Oral Answers to Questions

Mark Pawsey Excerpts

Monday 11th December 2023 Commons Chamber

The Secretary of State was asked—

[Mark Pawsey (Rugby) (Con)]

2. What steps she is taking to help reduce the impact of industrial action by teachers on children and parents.

[The Secretary of State for Education (Gillian Keegan)]

Last year’s strikes were one of the biggest outbreaks of industrial action in a generation. Over 25 million school days were lost, with far-reaching consequences across our society. We cannot afford a repeat of that disruption, and it is my duty to protect children’s education. That is why we are consulting on minimum service levels to end further disruption to education, while providing certainty to parents. MSLs will balance the right to strike with children’s fundamental right to a good education.

[Mark Pawsey]

The issue extends to university students as well. My constituent’s final degree papers were not marked this year because of industrial action. That put in jeopardy her postgraduate course and her employment offer. Her degree was issued only after her mother personally visited the dean of the university involved and demanded action. What steps is the Secretary of State taking to ensure that degree exam papers are marked on time in the current academic year?

[Gillian Keegan]

Our young people should never be pawns in the disputes of adults. The behaviour of University and College Union members was disgraceful, and their actions caused untold disruption and stress for thousands of students. Although the higher education sector is independent of Government, the damaging impact of strike action cannot go unchecked. That is why we are consulting on minimum service levels in this sector, unlike the Labour party, which always bows to its union paymasters.

Oral Answers to Questions

Mark Pawsey Excerpts

Monday 12th June 2023 Commons Chamber

[Nick Gibb]

It was a pleasure to work with the hon. Member on that important legislation to put the guidance on the cost of school uniform into statutory form. I congratulate him on the Act. Ultimately, these are matters for headteachers but the guidance is there, and if parents are concerned that schools are not abiding by the guidance, each one has a formal complaints procedure.

[Mark Pawsey (Rugby) (Con)]

I often hear from parents whose children remain in mainstream education despite their school not being able to meet the child's special educational needs. Despite Rugby having received some additional SEN places recently, I have had such an email from a constituent in the last few hours. What is being done to make certain that more such spaces are made available?

[Claire Coutinho]

We have set out ambitious reforms to give parents greater confidence that their child’s needs can be met in mainstream provision. When they need specialist support, we are building many more special and alternative provision free schools—127 so far since 2010, with 67 in the pipeline.

Oral Answers to Questions

Mark Pawsey Excerpts

Monday 28th November 2022 Commons Chamber

[Robert Halfon]

Of course I will consider what my hon. Friend has said, but my priority for higher education was set out in a recent speech—it is skills, jobs and social justice, by which I mean ensuring that disadvantaged people can climb the higher education ladder of opportunity. He will know that the sector regional standards set out the terms of grading and content, but we should judge students on the outcomes: are they getting good skills and are they getting good jobs?

[Mark Pawsey (Rugby) (Con)]

15. What assessment her Department has made of trends in the level of school attendance.

[The Minister of State, Department for Education (Nick Gibb)]

Attendance in all state-funded schools in the period 12 September to 21 October was 93.6%. Broken down by school type, attendance was at 94.9% in primary schools, 92.2% in state secondary schools and 88.1% in special schools. Our focus now is to help and support those pupils who face barriers to returning to school following the covid lockdown.

[Mark Pawsey]

I thank the Minister for his answer. We know that following the pandemic there was an increase in persistently absent pupils, but there has also been a recent increase in the number of children being home educated. I know from meeting constituents in Rugby that that can often arise as a consequence of a breakdown between parents and the school, and it also disproportionately affects children with special educational needs. So what steps is the Department taking to encourage that group of pupils back into the classroom?

[Nick Gibb]

My hon. Friend is right; attendance at school is key to a child’s life chances, but the pandemic has affected some children, particularly some with special educational needs and disabilities. We are working with headteachers, teachers and children’s social care to help to overcome the barriers that those children face in returning to school, be they mental health issues, driven in part by the lockdown, or having fallen further behind in their studies. As I have said, we have committed £5 billion on catch-up programmes and one-to-one tutoring, focused on the children who have fallen furthest behind.

