Safety of School Buildings

Richard Graham Excerpts

Wednesday 6th September 2023 Commons Chamber

[Gillian Keegan]

I will make a bit of progress, but I am not ignoring Members and I will take other interventions.

[Richard Graham (Gloucester) (Con)]

Will the Secretary of State give way?

[Gillian Keegan]

I will make a bit of progress, and then I will come back to both hon. Members.

As we became aware of the specific issues with RAAC, we supplemented the data collection with more targeted surveys especially for RAAC. That was done so that when we made decisions, we would be able to act. I will leave colleagues to draw their own conclusions from the fact that Labour-run Wales is now playing catch-up to identify where RAAC is in its school estate. On the question from the hon. Member for Arfon (Hywel Williams), we briefed Wales verbally on new technical guidance on 1 September and we shared visual information on three cases over the weekend.

[Richard Graham]

None of us should be here to criticise the scrutiny of safety in schools, so can I thank the Department for dispatching fast, as requested, two surveyors to look at the one school in my constituency of Gloucester that is potentially affected? I also thank them for completing their mission fast, so that the head could today confirm to his teachers, parents and pupils alike that there is no RAAC in the school whatsoever.

[Gillian Keegan]

I thank my hon. Friend, and he is absolutely right. That is what we are doing with any work. We are being ultra-cautious here. The decision I have made is ultra-cautious, and first of all it is to make sure that we survey all schools as quickly as possible.

Apprenticeships: Government Support

Richard Graham Excerpts

Tuesday 24th January 2023 Westminster Hall

[Richard Graham (Gloucester) (Con)]

I am grateful to the hon. Member for Bristol South (Karin Smyth) for securing this debate on apprenticeships, although she will not mind me saying that she paints a picture that I do not entirely recognise. It is a great pleasure to be here with two colleagues—one of whom is the Minister—who employ their own apprentices, as I do. It will be interesting to hear from the shadow Minister, the hon. Member for Chesterfield (Toby Perkins), how many Labour MPs employ their own apprentices. As he knows so well from the tennis court, there is a difference between talking a good game and playing one.

Let me pay tribute to the 14,000 apprentices who have started or completed—most have completed—an apprenticeship in Gloucester since 2010. That is a run rate almost three times the pace of the previous Labour Government, and it reflects new apprenticeships at places such as the cathedral’s masons’ shop, Punchline magazine, the Robinswood golf club, Hazlewoods accountants, GCHQ and many other employers, who frankly never had the opportunity to take apprentices before 2010, since when the scope has been hugely widened. In addition, our NHS acute hospitals trust has taken on almost 100 nursing associates for higher apprenticeships since nursing associate qualifications were introduced by this Government.

As I have hinted, apprenticeships are not an abstract affair for me. I asked the Government to increase their new commitment to additional apprenticeships in May 2010, before making my maiden speech—those were the first words I spoke in Parliament. I hired my first apprentice later that year, and I have done so every year since. I pay tribute to all of them: my first, Laura Pearsall—now Brooker—became the youngest ever Gloucester City Council councillor at 21; Aisha has become a team leader in the Home Office; Katie works with our mental health trust; and others work with a charity and the county council. My current apprentice, Mia, is South West Apprentice Ambassador Network apprentice ambassador of the year. All have done great work for our city and my constituents in Gloucester, while getting a level 3 in business admin—precisely the issue that the hon. Member for Bristol South is focused on. In the run-up to National Apprenticeship Week, I commend the opportunity to colleagues on both sides of the House.

I have a few quick suggestions for the Minister, with whom I have worked on apprenticeships for almost 13 years. Schools need to invite back more alumni who are apprentices to give their current pupils an idea of what apprenticeships are all about. There are some really good general training providers, such as Gloucestershire College, and great specialist providers, such as Gloucestershire Engineering Training. We MPs need to work with all of them and to persuade smaller companies that apprenticeships are not a bureaucratic affair but an investment, as others have rightly pointed out.

