where we have learnt lessons is exams. Last year, all four nations of the United Kingdom found that their arrangements for awarding grades did not deliver what they needed, with the painful impact felt by students and their parents. Although exams are the fairest way we have of assessing what a student knows, the impact of the pandemic means that it is not possible to have these exams this year. I can confirm that GCSE, A-level and AS-level exams will not go ahead this summer.

This year, we will put our trust in teachers rather than algorithms. My Department and Ofqual had already worked up a range of contingency options. While the details will need to be fine-tuned in consultation with Ofqual, the exam boards and teaching representative organisations, I can confirm now that I wish to use a form of teacher-assessed grades, with training and support provided to ensure that these are awarded fairly and consistently across the country.

I know that students and staff have worked hard to prepare for the January exams and assessments of vocational and technical qualifications, and we want to allow schools and colleges to continue these assessments where they judge it is right to do so. No college should feel pressured to offer these, and we will ensure that all students are able to progress fairly, just as we will with VTQs in the summer.

I know that, understandably, there is concern about free school meals. We will provide extra funding to support schools to provide food parcels or meals to eligible children. Where schools cannot offer food parcels or use local solutions, we will ensure that a national voucher scheme is in place, so that every eligible child can access free school meals while their school remains closed.

Finally, I would like to turn to our programme of testing for the virus. There has been a brilliant, concerted effort in secondary schools and colleges to deliver testing for the start of this term, and none of the work done to roll that out is going to be wasted. Regular testing will take place of staff and students in school and in due course help us to reopen schools as soon as possible. Testing is going to be the centre of our plans to send children back to school, back to the classroom and back to college as soon as possible.

I never wanted to be in a position where we had to close schools again.[Official Report, 20 January 2021, Vol. 687, c. 3MC.] Schools should always have their gates open, welcoming children and being at the heart of their community. The moment that the virus permits, all our children will be back in school with their teachers and friends. But until then we have put in place the measures we need to make sure that they continue to progress. For that reason, I commend this statement to the House.

[Kate Green (Stretford and Urmston) (Lab)]

A happy new year, Mr Speaker. May I begin by paying tribute to the deputy general secretary of the NASUWT, Gareth Young, who tragically died shortly before Christmas? I am sure the House will join me in sending condolences to his loved ones and to his friends and colleagues in the union.

I thank the Secretary of State for advance sight of his statement, but it is disappointing that he did not make a new year’s resolution to avoid U-turns or chronic incompetence. Once again, where the Secretary of State goes, chaos and confusion follow, and it is children, families, and education staff across the country who pay the price for his incompetence. I can suggest a new year’s resolution for the Secretary of State: that he at least start answering my questions.

Every pupil who is not in school must be able to access education. We must do everything we can to safeguard learning throughout this lockdown. I pay tribute to everyone who has made it possible to keep pupils learning online—the incredible leaders, teachers and support staff in schools and colleges, and those such as Oak and the BBC who are doing a huge amount to make learning accessible.

I welcome the Secretary of State’s commitment on digital devices, and I am glad he has listened to Labour and to the charities across the country that called for zero rating of educational sites, but Ofqual estimates that up to 1.78 million children do not have access to a device. Can the Secretary of State guarantee that, under his plans, every child who needs a device will have one as soon as possible and that every one of those children will be able to learn remotely? May I also repeat the question the Leader of the Opposition asked the Prime Minister earlier: will the welcome data deal done with mobile providers take effect immediately?

I welcome the Secretary of State’s comments on free school meals, and I hope he can guarantee that every child eligible for this support is already receiving it. If not, can he assure me that they will do so within days?

Months ago, the Education Secretary gave a cast-iron commitment that exams would go ahead. At that moment, we should have known they were doomed to be cancelled. I wanted exams to go ahead fairly, but I was always clear that there must be a plan B if that was not possible. For months, there was no sign of any such plan, although the risk that exams could not happen has always been entirely predictable. The Secretary of State says he will be providing support to teachers to award grades. Can he tell me when they will receive that support and what form it will take, and can he confirm that it will be available in all schools? Can he tell me exactly what will be done to ensure that all grades are fair and consistent and support pupils to move on in their education or employment?

I heard what the Secretary of State said about technical and vocational exams, but frankly he is failing to show leadership on the exams taking place in January, and he is simply leaving it to schools and colleges to decide what they should do in these difficult circumstances. Will he now do the right thing and cancel this week’s BTEC exams, as parents, colleges and the Association of Colleges are calling for?

Staff in every part of our education system have faced a hugely challenging job and done extraordinary things to keep children safe and educated throughout the pandemic. Too often, though, the Secretary of State has refused to listen to their concerns or engage meaningfully with the expertise of professionals on the frontline. He can start to make it up to them today. Is the Joint Committee on Vaccination and Immunisation working on a strategy to vaccinate all education staff to keep them safe and get children back in the classroom? Does he believe that they should be prioritised for vaccination to keep them safe and to allow schools and colleges to reopen?

Early years settings remain open to all children, but the Secretary of State has failed to explain how this will be safe for staff and families, so can he tell us what scientific advice he has received that made him think that they will be safe, and can he honestly say that he is following the science? Whether providers are open or closed, will he finally reconsider the unjustifiable decision to move early years funding in line with current occupancy, which will push tens of thousands of providers to the brink of collapse?

Finally, I turn to the return of schools in the months ahead. The decision to close them is not one taken easily or lightly, and although it is the right thing to do to control the virus and save lives, it has huge consequences for children’s learning and development. That is why Labour has always said that schools should be the last thing to close and the first to reopen. Yesterday, the Prime Minister could not guarantee that children would be back in school before the summer. Can the Secretary of State tell us when he expects children to be safely back in the classroom?

At every stage of the pandemic, young people have been an afterthought for the Government, and now we are back where we were nine months ago, with schools closed and exams cancelled. There is time to act, but the Secretary of State must act now to ensure that all pupils can learn remotely, that families are supported and that the most vulnerable are safeguarded.

[Gavin Williamson]

I would very much like to join the hon. Lady in paying tribute to Gareth. I had the great privilege of working with Gareth during his time as deputy general secretary of the NASUWT, as well as with his colleagues there. Our thoughts and prayers are very much with his family and with his friends and colleagues.

The hon. Lady raises a number of very important points, including the roll-out of digital devices and our commitment to deliver 1 million digital devices across the country. We will be getting three quarters of a million of those devices out by the end of next week, supporting schools in delivering the full allocation of devices that they need and looking at how we can go further. It has been a great privilege to work with those brilliant teachers, those inspiring leaders, and to help fund and support them in setting up the Oak National Academy—a brilliant online school that is being viewed not just right across this country, but right across the world, for its quality of teaching. We want to see that used more and more as a vital teaching resource.

The hon. Lady is right to raise concerns about free school meals and how important this is for every one of our constituents. That is why we are putting the funding and support in place. There are many parts of the country where it will be best for schools to deliver those free school meals themselves, and they want to do that, but that will not be the case in other parts of the country where schools will want to do it as part of the national voucher scheme. That is why we will be standing up that scheme over the next few days and making sure that schools are not out of pocket and, most importantly of all, that children and families are supported at this incredibly difficult time.

The hon. Lady asks whether there will be training and guidance for teachers across the country as we move to teacher-assessed grades, and I can absolutely confirm that that will be the case. We have always been aware that there could be a situation where we would not be in a position to be able to proceed with examinations. We have always had a clear view that the best way of assessing children is through examination, so I will not apologise for being enthusiastic to ensure that we have been able to be in a position to roll out exams, but we do recognise that due to where we are as a result of this pandemic, we have to take a different course, and that is why we are taking the route that we are.