Male Primary School Teachers

Mark Pawsey Excerpts

Wednesday 16th November 2022 Westminster Hall

[Ben Bradley]

I thank my hon. Friend, who makes a really important point. We had a debate in this place only a few weeks ago about more flexible routes into teaching, and that sounds like a brilliant one. We also touched on routes from early years education into primary teaching. If someone is able and qualified to teach and support five-year-olds in an early years setting, surely they could do the same for six-year-olds in a primary setting. Some of the barriers make it very difficult, but my hon. Friend has mentioned what sounds like a fantastic scheme, which is perhaps an example of how taking positive action under the Equality Act could increase the number of male primary school teachers.

The law exists to enable us to tackle this issue, but it is almost never interpreted in that way. In a recent debate on access to teaching, which took place in this very room, the previous Minister, my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis), informed me that there are no schemes or planned schemes to support young men to get into primary teaching. The point of my speech, and of securing the debate, is quite simply to ask why, because we have the opportunity to address this issue. That is why we are here, but what is the problem?

I have some figures that Members might find surprising, as it feels like the issue has gone under the radar. I know it is the subject of conversations outside the school gates among parents of primary-age children, because I am one and I have had such conversations with a number of parents at my own children’s school, but the figures might surprise a wider audience. Only 14% of primary and nursery teachers are male—significantly less than one in five. That is actually a slight rise from 12% in 2010, but the total teaching workforce has become more female-dominated in that time: more than 75% of teachers are now female, up from 74% a decade ago. Out of nearly 17,000 primary schools in England, 3,240 have no male teachers on the payroll whatever—not one. At an average of just under 300 pupils per school, that is nearly 1 million children with no male role model in their education setting.

[Mark Pawsey (Rugby) (Con)]

My daughter is in her second year of training for qualified teacher status, having done her PGCE. I asked her whether she agreed with my hon. Friend’s premise that more men should be encouraged into what is a largely female workforce. She made the point that he just made: many of our young people are growing up without a male role model in their lives. She pointed out that it is really good for children to see men in a caregiving role, which is essentially the role in a primary school. She made one or two other observations, which I may share with him later.

[Ben Bradley]

That is exactly right. If we are striving make public services representative of our communities and society, primary education should be at the very heart of that. It is hugely important to teach young people about relationships and provide role models. I thank my hon. Friend for that point, and I will come on to it in more detail.

This is a particular problem in my region in the east midlands. A study for the Institute for Social and Economic Research in May found that nearly a third of all state-funded primary and secondary schools in the east midlands do not have a single male classroom teacher. That is the highest proportion in the country. In London, the figure is 12.5%, which is still a lot of schools, but in the east midlands 30% of schools do not have a single male teacher. That means that one in three children have no male role model in the classroom—not even in the building—whom they can seek out.

Not only are men less likely to become teachers in the first place, but those who do are far less likely to remain in the profession than their female counterparts. We have been unable to recruit and retain male teachers. I know it is a problem with female teachers too, but it particularly so with male teachers. The stats I have just shared make that issue particularly clear.

Lots of action has been taken to address inequality in teaching. There has rightly been lots of action to get more women into leadership roles in education, and to make teaching more racially diverse. Indeed, the teaching population is more ethnically diverse than the country as a whole. As I said, those imbalances are tackled under the Equality Act, yet although one in three children in my region has no male teacher at all and only one in four teachers are male—it is even lower in primary school at just 14%—there are no schemes, and as the previous Minister said, no planned schemes, to try to redress the balance under the Act, which is intended to support men and women and protect them equally. It is not working; it is not being used properly.

Members might be thinking, “All right, the figures are skewed. We can see that there aren’t many male primary school teachers—not many blokes in the profession. Why does that matter?” Well, I will tell them why. It touches on a point that my hon. Friend the Member for Rugby (Mark Pawsey) made. Having male primary school teachers is really important for a number of societal, psychological and social reasons. First, male and female teachers contribute to children’s gender knowledge in a balanced way. They contribute to their understanding at a very young age of what male and female are and what they mean, and of what those roles might be. That may seem a small thing, but for an ever-increasing number of young people who do not have a male role model at home, and who often do not have male role models they can learn from and emulate in their personal lives, having them at school is important.

