Covid-19: Impact on Education

Nick Gibb Excerpts

Monday 15th March 2021 Westminster Hall

[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship once again, Mr Robertson.

I congratulate my hon. Friend the Member for Ipswich (Tom Hunt) on how he opened the debate. I am sure he will join me in recognising the enormous professionalism and commitment of school staff working in our schools and with their students throughout the lockdown to continue education and progress towards assessments, whether students were being taught on site or remotely.

Today we are debating four petitions and it is worth noting that the context has changed significantly since they were first submitted. Two of them are about school reopening for the majority of pupils and students. One requests a delay to full opening until May and the other requests that schools in what were previously tier 4 areas remain closed to the majority of pupils.

Secondly, there are two petitions focusing on exams. One requests that BTECs be assessed by teacher-predicted grades, while the other requests cancellation of the 2021 GCSE and A-level exams. Finally, I want to outline higher education recovery plans, to demonstrate the further work being developed to help pupils and students to recover any lost learning.

My hon. Friend the Member for Ipswich is right that we need to be cautious about over-generalising about how children have fared during lockdown. He is also right to raise the issue of special educational needs and the impact of covid on the most vulnerable children. Special schools, of course, have mostly been open to pupils during lockdown. We have consistently prioritised specialist settings in our recovery premiums. Both special schools and alternative provision will be funded to provide summer schools and the national tutoring programme. We have also announced a £42 million package of continued support for children with SEND and their families during this difficult period.

Both my hon. Friend the Member for Ipswich and my hon. Friend the Member for Mansfield (Ben Bradley) raised the issue of pupil mental health. We know that the pandemic is impacting children’s mental health and that, for most pupils, time out of school will have limited their social interaction. That is why the Government are continuing to prioritise mental health and wellbeing support for children and staff as they return to school. The Department has convened a mental health in education action group to consider how to support children and young people’s mental health as they return to school. That will build on the support provided through the Wellbeing for Education Return training programme.

The hon. Member for Richmond Park (Sarah Olney) asked about face coverings. We have published a summary of the evidence as schools opened. They are one more measure in a system of controls designed to reduce the risk of transmission of the virus. SAGE has advised that face coverings can be effective in reducing transmission in public and community settings. Their effectiveness stems mostly from reducing the emission of virus-carrying particles when worn by an infected person.

Although some have been anxious about the return to school from 8 March, returning to face-to-face education in schools and colleges is a national priority. The return to school last week was a huge success, as my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) celebrated in his remarks. We owe a huge debt of gratitude to the teachers and support staff who have worked so hard in preparing schools, as well as in providing remote education while most pupils were at home.

I saw first-hand, on the Friday before the schools opened on 8 March, a school in Portsmouth preparing for that return—getting children tested, even in the week before schools opened, in a systematic and organised way. On Monday, I visited a primary school in Streatham and saw the joy on the children’s faces as they returned to school and to being with their friends.

There is clear evidence that time out of education can be detrimental to children’s future prospects and earning potential, with implications also for the long-term productivity of the economy. By February half-term, the Institute for Fiscal Studies reported that the total loss in face-to-face education time was half a normal school year for children right across the UK. Despite huge efforts across industry and the Government to ensure that all pupils had appropriate technology for remote teaching, such as the 1.2 million laptops and tablets that have been delivered to date to schools, trusts and local authorities, pupils from the most disadvantaged backgrounds were disproportionately affected by the lack of digital equipment and study space to participate effectively.

Younger pupils have also found it more challenging to engage in remote education. Schools, teachers and parents have worked tirelessly to continue the education of their pupils and students, but there is no substitute for time with a qualified teacher. The negative effects are also likely to extend beyond educational attainment, with NHS research suggesting that one in six young people may now have a mental health problem, up from one in nine in 2017.

The vaccination roll-out has been successful: 24 million people in this country have been vaccinated and, as Sam Freedman has pointed out, in countries of over 10 million people we are the world’s leader by a margin in having such a successful roll-out. That success means that infections and hospitalisations are falling, paving the way for the safe and gradual lifting of restrictions. We are also heading into the spring, when we would expect the prevalence of respiratory diseases to fall.

Although restrictions on attendance in schools have been removed, other restrictions remain in place to ensure that transmission rates remain low across the country. It is hugely important, of course, that we all continue to obey those restrictions. In addition, schools will continue to implement protective measures as set out in the system of controls. Regular testing of children further reduces the risk of transmission in schools.

In relation to remaining open in areas previously categorised as tier 4, as mentioned in one of the petitions, I note that we are seeing significant decreases in cases across almost all parts of the country and all age groups. In the absence of significant regional disparity, the Government decided to ease restrictions at the same time across the whole of England. Due to the current, relatively uniform spread of the virus across the country, the four steps out of lockdown set out in the road map are designed to apply to all regions.

We have been clear, however, that the return is dependent on the data against the four tests, as set out in the road map. The road map therefore gives indicative “no earlier than” dates for the steps, which are five weeks apart. Those dates are wholly contingent on the data and are subject to change if those four tests are not met.

I turn to exams. We did not want to cancel exams in either 2020 or 2021. We believe that exams are the best and fairest form of assessment for students to show what they know and what they can do. It was only in the unprecedented circumstances of the outbreak of covid that we had to make the very difficult decision to cancel exams as part of the wider measures to protect public health. This year, under different circumstances, the decision that exams could no longer go ahead as planned was made to ensure fairness among an exam cohort who had received differing amounts of face-to-face education, given the further disruption to students’ education in January and the varying need in different parts of the country to self-isolate during the autumn term. This summer, we will trust teachers’ professional judgment to award grades based on a range of evidence.

We worked on the contingency for exams being cancelled during the autumn term, which is why Ofqual and the DFE were able to consult on the details of the alternative to exams on 15 January, just 11 days after the announcement of the lockdown. Ofqual launched a joint consultation with the DFE on 15 January, with details of how grades would be awarded, the quality assurance approaches that we would be taking and details of the appeals process. We have received more than 100,000 responses to the consultation, over half of which were from students. Students will now receive grades determined by their teachers, with assessments covering what they were taught, not what they missed. Teachers have a good understanding of their students’ performance and how they compare with other students this year and in previous years.

We have given teachers the flexibility to use a range of evidence, including through the use of optional questions by exam boards, mock exams, non-exam assessment for coursework and in-class tests. My hon. Friends the Members for Ipswich and for Stoke-on-Trent North asked for the exam material to be a mandatory part of the range of evidence that teachers will use to support the grade that they submit. We asked in the consultation whether such materials should be compulsory, and the optionality option was the overwhelming response. As I said last week to the Select Committee, we did not want to introduce a mini-exam by the back door, having just cancelled exams because they were not a fair way to assess people’s qualifications.

We want teachers to feel supported while making their decisions and will provide guidance to enable them to make assessments fairly and consistently. There will be internal and external quality assurance processes to identify errors and make consistent judgments. To support students who believe that their final grade is wrong, there will be a right to appeal. We also want to be fair to all students, regardless of the type of qualification they are taking.

We announced on 25 February the arrangements this summer for awarding vocational and technical qualifications that are similar to GCSEs and A-levels and that use progression to further or higher education. External exams for those qualifications are not viable; instead, results will be awarded through similar arrangements to those for GCSEs and A-levels. There will be teacher-assessed grades, and many BTECs will therefore receive teacher-assessed grades as well. Functional skills qualifications are unlike GCSEs and VTQs in their qualification and assessment structure. They are taken by a wide range of pupils and students, including adults. Some VTQ courses are much smaller than those for GCSE and can be taken on demand when the students are ready. Therefore, all efforts should be made to allow pupils and students to take an assessment in line with public health measures or remotely. Where that is not possible, teacher-assessed grades will be made available for awarding.

Where students are taking vocational qualifications to enter employment directly and where technical competence needs to be demonstrated, exams and assessments will continue in line with public health measures. That is so that students can demonstrate the necessary occupational or professional standard and start work in a safe way.

The hon. Member for Ilford North (Wes Streeting) raised the issue of private candidates. We are determined to ensure that private candidates can receive a grade this year. We are capping the fees that centres can charge and subsidising the extra costs that schools will face in assembling the evidence to support a grade. The Joint Council for Qualifications will shortly publish a list of schools and colleges that will provide support to private candidates in being awarded a qualification.

We recognise that extended school and college restrictions have had a substantial impact on children and young people’s education, and we are committed to helping pupils to make up any education lost as a result of the pandemic. No pupil’s long-term prospects should suffer as a consequence of what has happened over the last year. In January 2021, the Prime Minister committed to working with parents, teachers and schools to develop a long-term plan to support schools and pupils to make up that lost education. As part of this, in February we appointed Sir Kevan Collins as the education recovery commissioner, to advise on the approach to education recovery and the development of a long-term plan to help pupils make up lost education.

As an immediate step, we have made available funding of £1.7 billion to support education recovery. In June 2020, we announced, as part of that £1.7 billion, a £1 billion catch-up package, including a national tutoring programme and a catch-up premium for this academic year. In February, we committed a further £702 million to fund summer schools, expand our tutoring programme and fund a recovery premium for the next academic year. That £702 million is also part of the £1.7 billion. Over this Parliament, as we continue to learn and understand what more is needed to help students to recover lost education, we will ensure that support is delivered in a way that works for young people and for the sector.

The return to school on 8 March was, rightly, the first step in our road map to recovery and it has been successfully delivered, thanks to education staff across the country, with primary attendance high and secondary school attendance rising steadily throughout the week. We will continue to be led by the data when taking each step in the road map, and there are contingencies in place if any actions need to be taken in the event of extremely high prevalence of coronavirus over the coming months. GCSEs, AS-levels and A-levels have been cancelled for summer 2021, along with many BTECs and other VTQs, with students instead being awarded grades based on assessment by their teachers.

Education recovery is a firm focus of the Government, with the appointment of the education recovery commissioner and the announcement of increased funding to enable a variety of activities to help with refreshing the academic and social lives of pupils and students. School and college staff have been asked rapidly to become IT experts, health and safety experts, test facilitators and examiners this year. I would like to finish by once again thanking them wholeheartedly for all their work, their commitment and their professionalism.

Education (Guidance about Costs of School Uniforms) Bill

Nick Gibb Excerpts

Report stage & 3rd reading
Friday 12th March 2021 Commons Chamber

[Wes Streeting (Ilford North) (Lab)]

We have had a very thorough debate on the amendments, which fall into two categories. The majority cover areas that really ought to be covered as part of the statutory guidance proposed in the Bill. I am sure that the Minister will have heard the contributions in that spirit and will take them into consideration when drawing up the Department’s statutory guidance.

Reasonable points have been made about the importance of consultation and the range of stakeholders who ought to be consulted, and the statutory guidance will be subject to consultation when such issues can be raised. As my hon. Friend the Member for Weaver Vale (Mike Amesbury) highlighted, at least one amendment would go against the entire thrust of the Bill and undermine the importance of having any statutory guidance at all.

The hon. Member for Shipley (Philip Davies) mentioned the response of my hon. Friend the Member for Weaver Vale to the amendments, and the degree of sympathy that he has for them. We all know that the passage of a private Member’s Bill into statute is a rare occasion, and particularly when a Bill is brought forward from the Opposition Benches, an inevitable degree of compromise is necessary. In that spirit Her Majesty’s official Opposition have no desire to undermine the huge amount of work that has taken place to get the Bill to this stage. I congratulate all members of the Committee on their work in scrutinising the Bill, and I pay tribute to the Minister and his officials for their work. They put a great deal of time and consideration into these matters, not just on Second Reading and in Committee, but also in discussions with my hon. Friend.

Sitting Fridays can do one of two things. They can be an advertisement for the House of Commons at its best, where Members work on a cross-party basis to solve common problems of interest to our constituents, or they can be an advertisement for the worst of our politics—the game playing, the filibustering, and the attempts to prevent things that have an obvious common-sense value and widespread support from getting into statute. I hope that today will be an advertisement for the good, and for the House of Commons at its best. I congratulate my hon. Friend the Member for Weaver Vale on his work. I am delighted to see him in his place, and I look forward to hearing from the Minister.

