Ofsted: Accountability

Stephen Morgan Excerpts

Wednesday 8th June 2022 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Paisley. I thank the hon. Member for York Outer (Julian Sturdy) for securing this important debate. As we have heard today, the role of Ofsted is an issue that prompts much discussion among teachers, parents and constituents.

The hon. Member for York Outer spoke about concerns shared with him by a village school in his constituency, and the impact on staff, parents and the wider community. He cited the impressive response to his efforts to seek the views of others, on which I congratulate him. It is great to hear that nearly 2,000 responses were received, but it is also a sad reflection of the concerns about existing inspectorate arrangements. He raised particular concerns about the complaints processes and the limited effective opportunities to challenge the inspectorate and its outcomes; those points were well made.

We also heard, as ever, from the hon. Member for Strangford (Jim Shannon), who shared his insight and considered views from a Northern Ireland perspective. He spoke passionately about the pressures that Ofsted places on teachers and the need for more support for them, which I will address later in my speech. Finally, the hon. Member for Central Suffolk and North Ipswich (Dr Poulter) also shared helpful insight from his constituency about the impact on schools and communities of one-word judgments.

It is true that the majority of schools are now rated good or outstanding, but that masks an estimated 210,000 pupils stuck in schools that for 13 years or more have received ratings of inadequate or requires improvement. There are also significant regional inequalities. More than 200,000 primary-age children live in areas in which there are no good or outstanding schools. Eleven out of 12 local authorities in the north-east have a higher-than-average share of pupils attending underperforming schools.

School inspection must be a crucial part of our education system to deliver the best for our children, but I fear that the framework drives a tick-box culture, as echoed by other Members in the debate. It does not necessarily encourage the delivery of excellent education to every child. It also contributes to a growing recruitment and retention crisis in the teaching profession, which will inevitably have an impact in the classroom. For too many school leaders, teachers and governors, inspection has become emblematic of all that is wrong with the profession. Time and time again, in conversations that I have had since becoming shadow Schools Minister, teachers tell me that they feel punished, not supported, by Ofsted.

Earlier this year, I visited the National Education Union advice line in Doncaster. I spoke to teachers desperate to find a way to stay in the profession that they love, but the pressure of inspections was listed by teachers and staff as a significant factor in their decision to leave. I visited a school in Gillingham where people described the relief that the inspections were suspended during covid, because they could then

“focus on doing what was best for the children”.

That seems completely counterproductive to me, and to many parents and teachers too.

I want to say to school leaders, teachers and governors: “I hear you loud and clear.” Unlike this Government, Labour has a clear plan to tackle the challenge. This year, Ofsted turns 30 and, in that time, the role of schools has changed immeasurably; so, too, must the inspection framework. Getting the best out of people means respecting their efforts and supporting improvement, as well as challenging their performance. Ofsted should be an ally to every teacher and school leader, determined to set their school on the right path. In government, therefore, Labour will undertake fundamental reform of Ofsted to ensure that it supports school improvement proactively, and does not just deliver high-stakes, one-word judgments on the hard work of teachers and governors.

First, we would free up inspectors to work more closely with schools requiring improvement. They would be empowered to put in place plans to deliver sustained change in struggling schools, similar to the peer-to-peer support that worked so well in the London challenge. We would connect teachers and leaders with the training they need. Next, we would require Ofsted to report on a school’s performance relative to other schools in its family, or those with similar characteristics. That would recognise the short and long-term improvements that teachers plan, helping parents understand inspection results more clearly. We would also require Ofsted to report on areas of excellence within a school, so that we can celebrate what is great as well as what needs improvement. Working with school leaders and staff, we can reset the adversarial culture and refocus on the delivery of excellence for every child.

While important, however, reform of Ofsted is not a panacea. I recognise that the challenges that children and teachers face, and that this Government choose to ignore, go beyond that. As I said, the inspection regime is contributing to an increasing recruitment and retention crisis. Ministers have met teaching recruitment targets only once in the past decade. DFE data released earlier this year shows that the number of applications to initial teacher training has plummeted by almost a quarter from the same time last year. Forty per cent. of teachers now leave the profession within four years.

I am clear that the world-class education we want for all children need not come at the cost of the high-quality teachers we need. That is why Labour has introduced the most ambitious programme of school improvement for a generation, which contains practical steps to tackle the day-to-day issues that teachers face in the classroom. First, we will recruit 6,500 new teachers to help close the vacancies gap, and we will make a real investment in teachers through a professional development fund that gives them access to the skills they need during their career. Aspiring headteachers will be given the support they need to lead outstanding schools. Our excellence in leadership programme to support new headteachers throughout their first years in the job will be well supported. We will work together with school staff and leaders to give them time to teach and to deliver the outcomes we need for our children. Labour is clear that inspection should apply to the whole system, with multi-academy trusts properly responsible for provision in schools, as Ofsted itself has called for.