In an increasingly difficult and often frustrating society where discussing gender can sometimes be incredibly unclear and misleading—certainly complicated by mixed and politically charged messages about what being male means and what gender is—a simple balanced interaction with male and female positive role models is important. At a time when masculinity and being a man can be portrayed very negatively, and young men increasingly find it hard to figure out what their role in life and in our society might be, leading to all sorts of mental health problems, which I am sure we will discuss over the course of this week in the build-up to International Men’s Day, it has never been more important for them to have a consistent, respectable male role model they trust in their life. I would make the same case in support of men in youth work, for example, which can do so much for the relationships, trust and security of young people in our communities.

For the most disadvantaged and vulnerable children, the presence of male teachers might be vital, allowing them to observe men who are non-violent, for example, and whose interactions with women are respectful and positive. This is particularly important for children from dysfunctional backgrounds—households with domestic abuse, or other family environments that are not healthy. If the only consistent male figure in someone’s life is actually a bad role model who is teaching bad behaviours, how is that person to know or learn any different?

Today, some 2.5 million children grow up without a dad at home, which has an impact. Moreover, there were estimates in 2020 that some 30,000 or more children are exposed to domestic abuse at home every month, whereby the man in their life and in their home sets a poor example and relationships are dysfunctional. Male teachers—safe, trusted, respectable role models—are absolutely vital for those children.

I am consistently saying “children”, rather than “boys”, because I mean all children. Good male role models are important not just for boys but for girls, and for exactly the same reasons. They are equally important in helping children to understand how men and women treat each other, or should treat each other. For children to have trusted adult males they can rely on in their lives is important for them to understand, as I have said, some of the issues around gender, and roles and responsibilities, and also to tackle the problems caused by poor examples and poor role models, if children have those at home, and show them a different path.

I think this is a self-perpetuating cycle, whereby limited visibility of male teachers means that men are less likely to go into teaching. Again, I draw the comparison with nursing, as stereotypes abound in that space, too. The stereotype is that primary school teaching is a women’s job, and that men teach design technology and physical education; similarly, men are doctors and women are nurses. That is all outdated and old-fashioned; it is absolute nonsense, of course.

However, there is still an outdated and ill-informed prevailing view that primary teachers are women; that should not be the case, but when we look at the statistics we see that it is largely the case. That view often means that men do not apply for primary teaching jobs. I might as well keep adding in nursing, because there is a similar challenge in that profession. These are areas where the Equality Act is absolutely clear that measures could and indeed should be taken to tackle a clear imbalance and disparity between characteristics, whereby one group is massively under-represented. That is precisely what the Act is intended to tackle, yet we heard here in Westminster Hall just a month or so ago that there are no schemes or plans for schemes to try to tackle that imbalance.

Quite simply, I ask the Minister: why not? When we put so much energy and resource into teacher recruitment and retention, which is hugely important for our schools, why not? We offer huge financial incentives for people to teach key subjects, but this issue is key, too. A lack of male role models will have a negative impact on the lives of young people, leaving an increasing number of young men with mental health problems, unable to work out who they are and what their role in society is, and leaving young women in particular and young people in general with unhealthy views about what relationships with men should look like.

In my view, a lack of men in teaching is actually more important in society—for its fabric and for the wellbeing of our young people—than a lack of maths teachers, but we incentivise maths teachers. We are not incentivising male teachers and healthy relationships. Why? Is there a logical reason or is it, as I suspect, something else? I have already spoken about the Equality Act. My experience of it is that there is a deep-seated fear within parts of Whitehall, which thinks that if they use the Equality Act to do something that supports men, they will get slated on Twitter. That is probably true. When I have had these types of conversations and raised these points, I get slated on Twitter as well, but it is important to recognise that Twitter quite regularly spouts a load of nonsense and we cannot be governed by Twitter.

I firmly believe that the wider public will be fully supportive of what I am saying here in Westminster Hall today and the premise behind it. We need more male teachers, in primary schools in particular and in schools in general.

[Mark Pawsey]

My hon. Friend makes some very interesting points about financial incentives. I think that it is accepted that salaries and careers in secondary education are generally more highly remunerated than in primary education, which does not provide an incentive for male teachers to go into primary teaching. Often in a relationship, males are seen as the main breadwinner, and while none of us would want there to be a particular financial incentive for male teachers, the attractiveness of primary school teaching really needs to be looked at.