[The Minister for School Standards (Nick Gibb)]

I congratulate the hon. Member for Weaver Vale (Mike Amesbury) on successfully stewarding the Bill to Report and, I hope, shortly on to Third Reading. School uniforms are an important part of establishing an ethos and common identity in a school. They are a shared endeavour and a sense of belonging. School uniforms help to remove the inequalities caused by differences in the prosperity or disadvantage of a pupil’s family, and they help to ensure that schools are disciplined and safe places for students, where it is good to be ambitious, and admirable to be conscientious and hardworking.

For some families, the cost of purchasing school uniforms for growing children can be a financial worry. In 2015, the Government commissioned a cost of school uniforms survey, which found that, after adjusting for inflation and excluding the PE kit, the average cost of a school uniform had decreased since 2007 to £213. While two thirds of parents were happy with the cost of a school uniform and PE kit, nearly one fifth reported that they had suffered financial hardship because of having to buy school uniforms for their children. The Bill, which the Government wholeheartedly support, is designed to ensure that the costs of schools uniforms are reasonable, and that schools secure the best value for parents.

Amendments 1, 3, 4, 5 and 8 relate to the content of the statutory guidance to be issued under the Bill. It is important that such issues are considered in the statutory guidance rather than in primary legislation, as suggested by the amendments. That approach maintains a level of flexibility and responsiveness, so that over time, statutory guidance on uniform costs can be amended and improved. I welcome the way that the hon. Member for Weaver Vale has constructed the Bill.

On amendment 1, I agree with my hon. Friend the Member for Christchurch (Sir Christopher Chope) that every school should ensure that second-hand school uniform is available for parents to acquire. It is, however, important for this to be a matter for statutory guidance, rather than primary legislation, so we can get the details right and schools have some flexibility about how to do this.

On amendment 5, as we know, families already benefit from a zero rate of VAT on clothing designed for children under 14 years old. This is already a significant cost to the Exchequer, costing £2 billion each year in lost revenue. Expanding this to include a wider size of school uniforms would not specifically target low-income families. HMRC already provides guidance on this matter in VAT notice 714. However, my hon. Friend is right to point out that, having left the European Union, we are now free to make these changes if we wish, and I am sure the Chancellor of Exchequer will have heard his comments.

On amendment 8, we want to see schools providing clear information to parents about their uniform policies, but we consider that this is a matter for the statutory guidance to enable us to ensure that these requirements are flexible and responsive, rather than placing a requirement to publish in the Bill. My hon. Friend raised the issue of schools that do not have a school uniform policy. The current non-statutory guidance says:

“The Department strongly encourages schools to have a uniform as it can play a valuable role in contributing to the ethos of a school and setting an appropriate tone.”

That is in the current non-statutory guidance, so I will take my hon. Friend’s point in his speech as an exhortation to include that sentence or something similar in the statutory guidance, which we continue to work on.

On amendment 6, the crux of the phrasing in the Bill—“must have regard to”—is that schools must comply with the guidance unless they have a good reason for departing from it. Put simply, it means that schools cannot ignore this guidance. This amendment would in effect mean that schools would be able to disregard the guidance whenever they wished, which is the opposite of the intention behind the principal tenet of the Bill.

On amendment 7, it is important that the principles that will be set out in the statutory guidance on the costs aspects of uniform are considered by schools when they are developing or changing their uniform policies so that they are embedded right from the start. This amendment would mean that schools would not have to have regard to key factors that Members have raised as being crucial to the cost of a uniform when developing such a policy. This would severely undermine the reasons for introducing statutory guidance, as it would in effect mean that the application of the guidance would be limited and unlikely to be effective in keeping costs down.

On amendment 9, the Government will want to update the guidance as and when necessary, and as circumstances require it. The Government want the new statutory guidance to have time to bed in once issued and would not want to be looking to make arbitrary or unnecessary changes, but placing arbitrary restrictions on the Government’s ability to make changes to the guidance, even if schools were to make it clear that revisions would be welcome, would prevent us from being responsive to the needs of parents and schools, and risk schools being required to have regard to guidance that was out of date.

Amendments 10 to 14 seek to disapply certain types of school from the Bill. There is no good reason to treat these schools differently. For example, not all special schools and alternative provision schools have a school uniform, and that is appropriate. However, for those that do, it is important that this Bill applies to them, as well as to mainstream schools, to ensure that they also consider value for money for parents when setting their policy.

On amendment 15, I do not consider it appropriate to list selected external bodies to be consulted in primary legislation, but as I said in Committee, I am committed to engaging with representatives of schools, parents and other interested parties as we draft the statutory guidance.

On amendment 2, we are progressing well with the changes to the draft statutory guidance. We will reflect on the comments made during this debate and the debates in Committee as the Bill progresses through this House as we draft the statutory guidance. That includes the comments made by all hon. Members, including the hon. Member for Putney (Fleur Anderson) and my hon. Friend the Member for Shipley (Philip Davies), as well as, of course, my hon. Friend the Member for Christchurch and other hon. Friends and hon. Members who have spoken in this debate.

[Sir Christopher Chope]

What my right hon. Friend has said is delightfully vague. Why can he not be more specific? Who is controlling him? Surely he is in charge of his Department and can tell us when this statutory guidance will be issued—or perhaps even issued in draft. I am sure that Members in the other place would like to have a draft of the statutory guidance before them so that they can consider these issues. He has said that many of my amendments should be incorporated in the statutory guidance, so let us see the statutory guidance.

[Nick Gibb]

If my hon. Friend will forgive me, I said that I would reflect on the comments he has made in this debate. Of course, all comments made during the passage of this Bill will be taken into account as we consider the drafting of this statutory guidance. I will be consulting, as I have been, interested parties to this debate. What I do not want to do is delay the passage of the Bill through the other place while we wait for the statutory guidance to be finalised. It is important that we get the Bill on to the statute book before the Session ends. Given all that I have said in response to the amendments, I hope that my hon. Friend will not wish to press his amendments to a Division.

[Sir Christopher Chope]

I thank all those people who have participated in this debate, where we have had a good discussion about the Bill. I am glad to see that the hon. Member for Ilford North (Wes Streeting), on the Opposition Front Bench, is agreeing with that, although he did not make any reference in his short speech to any of the points I have made in support of the amendments.

My right hon. Friend the Minister is basically saying, “We are entering upon a period of reflection.” Or at least he is. May I suggest, with the greatest of respect, that there has been a very long period in which to reflect already? The Government first signposted the intention to deal with this issue in a statutory way in 2015. It was then the subject of various commitments given in the run-up to the last general election. Then we had the Second Reading and Committee stage—that was in September. My right hon. Friend said that he did not think we should wait for the statutory guidance before making further progress. I do not know whether he misunderstood or misheard what I was saying. I was making a suggestion about the draft statutory guidance. Obviously, if he is consulting about statutory guidance, he must be consulting on a draft of it. If that is the case, why are Members of this House not able to see that draft? In particular, why is he going to deprive Members of the other place of being able to see it? The normal conduct of proceedings in this House is that when statutory guidance is under consideration, the Government will, if at all possible, present the House with a draft of it. My right hon. Friend seems, in his own charming way—I am not charmed by this or misled, because I can see what he is trying to do—to be avoiding a situation in which there can be any debate about the draft statutory guidance. The very reasonable questions put during this debate, including by my new friend the hon. Member for Putney (Fleur Anderson), show that there is an importance of timing here; people need to have some certainty about the timing and intentions. Is the Minister planning for the statutory guidance to take effect in this coming academic year—yes or no? I may not like the answer he gives, but surely he can tell us what his intentions are, or is he still further reflecting upon it? How much more information does he need before he can reach a conclusion to his reflections?

The Minister grouped a whole lot of my amendments together. It is all very well for him to say that they relate to content and will be considered with the statutory guidance, but he is not prepared to stop teasing us about the timing and content of that statutory guidance. I am afraid that that makes me extremely disappointed, if not nervous, about what is being cooked up and will be sprung upon unsuspecting governors, parents and suppliers of school uniforms before we know what has happened. Perhaps we can come back to this on Third Reading, but the fact that the Minister is unwilling to expand at all upon those points is disappointing.

I also hoped the Minister would give an undertaking that, because of his commitment and the Government’s commitment to minimising the avoidable costs of school uniform, the Government would bring forward legislation to remove value added tax on school uniforms. That would be a really good move, and strong support for that proposition has emerged in this debate and on Second Reading. I hope that, as a result of that, when we get to the new Session of Parliament, someone who is successful in the private Members’ Bills ballot—perhaps with encouragement from the hon. Member for Weaver Vale (Mike Amesbury), if he is unsuccessful on the second occasion in the ballot—will take up the cudgels of a short Bill to remove VAT from school uniforms. I think that that would be an extremely popular Bill. I have been in the House for some time, and I have never had the opportunity of taking forward a Bill that was successful in the ballot, but if I were to be successful in the ballot, that might well be at the top of my priority list, because I think it would make a difference. Frankly, it would make a much bigger difference than what will be contained in this statutory guidance.

I am going to be blunt: I am disappointed with the Minister’s response, and I will leave it at that. In terms of the other contributions made in the debate, my hon. Friend the Member for Northampton South (Andrew Lewer) is somewhat of a national expert on this. He had a big feature in the Daily Express and perhaps other great organs, setting out his support for the Bill but also his concerns that we should not have unintended consequences flowing from it. His point about the need for availability, as well as durability, sustainability and ethical sourcing, was very well made. He also pointed out—again, the Minister did not respond to this—that, as a result of the covid nightmare, many suppliers of school uniforms have built up stocks that they will want to be able to use rather than have to put on the scrapheap. I am grateful for his contribution, and I am disappointed that the Minister did not specifically address it.

I am grateful to the hon. Member for Putney for supporting my views on the VAT issue. As she rightly said, there would be no need for amendment 2 if the Minister made a commitment at the Dispatch Box.

--- Later in debate ---

[Nick Gibb]

May I once again congratulate the hon. Member for Weaver Vale (Mike Amesbury) on progressing his private Member’s Bill to this stage? I look forward to continuing to work with him on this important issue. I thank all Members who have contributed to the debate, including my hon. Friends the Members for Christchurch (Sir Christopher Chope), for Shipley (Philip Davies), for Berwickshire, Roxburgh and Selkirk (John Lamont) and for Northampton South (Andrew Lewer).

[Sir Christopher Chope]

On a point of order, Madam Deputy Speaker. I did not rise in my place to speak on Third Reading because I understood that, as I was on the call list, I would be called, but the Minister is after me on the call list.

[Madam Deputy Speaker (Dame Eleanor Laing)]

Well, that is an interesting point of order. I must say to the hon. Gentleman that the order of the call list is a matter for me. Yes, things are written down and these are unusual proceedings, but the order in which Members are called to speak is still a matter for the Chair. He will of course have his turn in due course.

[Nick Gibb]

I also thank the hon. Members for Putney (Fleur Anderson) and for Kingston upon Hull West and Hessle (Emma Hardy).

Uniform helps to promote the ethos of a school and set an appropriate tone. Moreover, by creating a common identity among pupils, a school uniform can act as a social leveller. The Bill will protect and reinforce that role.

I know that many Members, including my hon. Friend the Member for Christchurch, will want to know the intended contents of the statutory guidance, so I will take this opportunity to set out briefly our proposed approach to the key issues raised in the debate. In developing and implementing their school uniform policy, schools should consider the total cost of all items of uniform or clothing that parents will need to provide while the pupil is at the school.

On the question of branded items, the current non-statutory guidance states that compulsory branded items should be kept to a minimum. We plan to keep that approach in the statutory guidance and, additionally, specify that their use should be limited to low-cost or long-lasting items. We will provide guidance about ways to reap the benefits of a branded item while also keeping costs low. The Government believe that this approach will set a clear expectation on schools not to overuse branded items, while allowing schools to take sensible decisions in their own contexts.

On sole-supplier arrangements, schools should be able to demonstrate that they have obtained best value for money in their supply arrangements, but we do not intend to ban sole-supplier contracts. To ensure that there is competition and transparency, we want schools to tender their school uniform contracts regularly—at least every five years. To support schools to carry out good tenders, we will provide information on the key areas to consider when tendering their uniform contracts. The Bill will not punish good suppliers; far from it. Their emphasis on quality and value for money will be rewarded as standards across the industry increase due to competition.