The hon. Lady mentioned technical and vocational qualifications. As she will know, it is very important that we give colleges, schools and all providers, including independent training providers, the necessary flexibility, because a lot of young people will need to complete some of their professional competency qualifications in order to take up work and job opportunities, such as those on electricians’ or gas courses where they have to do a practical assessment in order to be able to get the qualifications to take the work, the jobs and the opportunities. We want to ensure that the door is kept open for them. That is why we have taken the decision to give providers the discretion, because they will be the ones who best and most accurately understand the needs of their students and those who possibly need these qualifications to be able to progress into a job that they would not be able to do if they did not have that option.

On vaccination, the Government have already set out the important need to vaccinate those who are most likely to be hospitalised if they catch this disease, and not just hospitalised but most at risk of death. Like the hon. Lady, and like everyone in the education community, I very much want to see the vaccination of all those who are tirelessly, every single day through the week and every week, keeping schools open for the children of critical workers and vulnerable children, when schools are fully reopened again, but coupled with this is a really important step forward, the mass testing programme that we have already started rolling out in schools. The mass testing programme in schools will be one of the largest testing programmes that this country has ever seen. It is ready to go—ready to be implemented—and it will be an important plank in ensuring that we can get schools opened at the earliest possible opportunity.

It will not surprise the hon. Lady that we listen to the best scientific and public health advice in making the decision to keep early years open. We all have a clear understanding of how important early years education is for every child. As I have always said, I will do everything I can to keep every educational establishment open if that is possible and if it is the right thing to do. When we were given the health advice that we could be in a position to keep early years open, which is so important not just for those children themselves but for families, I felt that that was the right decision to take.

I do not want to see any school closed for a moment longer than it has to be. That is why, in June, we all worked so hard and fought so hard to ensure that schools opened right across the country for primary years. That is why, during June, we did so much to ensure that years 10 and 12 were able to return to school at the earliest possible opportunity. That is why, in September, we saw the opening of schools right across the country and all children being able to return to school.

I can absolutely assure the hon. Lady that I will not let schools be closed for a moment longer than they need to be. I will do everything I can to ensure that every school is open, so that children are able to benefit from the brilliant teaching that goes on in so many of our primary schools, secondary schools and colleges, because I know that is the best place for children. That is what I want for my children, I know that is what Members want for their children, but most importantly, that is what we want for our nation’s children. That is why I will give everything in order to ensure that schools are the first things to be opened in every instance, because that is what is best for every one of our children.

Education: Return in January

Kate Green Excerpts

Wednesday 30th December 2020 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab) [V]]

Before I begin, I put on record my thanks, and the thanks of the whole Labour party, to every leader, teacher and lecturer and the support staff, early years professionals and social workers who have moved mountains to keep children and young people safe and educated in the face of enormous odds. They deserve not just the thanks of this House but genuine support, and I hope that when he stands to speak again the Secretary of State will give more information about that support.

I thank the Secretary of State for advance sight of his statement, but the truth is that we should not be in this position. Only days before many schools should have been opening again to all pupils, the Secretary of State has announced that many will not be returning as planned. This delay and disruption to children’s education is a direct result of the Government’s failure: they have lost control of the virus and now they are losing control of children’s education. The cost to pupils, the pressure on staff and the challenges for families caused by school closures are huge, but we know that action must be taken to control the virus. Is the Secretary of State confident that the measures he has announced today will control the virus? Will he publish the advice on this issue from the Scientific Advisory Group for Emergencies?

There is consensus across the House that the best place for children is in school, but the Government have failed to give schools the support they need to make that happen. For months, Labour has been calling for mass testing in schools. The Secretary of State announced it just before schools broke up for Christmas, creating huge additional work for overstretched school staff, but just two weeks later it is clear that his plan has failed and that many schools will not open as planned next week. Can he tell us how many schools now have testing infrastructure in place and how many will have it next week and the week after? Can he guarantee that every school will have the testing it needs when it is due to open again?

The Secretary of State’s announcement that some primary and secondary schools will not reopen to pupils in January will be a cause of huge concern to parents. Can he tell us how many primary and secondary schools will not open and how many pupils will be affected? Will students not in exam classes receive remote teaching while their school is closed? I am hugely concerned that even with school open to them, the most vulnerable children may simply not attend. Can the Secretary of State tell us how he plans to keep them safely in school in the weeks ahead?

I am glad that the Secretary of State announced an expansion to remote learning, but I remain concerned that it is not sufficient to support all pupils. Can he guarantee that every pupil will have the device and the connectivity that they need to learn, and will he ensure that that is available for every child whose school is not open?

Will there be any support for parents with children who cannot attend school? Can the Secretary of State confirm that parents can be furloughed if they have childcare commitments? Can that happen on a flexible basis that allows parents, particularly mothers, to balance work with caring for their children?

Many people who are clinically extremely vulnerable will be concerned about a return to school, whether they are a vulnerable parent of a child or a vulnerable member of staff. What reassurance and support can the Secretary of State give them?

It has been reported in recent days that teachers will be prioritised for vaccination, but an announcement today suggested that there would not be prioritisation based on occupation. I understand the clinical priorities for the first phase of the vaccination programme, but does the Secretary of State believe that not only teachers but all school staff, including in special schools, should be prioritised for vaccination thereafter in order to protect them and safeguard children’s education?

Turning to exams, the Government’s failure to get a grip on the virus has caused huge disruption to pupils’ education—disruption that will continue into the new year. Will the Secretary of State be making any changes to his plans to reflect that? Labour has said time and again that there needs to be a credible plan B in the event of disruption continuing that means exams cannot take place fairly. This is now urgent. Over 100,000 young people will be taking exams in the next few weeks for BTECs and other vocational qualifications. Can the Secretary of State tell us what he is doing to make those exams fair?

The Secretary of State told us weeks ago about the expert group on learning loss, but at the time he could not tell us who was on it, when it would sit or when it would report. Can he answer those questions today?

I welcome the decision to delay the return of students to university in January, which is sadly necessary for public health. Can the Secretary of State confirm that he has discussed this with unions and university and student representatives?

We should never have been in the position we are in today. If the Government had acted more quickly, followed the science and given schools the support that they needed throughout this pandemic, we would not be facing a new year with this new wave of infections and huge disruption to the lives of pupils, their families and staff across our education system. The Government have lost control of the virus, and it is children and young people across the country who are paying the price.

[Gavin Williamson]

I thank the hon. Lady for echoing my words and my thanks to all teachers, leaders and all those who work in our schools, colleges and childcare settings for the wonderful work that they do.

The hon. Lady talks about what extra support we are giving those schools in rolling out the largest mass testing exercise that this country has seen to ensure that children are able to get back into school and have the benefits of being in school. We are supporting them not just by making sure that they have the equipment that is due to be delivered to all secondary school settings on 4 January, but with extra finance—a package of £78 million —in order to help them get this mass testing programme set up, established and there to test all students and all staff as they return to secondary school. This is about taking the opportunity to beat back this virus, have a real understanding of where the infection is within the community, and ensure that schools are even safer than they have already been.

The hon. Lady asks about the SAGE advice. As she knows full well, SAGE publishes its advice, and it will of course do so soon. The contingency framework was published and has been a public document for a number of months, so I am sure she will have had the opportunity to look at it. It makes clear that for schools that have been placed in part of a contingency framework, there must be the continued delivery of remote education. To be clear: children who are in exam group years will be returning to secondary school on 11 January, even if they are in a contingency framework area.