The apprenticeship levy has been much discussed today. It works for many, but not for all. There are some specialist courses that have not been structured as apprenticeships; for example, spectacle-makers’ qualifications have been, but those for construction and timber merchants have not yet been. There is also a real demand for cyber apprenticeships, but a shortage of teachers. Will the Government consider working more closely with the National Cyber Security Centre on how we can find more people to teach artificial intelligence and cyber apprenticeships?

As we come, at the end of this year, to the conversion of the first ever department store in Britain—a former Debenhams—into the University of Gloucestershire’s new city campus, will my right hon. Friend the Minister consider coming to Gloucester in early 2024 to visit our nursing associate higher apprentices?

--- Later in debate ---

[Mr Perkins]

I accept the hon. Gentleman’s point. He has corrected me on what he said, but it is none the less the case that fewer apprenticeships are now being provided across the board than before the introduction of the levy. Whether he said it or not, it was none the less factually correct.

My hon. Friend the Member for Weaver Vale (Mike Amesbury) reflected, as he has done previously, on his own history as a careers adviser. He knows the importance of independent face-to-face careers guidance, which is one reason why the Labour party has made that such a priority. Other Members reflected on the fact that businesses and other apprenticeship suppliers are unable to get into schools. That is why, during the passage of the Skills and Post-16 Education Act 2022, we were keen to see the Baker clause introduced in another place. That would have meant that each student had three opportunities to see the alternatives to going to school sixth form. We think that independent careers guidance will play a really important role in that.

The hon. Member for Meon Valley (Mrs Drummond) said that many small businesses cannot access the levy. She is absolutely right. When the apprenticeship levy was introduced, an increased fund came in from the levy payers, but at the same time the Government massively reduced the amount they spent on apprenticeships. The result was that those that do not pay the levy are shut out. The Government are now allowing major businesses that pay the levy to donate some of their levy funds to their suppliers and others on a charitable basis, but it needs to be much more strategic than that.

The hon. Member for Crewe and Nantwich (Dr Mullan) spoke about the importance of pre-apprenticeship vocational opportunities. He is absolutely right. Labour will look to push the skills and growth levy towards traineeship and pre-apprenticeship opportunities, and allow businesses to use their levy in that way.

The hon. Member for Gloucester (Richard Graham) was characteristically optimistic. He dismissed the fact that there are fewer apprenticeships than before. He said he has met employers who speak positively about apprenticeship opportunities, and he is absolutely right. He said that many employers never had the opportunity to offer apprenticeships before, but the reality is that the funding for apprenticeships was there. The Government have a different way of approaching it. We think there are many failings with that, and we are not alone on that. He also asked about how many Labour MPs employ apprentices. I do, and I am informed that my hon. Friend the Member for Weaver Vale does too, but I am afraid I have not done an audit beyond that. He spoke about the importance of businesses and suppliers getting into schools.

[Richard Graham]

rose—

[Mr Perkins]

I want to give the Minister enough time to wind up, but I will allow the hon. Gentleman to intervene very quickly.

[Richard Graham]

That is kind of the hon. Gentleman. I mentioned all those organisations because those apprenticeships did not exist until we introduced the specific categories for them—accountancy, stonemasonry and all the rest of it. They did not exist before 2010.

Points of Order

Richard Graham Excerpts

Wednesday 23rd February 2022 Commons Chamber

[Mr Speaker]

I think it has just been gold-plated. It has certainly been registered and you will be able to read it tomorrow.

[Richard Graham (Gloucester) (Con)]

On a point of order, Mr Speaker. Earlier today, before PMQs, a joint written ministerial statement was published on the decision to waive the right to remain application costs for non-UK personnel of our armed forces who have served at least six years—a cause that was supported by 200 Members of the House in a letter to the Home Secretary some while ago. It provides a clear and affordable pathway to British citizenship for all those, of whatever nationality, who have been prepared to serve the United Kingdom. Could you help to secure time for a debate on that important measure?

[Mr Speaker]

The hon. Member has been here long enough to know that business questions are tomorrow and he will be wanting to raise this. I will give him a pat on the back because he has done a great job.