Labour is relentlessly ambitious for children’s success. We want to build an education system where children thrive once again and staff have the time to teach. Making that a reality requires curiosity, an understanding of the problem and a real plan, but what we see from this Government is a White Paper full of bluster and gimmicks and a Schools Bill that fails to tackle the day-to-day challenges facing our school system. Yet again, Conservative Ministers simply do not have the answers that teachers, children and parents need. That is why the next Labour Government will transform education again, as we did in the past, and place children at the centre of our national approach. That is the very least they deserve.

[Ian Paisley (in the Chair)]

Before I call the Minister, I commend the Chamber Engagement Team on their production of an excellent piece of work, which has helped to inform and assist today’s debate.

Children’s Education Recovery and Childcare Costs

Stephen Morgan Excerpts

Tuesday 7th June 2022 Commons Chamber

[Stephen Morgan (Portsmouth South) (Lab)]

As children return from half-term to continue with exams and the cost of living crisis spirals, this debate speaks to the heart of concerns across this House and up and down the country.

I echo the tributes paid to the dedicated and committed staff in the education sector by Members in all parts of the House. We have heard in interventions and speeches specific mentions of individual staff, schools and other settings. The hon. Member for North Swindon (Justin Tomlinson) paid particular tribute to nursery staff. My hon. Friend the Member for Reading East (Matt Rodda) recognised the efforts of teaching staff in schools and colleges. From school leaders to teaching assistants, catering staff to each and every teacher, I place on record our thanks to them all. They have stepped up for our children time and again, during the pandemic and since. Millions of those children will now be sitting exams and assessments for the first time since 2019. It is a credit to our young people that they are rising to this challenge after the unprecedented challenges they have faced: we are so proud of them all. But this Government have consistently let them down. Ministers’ miserable failure to help children to recover lost learning threatens to limit their opportunities.

We have heard that, again, in interventions and speeches today. My hon. Friend the Member for Reading East spoke of investment in after-school clubs—something that Labour’s recovery plan would invest in—and partnerships such as the London Challenge under the previous Labour Government, which drove up outcomes for young people. My hon. Friend the Member for Kingston upon Hull West and Hessle (Emma Hardy) made powerful points on oracy. I thank her for her work on the all-party parliamentary group on oracy in encouraging speaking skills at the heart of an education catch-up in schools. She also talked about the value of breakfast and after-school clubs.

As parents increasingly feel the pinch, this Government’s inaction is pricing families out of care for their children. The hon. Member for Twickenham (Munira Wilson) and other Members rightly praised the valuable work of Pregnant Then Screwed in lobbying for women and mothers. My hon. Friend the Member for Walthamstow (Stella Creasy) spoke of the raw deal on childcare that parents are getting from this Government and the importance of speaking up for parents. I thank her for so passionately doing so.

My hon. Friends the Members for Bolton South East (Yasmin Qureshi), for Newcastle upon Tyne North (Catherine McKinnell) and for Mitcham and Morden (Siobhain McDonagh) made powerful speeches about how the costs of childcare in the UK compare with European countries, and the cost that that has for our country’s economic output. That is why Labour’s motion calls on Ministers to match our ambitious plan to help children to recover lost learning and keep childcare costs down. Despite the challenges that they face, parents are working to provide the very best for their children. Time and again this Conservative Government have made that task harder. While Ministers dither, Labour has proposed practical solutions to help children and families to thrive. It is time that this Government matched that ambition.

After the unprecedented disruption of the past two years, children must be at the centre of our plans for the future. We need a real education recovery from the pandemic that supports both children and teachers—not a gimmicky quick fix, but a recovery that is targeted, impactful and sustained, that is embedded in the fabric of day-to-day school and that is properly resourced, but there has been a complete absence of both leadership and ambition from this Government. Sir Kevan Collins’s plan was rejected out of hand by a Chancellor who told us that he had maxxed out on support for our children. It is now just over a year to the day since Sir Kevan resigned. At the time, he said that the Government’s plans were “too narrow” and “too small”, and would be delivered “too slowly.” His warnings have proved to be spot on.

The Government’s flagship national tutoring programme has failed children and it has failed taxpayers. The latest figures suggest that the Prime Minister’s blusterous target of 1 million hours of tutoring will not be met until all children currently at secondary school have left. Worse still, Ministers plan to pull out the rug from under schools that are working hard to deliver the scheme. Tapering funding will mean that schools will cover 90% of the cost within three years. With eye-watering energy bills and food and other day-to-day costs rising, there is a real possibility that schools will struggle to deliver the scheme. It is children in the classroom who will suffer.

