School Closures: Support for Pupils

Seema Malhotra Excerpts

Wednesday 13th January 2021 Westminster Hall

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

It is a pleasure to serve under your chairship, Dame Angela. I, too, congratulate you on becoming a dame in the new year’s honours, which was very well deserved. I thank and congratulate my hon. Friend the Member for Warwick and Leamington (Matt Western) on securing the debate and on his opening remarks, which covered all the issues that I believe need to be addressed. I also thank and congratulate my hon. Friends the Members for Ilford North (Wes Streeting) and for Mitcham and Morden (Siobhain McDonagh) on their work on this issue.

This is an urgent issue, and one that many colleagues have been talking about since the start of lockdown. Just yesterday I heard from one of my headteachers, who said that she was still waiting for the 114 laptops that the school had ordered and that were due to arrive last Wednesday. That is despite assurances given to Members of Parliament that laptops should arrive within 48 hours of being ordered. It is clear that the Government have inexplicably failed to plan ahead, once again putting kids last, not first, in this pandemic.

I am also disappointed that the Government seemingly took their foot off the accelerator in supporting kids to learn at home, following the easing of lockdown. They had a woefully slow start in March, which is on public record, with only 51,000 of the 200,000 laptops promised in March delivered by the end of May. I had to put in a freedom of information request to find that out. That was compounded by chaos in the supply of free school meals during lockdown, and a lack of guidance for teachers and support for parents.

Roll the clock forward nine months and it appears, on one level, that not much has changed. Incremental progress has been made, but it is utterly piecemeal and still far too confused. That has continued to be a hallmark of this Government. While the Department for Education should be making administrative decisions with clarity and forward planning, it instead lurches from crisis to crisis. It is not an excuse to say that the new variant took us by surprise, because a variant was expected. The NHS had sought to plan ahead; the rest of the Government clearly had not.

I do not want to hear today from the Government—I am sorry to be stern about this—about what has gone on that is to be applauded: the Oak National Academy, BBC provision, and Google, Microsoft, Amazon Web Services and others putting on learning options. Much of that learning also has to be focused and directed by teachers, and it has to be accessible. To do that, we need laptops and broadband sufficient for every child, not every household, because every child has to be online and has to be able to learn for as many hours as they need.

We need an honest and clear conversation about what is not going well, and how the Government need to tackle the remaining gaps at the speed and scale needed. First, the Government must have a proper plan to support hybrid and remote learning, because this issue is not going away. There has to be a long-term and sustainable solution for the provision of laptops and devices to all children who need them. That includes the broadband connectivity that will be required not just during the lockdown, but on an ongoing basis. The virus is going to be with us for at least this year and maybe well into the next academic year.

When I say every child, I mean every primary and secondary school pupil. It may be that they cannot get access because a sibling is using the home computer or laptop to study, or a parent might be using it to work at home. Those are the same families that might have used free wi-fi in libraries but, under the current circumstances and conditions, cannot do so. Children are also on cycles of lockdown and self-isolation. We have seen that all the way through since September. As many as 20% could have been off in one day due to the need to self-isolate.

Catching up is also vital, and I congratulate the Sutton Trust and others on the work they have done. Research by the National Foundation for Educational Research showed that at the start of last term, poorer pupils were three months behind on their learning, showing that the digital divide plays a huge part in poorer children falling behind. As well as keeping up, they also have to catch up. They need the time to be able to study in order to do that.

Secondly, laptop support must be at scale and of quality. I am surprised at the number of complaints from teachers about the spec and quality of laptops they have received, and the difficulties they had in reimaging them and getting their children online. Will the Minister outline the quality of provision the Government are providing, the tests and criteria they have set out, and how they are monitoring complaints received from schools, in order that those issues can be ironed out for further cycles?

The benefits are clear and it is heartening to read what children have to say. Last April, in the gap between the start of lockdown and laptops starting to arrive, local charity Hounslow’s Promise started a scheme to secure business and individual donations of laptops. That project is ongoing, working with the Hounslow Education Partnership of headteachers.

I want to quote Victoria Eadie, chief executive officer of the Tudor Park Trust, who has worked on the project from the start:

“During the first lockdown when we rolled out the first computers in April we saw significantly increased engagement in learning by pupils who previously had no access… They went from no engagement to medium or full engagement. It made a huge difference.”