I believe that second-hand uniform can play a valuable role in keeping costs reasonable for all parents, and I know that many Members share that view. I would like every school to ensure that arrangements are in place to make second-hand school uniform available for parents to acquire. I myself had a second-hand rugby shirt at school, and I can confirm that when I grew out of it, after a few years, it remained in the same pristine condition it had been in when my parents purchased it.

[Sir Christopher Chope]

I will resist the temptation to comment on the Minister’s last point, but he has made an important statement about second-hand uniform. Will there be a requirement in the statutory guidance for schools to provide facilities for the sale and exchange of second-hand uniform?

[Nick Gibb]

The statutory guidance will of course refer to the importance of there being facilities for parents to be able to acquire second-hand uniform.



It is my intention to engage with representatives of schools, parents and other interested parties in drafting and finalising the statutory guidance. My hon. Friend the Member for Christchurch and the hon. Member for Putney asked about the timing of the implementation of the guidance. We want schools to implement changes in a timely and considered manner to ensure that they work effectively, but we would want to make sure that in doing so parents do not incur additional costs from sudden uniform changes. We will therefore set out clearly in the statutory guidance when we expect schools to implement the requirements. I can commit that schools will not be required to make sudden changes to their uniform policy for September 2021.

The Bill will help many families throughout the country who may struggle to afford a school uniform, so the Government support it, and I urge all Members of the House to support its Third Reading.

Oral Answers to Questions

Nick Gibb Excerpts

Monday 1st March 2021 Commons Chamber

[Kevin Brennan (Cardiff West) (Lab)]

What recent assessment he has made of the effect of the covid-19 outbreak on the attainment of pupils in receipt of free school meals.

[The Minister for School Standards (Nick Gibb)]

Our education recovery package supports pupils most in need of catch-up support, including pupils receiving free school meals. The hon. Member asks about assessments we have conducted on the effects of the pandemic on the attainment of pupils. We have commissioned a study to assess the progress of pupils during this academic year, including groups such as pupils receiving free school meals. Initial findings from the study of 400,000 reading and maths assessments were published last week.

[Kevin Brennan [V]]

May I wish you and the House a happy Saint David’s day, Mr Speaker? The Secretary of State has said that no child’s prospects should be blighted by the pandemic and that he would not be timid in his responses, but earlier he sounded vague when he was asked for specifics. The schools Minister has had the job for a decade, so he should not need to outsource his answer to consultants. What specific interventions are being planned by Ministers to target those poor pupils for whom the pandemic has been an extinction level event for their education?

[Nick Gibb]

The hon. Member will not find anyone in this House more committed to closing the attainment gap caused by the pandemic than this team of Education Ministers and this Secretary of State. Last year, we committed £1 billion to help all students catch up on their lost education, including a £350 million national tutoring programme for the most disadvantaged and most in need. Last month, the Prime Minister announced a further £300 million of catch-up funding, and last week we increased it by a further £400 million. That is £1.7 billion in total committed to ensuring that no pupil will suffer long-term damage to their prospects as a result of the pandemic.

[Shabana Mahmood (Birmingham, Ladywood) (Lab)]

To ask the Secretary of State for Education, what assessment he has made of the effect of the covid-19 outbreak on education outcomes.

--- Later in debate ---

[Anne McLaughlin (Glasgow North East) (SNP)]

What support the Government have provided to ensure that children living in asylum accommodation with limited or no wi-fi during covid-19 lockdowns are able to access remote learning.

[The Minister for School Standards (Nick Gibb)]

The Get Help with Technology programme is helping disadvantaged children in England without a connection at home, including those living in asylum accommodation, to access the internet. We have delivered more than 60,000 4G wireless routers and are partnering with the UK’s leading mobile operators to provide free data uplifts.

[Anne McLaughlin [V]]

Wi-fi is not a standard feature in asylum accommodation. As more and more learning is done online, even outside of the pandemic, is the Minister prepared to work with counterparts in the Home Office to ensure that all children in the asylum system are able to access digital learning opportunities, so that they do not fall behind and are able to integrate as quickly as possible?

[Nick Gibb]

Yes, of course. The Home Office is in charge of the asylum seeker estate, and it does ensure that wi-fi is available. In terms of schools generally, as of 15 February, more than 1 million laptops and tablets have been delivered to schools and local authorities. It is one of the biggest procurement exercises of its kind, with 1 million computers built to order and shipped to Britain, with software added before being delivered. The process started last April, and throughout the summer and autumn we continued to order more and more computers, as we prepared for future contingencies.

[Dr Luke Evans (Bosworth) (Con)]

What steps he is taking to improve school facilities.

--- Later in debate ---

[Ian Lavery (Wansbeck) (Lab)]

If he will implement the National Education Union’s education recovery plan.

[The Minister for School Standards (Nick Gibb)]

Our priority is ensuring that no child is left behind as a result of the pandemic, and that is why we have prioritised the return of children to school and why we are providing a package of £700 million to support children and young people who need it most to catch up on lost education, on top of the £1 billion package launched last June. We are committed to continuing to work with school leaders and unions, including the NEU, to develop our longer-term plans.

[Ian Lavery [V]]

There has been a worrying pattern during this pandemic where, time and again, the Government have ignored the science, closing schools too late and opening them too early. Many scientists are warning that the Government’s measures for schools are not strong enough on their own to protect pupils and staff against the risks of airborne transmission. The Scientific Advisory Group for Emergencies recommended a phased return to schools, and Scotland, Wales and Northern Ireland have listened. With this Government forging ahead regardless, so much more must be done to tackle the critical issues of PPE, adequate ventilation in classrooms, special educational needs and disability, and vaccination. We need to protect our key workers. Has the Minister got a grip on that?

[Nick Gibb]

Every step of the way we follow the science. We are focused on ensuring that we do everything we can to keep covid out of the classroom and minimise the risk of transmission. That is why schools are going to enormous lengths to increase hygiene levels and ensure that pupils wash their hands frequently throughout the day, and why there are bubbles so that pupils do not mix unnecessarily. There is increased ventilation. There are one-way systems, staggered lunch and break times, face masks in secondary schools, and we are testing all staff and secondary school pupils twice a week. As the Chief Medical Officer has said, the best place for pupils is in school, as that is best for their wellbeing and education.

[Henry Smith (Crawley) (Con)]

What steps his Department is taking to help ensure that children with special educational needs and disabilities receive a quality education.

--- Later in debate ---

[Wes Streeting (Ilford North) (Lab)]

Last week, the Secretary of State confirmed that 120,000 pupils have been reached by the national tutoring programme, but it has reached fewer than 10% of all children on free school meals. Given that we know that the need for additional tutoring support will extend to all pupils on free school meals, and many more besides, how do the Government have the brass neck to claim that they are doing all they can to tackle disadvantage and are being ambitious for children—our country’s future—when their flagship scheme is reaching only a fraction of those pupils who need additional support?

[The Minister for School Standards (Nick Gibb)]

Our flagship scheme—both the national tutoring programme and the academic mentors—will reach 750,000 disadvant-aged pupils once it is fully rolled out. The Government are absolutely determined to ensure that all children are able to catch up, particularly the most disadvantaged pupils in our country.

[Laura Trott (Sevenoaks) (Con) [V]]

Following the welcome confirmation that additional money will be allocated to school building repairs, will my right hon. Friend reassure teachers and parents that Orchards Academy and West Kingsdown Primary School will be prioritised? I know from my visits how urgently the repair is needed, and that the money provided to date has not been sufficient to cover all the work.

--- Later in debate ---

[Robert Halfon (Harlow) (Con) [V]]

The Schools Minister has said that pupils wearing masks on the school estate is a matter of advisory guidance. If a pupil, or a parent acting on their behalf, objects to complying with their headteacher’s wish for pupils to wear a mask, are we not in danger of creating mask anarchy? Enormous pressure is being put on headteachers in Harlow because of the confusion, including Vic Goddard, the headteacher of Harlow Passmores School. Is it not better to come down firmly on one side or another, and provide clear, definitive regulations to help teaching staff?

[Nick Gibb]

We have said clearly that we strongly recommend that students in secondary schools wear face masks or face coverings in classrooms where it is not possible to keep a social distance between pupils. We have also said, for quite a number of months, that in communal areas of a secondary school, where it is not possible to maintain a social distance, staff, adults and students should also wear face masks. Face coverings are largely intended to protect others against the spread of infection, because they cover the nose and mouth, which are the main confirmed sources of transmission of the virus.

[Matt Western (Warwick and Leamington) (Lab) [V]]

  Headteachers in Warwick and Leamington tell me that their pupil premium funding is being slashed. Given the huge increases in poverty resulting from the pandemic, why has the Minister decided to base pupil premium calculations on the number of children receiving free school meals in October 2020, rather than in January 2021, as would be standard practice?

[Nick Gibb]

Most national funding formula elements are based on the October census. The pupil premium is based on Ever 6, so any child who has been eligible for free school meals at any time in the past six years qualifies for the pupil premium. Changes in one particular year do not therefore make up a large proportion of pupil premium eligibility. On top of that, we announced last week an additional £300 million recovery premium, which is based on eligibility for free school meals. The October 2020 census will ensure that most schools will receive more money, and overall we expect the pupil premium to rise as a consequence of that census from £2.4 billion to £2.5 billion.

[Mark Fletcher (Bolsover) (Con)]

On Friday, I spoke to two brilliant maintained nursery schools in my constituency. These schools are vital to families in South Normanton and Pinxton, but they are struggling without a sustainable financial future. Could my hon. Friend the Minister commit to pressuring the Treasury to give these schools the certainty that they need?

--- Later in debate ---

[Mr Tanmanjeet Singh Dhesi (Slough) (Lab)]

There have been repeated calls from the Labour party, teaching unions and others to vaccinate teachers before schools reopen fully, but they seem to have fallen on deaf ears. If teachers fall ill or there are class closures due to covid transmission, will Ministers take personal responsibility and do the honourable thing, having precipitated further chaos and disruption to our children’s education?

[Nick Gibb]

The Joint Committee on Vaccination and Immunisation has now confirmed that an age-based approach remains the most effective way of reducing death and hospitalisation from covid-19. More than 20 million vaccines have already been given—I am surprised that the hon. Gentleman did not congratulate the Government on that magnificent achievement—but modelling confirms that the speed of vaccine deployment is the most effective and important factor. The JCVI’s view is that targeting occupational groups will be more complex to deliver, and may slow down the vaccine programme. Keeping the operation simple and easy to deliver is key to the rapid deployment of the vaccine.

[Imran Ahmad Khan (Wakefield) (Con) [V]]

I was interested to read the recent report entitled “Back to School—and After” by the Institute of Economic Affairs, which outlines a number of policies that would help to resolve critical issues facing our schools. Summer holidays are a key area, and it appears that they prove counterproductive for pupils, leading to a reduction in learning. I wonder whether the Minister would kindly look at the proposal to restructure the school year to reduce the length of summer holidays—a policy that will greatly benefit pupils and parents.

--- Later in debate ---

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

I welcome the reopening of schools and the long awaited introduction of school testing, but, with parental consent required, some schools cannot test up to half of their pupils, putting their peers and families at avoidable risk. Given the importance of school testing, should it not be opt out rather than opt in, ensuring that a far greater number of pupils are tested while retaining parents right to choose?

[Nick Gibb]

We give clear guidance, and we expect parents to give permission to the school to allow secondary school pupils to be tested twice a week. This is an important initiative that helps to minimise the risk of transmission in the secondary school estate. After the first three tests, home testing kits will be sent to homes with pupils, and we hope that the twice-weekly testing of pupils will continue for the foreseeable future.

Schools Capital Funding

Nick Gibb Excerpts

Thursday 25th February 2021 Written Statements

[The Minister for School Standards (Nick Gibb)]

Today, I am announcing £489 million of capital funding to support local authorities to create new school places needed for September 2023. This investment will support the Government priority to ensure that every child has the opportunity of a place at a good school, whatever their background.

The funding announced today is on top of our commitment to invest £23 billion in the school estate between 2016 and 2021, and the £750 million to create places needed by September 2022 that we announced last year. These funding allocations will allow local authorities to plan ahead with confidence, and to invest strategically to ensure they deliver good school places for every child who needs one.

Full details of this announcement, including allocations broken down by local authority, will be published on the Department for Education section on the gov.uk website here: https://www.gov.uk/government/publications/ basic-need-allocations.