As schools face the pinch, so too do families. Childcare is critical for learning and development, but it is also intrinsically linked to our wider economic prosperity. Pre-pandemic, children on free school meals arrived at school almost five months behind their peers. Spiralling costs will make that worse. The average cost of a full-time nursery place for a child under two has risen by almost £1,500 over five years. In fact, the United Kingdom has one of the highest childcare costs as a proportion of average income, as we heard earlier. At 29%, we are 19% higher than the OECD average. That has perpetuated a gross inequality that is holding women back. Some 1.7 million are prevented from taking on more hours of paid work because of childcare costs and we lose £28.2 billion in economic output every year as a result. That contributes to the farcical situation in which young families’ income will be higher if they remain on universal credit than if they were both in work and paid for childcare. Of course, that is more punitive for single parents.

The Education Secretary likes to say that he is evidence-based and evidence-led, although there has been some debate about that recently, but what more does he need to see before acting? The latest bright idea, to cut the number of adults looking after groups of children, will likely reduce the quality of provision and have no impact on availability or affordability. After yesterday’s no confidence vote, I know that Ministers will be particularly concerned with numbers, but parents and children will tell them that this just does not add up.

In contrast, Labour’s children’s recovery plan means small-group tutoring for all who need it, breakfast clubs and activities for every child, quality mental health support for children in every school, professional development for teachers and targeted extra investment for those young people who struggled the most with lockdown. That is the action that we would take right now, and it includes investing in childcare places for young people on free school meals. Because we know that childcare pressures do not stop when children start school, we are investing in before and after-school clubs for children.

Every day, this Government are wasting time that children and families do not have. Yet there was nothing in the White Paper to combat that and nothing in the Schools Bill. This Government are happy to let children drift, with teachers and parents picking up the pieces time and time again. It is not inevitable that a generation of children should be held back by disruption to learning and spiralling costs. It is political choice made by this Government. Just as the previous Labour Government transformed education, we would do so again, working together with staff, parents and children. Labour would deliver a sustainable recovery for children’s education for more than a year, and we would insulate children and families from the Government’s cost of living crisis.

The choice for Ministers and the question for Back Benchers is once again clear. Will they finally admit that they have got it wrong and back our plans, or will they leave children as an afterthought once again? If they do not stand up for children and families, Labour will.

Oral Answers to Questions

Stephen Morgan Excerpts

Monday 23rd May 2022 Commons Chamber

[Mr Speaker]

I call shadow Minister Stephen Morgan.

[Stephen Morgan (Portsmouth South) (Lab)]

The reality is that the schools estate is crumbling after 12 years of Tory negligence. In 2019, the Government’s own survey revealed that one in six schools required urgent repairs, and the Minister’s own Department is warning that some school sites present a risk to life. Millions of children are learning in buildings that are not fit for purpose, so can he tell us whether he has had any success in securing funding from the Chancellor and whether he is confident that every school building in England is safe for the children who learn in it?

[Mr Walker]

The safety of pupils and staff is paramount. We have one of the largest condition data collection programmes in Europe, which helps us to assess and manage risk across the estate. Through our programmes, we prioritise buildings where there is a risk to health and safety. We have invested more than £13 billion since 2015 in improving the condition of school buildings and facilities, which includes £1.8 billion committed this year. In addition, our new school rebuilding programme will transform the learning environment at 500 schools over the next decade and will prioritise evidence of severe need and safety issues.

Physical Education

Stephen Morgan Excerpts

Wednesday 23rd March 2022 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Hosie. I thank the hon. Member for Eddisbury (Edward Timpson) for securing an important debate on an issue that I believe is vital to the future of young people and our country.

It is clear from today’s contributions that Members on both sides of the House agree that physical education and sport are an important part of the curriculum, and this has been a good-spirited debate. The hon. Member for Eddisbury spoke passionately about the importance of physical education, and I thank him for his efforts and his leadership in the task group. He described how some people perceive PE to be a “nice to have” rather than an integral part of the curriculum, and he spoke about the impact of PE on health and wellbeing.

My hon. Friend the Member for Batley and Spen (Kim Leadbeater) showed her usual passion and energy, which she demonstrates on every issue she raises in Parliament. She has huge experience of the education sector, and she talked about PE needing greater priority and about the skills it gives young people so that they can succeed, flourish and make friends.

We know the pandemic has caused unprecedented disruption to children’s academic learning, but it is also important to recognise the impact of the lack of opportunities pupils have had to participate in organised team sports and physical education. I am sure colleagues on both sides of the House will share my concerns about the combined impact that the limited opportunities for sport and exercise and being locked indoors for the past two years has had on our young people’s mental health and wellbeing.

Sport England’s survey, published in December, showed that only 45% of children and young people—equivalent to 3.2 million pupils—achieved the chief medical officer’s guideline of taking part in sport and physical activity for an average of 60 minutes or more a day. Worse still, 32% averaged less than 30 minutes a day. Crucially, the guideline is similar to the ambition of the Government’s 2019 school sport and activity plan

“that all children should have access to 60 minutes of physical activity every day”.

The Government had stated that they would publish an update on their plan this year but, despite their targets, it is still nowhere to be seen.

