Skills and Post-16 Education Bill [ Lords ] (Second sitting)

Lia Nici Excerpts

Tuesday 30th November 2021 Public Bill Committees

[Alex Burghart]

On supported internships, I was very interested to hear about what the hon. Gentleman has seen going on in his constituency. I assure him that we are continuing to work to improve supported internships in England, including updating our guidance and, through our contract grant delivery partnerships in this financial year, developing a self-assessment quality framework for providers and helping local authorities to develop local supported employment forums. I respect his desire to see supported internships improve and go further. We share his ambition, but we are not putting every particular intervention that we favour in the Bill, so we will not single that one out for special treatment.

[Lia Nici (Great Grimsby) (Con)]

We already know that these kinds of activities are happening. I declare an interest as the chair of the apprenticeship diversity champions network. Employers are recognising that they need to offer these skills and support already. I am sure that the Minister knows that that is already happening.

[Alex Burghart]

I am grateful to my hon. Friend for that intervention. The Government are also developing an adjustments passport that aims to smooth the transition into employment and support people changing jobs, including people with special educational needs and disabilities. That goes back to the point that my hon. Friend the Member for Ipswich made. When I was on the Work and Pensions Committee with the great Frank Field, that was exactly the sort of thing that we were calling for. I am very pleased that this Administration have seen it go out.

The 12-month pilots of the adjustments passport that are under way in HE and post-16 provider pilot sites are capturing the in-work support needs of the individual and we hope that they will empower individuals to have confident discussions about adjustments with employers. It goes back to my point about breaking down barriers both for the individual and for the employer. More broadly, the Government’s national disability strategy sets out how we will help disabled people to fulfil their potential through work, to help reduce the disability employment gap further.

--- Later in debate ---

[Lia Nici]

Is not the argument that the Opposition are making that the public and quasi-public sector is not necessarily making it work now? We do need employers. Employers constantly say that they want to take the lead, and that is exactly what the Bill enables.

[Mr Perkins]

As I said previously, we support the principle of local skills improvement plans. Having something that everyone understands is of real value. We are not saying that there should not be any localisation. This is a probing amendment to help us understand. Colleges tend to have a specified area. The Government decided that the local enterprise partnerships would all have their own area. We cannot be, as we used to be in Chesterfield, across two different local enterprise partnerships. We are in one area. The Government have attempted to put firm lines around it, but it has been made slightly more fuzzy.

--- Later in debate ---

[Andrew Gwynne]

Things get a little bit messy. I was nervous when my hon. Friend the Member for Warwick and Leamington mentioned health trusts, because my own health trust, Tameside and Glossop, crosses the county boundary, although that will be sorted out by the Bill currently going through Parliament. That is the only bit of non-coterminosity I have.

These boundaries matter because if we draw up strategies, plans and proposals, and we want to collaborate with business, education providers, local government and the wider public sector, then we have to have a defined set of boundaries. The closer those boundaries match, the easier it will be to get a strategy in place.

[Lia Nici]

Employers and jobs are not coterminous in a particular area. In southern Humberside and Lincolnshire, we want to ensure that our local skills plans cross those borders, because that is where the jobs are. Coterminosity with local government and quasi-local government does not work, and it will not work for employers. Realistically, it needs to be where the jobs are and where people can travel to.

[Andrew Gwynne]

I know it is probably an unpopular thing to say of her neck of the woods, but I think the hon. Lady has just made the case for Humberside.

[Lia Nici]

Not at all!

[Andy Carter (Warrington South) (Con)]

Will the hon. Gentleman give way?

Skills and Post-16 Education Bill [ Lords ] (First sitting)

Lia Nici Excerpts

Tuesday 30th November 2021 Public Bill Committees

[Mr Perkins]

My hon. Friend makes an important point. We feel very strongly that we need investment in skills, but we also need a strategic approach that brings in different Government Departments and recognises that skills are the responsibility of not just the Department for Education, but of the Department for Business, Energy and Industrial Strategy and the Treasury. There has to be recognition that this is about the kind of economy, as well as the kind of skills system, that we are looking to build. My hon. Friend makes a powerful point on the Labour Government’s approach, and the investments they made.