Covid-19: Education Settings

Richard Graham Excerpts

Tuesday 6th July 2021 Commons Chamber

[Gavin Williamson]

The hon. Lady raises an important point. That is why we are so pleased that we have been able to say to all those who are 18 and above that they have access to a vaccination. We are working very closely with the university sector to really get the message through about how important it is for youngsters—students—to be out there getting their vaccine: it protects not only them, but their friends, their family and their community.

[Richard Graham (Gloucester) (Con)]

Having called for it in last week’s debate, I warmly welcome the Education Secretary’s statement today about pricking the school bubbles and self-isolation system with effect from 19 July. Will my right hon. Friend confirm the timing? Is it entirely up to the schools themselves whether they implement any or all of these measures in the last week of term? What will happen during the summer schools? How does the timing of the measures combine with his statement that children need to self-isolate only if they test positive after 16 August?

[Gavin Williamson]

My hon. Friend asks and then it is delivered for him, so that goes to show his power. We are leaving it to the discretion of schools for the final few days of term. We are not expecting bubble systems to be operating during summer schools, including the holiday activities and food programme. This will be purely a test and trace approach, as is currently taken with the whole adult population. As we move to 16 August, that will be the moment we move to a system of children not having to self-isolate, as they will be able just to go for a PCR test and get the confirmation that they do not have covid. If they do have covid, they will, sadly but understandably, have to isolate.

Covid-19: Impact on Attendance in Education Settings

Richard Graham Excerpts

Wednesday 30th June 2021 Commons Chamber

[Gavin Williamson]

At every stage, we have put in all the protective measures that are required in order to be able to keep children safe and ensure that they are back in the classroom and have the opportunity to learn.

[Richard Graham (Gloucester) (Con)]

The numbers of pupils self-isolating and therefore not at school have risen nationally from 40,000 to 300,000 in three weeks, and in the same period in Gloucestershire they have risen from a few hundred to almost 8,000, which is virtually 8% of all pupils. That is clearly not the direction that either the Education Secretary or any of us want.

We can therefore all agree with the Scientific Advisory Group for Emergencies’ children’s expert, Professor Russell Viner, who has said that we have to rethink all the rules around our schools. Schools are not the driver of transmission at the moment, and to my knowledge there is not a single child in Gloucestershire in any of our hospitals with the virus, so something needs to be done. My right hon. Friend has already given a clear steer that he wants to see children back at school as soon as possible and the benefits of summer school being enjoyed, so would he consider a pilot project in Gloucestershire to allow all these children who are self-isolating to get back to school as soon as possible?

[Gavin Williamson]

Frankly, if there is going to be a pilot project, it is going to be in Staffordshire, not in Gloucestershire, but that was a good old punt.

Education Recovery

Richard Graham Excerpts

Tuesday 29th June 2021 Commons Chamber

[Richard Graham (Gloucester) (Con)]

This debate has some big themes, and it seems to me that the two biggest ones are, first, whether the Government are responding to the huge impact that the pandemic has had on pupils, their education and their life chances; and secondly, whether the additional resources pledged by the Government will be enough to make a difference to those who need help the most.

I want to focus first on the response. There is a big package of help that should be incredibly useful to quite a large number of our constituents, but the big issue at the moment for so many families is undoubtedly the business of bubbles having to self-isolate. I saw this at first hand last Friday when a secondary school called off a visit that I was going to make. A primary school has also called off a visit that I was going to make this Friday. My caseworker’s daughter has had to self-isolate four times in the past few months, and my chief of staff—my senior researcher, if you like—is also off again today and for the next few days because one of her children has had to self-isolate.

I have been trying to get the precise figures for the whole of Gloucestershire, but I am in no doubt that the figure has increased hugely over the past two to three weeks, and that many children are self-isolating for an average of a week each as a result of being in a bubble—often a large bubble—with someone who has tested positive. This is thoroughly unsatisfactory, particularly for younger children, on whom the pandemic does not have any considerable effect. It is disruptive to pupils’ progress, and given that we have now changed the rules somewhat for quarantine for business meetings, we should be able to do the same for our pupils, to give them the best possible chance to catch up at school by having regular lateral flow testing and being able to carry on until they test positive. That, therefore, would be my first big ask of the Minister today. I appreciate that it is not entirely in his control, but a rapid decision on all those in school bubbles having to self-isolate would be incredibly helpful.