[HCWS801]

Free Schools and School Rebuilding Programme

Nick Gibb Excerpts

Monday 8th February 2021 Written Statements

[The Minister for School Standards (Nick Gibb)]

I am confirming details of the first 50 schools to benefit from the new school rebuilding programme announced by the Prime Minister in June 2020, as well as details of a further 21 new

free schools.

As part of the Government’s plan to drive growth beyond the covid-19 pandemic, we are committed to investing in infrastructure, skills and innovation. Investing in our school buildings is vital to deliver the world-class education needed to get the country back on its feet.

As set out at the recent spending review, we are delivering on our promises by launching a 10-year rebuilding programme, with a commitment to 500 school rebuilding projects over the next decade. This will replace many poor condition and ageing school buildings with modern, energy efficient designs, transforming education for thousands of pupils.

The 10-year school rebuilding programme demonstrates our continued commitment to investing in the school estate and providing a long-term pipeline of projects for the construction sector as we build back better.

The Department for Education will build on its existing construction expertise with a continued focus on innovative modern methods of construction to support more highly skilled jobs and improved productivity. Our market leading frameworks, including a new construction framework later this year, will continue to provide opportunities across the industry and enable small and medium-sized enterprises to benefit from the opportunities that a decade-long pipeline will bring. The construction projects procured through these frameworks will support jobs and create apprenticeships and T-level placements across England.

The first 50 schools to benefit from this programme have been prioritised based on condition need and will be supported by over £1 billion in capital funding. These first projects include primary and secondary schools as well as a sixth-form college and special and alternative provision settings.



This also represents a substantial investment in schools in the midlands and north of England, with 38 out of 50 projects located in these regions. We expect construction on the first sites to begin from autumn 2021.

The 10-year programme will continue to target school buildings in the worst condition across England and we will set out further plans shortly.



Alongside the rebuilding programme, the Government have committed £1.8 billion in 2021-22 for maintaining and improving the condition of the school estate.

Thousands more children across the country are also set to benefit from a new free school opening in their local area in the years to come, as I have approved 21 successful new free schools, providing over 15,500 new school places once open. In addition, I have approved in principle a further eight schools, subject to meeting certain conditions.

These schools will help level up opportunity across the country by providing high- quality school places in the areas where they are most needed. Ten of the 21 free schools approved will open in some of the most deprived areas—including three in opportunity areas, where the Department works to remove barriers that could stop young people achieving their potential.

These new schools reflect the Government’s continued commitment to the free school programme. Two hundred and forty nine free schools have now been approved to open in the coming years, spreading the benefits of the free schools programme to even more areas of the country and joining the 558 free schools already open.

We are also investing £10.1 million of funding in schools across England, to allow them to open their existing school sports and swimming facilities outside of the school day.

Funding will be distributed via Sport England’s network of county-level Active Partnerships. Schools will have the opportunity to bid for this funding in the summer term.

Further details, including lists of the school rebuilding projects and successful free school applicants, have been published on www.gov.uk. Copies will be placed in the House Library.

[HCWS768]

Remote Education

Nick Gibb Excerpts

Monday 8th February 2021 Written Statements

[The Minister for School Standards (Nick Gibb)]

On Friday 5 February, I laid before Parliament the Education (Coronavirus, Remote Education Information) (England) (Amendment) Regulations 2021, which require schools to publish information on their website about the remote education they are providing to their pupils. If schools do not have a website, the regulations set out alternative requirements for ensuring that this information is accessible.

The regulations come into force on 12 February 2021, which is seven days after being laid, rather than the 21 days required by convention. This is to ensure parents have the earliest access to the information they need about schools’ remote education. The Department for Education has published a suggested template that schools may use to present this information.

The requirement for schools to publish this information on their website will not be more onerous than what has already been asked of schools in the guidance, “Actions for schools during the coronavirus outbreak”. This guidance was updated on 3 December 2020 to include an expectation that schools would publish this same information by 25 January 2021.

On 4 January 2021, the Prime Minister announced that all schools would immediately move to remote education provision for all but vulnerable children and the children of critical workers. The Prime Minister’s statement on 27 January confirmed that full return to on-site education will not occur until 8 March at the earliest.

Remote education has become the principal means of delivering the school curriculum. Requiring schools to set out the details of their remote education curriculum will provide parents with key information about schools’ plans for ensuring pupils continue their education at home.

[HCWS771]

Educational Settings: Reopening

Nick Gibb Excerpts

Tuesday 26th January 2021 Commons Chamber

[Kate Green (Stretford and Urmston) (Lab)]

(Urgent Question): To ask the Secretary of State for Education if he will make a statement on the Government’s plan for the reopening of educational settings.

[The Minister for School Standards (Nick Gibb)]

Throughout the pandemic, the Government have been clear that education is a national priority. We had worked hard to keep all schools, colleges and universities fully open, but the scientific advice we received in January meant that we had no choice but to close schools and colleges to all but vulnerable children and the children of critical workers, and to restrict in-person teaching in university to those studying to be future critical workers.

It is the Government’s strong desire to reopen all schools, colleges and universities as soon as possible. We will prioritise the reopening of schools as we begin the process of lifting lockdown restrictions. We are acutely aware of the damage done to children’s education and development, particularly for the most disadvantaged pupils, by being away from school, and of the increased burdens that are placed on parents. That is why we allowed early years providers to remain open throughout this lockdown.

The decision about when and how we can reopen has to be based on clear public health data and guided by scientific evidence and the advice of the Scientific Advisory Group for Emergencies, the Joint Biosecurity Centre, Public Health England and the chief medical officer, including on issues such as hospitalisation rates and mortality, the rate of vaccination, and the challenge of new variants. Ultimately, it was the pressure on the NHS that caused us to move into a national lockdown, and the Government are monitoring NHS capacity carefully as they review whether easing lockdown might be possible.

The Government recognise that headteachers, teachers, support staff, parents and carers need time to prepare for reopening. That is why the Secretary of State made it clear last week that we will give two weeks’ notice to schools, colleges and universities so that they can prepare for a return to face-to-face education. We want to give two weeks’ notice so that parents can make arrangements for the care of their children, and we will be making announcements in the next few days.

Until schools can reopen fully, it is crucial that they continue to provide high-quality remote education alongside the on-site provision for vulnerable children and the children of critical workers. I would like to take this opportunity to thank teachers and school leadership teams across the country for working around the clock to keep schools open for some while also rising to the challenge of providing remote education for the millions of children who are continuing their education from home.

However, remote education can never be a substitute for days spent in a classroom led by a brilliant teacher, or for children being with their friends. We want those days to return as quickly as possible, and with them this Government’s continuing determination, made still more urgent by the pandemic, to raise standards in all our schools to improve the life chances of every child and to transform the start in life for those children facing the toughest challenges.

[Kate Green]

I was pleased to see the Schools Minister at the Dispatch Box—I have more hope of receiving answers from him than I am used to from the Secretary of State—but even he has failed to give parents, students and staff the credible plan they deserve. We simply do not know what the Government’s plan is for school reopening, other than what we read in the newspapers. In recent days, we have had reports that the Prime Minister wants pupils back before Easter, the Health Secretary saying he wants pupils back after Easter, and Public Health England saying overnight that primary schools are already safe to reopen. Which is it? What is the plan for full reopening?

The Schools Minister mentioned some metrics but was vague about the required performance against them. Can he give us some more clarity? Will schools return only if R is below 1? We have read reports that Public Health England believes that primary schools are safe to open. Are these reports accurate, and will he publish the scientific evidence? Will there be a credible testing plan in place as pupils return?

How will the Government get this chaotic system back on track? Can the Minister tell us in what order pupils will return to the classroom? Will it be exam years first, primary schools first, or a regional variation? What is the plan for the return of college and university students?

Why have the Government repeatedly ruled out the use of rotas to keep pupils in the classroom as a means of reducing transmission? What will be done to help pupils to catch up on the learning they have lost? Can the Minister guarantee that schools will be first to reopen when it is safe to do so, or will other restrictions be lifted if our children return to the classroom?

Parents need support and they need to be able to plan. They need answers to these questions and they need them now.

[Nick Gibb]

The hon. Lady asks for a plan. There is a plan. Schools were closed as part of the national lockdown, which was introduced to tackle the growing pressure on the NHS, and there are clear criteria for emerging from the lockdown, including hospitalisation rates and the other three criteria I mentioned in my opening comments. We have always been clear that schools will be the last to close and the first to open as we emerge from the national lockdown when on the criteria it is safe to begin to do so.

The hon. Lady asks about the safety of schools. We have always been clear that restricted attendances in schools are not because schools are unsafe but in order to reduce the overall number of social contacts in our community.

The hon. Lady asks about testing. Lateral flow device testing is taking place in our schools. We are testing staff twice a week to identify asymptomatic covid cases. Those pupils returning to secondary school, or in secondary school at the moment, will be tested twice as they return to school.

The hon. Lady says again, “Why aren’t schools the first to open and the last to close?” Well, that is something we have been making clear all along. The problem with her is that she repeatedly calls for action that we are already taking. She is always two steps behind. The Opposition have no plans, no direction and no clarity on what is the biggest crisis facing this country and the world for nearly a century.

[Robert Halfon (Harlow) (Con) [V]]

I thank all teachers and support staff for all the work that they are doing to try to teach children at this time.

My right hon. Friend will be aware that a number of paediatricians have written to The Times today about children’s anxiety, depression and self-harm—all at frightening levels because of school closures. Parents are showing signs of psychological stress and breakdown as a result of the pressures of trying to home-school their children and sustain their jobs and businesses. We need to get our schools open again sooner rather than later. Why not open schools and colleges in the areas where covid cases and the R are significantly lower? Will he put mental practitioners in all schools to help children and parents during this time? What discussions has he had with the Joint Committee on Vaccination and Immunisation on priority vaccinations for teachers and support staff so that we can help to put an end to the revolving door of learning that has characterised education this year? We just need to get our children back in school full-time as soon as possible.

[Nick Gibb]

My right hon. Friend is right to pay tribute to teaching staff in our schools. He is also right to point to the very difficult circumstances that both students and parents face when they are having to learn from home and are not with their friends. We all know that being in school is the best thing for young people rather than learning from home. All the decisions that we are taking are with the wellbeing of students at the forefront. We understand the disruption that the pandemic is causing to students’ education and the impact that it may have had on their mental health. We remain committed to introducing the new mental health support teams for schools and colleges. To support the return to school, we have put in place a range of measures and guidance, and a new £8 million training initiative for school staff to support children’s wellbeing. The health elements of the new RSHE—relationships, sex and health education—curriculum include teaching about mental health and wellbeing. The NHS continues to run 24-hour helplines for those people who have mental health problems.

My right hon. Friend asked about regional differences in infection rates. We will always be led by the science when making decisions about moving away from the lockdown conditions.

Finally, my right hon. Friend asked about vaccines. The JCVI advises that the first priority for the covid vaccination programme should be the prevention of mortality. For the next phase of the roll-out the JCVI has asked the Department of Health and Social Care to consider occupational vaccination, in collaboration with other Departments, including the Department for Education.

[Carol Monaghan (Glasgow North West) (SNP) [V]]

We are all acutely aware of the impact of school closures on our children, none more so than those of us who have children and are trying to juggle work and home schooling. Will the Minister assure the House, however, that schools will reopen only when the scientific evidence indicates that it is safe to do so, not because of pressure from the Back Benches?

I hope that the Minister has a set of key targets that must be met before reopening. Can he share them with the House today? Is there a maximum R value that the Government are looking at if we are reopening? I echo the call from the Chair of the Education Committee, the right hon. Member for Harlow (Robert Halfon), for the JCVI to look at the prioritisation of teachers for vaccination.

[Nick Gibb]

As I said to the hon. Member for Stretford and Urmston (Kate Green), we have restricted attendance not because schools are unsafe, but in order to reduce the overall number of social contacts in our community. Both PHE and the Department of Health and Social Care confirm that the system of controls we have in our schools—the extra hand-washing, the hygiene, the ventilation, the one-way systems, the masks in communal areas and so on—create an inherently safer environment for children and staff, where the risk of transmission of infection is substantially reduced. This is about reducing transmission in the community, and it is one of the measures after tier 4 that we introduced to achieve that.