[Lia Nici (Great Grimsby) (Con)]

I was a college lecturer in the era that the hon. Member for Warwick and Leamington mentioned. Curriculum 2000 was an absolute, unmitigated disaster. AVCEs—advanced vocational certificates of education—were withdrawn very quickly. The money that was pumped in was pumped into all the wrong places, and we ended up in a situation where people went to university because there were no proper options for BTECs at level 4 or level 5, or Cambridge technicals or City and Guilds, or anything else. It is not just BTECs but the Pearson monolith we are talking about here.

[Mr Perkins]

I thank the hon. Lady for that intervention. I accept that she has a long track record in this sector, and that is an important contribution to this debate. The investment in skills then was on a different level from the investment that has taken place since. I am very happy to spend the entire debate talking about the previous 20 years; it would be interesting but not entirely fruitful. I accept that she feels, as she said on Second Reading, that changes to higher national diplomas were damaging; she was negative about the drive towards university education. Like the Labour Government, I believe that we should recognise that it is a brutal world for those who do not have skill. A drive towards university education should not be at the expense of college education; they should be two hands working closely together.

[Lia Nici]

The reality is that university education is not skills education. That is the problem. We have people doing lots of different types of degrees, and they are leaving, as graduates, with no skills, and are not employable in the majority of places.

[Rachel Hopkins (Luton South) (Lab)]

Will the hon. Member give way?

Skills and Post-16 Education Bill (First sitting)

Lia Nici Excerpts

Committee stage
Tuesday 30th November 2021 Public Bill Committees

[Mr Perkins]

My hon. Friend makes an important point. We feel very strongly that we need investment in skills, but we also need a strategic approach that brings in different Government Departments and recognises that skills are the responsibility of not just the Department for Education, but of the Department for Business, Energy and Industrial Strategy and the Treasury. There has to be recognition that this is about the kind of economy, as well as the kind of skills system, that we are looking to build. My hon. Friend makes a powerful point on the Labour Government’s approach, and the investments they made.

[Lia Nici (Great Grimsby) (Con)]

I was a college lecturer in the era that the hon. Member for Warwick and Leamington mentioned. Curriculum 2000 was an absolute, unmitigated disaster. AVCEs—advanced vocational certificates of education—were withdrawn very quickly. The money that was pumped in was pumped into all the wrong places, and we ended up in a situation where people went to university because there were no proper options for BTECs at level 4 or level 5, or Cambridge technicals or City and Guilds, or anything else. It is not just BTECs but the Pearson monolith we are talking about here.

[Mr Perkins]

I thank the hon. Lady for that intervention. I accept that she has a long track record in this sector, and that is an important contribution to this debate. The investment in skills then was on a different level from the investment that has taken place since. I am very happy to spend the entire debate talking about the previous 20 years; it would be interesting but not entirely fruitful. I accept that she feels, as she said on Second Reading, that changes to higher national diplomas were damaging; she was negative about the drive towards university education. Like the Labour Government, I believe that we should recognise that it is a brutal world for those who do not have skill. A drive towards university education should not be at the expense of college education; they should be two hands working closely together.

[Lia Nici]

The reality is that university education is not skills education. That is the problem. We have people doing lots of different types of degrees, and they are leaving, as graduates, with no skills, and are not employable in the majority of places.

[Rachel Hopkins (Luton South) (Lab)]

Will the hon. Member give way?

Skills and Post-16 Education Bill (Second sitting)

Lia Nici Excerpts

Committee Debates: 2nd Sitting & Committee stage
Tuesday 30th November 2021 Public Bill Committees

[Alex Burghart]

On supported internships, I was very interested to hear about what the hon. Gentleman has seen going on in his constituency. I assure him that we are continuing to work to improve supported internships in England, including updating our guidance and, through our contract grant delivery partnerships in this financial year, developing a self-assessment quality framework for providers and helping local authorities to develop local supported employment forums. I respect his desire to see supported internships improve and go further. We share his ambition, but we are not putting every particular intervention that we favour in the Bill, so we will not single that one out for special treatment.

