Education Route Map: Covid-19

Tom Hunt Excerpts

Thursday 25th February 2021 Commons Chamber

[Tom Hunt (Ipswich) (Con)]

I do welcome the fact that we will be having schools go back on 8 March. Frankly, bearing in mind the circumstances, I do not think the Government had much alternative other than to outline the plan they have for assessment. I am sure there will be some shortcomings with it, but, frankly, I do not think there is any alternative that would not have its own shortcomings. That is just the reality of the situation.

In terms of school closures and the impact they have had, we know from a lot of the studies that it tends to be the most disadvantaged who have been impacted the most. I would like to say one word about the Roma community in Ipswich—a group for which, for all the pupils, English is not their first language. A lot of schools in Ipswich were making real progress before the pandemic, and, unfortunately, that has gone backwards and, actually, the levels of participation in online learning have been below the average for the town. I really think, when we are looking at catch-up, the point about pupils who do not have English as their first language needs to be looked at.

As for SEND, I sometimes feel like a bit of a broken record going on about it, and particularly dyslexic and dyspraxic pupils, but I make no apologies for mentioning it again here today. We know that often these pupils struggle with online learning. We know that those with education, health and care plans have often been eligible to go to school but not those who do not have those plans. As somebody with dyslexia and dyspraxia myself, I really would not want to be in a position of having gone through this and not having that real-time engagement in the classroom and often, actually, not having enough engagement online either.

On assessment methods, I used to quite like exams as a dyspraxic pupil because I did not learn in the same way as everybody else. I was not a conventional learner; often my teachers thought I was a bit backwards in class, but I would surprise people at the exam because I could consolidate my knowledge—go away, do my own thing, come out and perform. I think some of the pupils should feed into teachers’ decisions about whether there should be tests. I would have said, “Please—I would like a test.” I would like the Minister to reflect on that.

Finally, on skills and apprenticeships, I was incredibly excited about the FE White Paper. I know that the Minister, as a former apprentice, is all over this, but I would just like to say that Suffolk would like to be a trailblazer for the new skills improvement plans. My hon. Friend the Member for Waveney (Peter Aldous) and I are both backing that because we both represent communities with pockets of real deprivation.

I have forgotten the number of times I have spoken to businesses that say, “Look, we have good, skilled jobs coming down the pipeline, but people locally do not have the skills to take them.” We must get local businesses talking to colleges—forming a relationship, influencing and shaping the curriculum, and being part of careers advice from an early stage. When I look at the route map and the opportunity to do things differently, I am incredibly excited that Suffolk, including Ipswich, could be part of that. My plea, as always, would be that special educational needs kids need our support to achieve their potential.