The hon. Lady rightly highlights the issue of vulnerable children. Those in our school system, as well as our local authorities and social workers, can be proud of the amazing work that they have been doing with those children who are most vulnerable in society. We must ensure that we do everything to get them attending school, so that they have the protection of school around them. Those efforts, working with local authorities, the police, and schools, will continue. Finally, as the hon. Lady says, many students are about to take examinations in technical and vocational qualifications in early January, and those assessments will continue, as planned, in the educational establishments that are delivering them.

Exams and Accountability 2021

Kate Green Excerpts

Thursday 3rd December 2020 Commons Chamber

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

With permission, Mr Speaker, I would like to make a statement regarding testing and examinations in schools and colleges next year.

The pandemic continues to cause disruption throughout our education communities and, once again, I pay tribute to all our teachers, school leaders and support staff for the enormous efforts that they are making to keep young people of all ages learning. I also pay tribute to the global teacher of the year award winner, which recognises the most outstanding teacher from around the world. Our very own Dr Jamie Frost, maths lead at Tiffin School in Kingston-upon-Thames, has been shortlisted for this after his tuition website went viral during lockdown, helping millions of pupils in the United Kingdom and around the world to continue their studies at home. He has already won the covid hero award, and I am sure that the whole House joins me in wishing him luck with the overall prize. [Hon. Members: “Hear, hear!”]

We will not let covid damage the life chances of an entire year of students by cancelling next year’s exams. Exams are the best form of assessment that we have, and we are therefore taking steps to ensure that any student preparing to sit them in 2021 has every chance possible to do their very, very best.

We support Ofqual’s decision that, in awarding next year’s GCSEs, AS and A-levels, grading will be as generous and will maintain a similar profile as those grades awarded this year. This is to recognise the exceptional circumstances under which students and teachers continue to work and to make sure that students are not at a disadvantage compared with previous years.

Ofqual is also working with the exam boards to make sure that students studying for vocational and technical qualifications and other general qualifications benefit from the same generous approach. I know that students and teachers are making enormous efforts to catch up with any lost learning. To support those most affected by the continuing disruption, at the end of January, students will be given advance notice of some of the topic areas that will be assessed in their GCSEs and A-levels. That means that they will be able to focus on these areas in more depth and target their revision accordingly. Students will also be given exam aids, such as formula sheets, in recognition of the time lost in the classroom and to give them more confidence and reduce the amount of information that they need to memorise in preparation for exams.

All these measures have been drawn up with the most affected in mind and we will be sharing the advance notice about what exactly the measures will entail with schools and colleges at the end of January. Students taking vocational and technical qualifications or other general qualifications can also expect a number of concessions, including a reduced number of units to be assessed. We want as many students as possible to be able to sit their exams and for that reason we have a contingency package to make sure that they can do so, including spacing exams more widely, as well as enabling vulnerable students to sit exams at home if they need to.

In the minority of cases where students cannot sit all their papers or where a very small number of pupils miss all of them, there will be means by which they can still be awarded a grade, including additional papers available after the main exam series.

The fundamental problem with this year’s exams is that we tried to award grades without actually holding exams. We will not be repeating that same mistake again. With the measures that I have outlined, we are confident that every student who is preparing to sit exams this summer will be awarded a qualification.[Official Report, 6 January 2021, Vol. 686, c. 4MC.] As the virus continues to be a fact of life for all of us, schools and colleges are making impressive efforts to ensure that education can continue for those students who must remain at home. We have reviewed and updated the guidance for remote education so that schools, parents and pupils all know exactly what to expect from it. Primary schools need to provide an absolute bare minimum of three hours a day on average of remote education, and secondary schools, an absolute minimum of at least four. Schools will also be expected to check and provide feedback on pupils’ work at least weekly as well as informing parents immediately where engagement is a concern. The Department will also ask schools to set out details of their remote provision on their websites so that parents can better understand their schools’ remote education offer.

As levels of covid infection continue to fluctuate, we know that different areas will experience varying levels of disruption to learning. We will therefore commission an expert group to assess any local variations and the impact the virus is having on students’ education.

I turn to the measures we are taking in respect of the school and college accountability framework for 2021. We need to ensure that the arrangements for inspection and performance measures are fair and reflect the current public health situation. They need to take into account the enormous challenges that schools and colleges have been facing, but, equally, we must continue to provide the information and reassurance that parents need about their children’s education. We will not be publishing the normal performance tables based on test, exam and assessment data next year. Instead, my Department will publish data on the subjects that students have taken, how well schools and colleges support their students to their next destination and attendance data, taking account of the impact of covid-19. We will also publish national and regional data on 2021 exams, tests and assessments. Importantly, we will make the exam data available to Ofsted and to schools, but we will not publish it in performance tables.

I will now let the House know how our plans for schools and colleges are affected by inspections. It is our intention that Ofsted’s routine graded inspections will remain suspended for the spring term but will resume in a carefully considered way from the summer term. In the meantime, Ofsted will carry out monitoring inspections in those schools and colleges most in need of support. That will include those currently judged inadequate and some in the “requires improvement” category. Inspectors will focus on areas that are particularly relevant at this time such as curriculum delivery, remote education and, importantly, attendance. There will also be a focus on those pupils who are particularly vulnerable. However, I stress that they will not make graded judgments and any inspection activity will be sensitive to be additional pressures that schools are working under at this time.

As in the autumn, Ofsted will also be able to inspect a school in response to any significant concerns about safeguarding but also about the delivery of remote education by that school. In both the early years sector and the independent schools sector, the intention is also that standard inspections will remain suspended for the spring, with assurance inspections in the early years and non-routine inspections in independent schools taking place in the meantime. I trust that provides the House with reassurance that we are providing the right balance in our accountability and inspection arrangements.

I will finish by outlining our proposal for the curriculum and testing in primary schools, recognising the particular challenges they face. Assessments in primary schools next summer will focus on phonics, mathematics and English reading and writing. That means that for 2021 only, we will remove all tests at key stage 1, the English grammar, punctuation and spelling tests at key stage 2, and science teacher assessments at both key stages. The introduction of a multiplication tables check will be postponed for a further year, but schools may use it if they want to. It is a resource available to all schools, and we encourage them to do so if they can.



We will also add more flexibility to the timetable, so if there is any disruption due to coronavirus in a school, pupils will be able to take the test when they return to the school. These measures will help us to address lost learning time and will give us a chance to support pupils in schools who need help. They will also provide vital information for parents and better help for pupils to make a successful step into the next stage of education—going to secondary school.

Everyone in all of our schools and colleges is working as hard as they can to make sure that no pupils lose out because of covid and that the future they are dreaming of is still very much within their reach. I am determined that the coronavirus will not jeopardise the life chances of this year’s pupils, and I am confident that the plan is the fairest way of doing this. I commend this statement to the House.

[Kate Green (Stretford and Urmston) (Lab)]

I thank the Secretary of State for his statement and for the advance copy of it. I also thank the Minister for School Standards for briefing my hon. Friend the Member for Ilford North (Wes Streeting) and me yesterday. I also join the Secretary of State in congratulating Dr Frost and wishing him well for the finals of the global teacher of the year awards.

I am glad that the Government have finally responded to the pleas of students, their parents and teachers who have been asking for months how next summer’s exams will be conducted fairly. While I welcome measures to help pupils be assessed on what they have learned and ensure that reserve papers will be in place for pupils who might miss out, that performance tables will be suspended and that routine Ofsted inspections will not resume in January—many of them measures that Labour called for —today’s announcement still bakes in fundamental inequities between students who have suffered different levels of disruption to their learning. The Government have known since September that an ongoing pandemic would create huge challenges in schools, and for months they will have heard school leaders, parents and Labour Members calling for a credible plan to address them. It has taken until December to provide one, so can the Secretary of State tell us what took him so long? Why did he leave students in a horrible and uncertain limbo?