On the second point, about resources, the Opposition have made great play of the fact that Kevan Collins asked for £15 billion and the Government came up with £1.5 billion, but actually, if we take into account all the additional parts of the package, we see that it comes to rather more than £3 billion. Clearly, the more money we throw at a particular issue, the better the results we should be able to get, but that seems to be a very large sum of money by any standards. The key to the exam question, therefore, is who will determine who is going to meet the classification of “disadvantaged” schoolchildren, so that the money goes to the right places?

In this context, words such as “disadvantaged”, “poor” and “deprived” are all incredibly sensitive, and they often ignore the fact that some of our poorest communities are actually the most resilient in terms of community strength. I refer here to some of the wards in my constituency, including Matson, Coney Hill, Podsmead and Tredworth. The schools in those wards are often rated outstanding, or have been outstanding and are now good. That just shows that the success of a school is not wholly contingent on how well-off the families of its pupils are. Great things can be achieved in some of our poorest communities, and the phrase “white privilege” is just very odd to anyone living in three of those four wards. The fourth one is Tredworth. The ward of Barton and Tredworth is entirely multicultural, and there is not a great deal of privilege there. Everyone is just getting on with their lives as best they can. Let us not try to pit one community against another. Let us recognise that there are lots of people who need help, often in very similar ways, in schools today.

That is the key to what I want to mention today. I want to give the Minister all encouragement to allow pupils to get back to school without self-isolating in bubbles for too long, and to give us some idea of how the term “disadvantaged” will be defined so that we can be sure that pupils in our constituencies get that extra help.

--- Later in debate ---

[The Minister for School Standards (Nick Gibb)]

I congratulate my right hon. Friend the Member for Harlow (Robert Halfon) on opening this debate in such a measured way.

I would of course be delighted to arrange meetings with my hon. Friends the Members for North West Durham (Mr Holden) and for Bury South (Christian Wakeford). They are both passionate about education in their constituencies and I would be happy to work with them to tackle the issues that they want to raise with the Government.

Throughout this pandemic, the Government have prioritised education. No child’s long-term prospects should be damaged by this pandemic, which is why we want schools to be open and have, since June 2020, announced a series of measures to help children to catch up. My hon. Friend the Member for North West Durham was right to highlight the incredible job that teachers have done during the pandemic in their multiple roles, not only teaching remotely and in class but taking on all the other test and trace and covid responsibilities they have taken on.

Raising academic standards for all pupils has, of course, been the unifying vision that has driven education policy since we came into office in 2010. In the estimates debate a year ago, I spoke about closing the disadvantage gap by driving out a culture of low expectation. Between 2011 and 2019, the attainment gap closed by 13% in primary schools and by 9% in secondary schools. Ending the culture of low expectations is key to addressing the concerns raised by my right hon. Friend the Member for Harlow and his Education Committee in its report on white working-class pupils.

We want all children, regardless of their background, to have the same opportunities and quality of education that children from more advantaged backgrounds take for granted. That is why we attach such importance to the EBacc performance measure, which holds schools to account for the proportion of pupils taking the core academic subjects at GCSE that provide the widest opportunity for progression—English, maths, at least two sciences, a humanity and a foreign language. That is why we are investing in family hubs. I say to my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) that, yes, we will be ambitious. That is why we are transforming technical education and strengthening teacher training.

The Government also welcome the Education Committee’s report on adult skills, which are key to supporting the economy and tackling disadvantage. That is more important now than ever, as people live longer and technological changes shake up the jobs market, and as we look to recover from the impact of covid-19. The Government recognise the economic, social and wellbeing benefits of lifelong education and training outlined in the Committee’s report. In September 2020, the Prime Minister announced the lifetime skills guarantee, which will help adults develop new skills and find new opportunities at every stage of their life.

Last year, I spoke about the fact that, when we came into office in 2010, 68% of schools were judged by Ofsted as good or outstanding. Today, that figure is 86%, but there is more to do as we drive forward our plans to level up opportunity throughout the country, tackling the 14% of schools still judged as inadequate and needing to improve.

