School Closures: Support for Pupils

Siobhain McDonagh Excerpts

Wednesday 13th January 2021 Westminster Hall

[Tracy Brabin (Batley and Spen) (Lab/Co-op)]

It is an absolute pleasure to serve under your chairmanship, Dame Angela, especially as it is your first time in the Chair—your opening night. It is a real pleasure to be here. I thank my hon. Friend the Member for Warwick and Leamington (Matt Western) for securing this timely and important debate. I must say that it was unclear whether we were going to have the debate, but for the sake of my young constituents who are struggling with home learning, I am grateful that we went ahead.

I want to take this opportunity to thank the teachers, the teaching assistants, the heads, the parents, the BBC and others for their fantastic online lessons—all supporting our children to get an education during this new lockdown. Teachers have had to redesign lesson plans at the last minute and get to grips with a new way of teaching, while maintaining standards. Although many children are still going to school—the children of key workers and others—there are thousands back at home with their parents, potentially without resources to learn.

We know that the digital divide is real, and the lockdown has identified that inequality. Many of the most disadvantaged children rely on schools and libraries to access the internet. With those closed, children and young people are now struggling to get online. The need is urgent, and I reiterate the point made by the Sutton Trust: just one in 10 schools across the country says that its pupils have access to technology. It is urgent, and it is a crisis.

As a young girl growing up on a council estate in Batley, on free school meals, I definitely would have been one of those youngsters who did not have the tech. I know the impact it would have had on my prospects. This is about lost potential. I definitely would not be standing in this place if I had had to scramble around for tech or share a mobile phone with my sister, my mum and my dad. This is a crisis for this generation.

Only last night, I received an email from Andrew Barker, a parent at my old school, Windmill Primary School, which is an outstanding, excellent school with great leadership. He asked whether I could help him and other parents source 20 recycled, used or spare devices for children who might not have access at home to learning and the devices to support it. Andrew, a software company owner, has also offered his tech support to help the school and teachers. I thank him and so many other parents around the country who are using their skills to support teachers—something that is desperately needed. As we have just heard, Ofcom and SHINE, the Leeds-based charity, have said that 1.78 million children lack access to a laptop, desktop computer or tablet. That is a seriously depressing number, given that children were already lagging behind their peers before covid. Now, after five months of missed education, they will be even further behind.

It is not just about the tech, is it? It is also about supporting the educators, the teachers, the teaching assistants and the mums, dads and carers, many of whom may not be natural teachers or may have a job to do at home while also trying to home school their children. They will need support. Leaving pupils without tech and their parents without support means the deprivation gap will only widen. Kids will suffer not just in terms of their education, prospects and future; potentially, their mental health will suffer too. A telling admission of failure was when the Education Secretary told children that if they did not have laptops at home, they could go to school, whereas the Government’s plan was to close schools to all children except vulnerable children and those of key workers.

Of course, the pledge to deliver 750,000 laptops to families without a suitable device is extremely welcome, but the proof of the pudding is in the eating—those children should have had them already. We cannot forget either that Government deliveries to special schools have not been fit for purpose. The Government have offered desktop computers to children who are not mobile and able to use desktops. Those children need tablets or smaller devices.

Councils around the country have had to step in where the Government have failed to deliver. My local authority, Kirklees, has distributed 3,857 devices since lockdown, but it decided that that was just not enough and allocated its own substantial funds to deliver tech for schools.

[Siobhain McDonagh (Mitcham and Morden) (Lab)]

It is not only councils that have stepped up to the plate, but community organisations in every region and constituency—none more so than the Dons Local Action Group, the AFC Wimbledon supporters who have supplied more than 1,000 laptops during the lockdown.

[Tracy Brabin]

There is no greater champion of access to tech than my hon. Friend. We are all enormously grateful for the work she has done, the letters she has written and the pressure she has put on the Government, so I thank her for that.

This is absolutely about social mobility. There is a correlation between children being on free school meals and their access to tech. There are more than 62,113 children on free school meals across West Yorkshire, so it is evident that the need is great, but it did not have to be that way. The Education Secretary and his Department knew that this crisis was coming. The Minister will probably point to the mutation, which caught us all by surprise, but another lockdown was predictable and scientists raised the alarm long before the new variant was identified.

Our children need care, but they also need resources. Our families need practical support. Schools need timely, realistic guidelines. We need an Education Secretary who is on top of his brief, but so far we have seen the Government continue to fail the children of Batley and Spen and West Yorkshire, whose futures and destinies depend on their leadership.