[Ben Bradley]

My hon. Friend is absolutely right about the wider recruitment and retention challenge as a whole, and trying to get more people into teaching, and primary school teaching. As I have touched on, we debated some of the avenues that we might take to support more people, and people with a wider range of backgrounds and experiences, by providing easier routes. Earlier, my hon. Friend the Member for North Swindon (Justin Tomlinson) mentioned the transition from coaching, for example, into teaching, or a transition from early years into teaching. There are different ways in which we can support people through schemes such as that to incentivise male teachers. Perhaps the football example is a good one. We can imagine that lots of men in their 30s who are ending a career in sport, or who have been coaching and looking after young people in a coaching environment, could easily transition into a teaching-type role.

--- Later in debate ---

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to serve under your chairmanship, Sir Gary. Thank you for calling me to speak—it is not often I am called straight after the Member who moves the motion, but it is a real pleasure. I thank the hon. Member for Mansfield (Ben Bradley) for leading the debate. He leads on many things in Westminster Hall. I have been there to support him when he has spoken on other subjects in education and I wanted to continue to do that.

There is no doubt that this conversation needs to be had. For some time now, the trends and statistics across the whole United Kingdom of Great Britain and Northern Ireland have shown that male teacher figures have either dropped or lulled. Whatever the reasons for that, and there are many reasons indeed, we must do more to encourage men—especially young graduates—to get into the world of teaching. We must also play a key role in destigmatising those reasons as to why men are put off and discouraged from getting into the profession.

In previous debates to which the Minister has responded, I have tried to bring a Northern Ireland perspective. That perspective in relation to male teachers will replicate the very point made by the hon. Member for Mansfield in his speech and by others in their interventions. Male teachers are under-represented in the primary school teaching workforce in England, Scotland, Wales and Northern Ireland. The stats for Northern Ireland are just as bad as those cited by the hon. Member for Mansfield. Back home, just short of 23% of all teachers are male; in primary schools, only 15% are male.

In the ’60s and ’70s, I went to a boarding school—it was many moons ago, so I will see how far back I can go on that—where we had only one female teacher. The rest were all male teachers. I suspect that the trends have changed and, where it might once have been male dominated, it is now very clearly female dominated. My three boys went to Grey Abbey Primary School. Before the new principal joined 15 or 20 years ago, it was a female-only school: all the teachers were female; the principal was female. That has not changed very much over the past few years.

The figures for Northern Ireland have decreased over the past decade. The most recent figures for Northern Ireland, from ’21-’22, show that there are some 4,800 male teachers in Northern Ireland, compared with 16,160 women. The percentages are quite clear—it is about 23%. That shows a trend. How do we address that? That is what the hon. Member for Mansfield was asking. We have to look at that.

I appreciate that this debate is about primary school teachers, but I would just add, to show the extent of the problem—the hon. Gentleman might already know this—that we do not one male nursery teacher anywhere in Northern Ireland. I am quite perturbed by that as well. I understand that trend when it comes to nurseries; there is a perception that it is always girls working in nurseries, and the facts show that it is. Those statistics alarm us greatly. To address them, we must look at the reasons why this is the case not just in Northern Ireland but across the whole of this great nation.

One of the main issues is peer pressure. Men are often socialised to believe that teaching is a female-led job that requires extensive care and nurturing. That is wrong, but it may be a feeling that we have and an issue in society that needs to change. If we are going to make that change, we need to make teaching as attractive to males as it is to females. Despite all that, men statistically tend to end up in higher authority roles—for example, as senior teaching staff or school principals. I do not know whether that is to do with their age or whatever it may be, but there are certainly trends there that need to be looked at. That has been seen as a faulty or illegitimate argument that plays into “anti-gender role” rhetoric. None of this should not come at the expense of decent classroom teaching; merit and effort should mean more than just gender.

It saddens me that there have been narratives of males seeking employment in teaching to display their dominant characteristics. People say that, and that might filter through society. That is wrong, but if it does in any way knock people out of kilter, we have to address it. It further marginalises men who want to be teachers and to support and encourage our young people as they go through their education. Those narratives are simply not the case and are simply not right.