Even with the Government’s record over the last two years, the state of children accessing exercise prior to the pandemic cannot be forgotten and simply swept under the carpet. According to a Taking Part survey covering the period of April 2019 to March 2020, just 65% of five to 15-year-olds had participated in competitive sport in school during the previous 12 months, and only 58% of five to 10-year-olds had played sport at school in organised competitions. Will the Minister commit his Department to publishing an update on its school sport and activity plan? What specific action will he be taking to address the Government’s failure to meet their own objective of all children having access to 60 minutes of physical activity every day?

The pandemic has caused widespread disruption to children’s learning, including PE and sport, but the Government cannot use covid as a smokescreen to shroud a decade of failure to provide proper access to physical education and sport that students need and deserve. If Ministers will not deliver for our children, the next Labour Government will.

School Rebuilding Programme

Stephen Morgan Excerpts

Tuesday 22nd March 2022 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve under your chairship, Mrs Miller, and I thank my hon. Friend the Member for City of Durham (Mary Kelly Foy) for securing this important debate. I know she has been robustly interrogating Ministers on this issue, as well as that of school transport. She is a credit to her city and her constituents, but sadly, the decay of our school estate is a national challenge. The chorus of cross-party voices raising individual cases today and at Education questions last week demonstrates the gravity of the problem we now face up and down the country.

Today, we have heard from a number of speakers on a range of issues affecting our nation’s schools. All spoke with passion about the contribution that schools make to communities and constituencies across the country. My hon. Friend the Member for City of Durham is a tireless champion and a strong voice for her constituency schools—schools that are not compliant with the Disability Discrimination Act 1995, with issues with roofs, ventilation, heating, and rising damp. This is important, because we want the very best for our children and our communities. My hon. Friend then went on to helpfully describe the broader points about the Government’s school building processes, specifically the CDC surveys, and the off-the-shelf nature of builds.

From my hon. Friend the Member for York Central (Rachael Maskell), we heard the story of All Saints—falling masonry, heating and ventilation problems—and the complexity of funding programmes and the barriers that creates, especially in a historic city and heritage area such as York. My hon. Friend the Member for Hornsey and Wood Green (Catherine West) covered a range of issues facing her constituency, and the importance of investment in school sports. I hope she will be in her place for tomorrow’s debate on the importance of physical education in the curriculum, in which a number of those issues will also be raised.

The fact is that our school estate is crumbling. According to the Department for Education’s own conditions survey, one in six schools in England requires urgent repair, and more than 1,000 had elements that were at risk of urgent failure. The 1960s is a more representative era of our school estate than either of the past two decades. Millions of children are now passing through a school estate that is not fit for purpose, which has been a political choice of successive Conservative Governments. As we have heard, within weeks of taking office in 2010, the Tory-Lib Dem coalition cancelled the Building Schools for the Future programme. Of the 715 school rebuilding projects planned when that programme was scrapped, just 389 were rebuilt by its successor, the priority school building programme.

[Catherine West]

The shadow Minister is making an excellent speech. Does he agree that even the Secretary of State for Levelling Up said in a press interview that the worst thing the Government had done was cancel the Building Schools for the Future programme in 2010?

[Stephen Morgan]

I thank my hon. Friend for that intervention. The Labour Government of the past should be proud of its achievements in improving schools across our country. I know that Conservative Members also mentioned the significant investment that took place under the last Labour Government; long may that continue when we elect the next Labour Government.

Once all the schools are complete, we will still be 178 schools short of the programme’s original 715. Even schools that are lucky enough to get contractors on site face significant issues, as we have heard. A school in my constituency found that the work was of shockingly low quality, creating a number of serious defects that pose a risk to students and teachers. I know that colleagues have similar stories.

I am certain that the Minister will tell us proudly about the extra funding announced last year, but I suspect even she knows that that rings hollow compared with the scale of the task before us. She will know that capital spending has decreased by 25% in cash terms, and by 40% after adjusting for inflation, which continues to rise, in addition to a decline in basic needs spending. Two years of late decisions in awarding funding under the condition improvement fund have left schools in limbo and delayed up to 1,000 improvement projects.

Although the existence of the school rebuilding programme demonstrates that Ministers are at least dimly aware of the challenge presented by our crumbling school estate, even a cursory glance shows that the programme is grotesquely inadequate. Ministers said that the programme will partially or fully rebuild 500 schools over the next 10 years. Yet the Department’s own 2019 conditions survey found that almost 4,000 schools—17% of the entire school estate—are in need of immediate repair, so the number of schools covered by the programme is woefully inadequate and completely arbitrary. That is why I believe that Ministers created a postcode lottery on school repairs, which they know will not clear the backlog.