The truth is that the delay has limited the Department’s options. Had it acted sooner, it could have done more to make the system fairer. I welcome the decision to make the distribution of grades similar to last year’s to ensure that pupils sitting their exams this year do not feel unfairly disadvantaged, but we know that last year while grades rose across the board, some pupils—particularly those in private schools—were more likely to see a sharp rise. How will the Secretary of State ensure this year that the distribution of grades is spread evenly across schools and postcodes to ensure that the most disadvantaged pupils are treated fairly? Is he not concerned that providing information in advance about subject content will at best benefit pupils at random, with those who happen to have already covered the assessed material benefiting at the expense of those who did not, and at worst in fact mean that pupils who faced the greatest disruption to their learning lose the most?

There is significant support for greater optionality in exams. Indeed, the Secretary of State’s Department has taken exactly that approach with some exams already. It allows pupils to be assessed on what they have learned, with fewer pupils losing out at random. If it works for some subjects, can the Secretary of State explain clearly why it is not part of today’s announcement?

What steps is the Secretary of State taking to address the fact that over a million pupils were out of school this week? He talked about regional disparity, and we know that exam classes in some regions have faced disproportionate levels of disruption. Can he tell us when the expert group will report, why it has been established so late—I understand just last week—and will it include representatives of school leaders and teachers?

On remote learning, I note the Secretary of State’s requirements, but how many laptops have been delivered to students who need them? Why are we continuing to hear reports of schools receiving laptops only after students isolate, wasting valuable time getting them set up and delivered? Why has the national tutoring programme now been stretched more thinly across two years? Can he even guarantee that all students on free school meals will have access to tutoring?

Many students sitting exams next summer want to go on to university or college. What discussions is the Secretary of State having with colleges and universities to ensure that any additional support these students may need will be in place for them next September? Does he believe that any changes will be needed to the timing of university admissions? Can he tell us when pupils taking vocational and technical qualifications will receive further clarity, and what steps is he taking to clear the logjam in the testing of apprentices’ functional skills in maths and English?

Does the Secretary of State acknowledge that there are likely to be more appeals than in a normal year? How will he ensure that all students can access a fair appeals process? Will he also ensure that there are the markers with the time and resources needed to grade papers in time, particularly in the second exam window?

I want students to have the chance to show what they have achieved in the most challenging of circumstances, but after months of silence these proposals fall short of the fair exams that the Secretary of State promised. At best, this is a “requires improvement”.

--- Later in debate ---

[Gavin Williamson]

I know that you always love Secretaries of State to look adoringly at you, Mr Speaker. I have been dutifully rebuked.

The Labour party has never championed pupils, because it has not fought to get students back into schools. It was actually the Mayor of Greater Manchester who wanted to send children out of school and back home. But the Conservative party stands for getting children back into school.

The shadow Secretary of State highlighted a number of issues. It is disappointing that the official Opposition have not engaged in a positive debate. They could not even be bothered to respond to the Ofqual consultation about exams. They seem to have missed the opportunity. Maybe it got lost in the post—or maybe, quite simply, they just could not be bothered. We do recognise that there are significant challenges in delivering education at this time, which is why we have put together a package of truly unprecedented measures to assist schools, teachers, and, most importantly, pupils themselves.

I am sure that the hon. Lady would grudgingly acknowledge that all academic studies have continuously highlighted that children from the most disadvantaged backgrounds, including children from black and ethnic minority communities, are the ones who always outperform predicted grades when they sit exams.

[Kate Green]

indicated assent.

[Gavin Williamson]

It is good to see that we have a common view—I note the chuntering from the hon. Member for Ilford North (Wes Streeting), who is sat in the Opposition Chief Whip’s seat—on the importance of exams. We recognise that children will have missed out elements of the curriculum, but giving advance notice will give them and their teachers the opportunity to use that time to focus on the areas of the curriculum that they know they will be tested on. We are also recognising the importance of technical and vocational qualifications, and we will be looking at ensuring that information on those is shared at a similar time to information on GCSEs and A-levels.

The shadow Secretary of State highlighted some important issues, including the potential for extra appeals and ensuring that there are proper extra resources in place for that process; we will certainly be doing that. We recognise that there are challenges from giving extra learning time and moving most exams back by three weeks. For example, this will put added pressure on the exam boards. We are working closely with the exam boards to support them to get the right resources in place, and to deliver the grades as and when we would expect them—at the end of August.

Oral Answers to Questions

Kate Green Excerpts

Monday 23rd November 2020 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab)]

Can the Secretary of State say how many pupils have been sent home from school for covid-related reasons since the start of this term, and of those, how many have been sent home on more than one occasion?

[Gavin Williamson]

The hon. Lady raises an important point about the number of pupils being sent home. We keep a close monitor of those children who are sent home and we are working with the sector, so we can provide her with that detail and will send it on to her.

[Kate Green]

I am disappointed that the Secretary of State does not know those figures. Parents, pupils and teachers have told me of students having been sent home three, four, even five times; some have missed up to one third of their time in school. I am sure the Secretary of State agrees that that will have a disastrous impact on their learning. As we have heard, promised help with laptops and additional costs has not always arrived. School leaders and staff are stressed and exhausted. I support him in wanting pupils to be safely in school, but please will he tell our dedicated and desperate teachers, heads and support staff what he is going to do to support them and keep children learning?

[Gavin Williamson]

At every stage, we on the Government side of the House have championed the importance of schools and getting children back into schools. We have done everything we can to support schools to welcome children back. We have done everything we can in terms of the over half a million laptops that are going to be distributed, and are being distributed, to schools to support remote learning. We recognise the fact that children have lost out as a result of this covid pandemic. That is why the Government pledged £1 billion-worth of support to schools to help them catch up that lost learning.

Free School Meals

Kate Green Excerpts

Wednesday 21st October 2020 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab)]

I beg to move,

That this House calls on the Government to continue directly funding provision of free school meals over the school holidays until Easter 2021 to prevent over a million children going hungry during this crisis.

I am very pleased to open today’s debate on such an important motion on behalf of children across the country who are at risk of going hungry and of all the families worried that their children will be hungry over the school holidays.

The truth is that we should not be having this debate at all. In the summer, when this issue was debated in this House, the Government saw sense, did the right thing and ensured that no child would go hungry over the summer holidays. This time, however, despite many families facing even more challenging circumstances now than they did four months ago, shamefully the Government are walking away from their obligation to hungry children. In their hearts, hon. Members on the Government Benches who rightly supported the extension of free school meals over the summer holidays know that. They will also know that the thousands of families who rely on free school meals to help them to make ends meet will watch with great interest how they vote this evening. I am aware that there are some right hon. and hon. Members on the Government Benches who are indicating that they will vote in favour of this motion. I commend them for setting party politics aside and I hope that by the end of this evening many more of their colleagues will join them.

More than 1.4 million children benefit from free school meals. Nearly 900,000 eligible children live in areas now subject to tier 2 and tier 3 covid restrictions. Their families face an upcoming furlough cliff-edge, an inadequate replacement system and the deep fear of growing unemployment. So the question for Members on the Government Benches is simple: are they absolutely confident that support is adequate and that no child in their constituencies will go hungry?

[Kevin Hollinrake (Thirsk and Malton) (Con)]

Does the hon. Lady consider this to be a temporary measure while the covid crisis continues or a permanent measure that would be on the statute book indefinitely?