In 2021-22, the Department for Education’s resource budget is about £89 billion, of which £59.9 billion is for estimate lines relating to early years and schools, £28.4 billion is for estimates relating primarily to post-16 and skills, and £1 billion is for other critical areas, including children’s services and departmental functions. My right hon. Friend the Member for South Northamptonshire was right to emphasise the importance of early years. The Government share that view. My right hon. Friend the Member for East Hampshire (Damian Hinds) is right that further funding is being provided through the supplementary estimate process.

My right hon. Friend the Member for Harlow asked about the impact of the change of the census date from January to October. He is right that it is £90 million, but pupil premium will increase this year by £60 million, up to £2.5 billion.

Since the early months of the pandemic, we have been addressing the hugely important issue of ensuring that children are able to catch up on education missed during the lockdown period. Although we have spent £400 million on providing 1.3 million laptops and tablets, as well as internet access and advice, and although schools have responded swiftly and effectively in moving the curriculum to be taught remotely, children learn better in a classroom led by their teacher. In June 2020, the Prime Minister announced £1 billion of catch-up funding, £650 million of which was paid directly to schools as catch-up premium, and £350 million of which was for tutoring programmes, including establishing the national tutoring programme, which by the end of this term will have seen 250,000 enrolled, and the establishment of the 16 to 19 tuition fund. In February, we announced a further £700 million of catch-up funding, and in early June an additional £1.4 billion, bringing the total to over £3 billion.

Half of that money is being spent on tutoring programmes, which will mean that five to 19-year-olds will receive up to 100 million hours of tuition by 2024. It is targeted at those who need it most. As we speak, that money is providing a tutoring revolution, which we know from the evidence will have a significant impact on students’ education. No longer will tutoring be the exclusive preserve of families that can afford it.

This is an evidence-based approach that we know will achieve between three and five months’ progress for every pupil who takes one of these 6 million courses.

[Richard Graham]

Will the Minister give way?

[Nick Gibb]

My hon. Friend will have to forgive me. We all want to get to the football match later.

We are providing £200 million for secondary schools to provide face-to-face summer schools this year, giving pupils access to enrichment activities that they have missed out on during the pandemic. We are investing up to £220 million in our holiday activities and food programmes.

In line with our evidence-based approach, a significant amount of that £3 billion will also be invested in teacher training. Building on a commitment since 2010, through the national professional qualifications and early career framework, we are putting £400 million into supporting teachers with 500,000 places over the next three years to help the profession be the best it can with all the benefits that great teaching has for pupils and catch-up. Some £153 million of that £400 million will provide professional development for early years. My hon. Friend the Member for Eddisbury (Edward Timpson) warmly welcomed that focus on early years, and I welcome his welcome.

My right hon. Friend the Member for Harlow referred to the length of the school day. We are looking at the evidence behind extending the time that children spend at school and the benefits that could deliver, and we will be consulting parents, teachers and pupils about whether to introduce reforms. It would be a big change, which is why we are right to take a short period to review the evidence. That review will be ready in time for the spending review later this year.

We want all children back in school, because that is where they receive the best education. Schools across the country continue to have robust protective measures in place, including regular, twice-weekly testing to break chains of transmission, as well as smaller group bubbles. I reassure the House that we are also taking additional measures in areas where there is a high prevalence of the virus, including increasing the availability of testing for staff, pupils and families, and working with local directors of public health. Absence in schools continues to reflect wider community transmission, and where students have to self-isolate, schools are providing high-quality remote education.

The Government are providing the biggest funding increase for schools in a decade, which will give every school more money for every child. Following an increase of £2.6 billion in 2020-21, we are increasing core schools funding by a further £4.8 billion in 2021-22 and £7.1 billion in 2022-23, compared with 2019-20. We have put record funding into high needs, increasing funding for special educational needs and disabilities by £1.5 billion over the last two years, a 24% increase.

During the pandemic, the Government have attached the highest priority to education, schools being the last to close as we tackle the spread of the virus and the first to open as we cautiously travel along the route of the road map. Would my hon. Friend the Member for Gloucester (Richard Graham) like to intervene at this point?