In the meantime, dedicated teachers and parents are left to make do with leaking facilities, dangerous wiring or allegedly temporary cabins that were built a decade ago. Well-meaning right hon. and hon. Members come to this place, caps in hand, to plead with Ministers on the merits of individual schools. Colleagues across the House are understandably desperate to support schools in their patches, as we have heard so powerfully in the debate, but that is no way to build a school estate that supports the next generation.

Our aspiration for the quality of the school estate should be to match and to enable the ambition of young people in this country, but the disrepair of the school estate is now approaching national crisis status. The total cost of repairs is now eye-watering, and a decade of inaction from the Conservative Government means that it is rising every day. The real cost is to our children’s education; a generation has now passed through schools that are not fit for purpose. Sadly, children are once again an afterthought for this Government.

Is the Minister satisfied that the Government’s school rebuilding programme matches schools’ need? Will she publish a full regional breakdown of the data on grade and priority of repair that was collected as part of condition data collection 1? How many applications have been received for the latest round of the school rebuilding programme? Of those applications, how many fell into the C, D and X grades identified in the condition data collection 1 programme? How will the Government prioritise urgent repairs for schools that bid unsuccessfully for the next round of the school rebuilding programme? How many representations have Members made to the Minister, and how has she taken account of them in the programme’s bidding process?

Schools are worrying more about their energy bills this year, so can the Minister explain how the condition data collection 2 process will support the transition to net zero? Will it pay particular attention to the inadequacies of ventilation demonstrated during the pandemic? Finally, ahead of tomorrow’s fiscal event, has the Department made any formal representations to the Chancellor for new funding for repairs to the school estate?

Oral Answers to Questions

Stephen Morgan Excerpts

Monday 14th March 2022 Commons Chamber

[Mr Speaker]

I now call the shadow Minister.

[Stephen Morgan (Portsmouth South) (Lab)]

The Education Secretary has announced that his Department will repurpose the Oak National Academy to provide UK-wide online learning. Families facing the Tory cost of living crisis need a guarantee that data used to support learning will not add to their spiralling household bills. Ofcom’s recent affordability report found that 1.1 million households are struggling to afford broadband. With more schools delivering learning via digital means, can the Minister set out whether he intends to keep these services zero-rated indefinitely?

[Mr Walker]

I am pleased to see that the hon. Gentleman has welcomed our announcement this morning on Oak. We think it is a valuable tool that will support exemplification as well as delivering online support to pupils and students. With regard to zero-rating, we welcome the fact that that is continuing and we will continue to work closely with colleagues at DCMS to see how that can be supported over the longer term.

Government’s Education Catch-up and Mental Health Recovery Programmes

Stephen Morgan Excerpts

Thursday 3rd February 2022 Commons Chamber

[Stephen Morgan (Portsmouth South) (Lab)]

I would like to thank the right hon. Member for Harlow (Robert Halfon) for bringing forward this important debate. It could not be more timely, a year on from Sir Kevan Collins’ appointment as the Government’s education recovery commissioner. I want to start by recognising the huge contributions that our nation’s school and college staff, and parents, have made to preserving and protecting our children’s education every day since the beginning of the pandemic. They continue to do so day in, day out. I also want to echo the contributions of colleagues from across the House who have set out the education recovery challenge we face with clarity and compassion.

We have heard from a number of right hon. and hon. Members in what has been a broad debate covering high needs challenges, the crisis in mental health, the level of exclusions and the need for urgency in tackling the issues at scale. My right hon. Friend the Member for Newcastle upon Tyne East (Mr Brown) spoke about the importance of communication with parents, and raised concerns about ventilation and supplies of tests to schools. My hon. Friend the Member for Mitcham and Morden (Siobhain McDonagh), who is a tireless champion for schools and colleges in her constituency, spoke about the last-minute chaotic announcements and the impact on schools and children. She also spoke powerfully about children not getting a second chance and why we have to get recovery right. My hon. Friend the Member for Stretford and Urmston (Kate Green) spoke about the importance of adequate resources to meet the challenges faced, investment in early years and Labour’s recovery plan. I pay tribute to her for her tireless hard work on this ambitious plan.

While recovery is vital and the focus of today’s debate, school staff, parents and pupils are still living with the day-to-day reality of covid across the country. Pupil absences are up 35% since the start of January, and a quarter of schools have 15% of their teachers and leaders off work. But on both vaccination and ventilation, Ministers continue to fall short on basic measures that would keep children learning together and playing together. The Education Secretary has yet to tell us exactly how many volunteer teachers have come forward and what his workforce plan looks like. Any member of school staff will tell you that we are not out of the woods yet when it comes to covid. Yet we must act immediately to tackle the generational education recovery challenge we face.

As it stands, Ministers’ complacent and inadequate plans risk widening existing inadequacies and inequalities, compounding the damage caused by a decade of Conservative cuts and stunting the life chances of a generation of children. The Institute for Fiscal Studies found that an average loss of six months schooling could see a reduction in their lifetime income of 4%. This equates to a total of £350 billion in lost earnings for the 8.7 million school-age children in the UK.