Male teachers are capable of being role models—the hon. Member for Mansfield set that out very well. Society is not broken, but young boys need a male figure in their lives to focus on, and male teachers are capable of being role models to both boys and girls. It is good for children to see that male teachers can be kind and encouraging. The hon. Gentleman referred to them as being caring, and they are. Compassion and understanding are not exclusive to one gender. There has been an assumption that male teachers can play a crucial role in a young child’s development, especially if they come from a family with only a single parent or mother.

I am not being critical, Sir Gary—it is not my form—but I just want to make this point, which was brought to my attention through my engagement with things we are involved with in my office and from talking to teachers. Fatherless children have been shown on some occasions to stray and to get involved in addiction issues, whether it be drugs or alcohol. As the hon. Gentleman referred to, having a male figure in their life can—not on all occasions—help to maintain an element of stability and give a child a role model outside the home, so that they feel less pressurised.

A former Secretary of State for Education initiated a £30,000 grant for a project run by the Fatherhood Institute that aims to break down the barriers that dissuade men from starting childcare careers and to tackle the myth that men are less suited to caring roles. As I said, compassion and understanding transcend all genders across society. I was interested in the comments made by the hon. Member for Rugby (Mark Pawsey) about his daughter. Those were my thoughts too coming into this debate. He illustrated the point well through his daughter’s comments, and I wholeheartedly agree with him.

[Mark Pawsey]

My daughter thinks the staffroom is a better place from having a mixture of genders in it. Male and female teachers can engage with each other in the workplace. The perspective of a male teacher may be slightly different from that of a female teacher, and the opportunity to share those experiences in the staffroom is important.

[Jim Shannon]

I absolutely agree. The hon. Gentleman is fortunate to have such a wise daughter, who seems to understand the position of a teacher in school with great wisdom and knowledge. I wholeheartedly agree that that mixture and blend would be better for us all.

I always respect the fact that the rules are different here, as they might be in other regions across the United Kingdom of Great Britain and Northern Ireland, but we have a UK-wide problem. I understand that the Minister does not have to answer for Northern Ireland, but whatever he answers will be the template for all of us across the four regions, because the issues are the same. The dearth of male teachers in primary schools is the same, but how do we address it?

I encourage the Minister to take the lead for all of us. I will certainly be sending the Hansard copy of the debate to my Minister back home and probably to some of the schools as well to let them know what we are doing. I ask the Secretary of State for Education to engage in an in-depth discussion with his counterparts in all the regions about further action on encouraging and incentivising more male teachers. If we can do it here, we can do it everywhere. What we can learn here can be replicated back home. What we have done back home might be of help as well.

Back home, teaching courses have a decent number of male students, but there is clearly a barrier—I am not entirely sure why—that stops them fulfilling teaching roles in schools. We must fix that. If someone has a desire to teach and to be in education, that desire needs to be encouraged in whatever way it can to get males working in primary schools. We must ensure that the blockades are removed to help increase the numbers of male teachers.

Again, I congratulate the hon. Member for Mansfield on securing this debate. It is a very worthy one, and I look forward to the speech by the shadow Minister, the hon. Member for Portsmouth South (Stephen Morgan), who always brings knowledge to these debates, and particularly to the Minister’s speech.

Oral Answers to Questions

Mark Pawsey Excerpts

Monday 4th July 2022 Commons Chamber

[Alex Burghart]

I thank the hon. Lady for her question. As she will know, we are currently reviewing level 3 qualifications. The overlap list was published a couple of months ago, and we will be responding to it in the new year. We are going through technical qualifications at the moment to make sure they provide students both with a route into work and with experience while they are studying for their qualification. That is what T-levels are all about.

[Mark Pawsey (Rugby) (Con)]

Entirely rightly, we are getting more youngsters and young people into training in technical subjects, but at a recent meeting with Warwickshire College CEO Angela Joyce, I learned that it is a real challenge to find lecturers to teach those subjects. What is my hon. Friend doing to persuade businesses that it is in their own interests to release some of their people into colleges to do some of that training?

[Alex Burghart]

My hon. Friend is absolutely right. These closer collaborations between employers and providers are going to make sure that we have both the workforce and the experience in colleges to give students the skills that the economy needs.