[Lia Nici (Great Grimsby) (Con)]

We already know that these kinds of activities are happening. I declare an interest as the chair of the apprenticeship diversity champions network. Employers are recognising that they need to offer these skills and support already. I am sure that the Minister knows that that is already happening.

[Alex Burghart]

I am grateful to my hon. Friend for that intervention. The Government are also developing an adjustments passport that aims to smooth the transition into employment and support people changing jobs, including people with special educational needs and disabilities. That goes back to the point that my hon. Friend the Member for Ipswich made. When I was on the Work and Pensions Committee with the great Frank Field, that was exactly the sort of thing that we were calling for. I am very pleased that this Administration have seen it go out.

The 12-month pilots of the adjustments passport that are under way in HE and post-16 provider pilot sites are capturing the in-work support needs of the individual and we hope that they will empower individuals to have confident discussions about adjustments with employers. It goes back to my point about breaking down barriers both for the individual and for the employer. More broadly, the Government’s national disability strategy sets out how we will help disabled people to fulfil their potential through work, to help reduce the disability employment gap further.

--- Later in debate ---

[Lia Nici]

Is not the argument that the Opposition are making that the public and quasi-public sector is not necessarily making it work now? We do need employers. Employers constantly say that they want to take the lead, and that is exactly what the Bill enables.

[Mr Perkins]

As I said previously, we support the principle of local skills improvement plans. Having something that everyone understands is of real value. We are not saying that there should not be any localisation. This is a probing amendment to help us understand. Colleges tend to have a specified area. The Government decided that the local enterprise partnerships would all have their own area. We cannot be, as we used to be in Chesterfield, across two different local enterprise partnerships. We are in one area. The Government have attempted to put firm lines around it, but it has been made slightly more fuzzy.

--- Later in debate ---

[Andrew Gwynne]

Things get a little bit messy. I was nervous when my hon. Friend the Member for Warwick and Leamington mentioned health trusts, because my own health trust, Tameside and Glossop, crosses the county boundary, although that will be sorted out by the Bill currently going through Parliament. That is the only bit of non-coterminosity I have.

These boundaries matter because if we draw up strategies, plans and proposals, and we want to collaborate with business, education providers, local government and the wider public sector, then we have to have a defined set of boundaries. The closer those boundaries match, the easier it will be to get a strategy in place.

[Lia Nici]

Employers and jobs are not coterminous in a particular area. In southern Humberside and Lincolnshire, we want to ensure that our local skills plans cross those borders, because that is where the jobs are. Coterminosity with local government and quasi-local government does not work, and it will not work for employers. Realistically, it needs to be where the jobs are and where people can travel to.

[Andrew Gwynne]

I know it is probably an unpopular thing to say of her neck of the woods, but I think the hon. Lady has just made the case for Humberside.

[Lia Nici]

Not at all!

[Andy Carter (Warrington South) (Con)]

Will the hon. Gentleman give way?

Skills and Post-16 Education Bill [Lords]

Lia Nici Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[Lia Nici (Great Grimsby) (Con)]

It is an absolute joy and delight to be here to talk about this Bill, which I wholeheartedly support. It speaks to places such as Great Grimsby. To level up properly, we really need to support technical education. That is something we have needed to do for decades now. Despite the caricature by Opposition Members, I got a BTEC myself and I taught in further education for 22 years, but not all BTECs are equal; some are very high quality, and some are not such good quality. That is why we need to take a really good look at the whole provision.