[Kate Green]

I am grateful to the hon. Member. Initially, I would suggest that we urgently need a measure that will take us through this half term and the remainder of this academic year. We understand that nobody can predict how the virus might progress over the coming months, but it is crystal clear that what we need to vote for tonight is an urgent emergency measure to protect children and families who are struggling.

[Mr Tanmanjeet Singh Dhesi (Slough) (Lab)]

I thank my hon. Friend for allowing me to intervene in the midst of her excellent oration. There are 3,891 children in Slough who are known to require free school meals. Does she agree that if feeding those children over the summer was the right and humane thing to do in the middle of a pandemic, surely it is right and honourable to feed them over the winter when their parents are struggling to put food on the table and more than 1 million children could potentially go hungry? Or does she think that the Prime Minister has merely changed his priorities once again?

[Kate Green]

My hon. Friend makes a very reasonable point, and he is right to draw attention to the Prime Minister’s view on this matter, because Downing Street said just the other day:

“It’s not for schools to provide food to pupils during the school holidays.”

I cannot believe I have to spell this out: it is the Government’s responsibility to ensure that children do not go hungry, and they do not stop being hungry just because the school bell rings for the end of term. Surely our constituents send us to this place as Members of Parliament to vote to ensure that the children who most need our help at any time of year are protected.

[Tim Farron (Westmorland and Lonsdale) (LD)]

The hon. Lady is making a passionate and thought-through speech. Does she agree that the holiday periods are always a difficulty—whether or not there is a pandemic—for those children from families on free school meals? They always need that support, and that should be something we are doing irrespective of the pandemic. In my constituency, 40% of the entire workforce are on furlough. The cliff edge is coming in a few days’ time, when the number of people desperate for support will increase massively. Is it not therefore right that we take action today?

[Kate Green]

That is right. The debate this evening is urgent. Let me say to Members on the Government Benches: please put party politics aside tonight and for the sake of our children vote to extend free school meals. After all, since the summer holidays, exactly as we have just heard, the situation has got worse and more desperate for millions of families.

While the provision of free school meals is being closed, the gravy train is still open for business—with £7,000 a day for consultants working on a test and trace system that does not work, £130 million to a Conservative party donor for unsafe covid testing kits, £160 million of profits for Serco and an increased dividend for its shareholders, because the Government threw good money after bad on a test and trace contract that is robbing the public. Yesterday, a Business Minister said that extending free school meals was not as simple as writing a cheque, but why is it that the money only runs out when it is hungry children who need it?

I am surprised there is not greater recognition on the Government Benches that families across the country are finding it very difficult to manage. It was, after all, only a matter of weeks ago that national newspapers were full of briefings from friends of the Prime Minister reporting anxiety about how he had to provide for his family. He had a new baby and, with the loss of his lucrative newspaper columns, his friends said it was a strain to manage on his £150,000 salary as Prime Minister.

It is frankly contemptible that the kind of concern we read in the national newspapers for the Prime Minister’s finances is not extended to the millions across this country who are genuinely struggling. Imagine being a parent of one of the more than 3,000 children in the Prime Minister’s constituency who benefits from free school meals. To read one week about how hard it is to make ends meet on £150,000 a year and then to see the provision of a free meal for your child taken away a few days later is utterly inexplicable.

The fact that we need to have this debate is a sign of repeated failures on the part of the Government—a failure of compassion, a failure of competence, not recognising the challenges that parents face and not giving them the support they need to provide for their children.

[Dr Kieran Mullan (Crewe and Nantwich) (Con)]

There are roughly 14 million people living in relative poverty this year. In 2000, there were roughly 14 million people living in relative poverty. Why were Labour not able to fix the problems of relative poverty when they were in power?

[Kate Green]

Perhaps the hon. Gentleman would like me to enlighten him on the poverty figures during Labour’s period in office. In 2010-11, there were 3.5 million children living in relative poverty. Today, the figure after housing costs is 4.2 million. I would advise him to be very careful about quoting child poverty figures to Labour Members.

We have a failure of leadership today—a failure to be clear and unequivocal. No child should go hungry in one of the world’s richest countries, but where the Government have failed to show leadership, many others have stepped up to do the right thing. As the Member of Parliament for Old Trafford, I am very proud to pay tribute to Marcus Rashford. I congratulate him on his late winning goal last night and I hope that he will score another late victory today when we vote on Labour’s motion. I congratulate and thank the many others across the country who are acting and campaigning to end child poverty and food poverty.

[Kevin Hollinrake]

Will the hon. Lady give way?

[Kate Green]

If the hon. Member will forgive me, no—I will make progress and let others in.

It gives me huge pride to see people come together and take action where the Government are failing to do so. Co-operative schools are already committing to providing free school meals over the holidays. That represents the very best of the co-op movement—a movement built on support for one another, on people helping their neighbours in their community and doing what is right for the most disadvantaged. Will the Secretary of State follow their example?

Colleagues in the Welsh Labour Government, in Northern Ireland and in some parts of Scotland have already committed to providing free school meals over the holidays until Easter. Again, I ask: will the Secretary of State follow their example? Catering staff across our schools have worked flat out to fulfil their essential role in providing free school meals. They are among the many low-paid workers we have learned to depend on during the pandemic, but many feel that their jobs and livelihoods are at risk. Will the Secretary of State tell us what steps are being taken to protect and support the jobs of school catering staff and others who deliver this support to our children?

Before the pandemic, there were over 4 million children growing up in poverty. In the months ahead, that will only increase. Child poverty is a pandemic of its own. It is a pandemic that reflects the great evils still haunting our society—a society blighted by wages that are not enough for working families to make ends meet, a housing crisis that creates insecurity and a social security system cut to ribbons by the Conservative party.

I recognise today’s proposals are not a silver bullet, and they will not end child poverty. They are a sticking plaster, but one that is badly and urgently needed—needed by the 1.4 million children who could go hungry without them and by families worried about putting food on the table—so will the Secretary of State do what is right and take this first small step to ensure that over a million children do not go hungry this Christmas?

As I said at the outset, the Government should never have let things get this far. They still do not have to. The Secretary of State can stand up now and do the right thing. He can listen to Labour, to campaigners and to families across the country, withdraw his amendment and support our motion. Sadly, I do not think he will do so. Yet months ago, Marcus Rashford asked the question that started this debate and that saw the Government extend free school meals over the summer. Today I ask—[Interruption.] Oh, don’t be silly! The hon. Member for Thirsk and Malton (Kevin Hollinrake) knows perfectly well that the one thing I am not is frit. Today I ask the Secretary of State the same simple question: can we all agree that no child should go to bed hungry? I commend our motion to the House.

--- Later in debate ---

[Gavin Williamson]

My hon. Friend raises important points about what is temporary and what is permanent. Indeed, there seems to be some disagreement here, because the hon. Member for Stretford and Urmston (Kate Green) seems to be moving away from the motion that she tabled. I was a little confused about whether she was developing her policy at the Dispatch Box, or whether her policy is stated in the motion.

There are real challenges around youngsters and tackling poverty, and Conservative Members are intent on ensuring that we put in place actions to deal with those issues, and that families, children, and individuals get the support they need. The best way to do that is through the welfare system; the best way to do that is by supporting people into work, as that is always the best route out of poverty.

[Kate Green]

rose—

[Gavin Williamson]

I will make some progress, and then I will give way to the hon. Lady. In March we took the unprecedented step of asking schools to close to all but a very small number of children. Given that children were expected to study from home in such an unexpected manner, we took swift and decisive action, and invested significant funding to ensure that we could continue free school meal provision for eligible children. We also, temporarily, extended eligibility for free school meals to children from families with no recourse to public funds—an arrangement that we have extended into the autumn term while we undertake a review. It is right that such extraordinary measures were put in place at the start of the pandemic.