This is the stark scale of the generational challenge we now face, and the Government’s ambition must match it, yet the total package of so-called catch-up funding equates to just £300 per pupil. That is just £1 per day that children have been out of school. Let us compare that with the £1,685 per pupil recommended by the education recovery commissioner, the £1,800 per pupil in the US and the £2,100 per pupil in the Netherlands. It is no wonder that Sir Kevan resigned in protest. This meagre package will also compound the damage done by a decade of cuts in school spending. Even with the money announced in the spending review, the IFS says that per-pupil funding remains lower than a decade ago, and the broken national funding formula will see the least deprived schools receiving more money than the most deprived, to the tune of almost 5% by 2023. Despite rehashed announcements this week on levelling up that were big on rhetoric but low on practical delivery, the bottom line is that this Government will continue to hollow out areas of historical deprivation when it comes to education funding and recovery.

Meanwhile, the Government’s flagship national tutoring programme is failing children and failing taxpayers. Recent figures show that the scheme has reached less than 10% of those due to receive support in this academic year. The Government’s contractor is unable to say whether it is hitting targets to engage children receiving the pupil premium who are most in need of support. There have also been huge problems with the tuition partners’ online platform, frustrating engagement for many schools. Three quarters of tutoring providers surveyed recently said they felt that it did not have sufficient resources to deliver the scheme. Will the Minister therefore commit today to publishing information on the reach of the programme by region and among those who had the most time out of school? Will he also say what he will do to work with schools to address the problems that are preventing engagement?

I want to turn now to mental health, which has long been a silent pandemic. Even before covid, the NHS suggested that as many as one in six five to 10-year-olds suffered from mental ill health. The Royal College of Psychiatrists claims that 2020 saw the highest ever number of young people referred for mental health help. The poorest 20% of households are now four times more likely than the wealthiest 20% to have a serious mental health problem by age 11. CAMHS have been systematically cut in the last decade and interventions have been forced to move away from preventive work to crisis response. Once again, however, Ministers have ducked another generational change. The recent funding for mental health support teams will cover just 35% of schools by 2023. This is not nearly ambitious enough to meet the heightened demand or to counteract a decade of underinvestment in children’s mental health. Barnardo’s and others have been clear that there should be a dedicated mental health support team in every school, and Labour agrees.

After 21 months and four waves, this Government are still fundamentally unable to combat the impact that this pandemic is having on our children. The Government response has meant that disruption and uncertainty have become an exhausting normality for teachers, school staff, pupils and parents. That cannot continue. As we learn to live with covid, education recovery presents a historic challenge and we must rise to it. Labour wants to harness the opportunity that this watershed moment provides to tackle long-standing inequalities. Our children’s recovery plan would support our country’s children to play, learn and thrive together once again. Our clear, costed proposals are an ambitious plan that would deliver school activities and breakfast clubs, quality mental health support to every child and every school, and small group tutoring for all those who need it, as well as making a real investment in our teachers.

Schools continue to battle covid in classrooms as we speak. Meanwhile, the consequences of learning loss loom larger with every passing day. Time and again, the Government have demonstrated that they are fundamentally unable to plan for or mitigate the impact of covid on our children’s education. The summit of Ministers’ ambition for education recovery falls well below what our children need and deserve.

The Government are paralysed by the Prime Minister’s repeated scandals, and while they dither, inequalities widen. Without further intervention, the damage of the pandemic will become irreversible and the impact will plague children, the education system and the wider economy for decades to come. Every day this Government waste is another our children will not get back. If Ministers will not step up for our nation’s children, the next Labour Government certainly will.

Oral Answers to Questions

Stephen Morgan Excerpts

Monday 31st January 2022 Commons Chamber

[Mr Walker]

The Government have consistently guided that ventilation is an important part of the measures against covid. We have had a world-leading programme of rolling out CO₂ monitors so that we can identify the classrooms that need extra support in this respect. Roughly 3% of classrooms came back as needing the extra support and the Secretary of State confirmed last week that every school that meets the criteria and that has applied for that will get it, paid for by the Department for Education. This is a successful response to ensure that schools have the support that they need.

[Stephen Morgan (Portsmouth South) (Lab)]

Vaccination is key to protecting our children’s learning in the classroom, yet 46% of 12 to 15-year-olds have still not had their first dose. One in eight children were off school earlier this month, causing more avoidable disruption to their education. Ministers missed their own target to offer every child a vaccine by October half term, so can the Minister tell the House what his vaccination target is now, and when he expects to meet it?

[Mr Walker]

As the hon. Gentleman will recognise, vaccines have never been compulsory for children. We want children to have vaccines, but they are optional and something that requires consent. We are continuing to support the vaccine programme, and the Secretary of State announced last week that we have accepted £8 million from NHS England to accelerate that in the schools pillar. The community pillar continues to be available to children in this age group.