I taught in further education when new Labour had its mantra of “education, education, education”, and I can tell the House that that actually decimated technical education. HNCs and HNDs virtually died overnight, and towns such as Great Grimsby, which has fantastic further education provision—we have the Ofsted grade 1 Grimsby Institute and the Ofsted grade 2 Franklin Sixth Form College—were utterly gutted by what happened in education then. That proves that this is about not the amount of funding that we put in, but where we put it and where our priorities lie.

It is absolutely key that we put employers at the centre of this policy. That makes employers realise that they have the power, and they will work with our educators to make sure that we are getting the right kinds of qualifications. In Grimsby, our biggest employer is our seafood sector, but we have a dearth of qualifications in that sector. That is why it is fantastic that we are developing our apprenticeships provision, which is utterly needed.

However, I want to make sure that we include everybody in our local skills improvement plans. That includes all types of employer—our large employers, our small and medium-sized enterprises, our sole traders—as well as our educators. I was happy to see in the Bill that we have not specified the type of designated employers’ groups that should come together. As other Members have said, we have some weak groups and some strong groups, and we need to make sure that we are able to account for that. I am heartened that the Secretary of State will sign off the LSIPs, because that will make sure that we align them with the skills we need locally and not the skills that suit the providers, which is what has happened for the last few decades.

As a further education ambassador, I am delighted to work with the Under-Secretary of State for Education, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart), and I look forward to seeing the Bill go through the House.

Education (Careers Guidance in Schools) Bill

Lia Nici Excerpts

Wednesday 27th October 2021 Public Bill Committees

I thank everyone from across the House for their support today, and for their input in Committee as the Bill takes shape. We are moving a step closer to helping our young people realise and unleash their vast potential, for their own good and that of the country.

[Lia Nici (Great Grimsby) (Con)]

I congratulate my hon. Friend on bringing this private Member’s Bill forward, and thank the Minister for his hard work in this field. As we know, the matter of skills in schools is absolutely, utterly vital. The extension of careers guidance to those in year 7 is important, because as my hon. Friend said, quite often, children and teachers do not really know what opportunities are available on their doorstep. In seats such as mine of Great Grimsby, and in Workington and other red wall seats, we see a disparity: children do well in primary school, but we lose that impetus when they get into secondary school. Careers guidance, making school relevant to young people, and teachers interacting more effectively with local business leaders and companies will make a real change to progress and attainment in schools. I congratulate and support my hon. Friend wholeheartedly.

[Peter Kyle (Hove) (Lab)]

It is the first time I have served under your chairmanship, Mr Davies, and I am grateful for the chance to do so. I again pay tribute to the hon. Member for Workington for bringing forward the Bill; I did so on the Floor of the House, and am happy to repeat the compliment today, because it is a real tribute to him that he has got the Bill this far. Speaking as a relatively new MP, I have to say to him that getting a private Member’s Bill past Second Reading on the Floor of the Commons and into Committee is the political equivalent of getting a golden ticket to Willy Wonka’s chocolate factory—not that I am calling anybody here an Oompa-Loompa, and especially not you, Mr Davies.

At a time when businesses around the country are facing massive skills shortages, it is vital that careers education matches the scale of the challenge, and the hon. Member for Workington understands this. We welcome the Bill. It is short, but its significance is not dampened by its brevity—if anything, it is enhanced by it.

For years, both main parties have been gripped by the debate on structural reforms in schools. Academies were, after all, a Labour invention spearheaded by Lord Adonis and others as a way of turning around failing schools. We stood against the forced academisation of large swathes of schools throughout the 2010s, and do not support universal academisation now, but given the years of disruption caused by structural reform, our immediate focus now must be on making sure that all schools deliver top-quality preparation for life, no matter their governance arrangements. Many academies have replaced local authority control with governance by a multi-academy trust that pools expertise and resources among a group of similar schools. Most of these trusts are highly effective, but a minority has been marred by accusations of off-rolling and high executive pay.

All schools, regardless of their governance structure, should provide excellent careers education. That is the outcome that the hon. Gentleman’s Bill seeks to deliver. The Labour party will always welcome steps towards embedding careers education in schools, and elevating its position and importance, yet only 30% of schools and colleges have stable careers programmes. That is not in the interests of pupils, schools, businesses or the whole economy—a point worth making on Budget day.

