Covid-19: Impact on Schools and Exams DebateFull Debate: Read Full Debate
Wes StreetingMain Page: Wes Streeting (Labour - Ilford North)
Department Debates - View all Wes Streeting's debates with the Department for Education
I congratulate my good friend, the hon. Member for Stoke-on-Trent North (Jonathan Gullis), on setting the scene, as he often does. He has brought his knowledge of education to the House, which we all benefit from. Well done to him. I also thank you, Mr Gray, for allowing me the opportunity to speak.
Education is clearly a devolved matter, so the Minister has no responsibility for what happens in Northern Ireland. However, I will add my comments, which will replicate the comments of other right hon. and hon. Members on what is important in education and the best way to achieve the safety and education of children. This debate has illustrated that I am not the only MP inundated with parents’ concerns; I believe that much of the mail I receive every day in relation to education will be the same in Strangford as elsewhere. The queries of parents uncomfortable with their child being on the bus to school, in class or taking part in after-school activities are valid, and their concerns are entirely understandable.
However, the other side of that is a letter from an equally concerned parent that their child’s academic and social development is being adversely affected by remote teaching, as the hon. Member for Rugby (Mark Pawsey) clearly referred to. Queries about the focus on home learning and children being prevented from attending normal after-school activities are equally valid and understandable. The Minister for Education in Northern Ireland, Peter Weir, said that schools will remain open right through to the normal school holidays. That is good, because children need a routine; that is important, as has been coming through to me. He is in regular contact with the Education Minister here, and they try to ensure continuity between what happens here and in Northern Ireland.
I hear from teachers concerned for their families. It seems that every day we hear of more community transmission. Although the rate is lessening thanks to the steps taken, it is still in schools, and I hear from teachers concerned for the health of their loved ones at home. There was a covid-19 outbreak in my granddaughter’s school, and year 8s and year 9s had to go home as a precaution. I will not mention which school, but it is good that they are now over that, that there were no fatalities and nothing serious came out of it. All teachers and pupils have recovered.
I hear from other teachers who highlight their concern for children who are unable to learn at home due to a lack of support or the need for enhanced professional support. One teacher told me that their heart was breaking for a child she believes soaks up the kindness from teaching staff; there are children who really need that more than anything else. When she went to call the child’s mother on Zoom to check on the child during the covid lockdown, she was unable to get through. The child returned to school after lockdown ended, but was withdrawn, quiet and uncertain. In the teacher’s own words, her heart “literally ached” for that child.
Let me be quite clear that this child is not in any physical danger; she is fed and clothed in clean clothes. Nevertheless, this teacher urged me to tell the story of all the children who need to be in school for the kindness and encouragement that they receive, even for that little two minutes that the teacher spends with them on a one-to-one basis. Other children look forward to the structure of school, while for many children it is the nutritious lunch they get at school that they look forward to; that is valid to me and it is valid to their families as well.
One teacher highlights the need for an additional week of school holiday, to give the two-week buffer after the five-day Christmas period relaxation. However, another says that she cannot do that:
“I have GCSE and A-level students who need to be in”.
Both views are valid, and there is a balance that education Ministers and even schools themselves are always trying to strike in the education system. But herein lies a problem for schools. What one family needs is not what all children need; what will work for one teacher might not work for another. Are any of those teachers wrong in what they say? No, I do not think they are.
So, what can we do? How do we design a place to satisfy the valid concerns of both sides, who have opinions that are polar opposites? The question is difficult, yet what every teacher and every parent agree on is that there is more riding on this issue than an attendance percentage on a report. For many children, it is about establishing their foundation for learning; for others, it is the difference between excelling and merely attaining.
I got no further than GCSEs at school, or their equivalent at that time; I will put that on the record. I often say to children at exam time that through hard work, determination and working my way up, I ran my own business and managed to make it to this place. Exams are not the be-all and end-all, but education is, and we must do all we can to protect the education of our children, to protect the necessary social interaction between them and to protect a generation of innovation and hope. Are we getting things right? I am not really sure. Do we need to keep listening and reacting to new information and situations? The answer to that is, “Absolutely.”
It is a pleasure to serve under your chairmanship, Mr Gray, and I congratulate my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) on securing this debate. I am also grateful to the petitioners, Ellis, Libby and Alex, and to the Petitions Committee for giving us the opportunity to discuss these important topics of opening schools and colleges and ensuring that exams can fairly take place in 2021.
I offer my thanks, as I am sure all hon. Members would, to teachers and educational leaders for their phenomenal efforts in recent months as they have adapted to the changing environment we all live in. The work of schools and colleges has been critical to ensuring that students have continued to access education in some way, and have continued to feel connected to the classroom and their peers. We accept, however, that that has not been an equal experience across the whole country.