Careers Guidance in Schools

Stephen Morgan Excerpts

Tuesday 11th January 2022 Westminster Hall

[Stephen Morgan (Portsmouth South) (Lab)]

It is a pleasure to serve under your chairship, Ms Rees. I pay tribute to the right hon. Member for Tatton (Esther McVey) for bringing forward this timely and helpful debate, on an issue that is vital to the future of young people and to our country. I know all Members will watch the progress of the private Member’s Bill tabled by the hon. Member for Workington (Mark Jenkinson) with interest. It has Labour’s support.

We have heard from a number of speakers on a range of important issues, including access, quality, frequency, variety, consistency, and how fruitful partnerships are between businesses and schools. They make a real difference to the outcomes for young people. My hon. Friend the Member for Wythenshawe and Sale East (Mike Kane) reminded us how seriously our party takes the issue; my right hon. and learned Friend the Member for Holborn and St Pancras (Keir Starmer) made it a centrepiece of his speech at party conference. The hon. Member for Strangford (Jim Shannon) spoke about how early young people can make decisions that affect their lives, and how those should be backed up by good advice. A number of Members raised how good-quality careers advice helps social mobility, the impact of the pandemic on the jobs market, and the importance of getting advice early.

At the heart of the debate is a desire to ensure that young people are ready for work and for life. There has been a noticeable surge in that sentiment since the pandemic. While parents will always want to see their children succeed academically, with high attainment in subject-based learning, many are increasingly concerned that their children should leave school as well rounded individuals with the skills to succeed in the wider world; yet the availability and quality of careers advice remains patchy, and the Government must move further and faster to outfit children with the skills that they need.

Teachers, parents, children and business communities agree. According to Parentkind’s 2021 “Parent Voice” report, just half of parents say that their school offers good careers advice. The Centre for Education and Youth’s “Enriching Education Recovery” report makes it clear that the vast majority of teachers, parents and children agree that there should be improvements to access. That is echoed by the business community. In 2019, a CBI survey said that 44% of employers felt that young people leaving education were not work ready. It also highlighted the geographic variation in engagement with employers in education settings. I visited St Edmund’s Catholic School in my constituency last week, which has a very good offer, but more broadly students in rural and coastal communities face a postcode lottery in access to joined-up support.

The Sutton Trust has concluded:

“All pupils should receive a guaranteed level of careers advice”;

yet a recent Careers England survey tells us that three quarters of schools have insufficient, limited or no funding with which to deliver what is needed. About a third of secondary schools say that they receive the equivalent of £5 per student, with 5% receiving just £2. The inclusion of the Gatsby benchmarks as part of the DFE’s statutory guidance on careers education represents welcome and modest progress, but ultimately, despite a northern powerhouse strategy in 2016, a careers strategy in 2017, the “Skills for Jobs” White Paper in January 2021 and the Skills and Post-16 Education Bill, little action has been taken to address the postcode lottery that our children face in accessing the skills and opportunities that they need in school to navigate the world of work.

Labour is backing pupils, parents, businesses and educators with its pledge to give every child access to quality careers advice in their school. Our plan would allow children to access a professional careers adviser one day a week. That would be achieved by increasing the Careers and Enterprise Company’s grant funding, allowing it to employ more advisers in every school. That would enhance the ability to strengthen links between schools and local employers across the board, guaranteeing standards and eliminating the current postcode lottery.

Practical careers advice is closely linked to the invaluable hands-on experience that children get during periods of work experience. Here again, we find a record of failure from successive Conservative-led Governments. The next Labour Government would introduce six weeks’ worth of compulsory work experience, reversing its removal from the curriculum by the coalition Government and equipping young people with the skills that they need. In addition to support for schools, we will work with businesses, communities and others to ensure that they offer the placements needed. Once again, Labour is restoring a skills-led agenda for our children, while successive Conservative Governments have mortgaged their future.

[Ben Bradley (Mansfield) (Con)]

The hon. Member makes an interesting point about the need for careers advice. We would all love for young people to spend more time with business, engaging with different kinds of work and getting to grips with what they want to do in life. He says that the Labour party is committed to a statutory six weeks of work experience per child. How does he envisage that he will find all those placements in his communities, and where will the capacity come from to deliver that level of experience?

[Stephen Morgan]

I thank the hon. Gentleman for his remarks. We have already heard a number of examples of how businesses are working closely with schools across the country, and we want to amplify that message even further.

Improved careers advice in schools must be a key building block in our children’s lives, and I therefore have a number of questions to ask the Minister. Alongside academic attainment, enhanced vocational and technical qualifications, and university, does the Minister agree that careers advice must play a much larger role in getting young people ready for work? Will she adopt Labour’s pledges to ensure that schools have the funding and structures in place that are needed to deliver this? I would also be keen to hear her reflections on the availability and quality of careers guidance in schools, and particularly on the disparity in access that exists for students at maintained schools.