Expansion of the legal duty is welcome, but the Government must go further. Cuts to schools’ budgets have had a real-terms impact on the ability to provide high-quality careers education. When budgets are tight, school leaders are forced to prioritise traditional academic subjects. That is not helped by the Government’s narrow curriculum reforms over recent years. Where is the Government’s engagement with business? Where is the strategic vision? During the Labour conference, the Leader of the Opposition laid out an ambitious programme to ensure that every child leaves school job-ready and life-ready. Now is the time for the Government to meet that ambition for young people. Once again, I congratulate the hon. Member for Workington.

Education (Careers Guidance in Schools) Bill

Lia Nici Excerpts

2nd reading
Friday 10th September 2021 Commons Chamber

[Simon Baynes]

Absolutely. I could not agree more, and one of the hugely beneficial aspects of careers guidance and education, in preparing pupils at secondary school for further education and the working world beyond, is the much greater emphasis on apprenticeships. I am particularly proud of the UK Government’s involvement and all the apprenticeships they have introduced, but it is a key part of the private sector, too.

I have spent quite a lot of time over the past five years going to careers fairs with my two daughters, and I noticed even in that five-year period a significant change in the emphasis from the academic and traditional routes to the more technical routes. The apprenticeship system enables those routes to become a reality so that we are now seeing young people who, rather than going to university, are perhaps taking a course with an accountancy firm or a legal firm. They do a combination of apprenticeship training in that particular profession and practical work, which is a very attractive route.

[Lia Nici (Great Grimsby) (Con)]

I completely and utterly concur with my hon. Friend. Does he agree that the brand of degrees and undergraduate programmes now needs to step up to what we are doing with apprenticeships, career apprenticeships and traineeships because, actually, a person can study to level 2, level 3, level 4 and all the way through to degree apprenticeships, earning while they learn, and not have to gather lots of student loans that will stay with them for a very long time?

[Simon Baynes]

I could not agree more. I strongly feel that this is a hugely beneficial improvement to the education and careers system. For too long, there has been a stratified, structured approach in which only the academic route at universities really matters. My older daughter is studying a vocational course at university, which is fantastic and is to be strongly supported. My hon. Friend’s point is made with passion and great accuracy, and I hope we can develop more of it within the education system.

There is also a point to be made about how the universities are currently approaching education. I strongly hope they will go back to face-to-face teaching, because it is simply not right that teaching should continue virtually while, for instance, we meet in physical form here in the House of Commons.

--- Later in debate ---

[Peter Kyle]

Only on Wednesday I had a conversation with the hon. Member for Stoke-on-Trent North (Jonathan Gullis) about his Bill, for which he, too, is an enthusiastic salesperson. The Opposition are certainly open-minded to that suggestion. I have already met the hon. Member for Stoke-on-Trent North and will stay in touch with him, and he has met the shadow Secretary of State for Education, my hon. Friend the Member for Stretford and Urmston (Kate Green), to talk about his Bill. I am happy to meet the hon. Member for North West Durham (Mr Holden) as well—in fact, I would do so enthusiastically—to talk about not only the issue at hand but others, too, because there are more shared beliefs about the way forward to tackle the core education challenges than is sometimes apparent in the heat of debate, even though we diverge on specific things when it comes to their application in practice.

The Bill before us will go some way towards tackling the challenge of fragmentation and the ways that some schools deliver careers development in different ways. We welcome any moves towards the embedding of high-quality careers education throughout all state schools equally. Such education is a vital way to expose children to options for work that are alternatives to those that surround them as they grow up.

Careers & Enterprise Company research found that 73% of children who receive careers education feel more aware of different careers and 69% have a better understanding of what they need to do to achieve their ambitions. Under this Government, though, far too many children are missing out. According to that research, only 30% of schools and colleges have a stable careers programme, meaning that thousands of kids are missing out.