[Richard Graham]

The Minister is very kind. I was simply going to ask him for a little elucidation on who will decide which pupils get what help, and whether he will share more details with us as soon as possible.

[Nick Gibb]

All our schemes are targeted towards the disadvantaged, but we also give schools flexibility so that they can use their pupil premium money and covid recovery catch-up money to help those pupils who are in most need. We give flexibility to schools because they know their pupils best.

We continue to progress our education reforms as we seek to level up opportunity across the country. We will continue to drive the academisation programme, which is delivering high academic standards through greater professional autonomy, accompanied by strong accountability. We will continue to ensure that no child suffers long-term damage to their prospects as a result of the pandemic, ensuring that young people move on to the next stage of their education and careers. We will ensure that schools continue to be able to support children in catching up lost education caused by the lockdown. The most vulnerable children are always at the heart of our concerns and central to our policy making and decisions.

Lifetime Skills Guarantee and Post-16 Education

Richard Graham Excerpts

Thursday 1st October 2020 Commons Chamber

[Mr Deputy Speaker]

I am sure that this one will be a question about the statement—I call Richard Graham.

[Richard Graham (Gloucester) (Con)]

I welcome this smorgasbord of new skills pathways. I look forward to more detail on how flexible loans, segments, transfer credits and so on will work in practice and to confirmation that work coaches will be trained on how to guide universal credit claimants on making the best decisions. The Secretary of State will know that one of the key asks of our Gloucestershire jobs, skills and apprenticeships lift-off—which the Under-Secretary of State for Education, my hon. Friend the Member for Chichester (Gillian Keegan), kindly came to launch—was to enable large employers to use an uncapped percentage of their apprenticeship levy for their contractors and suppliers. Does he agree that that would mean a real lift-off in terms of SME apprenticeship recruitment? When might we expect to hear more about this vital reform?

History Curriculum: Black History

Richard Graham Excerpts

Tuesday 8th September 2020 Commons Chamber

[Theresa Villiers]

My hon. Friend makes a very good point. It is really important to have the flexibility for schools to reflect local circumstances. I am sure that is something that the Minister will agree on as well.

[Richard Graham (Gloucester) (Con)]

I am grateful to my right hon. Friend for hosting this debate on such a topical issue. It happens, by glorious coincidence, that the Gloucester History Festival, which I founded 10 years ago, has just started—it is our 10th anniversary. Because necessity is the mother of invention, this year the festival will be largely a virtual, digital event. For those who are particularly interested in black history, the advantage of that is that a number of events will be live-streamed and available on our website free of charge.

If my right hon. Friend does not object, I would highlight that on 13 September there will be a brilliant talk on African Europeans by Olivette Otele, and on 14 September a talk on 100 Great Black Britons by Patrick Vernon and Angelina Osbourne. Those are just two of the great talks that will highlight some of the great contributors to our own story, which involve people of all colours and all nations. If that is something that can flow through our little history festival into cities across the country, that can be stimulated to do something similar and realise that the diversity of today’s populations is an echo of contributions across the ages, we will all benefit and our children and grandchildren at schools likewise. It is such an important aspect of our story. I am grateful to my right hon. Friend.

[Theresa Villiers]

I am delighted to have been able to give my hon. Friend a platform to advertise his local festival. It is a good reminder that black history is not just for October and is not just about London—it is something that can command interest and engagement right across the country. I welcome the contributions of hon. Members who are making the point that getting more black history into the curriculum really does matter.

--- Later in debate ---

[Nick Gibb]

My hon. Friend makes an important point about not being divisive with our curriculum and, indeed, with schools’ ethos in general. The Government have strongly promoted the study of history to the age of 16 by including GCSE history in the English baccalaureate measure for all state-funded secondary schools in England. With the introduction of the EBacc, we have seen entries to history GCSE increase by a third since 2010. The reformed history curriculum includes teaching pupils the core knowledge of our past, enabling pupils to know and understand the history of Britain from its first settlers to the development of the institutions that help to define our national life today. It also sets an expectation that pupils ask perceptive questions, sift arguments and develop perspective and judgment.