Now that pupils are back in schools, kitchens are open once again to provide healthy, nutritious meals to all children—including those eligible for free school meals—aiding their academic performance, and supporting attendance and engagement. We have also set out in guidance information for schools and caterers to support free school meal pupils who are self-isolating, through the provision of food parcels to those children.

[Kate Green]

I simply wanted to ask the Secretary of State, in the context of what he was saying about his party’s determination to reduce child poverty, whether he agrees with his colleague who, today at lunchtime on the BBC, said that there have always been hungry children, as if that were somehow a reason not to take action.

[Gavin Williamson]

I think it is fair to say that Members on both sides of the House are united in their commitment to drive out poverty and to make sure that children do not go hungry. We will do everything we can to support families and help them to do well and to succeed, and to provide them with a world-class education system driving up standards. That is what drives Conservative Members and always will.

Oral Answers to Questions

Kate Green Excerpts

Monday 12th October 2020 Commons Chamber

[Mr Speaker]

The shadow Secretary of State can now ask two questions to whichever Minister would like to take them.

[Kate Green (Stretford and Urmston) (Lab)]

Perhaps I could start by asking the Schools Minister a question, since he is here. The Secretary of State has repeatedly said that every child would return to school in September, and I support him in that ambition. Being safely back in school is best for children’s wellbeing and learning. Latest figures show that one in 10 pupils are out of school, as bubbles and year groups are forced to isolate whenever a child or a member of staff tests positive for covid. Worryingly, attendance at special schools is down at just over 80%, and some teachers report that parents are withdrawing their children altogether to home-school them.

We are not even at the start of winter, yet hundreds of thousands of children are already having their learning disrupted. We all agree that a functional test and trace system is crucial to keep teachers and children safely in schools. How many pupils and staff are currently waiting for a test result or are forced to isolate? Why have the Government not included school pupils on the list of priority groups for testing, as the schools Minister promised?

[The Minister for School Standards (Nick Gibb)]

Teachers and headteachers up and down the country have done a tremendous job of getting children back to school, and 99.8% of schools are open in this country. In special schools some 80% of children with education, health and care plans are in school, and we kept schools open for children with EHC plans throughout our tackling of the pandemic. We have a very successful test and trace scheme, which is why we are able to pinpoint local outbreaks, and why we have statistics about outbreaks up and down the country. By the end of the month we intend—

[Mr Speaker]

Order. I say to those on both Front Benches that topical questions are meant to be short and punchy, not full-blown questions. If people want full-blown questions they should ask them earlier. I have to get through topicals. I call the shadow Secretary of State to ask a question to the Secretary of State.

[Kate Green]

I welcome the Secretary of State to his place. On 1 October, he said that people must be given

“the opportunity to retrain and upskill”—[Official Report, 1 October 2020; Vol. 681, c. 541.]

but it has now been announced that his Department will be scrapping the union learning fund, which supports hundreds of thousands of learners each year, many with little or no formal education. That scheme benefits workers, our economy and business, so getting rid of it must be either astonishing incompetence or playing shameless politics with people’s life chances. Which is it, and will the Secretary of State rethink this wrong-headed initiative?

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

It probably wasn’t worth the wait, Mr Speaker.

It is very kind of the hon. Lady to read out the press release that the TUC sent her, but the reality is that we are investing more in skills and further education than ever before. That is why we are investing over £1.5 billion in capital in further education. That is why we are investing more in level 3 A-level equivalent qualifications. That is why we are driving opportunities forward. I will not apologise; if we think we can spend money that was previously channelled to the TUC in a better way to deliver more opportunities in our colleges, yes, we will do it in a better way, and that is what we are doing.

Lifetime Skills Guarantee and Post-16 Education

Kate Green Excerpts

Thursday 1st October 2020 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab)]

I thank the Secretary of State for his statement and particularly for ensuring that I had early advance sight of it.

As the right hon. Gentleman said, on the Labour side of the House, we, too, passionately believe in the value of further and adult education for individuals, for their communities and for our shared prosperity. I do think that many of the announcements the Secretary of State has made are a step in the right direction. Indeed, I have no doubt that he does believe we need more investment in further education, so I can only imagine that he was appalled to discover which party has been in office for the past 10 years and which party has spent those years slashing funding for further education, cutting maintenance support for learners and building barriers to further study. Will the Secretary of State now admit to the House that it was a mistake to cut billions of pounds from further and adult education and that the advanced learner loan system, which has deterred so many adult learners from studying, has had a devastating impact on their life chances?

I turn to the specific proposals outlined by the Secretary of State and, first, the lifetime skills guarantee. I am glad that he has acknowledged, as Labour has long argued, that more people need access to further education and retraining, particularly given the challenges our economy now faces, but many learners who could benefit from these new funded courses will not be eligible. For those training beyond level 3, he appears to be offering only a flexible loan system, but his own Department’s research shows that the introduction of loans caused participation in adult education to plummet. Why is he repeating this failed approach? What about those who do not hold level 2 qualifications? What funding will be available for them to study for level 2, so they can then progress to level 3 and further? I am sure the right hon. Gentleman would agree that he cannot credibly say that he wants equality between further and higher education if only one route brings maintenance support, so will the learners who study for these new funded courses be eligible for that support?

Next, I turn to funding. Additional investment in further and adult education is obviously welcome, which is why we on the Labour Benches have spent years advocating it, while year after year the Conservative party cut it. The funding that the Secretary of State has announced today will not even reverse the damage, let alone mean increased investment. Funding is supposed to be available for every adult who is not qualified to A-level or equivalent. There are 9 million of those people in the country. Can the Secretary of State guarantee that every single adult not qualified to level 3 who wants to access this support will be able to do so? His £2.5 billion amounts to less than £280 for each of these learners. Does he really think that is sufficient for an adult learner to get the necessary skills and qualifications? He has stated that a full level 3 qualification would be made available for adults aged over 23 for courses that are shown to be valued by employers. How are the Government determining that? Will he commit to a date to publish these details? I think that he said that T-levels will be included. Will he confirm that?

What conversations has the right hon. Gentleman had with the devolved authorities and Metro mayors about these proposals? Will metropolitan combined authorities that have their adult education budget devolved be able to set the eligibility criteria for this spending, and is the £8 million for the boot camps genuinely new money? He talks about increasing apprenticeship opportunities, but since the Government introduced the apprenticeship levy, numbers have been consistently down, especially at lower levels. Can he provide more detail on the support available for small and medium-sized enterprises and non-levy payers?

Finally, I want to emphasise the scale and urgency of what is needed. The Government rightly found billions of pounds for the job retention scheme, but when it comes to retraining, their ambitions do not stretch further than last year’s manifesto, as though the global pandemic has had no impact on the need for workers to get new skills and new jobs. Labour called for the Government to integrate training into the job support scheme to allow workers on reduced hours to improve their skills. Why have the Government failed to do that?

The Office for Budget Responsibility’s central projection is for unemployment to reach 12% before the end of the year. That is when the need for skills and retraining will be most acute, so why is this package available only from April next year? Will courses starting under the new guarantee begin in April or follow the usual academic calendar? Why has the procurement of the contract for the 30,000 traineeships announced in July not yet even begun?