The expansion of an existing legal duty to cover all schools is welcome—it is common sense—but a more fundamental challenge needs to be addressed. We must ensure that schools have the capacity and expertise to make careers education a true priority. Cuts to school budgets have had a real effect on school leaders’ ability to prioritise careers. The Institute for Fiscal Studies recently found that despite Tory promises to level up spending, per-pupil funding will not return to pre-2010 levels by the end of this Parliament.

When spending is squeezed, it is natural that schools prioritise subjects such as English, maths and science, and topics like careers are so often left behind. Indeed, when one speaks to the academies that do not prioritise careers, often the reason cited is that they simply do not have the resources to do everything.

[Lia Nici]

The hon. Gentleman talks about funding, but I worked in education for 22 years prior to coming to this place and I have seen the effects of the huge amount of funding that the Labour Government put into education. It did nothing whatsoever to improve education; in fact, it decimated the good work that was happening, because although funding is important, it is more important to get funding in the right places for the right reasons. More funding is not always needed; it is about getting funding in the right places to do the right thing for the students, not the staff.

[Peter Kyle]

I do not think this is the debate in which we should go down that path—[Interruption.] Well, I am happy to compare the two records. We are entering an era in which the school day is reducing at a time when there should be more experience. Just this morning I heard a message from a parent who had been contacted by the school to tell him that the school day was being reduced, to finish at 2.55 in the afternoon, because of the lack of resources to allow teachers to go through the day and to do all the prep work that they need to do. For one day a week, the school day is being reduced for a further half hour: each Tuesday is called a compression day—

[Lia Nici]

rose—

[Peter Kyle]

Let me finish the point; the hon. Lady cannot intervene on a response when it was her own intervention in the first place—I know that enthusiasm is rewarded in this place, but one must not get ahead of oneself. It is not possible to make the argument that there is no link between investment and outcomes in education. We will have plenty of opportunities to debate the comparable records of both approaches.

Groups such as the Careers & Enterprise Company do excellent work, but they need attention and effort from a school careers lead, too. With funding squeezed and super-sized classes on the rise—my hon. Friend the Member for Ilford North (Wes Streeting) released data to the House in recent days showing that 70% of students are now in class sizes that are rising above 30—the job has been made more difficult. It is welcome that the Government are beginning to acknowledge the importance of career development. However, with Ofsted characterising provision as a mixed picture, there is much more to do. This Bill is an important step, but it is a first step. The Government need to follow Labour’s lead in putting careers education at the heart of its school programme, and we will be working with them to make sure that they do.

--- Later in debate ---

[Lia Nici (Great Grimsby) (Con)]

I congratulate my hon. Friend the Member for Workington (Mark Jenkinson) on bringing this Bill forward. It is utterly vital that all secondary schools and academies have an expectation of being able to offer good quality, independent careers advice from year 7 all the way through to year 13. Having worked in education for 22 years, I know that it is not just about jobs, but about careers. We need to make sure that our young people, and our slightly older people, understand the opportunities that are out there. When we talk about careers, though, one thing we do not talk about is transferable skills. I met a young man last Friday who had a level 3 qualification in mechanical engineering, and he really did not understand how valuable his qualification was in the marketplace and how sought after he was. He was extremely excited and pleased to hear that that was what he had in his back pocket. We must make sure that all of our young people, especially those from deprived backgrounds, have such qualifications.

What I would like to say to all those independent career advisers is that the quality and the relevance of what they are offering is absolutely vital. Young people have no idea what old fogies like us, who have been in the work market for a very long time, are talking about. Members who are old enough to remember Snoopy might recall the teacher who went, “Bwa-bwa-bwaa-bwa”. That is how young people hear old fogies like us. I am afraid that anybody over the age of 23 is quite often not listened to.