The curriculum does not set out how curriculum subjects or topics within the subjects should be taught. We believe that teachers should be able to use their own knowledge and expertise to determine how they teach their pupils and to make choices about what they teach.

[Richard Graham]

My right hon. Friend is making a powerful point about the changes made to the curriculum and the way in which teachers can interpret it to bring alive the points required. Does he agree that there is a huge opportunity in each locality for teachers to work with local civic trusts, local history festivals and so on to develop activities that bring alive some specific items? For example, visiting the Roman wall in Gloucester brings Roman history alive and seeing how the civil war damaged a church gives an idea of what being under siege was like 377 years ago. Such things can be more joined up with encouragement from the Department.

[Nick Gibb]

I agree with my hon. Friend. I think the gist of what he is saying is, “Please attend the Gloucester history festival, coming soon to a town near you.”

Teachers have freedom over the precise detail, so they can teach lessons that are right for their pupils, and they should use teaching materials that suit their own pupils’ needs. At the same time, the teaching of any issue in schools should be consistent with the principles of balance and objectivity, and good history teaching should always include the contribution of black and minority ethnic people to Britain’s history, as well as the study of different countries and cultures around the world. The history curriculum has the flexibility to give teachers the opportunity to teach across the spectrum of themes and eras set out in the curriculum.

Schools and Colleges: Qualification Results and Full Opening

Richard Graham Excerpts

Tuesday 1st September 2020 Commons Chamber

[Gavin Williamson]

I can confirm that that is the case; we will cover those exam fees. We are looking at running the series in the autumn. Obviously, these are GCSE and A-level papers, some of which will be taken by Northern Ireland students, who use a number of the English boards to take more specialist subjects. We will be running this series in the autumn, and it is an important opportunity for young people if they want to take it up.

[Richard Graham (Gloucester) (Con)]

Some parents have raised issues about the quality of online learning for their children during the summer. Although I know that all schools in Gloucestershire are doing their best, I am struck by the campaign group “Sept. for Schools”, which has highlighted the discrepancies in online learning. Does my right hon. Friend agree with them and with me that it would help to create minimum quality thresholds for remote learning in all schools, with additional funds for digital disadvantage, so that pupils from whatever school—in Gloucester or elsewhere—will all get quality online learning whenever it is needed?

[Gavin Williamson]

My hon. Friend raises an important point. This is why we set out in guidance a clear expectation of what is a minimum. As part of Ofsted’s inspection regime, it will be looking at the evidence to see what has been put in place to ensure continuity of education for children when there has been disruption to normal classroom learning.

Educational Settings

Richard Graham Excerpts

Wednesday 18th March 2020 Commons Chamber

[Gavin Williamson]

We very much recognise the challenges that many families will face. We have had to prioritise in taking every action possible to stem this virus. That is why we have taken this action, with a deeply heavy heart. Key workers’ children and vulnerable children account for approximately 10% of the school-age population, and we will be looking at provision for them. We have to look at what action can be taken to stem this virus, and the scientific advice is that this is the best step to be taking.

[Richard Graham (Gloucester) (Con)]

I appreciate that this is an incredibly difficult announcement for the Secretary of State, and it almost certainly raises more questions than it answers. On the detail, I want to flag up two things. First, in terms of special educational needs schools, there is an outstanding SEN school called Milestone School just outside my constituency, and it will be very difficult for those children’s parents to look after them. Any clarification he could give on schools that wish to remain open would be helpful.

Secondly, in terms of apprenticeships, many people leaving school with GCSEs in maths and English, which are essential for apprenticeships, will want to know whether they will still be eligible. What will happen to apprentices who are studying at further education colleges but will no longer be able to do so? Will they lose their apprenticeships?

[Gavin Williamson]

No one will be in a position where we take away the work that they have been doing in their apprenticeships. We have already made it clear to the college sector and the independent training providers who deliver so many apprenticeships that funding for apprenticeships is continuing. In terms of special schools, all children who have an EHC plan will be designated as vulnerable children.