--- Later in debate ---

[Siobhain McDonagh (Mitcham and Morden) (Lab)]

I would need longer than the next few minutes to express my anger at the Government’s shambolic provision of remote education for schools, but I hope that I have long enough to propose three immediate, practical, tangible actions.

The first is zero-rating, which is a mechanism to make a website freely accessible, even if the user is without data. I congratulate BT, Three, Vodafone and O2 on their work on zero-rating the Oak National Academy, and particularly BT on its work to zero-rate BBC Bitesize. The Minister must urgently encourage all other providers to follow suit.

The second is data. Families streaming online lessons on pay-as-you-go can expect charges as astronomical as £37 a day, so I welcome the free data offered by the biggest providers, but the devil is in the detail. While they are offering unlimited data to all customers in need, Sky Mobile’s offer is limited to 1,800 customers and they have to be on a monthly contract. I say to the Minister that someone’s contract cannot be boosted if they do not have a contract in the first place. The families without connectivity are not on monthly contracts. They pay as they go. Where is the offer from the likes of Giffgaff, Lebara, Lyca and Asda Mobile? We are beginning to understand that poorer people pay their bills differently. Just as they pay their gas and electricity on a key charging meter, they pay for their connectivity on a pay-as-you-go basis.

I offer all hon. Members in this debate a table that Harry and Dan in my office have put together of all the offers by all the companies. It shows that companies that overwhelmingly provide services to poorer people on pay-as-you-go make no offer at all. Even though some of the leading companies make great offers to people on contracts, they make no offers to people on pay-as-you-go.

The third action is on devices and dongles, because no matter how many websites are zero-rated or how much data is offered, remote education remains completely inaccessible to the 1.78 million children without a device. And no matter how expensive, how smart or how modern the device distributed, it is educationally useless if it comes without the data or dongle needed to connect from home. Why on earth have just 40,000 routers been delivered? In a country with free state education, how is it acceptable for remote education to be dependent on a lottery of support and for the Good Law Project to have to resort to legal action due to the poorest parents having to choose between their child’s education and their family’s health? If they do not have data or computers, they go to school.

So many Members have referred to the research from the Sutton Trust and Teach First. Just 10% of teachers report that all their students have adequate access to a device—just 5% of teachers in state schools, compared with 54% in private schools. Meanwhile, a principal in my constituency wrote to me only yesterday to tell me that an astonishing 350 children at her secondary school had to share a device in the household. I rang her to confirm, because I thought I had misunderstood. Unfortunately, I had not.

I welcome zero-rating and I thank those networks stepping up to boost contracts, but ultimately nothing replaces a teacher teaching their own pupils. It is utterly unjust that that is available to all but the poorest pupils on the wrong side of the digital divide. Every pupil receiving a laptop in the weeks ahead is a child that has been failed in the six months that they were off school without one. The Minister knows that the number provided still does not meet the need, and tens of thousands of other children will be without the connectivity they require to use the device in the first place. Stop passing the buck on to schools and teachers, and provide the data and dongles urgently needed, so that no child’s education is dependent on their internet connection.

[Wes Streeting (Ilford North) (Lab)]

May I congratulate you, Dame Angela, on your recognition in the new year’s honours? It was richly deserved. It is a genuine pleasure to serve with you in the Chair. I thank my hon. Friend the Member for Warwick and Leamington (Matt Western) for securing this really important debate. It says a huge amount about the concern that people have about the state of education in our country at the moment that Members have travelled from right across the country to participate in this debate because it is so important. I, too, thank the House authorities for facilitating this sitting. I hope that sense will prevail and that we can find a way to have virtual participation in Westminster Hall as well as the main Chamber.

Members will know how strongly I feel about where we have got to in the education response to this pandemic and the serious challenges facing children and young people across the country, as well as parents, educators, staff and schools, who have bust a gut throughout the year to keep children learning. I am angry because it did not need to be this way. We have always said that closing schools ought to be a last resort. They should be the last to close and the first to reopen. We reached that last resort because of the Government’s failure to manage the public health crisis.

What are the lessons here? Being too slow to act leads to greater cost overall. We have seen that in terms of lives and livelihoods, and we are now seeing it clearly in terms of learning. Unless we act quickly and decisively, we all pay a greater price. It is outrageous that children and young people across the country, particularly those from the most disadvantaged backgrounds, will suffer the most.

We all agree that school is the best place for children to be. That is the view of not only hon. Members who are passionate about education, but every single teacher and member of support staff across the country. Indeed, even when they were warning the Government that schools were no longer a safe place for pupils to be if we wanted to manage and contain the spread of the virus, every single union representing teaching staff, school leaders and support staff made it clear that school is the best place for children and young people to be, and we need to get on top of this virus to get them back there as quickly and safely as possible.