The hon. Member for Glasgow North West (Carol Monaghan) asked about the criteria for emerging from the lockdown. As I said at the beginning of this UQ, those criteria include hospitalisation rates, mortality, the rate of vaccination, and the challenge of the new variants, but I can assure the hon. Lady that we will be led by the advice of the Scientific Advisory Group for Emergencies, the Joint Biosecurity Centre, PHE, and the chief medical officer in any decisions we make regarding the reopening of schools.

[Siobhan Baillie (Stroud) (Con)]

On the previous point, I hope the Back Benches get louder about that, because it is more important than ever. We need to hear about the Stroud dad who contacted me because he is so desperately worried about the mental health of his children from being at home all day, and from the parents who are contacting me on Instagram. Instagram is for pictures of cats, but these parents are absolutely at their wits’ end juggling childcare and work. Will my right hon. Friend reassure Stroud’s parents that the reopening of schools is being treated as a national emergency? On his point about evidence, will he work with the six Gloucestershire MPs to see whether our falling covid case rates and the low transmission in schools will allow our primaries to reopen after half-term?

[Nick Gibb]

My hon. Friend is right; we take the mental health of pupils and parents, and indeed school staff, very seriously in all the decisions we make. Indeed, the Minister on the Front Bench beside me, my hon. Friend the Member for Chelmsford (Vicky Ford), is convening a mental health action group to look at the effects on children, young people and staff in the education system, and we will confirm the next steps on that as soon as we can. However, at every step we will be led by the scientific advice on when it is safe to reopen schools.

[Dame Diana Johnson (Kingston upon Hull North) (Lab) [V]]

Following the question of the Chair of the Education Committee, the right hon. Member for Harlow (Robert Halfon), for many months the Children’s Commissioner, who leaves her post shortly and who is a terrific advocate for young people, has highlighted the effect of school closures on children’s mental health and wellbeing. Families in Kingston upon Hull North are struggling and as a nation we are storing up a time bomb of mental health issues for a generation. What discussions has the Minister had with the Secretary of State for Health and Social Care about real and additional support for schools, child and adolescent mental health services, and the voluntary sector groups helping children and families now?

[Nick Gibb]

The hon. Member will be aware of all the work that the Department for Education, Ministers and the Secretary of State have done in recent months, and for more than a year, on the children and young people’s mental health Green Paper to ensure that we roll out, over the next few years, a serious series of support for mental health provision in our schools. It is a huge programme, which is designed to help children with serious mental health issues. It is also designed to alert and to take action when there are early signs of mental health conditions in children. It is a huge project, and one we are continuing with. We have put in place a range of measures to help tackle the mental health concerns that the pandemic is throwing up, including the action group set up by the Under-Secretary of State for Education, my hon. Friend the Member for Chelmsford. The £8 million training initiative for school staff to support children’s wellbeing is already up and running.

[Felicity Buchan (Kensington) (Con) [V]]

The majority of parents in Kensington would like to see their children return to school after the half-term break, especially with proper testing in place. The Prime Minister assured me in early January that there was a “cautious presumption” for children to return at that time. Since early January, rates in London have fallen significantly. Can my right hon. Friend assure me that everything is being done to get children back into school and that we have not ruled out a return after the mid-term break?

[Nick Gibb]

As a schools Minister, no one in the House—not even my right hon. Friend the Member for Harlow (Robert Halfon) or, indeed, my hon. Friend—is keener than I am to see all schools back and open to all children and young people, but we will be led by the scientific advice when we make that decision, and that will be how we best tackle the transmission of this virus in our communities.

[Rushanara Ali (Bethnal Green and Bow) (Lab) [V]]

Parents and children have faced unprecedented pressures, in part thanks to the incompetence of this Government. We have had the failures with test and trace, we have had indecision about school closure and now schools opening, and we have also had huge issues with the distribution of laptops. In Tower Hamlets, we have 60% of children facing poverty—the highest in the country—and a shortage of 10,000 laptops. Can the Minister update the House on when my constituents can get the laptops so that they can get the education they need urgently while we are in lockdown? The Government have had nearly a year now, and we have children whose life chances will be damaged further if this is not sorted out immediately.

[Nick Gibb]

The hon. Member failed to mention of course that the Government have purchased hundreds of millions of doses of vaccine from a range of different providers, and that we were one of the first countries to begin rolling out the vaccine process. She failed to point out that we have already purchased 1.3 million laptops for disadvantaged children in our schools who may not have a device, on top of the 2.9 million laptops and tablets that already exist in our schools. So far, we have delivered to the hands of children, local authorities and schools 876,000 laptops, purchased in a demanding global market, built from scratch, imported and distributed. It is an amazing logistical exercise, and it would have been nice if the hon. Member could have paid tribute to the work of hundreds of staff in Computacenter and the Department for Education for such an amazing achievement.

[Mr Laurence Robertson (Tewkesbury) (Con) [V]]

I am sure the Minister will join me in paying tribute to the two special schools in my constituency, Alderman Knight and Milestone, as they carry out such amazing work with pupils who are very challenged. Those pupils are less aware of social distancing requirements, and school staff need to work in close proximity and come into frequent physical contact with them because, for example, of the disabilities that some of the pupils may have. Does the Minister agree that vaccinating teachers and staff at all schools, and particularly at special schools, would bring great benefits?

[Nick Gibb]

My hon. Friend makes a very good point. I pay tribute to all staff who work in our special schools. They remain open for vulnerable children and do a wonderful job. For children with special educational needs and disabilities, attending their educational setting is crucial so that they can receive high-quality teaching and the specialist professional support they need. He makes an important point about vaccines. The priority for the first phase is on mortality, but in the second phase the JVCI will be looking at different occupations. The Department for Education will be pressing the case for the education workforce.

[Daisy Cooper (St Albans) (LD) [V]]

For months, parents, teachers, unions, MPs and local authorities have been calling for: rotas in schools; school transport that is ring-fenced to a single school to reduce transmission; laptops and internet access for children; vaccinations for teachers; mental health funding for young people and the myriad costs facing schools; directly employing supply teachers for one-to-one catch-ups; and trusting local public health directors and schools to decide how best to reopen. The ideas are there on how to reopen schools safely, so why is there still no plan?

[Nick Gibb]

As I set out, there is a very clear plan for reopening schools, based on the fact that schools are part of the national lockdown. There are clear criteria for how and when we emerge from that national lockdown, which will depend on vaccinations, mortality and tackling new variants and, most importantly, on the pressure that the NHS is facing.

On all the other issues the hon. Member trotted out, we have been working on them. In May, we entered into a contract to purchase 200,000 laptops; we increased that in August, September, October, and November. These computers are built to order—there is a long lead time, but we anticipated and prepared for every contingency, which is why we have orders in place for 1.3 million devices, 876,000 of which are now in the hands of young people and schools.

On rotas, they are difficult for secondary schools to implement at the same time as providing full-time education for vulnerable children and the children of critical workers. Rotas do not prioritise exam years. We only ever restrict education as a last resort where transmission is exceptionally high, and rotas are a less effective means of reducing transmission risk than the approach set out in great detail in the contingency framework.

[Paul Bristow (Peterborough) (Con) [V]]

Yesterday, I took part in a mental health summit with Peterborough citizens, our local clinical commissioning group and many pupils from Peterborough secondary schools. Despite the best efforts of the Government, the mental health of many students has been impacted by school closures. Will my right hon. Friend join me in congratulating local students on raising these issues with me? I heard what he said about following scientific advice. When considering the right time to reopen schools, will he put the mental health impact on students at the very top of his priority list?

[Nick Gibb]

My hon. Friend is right to raise these issues. Mental health concerns are at the forefront of all our decision making on schools and reopening schools, and I pay tribute to those students who have taken these issues as seriously as they have. It is why we are, over the longer term, putting in place the recommendations in our Green Paper on children and young people’s mental health. Once fully rolled out, I believe that they will transform the provision of mental health services for children in our schools.

[Ian Mearns (Gateshead) (Lab) [V]]

The Minister is insistent that there is a clear plan for reopening schools. Schools are largely open for those important children with additional needs and the children of key workers, but surely we must do more than hope for the best; we have to plan for the worst and let school leaders and governors know what these proposals consist of. If they do not know, they cannot plan and prepare for the eventuality of being told what the plan is by the Minister. Can we also have laptops delivered that are free of malware? All too many of the laptops delivered to schools in my vicinity—and not all schools have them yet, by the way—have had malware on them.

[Nick Gibb]

Of course we want to give schools the appropriate notice, which is why my right hon. Friend the Secretary of State said last week that we would give schools, colleges and universities two weeks’ notice. That is not just for the schools; it is for parents as well, who need to know precisely what their childcare arrangements will be. As for the malware issue, that occurred in a very small number of devices. They have been dealt with, and the virus has been removed.

[Bob Blackman (Harrow East) (Con) [V]]

I know that my right hon. Friend is as keen as everyone is to get schools fully open with children back in them. As we emerge from the national lockdown, it is likely that we will go back into some form of tiered approach. Can he update the House on what the plan is? Will all schools of a particular type be fully open, or will it be based on the tier an area is in? That will be vital in terms of heads and senior staff planning for how they reopen their schools fully.

[Nick Gibb]

My hon. Friend is right to raise these issues, as he always does. We continually talk to stakeholders and advisory groups, and we discuss all options for how to open schools when the scientific advice says that it is safe to do so.

[Derek Twigg (Halton) (Lab) [V]]

I would like to put on record my thanks to the teachers and support staff in schools for the tremendous job they are doing at the moment. Some teachers who have covid-19 are absent for not just a few days but many weeks. Will the Minister ensure that when schools reopen, resources will be available to cover long-term staff absence, to ensure that children do not fall further behind?

[Nick Gibb]

The hon. Gentleman is right to pay tribute to the teachers and staff in our schools. Sunday was International Education Day, and we should be paying tribute to staff in our schools, further education colleges, universities and early years settings. We should also pay tribute to parents during this time and to the resilience of children and staff. We monitor staff absence rates in our schools, and the regional schools commissioners’ offices will offer help and support to schools that are suffering excessive or high rates of staff absence due to covid.

[Simon Jupp (East Devon) (Con) [V]]

Getting our children safely back into school is clearly a priority for this Government, and it is right that reopening next month remains under review. I am sure that many parents in East Devon will be concerned by significant delays, as we all know that, although schools across Devon are going above and beyond to provide virtual learning, nothing beats the classroom. Could my right hon. Friend confirm that the Government will keep all options on the table for reopening schools, including reopening on a regional basis if the scientific evidence supports a phased return based on vaccinations and case rates in different parts of the country?

[Nick Gibb]

My hon. Friend is right that the Government want to see schools open. We believe that face-to-face education—being in the classroom, with their teacher—is best for the education of young people and their mental wellbeing, so we want to see schools open as soon as possible. As we have always said during the pandemic, schools will be the last to close and the first to open. We consult with stakeholders and advisory groups about the options for reopening, and we keep all those issues under review.

[Mohammad Yasin (Bedford) (Lab) [V]]

There are children in Bedford and Kempston who still cannot access remote learning today because they do not have a digital device or broadband. So will the Government urgently tackle that inequality and put forward a long-term IT strategy for schools so that every child can learn from home and catch up after a year of disruption to their education?

[Nick Gibb]

Yes, I agree with the hon. Member. We have already purchased 1.3 million computers. They have been built to order, imported and distributed. We have distributed 876,000 of those devices, but it is not just about devices; it is also about data. We have partnered with the UK’s major mobile phone operators to provide free data for disadvantaged children to get online, as well as 4G wireless routers. I pay tribute to Three, EE, Tesco Mobile, SMARTY, Sky Mobile, Virgin Mobile, O2, Vodafone, BT Mobile and Lycamobile for working with us on this service-.

[Dr Andrew Murrison (South West Wiltshire) (Con) [V]]

Does my right hon. Friend agree that the public health risk of allowing schools, particularly covid-secure primary schools, to reopen is modest, particularly when set against the three quarters of covid-symptomatic people who are currently not self-isolating, with all the risk that that brings to public health?

[Nick Gibb]

My right hon. Friend raises an important point. He will know, given his background, that what matters is all of us obeying the rules that are set out very clearly and how, as a nation, we can manage the reduction in the transmission of this very deadly virus. It is beholden on all of us to obey those rules. The more we do that, the quicker we can reduce infection in our society and move out of the lockdown position.