The feedback from young people has also had an impact and has led to the project continuing. One pupil said:

“Before I received a laptop from school, I was struggling to complete work that was being sent by post. This meant it was difficult for me to complete my work and receive feedback. Once I received my laptop it was easier to do my work and access help online. I am very grateful for the laptop; my mum is also very grateful as my little brother also uses it for his learning.”

Another pupil said:

“It has been absolutely brilliant. I was stressed because I couldn’t do the work as I only had my phone. Now I can do the home learning.”

A third pupil said:

“This is a life saver because I travel between mum and dad and this makes it possible for me to keep up with my schoolwork in either home.”

Thirdly, we need a proper plan for connectivity. We need to tackle data poverty. That is not an unknown inequality, yet it is another social injustice that the pandemic has shone a light on, dividing rich and poor, and haves and have nots, whether young or old. Children who are unable to learn from and with their parents are learning far more slowly than their peers.

I believe there is a lot more to do to ensure that there is a sustainable solution. I appreciate and am grateful for the support from Three and others, which are now coming together with the Government to provide some free access to broadband during this period, but there has to be a solution that is ongoing and sustainable. We need a proper national schools connectivity scheme at low or no cost, so that schools can be confident that they will be able to support all their pupils to get online.

This is indeed an unsettling time for children, and it would be hugely beneficial and easily achievable for tech firms and broadband suppliers to help children stay connected to their school and their friends. Not only will it support their learning; it will positively impact on their confidence and wellbeing.

[Dame Angela Eagle (in the Chair)]

I warn everybody that there are drop-outs from the call list, so the next person I will call to speak is Kate Osborne. First, I call Tracy Brabin.

--- Later in debate ---

[Wes Streeting]

Well, that really does bring me on to the final section of my speech, which is about the performance of the Education Secretary and his leadership. I thought it was appalling, actually, to announce on the Floor of the House to parents across the land that if they were dissatisfied they should pick up the phone and ring Ofsted, without even speaking to Ofsted first. Its inboxes have been absolutely flooded, and no doubt its phones are ringing off the hook—interestingly, not so much with people ringing to complain, but with parents horrified at the heavy-handed treatment of the Government ringing to say, “I want to say thank you for the work that my school and the teachers are doing.”

There has to be a focus on standards. I strongly agree with what the right hon. Member for Tatton (Esther McVey) said about the importance of education, and of consistently high-quality education. I have heard from young people themselves examples of where the standard has fallen well short of what is provided by other schools. We should make no bones about challenging that, but the Government have to support schools to provide that high-quality education.

The truth is that, while schools have bust a gut for their pupils throughout this crisis, the Secretary of State for Education has either been missing in action or actively harmful to the work that schools have been doing. He was too slow to act on funding and support, so headteachers in particular had difficult decisions to make about the funding of safety measures versus the funding of ongoing learning and teaching, particularly in the context of rising staff costs because of regular staff having to self-isolate and the need to recruit more expensive supply cover.

It is also about the lack of planning and preparation. The Opposition recognise, and have always recognised, that lots of challenges are thrown up by this pandemic that make Ministers’ lives really difficult, but when someone is a Secretary of State, particularly in a crisis like this, when they have all sorts of things coming at them and their Department, it is their job to sit around the Cabinet table, listen to what is going on, understand the spread of the virus and the challenges it poses for their Department, and look ahead, forward plan, scan the horizon, and think: “What do I need to do now to make sure that the interests governed by my Department aren’t harmed further than they need to be? What action can I take to mitigate?”

The truth is that too often the Secretary of State has not had a plan A, let alone a plan B. That was clear in the case of exams. Right now, children and young people need to know what they are working towards and they still do not. Even with the letter published this morning to Ofqual and the evidence that the Secretary of State has given to the Select Committee on Education, they still do not know quite what they are working towards.

This is a Secretary of State who announced—in fact, I think the Prime Minister gazumped him; I am not even sure that the Secretary of State knew what was going on—that exams were to be cancelled in the week when pupils were sitting BTEC exams. It is almost as if the Secretary of State and the Prime Minister had never heard of BTECs, but pupils and students were going off to sit their BTECs, wondering on one evening whether they would be invited to turn up at school or college the next day.

It seemed to me that it was only when the Government were reminded that BTECs existed that they thought to say something about it. Even then it was not a clear direction; it was up to schools and colleges. What chaos! We said to the Government long before Christmas, “You need a plan A for exams to go ahead, and they need to go ahead fairly. We know it’s difficult, but you need to try to mitigate the amount of lost learning.”

[Seema Malhotra]

Will my hon. Friend give way?