What I am doing in the constituency of Great Grimsby is making sure that we have not only people with long-standing and impressive careers, but people who are just starting off on their journeys. My plea to careers advisers, schools and academies is to remember that for people to do well in school and to want to do well in school, they need to understand not only the relevance of what they are doing, but that careers and jobs are about having fun in life. What a miserable existence it would be for a person to have to go to work day after day and not enjoy the people with whom they work or the job that they are doing. People also need to understand that a career is about going to different places. Sometimes we do a job because we know that it will get us somewhere else, so an understanding of the journey that people take is important.

I have a core request to those involved in careers. We cannot expect our teachers to do it, as they are specialists in education, not specialists in careers. Employers, councils and careers advisers all need to work together with our local businesses to make people excited about what is happening in their areas. What levelling up is doing at the moment in places such as Great Grimsby is bringing more inward investment into the constituency than has ever been seen before. There are exciting jobs and careers available. We get to know that because we are in privileged positions, but we need to make sure that we say to our colleagues locally and to our schools and academies that there are some really exciting things coming along. There will also be jobs in new technology that have not been invented yet.

I wholeheartedly support this Bill. We need careers guidance, with several touch points from year 7 onwards, and we need it to be fun and relevant, because when it is fun people will really understand what they enjoy and what their future can look like.

Educational Settings: Reopening

Lia Nici Excerpts

Tuesday 26th January 2021 Commons Chamber

[Nick Gibb]

If I am allowed, I pay tribute to the hon. Lady for her assiduous work on remote education. We have purchased 1.3 million computers for children and young people in our schools and colleges at a time when there is huge global demand for those devices. They have been built to order, imported, shipped and distributed, and 876,000 of them are now in the hands of schools and pupils. It is also right to point to data. We have partnered with the UK’s major mobile phone operators to provide free data to disadvantaged children so that they can get online using, for example, their parents’ smartphone. They will not have to pay data charges for downloading educational material.

[Lia Nici (Great Grimsby) (Con) [V]]

Will the Minister join me in thanking the teams at our schools in Great Grimsby for all their hard work? As Grimsby now has one of the lowest infection rates in the country and reducing hospitalisations, will he consider allowing at least infants and primary schools to return in the town after the half-term break?

[Nick Gibb]

I am delighted to join my hon. Friend in paying tribute to the teachers in Great Grimsby for the work that they are doing in keeping schools open for vulnerable children and children of critical workers, as well as all the other work that they do in continuing to teach children while they remain at home. We take the advice of SAGE, Public Health England and the CMO on how and when we can remove the restrictions on access to our schools. It was part of the national lockdown decisions, and we will take their advice when we make those decisions.

Exams and Accountability 2021

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Thursday 3rd December 2020 Commons Chamber

[Gavin Williamson]

We have a very proud history, actually; we put the needs of the most vulnerable at the heart of our response, whether it was the covid catch-up funding—making sure that extra funding goes to those children who most need it—or the fact that this country took a global lead in making sure that schools and colleges remained open for children with special needs and those who are most vulnerable. We led the world in that, and we are very proud that we took that lead.

[Lia Nici (Great Grimsby) (Con) [V]]

Does my right hon. Friend agree that keeping schools open is a national priority? That is vital for our young people, especially those in my constituency of Great Grimsby, to ensure that the disruption to their education is kept to a minimum as much as possible. However, we cannot deny that, despite best efforts, many young people have had their teaching and learning disrupted more than others. Can he assure me that the measures will allow those students to catch up on their curriculum and make sure they achieve the best they can in their exams?

[Gavin Williamson]

My hon. Friend is absolutely spot on when she highlights the importance of keeping schools open and ensuring that as many pupils attend as possible, because school is the best place for children. As the chief medical officers for England, Scotland, Wales and Northern Ireland all highlighted, children are always better off in school. We are so pleased to see schools open and so many children back. She is right to highlight the need for children to be able to catch up, but also to be able to focus their attention and efforts on the key areas that will make a real difference to their grades in exams. That is why we have taken these unprecedented and significant measures to ensure that children in her constituency are able to get the best grade and achieve their absolute maximum potential.