Labour has spent years calling for investment in the skills of working people and those seeking work. They are, and always have been, the greatest asset in our economy. It is only by making the most of all their potential that we can truly recover from the effects of this terrible pandemic and achieve a lasting and shared prosperity. We now face a crisis of unemployment that could be the worst in my lifetime. It is vital that the Government support those at risk of losing their jobs and that they support them in finding new careers and opportunities. The Government must get this right, and they have one chance to do so. I implore Ministers to listen to our concerns. The task is urgent, and it is essential.

[Gavin Williamson]

We have a proud record on the Government side of the House: what we saw in the last year for those who are studying, the 16 to 19 budget, and the rate that was made available to 16 to 19 education was one of the largest increases in this year. We made available £1.5 billion-worth of capital funding to transform the estate of our further education colleges. We launched the national skills fund, announced in our manifesto. We recognise the value of that.

When Labour was in power, what did it do? It talked about one thing—“Universities, universities, universities”. That was the answer to the problems of a nation. Government Members recognise the need to make sure that young people have true opportunities. It is about not just the 50% of youngsters who go to university, but the other 50% of youngsters and making sure that they have the opportunities and qualifications that they deserve. They should have an entitlement and the opportunity to take those up.

We have launched the skills toolkit, which has had a transformational impact on so many people who have taken furlough. The hon. Lady talks about numbers over time in terms of apprenticeships. On the Government side of the House, we talk about quality. We recognise that it is important to drive up the quality of apprenticeships, as against simply numbers. When we talk to employers, they say that they want to see quality driven up in terms of apprenticeships and that is what we are doing.

We will have the roll-out of T-levels. Labour is always ambiguous on whether or not it supports T-levels. It supported them at the launch, but then it seemed to change its policy. With a new shadow Education Secretary, it has probably changed its mind again. As we roll these out, we would very much like to see them as part of this.

In terms of the eligibility, this is a national guarantee. It will be determined nationally—that is where the decision will be taken. It will not be devolved to the mayoral authorities, but we will continue to work with employers, organisations and the mayoral authorities to make sure that we get the right skills mix so that the qualifications that are on offer ensure that young people and people of all ages have the opportunity to progress into work.

Point of Order

Kate Green Excerpts

Thursday 1st October 2020 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab)]

On a point of order, Mr Deputy Speaker. I hope the Secretary of State will be able to stay on in the Chamber for this matter. I have notified him, but I apologise: I suspect he has not had a chance to read my message.

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

I had switched my phone off.

[Kate Green]

Very wise.

In his statement on the return of students to university on Tuesday, the Secretary of State made two claims that I believed were not fully accurate, and later that day I sought a correction to the record. The Secretary of State said on Tuesday that there was £100 million in funding for universities to provide digital access for learners. There is no such fund. That funding is for schools and some further education providers. He also said that the Student Loans Company can provide additional support to students who need it. Again, that does not appear to be accurate. I was grateful that the Secretary of State’s office indicated that there would be a correction to the record, but today when I looked in Hansard, all that was changed was the date on which he said guidance was published. It seems that he has corrected one mistake, which I must admit I did not know about, but failed to correct two more that he was asked to correct. May I ask for your guidance, Mr Deputy Speaker, on how we can have all the Secretary of State’s mistakes corrected on the record?

[Mr Deputy Speaker (Mr Nigel Evans)]

I am grateful to the hon. Member for giving me advance notice of her intention to raise this matter, and I know that she sent notice to the Secretary of State’s office, even though he may not have yet seen that. Although the Chair is not responsible for the accuracy or otherwise of ministerial answers or the completeness of ministerial corrections, she has used this opportunity to raise the matter. The Secretary of State in his place and may wish to respond.

Draft Apprenticeships (Alternative English Completion Conditions and Miscellaneous Provisions) (Amendment) (Coronavirus) Regulations 2020

Kate Green Excerpts

Wednesday 30th September 2020 General Committees

[Kate Green (Stretford and Urmston) (Lab)]

It is a pleasure to serve under your chairmanship, Ms Elliott. I thank the Minister for her opening remarks and also for her letter to my hon. Friend the Member for Chesterfield (Mr Perkins), which set out the Government’s proposed changes.

Although Labour Members welcome the measures, I must ask why it has taken the Government six months since the start of the crisis to introduce them. We agree with the Minister that apprentices who are at least 75% of their way through their programme should be allowed to complete, but, for those apprentices who have already experienced redundancy or seen their employment ended in the past six months, the support sadly comes too late. The Minister must surely accept that they should not miss out on support.

Recently, a furloughed apprentice who worked for British Airways contacted my hon. Friend the Member for Chesterfield as he was at risk of redundancy; unfortunately that person has since been made redundant. The Minister is well aware of difficulties in the airline and aerospace sector. What support will be made available for that apprentice and for others in a similar situation, who have already been made redundant and now face an uphill struggle to find an alternative employer to finish an apprenticeship in sectors where new opportunities are scarce? Can she say how the vacancy sharing service, which will make redundant apprentices aware of current opportunities, will operate?

I also want to raise the issue of apprentices who are currently in limbo about receiving their end-point assessments due to coronavirus restrictions. The Minister already knows of Hannah, who has been unable to complete her apprenticeship as a gas engineer since May as the assessment centres are closed and there has been no provision available to assess her work. As the Minister knows, Hannah recently called into “Any Questions?” to highlight her experience and to describe how unfair she felt it was that an assessor is unable to stand 2 metres away from her and supervise her completion, when she would be allowed to be closer to someone in order to get a tattoo or a haircut. As in so many other areas, Government advice can seem inconsistent.

Due to the delay to her end-point assessment, Hannah has missed out on an employment opportunity, and she still has no date for the assessment to take place. Her apprenticeship is due to end this Friday, I understand, and she faces an uncertain future, unable to complete her apprenticeship or to apply for jobs in the sector. I ask the Minister what advice and support she can offer to Hannah, how many others like Hannah will be left in limbo despite today’s measures, and what measures will be taken to ensure that assessments can take place under current social distancing guidelines?

Turning to the Minister’s reference to advice and guidance, may I ask which services will be providing this and how many apprentices they are equipped to deal with? Will she give us more detail about the signposting service, which, as I understand it, will act as a triage service, directing redundant apprentices to local and national services? What will the service look like on the ground, and how will she ensure that provision is available across the country, rather than risking its becoming a postcode lottery? Can she set out what services will be involved in the support and how she can be certain that they can handle the number of former apprentices who will need their assistance?

In the past few months, we have seen many announcements from Government: for example, in July, the Chancellor of the Exchequer announced 30,000 new traineeships but, almost three months on, the tender for procuring those has not even been issued, and just last week the Chancellor ignored Labour’s call to introduce a national retraining strategy. However, if the Government will not listen to Labour, perhaps the Minister will listen to business.

My hon. Friend the Member for Chesterfield recently met a delegation of employers, trade unions and sector bodies who are desperately concerned about a skills shortage caused by redundancies. They have written to the Education Secretary to call for the creation of a national skills taskforce to redeploy skilled workers and provide retraining and upskilling opportunities for both young and older workers. Will the Minister consider their proposal, which includes skills matching, which she also described and which could support redundant apprentices and redundant workers alike?

The signatories to the letter included chief executives and general secretaries of many different bodies, including Make UK, the TUC, Cogent, UK Steel, the British Plastics Federation, the High Value Manufacturing Catapult, the Food and Drink Federation and many others. It is difficult to imagine an issue that could bring together such a wide-ranging and diverse group of bodies, but they are united in their call for the Government to act decisively and urgently to set up a skills taskforce to address the urgent skills crisis that we face.