[Kerry McCarthy (Bristol East) (Lab) [V]]

I echo the concerns of the right hon. Member for Harlow (Robert Halfon) and my hon. Friend the Member for Kingston upon Hull North (Dame Diana Johnson) about the warnings given by paediatricians and the Children’s Commissioner today about children’s mental health. In particular, I want to ask about children who have not yet been assessed for education, health and care plans and are now at home. What progress is being made in trying to ensure that they get their assessments, even though they are not in school, because we know that any delay in getting them assessed could have a serious impact on their educational and social development?

[Nick Gibb]

The hon. Member raises an important point. This is something that my hon. Friend the Minister is monitoring very closely with our expert advisers.

[Mr Mark Harper (Forest of Dean) (Con)]

Before I ask my question, may I take the Minister back to something that he said in his statement? I think he said that schools were closed to stop community transmission. In our evidence last week, Dr Jenny Harries, the deputy chief medical officer, said that it was the other way around—that there was no evidence that schools drove large-scale community transmission; it was community transmission that led to infections in school. What I want to press him on is what he said about the criteria for reopening schools. He mentioned a number of indicators: hospitalisation rates and so forth. At what level do those indicators have to get to in order to trigger the reopening of schools? These are decisions not for scientists, but for Ministers, and we want to know: what point do those measures need to get to for Ministers to take the decision to reopen schools to all children?

[Nick Gibb]

The reason why schools have been asked to restrict access to children other than vulnerable children and the children of critical workers is nothing to do with the safety of the schools themselves. It is about reducing community activity. That in turn will help to reduce transmission risk in those communities. That is the reason behind adding school closures to the other closures in the economy that took place prior to that decision, which we were advised to take in January. My right hon. Friend rightly asks: what are the criteria that will determine whether and how soon we will move out of the national lockdown position? As he reminds me, I mentioned those in my opening comments about hospitalisation rates, mortality, the rate of vaccination and the challenge of new variants. We do rely on the advice of SAGE, the Joint Biosecurity Centre, Public Health England and the chief medical officer as well as the deputy chief medical officer, Jenny Harries, when those criteria are assessed and whether they believe that it is right to start to undo some of the national restrictions that we are now facing.

[Kate Osamor (Edmonton) (Lab/Co-op) [V]]

In Edmonton, almost 7,000 children live in poverty, and families living in multigenerational, crowded homes, experiencing food and job insecurity, are really struggling. What is the Minister doing to ensure that all vulnerable children are able to access the support and services that they need during this lockdown?

[Nick Gibb]

The hon. Member raises a hugely important issue that has been at the forefront of our decision making right from the very beginning of the pandemic. When we closed schools for the first time, we allowed vulnerable children and the children of critical workers to attend school, but the attendance rates were quite low—certainly compared with those children’s rates of attendance today. We took action to ensure that local authorities and schools made contact with the families of those children to find out why they were not attending school—whether there were good reasons for that—and to encourage the most vulnerable children to attend school. That remains our position now.

[Huw Merriman (Bexhill and Battle) (Con) [V]]

I thank all the teachers who continue to work so hard to teach our young pupils. Given that by mid-February we should have vaccinated those accounting for 90% of mortality risk, why cannot pupils return to their classrooms later that month? Surely, by that time the risks from school attendance will be lower than they were last autumn, when the school gates were open to all.

[Nick Gibb]

My hon. Friend is right to raise those issues, and I agree with him to the extent that vaccination is an important criterion that will determine how and when we emerge from the national lockdown position, of which schools are an important part. But vaccination is only one of the criteria; hospitalisation rates and mortality rates are also important, as is the challenge of any new variants. We rely on the advice of the scientists to weigh up those different criteria and to advise us on when and how soon we can undo the national lockdown.

[Kim Johnson (Liverpool, Riverside) (Lab) [V]]

I send my thanks and solidarity to all the teachers and support staff in my constituency of Liverpool, Riverside who are working through these very challenging times. The pandemic and school closures have widened the educational attainment gap for working-class black and white pupils. The catch-up funding is not sufficient to achieve the levelling up required. Will the Government review the progress made with the financial support allocated to schools and provide more funding where necessary?

[Nick Gibb]

The hon. Member is right. Everything that this Government have been seeking to do since 2010 has been about closing the attainment gap between children from disadvantaged backgrounds and their peers, and we do not intend to let this pandemic divert us from that overarching objective. There is no question but that the pandemic has, during this period, widened the attainment gap, and our objective is to close that gap again as soon as we can. That is why we secured £1 billion of catch-up funding, of which £650 million is a catch-up premium for pupils. Some £350 million of that is funding the national tutoring programme, which is designed to help the most disadvantaged young people with one-to-one and small-group tuition, which is an effective way of helping children to catch up.

[Mr Steve Baker (Wycombe) (Con) [V]]

I refer to the declarations I have made relating to the Covid Recovery Group.

Will my right hon. Friend please either open schools or justify the decision to keep them closed by quantifying the harms and benefits of his policy?

[Nick Gibb]

I am always happy to debate these issues with my hon. Friend. The national lockdown was based on very clear criteria, and our emergence from the national lockdown will also be based on very clear criteria. The schools element of the national lockdown is very much part of that process. We continually talk to stakeholders and advisory groups, but ultimately we will be led in our decision making by the advice of the Scientific Advisory Group for Emergencies, the Joint Biosecurity Centre, the chief medical officer and the Department of Health and Social Care.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab) [V]]

We all want schools and other educational settings to reopen as soon as it is safe to do so, and it is absolutely right for the shadow Education Secretary to be calling on the Government to publish their plan defining the conditions for this safe reopening, given, once again, the confusing mixed messages from this Government. The Minister has said that NHS pressures and the level of covid circulating in the community are key criteria for determining lockdowns, including of schools. So what discussion has the Education Secretary had with the Transport Secretary about the Driver and Vehicle Licensing Agency outbreak and the impact that workplace transmissions are having on covid case levels?

[Nick Gibb]

These criteria are, of course, monitored the whole time, wherever there are outbreaks, in whatever segment of society or the economy increasing or decreasing transmissions take place; they are the criteria upon which the Scientific Advisory Group for Emergencies, the Joint Biosecurity Centre, the chief medical officer and Public Health England will advise us about when it is safe to reopen schools.

[Michael Fabricant (Lichfield) (Con) [V]]

Contrary to the mood of this urgent question so far, may I point out that today is the day we have surpassed 100,000 deaths in the UK, that 37,000 people are currently in hospital for covid and that now is not the time to set arbitrary deadlines for the opening of schools, or arbitrary targets that mean that schools can then be opened? We must go by the medical advice. In connection with that, may I ask the Minister whether he thinks it is a good idea to vaccinate every adult who works in a school sooner rather than later, to stop public transmission of covid?

[Nick Gibb]

My hon. Friend is right to point to that tragic milestone. My thoughts, like those of everyone in this House, are with the families and friends of people we have lost during this covid pandemic. He is right, therefore, to point out that at the moment there are 37,000 people in our hospitals with the virus, which is higher than at the peak of the virus last year. That is why we have to take these decisions about the national lockdown very seriously, to rely on the advice of SAGE, the JBC and PHE and to look at the pressure on the NHS when reaching those decisions.

My hon. Friend is also right to highlight the issue of vaccines. The priority initially is mortality, which means that there is a focus on age and where the rates of mortality are higher. However, once we are through that phase 1, we will be looking at occupations and the Department for Education will certainly be making the case to the Department of Health and Social Care for staff in the education sector.

[Meg Hillier (Hackney South and Shoreditch) (Lab/Co-op)]

I was one of those advocating for schools to stay open as long as possible, but I agree with the Minister that, given the height of the pandemic we are in now, this was the right thing to do—I say that very reluctantly. However, the longer it goes on, the worse it is for pupils, as we all know. There is a lot of fanfare about the national tutoring programme, but what serious consideration are he and the Department giving to providing proper catch-up summer lessons and so on, particularly for young people going into exam years, because they will not get that time back, no matter how good the online learning is?

[Nick Gibb]

The hon. Lady is absolutely right, and we are considering this issue the whole time. The £1 billion catch-up fund is important, as is the national tutoring programme, but of course we also have to take into account what we are going to do when children are back for the longer term to make sure that we help these young people to catch up. The older they are, the less time they have left in school before they leave. So we are giving this issue a great deal of thought as we plan further announcements in the near future.

[Imran Ahmad Khan (Wakefield) (Con) [V]]

Does my right hon. Friend agree that Scotland would be better served if the SNP bothered to care about more than its fixation on yet another independence referendum and, rather than callously exploiting the crisis, began prioritising the education of Scotland’s children? The SNP shamefully continues to let them down through years of failing education policy due to the SNP’s poverty of positive ideas and responsible leadership.

[Nick Gibb]

My hon. Friend is preaching to the choir when it comes to advocating prioritising education policy about all other policies in government—as a Schools Minister, I would say little else.

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[Ellie Reeves (Lewisham West and Penge) (Lab) [V]]

Special schools in my constituency, including Brent Knoll, Riverside and Watergate, remain open. They are doing a tremendous job and often provide personal and medical care on top of teaching. I echo calls for making school staff a priority for vaccinations, but will the Minister also consider treating staff in special schools akin to frontline care workers and prioritising them for the vaccine without delay?

[Nick Gibb]

That is an important point. As I have said previously, the Joint Committee on Vaccination and Immunisation’s priority is mortality, which is based principally on age, and it also prioritises those working for the national health service and in care homes. The second phase will be occupationally based, and we will be making the case for staff in special schools as well as other staff in the education sector.

[Mary Robinson (Cheadle) (Con) [V]]

Will the Minister join me in thanking teachers across Cheadle, who have educated vulnerable children and children of critical workers in school while managing the challenges of remote learning? When schools fully reopen and the Minister assesses the inevitable variation in children’s learning throughout covid, will he look at the educational impact of regional covid restrictions? Our higher local case rates in the autumn caused pupils to lose even more time in the classroom. Will he consider additional targeted educational resources and teaching support to address any educational disadvantage as we move beyond covid?

[Nick Gibb]

I certainly join my hon. Friend in paying tribute to teachers in Cheadle. Combining teaching vulnerable children and critical workers’ children full time in school with providing high-quality remote education to pupils at home is a huge challenge. Of course, teachers also have to maintain the safety measures that are in place to ensure that we minimise the risk of transmission in school. I am aware of the very real challenges that teachers face. Ensuring that children who have not coped as well with remote education as they would in the class are able to catch up as swiftly as possible when they return to school is a key priority for the Department, and we will be saying more about that in the weeks ahead.

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

Schools need a return plan, but what about the children who are unable to learn remotely in the meantime? The Government are slowly distributing laptops that are unusable without connectivity, but 1 million children have only mum’s mobile as their connection and a further half a million have no connection at all and so cannot receive network data boosts. Nine months on, why has the Minister still not ensured that those children can connect from home so that they do not fall even further behind?

[Nick Gibb]

If I am allowed, I pay tribute to the hon. Lady for her assiduous work on remote education. We have purchased 1.3 million computers for children and young people in our schools and colleges at a time when there is huge global demand for those devices. They have been built to order, imported, shipped and distributed, and 876,000 of them are now in the hands of schools and pupils. It is also right to point to data. We have partnered with the UK’s major mobile phone operators to provide free data to disadvantaged children so that they can get online using, for example, their parents’ smartphone. They will not have to pay data charges for downloading educational material.

[Lia Nici (Great Grimsby) (Con) [V]]

Will the Minister join me in thanking the teams at our schools in Great Grimsby for all their hard work? As Grimsby now has one of the lowest infection rates in the country and reducing hospitalisations, will he consider allowing at least infants and primary schools to return in the town after the half-term break?

[Nick Gibb]

I am delighted to join my hon. Friend in paying tribute to the teachers in Great Grimsby for the work that they are doing in keeping schools open for vulnerable children and children of critical workers, as well as all the other work that they do in continuing to teach children while they remain at home. We take the advice of SAGE, Public Health England and the CMO on how and when we can remove the restrictions on access to our schools. It was part of the national lockdown decisions, and we will take their advice when we make those decisions.