Schools White Paper

Mark Pawsey Excerpts

Monday 28th March 2022 Commons Chamber

[Nadhim Zahawi]

I hope the hon. Gentleman was listening when I spoke about England rising up the international league tables around the world. That is because we are so focused on making sure that we back our teachers, train them well and then, of course, target our efforts, including on such successful programmes as the phonics screening check. I respectfully disagree with the hon. Gentleman: we need targets. That is why the primary target of 90% for achievement in maths and English and the GCSE average grade target going up from 4.5 to 5 are so important.

[Mark Pawsey (Rugby) (Con)]

The Secretary of State and I both have excellent Warwickshire grammar schools in our constituencies; will he say a little about the role of grammars in the raising of standards?

[Nadhim Zahawi]

I am grateful to my hon. Friend and constituency neighbour for that question. I have in my constituency three grammar schools, all of which are high performing. We want to spread the DNA of grammar schools across the system. There are 165 grammar schools in an education system with 22,000 schools. Many grammar schools have already joined and are leading high-performing, strong multi-academy trusts. I want more of them to do the same, and they will join us on this journey.

Oral Answers to Questions

Mark Pawsey Excerpts

Monday 14th March 2022 Commons Chamber

[Mr Walker]

It is always a pleasure to get an invitation to visit a school; I shall certainly consult my diary to see when I might be able to take the right hon. Lady up on that.

[Mark Pawsey (Rugby) (Con)]

Ashlawn School in my constituency is outstanding, with currently the longest waiting list for secondary places in Warwickshire. There is a need to renovate many of the school’s 1950s buildings but, regrettably, it does not meet the funding criteria for the school rebuilding programme. Do the Secretary of State or the Minister have any advice for Ashlawn on how it can get buildings that are comparable to the outstanding education it offers?

[Mr Walker]

The Department provides capital through a number of routes. There is, of course, devolved capital to local authorities and to multi-academy trusts, so my hon. Friend might want to look at what opportunities are available through that or through the condition improvement fund, in addition to the school rebuilding programme I have already discussed.

Education: Return in January

Mark Pawsey Excerpts

Wednesday 5th January 2022 Commons Chamber

[Nadhim Zahawi]

The right hon. Member raises a really important question. This week, I deliberately had a Zoom meeting with pretty much all local directors of public health—more than 200 attended—because I wanted, first, to thank them, and secondly, to hear from them what they are seeing and picking up on the ground and to get that evidence. It is important for me and my team to ensure that we have that communication. I will go further and say that it is about local directors of public health working with school leaders, and the communication must be absolutely paramount. That is why I wanted to have that conversation directly with the directors so that they could hear from me how important they are in this whole endeavour. Local doctors who are responsible for public health are equally important.

[Mark Pawsey (Rugby) (Con)]

I congratulate the Secretary of State on the work that he, his team and the entire teaching profession have done to keep our children in the place that is best for them, which is in the classroom, learning. So many children have fallen back over the past two years. The Secretary of State spoke earlier about the plans to enable catch-up; will he say a little more about when we might be able to implement them?

[Nadhim Zahawi]

Absolutely. We managed to secure further funding in the spending review, so the total amount of funding going into catch-up is now just short of £5 billion—I think it is £4.9 billion. Those students who have the least time left in education—that is, 16 to 19-year-olds—are getting, in effect, an additional 40 hours of education, because it is important that we focus on their catch-up. Secondary and primary schools focus very much on disadvantaged students.

The major tutoring programme through which we are delivering 6 million tutoring sessions, each of which is, in effect, 15 hours of tutoring for those kids, means that we are seeing a real difference in outcomes. Tuition used to be the luxury of the very wealthy, but we want to make sure that every child has it available to them and I want parents to make sure that they ask schools what they are doing about the additional tuition that we are making available.

Covid-19: Impact on Schools and Exams

Mark Pawsey Excerpts

Monday 7th December 2020 Westminster Hall

[Mark Pawsey (Rugby) (Con)]

It is a great pleasure to serve under your chairmanship, Mr Gray. I congratulate my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) on his introduction and on bringing forward this debate on the impact of covid on schools and exams.