We owe it to the next generation to get this right. From an economic perspective, we cannot afford not to.

School Openings: January 2022

Stephen Morgan Excerpts

Wednesday 15th December 2021 Commons Chamber

[Alex Burghart]

I thank my right hon. Friend, the Chair of the Select Committee on Education, for his question. I know how much the subject means to him, and I am sure he recognises how much it matters to everyone in the Department for Education. We are absolutely clear that the best place for schoolchildren is in school, that the best thing for schoolchildren is to have face-to-face teaching and that, as the Secretary of State said at the weekend, he will do everything in his power to ensure that that continues.

We have a range of work under way in response to this fast-moving situation. Currently, I believe that there are 14 hospitalisations from omicron and that the rate of the doubling of cases is about every two days. At the weekend, the Secretary of State was on “The Andrew Marr Show”, where he said that he thought that about a third of cases in London were omicron. That number is already now over 50%, so to deal with this we have set about four things: testing, vaccination, ventilation and hygiene. Those are the ways in which we will absolutely back schools to make sure that in-classroom teaching can continue. We are recommending that all secondary school pupils will be tested right at the start of next term. We are offering a small amount of flexibility on the time at which schools can go back in order to make sure that this testing can take place, and we are offering additional funding to make sure that this testing is available. I reassure the House that schools have and will have all the testing facilities they require.

On vaccination, six out of 10 of those aged 16 and 17 have already been jabbed, and more than 80% of everybody in the population aged 12 and over has received at least two jabs. That remarkable achievement has been made possible by our world-leading vaccine procurement and roll-out. As I mentioned, 99% of schools have received the carbon dioxide monitor, and schools are running comprehensive and advanced hygiene programmes. The key to our success in the battle against omicron will be the booster programme. This is a national mission of the utmost importance and severity. The Government are throwing the kitchen sink at making sure that before schools get back all adults will have had the chance to have their booster. That is the way forward; it is how we maximise our chances of making sure that our children get the world-class education they deserve.

[Stephen Morgan (Portsmouth South) (Lab)]

First, let me thank school staff, governors, parents and pupils across the country for their dedication and hard work during a year of unrivalled difficulties. However, the Government’s complacency means that we are now in a race against time to protect children’s health and education as the omicron variant spreads. Yesterday’s absence figures showed that 235,000 children are now out of school because of covid, which is an increase of 13% in the past fortnight. An average of 175,000 children have been out of school every day this term. This ongoing disruption to education comes on top of pupils missing an average of 115 days of in-person school between March 2020 and July 2021. The Government have serious questions to answer about why further steps have not been taken to reduce the spread of covid among pupils.

We know that vaccination and ventilation are vital to these efforts, but Ministers are falling short on both. The Scientific Advisory Group for Emergencies first highlighted the importance of ventilation in schools in May 2020, but 19 months on the Government have failed to act on its advice. This is literally a problem the Government could have fixed while the sun was shining, but instead their failure to get measures in place is pushing schools to open windows, despite plummeting temperatures and while school energy bills rocket. Therefore, will the Minister immediately publish interim findings of the Bradford pilot of air purifiers and work with all schools to implement recommendations from that?

On vaccinations, we find that nationally less than half of 12 to 15-year-olds have had a vaccine. Ministers missed their own target to offer everyone in that age group a jab by October, and they have not set a new one yet. Perhaps most concerningly, the weekly number of jabs administered to 12 to 15-years-olds has dropped by 80% since half term. Will the Minister commit to deliver a vaccine guarantee so that all young people can get their jab by the end of the Christmas holidays? Will he also set out what steps he will take to rapidly ramp up the roll-out? Will he adopt Labour’s calls for a clear, targeted communications campaign to parents on the benefits of the vaccination, access to pop-up and walk-in clinics, and the mobilisation of volunteers and retired clinicians? Staff, children and parents are now entering their third school year of disruption. Time and time again, this Government’s failure to plan ahead has left children bearing the brunt of the pandemic. Ministers must stop treating them as an afterthought and act now to avoid chaos next term.

[Alex Burghart]

I join the hon. Gentleman in his remarks about schools and school staff. We understand that they have worked enormously hard to do the best for children in extremely difficult conditions over the past 18 months. It is important to recognise that the work that they have done throughout has meant that we are now in a position where we have good and improving vaccination rates, good ventilation, good hygiene and good testing in schools. As I made clear in my answer to my right hon. Friend the Member for Harlow (Robert Halfon), that is the key recipe to ensure that schools are in the best possible position, but the national solution to the omicron variant must be—and can only be—boosters, which is why in the next few weeks we need as many people as possible to come forward and take up the Government’s invitation.

We are making an enormous effort to ensure that vaccine centres are available near people, that there are walk-ins, and that people can step forward and take the protection that they, their families and their communities need, and that will mean that we have the best chance for a normal school term in January.