[Dr Rupa Huq (Ealing Central and Acton) (Lab)]

Can the Minister tell me, did the PM’s much trumpeted army of catch-up tutors from the first lockdown ever happen, or was it just Ealing that got left out? How will he fund, after a second year of disruption, not just the academic deficit but the emotional damage done, not just to pupils but to teachers? We expect them to be superhuman, with their own bereavements, bursting bubbles, kids and long covid, yet they have had no recognition in pay or vaccines, and child and adolescent mental health services had a two-year waiting list even before coronavirus.

[Nick Gibb]

The national citizenship programme is a big programme, which is overseen by the Education Endowment Foundation. There are 33 tutoring companies, 15,000 tutors are signed up and we intend to reach 250,000 of the most disadvantaged pupils. That is a very effective, evidence-based approach to helping catch-up. If there are particular circumstances that the hon. Lady wants to bring to my attention, I shall be delighted to have those details and I will take the matter up with the Education Endowment Foundation.

[Jane Stevenson (Wolverhampton North East) (Con) [V]]

I am increasingly concerned about the mental health of our young people while schools remain closed. I should like to thank Wolverhampton’s Youth MPs, Tutsirai Rukarwa and Ruby Cochrane, for discussing that with me recently. Many young people are struggling with feelings of isolation and are worried about falling behind with schoolwork. They are anxious that that will impact their future exam success, their choice of university and their career path. What measures will the Government take to really support these people with their mental health?

[Nick Gibb]

The Government have made children’s wellbeing and mental health a central part of our response to the pandemic. We have already set up the wellbeing for education return project, backed by £8 million, to help support the wellbeing and resilience of pupils, parents and staff in light of the covid pandemic and lockdown. We are very aware and concerned about the impact that the pandemic has had on the mental wellbeing of so many children in our schools, or at home, trying to learn remotely.

[Alex Cunningham (Stockton North) (Lab) [V]]

Before the lockdown, children in the north had missed many more days than their counterparts in the south. Their schools have also suffered a financial crisis, as the pandemic has cost them eye-watering sums of money just to keep things safe. How will the Minister ensure that children in constituencies like mine in Stockton are not left behind, and that their schools will have the extra funding they need to ensure that regional attainment gaps will not be even wider than they were before the pandemic?

[Nick Gibb]

We did secure a very good three-year settlement for school funding with the Treasury, and that was confirmed in the spending review 2020, despite all the other challenges on the Treasury. In addition, we have secured £1 billion of funding for schools for catch-up, and there are also specific funds to help schools tackle and pay the additional costs that they have incurred due to covid—such as the costs incurred between March and July last year and extra staffing costs incurred in November and December last year and in January when the schools went back. Schools that are in difficult financial constraints are always able to talk to their local authority, or to the Education and Skills Funding Agency if they are an academy.

[Tom Hunt (Ipswich) (Con)]

The Minister will be aware of a letter from HMC—Ipswich School is one of its schools, and it has shown great spirit in really rolling its sleeves up and saying, “We want to help. We think we can vaccinate all teaching staff within a very short period of time.” If the JCVI takes the decision that after all of the most vulnerable have had their first dose, teachers should be prioritised, would it not be the appropriate moment—at the point at which all of the most vulnerable and all teaching staff have had their first dose, which provides a significant amount of protection—to say that at that point the harms and the dangers posed by schools’ remaining closed will become greater than any potential public health risks.

[Nick Gibb]

My hon. Friend makes an important point; I am sure that it will have been heard by the Department of Health and Social Care. I have a lot of responsibilities on my plate, as does my hon. Friend, but I am not responsible yet for the roll-out of the vaccine programme, which is going extremely well, with more than 6 million people vaccinated so far.

[Stephen Timms (East Ham) (Lab) [V]]

Kensington Primary School in East Ham is the Pearson national teaching awards primary school of the year. The school asked for 100 devices for children to learn, although it needs more than that. It has received 32 so far. When can it expect the rest? The Minister has indicated that there are about half a million devices that have been purchased but not yet distributed. When will they all get out, and will the Department be purchasing more?

--- Later in debate ---

[Nick Gibb]

I am very happy to look into why that particular school did not receive its devices, and I will be in touch with the right hon. Member. There is a lead time in all this, which is why we were putting in orders in August, September and October last year. We put in an order for 340,000 in November, and those devices are now being delivered. On 12 January, we put in another order for 300,000 computers, which will begin to come on stream shortly.

[Dr Caroline Johnson (Sleaford and North Hykeham) (Con) [V]]

As a paediatrician, I can see the damage that is being done to children’s mental health when they are not in school; as a constituency MP, I am hearing about the difficulties that families are facing when their children are trying to learn from home while they work from home; and as a parent, I can see some of these challenges for myself. With the vaccination programme steaming ahead and levels of covid falling—and in some cases lower than they were last term, when schools were open—does my right hon. Friend agree that the balance of risk is now in favour of reopening schools, and that they should reopen at February half-term at the very latest?

[Nick Gibb]

My hon. Friend, with her experience in the NHS and as a mother, is right to point to the importance of children being back in the classroom. It is right for their education and for their mental wellbeing. It is right for them to be with their friends. Education will be a national priority for this Government during this pandemic. Schools will be the last to close and the first to open, and that remains our position.

[Paul Blomfield (Sheffield Central) (Lab) [V]]

Teachers have taken on many additional tasks during the pandemic, as well as developing online learning, which is a substantial job in itself. Will the Minister therefore consider providing extra support to schools to deliver the testing that is needed? Will he also say a little bit more about plans to address lost learning, which affects all years, not just those with imminent exams?

[Nick Gibb]

The hon. Gentleman raises the issue of testing. We are testing staff in schools twice weekly to identify any asymptomatic cases. That is an important measure that we have taken. We are helping schools with the cost of rolling that out; there is £78 million of funding available for schools to employ agency workers and others to help them to deliver those lateral flow device tests. He is right to point out that lost education is important. That is why we are supporting the Oak National Academy, which was set up by a group of teachers. We have funded it with over £4 million. The academy has had 3 million individual users, and 32 million of its lessons have been viewed online.

[Andrew Griffith (Arundel and South Downs) (Con) [V]]

I welcome the Minister’s commitment that it is the Government’s absolute priority to reopen schools and get undergraduates back to university. I am reassured that he keeps open the option of returning after half-term. In the meantime, I would like to thank all the teachers and heads in Arundel and South Downs for their hard work during this crisis, and also the Minister himself for his help in getting free laptops to Upper Beeding Primary School after I raised the matter with his Department.

--- Later in debate ---

[Nick Gibb]

I am very happy to join my hon. Friend and neighbouring MP in paying tribute to the teachers in his constituency, and if I may, as he is a neighbour, I would like to add my thanks to all the teachers in Bognor Regis and Littlehampton for the sterling work that they are doing, as are his teachers, in supporting children during a very challenging period.

[Vicky Foxcroft (Lewisham, Deptford) (Lab) [V]]

Schools are currently doing a fantastic job of providing remote education and reaching out to vulnerable families, but inevitably some pupils will fall through the cracks. As our 2020 Youth Violence Commission report highlights, the links between young people disengaging from school and an increase in the likelihood of them being victims or perpetrators of serious violence are well established. Until our schools reopen, what extra support can the Minister put in place to ensure that schools are able to support those most at risk?

[Nick Gibb]

The hon. Member raises an important point. This is why we have kept alternative provision and special schools open, and it is why we keep schools open to vulnerable children to ensure that they are in a school where they can be protected. I share her view that the most important risk factor for young people, leaving aside the pandemic, is not being in school, so we need to do everything we can to help children remain in school in normal times. That is why we want to reopen schools for all pupils as soon as the science allows.

[Neil O’Brien (Harborough) (Con) [V]]

Will my right hon. Friend join me in paying tribute to the teachers across Harborough, Oadby and Wigston, who have done an incredible job in keeping schools open for key worker and vulnerable children during very difficult circumstances? Given the huge uncertainties about how fast infections will fall, the risks from new variants and the effects of the vaccine roll-out, does he agree that we have to make the decisions on schools reopening, which we are all desperate to see, based on scientific advice rather than on arbitrary deadlines?

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[Nick Gibb]

Yes, I will join my hon. Friend in paying tribute to the teachers in his constituency, who, like teachers up and down the country, are working round the clock to ensure that the children in their schools have a safe and caring environment, and also helping to educate children while they are at home. I also pay tribute to my hon. Friend for the way in which he has analysed a lot of the scientific data and helped those of us who are less scientifically minded to understand the huge raft of data and science that is out there. He is absolutely right to say that, in all the decisions we take, we need to ensure that we are led by the science.

[Mr Deputy Speaker (Mr Nigel Evans)]

I thank the Minister for responding to the urgent question for over an hour. He has answered 40 questions, of which 34 were remote, so let me also thank the technicians for making that possible. We will now suspend for three minutes for hygiene purposes.

Oral Answers to Questions

Nick Gibb Excerpts

Monday 18th January 2021 Commons Chamber

[Munira Wilson (Twickenham) (LD)]

What financial support his Department is providing to schools to fund additional costs relating to the covid-19 outbreak.

[The Minister for School Standards (Nick Gibb)]

Some £102 million of funding for exceptional covid-related costs incurred by schools in the first lockdown period of March to July 2020 has already been distributed to schools, and for November and December, schools under financial pressure that have exceptional additional staffing costs due to covid-related absences have been able to claim from the covid workforce fund.

[Munira Wilson [V]]

I am grateful to the Minister for his response. He is aware from our discussions that many Twickenham schools have incurred significant one-off and ongoing costs to become covid secure that they have not been able to reclaim, at the same time as losing tens of thousands of pounds from lettings and fundraising. Many of them do not have significant cash reserves to rely on, nor does the council have the money to bail them out, so if schools are to reopen fully and safely as soon as possible, could the Minister please advise which staff and activities he thinks are expendable so that they can make ends meet?

[Nick Gibb]

The hon. Member will be aware that we secured a three-year funding settlement for schools, with a 4% increase in funding for the next financial year, and we have also secured for this year a £1 billion catch-up fund and the covid workforce fund. If a school is genuinely in financial difficulties, it should talk to the local authority if it is a maintained school, or to the Education and Skills Funding Agency if it is an academy.

[Clive Lewis (Norwich South) (Lab)]

What steps he is taking to help ensure the safety of staff at (a) early years settings, (b) special schools and (c) alternative provision during the covid-19 lockdown announced in January 2021.

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[The Minister for School Standards (Nick Gibb)]

Although exams are the fairest way of assessing what a student knows, it is no longer viable for exams to go ahead as planned, so international baccalaureate students should be subject to a similar approach to GCSEs and A-levels. Working with Ofqual, we are consulting on alternative arrangements for fairly awarding grades in qualifications, including the IB, when exams do not take place, so that students can progress to the next stage of their lives.

[Gareth Johnson [V]]

Some of the schools in my constituency elect to take the IB examinations rather than A-levels. No final decision has yet been taken as to whether those exams will take place this spring, so will my right hon. Friend commit to assisting these schools, so that no child who takes the IB exam will be disadvantaged compared with those who are due to take A-levels?

[Nick Gibb]

I am aware of some excellent schools in my hon. Friend’s constituency, particularly Dartford Grammar School, under the excellent headteacher, Mr Oakes, that do offer the IB. The joint consultation document that we published on Friday says that

“it is the Department’s policy position that external exams for many vocational, technical and other general qualifications should not take place as planned.”

It goes on to say:

“For other general qualifications that are not GCSEs…or A levels, such as…the International Baccalaureate, the awarding approach should be similar to GCSEs, AS and A levels”.

In other words, we are talking about teacher-assessed grades but with the evidence base and checks and balances, as set out in the consultation document.

[Christian Matheson (City of Chester) (Lab)]

What plans he has to introduce a school refurbishment and rebuilding programme for secondary schools.

[The Minister for School Standards (Nick Gibb)]

The Prime Minister announced a new 10-year school rebuilding programme, which will transform education for thousands of pupils. It was launched with a commitment to 50 new school building projects a year, targeted at school buildings in the worst condition. We have also committed £1.8 billion next year to improve the condition of school buildings.

[Christian Matheson]

Upton-by-Chester High School in my constituency is a good school with an outstanding sixth form, but its buildings are not fit for purpose. What would the Minister advise me and the school leadership that they need to do to make sure they catch his eye in future programmes? Will he come to Upton, as soon as he is allowed, to visit the school?

