Investing in Children and Young People

Peter Kyle Excerpts

Wednesday 9th June 2021 Commons Chamber

[Peter Kyle (Hove) (Lab)]

I put on record my thanks and gratitude to every student, teacher and support worker who has worked so hard in these difficult times. I also thank the Minister for School Standards for kicking off the debate with his usual leadership skills. So effective were they that in his 15-minute speech he pretty much failed to mention the catch-up plan or the moment that we are living through. That trend was followed by most of his hon. Friends.

It was a debate where there was sometimes more constructive agreement than was apparent. I was struck when the right hon. Member for East Hampshire (Damian Hinds) made a passionate speech calling for a whole-society approach to supporting children. I really hope he finds the time to read our plan, because we have championed that in opposition. I know that the shadow Education Secretary, my hon. Friend the Member for Stretford and Urmston (Kate Green), has a driving passion for it too, and it is riven through our educational catch-up plan.

This is a pivotal moment: one when students and school communities across our country will discover whether Ministers match the ambition that young people have for themselves and for our country, or whether this week will be like the last, when those in government, from the Prime Minister down, made the decision—yes, it was a decision—to become the barrier to young people bounding forwards after the challenges that pandemic life has presented them with. Anyone who has played a role, large or small, in the running of schools, colleges or nurseries will pay testament to the resilience, character and sense of purpose with which most students approach their education. Even in the last 13 years, as the core curriculum and testing became myopic, funding per pupil was slashed, class sizes grew and teaching assistants dwindled, students and their teachers found ways to move forward.

The challenges disproportionately placed on those living with disabilities was covered very well by my hon. Friends the Members for Worsley and Eccles South (Barbara Keeley) and for Lancaster and Fleetwood (Cat Smith), and, in a very thoughtful speech, by the hon. Member for Ipswich (Tom Hunt). For too many individual youngsters down the generations, insurmountable barriers have existed. The doors to the education they deserve need to be broken down—they are not wide open, as they should be. Tackling that has been the central mission of education policy across the political divide for as long as I have known it. We may disagree over how to achieve it, but both parties have usually tried their very best, until now. The events of the last week show us that the challenge is no longer just about knocking down barriers for individual student learning; it is about the Government slamming the brakes on an entire generation, making it harder for every student to learn, capping the potential—the essence of what is possible—for young people up and down the country. This is a new low, even for the party that voted against feeding hungry kids over the holidays. For all of history there has been one great leveller: education. Yet before us is a party that promises to “level up”, but in practice puts bricks before people. You can’t level-up without giving people who are trying to overcome the greatest barriers all the support they need.

To take just one example, students in the north-west are seven times more likely to be absent from school for covid-related reasons than those elsewhere. They need the greatest support to overcome this simple but immense challenge. The only significant catch-up programme to survive the butchery by Government of the Kevan Collins report is the national tutoring programme. Overall, it is reaching only 1% of students, but, crucially, even then 40% fewer students are participating in the north than in the south. It is about time Ministers heard the truth: this is not levelling up; this is robbing opportunity from those in greatest need. Covid has disrupted the incredible effort that our students and teachers are putting in every single day. The average pupil has missed 115 school days and the attainment gap has widened by a devastating 24% in some circumstances, and this has come on top of many wasted years, when no progress was made on helping those with barriers to learning to keep up with those who do not have such barriers.

Perhaps most shocking of all is this Government’s inability to make the link between investment in education today and economic prosperity for all tomorrow. In that, their lack of imagination is breathtaking. The Collins report outlined colossal scarring to our economy in the absence of immediate, large-scale intervention. The Institute for Fiscal Studies suggests that half a year’s lost learning could cost our economy £350 billion in lower lifetime earnings. At the start of the pandemic, the Chancellor announced a furlough scheme, which Labour supported, at a cost of £14 billion per month. He did not tell workers to wait six months until his spending review to see whether they would be supported. Individual workers and our economy as a whole needed support then, and, rightly, they got it. At the last Budget, the Chancellor announced a super deduction—£25 billion in tax breaks for the 1% of companies at the top. He said they needed that much, right at that moment, so he delivered it.

However, when it comes to the moment of greatest need for education, the difference is stark and everyone sees it. Furlough covers 80% of workers; the National Tutoring Programme covers 1% of students. The difference could not be more stark. Instead of doing “whatever it takes” to support students in their quest to learn, the Government have given them a tenth of what their own adviser said was needed, and shelved most of the recommendations in a report that they commissioned.

The National Audit Office tracked how much different Departments have spent in additional spending during the pandemic. The Department for Education came eighth. The Prime Minister said that education was his priority and the Chancellor said the same, but now we know the truth. The education, wellbeing and resilience of our nation’s youngsters are the Government’s eighth priority. They are all but forgotten, and the Secretary of State is all too forgettable in the Prime Minister’s eyes.

[Robert Halfon]

Further to my question to the shadow Secretary of State, does the hon. Gentleman agree with the core part of Sir Kevan Collins’s plan that there should be a structured, longer school day? Is that the Labour party’s position or not?

[Peter Kyle]

What struck me when people said throughout the debate that we are against a longer school day is that if they read Labour’s plan, they would see that we are calling for a day that is long and full of activity. The shadow Secretary of State has called for that consistently in the past week. We want to discuss how that extra time is used, which should be a cause for considerable deliberation by the House. However, given the number of Members who stood up today to say that they do not want any extra money to be spent on additional days, I do not see how the right hon. Gentleman can call for anything.

The House will shortly divide and Members will have the chance to support key priorities in the Collins report and Labour’s national children’s recovery plan: a temporary uplift in the pupil premium; resources so that school facilities can be used out of hours; and emotional support so that every student can focus on the learning, and those challenged by stress in these times are not held back. If the motion falls and the Government continue on their current course, students will have more challenges to overcome, not just in the weeks to come, but into the future. Our economy will be scarred for decades as will our ability to compete around the world against countries, which, in this moment of crisis, are investing 30 times more in their students than we are. That will haunt our nation and hold back our economy.

In the weeks and months ahead, our schools should be hubs of buzzing, healthy activity during school hours and way beyond. A school without students is not a school; it is just another empty building. This summer, whenever we pass a quiet, empty school, that building will also represent something else: it will be a monument to this moment of greatest need, when students and those who support them were truly abandoned by this Tory Government.