Labour supports the call for a cross-party, pan-industry taskforce, and we commit to working with the Government, trade unions and employer organisations to ensure that such a taskforce could assist the Government in making decisions more holistically and strategically. Will the Minister take on board that suggestion and set up the taskforce that those industry bodies have proposed?

In conclusion, Labour will support this statutory instrument today, but these measures alone are not enough. I urge the Minister to be bolder and to act now to help all those redundant apprentices and those in limbo, so that they can use their much needed skills to help to rebuild our economy, something she rightly says she wants to achieve.

--- Later in debate ---

[Gillian Keegan]

I thank the hon. Member for Stretford and Urmston for her comments. I also thank my hon. Friend the Member for Stoke-on-Trent North, who is as passionate as I am about apprenticeships. They are a brilliant way for young people to get the skills that are relevant to the workplace.

Those 570 apprentices in Stoke-on-Trent have made a good decision and we will be there to make sure that it pays off for them. The increasing focus on small and medium-sized companies is vital, because areas such as Stoke have a lot of employers in that bracket, which is why we need to make sure that the apprenticeship system works well for them and for all young people in Stoke-on-Trent so they get that opportunity.

In relation to my hon. Friend’s comments on kickstart and the apprenticeship scheme, they are designed to work together. We expect young people who benefit from kickstart to be taken on and employed full time or to go into the apprenticeship system, learn new skills and progress in the workplace.

[Kate Green]

I, too, was interested in what the hon. Member for Stoke-on-Trent North said about the kickstart scheme, because obviously, ideally, there would be a continuum from kickstart to apprenticeship. Will the Minister commit to publishing indications of the journeys that those who begin on kickstart make so that we can see if they do indeed transition into apprenticeships? There is a real concern that the financial incentive for some employers is simply to do the kickstart element at the expense of offering a much richer and more valuable career through an apprenticeship. Obviously that would be of concern to the Minister, as it is to us.

[Gillian Keegan]

I know that there has been a question about the eligibility for kickstart and apprenticeships and how those two schemes work together, but they do work together because they have different eligibility criteria. For example, to take part in the kickstart scheme, someone would usually be unemployed already and receiving universal credit, as well as meeting other criteria.

It is important to make sure that those opportunities work well together, which is why we are very much focused on the quality of apprenticeships as well. We look at and publish the destination data, certainly for apprenticeships. The kickstart scheme is run by the Department for Work and Pensions, but I am sure that it will look at destination data, because it is a huge investment and it is important that we get it right.

I thank Committee members for their contributions to the debate. I am delighted that apprenticeships seem to be hugely popular. People are focused on understanding how we can improve them, how we can improve the system, how we can create more of them and how we can make sure that every young person is aware of them, because we know that some young people do not hear about those fantastic opportunities to train and have career-led study until it is too late.

The hon. Member for Stretford and Urmston asked about the length of time that this process has taken. Obviously, the initial focus was on making sure that every apprentice could move their training online. That was really the first focus, because during the lockdown—the first phase of this pandemic—nobody was able to go anywhere, and we did not know how long that lockdown was going to last. So, the initial focus was on making sure that the furlough scheme applied to apprentices, and that they could continue their training and access it at home.

The redundancy support package that we already had was for those apprentices who had less than six months of their apprenticeships to go. During that period of the lockdown, very few apprentices were made redundant, because obviously the furlough scheme was in place, it was very generous and it provided ongoing support. However, the hon. Lady mentioned the British Airways worker. I actually spoke to British Airways about some of their apprentices and some of the apprenticeship changes that they were making, because clearly the business has been absolutely devastated by coronavirus; there is no getting away from that for airports and airlines.

The British Airways scheme really depends on the length of the apprenticeship. Most of the BA apprenticeships were for less than two years; in fact, a lot of them lasted for only one year or less. So, if apprentices still had six months of their apprenticeship to go, they could continue to the end-point assessment. And I believe that BA also decided to transfer some of the apprentices into their cabin crew, to make them full-time, and to bring that scheme forward as well.

The end-point assessment is the most important thing for people on the apprenticeship scheme, so that they can demonstrate the skills, knowledge and behaviour that they have learned, and those skills are transferable, so these apprenticeships still have currency. It is important that we get that balance right.

As for how the service—the job-sharing service—will work, the first aspect is making sure that we write to all employers, ensuring that they know it is available and encouraging them to bring forward any vacancies they have. The next step is to ensure that we also look after the apprentices. So, we are in contact with apprentices. If they make it known that they are redundant, we offer the service to them and we will also keep in contact with them later to check on how they are doing and to find out whether they have got a job. I believe I am right in saying that the service is run by the National Careers Service, and there has been more investment in the National Careers Service overall to ensure that it has the capacity to deal with this.[Official Report, 7 October 2020, Vol. 681 c. 8MC.]

The hon. Lady mentioned Hannah and, yes, I very much enjoyed speaking to Hannah on “Any Questions?” I will just relate this legislation to Hannah’s case. She was at the end of a three-year gas engineering apprenticeship. If she had been, say, two years and three months into that apprenticeship, this legislation would have made the difference for her. Without it and before it, Hannah could have done two years and three months of her apprenticeship and then, although she would have a partial completion record, she would not have been able to complete the apprenticeship. This measure would allow her to complete.

Regarding the end-point assessments, the vast majority of them happened, whether remotely or in some other way. The institute—the Institute for Apprenticeships and Technical Education—and the awarding organisations went through every single apprenticeship standard, and as many end-point assessments as possible took place.

However, there were some apprentices who could not complete their end-point assessments, as I explained to Hannah. She asked why a predicted grade could not be used for her apprenticeship. However, there are certain professions, such as being a gas engineer, where we absolutely need to check the competency of somebody to practise. The end-point assessment is a licence to practise, including dealing with some very dangerous substances and materials, and there are a number of apprenticeships that fit into that category. With those, we regretfully had to delay the end-point assessment because it had to be done in person.

Now that colleges are back and now that independent training providers are back, the hon. Lady is right that it is perfectly viable for those end-point assessments to be made and they are now taking place. We have a team of people in the Department who are in touch with Hannah and her training provider, to make sure that she will get her end-point assessment.

The other thing I would say is that Hannah will be a qualified gas engineer quite soon and there is a great demand for them. The hon. Lady talked about skill shortages and there is a great demand for qualified gas engineers. I believe that somebody phoned into the programme to offer her a job; it was not near where she lives, but that still shows the demand for her skills. So, I am very confident that she will have a lot to offer the workplace. Nevertheless, we really need to ensure that, where someone will be operating dangerous equipment or using other things that can endanger themselves or someone else if they do not have the required competency levels, we do not take any risks with that.

As for skills shortages, we ought to remember that before coronavirus we had 3.8% unemployment in this country and massive skills shortages. In my first six weeks as the Minister with responsibility for apprenticeships and skills, I spent all my time talking to various sectors about the tens of thousands—even hundreds of thousands—of vacancies in their particular sector. That is why yesterday’s announcement was so important, with respect to how we help people affected by coronavirus, where their sector has been badly hit and may take longer to recover—or may, indeed, not recover to the full extent—into areas where there are massive skills shortages. That will still go on.

The hon. Lady mentioned setting up a skills shortage taskforce. We have many initiatives to focus on skills shortages and on trying to match people at risk of redundancy, or who are made redundant, with the relevant areas and with the right training, whether through the apprenticeship system, online, through a full-time course or even, now, a boot camp—or via any of the other schemes that we have put in place.

Those initiatives are run with the mayoral combined authorities, local enterprise partnerships, local authority groups and employer groups. We have them in construction, the creative industries, engineering, shipbuilding and green jobs, to name just a few.