[Nick Gibb]

The hon. Gentleman will be aware that since 2015 we have allocated £9.5 billion to maintaining and improving school buildings. In addition, the priority school building programme is rebuilding or refurbishing buildings in the worst condition at more than 500 schools. I would be delighted to discuss with him Upton-by-Chester High School, which has a very high EBacc entry figure of 60%. It is a good school and I congratulate its headteacher, Mr Cummins, on what he has achieved.

--- Later in debate ---

[Judith Cummins (Bradford South) (Lab) [V]]

Ninety primary school headteachers from across Bradford have written to the Secretary of State to express their disappointment in his ability to support teachers and pupils. School-age children in my constituency have some of the lowest social mobility rates in the country. The Government say that they have a plan to ensure that children catch up on the learning that they have lost, but there are currently only enough places on the national tutoring programme for one in every five disadvantaged pupils in England. Will the Minister increase this as a matter of urgency, and commit to publishing a fully funded plan to ensure that the most disadvantaged children do not fall even further behind?

[The Minister for School Standards (Nick Gibb)]

Ensuring that no child suffers a loss to their education or damage to their long-term prospects as a consequence of the pandemic is a key priority of education policy. That is why we have secured £1 billion of catch-up funding from the Treasury; £350 million of that is for the national tutoring programme, and £650 million is being distributed to all schools across the country on the basis of £80 per pupil and £240 per pupil in special school settings. That money can be used to target the children who most need to catch up.

[Theresa Villiers (Chipping Barnet) (Con)]

A headteacher in my constituency has been in touch to express real concern about Ofsted assessing schools when there are no agreed standards or established precedents that relate to education in lockdown, so may I urge the Schools Minister to engage closely with headteachers and Ofsted to ensure that any assessment process is fair to schools as they operate now, and reflects the hugely difficult circumstances to which they have been subjected?

[Nick Gibb]

Formal Ofsted inspections have been suspended until the summer term. What is happening is that Ofsted is engaged in monitoring visits for schools rated “inadequate” or “requires improvement”, and having discussions about the quality of the curriculum and the challenges that schools are facing with remote education. We have set out clear expectations for what we expect schools to do with regard to remote education, including the fact that at key stage 1 there should be three hours of remote education, at key stage 2 four hours, and at key stages 3 and 4 five hours a day.

[Taiwo Owatemi (Coventry North West) (Lab) [V]]

As chair of the all-party parliamentary group on Erasmus, I have a vested interest in ensuring that British students across the country have access to the best international education programme possible, so two weeks ago I wrote a letter, which was signed by colleagues across the House, about the Turing scheme that is replacing Erasmus. I have yet to receive a response from Ministers. Although we welcome the Turing programme, it could be greatly improved to become a notable and truly beneficial exchange programme, so will the Secretary of State commit today to arranging a meeting with my colleagues and I to discuss this further?

Covid-19: Schools

Nick Gibb Excerpts

Monday 18th January 2021 Commons Chamber

[The Minister for School Standards (Nick Gibb)]

I congratulate my hon. Friend the Member for St Ives (Derek Thomas) on securing this debate, and both he and my hon. Friend the Member for West Dorset (Chris Loder) on their introductory speeches. My hon. Friend the Member for St Ives is right to pay tribute to the extraordinary way in which teachers, support staff and headteachers in the 50-plus schools in his constituency and elsewhere around the country have responded to the demands placed on them by the covid pandemic and by the Government’s response to tackling it.

From introducing covid security measures in our schools over the summer holidays, maintaining and enforcing the new rules in schools during the summer term, increased hygiene—I am delighted to hear my hon. Friend’s commitment on the personal hygiene front —increased hand washing, one-way systems and staggered breaks and lunch times for all pupils, while at the same time helping their pupils to catch up from the lockdown from March to July, to teaching the curriculum and continuing the work to prepare and improve the curriculum for online teaching, these have been demanding times for the profession. With high attendance rates and more than 99% of schools open throughout the autumn term, we should all have enormous admiration for the achievements of schools and their staff. Indeed, I very well remember visiting some of the schools in my hon. Friend’s constituency just a few short years ago and meeting some of the very same teachers and support staff he referred to in his speech.

However, the situation has now changed again. It is vital that we take action, given the very high transmission rates, so since 5 January we have asked schools to limit attendance during the lockdown, because the Government are taking every possible measure to reduce overall social contacts, bringing down cases in the community and protecting the NHS. This will undoubtedly have a big impact on children and schools once again. We will continue to review the restrictions on schools and ensure that children get back to face-to-face education as soon as possible, which I know is the preference of my hon. Friend the Member for West Dorset. I suspect that deep down it is also the preference of my hon. Friend the Member for St Ives, despite all the support and the enjoyment he has with his children being at home.

In the meantime, we are doing everything we can to ensure that children continue to learn and make progress. Schools have always been required to assess and manage risk. Before the end of the summer term, we published clear guidance for the autumn so that they could put in place proportionate control measures in response to their risk assessments, while still providing their pupils with a high-quality education. The 11 control measures run from enhanced cleaning and ventilating occupied spaces to managing confirmed cases of the virus. This is a fast-moving situation, and as the pandemic has evolved, guidance for schools has been needed on a range of issues. I am aware of feedback on guidance, and I can assure my hon. Friend the Member for St Ives that we have made changes to improve our approach in response, making clear any changes at the start of documents, so that school staff can quickly see updates, without having to re-read the whole document.

During the current period of national restrictions we have asked schools to allow only vulnerable children and young people, and the children of critical workers to attend. The guidance is clear that families where at least one parent’s work is critical can send their child to school, if required. If parents and carers who are critical workers can keep their children at home, they should do so. We know that every school will have a different number of children of critical workers who need to attend, and it is important that on-site provision is provided for these pupils, and schools should not limit attendance of these groups. That is because we are reducing overall social contact across areas and the country, rather than individually by each institution. The Department publishes weekly national level data on pupil attendance, and the data for 11 January shows that attendance in state primary schools in England was at 20% and attendance in state secondaries was at 4%, although this will of course vary on a school-by-school basis, as my hon. Friend has pointed out.

On 15 December, we announced the roll-out of rapid result asymptomatic testing in secondary schools for the workforce and for pupils, and I am pleased to hear that schools in St Ives are already benefiting from that. This month, we are also rolling out that programme to primary school staff. Primary schools should expect to receive a delivery of home testing kits from today. Schools can access workforce funding and military support to help them implement the programme, as well as engage volunteers through one of the national volunteering networks. Where schools are unable to identify enough staff or volunteers, they can call our helpline for additional support, which is provided on a case-by-case basis. Testing those without symptoms is vital in reducing the spread of covid-19, and these lateral flow tests will be able to indicate in just half an hour whether somebody has the virus. Participation in the programme requires the consent of the person being tested or their parents, if they are under 16. Pupils who are not taking part in testing will still be able to attend school as normal, where they are eligible to attend, unless of course they develop symptoms or need to self-isolate after being in close contact with somebody who has tested positive. All those steps help make schools as safe as possible and will help limit the amount of time that pupils miss from the classroom in the future.

As my hon. Friend will know, the Government have a catch-up package worth £1 billion, including a catch-up premium, worth a total of £650 million, to support schools to make up for the impact of time outside the classroom. This academic year the forecast catch-up premium for Cornwall will be £5.8 million. Alongside that, we have a new £350 million national tutoring programme for disadvantaged pupils, which will increase access to high-quality tuition for the most disadvantaged young people, helping to accelerate their academic progress and tackling the attainment gap.

It is crucial that all children continue to learn during the lockdown, so we have updated the remote education guidance for schools to clarify and strengthen expectations, drawing on our evolving understanding of best practice in remote education. The Government are spending £400 million on remote education to help schools and colleges meet those expectations. That includes three quarters of a million laptops and tablets that have already been delivered to schools and local authorities since the start of the pandemic. A comprehensive package of support is available and the Department has also made £4.84 million available for the Oak National Academy, both for the summer term of the academic year 2019-20 and for the 2020-21 academic year, to provide video lessons in a broad range of subjects for reception to year 11, and there have been 32 million views of those very high-quality lessons from the Oak National Academy.

My hon. Friend the Member for St Ives raised the issue of funding, as he so often does on behalf of his constituents and schools. School budgets are rising by £2.6 billion in 2020-21, £4.8 billion in 2021-22 and £7.1 billion in 2022-23, compared with 2019-20. On average, schools are attracting 4.2% more per pupil in this financial year, compared with 2019-20, and will attract 3.3% more per pupil in 2021-22. This increase in funding will help schools with costs associated with the covid outbreak.

We have also provided additional funding to schools on top of existing budgets to cover unavoidable costs incurred between March and July 2020 due to the covid outbreak that could not be met from their budgets. Schools in my hon. Friend’s constituency have received £94,238 so far through the first claims window of the covid exceptional costs fund, which supported schools with the most significant costs they faced between March and July. Schools nationally have received payments of more than £100 million for all claims within the published scope of the fund, and we are currently processing claims from the second window, which ran in December. We have also promised a further £78 million to support schools with the costs of rolling out testing this term.

We know that children and young people may be experiencing a wide variety of emotions in response to the coronavirus outbreak, such as anxiety, stress or low mood, and the return to remote learning for most will limit their social interaction with their peers. Some pupils may need support from their school to readjust— either to return to learning at home or to being in school without some of their friends. Our £8 million wellbeing-for-education-return training programme is supporting staff in schools and colleges to respond to the additional pressures that schools may be feeling as a direct result of the pandemic. My hon. Friends will be delighted to know that there are similar schemes to help teachers’ wellbeing during this very pressured time.

Ultimately, it is our ambition to ensure that all pupils have the chance to make up for education lost during the pandemic, so that they can reach their potential in the long term. We are doing everything in our power so that schools can make this happen. I heard what my hon. Friend the Member for West Dorset said about prioritising vaccines for teachers. The Government are considering that, along with other critical workers in the second phase of the roll-out of the pandemic.

School leaders, teachers and support staff have done truly tremendous work since the start of the pandemic to maintain high-quality education for all their pupils. I thank them once again for their exceptional efforts.

Question put and agreed to.

Awarding Qualifications in 2021

Nick Gibb Excerpts

Monday 18th January 2021 Written Statements

[The Minister for School Standards (Nick Gibb)]

On Friday 15 January, Ofqual and the Department for Education published a joint consultation outlining detailed proposals for alternative arrangements for awarding general, vocational and technical qualifications in summer 2021.



This consultation, outlined in “Consultation on how GCSE, AS and A level grades should be awarded in summer 2021” and ‘Consultation on alternative arrangements for the award of VTQs and other general qualifications in 2021”,will be open for two weeks ending on 29 January. Responses can be completed using the online response forms on www.gov.uk for GCSE, AS and A-levels and for vocational and technical qualifications.



In his statement to the House on 6 January, the Secretary of State confirmed proposals that students taking GCSE, AS and A-levels this summer should be awarded grades based on an assessment by their teachers. Teachers’ judgement will be based on a range of evidence; Ofqual and the Department will consult on the evidence needed to inform teachers’ assessments of their students’ grades, including providing externally set papers to support their assessments. Teachers will be provided with training and guidance to support them.



We recognise that students who are not studying within a school or college, for example because they are home educated, must be able to be issued with a grade. We are seeking views on the proposals that would enable them to do so.



The consultation also proposes both that exam boards should provide information for schools and colleges to inform their own quality assurance, and that the exam boards themselves should undertake checks of schools’ and colleges’ processes and the evidence for the grades submitted. We propose that all students will have a route to appeal their grades.



The approach set out in the consultation for vocational and technical qualifications which are taken instead of or alongside GCSEs, AS and A-levels is consistent with the approach for these qualifications. For other general qualifications, such as Core Maths, Pre-U and the International Baccalaureate, the consultation also proposes the awarding approach should be similar to GCSEs, AS and A-levels.



The consultation proposes that those vocational and technical qualifications with practical exams and assessments which are required to demonstrate occupational competence for employment and apprenticeships should continue to take place where they can be delivered in line with public health guidelines, including remotely.



“On-demand” assessments of shorter, focused qualifications such as Functional Skills that can be delivered in line with public health guidelines, including remotely, should be permitted to continue to proceed.



The consultation seeks the views of students, parents and carers, teachers, school and college leaders before decisions are made on final arrangements. We will also take into account the views of further and higher education and employers, to ensure that young people can move onto the next stage of their lives.

[HCWS714]