[Wes Streeting]

I am probably a bit short of time. Is it okay, Dame Angela?

[Wes Streeting]

I will give way just once, in that case.

[Seema Malhotra]

My hon. Friend is making a very important point about the chaos and confusion caused at the time of the BTEC exams in January. I had three schools that each told me something different. The first told me that it had stopped the exams, the second that they were going ahead, and the third that it was asking children to choose whether they wanted to sit them. That is utter chaos for secondary schools, all within one constituency.

[Wes Streeting]

I strongly agree, and it was desperately unfair on students. I think we all remember the stress of exams, however long ago they were. I cannot imagine what those students—who, on the eve of an exam for which they were preparing, were not even sure whether it would take place—have been through. It seemed that BTEC students were a total afterthought, but frankly so were all other students across the country. We said to the Government, clearly, “You need a plan A for exams to go ahead, and to go ahead fairly, but it may be, through circumstances beyond your control and the spread of the virus, that they can’t happen, so you need a plan B.”

What we see now, after the Prime Minister cancelled exams, is that not only was plan A deficient, but there was no plan B in existence. Only now are the Government scrambling to make it right. We had a hasty announcement from the Secretary of State before Christmas that there would be a working group to look at the inequalities and the challenges presented for sitting exams. That work has probably been overtaken somewhat by subsequent announcements. The fact is that we never saw the working group, never saw the membership and never saw the terms of reference. I am not sure it met. I am not sure whether it still exists or whether it is due to report. The point is that the Secretary of State should have been announcing the results, the recommendations and the actions from such a working group before Christmas, not simply announcing that he was setting one up.

Free school meals have also been an afterthought for the Government throughout the pandemic. They had to be shamed into action not just by Opposition politicians and, indeed, politicians on the Government side, but by Marcus Rashford and food poverty campaigners, yet we see just this week a repeat of the exact same debacle that we saw last March, so it is not just the case that the Government are making mistakes and oversights and are not on top of support for some of the most vulnerable children. They do not even learn from their mistakes; they just go on repeating them.

As for school closures—goodness me, Dame Angela. We have all accepted how important it is to keep schools open and to have a plan in place to achieve that. Let us just rattle through the timeline. In the final week of term, the Government were threatening to sue local authorities that were warning us that the virus was out of control and they needed support. The Secretary of State could have just picked up the phone. The Prime Minister said on 21 December that he wanted to keep schools open and they would reopen at the start of January. A plan—if we can call it a plan—was released on the last day of term for the roll-out of mass testing. Then, on 30 December, there was an announcement that primary schools in some areas would not reopen as planned. On 31 December, the Education Secretary was saying that he was “absolutely confident” that there would be no further delays in reopening, which should have been a clue that there absolutely would be. The very next day, the Secretary of State announced that all London primary schools, not just those in certain parts of the city, would remain shut to most pupils at the start of term.

On 3 January, parents were told to send primary school age children back to schools, which remained open despite growing calls to close them. Then the very next day, it was announced that they were closed, which I can tell the Minister was an absolute pain in the backside for parents who often get grandparents involved in supporting their caring responsibilities, as many grandparents said, “I’m really sorry. I would love to help, but I can’t—they’ve been back at school for a day.”

It is a total and utter shambles—the lack of forward planning, the lack of thinking ahead and the lack of any consideration about the impact that Ministers’ decisions have on the schools, the parents and the pupils, the children and young people, who have been victims of those decisions. There has been no consideration whatever.

I want to conclude by saying that, very self-evidently, this is not good enough. We have to ask serious questions about how it is, after this litany of failure, the Secretary of State is still in his office. It does not reflect well on the Prime Minister, who seems to cling to incompetence rather than challenging and tackling it. We have to be more ambitious. It should not just be the Government being ambitious for themselves and their own prospects; they should be more ambitious for our country. If we are not ambitious about the futures of children and young people, if we are not ambitious about getting every child online, and if we are not ambitious about having a national education recovery that seeks to repair the damage of more than a year of disruption to education, we really have to ask ourselves what on earth we are here for.

As the right hon. Member for Tatton said so powerfully in her speech, in so many ways throughout our history this country has led the world in the provision of education. We still have a great international reputation for the quality of our education, but there is a real risk that under the present leadership, without a serious change of course and a change in personnel, we will not see this country build on that proud history a brighter future for children and young people across the country. After the year of misery that they have had, I think we would all agree that they deserve so much better.