When developing our approach, the interests of students and teachers have always been our priority. Since the pandemic began, we as a Government have rightly put education first, and we will continue to do so. We cannot and must not let covid destroy this year of education, which is why we have taken steps to keep schools and colleges open and exams on track.
The return to school in autumn was driven by the clear benefits to young people and children of a return to educational settings. Those benefits remain unchanged. As many hon. Members said, keeping schools and colleges open is important to mitigate some of the largest risks that have materialised during this period for children and young people who have spent time away from educational settings.
There is clear evidence of the negative educational impact of missing school for all students, but particularly younger children, as investments in children’s learning tend to accumulate and consolidate over time. School and college closures put educational outcomes at risk, especially for disadvantaged students, due to existing inequalities and attainment gaps being exacerbated. The opportunities for early identification of things such as emerging learning problems are also missed when pupils are not in school.
As was mentioned by many hon. Members, particularly my hon. Friend the Member for Southport (Damien Moore), school closures have been found to cause a deterioration in children’s mental health. Evidence suggests that the mental health of adolescents is particularly affected and that their cognitive, social and emotional development outcomes are at risk, as is their physical health. For vulnerable children, the impact of school closures has had an adverse effect on their wellbeing and educational outcomes due to reduced access to essential services. One regional study presents evidence that schools have been the source of 40% of child protection and safeguarding referrals.
Keeping settings open remains the Government’s priority, and we have taken other steps across society to manage down virus prevalence by closing other sectors in order to allow schools to remain open at full attendance. We have prioritised education at all local restriction tiers. The Government’s policy is that education settings will remain open, and parents should therefore continue to send their children to school. Schools have implemented a range of protective measures to minimise the risk of transmission. The risk of children becoming severely ill from coronavirus is low, and there are negative health impacts from being out of school. Senior clinicians, including the chief medical officers of all four nations, still advise that school is the best place for children to be.
To respond to Libby’s specific question—several hon. Members have raised the issue of finishing school two weeks earlier—we will provide guidance to schools and colleges on the end of term and on how to manage the short period afterwards, when their support might be required with contact tracing. Further guidance will be issued, but let us be clear: this will not be a typical Christmas for any of us, and we will all need to take extra care, as the Prime Minister has said. We want to maximise the time in school as much as possible. Young people have missed simply too much of their education.
Let us turn to some of the support that we provide to schools, particularly on their use of technology and on whether they have been able to access technology. The hon. Member for Sefton Central (Bill Esterson), who is no longer in his place, mentioned that. We have taken access to technology very seriously. By the end of this year, over 500,000 laptops, as well as 50,000 4G wireless routers, will have been provided by Computacenter, which has always been on the procurement framework. We have also introduced a service to provide more flexibility and to make sure they get to the right places, if there are specific lockdowns or large areas where kids need them. People can call that service and receive a laptop in just two days—I am sure the people of Darlington will welcome that.
The EdTech strategy, which we published in April last year, set out the Government’s commitment to support and enable schools and colleges to use technology more effectively. Of course, that has been really important, as we have all had to go and do pretty much everything online. The strategy set out the building blocks for effective use of technology in education: good digital infrastructure, capacity building, capability building across the sector, and a better understanding of the things that work in practice.
The same building blocks from the strategy have been an essential part of our response, but at a greater pace than we could have ever anticipated, to ensure that both schools and parents feel supported and that young people continue to thrive. That includes a whole host of measures, such as the introduction of the EdTech demonstrator network, which is a peer support network of schools and colleges that aims to increase expertise in their use of technology. That includes targeted support, weekly webinars and an online library of resources that can be shared. That is to help schools that are not as comfortable or familiar with the technology, so that those that are further ahead on the tech journey can help others in need.
In recent months, the network’s support has included how to maximise the investment that the Government have made to freely access Microsoft 365 or the G Suite for Education digital platform; how to ensure that pupils are safe online, including anxiety-busting strategies and activities; and how technology can help better support pupils with complex needs. There is a lot of work going on in this area. Crucially, that support also considers how our investment in technology can offer long-term benefits for pupils and teachers, as disruption to education could continue. Even after it reduces, there will be a legacy of blended learning.
On 27 November, the Department announced a new covid workforce fund for schools and further education settings to help them remain open. It will fund the cost of teacher absences over a threshold in schools and colleges for those with high staff absences that are facing significant financial pressures. The fund will help schools and colleges meet the cost of the absences that they have experienced from the beginning of November until the end of this term.
A number of Members mentioned budgets and additional costs. Schools have already received payments of £102 million for exceptional costs during the summer months, and there will be a further opportunity later in the year for schools to claim any costs that fell between March and July in the same approved categories for which they did not already claim in the first window. We will continue to review the pressures that schools and colleges are facing in the next term.