This is an important debate. Few issues are as important as our children’s education, especially in a year when that has been more disrupted than at any time in recent memory. As a principle, I believe that for children’s progress and wellbeing it is vital for them to remain in the education setting for as long as possible. I will therefore focus on the impact of covid on exams and the case for a two-week lockdown in schools before Christmas. I will build on representations I have had over the past week from the headteachers of three schools in Rugby: Siobhan Evans of Ashlawn School, Mark Grady of Rugby High School and Alison Davies of Avon Valley School.

On the issue of exams, I recognise the very great challenge to the Government and Ofqual—I am sure the Minister will explain this—of putting in place a system to treat pupils who will be sitting GCSEs and A-levels next summer. How are we to treat those pupils fairly? Many pupils have lost an awful lot of school time. Ofsted, in its recent annual report, notes:

“While we do not yet have reliable evidence on ‘learning loss’ from the pandemic, it is likely that losses have been significant and will be reflected in widening attainment gaps.”

My hon. Friend the Member for Southport (Damien Moore) referred to that.

We know that the amount of home study in this time has varied dramatically according to the circumstances of the children and their parents. Children from disadvantaged backgrounds have missed out significantly in comparison with their more fortunate peers. Mrs Evans drew my attention to the fact that her own son, who attends a different school from the one where she is head, missed out on 150 teaching hours during the first lockdown and is on course to miss a further 120 in this academic year—a total of 270 hours. I understand that a GCSE is typically 120 guided learning or teaching hours, so her son is missing the equivalent of two GCSEs’ worth of teaching time. That is a huge amount, even when parents are able to monitor their child’s learning, support them and put additional resource in place—and of course we know that that has not been possible for every child. Many have not had the support at home to make up for that lost teaching time. I have heard accounts from teachers and parents of pupils who have spent that time at home on computers, playing games and staying up late, rather than completing their school work.

There is a range of solutions, varying from cancelling the exams altogether to going ahead and pretending that nothing has happened, but I believe that what the Government have announced is a pragmatic suggestion. It includes delaying exams for three weeks to provide extra teaching time, giving advance notice of the topics that pupils will be examined on, as my hon. Friend the Member for Stoke-on-Trent North said, and providing appropriate aid to pupils during their exams.

It is essential that exams go ahead, because they are the fairest and most accurate way we have to measure attainment. Of course, pupils themselves deserve to have the opportunity to demonstrate their hard work and show what they know. Today, I spoke to the equality club at Rugby Free Secondary School—a fourth secondary in my constituency—to talk about equality. The Government should take steps to ensure that no pupil is unfairly disadvantaged simply by virtue of having been born in a particular year—in this case, 2003, 2004 or 2005—and sitting exams in either 2020 or 2021. It is imperative that there is a level playing field on applications for jobs and universities for the children who sit exams in these two years as there was for those in the years preceding them and as there will be in the years afterwards, when, we hope, everything will settle down.

I now turn to the case for a two-week lockdown from 10 December, which has been made to me by Mr Grady and Ms Davies. They have told me that, following the announcement of the relaxation of the rules to allow the formation of Christmas bubbles, there should be a two-week school lockdown from 10 December. I understand that that is because if a student is identified as a contact and required to isolate after 10 December, their self-isolation period will have a direct impact on their family’s plans for Christmas—through no fault of their own, a student could cause their family to miss out on a family Christmas.

Any child going to school from Monday 14 December and required to self-isolate will have to do so for the whole Christmas period. The case for closure is that if schools were to close on 10 December, that risk could be eliminated. But I believe that that would be incredibly disruptive to the majority of children and, as with previous school closures, a two-week school lockdown would have a disproportionate effect on students from disadvantaged backgrounds at a time when those students have missed many hours of education already.

My hon. Friend the Minister will tell us that there is a judgment call to be made between the impact on family Christmases and on children’s education. If we had not lost so much teaching time already in the year, it might have been reasonable to close early for Christmas, but I do not buy that. I think it essential that children do not fall further behind, and for that reason I am not supportive of a pre-Christmas school lockdown.