As we know from the Children’s Commissioner and from Ofsted, and from all the evidence from the first lockdown, that when children and young people are not in school, it is particularly the most vulnerable children we are concerned about. Even with reports of high numbers of children and young people still turning up to school this week and last week, we know that children from the most vulnerable and at-risk backgrounds are still failing to show, with serious concerns flagged for social services.

Even for children not from the most disadvantaged backgrounds, this has not been an easy time; in fact, it has been a very challenging time, as any parent would agree who is trying to juggle their work and their responsibilities around the home with educating their children at the same time. If ever there was a time to be grateful for teachers, it is right now, and parents across the country are appreciating first hand that teaching is not an easy job

Children from the most disadvantaged backgrounds are the most excluded. That is what makes the Government’s failure to prepare for remote learning inexplicable and inexcusable. It is not only their competence that is in question, but their values and their ambition for pupils across the country. We know from Ofcom that around 1.8 million children are without a device to study from at home, and around 880,000 children live in households with only a mobile internet connection, with all the challenges that that presents. My hon. Friend the Member for Jarrow (Kate Osborne), who has been an outstanding champion in highlighting the digital divide, made that clear in her powerful speech.

Why was it not a national priority to get every child online? Why did the Department for Education have a target of providing only 230,000 laptops by the end of June last year, and, worse still, why was that target missed? We now know that 700,000 laptops have been delivered in total—100,000 of them this week, so the pace is picking up. The Government have committed to 1.3 million in total, but when will those be delivered? Why does the summit of the Government’s ambition still fall short of delivering for the 1.8 million children whom we know are without a device in the home? Only 54,500 4G routers and 9,930 wi-fi vouchers had been delivered by Christmas. Why? How is that acceptable?

We know that children cannot get online. Why are we relying on the goodwill of mobile phone providers to help their customers, because that is clearly not working? As my hon. Friend the Member for Mitcham and Morden (Siobhain McDonagh) said, many of them are not even bothering to try to help their customers, so where does that leave those children from the poorest and most disadvantaged backgrounds?

Why is it that, even at the start of this term, we had reports that families and schools had not been able to order laptops for primary school pupils? Why is it that sixth-formers were not also given priority for laptops but put at the bottom of the pile? As the research published by the Sutton Trust and Teacher Tapp shows, just 10% of teachers report that all their pupils have access to a device, and that proportion has barely shifted across the entirety of the pandemic. We know that what the Government have been doing has fallen well short of the need of our children and young people.

The digital divide, of course, is not new. If one thing must come out of the pandemic, it should be an understanding that access to online services, education, resources and entertainment cannot be restricted only to those from comfortable or well-off backgrounds; everyone needs to benefit. My hon. Friend the Member for Feltham and Heston (Seema Malhotra) raised the digital divide. There are plenty of examples of local authorities, such as Hounslow and others, that have grasped the nettle and worked hard to get their local families and citizens online. What will the Government do in the wake of the pandemic genuinely to tackle the digital divide and to ensure that we get not only every child online, but every family?

I am also really concerned about the support available for special schools. For obvious reasons, being open to their pupils presents all sorts of challenges for the safety of both the staff and the young people they serve. I know, from speaking to the heads of special schools in my constituency and across the country, that they have not felt supported by the Government, they have not felt funded by the Government, and they certainly have not felt trusted by the Government. The Government need to focus on and prioritise the provision in special schools, and to trust headteachers to make sensible decisions about managing the flows of children and young people in their school, making assessments about risk and vulnerability and ensuring that children receive the support they need—a point made well by my hon. Friend the Member for Batley and Spen (Tracy Brabin).

Getting every child online is about access not just to kit but to high-quality teaching. I recognise that the Government have put in place a remote learning framework, but there is a lack of understanding of how digital education can best be delivered. It is not always about live lessons, although I know that many schools have done a great job in providing continuous online provision; it is about giving people access to high-quality lessons, which can be delivered by brilliant providers such as the Oak National Academy and the BBC, and, crucially, following up with good-quality contact time with a teacher, as my hon. Friend the Member for Jarrow said in her fantastic speech. That has been somewhat overlooked by the metrics in the framework.

[Siobhain McDonagh]

Was my hon. Friend as shocked as I was that the Secretary of State, when making his statement last week, suggested that parents who were unhappy with the remote learning their schools were providing should complain to Ofsted?

[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.”