If I may, I will raise one or two issues that have been drawn to my attention by my local headteachers and particularly in respect of Ashlawn School, which is very heavily subscribed because of its outstanding Ofsted rating. A big and busy school, it has done exceptionally well to maintain social distancing on the school estate, but in practice the limitations of the classroom sizes have made it very difficult to meet all the Government guidelines. Mrs Evans has contrasted the reality that schools face on the ground with some of the images that have come through from the Department, showing students in spacious classrooms with plenty of room between them. That is not always the case, particularly in a well subscribed outstanding school. She has also drawn my attention to the cost of maintaining social distancing measures in a big school: she estimates that the cost is £200 a day, with £70 a day spent on hand sanitiser alone.

The Government have done the right thing in prioritising education and ensuring that pupils get the best possible education. They have demonstrated that they have the best interests of the most disadvantaged at heart, and I very much look forward to the remarks of the Minister in summing up the debate this evening.

--- Later in debate ---

[Gillian Keegan]

On the point about the end of January, the objective is not to reduce the amount of teaching, but to provide an aid so that pupils can focus their revision and catch up if required. It is not to narrow the curriculum or what is being taught, but to enable catch-up—we have all mentioned catch-up—and to enable them to focus their revision on those areas. That is the point and that is why the end of January is deemed the right date.

Students studying for vocational and technical qualifications can also expect additional flexibilities, including the reduction of assessment for optional units. We want as many students as possible to be able to sit their exams, so we have also got a contingency package if they miss an exam because of self-isolation, illness and so on. In the minority of cases where they cannot sit all their papers, there will be additional means by which they can take a future exam or still be awarded a grade, including additional papers available after the main A-level and GCSE exam series. It is the same for VTQ students who have not been able to complete all their necessary assessments.

This is not easy and not perfect. We are dealing with a situation where there has not been equal access to education. The catch-up is happening right now, but we have taken steps to make sure that students and teachers do not lose out because of covid. We have taken them to make sure that they can still achieve their aspirations and to make sure that coronavirus does not drag down educational standards. Instead, we continue to try to level up across the country.

[Mark Pawsey]

Will the Minister give way?

[Gillian Keegan]

I am sorry, but I cannot. I would love to, but I want to leave time for my hon. Friend the Member for Stoke-on-Trent North.

I want to thank all of our dedicated teachers and support staff for their continued commitment to supporting children and young people. We all know, when we go to schools, how much young people love being back in school. Even if they are trying to catch up, they still want to be back there. I remain confident that the measures we have put in place, together with the continued dedication of educators and support staff, will suffice. I thank all hon. Members for taking part and the petitioners for raising the subject.

Oral Answers to Questions

Mark Pawsey Excerpts

Monday 7th September 2020 Commons Chamber

[Gavin Williamson]

It was a Conservative Government who introduced the sports premium, and it is a Conservative Government who are ensuring that £320 million is going out to schools so they can ensure that youngsters have the kind of activity they want to see. Returning to school, yes, is incredibly important for the learning that all children benefit from, but it is also about the physical health they will get from being back at school. We are backing this with that money and ensuring there are great sports activities in all schools right across the country.

[Mark Pawsey (Rugby) (Con)]

What steps his Department is taking to allocate grades to home-educated students who were unable to take public examinations as a result of the covid-19 outbreak.

[The Minister for School Standards (Nick Gibb)]

Exams will be available in all GCSE, AS and A-level subjects in the autumn. Schools and colleges that accepted entries from private candidates, including home-educated students, in the summer should enter those who wish to sit an exam, and there should be no financial barriers to doing so.

[Mark Pawsey]

I thank the Minister for his reply, but I want to raise with him the issue of my constituent Ella Hampson, a year 10 home-educated student. She was due to take several GCSEs a year early, but the decision to withdraw private candidates meant that, unlike her friends and her peers, she was not given estimated grades on GCSE day. That caused a delay, and she has not been able to move on to college in the way that she had hoped. In any event, she has been told by her exam centre that she needs to be 16 on 31 August, so is not eligible for the autumn examinations as she is only 15. What advice can the Minister give Ella about how to get the grades to recognise the work she has done this year?

[Nick Gibb]

Private candidates who were entered for the summer series or where the school intended to enter them for the summer are eligible to enter the autumn series. The candidate’s age is actually not relevant. We expect the school or college that enters students for the summer series to enter them for the autumn.